Sep 07, 2021 September 7, 2021 Study Session - 4:00 p.m.

[1. Call to Order]

[00:00:12]

>> I WOULD LIKE TO CALL TO ORDER.

LET THE RECORD REFLECT ALL BOARD MEMBERS ARE PARTICIPATING

REMOTELY. >> RECENT UPDATE TO THE GUIDELINES, ATTENDING PUBLIC MEETINGS.

PROCLAMATION 20-28.15, PUBLIC MEETINGS ACT AND PUBLIC RECORDS ACT, PROCLAMATION. THE PROHIBITION HAS EXTENDED THE PROHIBITION MEETING.

MISCELLANEOUS GUIDANCE, AS OF JUNE 30TH, FOLLOWING SHOW, ON AGENCIES, IN INPERSON PUBLIC MEETINGS.

NO PHYSICAL DISTANCING REQUIREMENTS, THAT ALL PUBLIC AGENCIES ARE REQUIRED TO FOLLOW APPLICABLE FACE COVERING, AS OUTLINED ON PROCLAMATION 20-25. FULL VALUES, PARTICIPATION AND ENGAGEMENT IN THE MEETINGS, WILL ALSO CONTINUE TO COMPLY WITH THE LAWS RELATED TO THE OPEN PUBLIC MEETINGS ACT AND CURRENT EMERGENCY REQUIREMENTS RELATED TO OUR MEETINGS.

IF THE GUIDANCE AND ALL OF THE REQUIREMENTS RELATED TO COVID-19 CANNOT BE MET, UNDER THE GUIDANCE AND IN THE LAW, THIS SCHOOL BOARD MUST HOLD THE SCHOOL MEETINGS REMOTELY AND PROVIDE ACCESS VIA LIVE STREAM OR AUDIO.

THE RECENT NONCOMPLIANCE IN THE SCHOOL BOARD MEETINGS, THE BOARD DETERMINED WE MUST HOLD THE SCHOOL BOARD MEETINGS REMOTELY.

THE BOARD WILL NOTIFY THE PUBLIC OF THE NOTIFICATION OF THE MEETINGS, THROUGH THE MEETINGS TAB ON BOARD DOCS'S THAT IS AVAILABLE TO THE WEBSITE, WWW TOW LWSD.ORG.

AND INCLUDING THOSE WHERE IT IS HELD REMOTELY.

AT THIS TIME, ALL BOARD MEETINGS ARE SCHEDULED IN SEPTEMBER, OCTOBER, NOVEMBER, WILL BE HELD REMOTELY UNLESS THERE'S CHANGES TO THE GUIDANCE PROVIDED BY THE GOV GOVERNOR'S OFFICE. THE BOARD MEETINGS WILL BE CONTINUED TO LIVE STREAM IN THE WEBSITE.

IF YOU ARE NOT ABLE TO VIEW THE LIVE STREAM, YOU COULD CALL TO LISTEN, 425-936-2813 AND CONFERENCE ID IS 37127.

YOU'RE ALWAYS WELCOMED TO E-MAIL OR INDIVIDUAL BOARD MEMBERS OUTSIDE OF THE TIME OF PUBLIC COMMENT.

THE BOARD MEMBERS, E-MAIL ALL BOARD MEMBERS, SEND AN E-MAIL TO E-MAIL ADDRESS BOARDMEMBERS AT LWSD.ORG AND EACH INDIVIDUAL BOARD MEMBERS, E-MAIL ADDRESS IS ALSO AVAILABLE IN THE SCRIPTIVE

[1. Discussion of OE-14, Anti-Racism, Equity, and Inclusion]

GOVERNOR, YOU COULD GET US STARTED IN THE DISCUSSION?

>> ABSOLUTELY. THANK YOU FOR REVIEWING THE LAWS TO OPEN PUBLIC MEETINGS AND HOW IT RELATES TO THE CURRENT MEETING STRUCTURE. SO THE LAST BOARD MEETING, THE BOARD HAD IT ON THEIR AGENDA TO DO A SECOND READING AND ADOPTION OF OE14 DUE TO CIRCUMSTANCES, AS WE KNOW.

THAT DID NOT OCCUR. OF WHAT IT DID ALLOW FOR WAS SOME ADDITIONAL WORK CONVERSATION FOR THE BOARD BUT ALSO SINCE THAT TIME AND ACTUALLY PRIOR TO THAT, THE BOARD HAS STARTED TO RECEIVE SIGNIFICANT AMOUNTS OF PUBLIC COMMENT RELATED TO OE14. AT THE MEETING, IT WAS DETERMINED RATHER THAN JUST ROLLING THE SECOND READING INTO OUR SEPTEMBER 13TH BOARD MEETING, THAT THE BOARD ACTUALLY WOULD HOLD SUBSEQUENT STUDY SESSION TO BE ABLE TO DISCUSS FEEDBACK, TO DISCUSS POTENTIAL OPTIONS OR CHANGES TO OE14 SO THAT WHEN IT COMES TO SEPTEMBER 13TH, THE BOARD HAS HAD SUBSEQUENT CONVERSATIONS BASED ON FEEDBACK RECEIVED AND POTENTIAL OPTIONS. SINCE THAT TIME, I'VE MET WITH BOTH DIRECTOR BLIESNER AND DIRECTOR SAGE TWO TIMES AND AS

[00:05:03]

DIRECTOR BLIESNER HAS SPENT TIME GOING BACK THROUGH ADDITIONAL FEEDBACK. DIRECTOR SAGE HAS DONE ADDITIONAL RESEARCH AND REVIEW AROUND SOME LANGUAGE COMPONENTS AND SO WE FEEL THAT TONIGHT, THERE ARE MEES TO DISCUSS AND AS WE REFLECT ON THE OVERALL POLICY STRUCTURE HAS THE POTENTIAL OPTIONS AS WE THINK ABOUT MOVING FORWARD.

IN TERMS OF AN INSTRUCTOR FOR THE BOARD STUDY SESSION, THERE'S THREE COMPONENTS THAT I THINK ARE DISTINCT AGENDA ITEMS. FIRST, I THINK IT WILL BE HELPFUL FOR THE BOARD MEMBER, EACH OF YOU TO SHARE WITH EACH OTHER WHAT YOU'VE BEEN THINKING ABOUT IN TERMS OF OE14, ANY ADDITIONAL FEEDBACK YOU'VE RECEIVED OR HAVE YOU JUST REFLECTED ON THE FEEDBACK THAT YOU RECEIVED THAT YOU WANT TO SHARE WITH THE BOARD AS WE START THIS DISCUSSION TONIGHT. SECOND, KIND OF DISTINCT ITEM IS REALLY THE STRUCTURE OF THE POLICY DOCUMENT AND SOME POTENTIAL OPTIONS AS WE THINK ABOUT THE INTEREST THE BOARD HAS TO BE VERY CLEAR IN COMMUNICATING WITH THE COMMUNITY AND THE PUBLIC AROUND YOUR INTENTIONS, YOUR VALUES AND COMMITMENT TO THE EQUITY AND EQUITY POLICY.

AND ALSO, WHEN WE THINK ABOUT THE OVERALL STRUCTURE OF COHERENT GOVERNOR'S POLICY, THERE'S COMPONENTS THAT MAY BE HELPFUL TO TALK THROUGH. AND THEN, SPEND SOME TIME TALKING THROUGH THE SUPERINTENDENT'S DIRECTIVE IN EACH OF THE POLICY STATEMENTS, GIVEN THE FEEDBACK THAT THE BOARD GAVE AT THE LAST MEETING. CHRIS, I KNOW YOU SENT SOME LANGUAGE, RECOMMENDATIONS AROUND THE SUPERINTENDENT'S DIRECTIVE THAT WE'VE INCORPORATED AND WANTED TO SHARE THAT AND MAKE SURE THAT WE ALL FEEL COMFORTABLE WITH WHERE WE'VE LANDED AND IF THERE'S ADDITIONAL FEEDBACK.

DIRECTOR SAGE AND DIRECTOR BLIESNER, AND WE'LL GET BACK TO SEPTEMBER 15TH. DOES THAT SOUND LIKE A GOOD STRUCTURE FOR THE MEETING? IF SO, THEN WHY DON'T WE START WITH BOARD MEMBER COMMENTS. I WILL JUST TAKE NOTES AS I'M LISTENING TO THE BOARD, BECAUSE IT HELPS ME GO BACK AS WE THINK ABOUT UPDATING THE POLICY, POLICY UPDATING LANGUAGE, SOMETHING WE COULD REFER BACK TO.

DO WE WANT TO FACILITATE? >> YEAH, I WAS GOING TO SAY, IT'S BEEN A WHILE SINCE WE HAD TO DO THIS ALL REMOTELY.

KEEP THE HAND RAISED FUNCTION AND I'LL KEEP AN EYE, IF I'M MISSING YOU FOR TOO LONG, START RAISING YOUR HAND IN FRONT OF THE CAMERA AND WE'LL GET MY ATTENTION THAT WAY.

WHO IS BRAVE ENOUGH TO GO FIRST TONIGHT?

>> I THINK, FROM HISTORIC RESEARCH, GOING BACK BEFORE MY TIME ON THE BOARD. I'M WONDERING, MAYBE, DISCUSS SOME OF THAT OR MOVE FORWARD WITH ANOTHER POINT?

>> SURE, I COULD START, ON SORT OF WHAT MY REFLECREFLECTIONS.

IN THINKING ABOUT THE LAST BOARD MEETING, I TOOK TIME, WORKING ABOUT THIS SINCE 2016, PROBABLY EVEN EARLIER, STARTING WITH THE DIVERSITY ADVISORY TEAM THAT BEGAN AND THAT HAS NOW BECOME THE DIVERSITY -- I'M SORRY, DISTRICT EQUITY TEAM.

I'M SORRY. IT'S BEEN A LONG DAY.

AND I TOOK TIME TO GO THROUGH THE INFORMATION AND FOLLOWED THROUGH WITH THE INFORMATION AND THE FEEDBACK THROUGH THE LINKAGE AND WROTE THAT, WITH THE KEY THINGS AND AS WELL AS LOOKING AT THE PUBLIC COMMENTS, COMING IN AS E-MAIL THROUGH PUBLIC COMMENT ON BOARD MEETINGS -- ALL OF ABOVE.

I STARTED TO PUT TOGETHER IN A BIGGER PICTURE AND START TO BREAK SOME OF THE THINGS OUT, WHERE IT IS WE ARE AT AND HOW WE GOT HERE. AND SOME OF THE BIG TAKEAWAY IN SITTING AND DOING THAT, THERE WAS A CLEAR, AND AN E-MAIL THAT CAME THROUGH SHORTLY BEFORE THIS MEETING.

MY FINDINGS AS I WENT THROUGH THIS IN MANY WAYS.

[00:10:04]

SO THAT WAS AN OPPORTUNITY TO GO THROUGH AND DO SO.

SO REALLY TRYING TO THINK ABOUT OUR SUPERINTENDENT DIRECTIVE AND THE SPECIFICS UNDER THOSE CRITERIA, AS TO WHAT THOSE ARE AND HOW ARE THEY ADDRESSING THE ISSUE OF ANTI-RACISM, EQUITY INCLUSION EXCLUSIVELY WITHIN THE, THE DIRECTIVES.

THERE'S SOME SPECIFICS. I COULD WALK THROUGH AS WE GET THERE. THE OTHER PIECE THAT POPPED AT ME, IS THE WHOLE FIRST PAGE OF THE DOCUMENT.

AND DEBBIE LACY HIGHLIGHTED THIS.

THAT'S THE COMPOCOMPONENT, WITH BOARD BACKGROUND.

WE DON'T DO THAT, AND DON'T DESIRE, BECAUSE OF THE CONTEXT OF WHERE WE ARE. AS READING THIS, IT CAME TO THE RECOGNITION, THAT POTENTIALLY IT WILL BE BETTER SERVED THROUGH ANOTHER FORMAT OR SOMETHING THAT'S OUTSIDE THE DIRECT POLICY SO IT COULD BE MORE EXPLICIT. IT'S SORT OF TRYING TO FIGURE OUT, HOW HAS THE BOARD VALUE AND BACKGROUND STATEMENT, WHERE DOES IT LIVE? DOES IT LIVE IN A POLICY OR DOES IT LIVE AS A STATEMENT BY THE BOARD? WE HAVE TO THINK ABOUT, IT'S CLEAR THE LANGUAGE -- THERE'S A DESIRE FOR ACTION-ORIENTED AND THOSE PIECES ARE AM COULDING.

IS THERE A WAY TO DEMONSTRATE THAT EFFECTIVELY OR POTENTIALLY, NOT IN THE SUPERINTENDENT. I THINK THAT'S THE DISCUSSION THE BOARD HAS TO HAVE AS TO HOW THAT PLAYS OUT.

THAT'S DEFINITELY ONE OF MY TAKEAWAYS, CURRENTLY HOW IT IS MADE OUT, THERE'S PROBLEMS. THE SUPERINTENDENT DIRECTIVE IN THOSE PIECES, WE HAVE TO ANALYZE THOSE A BIT, AND HOW WE ADDRESS THAT. IN THE FIRST PIECE, HOW DO WE DO THAT WELL, AND WHAT'S THE PURPOSE OF BEING THERE?

>> COULD I GO SECOND. >> OKAY.

>> SO ONE OF THE THINGS THAT I PERSONALLY HEARD, JUST THROUGH MY CONTACTS, AS WELL AS INFORMATION, I'VE GOTTEN THROUGH E-MAIL AND COMMUNICATION THROUGH THE BOARD AS A WHOLE, IS THAT THERE'S NOT A CLEAR ACCOUNTABILITY IN THE POLICY DRAFT THAT'S CURRENTLY OUT THERE.

AND TYPICALLY FOR ALL OF OUR POLICIES, THE ACCOUNTABILITY IS A DISCUSSION BETWEEN THE SUPERINTENDENT AND THE BOARD UPON METRICS, THAT WILL INDICATE SUCCESS.

OUR POLICY, DOES NOT, CREATE THAT WITH A CREATION OF A POLICY. THAT'S A SECOND OR THIRD STEP, IN ORDER TO INSURE, TO SEE WHAT ENTRIES THERE ARE FOR KIDS.

I THINK THAT DISCONNECT IS REALLY DIFFICULT TO WRAP YOUR HEAD AROUND, IF YOU'RE NOT USED TO POLICY BOARD GOVERNANCE.

THE IDEA OF TAKING, THE FIRST HALF, PROLOG IN THE FRONT PAGE AND CREATING A RESOLUTION, TO SPEAK TO OUR VALUES, IS PERHAPS A BETTER WAY TO LOOK AT THIS. BECAUSE WE DON'T PUT THE INDICATORS IN THE POLICY ITSELF BECAUSE THAT HAS YET TO BE DETERMINED. WILL WE HOLD UP, ABSOLUTELY.

THE COMMUNITY DOESN'T HAVE A SENSE FOR THAT WITHOUT THE INDICATORS IN PLACE. I HAVE HEARD A LOT OF FEEDBACK AROUND THE COMMUNITY, IT HAS NOT BEEN HEARD.

AND THE PROLOG, PEOPLE ARE REALLY SPECIFICALLY CALLING THE FRONT PAGE, SOMETHING WE DON'T TYPICALLY DO.

WE WANT TO TRY TO EXPRESS VALUE THIS TIME AROUND AND PERHAPS WE EXPRESSED IT IN THE WRONG FOR

FORMAT. >> I'LL GO NEXT.

I KNOW, I DON'T WANT TO REPEAT THAT DIRECTOR SAGE HAS SAID BUT THE SAME FEEDBACK I HAVE RECEIVED.

AND THE ONE OTHER PIECE THAT I'VE HEARD, THAT I THINK WE NEED TO THINK ABOUT IS, HOPEFULLY WE ADOPT THIS POLICY SOME TIME IN SEPTEMBER. WHAT IS THE BOARD GOING TO DO NEXT? THERE'S ONE THING, THAT WE WILL MONITOR THE HOPE, THE DISTRICT AND STAFF ACCOUNTABLE FOR MEETING, FOR MEETING WHATEVER THE INDICATOR, AND IN CONFORMING

[00:15:04]

IT'S ONE OPTION. AND I GUESS, BEING, I HEARD EXPRESSED, HOW IT'S GOING TO HOLD ITSELF ACCOUNTABLE.

I DON'T HAVE THE IDEAS YET, GU I THINK THAT'S RIGHT.

>> I WANT TO CLARIFY. WHAT ARE YOU SUGGESTING SIX MONTHS OUT? ARE YOU WAITING SIX MONTHS TO

ADOPT THIS? >> I'M NOT SUGGESTING THAT.

MY VIEW, WE NEED TO ADOPT SOMETHING.

WE NEED TO ADOPT IT THIS MONTH. WE NEED TO GET SOMETHING ADOPTED AND WE NEED SOMETHING IN PLACE AND WE NEED TO MONITOR AND EVALUATE BASED ON THE POLICY. I THINK IN ADDITION TO THAT, THE BOARD HAS TO, ONE, WE NEED TO DO OUR OWN SELF-ASSESSMENT AROUND THIS. AND TWO, WE NEED TO THINK, THE PROCESS IS IN PLACE FOR US TO REVIEW WHETHER OUR POLICY WORKS? WHETHER THE POLICY WE CRAFTED WORKS AND MAKES SENSE.

AND THE MECHANICS OF THAT, I CANNOT FIGURE OUT YET.

I THINK THAT'S WHAT WE NEED TO D

DO. >> I THROW OUT SIX MONTHS, BECAUSE, WE HAVE, AND WE HAVE THE EXTENDED SESSION, SET IN MARCH. THAT FALLS ALMOST, IF WE ADOPT SOMETHING. THAT'S NOT, I DON'T VIEW THAT AS

A MAGIC NUMBER. >> I AGREE.

WE HAVE TO HAVE REVIEWS AND WE HAVE TO HAVE REGULAR REVIEWS.

THE QUESTION, IS HOW COULD WE DO THAT, TO MAKE SURE THE REVIEWS WE'RE DOING IS NOT OF OURSELVES, BUT OF COMPLIANCE AND STAFF.

I KNOW TO BE QUITE FRANK, IF YOU HAVE MULTIPLE COMPLIANCE, YOU'RE DOING NOTHING BUT TRYING TO WRITE RAPPORTS.

WE NEED TO GET STARTED IN THE RIGHT FOOT.

WE NEED TO GET STARTED, WE'RE DOING IT RIGHT.

WE NEED TO MAKE SURE WE'RE GETTING TEETH IN IT.

WE NEED TO HAVE THE TALK, NOT ONLY EQUITY AND INCLUSION.

WE HAVE TO HAVE THE RETURN OF ANTIDISC ANTIDISCRIMINATION. WE HAVE EVERYTHING COVERED.

AND I DON'T MIND THE IDEA, LET'S DO IT AND DO IT RIGHT, AS OPPOSED TO WORRYING ABOUT TOO MANY TITLES IN THE TITLE. IF THERE'S, AS WE START TO LOOK AT THE COMPLIANCE, I THINK WE HAVE TO LOOK AT IT TOUGH.

I THINK WE NEED TO MAKE SURE, THAT THIS POLICY, AND THE IT GETS DOWN TO THE CLASS THING, AND IF NOT, WE JUST WASTED SIX MONTHS TO A YEAR. THAT'S IT.

>> SO. >> SOME THINGS HAVE BEEN BROUGHT UP AND I'LL GET TO THOSE. THIS IS USEFUL FOR THE ROUND TABLE. AS I'VE BEEN GOING BACK THROUGH AND TRYING TO -- AND THANK YOU VERY MUCH.

>> FOR WHAT'S BEEN CONSIDERED ON EACH SIDE OF THE ISSUE.

I PRESUME SHE'S WATCHING, AND IT'S SOMETHING, THERE'S A

[00:20:06]

THAT SAID, ONE OF THE CONCERNS FOR ME THROUGH THE ENTIRE PROCESS IS RACE IS THE POLICY AND RACE IS THE ONLY THING IN IT. AND TO ME, THIS IS AN EQUITY POLICY. AND AN IMPORTANT CASE OF EQUITY IS LOOKING BACK AT 40 YEARS AGO, GIRLS WERE UNDER REPRESENTED IN THE STEM FIELD, SYSTEMATIC. AND WE'VE DONE SOMETHING RIGHT.

THAT GAP DOESN'T EXIST IN THE SYSTEM ANYMORE.

WE'VE DONE SOMETHING RIGHT, BY TAKING IT SERIOUSLY, WE'RE ABLE TO CLOSE THE GAP. THIS IS A GAP POLICY.

THIS IS ABOUT FUNDING AND CLOSING HISTORICALLY PERSISTENT GAPS, WHICH IS RACE. THAT'S AN IMPORTANT GAME.

AND THE FIFTH PART, RACE IS THE STRONGER PREDICTOR OF HUMAN SUCCESS IN OUR DISTRICT. THAT'S NOT TRUE, I'M SORRY.

THE STRONGEST PREDICTOR, WHETHER IT'S FIFTH GRADE MATH, 8TH GRADE MATH, 8TH GRADE ELA, WHATEVER METRIC, IS PROVEN.

POVERTY IS THE STRONGEST -- EVEN IF WE CLOSE ALL OF OUR RACE GAPS, WE STILL HAVE A MASSIVE GAP FOR POVERTY.

THAT, TO ME, IS ANOTHER OF THE PERSISTENT GAPS, WHERE ABSENCE OF BIRTH ARE ECHOING THROUGHOUT SOCIETY.

GIVEN EACH KID A LEGITIMATE CHANCE IS IMPORTANT.

SO I'M STILL WRESTLING WITH A LOT OF THE FEEDBACK, THAT NEED TO BE STRONGER. AND, AGAIN, WITH, SINCE LASTING ACROSS THE BOUND, I'LL RESPECT, HER PROPOSED AMENDMENT, TO MAKE IT STRONGER, MAKES IT ONLY ABOUT RACE.

THAT'S NOT ACCEPTABLE. RACE IS ONE OF THEM AND IT'S AN IMPORTANT ONE. IF YOU CONTROL, FOR POVERTY, THERE'S STILL A PERSISTENT, THAT RACE GAP FOR OUR BLACK STUDENTS AND INDIGENOUS STUDENT. AND WE NEED TO CLOSE THE GAPS.

AND I GO BEHIND THAT. AND IT'S VERY IMPORTANT, AS MARK SAID, MULTIPLE DIMENSION, THAT'S NOT JUST RACE.

AND ANYWAY, THAT'S WHERE I'M AT. AND IT'S HARD, AND IT'S A PASSIONATE ISSUE. PEOPLE FEEL VERY STRONGLY ABOUT THIS ACROSS THE BOARD. I RESPECT THAT.

THE ONE WITH ENERGY, PEOPLE GIVE TO, TRYING TO GIVE US FEEDBACK,

THAT MEANS SOMETHING. >> ANYONE ELSE?

I'M NOT HEARING YOU >> >> YOUR AUDIO WENT OUT.

>> AT THE END OF THE DAY, THANK YOU FOR THE FEEDBACK.

AND IT'S NOT WEIGHING, WHICH PILE OF E-MAILS IS BIGGER.

THIS IS NET ABOUT TRYING TO FIND THE BEST POSSIBLE SOLUTION AND IT COULD BE UPDATED AND, YOU KNOW, I USUALLY CONSIDER A

CONTINUED IMPROVEMENT PLAN >> I LOVE THE SUGGESTION, SOMETHING, WHERE IT'S NOT NECESSARILY, WE'RE ASKING THE ADMINISTRATION TO COME BACK, BUT A CHECK ON THE COMMUNITY AND CHECK IN OURSELVES. DO WE THINK, WE'RE ACHIEVING WHAT WE ACHIEVE, EVEN BEFORE WE SEE THE NUMBERS.

THAT'S SOMETHING THAT, YEAH, WE ARE DOING SOMETHING DIFFERENT HERE. STRUCTURALLY, AND IF THE PRAYER, SHOULD BE ITS OWN BEAST OUTSIDE OF THE STANDARD SYSTEM, SO BE

[00:25:06]

IT. >> MARK, I SEE A HAND WENT UP.

. >> AS FAR AS, WHATEVER YOU WOULD LIKE TO CALL IT. AND TO PRAY INTO A RESOLUTION.

I COULD SEE A RESOLUTION. I THINK WE SHOULD HAVE ONE.

WE SHOULD HAVE ONE SOME TIME BACK ON THIS.

I COULD HAVE SWORN, WE HAD SOMETHING THAT I GUESS I'M, IMAGINING THINGS. I WOULD LIKE TO SEE THE STATEMENT, PREAMBLE, WHATEVER YOU WANT TO CALL IT, IN PLACE.

I THINK THE POLICY CALLS FOR IT. WE HAVE TO HAVE --.

IT'S LIKE HAVING AN INTRODUCTION TO A BOOK.

YOU HAVE TO SET A SETTING. AND WITHOUT IT, THE -- THERE'S A DISCONNECT. TO BE QUITE FRANK, THERE'S OTHER POLICIES, WE HAVE, MAYBE WE SHOULD NOT HAVE AN INTRODUCTION, TOO. THE BOARD, AND THIS IS THE THOUGHT PROCESS. THIS IS WHY WE WENT THROUGH THIS. I THINK TO DIVORCE IT ENTIRELY IS A MISTAKE. 30 YEARS DOWN THE ROAD, WHY DID WE DO THIS. NOW THEY KNOW, IF WE HAVE A PREAMBLE. I HAVE NO PROBLEM WITH THIS, SET AS A RESOLUTION. I THINK RESOLUTION SHOULD COME ALSO. JUST TO MAKE SURE, EVERYBODY SEES WHAT THEY ARE DOING. STARS I'M CONCERNED, I WOULD NOT TAKE AWAY FROM THE PREAMBLE FROM THE BILL POLICY.

>> SORRY, IT'S BEEN A WHILE SINCE WE HAVE THE MUTE BUTTON AND THOSE THINGS. FEW POINTS.

ONE, IS I BELIEVE FROM THE SEP SEPARATING, AND THAT WILL GO TO THE RESOLUTION THAT PROVIDES HISTORY IN A DIFFERENT PIECE. I ALSO LIKE TO, I WOULD RESPECTFULLY DISAGREE, WITH YOU IN REGARDS TO THE ISSUES OF RACE AND ANTI-RACISM AND HOW IT'S ADDRESSED.

I THINK IT'S AN IMPORTANT FACTOR WE ARE BUILDING IN.

I THINK THAT WE HAVE NOT EFFECTIVELY, AND I THINK THE COMMUNITY HAS BEEN FAIRLY CLEAR IN THAT, MAKING THE STATEMENT.

I THINK THERE'S WORK TO BE DONE IN OUR DIRECTIVE AS WELL AS WITHIN OUR SUPERINTENDENT PIECES DOWN THE ROAD.

I BELIEVE IN THAT FIRST PART, IN A RESOLUTION, WE HAVE TO TENACITY, TO SPEAK MORE SPECIFICALLY.

THIS HAS BEEN MANY YEARS IN THE MAKING, AND THAT HAS BEEN A VARIETY OF WORK THAT HAS BEEN DONE IN A SENSE OF ESTABLISHING SCHOOL EQUITY TEAMS, IN THE SENSE OF HAVING AN EQUITY OPPORTUNITY AND INCLUSION DEPARTMENT, WHICH IS NOW THE EQUITY FAMILY ENGAGEMENT. HIRING ADDITIONAL STAFF.

THERE'S A VARIETY OF WORK, TO WORK THROUGH THIS.

WORKING THROUGH THE SPECIFIC CULTURE GROUP, BRINGING THAT, THE BOARDS, AND LOTS OF PIECES AND THIS IS JUST ONE STEP THAT PROBABLY SHOULD HAVE BEEN DONE WHEN IT STARTED IF BACK IN 2016, 2017. MULTIPLE THINGS CAME INTO PLAY.

I DO BELIEVE, TO NOT PLAY, NOT INCLUDE RACE, VOLUNTARY EXCLU EXCLUSIVELY.

YOU HAVE THE ULTIMATE GOAL. WE BELIEVE 1 HUNDRED PERCENT OF THE STUDENTS SHOULD GRADUATE. WE SHOULD HAVE PROGRAMS AND MECHANISMS TO ADDRESS THEIR SPECIFIC NEEDS IN ORDER TO HAVE THE SUCCESS. IF THOSE ARE SYSTEM CHANGES, POLICY CHANGES, AND THOSE ARE ALL PIECES.

THAT SHOULD BE REFLECTED WITHIN THE POLICY IN SOME WAY, SO THAT PIECE IS CLEAR. SO THAT'S THE CHALLENGE.

WHEN I READ, WHEN I GO THROUGH THE, I LOOK AT THE HISTORY HOW IT'S CHANGED OVERTIME, TO WHERE IT BEGAN TO WHERE IT IS NOW.

IT IS SIGNIFICANTLY DIFFERENT. I THINK THAT'S A LOT TO BE SAID, IN CHANGING THE CONTEXT, WHAT'S HAPPENED, THE ENVIRONMENT WE ARE IN. THE REASON I WILL BE SEPARATING AND SETTING, AT THIS POINT IN TIME, HERE'S OUR RESOLUTION AND HERE'S THE THINGS WE SHOULD DO, IS BECAUSE, THAT COULD BE, WHAT WE SAID, MARK, THE HISTORICAL MARKER, THAT SHOWS, THIS IS

[00:30:02]

THAT DOESN'T CHANGE. THAT TELLS US, WHERE WE STAND AT THIS MOMENT IN TIME. THAT WILL LIKELY CHANGE, AS WE HAVE SHIFTING THINGS, THAT OCCUR WITHIN THE COMMUNITY, WITHIN OURSELVES, AND SCHOOL POPULATION, ALL THOSE PIECES WILL CHANGE. THAT'S THE PIECE OF PUTTING THAT IN PLACE THERE. BUT I DO THINK WE CAN STRENGTHEN, BECAUSE WE HAVE WORKED WITH SPECIAL EDUCATION AND INCLUSION COMPONENTS. WE HAVE WORKED IN THE AREA OF LOW-INCOME AND THOSE TARGETED. WE DO DO WORK SPECIFICALLY, THAT WE HAVE JUST BEGUN THE WORK, REALLY ADDRESSING BIAS AND ANTIRACISM WITHIN THE SCHOOLS. I THINK WE NEED TO CONTINUE TO DO SO. AND THOSE PIECES, NOT THAT ANY ONE OF THOSE ARE COMPLETED. THEY ARE THERE TO BE CONTINUED WITH AND ADDRESSING. BUT THEY DO HAVE TO BE CALLED

OUT >> STEWARD, YOUR HAND WAS

RAISED. >> I HEAR WHAT SHE WAS SAYING.

MY CONCERN, REGULATIONS GET LOST, THEY GO AT TIMES.

I DON'T KNOW, WHEN PEOPLE START LOOKING AT THEM, FEW YEARS DOWN THE ROAD. I KNOW, WE HAVE A FEW RESOLUTIONS IN THE LAST EIGHT YEARS.

I COULDN'T TELL YOU THREE OF T THEM. I THINK WE HAVE TO HAVE IT STRAIGHT TO THE POLICY. I LIKE THE RESOLUTION.

I ALSO WANT SOMETHING THAT'S LINKED TO THE POLICY.

AS FAR AS TITLE OR INTENT. THE REASONS I BROUGHT UP EARLIER, OF BULKING UP, LACK OF A BETTER TERM, THE TITLE YOU HAVE THE GROUPS THAT DON'T STAY IN THE RACE CATEGORY.

YOU WANT TO STAY AFRONT WITH THEM.

WE WON'T TOLERATE AGAINST ANY GROUPS EITHER, WHETHER IT'S LBQIA, OR THE SPECIAL NEEDS GROUP OR RELIGIOUS GROUPS, I DON'T WANT TO SEE ANYONE DISCRIMINATED IN THIS DISTRICT.

FIRST OF ALL, COME ON FOLKS. THIS IS NOT RIGHT TO PEOPLE.

WE ALL KNOW IT. IT'S A MATTER OF MAKING SURE, WE COVER AS MANY BASIS AS WE CAN. I DON'T WANT TO SEE ANY KID GO HOME FROM SCHOOL, FEELING LIKE HE OR SHE DOESN'T BELONG FOR ANY

REASON AT ALL. >> DIRECTOR CARLSON? RESOLUTION COULD BE MADE RA RAPIDLY.

>> IN MANY WAYS, IT SHOULD HAVE BEEN SOMETHING, DONE IN THE FOCUSED FRONT. RATHER THAN, IN GEORGE FLOYD.

>> THAT DIDN'T LINE UP CONNECTED TO OUR POLICY.

AND SO, THAT IS WHERE, I'M WORRIED ABOUT MARKS UNLESS IT'S LOST IN THE PREAMBLE OF THE POLICY, IT WINDS UP BEING DUST IN HISTORY. MARK, I THINK YOU ALREADY KNOW THIS. I'M NOT SAYING RACISM -- IT, IT SHOULD BE IMPORTANT. DAM IT, I THOUGHT I MISSED CIVIL RIGHTS AS A CHILD. HERE I AM BEING LOOING AT THE SAME PROBLEMS, WE NEED TO DO BETTER HOW DO WE GET THE DETAILS. IS IT REALLY JUST CHOP THIS OFF

[00:35:03]

>> THE PROBLEM, AS EVERYONE KNOWS, THEY DOPE MATTER, WHAT WORDS YOU HAVE IN THE LAW. YOUR INTENT IS BEYOND THE POINT.

DID YOU GET SOMETHING THAT'S THAT EFFECTIVE.

GETTING SOMETHING STARTED REMAINS AN IMPORTANT DETAIL FOR ME. IMPERFECT BUT LET'S ADD TO IT, AS WE FIGURE OUT HOW WE CAN MAKE IT WORK BETTER.

YES, I'M NOT SAYING ANYTHING NEW SO I'M GOING TO SHUT UP.

>> CHRIS ASKED A CLARIFYING QUESTION.

. >> IN REGARDS, I THINK YOUR QUESTION WAS A RESOLUTION AND WHAT THAT WOULD MEAN.

THIS IS ACTUALLY SOMETHING, THAT JOHN HAS BROUGHT UP AS A POSSIBILITY AS WE DISCUSS, LACY AND CONNECTED TO A SCHOOL DISTRICT THAT DONE A RESOLUTION, TO THE INDIANAPOLIS SCHOOL DISTRICT, IF I'VE DONE CORRECTLY.

IN THINKING THROUGH THAT AND THINKING THROUGH THE FEEDBACK WE'VE GOTTEN THROUGH SOME OF THAT, WHAT HAPPENED IN THE RESOLUTION, A LOT OF IT, GAINED SOME HISTORICAL CONTEXT AS WELL AS THE ACTION AS WELL AS THE VALUES.

A LOT OF WHAT I'M HEARING IN THE FEEDBACK, THOSE ARE THE PIECES THAT ARE MISSING BY WHAT HAS BEEN SAID.

THAT WE HAVE NOT COVERED THE ACCOUNTABILITY PIECES, WHAT'S HAPPENED AND POTENTIALLY, THROUGH A RESOLUTION, AS OPPOSED TO POLICIES THAT ARE DESIGNED TO BE DIFFERENT.

THAT'S MORE THE PIECE. IT'S MORE, TRYING TO RECOGNIZING OUR GOAL HERE WAS TO SORT OF SET OF HISTORICAL CONTEXT AND VALUES AND IT'S BECOME THE POINT OF ARGUMENT, NOT ARGUMENT, BUT THE POINT OF CONTENTION, ALMOST. I THINK, HOW COULD WE BETTER ADDRESS THE INTENT, THAT IT PERHAPS IS NOT MEETING OUR

INTENT THE WAY IT SHOULD >> WHAT ARE THE POSSIBILITIES? THAT'S ONE, THAT WE CAME UP WITH.

POTENTIALLY, THERE'S OTHERS. YOU SAID, THE PROCLAMATION, BUT IN JUNE, 2020, WE DID. AND I WILL SAY, THAT, YOU DON'T SEE THAT DIRECTLY AS CONNECTED. I BELIEVE THE INTENT IN THE PROCLAMATION, IS TO BE BROUGHT FORWARD IN OUR POLICY.

AND INFLUENCING THE WORDS THAT ARE CHOSEN THERE AND WHAT WE DO: I WENT BACK AND REVIEWED ALL THE PROCLAMATION, ONE IN 2017, WE DID ON EQUITY AND INCLUSION. ANOTHER ONE, THAT WE DID THERE.

THE STATEMENTS FROM 2020, DR. HOLLIMAN AS WELL AS DR. GLORIA HENDERSON. WE HAVE A VARIETY.

THOSE ARE PIECES, PERHAPS SOME OF THAT SHOULD BE PULLED TO A RESOLUTION CLEARLY. AND ALSO, IT IS INFLUENCING WHAT WE WRITE IN THE POLICY: IF IT ISN'T, THEN WE DIDN'T DO OUR

JOB. >> I THINK, AS.

THINK ABOUT IT THE RIGHT WAY. THE ISSUE, I FOUND WITH, ARE THE BOARD VALUE STATEMENT. THE VALUE STATEMENT, WE'RE TRYING TO CAPTURE, SOMETHING THAT'S IN THREE-QUARTERS OF A PAGE. WE TRY TO DO THAT, WITHOUT SOMETHING, THAT DOESN'T ADD IT, PROVIDE ADDED DETAIL TO RECOGNIZE THE CONTEXT IN WHICH WE'RE ADOPTING THIS.

[00:40:02]

IT WILL BE PART OF THE POLICY, LAY OUT THE CONTEXT AND THE VALUES THE BOARD HAS AND ALL THE WORK IT'S DONE UP TO THIS DATE.

I THINK IT PROVIDES US A BETTER MECHANISM FOR PART -- ARTICULATING OUR VALUES. I THINK IT'S IMPORTANT THAT WE DO THAT, WHEN IT'S IN THE POLICY IT ITSELF, I THINK IT'S IMPORTANT TO ARTICULATE THAT.

I THINK WE AS A BOARD NEED TO STATE OUR VALUES AND THAT WHAT WE UNDERSTAND THE CONTEXT, OUR VIEW OF THE CONTEXT, WHEN WE'RE ADOPTING THIS, SO THE COMMUNITY COULD ADOPT THAT AND HOLD US ACCOUNTABLE. JUST AS IN THE LAST THING, I WOULD SAY, IS AS A SORT OF PROCEDURE, INITIATIVE, THE POLICIES ARE ALL LISTED ON BOARD DOCS.

THERE'S NO REASON THAT WE CAN HAVE A LINK THAT LINKS TO THE PROCLAMATION. AND IN THE LINK OF THE ADVISORY, THERE'S AN ADVISORY COMMITTEE, THERE'S NO REASON THAT WE CAN HAVE A PROCLAMATION ITSELF, PROVIDED, LISTED AS.

AND THERE'S MECHANICAL WAYS, THAT WE CAN INSURE, ADOPTING PROCLAMATION, IS MEMORIALIZING IS EASILY AS ACCESSIBLE TO US IN THE FUTURE AND FUTURE BOARDS. I AM NOW CONVINCED, THAT'S A BETTER WAY OF GOING ABOUT DOING THIS, RATHER THAN TRYING TO ARTICULATE IT, BEFORE THE POLICY ITSELF.

I ALSO THINK IT'S A MORE MEANINGFUL WAY, AS WELL.

I SAW -- OKAY, I HAVE THREE HANDS.

I LOST TRACK IN THE ORDER. I WILL GO TO DIRECTOR SAGE.

I NEED YOU TO RESPOND SPECIFICALLY TO WHAT I JUST SAID? NO, DIRECTOR SAGE AND DIRECTOR

STEWART AND DIRECTOR HOLLIMAN. >> AND PROSPECT, TO THE RESOLUTION OF THE POLICY, ONCE IT'S ADOPTED.

AND -- AND IN THE VERY BEGINNING, CREATION, OF MY TIME AND THE CREATION OF THE POLICY, I HAVE BEEN THINKING, WE NEED A VALUE STATEMENT TO SORT OF EXPLAIN WHAT IS AT THE BASIS, WHAT BASIS WE ARE OPERATING FROM FOR EQUITY.

I KIND OF FEEL LIKE, ESTABLISH THE PATH, THAT'S NOT BEEN SUCCESSFUL. FOR THAT, I APOLOGIZE.

I THINK, WE STILL NEED TO BE ABLE TO EXPRESS, THE VALUES WE HAVE FOR EQUITY, THE RESOLUTION DOES THAT FOR ME.

I DO THINK, WE WILL NEED A LITTLE TIME TO WORK ON THE RESOLUTION, BECAUSE I THINK THERE'S SOME ADDITIONS, WE WANT

TO CONSIDER >> DIRECTOR STEWART?

? >> WELL, I RESPECT THE FACT, THAT YOU ALL HAVE BEEN ABLE TO GO THROUGH AND FIND THE OTHER PIECES. THE QUESTION IS, COULD OUR PUBLIC, OUR PARENTS, OUR PARENTS HAVE A HARD ENOUGH TIME FINDING THE POLICIES, WHEN THEY HAVE TO GO THROUGH THE COMPUTER AND THEY HAVE HARD ENOUGH TIME FINDING THE BOARD DOCKS, TO ADD ANOTHER PIECE TO THE PUZZLE. MY QUESTION, WHETHER OR NOT THIS IS ACCESSIBLE. JUST BECAUSE IT'S THERE, IT DOESN'T MEAN IT'S ACCESSIBLE TO SOMEONE WHO IS NOT FLUENT IN OUR WEBSITE. THAT CONCERNS ME.

COME ON FOLKS, THAT'S NOT THE WAY THE WORLD WORKS WHEN IT COMES TO COMMUNICATIONS. YOU HAVE TO BE PROACTIVE AS WELL AS REACTIVE. IF IT'S A RESOLUTION ONLY, I WILL NOT ONLY FALL -- I THINK, WE HAVE TO HAVE AN INTRODUCTION.

I THINK IF YOU'RE TRYING TO -- DIVORCE THESE TWO, BECAUSE YOU FEEL WE FOUND AN IMPEDIMENT TO GET A POLICY ROLLING, I'M NOT SURE, THAT'S ACTIVE IN DOING THE TRICKS.

ONCE THE POLICY GETS ROLLING, YOU WILL HAVE SOME BUMPS TO HIT.

I DON'T THINK WE'RE GOING TO BE ABLE TO, BY SEPARATING THE TWO,

[00:45:02]

I WILL GO, ONLY ONE VOTE. >> WAS IT OUR FIRST MEETING, AFTER THE LAST BOARD MEETING, WHEN I BROUGHT UP THE IDEA OF A RESOLUTION. SO THE REASON I BROUGHT IT UP, WHETHER IT'S TO SUPPLANT THE CURRENT LANGUAGE.

WHAT I HEARD FROM THE COMMUNITY IS, WHAT IS THE BOARD'S CALL TO ACTION? AND HOW ARE YOU VOICING THAT? AND SO, THE POLICY IS NOT THE RIGHT PLACE, JUST GIVEN THE GOVERNOR STRUCTURE AND ALL OF THAT.

THE POLICY IS NOT THE RIGHT PLACE.

I KNOW THE BOARD HAS A COMMITMENT TO THE WORK.

THE BOARD HAS ACTIONABLE ITEMS YOU WANT TO COMMUNICATE TO THE COMMUNITY. THAT'S WHEN I THOUGHT ABOUT A RESOLUTION, IS PROBABLY THE BEST PLACE TO BE ABLE TO DO THAT AND TO CAPTURE IT AND MEMORIALIZE IT.

AND THEN AS WE CONTINUED TALKING ABOUT THE POLICY, THEN THOUGHT ABOUT, YOU KNOW, PULLING SOME OF THE CURRENT LANGUAGE INTO THE RESOLUTION, COULD BE ONE WAY TO ADDRESS THIS AS WELL.

THINKING ABOUT THE ACTION OF THE BOARD, REALLY DOESN'T AM COULD THROUGH IN THE POLICY. EVEN THOUGH THE WHOLE POLICY IS THE BOARD'S ACTION. IT'S THE BOARD'S METHODOLOGY, FOR HOLDING THE SYSTEM AND ME ACCOUNTABLE.

IT JUST DOESN'T COME THROUGH IN THE TERMS. I KNOW THE BOARD WANTS TO COMMUNICATE THAT TO THE PUBLIC OF THE COMMUNITY. AND I WAS THINKING ABOUT THE RESOLUTION, THE BENEFITS OF DOING THAT, KNOWING IN THE GOVERNMENT STRUCTURE YOU DON'T DO THAT EITHER.

SO YOU KIND OF PICK AND CHOOSE WHEN YOU WANT TO USE THE VEHICLE. IT'S REALLY NOT A TRUE PROCESS IN COHERENT GOVERNANCE. GIVEN THIS TOPIC, AND POLICY,

THAT'S WHY I RECOMMENDED IT. >> AGREE WITH THAT.

I AGREE WITH THE RESOLUTION, HOW WE'RE GOING TO HOLD OURSELVES ACCOUNTABLE. I THINK THAT'S, POTENTIAL I FOUND IN THE POLICY, US TRYING TO -- A LOT OF FEEDBACK I RECEIVED. ALMOST ALL OF IT, PARTICULARLY, THE FEEDBACK, THAT SAYS, WE'RE NOT STRONG ENOUGH, WHEN OUR STATEMENT IS ON RACE. I NOD MY HEAD, ABSOLUTELY.

HOW DO WHERE HE ARTICULATE THAT, AND AT THE SAME TIME, REMAIN DISCIPLINE IN HOW WE'RE GOVERNING THE DISTRICT IN HAVING POLICIES THAT ARE CONSISTENT WITH HOW WE, HOW WE ARE COMMITTED TO GOVERNING THE DISTRICT.

I THINK THAT, I THINK WE NEED TO SAY THOSE WORDS.

I THINK HAVING IT IN A RESOLUTION, THAT WE ADOPT, WITH THE ADOPTION OF THE POLICY, BETTER MECHANISM TO DO IT.

I WANT TO THANK -- AND HAVING THAT IDEA.

LOOK FORWARD AT THE MEETING. I JUMPED OUT, TOO.

DIRECTOR SAGE AND DIRECTOR CARLSON.

>> THANKS. >> I JUST WANT TO ACKNOWLEDGE THAT WE DO HAVE A LOT OF FEEDBACK FROM OUR LARGE COMMUNITY GROUP, THAT SENT US COMMUNICATION MORE THAN 500 OF THEM REPRESENTED. I WANT TO ACKNOWLEDGE THAT WE HAVE RECEIVED YOUR INFORMATION AND WE HAVE TAKEN IT INTO OUR CONVERSATIONS AND INTO THE CREATION OF WHAT SOUNDS LIKE IS

GOING TO BE A RESOLUTION >> DIRECTOR CARLSON.

1? .

>> SORRY, I'M JUST -- THE RESOLUTION LANGUAGE -- AND THERE ARE A COUPLE OF THINGS. MY FIRST REACTION IS, ACCOUNTABLITY IS A WORD THAT'S BEEN USED A WHOLE LOT FROM THE COMMUNITY ABOUT THIS. AND YET, I -- YOU KNOW, WHAT DOES ACCOUNTABLITY MEAN? I WANT TO SEE THE GAPS MOVE.

I WANT TO SEE IT MOVE. I WANT TO SEE THE CLOSED GAPS INTO THE MARGINALIZED COMMUNITIES.

BUT AS FAR AS THE ACCOUNTABILITY, BEYOND THE FACT I BELIEVE THAT. I DON'T BELIEVE THERE'S ANYTHING I COULD DO, THAT MAKES IT ACCOUNTABLE, ANYMORE THAN THE

[00:50:05]

THAT'S THE ACCOUNTABLITY OF THE BOARD DIRECTOR.

THE ACCOUNTABILITY FOR THE BOARD DIRECTOR ITSELF, IT'S A DIFFERENT MATTER. BASED ON WHETHER OR NOT WE MANAGED TO CLOSE SOME OF THE GAPS.

IF THEY ARE STARTING TO KNOW, BY THE TIME THEY LEAVE THE BOARD.

IF THEY HAVE NOT -- THAT'S NOT SOMETHING I THINK WE NEED TO SPEND WEEKS OR MONTHS WORDS SNIFFING.

FOR THE COMMUNITY TO APPRECIATE THAT.

SO, ANYWAY, I DO NOT WANT THE TIMING OF THE RESOLUTION, TO THE TIMING OF THE DIRECTOR OF THE SUPERINTENDENT.

THIS IS SOMETHING, THESE ARE TWO SEPARATE ISSUES.

IDEALLY, WE WILL NEED TO MAKE A RESOLUTION FIRST.

AT THIS POINT, I FEEL WE'RE FURTHER ON THAT, THAN WE ARE DIRECTIVE TO THE SUPERINTENDENT. SO GIVEN CLOSING ON HALFWAY OF THE SCHEDULED TIME FOR TODAY, MAYBE -- YES, I'M COMFORTABLE WITH THAT. WE WILL NOT RESOLVE A WHOLE LOT MORE ON THE RESOLUTION TODAY, THAN YES, WE CAN WORK ON THAT AS A MODEL. AND NOW, IF WE GO TO THE SECOND, EVERYTHING AFTER THE BACKGROUND, CAN WE GET THE DIRECTIVE, THE SECOND PAGE, COULD WE GET IT CLOSER TO GETTING ADOPTED, SO WE CAN GET IT ADOPTED BEFORE OCTOBER?

>> CHRIS, WHEN I THOUGHT ABOUT BOARD ACCOUNTABILITY, I THINK THERE'S OTHER PIECES THAT KIND OF INTERNAL ACCOUNTABILITY OF THE BOARD SUCH AS COMMITTING TO REVIEWING YOUR POLICIES AND INSURING THAT ALL OF YOUR POLICIES REFERENCE IN AND RELATE AND SUPPORT OE14. SO MAKING SURE THAT FROM YOUR, YOU KNOW, GOVERNANCE CULTURE, GOVERNANCE OPERATION POLICIES, BOARD SUPERINTENDENT, THAT THEY ALL HAVE AN EQUITY LENS AND REVIEW IN THAT TERM. I THOUGHT ABOUT THE BOARD, POTENTIALLY ADOPTING AND THINKING ABOUT AN EQUITY ANALYSIS TOOL. SO LET'S SAY, A DECISION NEEDS TO BE MADE AROUND A CURRICULUM ADOPTION.

DOES THE BOARD HAVE A TOOL IN THINKING ABOUT, IN ANALYZING THE ADOPTION OF THE CURRICULUM? HAS IT BEEN INBETTED AND DOES IT SUPPORT THE BOARD'S COMMITMENT AND POLICIES? TO ME, THE ONGOING PROFESSIONAL LEARNING OPT BOARD FOCUSED ON EQUITY. AS I THINK ABOUT INTERNAL ACCOUNTABILITY -- YOU'RE RIGHT, MACKEREL ACCOUNTABLE, IT'S ALSO THE INTERNAL, THAT COULD BE HELD TRANSPARENT FOR THAT.

>> AND IT'S THE TRANSPARENCY PIECE THAT I VIEW,ND AN INSURE, IS A BETTER WORD. AND I THINK THAT'S WHY THEY HAVE THE SPECIFIC RESOLUTION, AS PART OF THE ADOPTION IS IMPORTANT.

I DO THINK IT'S IMPORTANT THAT THE COMMITTEE KNOWS WHERE WE STAND AS A BOARD, WHEN WE'RE ADOPTING IT AND HOW WE VIEW THE HISTORY OF THE DISTRICT AND WHY WE'RE ADOPTING THE POLICY.

I THINK IT'S ALSO IMPORTANT FOR, FEATURE INTERPRETATION OF THE POLICY, TOO. SO THANK YOU, DOC FOR CLARIFYING THAT. ANY OTHER PRECLUDING COMMENTS, ANYONE ELSE WANT TO JUMP IN WITH ANYTHING? OKAY, I WILL KEEP TALKING THEN. THE ONE THING, DIRECTOR CARLSON JUST MENTIONED IS NOT WANTING TO DELAY THE DIRECTIVE TO THE SUPERINTENDENT COMPONENT OF THIS.

I COMPLETELY AGREE. I WOULD LIKE TO SEE US CLOSE TO ACTUALLY -- I THINK THERE'S SOME ADDITIONAL WORK WE CAN DO TONIGHT. I WOULD LIKE, TO HAVE THAT THOUGHT FOR THE NEXT MEETING. I DO THINK WE CAN -- I THINK WE

[00:55:01]

I THINK WE CAN UTILIZE SOME OF THAT, TO PREPARE SOME THINGS AND HAVE IT READY FOR THE NEXT MEETING.

I WOULD LIKE TO TALK ABOUT. DIRECTOR BLIESNER, DID YOU HAVE ANY SPECIFIC DIRECTIVE? DID YOU HAVE ANY SPECIFIC CHANGES YOU WANTED TO TO BRING FORWARD TONIGHT? AND I DON'T WANT TO CUT OFF THIS PART OF THE CONVERSATION, BUT I DO WANT TO HAVE A CONVERSATION AROUND THAT AS WELL.

DOES ANYONE ELSE -- I'M SORRY. DR. HOLMAN

>> IN WE WANT A RESOLUTION BY THE NEXT BOARD MEETING, IT WILL BE HELPFUL TO HEAR WHAT THE BOARD WANTS AS PART OF THE INITIAL DRAFT THAT YOU WILL SEE IN THE RESOLUTION, KNOWING THAT THE TURN AROUND IS LESS THAN A WE

WEEK. >> YES, I LOST TRACK OF TIME.

IT IS, ISN'T IT? >> I AGREE.

I THINK WE CAN ACTUALLY GET SOME THING DRAFTED FOR THE BOARD TO SEE IN A COUPLE OF DAYS. I THINK THERE IS A LOT OF LANGUAGE ALREADY AVAILABLE, NOT ONLY IN THE DISTRICT WEBSITE.

I THINK THE BOARD HAS SPENT A LOT OF TIME IN THE POLICY LANGUAGE. I DON'T THINK WE JUST WANT TO JUST LEAVE THAT AND NOT USE THAT LANGUAGE.

SO, JUST KIND OF HEARING THE DIFFERENT PIECES THAT THE BOARD WOULD WANT, THEN I'D PROBABLY TAKE A RUN AT, IN INITIAL DRAFT OF IT, SO IT'S AT LEAST IN A CONSISTENT LANGUAGE, OR VOICE TO START WITH AND THEN TAKE BOARD COMMENTS FROM THERE.

>> SO, DO WE HAVE ANY DISCUSSION ON THAT RIGHT NOW? DOES ANYONE HAVE ANYTHING THEY WANT TO BRING FORWARD?

>> I WOULD LIKE TO INCLUDE SOME OF THE HISTORICAL CONTEXT BEHIND IT. BECAUSE THERE'S BEEN A LOT OF TIME, ENERGY AND THINGS PUT IN THE PROCESS AND THINGS PUT IN PLACE DUE TO THE ENERGY AS WELL, AS WELL AS PLANS TO CONTINUE THAT WORK. I GUESS, I WOULD ADD THAT, IT WOULD BE REALLY HELPFUL TO SEE WHAT HAS BEEN DONE TO DATE HISTORICALLY BUT ALSO OPERATIONALLY WHAT HAS BEEN DONE TO DATE.

>> I'LL JUMP IN, IF THAT'S OKAY. YOUR HAND IS STILL RAISED.

DO YOU HAVE ANYTHING ELSE >> I THINK IT'S IMPORTANT WE STATE SPECIFICALLY THE -- THE LONGSTANDING PERVASIVE ACHIEVEMENT GAPS FOR DIFFERENT GROUPS OF STUDENTS, WE HAD IN THE DISTRICT. I MEAN, WE CAN SAY THAT, YOU KNOW, WHERE THEY ARE TODAY AND THEY ARE NOT TOO DIFFERENT FROM WHERE THEY WERE 10 YEARS AGO. I THINK IT'S IMPORTANT THAT WE HAVE THAT STATED IN OUR POLICY, THAT FOR A LONG TIME AND TODAY, THAT LOW-INCOME STUDENTS, WE FAILED LOW-INCOME STUDENTS AND THEY ARE NOT KEEPING THE SAME LEVEL OF THE PEERS AND THAT HOLDS TRUE TO MANY STUDENTS. I THINK IT'S IMPORTANT TO RECOGNIZE THAT AND STATE IT EXCLUSIVELY IN OUR RESOLUTION.

AND HONESTLY, HOPEFULLY, 10-20 YEARS FROM NOW, PEOPLE WILL LOOK BACK, AND LOOK OUT OF THE GATE, IN SEEING THE NUMBERS.

I THINK IT'S IMPORTANT TO SEE THOSE ON PAPER, TOO.

[01:00:11]

>> ERIC, DO YOU WANT THE NUMBERS IN THE RESOLUTION OR -- OKAY.

>> YEAH, SORRY. THANK YOU, MARK.

I DO. I DO.

I THINK IT'S IMPORTANT THAT WE'RE VERY CLEAR ON THE CONTEXT THAT WE ARE ADOPTING THE POLICY, AND WHAT'S THAT BEEN.

WE HAVE TO BE AWARE ABOUT THAT.

DR. HOLMEN. >> ONE BOARD COMMITMENTS, IS SOMETHING I THOUGHT ABOUT AND I THINK WE'VE ALSO HEARD FROM THE COMMUNITY. THEY WANT TO KNOW, WHAT IS THE BOARD ACTUALLY COMMITTING TO? I THINK ALSO, WE ACTUALLY HAVE STUDENT VOICE THAT LENDS CRE CREDENCE, AND POLICY, WHY THIS POLICY IS SO CRITICALLY NEEDED.

SO I THINK STUDENT VOICE FOR THE BOARD'S RESOLUTION IS A GOOD IDEA. THEN BOARD ACTION.

MAYBE THAT KIND OF PLAYS WITH THE COMMITMENTS, BUT THOSE ARE THREE THINGS I WAS THINKING OF AS WELL.

>> AGREED. THANKS FOR CAPTURING THAT.

AND ANYONE WANT TO JUMP ON THAT? I HAVE A FEW THOUGHTS?

>> SO I JUST THINK ABOUT WHAT THE COMMITMENTS WOULD BE AND SHOULD BE. I THINK FIRST THING THAT JUMPS TO MIND, THE BOARD HAS, FOR THE LAST YEAR, PARTICIPATED IN EQUITY TRAINING. AND ANYONE COMMITTING TO DO THAT? I THINK -- YOU KNOW, PERSONALLY, SPEAKING FOR MYSELF. FEEDBACK HAS BEEN HIGHLIGHTED FOR ME. I HAVE MORE LEARNING, NEED TO BE MORE THOUGHTFUL OF THE WORK AS WELL.

YOU KNOW, I KNOW THAT I NEED TO KEEP PARTICIPATING.

I THINK I HEARD THAT, WHAT WE FEED TO DO IS IMPORTANT.

I LOST MY MIND. COMMITMENTS.

RIGHT, ONE MORE THOUGHT ON THAT. ONE THING, WE HAVE DONE IN THE BOARD AND MYSELF, POURED ON THAT, IS EVALUATING OURSELVES.

I THINK WE NEED TO COMMIT TO -- COMMIT TO HAVING AN ANNUAL BOARD EVALUATION. I THINK WE NEED TO EVALUATE, HAVING EQUITY CLENS COMPONENT AS WE

WELL. >> DON'T FORGET ABOUT THE REVIEW PROCESS, BUT, OKAY, NOW I'VE LOST MY TRAIN OF THOUGHT.

WHAT WAS THE LAST THING YOU SAID?

>> I WAS TALKING ABOUT BOARD SELF ASSESSMENT.

>> I THINK WE CAN DO MORE THAN ONE A YEAR.

I THINK EVERY SIX MONTHS, WOULD BE MORE APPROPRIATE

>> SOUNDS REASONABLE TO ME. IT COULD BE HELPFUL.

. >> WE DO COMMIT TO REVIEWING, THIS POLICY AGAIN. IN SHORT ORDER.

DO I HAVE THAT RIGHT? >> I THINK DIRECTOR STEWART, BROUGHT IT UP, MAYBE IN A SIX MONTH WAITING POINT.

>> YEAH. >> OKAY. .

>> I WAS SPEAKING, WHAT SIRI JUST MENTIONED ABOUT, REVIEWING OUR POLICY AND PROCEDURES FOR CREATING MOLS AND PROCEDURES

>> IN THE GOVERNMENT PRACTICES AND THOSE PIECES AND HOW THOSE ALIGN WITH THE EQUITY LENS AS YOU GO THROUGH IT

[01:05:02]

>> OKAY. YES I AGREE.

THANK YOU >> I THINK, THAT'S REALLY IMPORTANT. I THINK WE NEED TO LOOK AT THE EXISTING POLICIES AND COMMIT TO REVIEWING THOSE.

AND ALSO THE END RESULTS >> I THINK, WE'VE BOUNCED AROUND ALREADY. AND COMMITTING TO DOING THAT AND PUTTING PROCESSES AROUND THOSE, IS SOMETHING, WE NEED TO DO

>> ANYONE ELSE? >> I THINK THAT GIVES ME A NICE CLEAR DIRECTION TO WRITE A THESIS, YES.

>> AND I GUESS, IT GIVES YOU A SECOND PART.

ARE YOU ABLE TO SYNTHESIZE, WHAT WE JUST THROUGH AT YOU.

PROVIDE A PROPOSED DRAFT TO THE BOARD.

>> I WILL TRY TO PROVIDE A PROPOSED DRAFT BY THURSDAY.

>> THANK YOU FOR DOING THAT >> THAT WILL BE GOOD.

>> AND I'M TRYING TO THINK OF THE PROCESS.

WE TALK ABOUT WHAT WE WANT TO SEE.

DR. HOLM WILL PROVIDE US, BASED ON WHAT WE JUST SPOKE OUT LOUD.

IF THE HOPE IS TO HELP US COME FORWARD IN THE MEETING ON MONDAY, I'M JUST WONDERING IF WE NEED ANOTHER OPPORTUNITY TO DISCUSS THAT AS A BOARD BEFORE MONDAY? AND I THINK I'M LEANING TOWARDS YES.

AND WHAT OTHERS THINK. >> AND WE WILL HAVE ANOTHER SESSION BETWEEN THURSDAY AND MONDAY

>> AND THAT WILL BE FINE. >> YEAH, OKAY.

>> SO LET'S PROCESS QUICKER. >> SO LET'S SEE, LET'S SEE WHERE WE ARE AT ON THURSDAY. AND WE WANT TO CALL FOR A THURSDAY SESSION. WE CAN GET THAT ON THE CALENDAR

QUICKLY. >> SO THE THOUGHT BE LIKE A

SUNDAY EVENING. >> YEAH, YES

PROBABLY WEEKEND, EVENING. >> SUNDAY EVENING.

>> IT WOULD HAVE TO BE. >> I'LL WORK WITH DIANE, TO MAKE SURE, PROCESSWISE, WE'RE CALLING IT IN TIME AND THINGS LIKE THAT.

>> CAN'T RECALL, WHAT, 24 HOURS. I THINK, WE NEED BUN, WE'LL KNOW ON THURSDAY. SUNDAY, WILL BE TIME.

I FEEL LIKE WE'RE MOVING THAT FORWARD.

SORRY, I LOST THE QUAD A LITTLE BIT.

YOU PROVIDED US A NICE FRAMEWORK OF DISCUSSION TONIGHT.

>> SO WE'VE COVERED ITEMS 1 AND 2, SO FAR THIS EVENING.

AND JUST GOING THROUGH THE SUPERINTENDENT DIRECTIVE AND THEN THE POLICY STATEMENTS. TO REALLY GETTING CLEAR ON THOSE AND I KNOW DIRECTOR BLIESNER HAS SOME IDEAS IN PROPOSED CHANGES.

>> OKAY. SO DOES ANYONE WANT TO SHARE INITIAL THOUGHTS OR BRING

FORWARD TO PROPOSE CHANGES. >> COULD WE START WITH THE DIRECTIVE OF THE SUPERINTENDENT TO START A COUPLE OF POINTS?

>> YEAH, THAT'S GREAT.

>>. >> AND I INTENDED THAT TO BE SENT DURING THE LAST MEETING, THAT THE SEND BUTTON NEVER GOT CLICKED SO THAT WAS LITERALLY DURING OUR LAST MONDAY

>> SO DO YOU STILL LIKE IT OR -- >> I THINK WE STILL DO THE COMMUNITY A DISSERVICE, IF WE KEEP EQUITABLE OUTCOMES AS AN

[01:10:05]

>> SO THERE WERE A FEW PIECES THAT CAME THROUGH THE FEEDBACK OF SOME POTENTIAL CHANGES TO DO. AND WILL TRY TO GO WITH EQUITABLE OUTCOME AND ADDRESS THAT, AND ADDRESSING A VARIETY OF, OF COMMENTS, THAT COME FORWARD AND HAD CONCERNS ABOUT THAT. THE OTHER PIECE, IT IS DEFINITELY SPEAK OF HOW DO YOU INSURE ANTI-RACISM IS DIRECTED.

AND ERICKA, AND YOU COULD SEE YOUR E-MAILS.

IT'S THE FIRST XHIPT. >> I DID A LITTLE RESEARCH THROUGH OTHER POLICIES AND. I WENT BACK TO THE EQUITY.

>> TESTIMONY BACK IN 2017, 12018.

SPECIFICALLY -- TRY TO SEE, IF THERE'S ANYTHING, IN A DIFFERENT MANNER WE HAD OUT THERE. AND SO, I HAD BROUGHT UP THE ISSUE, I WAS CONCERNED BY ONLY SETTING HIGH EXPECTATION THAT WE WERE POTENTIALLY LOSING SOMETHING THROUGH THAT AND WANTED TO INCORPORATE INCLUSIVE STILL, IN WHICH IT'S A BROADER VIEW IN MANY WAYS. I DON'T KNOW WHAT'S THE BEST WAY TO LOOK AT WHAT THE CHANGES MAY BE.

SO WHAT I COULD DO. YOU WILL SAY SOMETHING.

I DID SAY THAT. IT WOULD BE HELPFUL, IF OUR

BOARD IS ON THE SCREEN. >> DID YOU GIVE DIRECTOR BLIESNER PRESENTATION RIGHTS HERE? BEFORE WE GET IN, I'M SORRY, MARK, YOUR HAND WENT UP.

>> IN RESPONSE, TO EQUITABLE VERSUS EQUALABLE.

AND THE DIFFERENCE BETWEEN THE TWO, WHEN YOU GIVE EVERYONE A BAND-AID, THAT'S EQUAL TREATMENT.

IF YOU GIVE EVERYONE EQUITABLE TREATMENT, IT'S DIFFERENT WOUND.

YOU DON'T DO THE SAME THING FOR EVERYTHING YOU DO.

TO ME, IT'S EQUITABLE >> THAT'S EQUITABLE TREATMENT.

EVERYBODY HAS TO SURVIVE IN THE EMERGENCY ROOM

>> I THINK WE NEED TO MAKE CLEAR THE DEFINITIONS.

>> I AGREE >> DECLARATIONS ARE CLEAR AND

THER STILL NOT HERE. >> I'M TRYING TO MAKE SURE.

DIRECTOR BLIESNER, ARE YOU ABLE TO PRESENT NOW?

>> BECAUSE I'M STILL NOT ABLE TO PRESENT, SO I'M WORKING ON IT AS

WE SPEAK >> WHILE WE'RE WAITING, I HAD A

[01:15:07]

THE SPECIFIC RECOMMENDATION. >> THAT TO ME, IS A NO-BRAINER CHANGE. IT WAS THE DIRECTOR OF THE SUPERINTENDENT, PERTAINS, FOR STUDENTS, FAMILIES, ET CETERA, ET CETERA. THAT E-MAIL, AND RECOMMENDED OVER, TAKE A LOOK, E-MAIL, RECEIVE 349.

IT'S BELOW, TEXT AND RED. AND PROPOSED INITIATIVE IS BOL

>> I DO THINK, IT'S IMPORTANT, TO SEE THE CHALLENGES, CHRIS'S SUGGESTION. UNLESS WE HAVE IT SHARE, WE CAN

GET IT IN ONE SCREEN? >> THAT'S GREAT.

>> I MEAN, SHARING CAPACITY >> JOHN IS TRYING.

DOES SOMEONE ELSE HAVE IT? >> NO.

>> NOBODY GETS IT. >> YEAH, I HAVE A MESSAGE.

IT'S ONLY ORGANIZERS >> CHRIS, YOU HAVE YOUR HAND UP.

>> IT WILL BE EASIER TO DISCUSS, WHEN YOU GET, IN VISUAL.

I APPRECIATE THE HEAD OR MCNIGHT COMMENT.

BUT, TO ME, THIS LINES UP, MAKING THE ENTIRE DIRECTIVE ABOUT RACE. I DON'T SEE ANYONE ABOUT RELIGION, SEX, TRANSGENDER, LBGTQ.

THAT'S MY PROBLEM. IT'S NOT AN INCLUSIVE DIRECTIVE.

FAMILIES, ARE TALKING ABOUT ELIMINATING RACES.

AND BY THE WAY, THERE'S OTHER DIMENSIONS THAT MATTER.

AND SO I AM REALLY CONFLICTED BY THIS.

I DON'T MIND HAVING THIS AS A CLAUSE OR ITS OWN SPECIAL EMPHASIS PIECE. TO HAVE IT DIRECTED TO THE SUPERINTENDENT, ABOVE THE LA14'S, I HAVE A PROBLEM, WITH HAVING RACE, CALLED OUT. THE NUMBER OF WORDS, RELATED TO RACE, GIVEN THERE'S ZERO WORDS, THE OTHER DIMENSIONS.

THE NUMBER OF WORDS, DEVOTED TO RACE, INFINITE ACCESS TO THE OTHER DIMENSIONS THAT MATTER TO ME.

I HAVE A PROBLEM WITH THAT. IF WE WERE TO ADOPT SOMETHING LIKE THIS, I NEED IT MODIFIED. THIS IS ABOUT EVERY DIMENSION WE CARE ABOUT. THIS IS ABOUT FREE AND REDUCED.

THIS IS ABOUT SPECIAL EDUCATION. THIS IS ABOUT ENGLISH LANGUAGE LEARNERS. THIS IS ABOUT SETS.

THIS IS ABOUT GENDERS. IT'S ABOUT ALL THE THINGS MATTER AND NOT JUST RACE. AND THAT'S WHY I'VE BEEN PUSHING BACK SO HARD. I'M NOT TRYING TO EXCLUDE IT FROM THE POLICY. I'M TRYING TO MAKE SURE THE POLICY IS NOT JUST A RACE POLICY.

IF WE HAVE JUST WRITTEN EQUITY POLICY, THAT ADDRESS SETS.

AND CLOSES THE GAP FOR SEX. WE HAVE THE PERSISTENT HISTORIC GAPS. IT WOULDN'T BE SUCCESS, AS WE SEE IT. IT'S REALLY IMPORTANT TO ME, THAT THIS THING DOESN'T WIND UP BEING TOO TIGHT AROUND RACE.

I NEED HELP FIGURING THAT OUT >> THAT'S WHAT I THOUGHT

>> SHEER PRODUCE >> YOU COULD E-MAIL IT TO JOHN?

>> I THINK JOHN. >> NO ONE HAS THE CAPACITY.

ALL RIGHT. I HAVE DROPPED IN.

>> IT'S A GOOD, AND YOU E-MAIL IT TO JOHN AND PRESENT FROM

[01:20:07]

>> I UNDERSTAND, JOHN CAN'T PRESENT EITHER.

>> AND DIANE. >> AND I TRIED THAT.

SHE TOLD ME SHE CAN'T PRESENT EITHER.

>> NEVER MIND. NEVER MIND.

>> I MEAN, I COULD PUT IT IN THE CHAT.

I KNOW THERE'S DISCLOSURES. I'M VERY HESITANT TO DO THAT.

>> AND THAT'S VIABLE. AND NOBODY ELSE COULD SEE IT, WHO MAY BE SEEING THE VIDEO AS WELL.

>> ONE THING I COULD DO, IS -- ACTUALLY, THE CHAT IS CAPTURED IT'S PART OF THE RECORD, THAT'S CAPTURED.

IF YOU PUT IT IN THE CHAT. THEN EVERYBODY WOULD HAVE ACCESS TO IT. I COULD BRING IT ON THE SCREEN.

THOSE VIEWING THE LIVE STREAM, WILL BE ABLE TO SEE IT ON MY SCREEN, EVEN THOUGH IT WON'T BE VIEWABLE TO ALL OF YOU.

I COULD DO A SPLIT SCREEN AND SHOW THE BOARD, AND SHOW THE DOCUMENT ON THE OTHER PART OF THE SCREEN, AS YOU'RE WALKING THROUGH IT, I WILL SCROLL THROUGH IT.

AND EVERYBODY COULD HAVE IT ON THEIR COMPUTER AS WELL.

>> SO I WILL PUT IT IN THREE PARTS.

LEY PUT WHAT THE CURRENT ONE IS. SO THAT'S ONE

>> AND THIS, WILL HAVE THE SCRATCHES.

THIS IS CURRENT. THAT'S IT.

IT HAS BIG LETTERS. I COULD MAKE THEM SMALLER.

>> YOU WOULD LIKE TO BE ABLE TO READ IT.

>> THESE ARE THREE OF THE OTHER ONES SPECIFIC.

FIRST ONE IS THE, THE ORIGINAL POLICY.

IT WAS NEVER ADOPTED. THE SECOND ONE, THE SCHOOL DISTRICT, THAT PRACTICES FEDERAL GOVERNMENT.

THE THIRD ONE IS ONE THAT YOU JUST HEARD FROM HEATHER KNIGHT

>> I HAVE NOT PUT YOURS IN YET, CHRIS.

>> AND HONESTLY, IT'S. >> THESE ARE FINE.

>> AND I DID. >> AND ALSO YOURS.

AND HERE'S A POTENTIAL. I WILL ADDRESS NOTHING IN STONE.

TRYING TO PUT MULTIPLE DIFFERENT THINGS.

>> I HAVE A QUESTION. AT THE VERY FIRST, OF THE ITEMS YOU GAVE UP. THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN. IDENTIFY AND ELIMINATE, PRACTICES AND PREJUDICES. I GUESS WE'RE TALKING ABOUT THE ENVIRONMENT, AS OPPOSED TO I DON'T KNOW HOW WE CAN ELIMINATE SOMEONE'S BELIEFS. AND I'M SURE WE CAN.

BUT IF IT'S THE IDEA THAT, IT'S THE ENVIRONMENT, THAT WE ARE

PROVIDING >> THAT'S UNDER THE KURN ONE WE

HAVE, CORRECT? >> YEP.

>> AND THAT'S CURRENTLY WHAT WE HAVE THERE.

I PUT FORWARD THE OTHER OPTION. THE 2018, INITIAL DRAFT.

THE SUPERINTENDENT, TO IDENTIFY THE SYSTEMIC INEQUITIES, FOR ACHIEVEMENT GAPS, FOR STUDENTS BASED ON RACE, AND ECONOMIC

STATUS? >> THAT'S WHERE IT BEGAN, WHEN WE BEGAN THE INITIAL LOOK ON STARTING THE POLICY.

AND SO, TRY TO SPECIFIC AREAS ACTUALLY AND WAS NOT BROADER THAN THAT. AND IN THE AREAS, WHERE THE LARGEST, WHERE WE ARE FOLLOWING MORE OF THE ISSUES.

[01:25:03]

ADDRESSING FACTORS, AND BROADER, NOT AS SPECIFIC IN MANY WAYS.

AND THERE'S SOME VALUE TO THAT, AS WELL AS SOME CHALLENGES TO THAT. SO PUTTING IT OUT THERE, IS SOMETHING THEY DID. THE ONE FROM MCKNIGHT, THAT REPLACED, I ACTUALLY THINK A KEY THING I LIKED IN THIS.

ESTABLISHING, MAINTAIN AND EVOLVE.

I THINK EVOLVE IS A KEY THING TO BE THINKING ABOUT.

CULTURE FOR STUDENTS, STAFF AND FAMILIES, THAT IDENTIFIES AND ELIMINATES, REPLACING WHAT YOU -- REPLACING WITH RACE, STRUCTURE, AND PRACTICE, WITHIN LWSD.

AND BASED UPON DATA, PRACTICE AND LIMITED EXPERIENCES OF OUR STUDENTS. WITH THE GOAL, EQUITABLE FOR LSD, TO SERVE AS A MODEL FOR OTHER SCHOOL DISTRICTS.

THAT'S ONE OF THE REVISIONS THAT CAME THROUGH, THAT REALLY WAS WANTING TO FOCUS SPECIFICALLY ON ANTI-RACIST AND RACIAL EQUITY COMPO COMPONENTS.

IN THINKING THROUGH THESE, ON WHAT COULD BE PROBLEMATIC TO ITSELF, THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN AND EVOLVING A CULTURE OF INCLUSION AND HIGH EXPECTATIONS THAT VALUES AND RESPECTS THE DIVERSITY AND EXPERIENCE OF THE STUDENTS, STAFF AND FAMILIES. AND RACIAL, BIAS SYSTEMS AND POLICIES AND PRACTICES, TO INSURE EQUITABLE OPPORTUNITIES FOR STUDENTS, AND INSURE EQUITABLE FOR STUDENTS, FOR HISTORICALLY MARCH STUDENTS FOR STRATEGIES, TO COMPARE HIGH LEVELS OF PERFORMANCE. AND THAT'S WHERE THE PIECES YOU PUT FORWARD, TO EXPLAIN OUT THE EQUITABLE OUTCOME COMPONENT.

>> IRONICALLY, I'M TRYING TO FIND A WAY TO TAKE THE BEST OF THE PIECES. MCKNIGHT'S STATEMENT IS FANTASTIC. THE FIRST SENTENCE IS ONLY ABOUT RACISM. AND WE NEED A SENTENCE, EQUITY IS MUCH BIGGER. AND HERE'S THE OTHER DIMENSIONS THAT WE EXPECT TO SEE, THE DEFINITION OF INCLUSIVE CULTURE INC INCLUDE.

BECAUSE IT REALLY IS TWO SENTENCES.

THE TWO SENTENCES IS ONLY ABOUT ONE DIMENSION ON THE THINGS THAT WE WORRY ABOUT. OTHER DIMENSIONS DOESN'T GET CALLED OUT. RACE IS IMPORTANT.

IT CAN'T BE THE ONLY SENSE WE CALL OUT, WE CARE ABOUT.

THAT MAKES IT LONGER THAN OUR USUAL.

BUT AT THE SAME TIME, YOU KNOW, DIRECTOR TO THE SUPERINTENDENT, NEEDS TO BE, I THINK, IT'S VALUABLE TO DIMENSIONS THAT WE CLEARLY RECOGNIZE AND TO SAY, THERE MAY BE MORE IN THE FUTURE. THIS IS NOT AN EXHAUSTIVE LIST, BECAUSE, AS FAR AS THE DIRECTIVE TO MAINTAINING EXCLUSIVE CULTURE, STAFF AND FAMILIES, THAT ADDRESSES THE INEQUITIES ASSOCIATED WITH POVERTY. ALL OF THE OTHER MENTIONED, EVEN THE ONES WE CONQUERED TODAY, SEX IS NOT SOMETHING THAT'S THE HIGHER PRIORITY TO ADDRESS BECAUSE THERE'S TINY GAPS WITHIN THE SEXES. STILL, THERE ARE GAPS.

THEREFORE, SEX IS SOMETHING WE WERE AMISS, NOT EXCLUDING IT.

NOT HAVING THIS FIRST SENTENCE, BUT IT WILL CAUSE ME TO WEED OTHER SENTENCES, SAYING THAT, EVEN IF WE CLOSE EVERY GAP THAT EXISTS BETWEEN THE RACIAL GROUPS, THERE'S STILL OTHER GAPS THAT STILL MATTER. I MEAN, THAT'S THE TRUTH OF IT.

WE HAVE -- IF YOU GOT RID OF THE GAP BETWEEN ALL OF OUR RACES, WE WILL STILL HAVE OUR DRAMATIC GAP BETWEEN OUR KIDS AND ANYONE ELSE. THAT'S A TRUE MEASURE OF EQUITY.

WHEN YOU TALK ABOUT WHAT'S BEING PROVIDED, MEETING THE KIDS WHERE THEY ARE, INVESTING RESOURCES ON KIDS, UNEQUALLY, UNEQUITABLY.

TO ME, THAT'S THE BIGGEST GAP, IN INEQUITY.

[01:30:01]

THESE ARE THINGS THAT ARE IMPORTANT.

THEY ARE NOT HELD OUT EXCLUSIVELY, WHEN YOU THINK ABOUT ELIMINATING STRUCTURES AND PRACTICES.

SO THAT -- I SPOKE ENOUGH HERE. LET'S HEAR FROM SOMEONE ELSE.

>> I THINK I RAISED MY HAND NEXT.

AND DIRECTOR SAGE AND DIRECTOR STEWART.

CHRIS, I AGREE WITH YOUR THESIS. AND JUST CALLING OUT ONE DIMENSION AND OTHERS, IS PROBLEMATIC.

I'M CURIOUS, I LIKE WHAT DIRECTOR BLIESNER DID WITH THE PROPOSED AND THE THIRD, AND PLACED IN THE CHAT, THE THIRD, REVISED DIRECTIVE. AND THAT RATHER THAN DOING A SORT OF, THE LAUNDRY LIST OF DIMENSIONS, WE CALL OUT, IN A SENSE, CALLING OUT THE REAL ISSUES, WHICH IS PERVASIVE RACISM AND INEQUITABLE BIASED SYSTEMS. I THINK THAT IS, TO ME, WHAT WE WOULD LIKE THE POLICY TO SOLVE.

AND I VIEW IT, WAS THERE, THE RIGHT POLICY, IS A MORE PRECISE AND ELOQUENT WAY OF ARTICULATING THAT, RATHER THAN JUST, YOU KNOW, ATTEMPTING TO RISK EVERY DIMENSION THAT'S IMPORTANT AND, WE BELIEVE TO BE IMPORTANT: I LIKE THE PROPOSED.

AND I WOULD BE CURIOUS, CHRIS, IF YOU DON'T MIND, HEAR YOUR

THOUGHTS ON THAT >> DIRECTOR SAGE AND DIRECT

STORE TORE STEWART. >> WHICH ONE ARE YOU TALKING

ABOUT? >> IN THE CHAT, IT'S THE VERY LAST, BECAUSE GOD FORBID, THE LAST ONE, I THINK, AND SENT BACK TO SIRI. AND I DON'T THINK THAT'S NECESSARILY THE ONE YOU'RE TALKING ABOUT.

>> AND IT DOES INCLUDE THE LAST THREE COMPONENTS, THAT YOU PUT FORWARD AND TAKING OUT EQUITABLE OUTCOME.

YES, THAT'S WHAT THAT ONE DOES. IT DUNN HAVE TO

>> I LIKE THE LAST ONE. SO

SORRY. >> I SO I COULD MOVE FORWARD AND UNDERSTAND WHAT I MEAN WITH THE TERM.

AND THIS IS AN ANTI-RACE, AND EQUITY, INCLUES POLICY, NOT AN ANTI-RACISM POLICY, OR NOT A RACE POLICY.

I THINK SOMETIMES, EQUITY IS USED AND IT MEANS SOMETHING TO DIFFERENT PEOPLE. YOU KNOW, HAVING A SPECIAL EDUCATION STUDENT, TO ME, INCLUSION IS EQUITY.

IT MEANS RACIAL EQUITY, AS THE FOREFRONT FOR OTHER PEOPLE.

I THINK THAT'S MAYBE WHAT WE NEED TO DEFINE EQUITY.

>> AS I'M LOOKING THROUGH, DISCRIMINATION, DESTROYS

[01:35:01]

WE CAN PUT ON PAPER EVERY POLICY POSSIBLE.

I LOOK AT THE HOLIDAY CALENDAR, THAT YOU JUST BROUGHT UP.

ONE MEETING TO THE MEET THE PRINCIPAL NIGHT, AND -- AND YET, THE -- GOD KNOWS, NO ONE LOOKED AT IT, FOR YOM KIPPUR, IN PARTICULAR, BECAUSE HIGH SCHOOLS ARE HAVING THE MEET THE PRINCIPAL NIGHT. AND THEY ASKED, NOT TO PUT THINGS ON THE RIGHT DAYS AND NOT DURING THE WRONG DAYS.

YOU KNOW, I GUESS SOMEONE, IF THEY WANTED TO, WANTED TO SPECIFICALLY, ANTIRACIST AND ANTISEXISM.

I THINK WE HAVE, IF WE HAVE ANTIRACISM, ANTI-CRIM NATION.

I THINK WE ARE DOING THE RIGHT THING.

WE COVERED ALL THE GROUPS, I THINK, HAS BEEN HISTORICALLY, MARGINALIZED. THEY HAVE BEEN PUSHED ASIDE, THAT HAVE BEEN, HAVE THE OPPORTUNITY TO STAY FROM THEM.

AND THEY HAVE LOST THE OPPORTUNITIES.

I THINK ABOUT THE AUSTINS AND, IF THEY CAN'T ACCESS THE CLASSES, IF THEIR PARENTS COME TO IEP MEETINGS AND DON'T, ENTITLED TO AN INTERPRETER, I THINK THAT'S PRETTY MUCH PASSED ON, EARLY ON, MY KIDS' CAREER, THAT WAS NOT -- ONLY THERE.

SO -- ANYWAY, THAT'S ALL I HAVE TO SAY.

>> DR. CARLSON. >> SORRY, MARK.

I HAVE NOT SAID THIS PREVIOUSLY. I THINK IT'S GOOD TO PUT ANTIDISCRIMINATION IN THE TITLE. ANTI-DISCRIMINATION AND

ANTI-RACISM IS BROADER. >> YOU SAID IT LIKE THIS.

>> I THINK THIS IS THE DEFINITION OF EQUITABLE, IS REALLY IMPORTANT FOR ALL THE REASONS THAT ARE OUT THERE.

YOU KNOW, THE EQUITABLE OPPORTUNITIES IS NOT, IT'S THAT ALL KIDS HAVE THE ACCESS. TO ME, THAT'S SOMETHING WE SEE, YOU KNOW, A LACK OR -- COMPLETE ABSENCE, LUNCH KIDS IN OUR HIGHLY CAPABLE PROGRAMS THAT, TO ME, IS INEQUITABLE OPPORTUNITY.

SOMETHING IS WRONG, HOW WE'RE FINDING THE KIDS WHO PARTICIPATE IN THE PROGRAM. I BELIEVE THAT POOR GIFTED CHILDREN EXIST. AND EQUITABLE TREATMENT IS SOMETHING, WHERE IT'S NOT NECESSARILY AN OPPORTUNITY.

THAT REALLY SPEAKS TO THE CALENDARING ISSUES.

THAT'S SOMEONE WHO IS TRYING TO PROVIDE A WAY, NO ONE FEELS THEY ARE AN OUTSIDER. SOMEONE FEELS LIKE THE COMMUNITY

AND RESPECTED. >> LAST THING, IN THE PERFORMANCE GAP, HISTORICALLY, THAT'S BEEN, TO ME, WHERE I COULD CONFIDENTLY MEASURE, WHETHER I'M DOING BETTER OR NOT.

I COULD SEE THE NUMBERS. IT'S HARDER FOR ME TO SEE THE NUMBERS. YES, MARK, I SEE, YOM KIPPUR PROBLEM AND I FIND MYSELF, NOT PLEASED WITH IT, BUT.

AND THAT'S WHAT IS REAL COMFORTABLE, IT IS SO WORTHY.

IT'S NOT POSSIBLE TO LEAVE IT IN A SINGLE DRAFT AND THAT'S THE PROBLEM. AND IT'S SOMETHING, WHERE, I WAS TRYING TO GET AT, VERY SPECIFICALLY, OKAY. AND NUMBER THREE, IT'S MY DEFINITION OF EQUITABLE OUTCOMES.

WORTHY AS IT IS, THAT'S WHERE I WAS TRYING TO GO WITH IT.

AT THE SAME TIME, I DON'T WANT ANYONE TO FEEL LIKE, I'M NOT TAKING ANTI-RACISM SERIOUSLY. RACISM IS IMPORTANT.

I WANT TO FEEL LIKE, DID I GET ANYTHING.

BEFORE THE BULLET POINTS, IS LIFTED OVER FROM THE LAST DRAFT.

I COULD SEE, PUTTING IN SOMETHING BETWEEN THE SENTENCES.

[01:40:06]

THERE'S MANY DIMENSIONS AND WE'RE CARRYING OUT RACISM, PARTICULARLY, RACISM AND FRUSTRATED, THAT WE HAVE ADDRESSED. ER

ERIC. >> FIRST OF ALL, THE FACT I REALLY -- IT DOESN'T MATTER TO ME.

IT'S NOT A SPEECH. IT DOESN'T NEED TO BE POETRY.

I THINK WHAT I HEARD FROM CHRIS, JUST NOW, IS PROPOSING, IF I HEARD IT RIGHT, I WILL AGREE WITH IT, I THINK I HEARD.

THIS IS WHAT I WOULD PROPOSE, IF THAT'S WHAT I HEARD.

THE THREE BULLET POINTS FOLLOWING, IN THE REVISORY, THE ONES TITLED, WHICH IS THE VERY LAST DRAFT, DIRECTIVE, IN THE CHAT. THE THREE BULLET POINTS.

THE ONE THING, AND I COULD WALK IN WITH THE STUDENTS.

THE ONE THING THAT'S NOT CAPTURED IS INSURING THAT OUR SYSTEM IS NOT RACIST. AND I THINK WORKING IN -- THAT IS -- CONCEPT APPEARS ABOVE AND NOT IN THE BULLET POINTS.

I THINK WORKING IN -- SOME OF THE LANGUAGE THAT IS IN THE -- THIS IS SO HARD TO DO. PROPOSED, AND COMMENTS THAT YOU SEE IS THERE. I THINK IT'S IMPORTANT THAT WE CAPTURE THAT IF THE DIRECTIVE. AND TO CALL IT OUT SPECIFICALLY.

SO I DON'T -- TO SEE IF I COULD TYPE SOMETHING.

IS THAT OKAY? COULD I TYPE SOMETHING IN THE CHAT? ARE WE ABLE TO DO THAT, DOCTOR HOLMEN?

>> YES, IF YOU COPY AND PAEFT WHAT DIRECTOR BLIESNER AND YOU HIT SEND, THEN I'LL BE ABLE TO CAPTURE THAT.

>> I WILL DO THAT AND DIRECTOR STUART CAN.

AND ERIC'S STATEMENT, I WILL ADD, BULLET, TO ADDRESS THE FACT, THAT WE'RE TO INSURE, THE SYSTEM IS NOT RACIST.

THE SYSTEM IS NOT RACIST NOR DIS DIS DISC DISCRIMNATORY. IT'S GOING TO TAKE ME A MINUTE.

IF ANYONE ELSE HAS ANY COMMENTS, YOU CAN

>> GOING TO BAIL ME OUT, BY TALKING.

>> >> THE WORD DISCRIMINATORY IS A POPULAR WORD TO USE. DOES IT MEAN THE SAME THING AS IT USED TO MEAN? THERE WAS A REASON THAT SOME PEOPLE ARE UNHAPPY WITH THE WORD DISCRIMINATION.

I WONDER IF PEOPLE HAVE FEEDBACK WITH THAT

>> I DON'T. I THINK THE POINT WAS TO HAVE DISCRIMINATION. IT'S NOT LIKE ONE REPLACED THE OTHER. I THINK IT SHOULD BE COUPLED TOGETHER. IF YOU HAVE DISCRIMINATION REPLACING RACISM, THEN YOU HAVE A PROBLEM.

YOU'RE NOT IDENTIFYING THE MAJOR SIDE OF THE PROBLEM.

ALSO, IT BECOMES A VERY FOCUSED SITUATION, WHERE RACISM AND DISCRIMINATION, YOU'RE TALKING ABOUT RACIAL ISSUES, BUT YOU'RE TALKING INCOME, YOU'RE TALKING ABOUT ABILITY, YOU'RE TALKING ABOUT RELIGION, YOU'RE TALKING ABOUT SEXUAL IDENTITY, LANGUAGE -- THANK YOU. I'M TRYING TO HAVE THE LIST WE HAVE BUT I THINK THAT PRETTY MUCH COVERS IT.

I DON'T WANT ANY STUDENT CRYING, BECAUSE HE OR SHE FELT LIKE THEY

[01:45:07]

>> ALL RIGHT. >> AND I THINK THEY HAVE THE FONT AND COLORS ALL MIXED UP HE

HERE. >> SO I GUESS, HOPEFULLY THAT WORKED. WHAT I JUST PASTED, TO THE T THIRD, WHAT WAS ORIGINALLY TITLED, THE DIRECTIVE FOR SUPERINTENDENT, I TITLED IT, SECOND REVISED.

AND IT'S IDENTICAL TO -- I ADDED, A BALL POINT'S, NUMBER ONE, FOLLOWING THE COLON. BECAUSE, I THINK, TO ME, IT DOES

CAPTURE -- >> I THINK YOU ACTUALLY NAILED IT. MAKING THE OWN BULLET POINT, GIVES IT AMONG FIRST EQUALS. IT'S VERY CLEAR, IT'S JUST NOT

RACE. >> THAT'S WHERE MY THINKING WAS.

BEGIN, WHAT WE'RE TRYING TO ACCOMPLISH HERE.

>> BY FACING IT DOWN THERE, I THINK YOU COULD ELIMINATE RACIST, FROM UP ABOVE. AND FALL ON BIAS AND POTENTIALLY, PUT DISCRIMINATION THERE.

AND PUTTING UP, RACISM AND DISCRIMINATION.

AND ONE, IS RACISM, AND I HAVE NOT DONE A LOT ON THIS.

AND I KNOW I'VE HAD THE DISCUSSION IN THE PAST.

DISCRIMINATION IS ACTUALLY ACTING UPON, THOUGHT RACISM IS MORE OF A BELIEF OR WHOLE THEY ARE TO BE VIEWED DIFFERENTLY.

>> INTERESTING. I THOUGHT DISCRIMINATION, RACE WAS ALL THE ISMS. DISCRIMINATION IS RELATIVE.

>> IN ACTING UPON THOSE THINGS >> IT'S HELPFUL TO HAVE THAT

DEFINITION. >> I HOPE IT'S RIGHT.

>> AND TO INSURE, WE HAVE THE DEFINITION.

PERHAPS, UNDERSTANDABLE AND COMMONLY USED RIGHT NOW

>> TO ELIMINATE DISCRIM NAT TORRY, AND POLICIES AND PRAC PRACTICES.

IT IS HELPFUL. AND THE SUBSETS AND VERY NICE.

I DON'T DISAGREE WITH THE LANGUAGE, THAT -- MS. CAPER BROUGHT TO US. TO ELIMINATE RACIST, STRUCTURES AND PRACTICE, IS A BIG DEAL. IT'S VERY EXCLUSIVE, AND IT'S BIGGER THAN THAT. THIS WORKS FOR ME

>> ELIMINATE RACIST, STRUCTURES AND PRACTICES, IN THE DISCKCRIM NA NATORY.

>> AND TO ELIMINATE, BIAS AND SYSTEMS, WE ELIMINATE RACIST

WITH DISCRIMINATORY. >> AND THANK YOU NOW

[01:50:14]

>> HAVING RAISED CONCERNS REGARDING TOO TIGHT ON RACE.

BEING EXPLICIT ENOUGH ON RACE, I THINK IT'S IMPORTANT, TOO.

. >> THIS BALANCES THE TWO NEEDS

FOR ME >> IT'S NOT JUST PUTTING THE POLICIES IN PLACE. IT'S THE IDEA, WHEN YOU REPORT THEM WHEN YOU REPORT AN INS DEPUTY, HE OR SHE, MAY FEEL RETALIATED AGAINST. PERPETRATOR, NOT THE VICTIM.

>> WHICH ONE IS IT? >> IT'S CALLED, EXPLICITLY IN

THE NUMBER DIRECTIVES. >> OKAY.

>> AND WHAT'S THE NAME OF THE NEW SYSTEM WHERE PARENTS HAVE THEIR KIDS TO REPORT, TO FORGET, ANYTHING REALLY, SAFETY, THAT'S IT. WHAT'S THE NAME OF THE SYSTEM.

>> THANKS FOR PUTTING ME ON THE SPOT.

I DON'T REMEMBER THE EXACT NAME. >> I DON'T BELIEVE THAT'S THE SYSTEM, THAT MARK IS REFERRING T

TO. >> I THINK A PERSON COMES FORWARD AND REPORTS, YOU KNOW, A RACIST, AND HOW IS THAT DEALT WITH AND HOW ARE THEY TREATED POST PROCESS?

>> EXACTLY. >> DO WE HAVE A WAY FOR KIDS TO REPORT THIS, LIKE THE SAFETY REPORTING TIPS? IT COULD BE ANONYMOUS. KID REALLY WANTS HELP.

>> AND THAT'S PART OF THE WORK. TO HAVE SOMETHING IN PLACE THAT IS RESPONSIVE TO THE STUDENTS AND FAMILIES.

PART OF IS TO HELP CODEVELOP THE SYSTEM TO UNDERSTAND.

WE HAVE INCIDENTS REPORTED TO US YEARS AND YEARS.

THINGS WERE DEALT WITH IN DIFFERENT WAYS.

IN TIMES, STAFF FEELING LIKE, THEY WERE DOING RIGHT BY STUDENTS AND FAMILIES AND POST INS DEPUTY, HEARING THERE WERE COMPONENTS IN IT, THAT DIDN'T FEEL RIGHT, DIDN'T RESPOND TRULY TO WHAT THE FAMILIES AND STUDENTS WERE VOICING.

>> AND YOU'RE SAYING, THAT'S A WORKING PROGRESS?

>> YES .

>> WHAT WE'RE SHOWN FROM THE STUDENTS.

THE WAY, THEY ARE LOOKING AT THE ISSUE OF REPORTING IT, REPORTING, AND HOW THEY FEEL LIKE, THEY WERE TARGETED BY THE SYSTEM, REPORTING IT. I HEARD OTHER INSTANCES BEFORE.

APOLOGIZE TOGETHER, PEOPLE, TO POINT OUT, HOW RACIST IT WAS.

>> I SAW YOUR HAND GOING UP. IS THERE SOMETHING, WE NEED TO

MILL ABOUT OR DO. >> TYPING IN THE CHAT.

NOPE. DIRECTOR BLIESNER.

>> SO KNOWING THAT THE SUPERINTENDENT DIRECTOR, OUR NEXT STEP IS TO WALK THROUGH THE ACTUAL POINTS DOWN BELOW.

I ALSO MADE A QUICK JUMP TO 14.9, BASED ON THE CONVERSATION WE ARE HAVING RIGHT NOW. I THINK THERE'S AN ADDITION TO PUT ON TO THAT, SOMEWHAT DRESSED WHAT WAS BROUGHT UP THROUGH THE COMMENTS AND DIFFERENT THINGS. IT WAS TO ADD AT THE END, TO PROVIDE CULTURALLY RESPONSIVE, TO ADDRESS CONCERNS, GRIEVANCES OR VIOLATIONS OF THE POLICY, PARTICULARLY RELATED TO RACIST OR OTHER DISCRIMINATORY ACTIONS. SO CALLING THEM OUT SPECIFICALLY AS THIS IS A POLICY, TARGETS THROUGH THE CONDITION SEPTEMBERS AND THAT IS THE FOCUS IN THIS AREA.

THAT IS PULLING FROM SOME OF THE FEEDBACK THAT CAME THROUGH THIS TRYING TO HIGHLIGHT THOSE COMPONENTS MORE EFFECTIVELY.

[01:55:06]

>> I GAVE A THUMB'S UP. I GOT A THUMB'S UP FROM DIRECTOR CARLSON, AND OTHER FOLKS, THAT SOMETHING OF GREAT PROVISION.

JOHN, DID YOU WANT TO CAPTURE THAT?

>> I COULD INCLUDE IT IN THE CHAT BOX.

>> OKAY, THERE WE GO. >> THAT'S GOOD.

>> I THINK SIRI ALSO HAS A DOCUMENT SHE'S WORKING FROM?

>> THAT IS, TOO >> SHE'S GOING TO SEND IT TO ME

AFTER THE MEETING TONIGHT. >> OKAY.

>> THAT'S GREAT. THAT'S A GREAT REVISION.

>> SO UNDERLINED IN BOLD IN THE CHAT

>> YOU'RE THINKING, CHRIS, WHAT. >> AND I'M TRYING TO RESTRAIN MYSELF, FURTHER DOWN THIS WITH YOU.

BECAUSE I THINK THIS IS WORTH GOING INTO.

AND AT THE SAME TIME, I'M CONCERNED THAT, DO WE NEED TO DELAY THE ADOPTION OF THE POLICY WHILE WE THINK ABOUT GOING DOWN THE RABBIT HOLE. THE EXAMPLE, AS A BOARD MEMBER I WOULD LIKE TO KNOW, SOME WAY TO SUMMARIZE FOR THE BOARD, ARE WE SEEING A LOT OF REPORTS OF RACISM, TO GIVE US SOMETHING, THAT'S A BIGGER PICTURE, WOULD BE QUITE USEFUL. AND THAT BECOMES SOMETHING WHERE I'M NOW TRYING TO GO DOWN THE STREAM.

I WOULD LIKE TO ADOPT THE SUCKER AND THEN GO IN AND PUT THE TINY DETAILS AND TALK TO JOHN, IN THE INTERPRETATION, HOW ARE YOU GOING TO DO THAT FOR US? I JUST WANT TO GO TO THE NEXT STEP, SO, WE CAN ACTUALLY TRY TO WORK WITH IT THIS SCHOOL YEAR.

>> >> I'M GETTING A SWING, OF UNMUTING HERE AND I'M GETTING BACK TO THE SWING OF THE REMOTE STRUCTURE. TO YOUR POINT, CHRIS, I THINK THAT'S EXACTLY RIGHT. WHEN YOU THINK ABOUT THE GOVERNING STRUCTURE OF THE BOARD, THE OPERATIONAL EXPECT EXPECTATIONS THEY ARE THE PARAMETERS, DEFINING AND SETTING INDICATORS, THE BOARD MAY SAY, THAT'S TOO RESTRICTIVE. WE WANT IT TO BE MORE THAN THAT.

WHEN YOU THINK ABOUT THE BOARD'S ROLE IN KIND OF SHAPING THE DISTRICT, BUMPING THAT PARAMETER OUT.

BECAUSE WHAT YOU JUST SAID, HOW MANY INCIDENTS, WELL, THAT JUMPED ME TO, WHAT ARE THE CURRENT STRUCTURES THAT ARE IN PLACE, AND THAT'S A PERFECT EXAMPLE OF, OF THE BOARD SAYING, WELL, WE WANT SOMETHING A LITTLE BIT MORE.

REALLY, THAT'S THE PATHWAY IN THE WORK TO, THE POLICY AND INDICATORS, MAYBE IT'S A DAY, THAT NEEDS TO BE A PLACE IN THE BOARD THAT UNDERSTANDS IN MONITORING, HOW IS THE PARAMETER PLAYING OUT? THE EXAMPLE OF THE NEXT STEP, WE WANT THE DATA SET. IF IT'S NOT AVAILABLE, THAT'S LONG-TERM WORK.

IN GETTING THAT IN PLACE

>> WE HAVE THE STATEMENTS MADE BY OUR STUDENTS AND OUR FAMILIES AND OUR STAFF ON A CONSISTENT BASIS.

SO AS A BOARD, I'M HEARING THAT'S A PRETTY STRONG CONCERN WITHIN THE COMMUNITY THAT HASN'T NECESSARILY BEEN ADDRESSED,

[02:00:02]

SPECIFICALLY, STRONGLY, IN THE DIFFERENT WAYS, GRANTED, I HAVE NO, WE DO NOT HAVE SYSTEM WIDE DATA.

RIGHT NOW, WE HAVE ANTIDOTAL DATA COMING FORWARD.

THOSE THINGS COMING FORWARD, IT WOULD SEEM, FOR ME TO NOT

>> THAT'S NOT LIKE, NOTED, AND IT DOESN'T EVEN HAVE A MOUTH.

AND I WAIT FOR DATA, AGAIN, I MADE THE POINT, IT BOTHERS ME THAT WE CAN'T. NEEDS TO BE A SYSTEM IN PLACE, SO WHEN EVEN ONE INCIDENT COMES UP, IT COULD BE ADDRESSED.

IT COULD BE ADDRESSED PROPERLY. IT COULD BE ADDRESSED SO PEOPLE IN THE FUTURE WILL NOT WANT TO DO IT AGAIN.

OTHERWISE, IT FALLS BY THE WASTE SIDE.

>> TO MY MIC, I WASN'T WAITING FOR DATA.

WE NEED TO ADDRESS THE INCIDENTS AS THEY ARE REPORTED.

OUR EXISTING SYSTEM, NEEDS TO BE OVERHAUL TO MAKE IT BETTER.

WE KNOW THERE'S GAPS >> I JUST DON'T WANT US TO WAIT TOO LONG. DATA, WILL FIGURE OUT, WE HAVE

AN ADDRESS PERHAPS. >> RIGHT

>> OKAY. . >> TWO THINGS.

ONE, WE SORT OF PUT IN THE DISCUSSION DIRECTIVE TO THE SUPERINTENDENT A LITTLE BIT AGO, BEFORE WE GET TOO FAR FROM THAT, I WANT TO MAKE SURE, WELL, I WANT TO MAKE SURE EVERYONE HAS THOUGHTS, HAD AN OPPORTUNITY TO SAY THEM.

TWO, I THINK DIRECTOR BLIESNER HAS PROPOSED ADDITIONAL REVISIONS TO 14 POINT ET CETERAS.

DO I BASICALLY HAVE THAT; RIGHT? OKAY. SO I HAD CASED IT IN SOME PROPOSED LANGUAGE, IF WE CAN GO TO DIRECTOR SAGE

>> I DON'T KNOW WHERE -- I DON'T KNOW WHERE WE ARE AT.

>> I HEARD, THE DIRECTIVE AGREEMENT IN THE ONE CHANGE, SUBSTITUTING THE WORD DISCRIMINATORY FOR RACIST, AND THAT READS, ELIMINATE, POLICIES AND PRACTICES AND THE FIRST BULLET POINT, IS SPECIFIC TO RACIST SYSTEMS AND STRUCTURES

AND PRACTICES. >> OKAY.

>> ANY DISSENT, ANYONE? I FIND THAT SURPRISINGLY STRONG

THUMB'S UP. >> OKAY.

>> DESCRIBINGLY STRONG. >> SO I'M GOING TO COMMIT TO

[02:05:01]

SESSION? >> YOU COULD MAKE IT SOMETHING,

YEAH. >> I'M GOING TO DEFINE OR COME UP WITH DEFINITIONS FOR EQUITABLE AS FAR AS OPPORTUNITIES AND EQUITABLE OUTCOMES, BECAUSE I DO THINK, THAT NEEDS TO BE DEFINED SO WE ALL ARE SURE, ARE SAYING THE SAME THING, WITH THE SAME INTENT.

IS THERE ANY OTHER TERMS HERE IN THE DIRECTIVE THAT PEOPLE WOULD

LIKE TO SEE DEFINED? >> SPELL EQUITABLE, OTHER ONE, HAS COME UP TODAY, DISCRIMINATORY.

I THINK WE SHOULD EXPLICITLY SAY WHAT WE MEAN TO DISCRIMINATORY.

>> DISCRIMINATION, ANYTHING ALONG THE LINES.

>> I WILL BRING THE RESEARCH ON THE TWO WORDS, TO THE NEXT BOARD

MEETING. >> OKAY.

>> THANK YOU. >> IS THAT GOING --

>> AND EQUAL, AS OPPOSED TO EQUITABLE.

PEOPLE DON'T TRY TO CONFUSE THE TWO.

>> I THINK, ACTUALLY, I GOTTEN RID OF THE EQUITABLE OUTCOMES, BY MAKING EXPLICIT. BULLET POINT 4, IS WHAT I TRANSLATED EQUITABLE AN OUTCOMES TO.

>> AND I THANK YOU. THAT'S WHAT I VIEWED YOU AS DOING, AS IN THE BULLET POINT. IF THAT'S YOUR DEFINITION, THAT'S ALSO MY DEFINITION AS WELL.

AT LEAST, APPROXIMATION OF IT. SORRY, DR. HOLMEN, YOU STARTED

TO SAY SOMETHING. >> ARE WE GOING TO INCLUDE THE DEFINITIONS AS PART OF THE POLICY?

>> I WILL VALUE MY OPINION. I WILL LET SOMEONE GO FIRST.

>> I WILL DEFINITELY MAKE A FOOTNOTE TO THE POLICY.

>> WOULD YOU LIKE TO WORK IT TOGETHER, JOHN?

>> SO IF YOU DON'T DEFINE IT IN THE POLICY, THEN PEOPLE WILL NOT KNOW, WHERE YOU'RE COMING FROM. AND ULTIMATELY, FIND IT IN THE

ACTIVITIES. >> OKAY.

>> ERIC, GO FOR IT. >> OKAY, WHAT WE DEFINE.

I THINK THE ISSUE IS, WE DON'T -- IT'S NOT PRECISE ENOUGH THAT WE NEED TO SAY THE WORDS A LITTLE BIT DIFFERENTLY.

HAVING PROJECT FOOTNOTES OF DICTIONARY DEFINITIONS FOR EVERY

WORD. >> I'M NOT SAYING.

>> NOT SAYING DICTIONARY DEFINITION.

HUMPTY DUMPTY KIND OF WORD, THIS IS WHAT IT MEANS.

>> IT SOUNDS LIKE IT'S GETTING TOO OPERATIONAL.

IS THAT WHAT YOU'RE THINKING, JOHN

>> MY GUESS -- I DON'T KNOW. I JUST SOUND LIKE MY POSITION IS MAYBE. I THINK AT TIMES, THERE'S VALUE

AT TIMES AND NOT DEFINING. >> FOR ME, THE BOARD COULD REALLY DO WHATEVER YOU WANT WITH YOUR POLICY.

>> YEAH. >> AND SO IF THE BOARD WANTS TO DEFINE TERMS, WELL, THEN, I WON'T BE DEFINING THE TERMS. I WOULD ADOPT THE DEFINITION THAT THE BOARD CREATES, AND SO THAT WILL JUST BE WORK THAT THE BOARD IS DOING IN DEFINING.

THAT WOULD BE ATYPICAL IN THE POLICY STRUCTURE.

IF THE BOARD BELIEVES THAT THE DEFINITION OF -- AND I WOULD, IF THIS IS THE PROPOSAL, I WOULD RECOMMEND DOING A VERY SMALL SET OF DEFINITIONS BECAUSE I THINK IT COULD HELP ENHANCE KIND OF UNDERSTANDING THE POLICY. I DEFINITELY UNDERSTAND THAT.

THOSE WILL BE TERMS THAT I WOULDN'T BE BRINGING BACK FOR DEFINITION BECAUSE THAT'S -- THAT WORK HAS ALREADY BEEN DONE

BY THE BOARD. >> I'M COMFORTABLE, AND GOING TO

BE HONEST WITH YOU. >> I'M PERSUADED.

I HAD A SNAP. I THINK FOR CERTAIN WORDS, CERTAIN TIMES, IT COULD MAKE SENSE.

JUST SO, WE WANT TO BE PRECISE, ALWAYS WANT TO BE PRECISE AND CLEAR. WE'RE NOT, IN AGREEMENT, I THINK THERE'S VALUE IN NOT DEFINING IT.

WE ALL HAVE AN UNDERSTANDING WHAT SOMETHING MEANS.

>> AND IT GOES IN THE WAY, THE BOARD HOLDS, SECRETARY ACCOUNTABLE BY MEETING HIM PRECISION, AND HE'S NOT AT ODDS OR TRYING TO BE WHAT SHOULD I DO NEXT? THERE'S NO CONFUSION OR LACK OF CONFUSION, I SHOULD SAY.

[02:10:04]

THERE'S ALWAYS CONFUSION. >> AND IT SOUNDS SCARY ON THE

DEFINEMENT. >> YEAH.

>> IT CAN. >> YOU DID COME BACK -- JOHN BROUGHT A VERY GOOD POINT. THE INTERPRETATION BY THE SUPERINTENDENT DOES INVOLVE THE DEFINITIONS OF THE CRITICAL TERMS. TOWARDS THAT END, HONESTLY, THIS IS SOMETHING THAT'S SORT OF THE SIX MONTH REVISIT.

IF JOHN HAS GONE THROUGH AND SAID, I INTERPRET EQUITABLE TREATMENT TO BE THIS, IF WE AGREED TO THAT IN HIS INTERPRETATION, WE CAN ACTUALLY LIFT THAT DEFINITION OVER, SO PEOPLE COULD SEE, IF THEY FOUND OUR POLICY, THAT THE BOARD AND SUPERINTENDENT AGREED TO FIND DEFINITE EQUITABLE TREATMENT AS

NEXT. >> SUPERINTENDENT, AND PROVIDES

INTERPRETATIONS AND -- >> IT'S JUST THAT, WE USUALLY WOULD WIND UP ONE STEP REMOVED. WE END UP GOING NUMBER 14, TO SEE THE DEFINITIONS WE AGREED UPON.

THIS IS, AGAIN, IF WE'RE GOING TO MOVE THE PREAMBLE TO A RESOLUTION, I THINK WE CAN PULL A DEFINITION WE CAN AGREE UPON, INTO OUR POLICIES. AND HERE'S THE DEFINITION OF THE CRITICAL TERMS, THE SUPERINTENDENT AND BOARD AGREE.

>> YOU KNOW, I DON'T THINK OUR PARENTS CARED, ABOUT THE OPERATIONAL HOOPS WE GO THROUGH. THEY WANT TO KNOW ACTIONS.

>> THIS IS TRUE. >> OKAY.

>> OKAY, SO LET'S MOVE OFF THE DIRECTIVES OF THE SUPERINTENDENT. I THINK WE ARE ALL, OKAY WITH WHERE WE ARE AT. AND IT'S 6:15.

DOES ANYONE NEED A FIVE MINUTE BREAK?

>> MAY I ASK HOW MUCH LONGER ARE WE GOING TO GET AT IT?

>> 30 MINUTES. >> WE'LL HEAR, WATCH THE TONIGHT

SHOW. >> THAT SOUNDS REASONABLE.

LET'S CALL IT TWO MINUTES. >> WE'LL BE BACK IN FIVE

MINUTES. >> 6:14, WE'LL BE BACK AT 6:17.

>> PERFECT. >> RUN.

[02:17:33]

>> OKAY, BACK ON. 6:19.

THANKS, EVERYONE. SO MOVING TO THE SPECIFIC POLICIES STATEMENTS NOW, VIDEOS, AND THE IDEA, EVERYONE HAS CLOSER VISIONS, WE WOULD BRING IT.

DO YOU WANT TO KICK US OFF AND WE'LL GO FROM THERE.

>> YOU'VE ALREADY DISCUSSED 14.9.

I THINK IT'S ON BOARD THERE. SIRI, YOU'RE ON MUTE AS WELL.

I SEE YOUR MOUTH MOVING. >> AND YOU GUYS COULD HEAR ME TALK NOW WITHOUT THE MASK ON. HOWEVER, THE MUTE BUTTON IS THE

SAME THING. >> I KNOW.

SO 14.8, REQUEST TO EXPAND ADDENDUM, AND I CAN'T COPY THE LIFE OF ME TO PASTE. IT'S ADDING TO THE DIVERSE PERSPECTIVE AND THE LIKE IN TRYING TO HIGHLIGHT THAT WE WANT TO TARGET PERSPECTIVES. I HAVE MARGINALIZED PERSPECTIVE

OR FACED BARRIERS. >> AND LET'S BE CLEAR.

THE UNDERLINE LANGUAGE. >> IS THE NEW PIECE, YES AND AGAIN, THIS IS GOING THROUGH THE FEEDBACK AND LOOKING WHAT WAS SAID, ARE WE MISSING SOME PIECES.

THIS IS ONE OF THE SPECIFIC THAT WE CAN CALL OUT MORE SPECIFICALLY, AS TO WHY THIS WOULD BE IN THE POLICY AND NOT IN OUR COMMUNITY ENGAGEMENT POLICY?

>> COULD WE INCLUDE BETWEEN THE INITIATIVES AND DECISIONS UPDATES? BECAUSE I THINK IT SOUNDED LIKE, WHEN WE GIVE UPDATES, FOR SOME REASON, THEY ARE TRANSLATING

[02:20:06]

GETTING. >> SO WHERE HE INITIALLY HAD TO TERMS, I AGREE WITH MARK'S INTEREST.

WE INITIALLY HAD THEM, INITIATIVES AND DECISIONS.

AND I'M WONDERING WHY WE HAD, CAN'T RECALL THE DISCUSSION WHY WE HAD SPECIFIC AND I ASSUME LIMITED LANGUAGE ON WHAT TYPES OF COMMUNICATIONS WE WERE INTERESTED IN.

>> I SUGGEST ALL. >> AND THAT'S BASED ON WHAT MARK JUST SAID. AND REVISE IT AND PERSPECTIVES AND STRATEGIES IN COMMUNITY SCHOOL COMMUNICATIONS AND WHY NOT INITIATIVE AND DIRECTIVES. WHY NOT ALL COMMUNICATIONS?

>> CULTURALLY RELEVANT STRATEGIES.

>> THAT'S WHAT WE SEEM TO BE MISSING.

>> THAT WORKS. SO YOU COULD --

>> THEN NOW -- PASTE IT SO -- >> I HAVE TO DELETE A FEW THINGS. HANG ON.

>> CULTURALLY SENSITIVE. >> I THINK IT HAS TO BE CULTURALLY RELEVANT. IT HAS TO BE UNDERSTANDABLE TO

THE PERSON AND THEIR FAMILY. >> I THINK BACK TO WHEN THEY -- THEY REMAIN THE PRESENTATION AND THEY TELL US THE CULTURE OF, OF THAT ONE. AND I DIDN'T HAVE ANY ACCOUNT ON HOW THEY CHANGED IT. THEY WERE TALKING ABOUT HOW THEY ASKED THE QUESTION AND THAT BECOMES A CULTURAL BARRIER FOR SOME. I HAVE NO CLUE.

>> I LIKE THIS

>> MAYBE JUST ONE SLIGHT -- OH, WAIT.

PERSPECTIVE. >> YOU'RE RIGHT.

I'M FINE. IT'S GOOD.

>> THUMB'S UP FOR ME. >> OKAY, 14.10.

YOUNG STAFF, ANY ISSUES WITH IT. SHE'LL PROBABLY TOSS IT AS WELL, SINCE YOU'LL HAVE DEAL WITH IT.

>> NONE AT THIS TIME. >> READING A SPACE SHIP.

>> WILL ASK THE QUESTION LATER. >> SIRI, YOU WERE SAYING YOU

WANTED TO ADD TO 14.10. >> I DID.

THIS IS TO EXPAND THE CONCEPT OF DATA.

THAT COULD BE IN THE DEFINITION, BUT AT THE SAME TIME, I THOUGHT IT IMPORTANT TO INCLUDE IN HERE. PARTICIPATION FOCUS GROUP TO IDENTIFY INEQUITIES AND TO DEVELOP IMPLEMENT STRATEGIES TOWARDS ELIMINATING THE INEQUITIES.

WE ELIMINATED THE ACTION POINTS. WE'RE NOT JUST FINDING, WANT TO

DO SOMETHING. >> I AGREE.

I JUST WANT TO, I GUESS THIS IS OPERATIONAL, IN 14.8, IT WOULD INCLUDE ENGLISH LANGUAGE LEARNERS.

14.10, IF WE WERE GOING TO DO ALL OF THESE DATA, THE SURVEYING AND FOCUS GROUPS AND EVERYTHING, THAT NEEDS TO BE CULTURALLY RELEVANT LANGUAGE SO EVERYBODY COULD PARTICIPATE AND STRATEGIES TOO, TO INSURE THE STRATEGIES TO PARTICIPATE, CHILD CARE, SOMETHING THAT'S BLOCKING SOMEONE TO PARTICIPATE.

>> I AGREE WITH ALL OF THAT. YEAH, THAT'S HOW I READ IT, TOO.

>> CHILD CARE IS IMPORTANT. I THINK BACK TO THE ONE DAY, ESPECIALLY PTSA, OFFERING CHILD CARE DURING THE MEETINGS.

ALL OF A SUDDEN, THE ATTENDANCE BLOSSOMED, BECAUSE THAT'S ONE

[02:25:11]

BARRIER TO PARTICIPATE. >> THAT'S GOOD.

I VIEW THIS AS AN IMPROVEMENT. AND I LIKE IT.

THANK YOU. >> THANKS.

>> 14.4. AND WE HAD ACTUALLY REMOVED SOCIAL AND EMOTIONAL WELL-BEING AT ONE POINT UNDER THE END OF THIS. AND I THINK IT WAS A MISTAKE BECAUSE IT'S SOMETHING THAT'S BEEN BROUGHT UP CONSISTENTLY JUST IN GENERAL IN MENTAL HEALTH WELL-BEING AND THAT'S A COMPONENT ON WHAT WE DO. THIS TRYING TO THINK HOW WE WILL ADDRESS THAT AT LEAST FOR SOMEWHAT CLEARER IN THE COMP COMPONENT.

WE'RE TRYING TO ADD, AND WE'RE TRYING TO SEND IT TO YOU.

PERHAPS IT GOT TO YOURS QUICKER THAN MINE.

THEY HAVE INSURED RIGOROUS EXPECTATIONS FOR STUDENTS AND SUPPORTS, LEADING TO STUDENT GROWTH, SUCCESS AND WELL-BEING.

I DON'T KNOW WHY IT'S HIGHLIGHTING DIFFERENT THINGS.

I CAN'T TELL YOU WHY. I KNOW WHY.

IT'S HIGHLIGHTED ON THE PAGE. CAN WE GET REMOVED, RECOMMENDATIONS AND OTHER COMMENTS, APPROPRIATE, RIGGIOUS EXPECTATIONS WAS NOT A GOOD USE OF THE WORD AND AS WE DISCUSSED WHEN WE GOT TOGETHER, CASSANDRA, JOHN AND I, IF WE DIDN'T SEE ANY VALUE OF HAVING APPROPRIATE RIGOROUS EXPECTATIONS ON THERE.

WE DID REMOVE. >> I THINK OUR GOAL IS TO HAVE RIGOROUS EXPECTATIONS FOR ALL OF OUR STUDENTS.

WE'RE TRYING TO MEET THEM, AND TO ME, IT JUST READS.

>> I COULD SEE THAT. AND IT --

>> I AGREE. >> NEEDED.

>> AND WE NEED FOR SUPPORT. >> AND WE NEED THE SUPPORT AND

NECESSARY SUPPORTS AND -- >> APPROPRIATE, RIGHT.

>> AND THE FIRST IS, SHOULD IT BE, SHOULD BE DIRECTED TO STAFF AND STUDENTS, EXPECTATIONS OF ALL PEOPLE.

NOT DISCRIMINATION AND RACISM BY STUDENT.

STAFF, AND

CUSTODIAN OR WHOEVER IN BETWEEN. >> SO MARK, I'M HEARING WHERE YOU ARE COMING FROM. FOR ME, THE PARTICULAR ONE IS D JUST DROP THE BAR ON ANYONE AND SAY, WELL, THEY CAN'T SUCCEED.

>> SO FOCUSING ON THE STUDENTS. THE EXPECTATIONS ARE RIGOROUS, IS REALLY IMPORTANT FOR CALLING OUT STUDENTS ALONE.

>> IF WE HAVE THIS ONE, STUDENTS FOR STAFF AS WELL.

TO INSURE, IF YOU MAKE SURE THAT STAFF IS DOING IT, THEN THE KIDS HAVE AN OPPORTUNITY TO DO IT. IF THE STAFF DOESN'T PROVIDE IT, THE ENVIRONMENT, THE KIDS -- THEY CAN'T SURMOUNT.

>> JOHN, DO YOU JUST WANT TO T

TALK. >> I JUST ADDED A SUGGESTION.

>> YEAH, I MEAN, THAT'S ESSENTIALLY WHAT WE HAD.

IT'S IN ENGLISH NOW. >> READS MORE SMOOTHLY.

[02:30:05]

>> YEAH AND I KNOW IT'S VERY IMPORTANT WE ADDRESS ACADEMIC EXPECTATIONS AND SUPPORT.

I'M STUCK IN THE IDEA, JUST ACADEMIC.

THE IDEA THAT THE ENVIRONMENT OF THE STUDENT BRINGS INTO THE CLASSROOM, SOCIAL AND EMOTIONAL ASPECT, SHOULD EXPECT THE BEST BEHAVIORS, TOO BEHAVIOR GOES TO THE ISSUE OF DISCRI DISCRIMINATORY, OR THE WRONG LANGUAGE. KID COULD HAVE 4.0, IF THE KID IS CAUSING PROBLEMS, BECAUSE OF RACIST BEHAVIOR, HE OR SHE IS NOT LIVING UP TO MY EXPECT

EXPECTATIONS. >> THAT WOULD BE 14.1, WHICH IS ALL ABOUT, I THINK, IT HIGHLIGHTS EXACTLY WHAT YOU JUST

SAID. >> OKAY. WE GO BACK TO 14.1

AGAIN. >> THAT ONE READS, INSURES STUDENTS HAVE AN ANTIRACIST, EXCLUSIVE, WELCOMING AND SAFE

SCHOOL AND CLASS ENVIRONMENT. >> I AGREE.

>> I AM FINE WHAT WE HAVE. MAYBE -- IF ANYONE HAS BETTER WORDS, I'M COMFORTABLE WITH 14.4.

>> I LIKE WHAT YOU SAID, CHRIS. I'M CONCERNED ABOUT NOT ONLY ACADEMIC SUPPORT. IT COULD BE EMOTIONAL SUPPORT.

>> AND PROVIDE NECESSARY SUPPORT.

GET RID OF THE SECOND ACADEMIC. I LIKE CHANGING THE VERB, SO YOU'RE INSURING EXPECTATIONS WE'RE PROVIDING SUPPORT.

>> YEAH. >> THAT SEEMS BETTER.

>> AND THAT SORT OF GETS AROUND THE WHOLE WORK THAT NTS, AND

WHAT'S GOING ON. >> AND GETS MTSS IN THERE

WITHOUT CALLING MTSS. >> WITHOUT EXPLAINING IT TO

SOMEBODY. >> OVER TIME, SOMETHING, YOU KNOW, BETTER THAN NTSS MAY COME ALONG.

YOU DON'T WANT TO STATE IT SPECIFICALLY IN OUR POLICY?

>> YEP. >> NTSS 2.0.

THIS IS GOOD AND WE HAVE THE LAST ONE.

>> OF COURSE, I'M NOT DONE. >> I KNOW YOU'RE NOT DONE

ESPECIALLY HOW MANY MORE. >> YOU KNOW, THIS IS PRETTY MINIMAL. THIS IS JUST ADDING TO THE

BOTTOM, POPULATION. >> I'M NOT ARGUING WITH THEM.

>> THIS IS TO MAKE CLEAR WHO IT IS TO BE CULTURELY RESPONSIBLE AND INCLUSIVE, TOO. THAT'S NOT ME.

>> WORKS FOR ME. >> THE SUBJECT, BEFORE THE WORD LIE. AND THE SUPERINTENDENT SHALL

PROVIDE. >> THE SUPERINTENDENT WILL.

>> OKAY. >> I WANT TO MAKE SURE, I'M ON

TRACK OF IT. >> YEAH, IT'S GOOD.

>> AND HELP ME, 2 OR 4. >> 2.4.

>> POPULATION. >> AND I'M LAUGHING BECAUSE IT'S

4 OR 5 IN SPANISH. >> I WILL LET GRAMMAR PEOPLE DO IT. I'M NOT SURE.

>> AND 2, I GUESS. I SUPPOSE IF YOU WANT TO MAKE IT A LITTLE MORE CLEAR, IT WILL PROVIDE CONSTRUCTION, TO THE POPULATION. AND I GUESS, YES OTHERWISE, I DON'T CARE ABOUT THAT.

>> ACTUALLY, ERIC, IT'S SLIGHTLY MORE SUBTLE.

2 VERSUS 4. 2 IS SOMETHING YOU'RE INFLICTING

UPON. >> I GUESS, I HAVE MY OWN

ASSUMPTION ON WHAT IT WAS. >> I VIEWED IT AS A 2.

>> DO I NEED TO DOE FINE THAT. >> NO, HONESTLY, THIS IS SOMETHING THAT'S OVERRULED. MARK AND I MAY AGREE ON THIS

[02:35:08]

ONE. >> YOU WANT TO TRY IT TODAY.

>> I FEEL, LIKE CHRIS AT THIS POINT.

MARK MADE A GOOD POINT, SORRY CHRIS.

THAT THE OPENING IS THE SUPERINTENDENT WILL.

I LOVE TEACHING STUDENTS. THAT'S ONE OF THE GREATEST JOBS I'VE EVER HAD HAD, TEACHING 4TH AND 3RD GRADERS.

I DON'T BELIEVE I'M THE ONE PROVIDING INSTRUCTION.

IT'S INSURING THE CURRICULUM PROVIDED TO STUDENTS IS CULTURALLY RESPONDENT. IT'S PROBABLY A LENS, SO IT'S ACTIVE, THE SUPERINTENDENT WILL AND WILL NOT DO.

>> I THINK YOU HAVE TO HAVE CLASS THAT DAY.

>> THAT ACTUALLY WOULD BE A LOT OF FUN.

>> I'M DONE. >> JOHN, I THINK YOUR POINT IS WELL TAKEN, WE'RE PROVIDING YOU WITH SOMETHING, BUT IT DOES NEED TO BE LOOKED AT TO THE TOTALITY OF WHAT WE'VE GIVEN YOU THIS EVENING. IS IT REASONABLE TO DELIVER SOMETHING THAT YOU THINK, BEEN THROUGH ON THAT LEVEL?

>> I'LL TAKE A RUN AT IT. >> I THINK IT IS.

IT'S KIND OF THE, THE THINGS, WE SPENT SO MUCH TIME TALKING ABOUT IT, THINKING ABOUT IT. IT IS NOT GOING TO BE RECREATING

FROM THE START. >> YEAH

. >> AND MAKING SURE YOUR EDITS ARE CONSISTENT, THE SAME TENSE AND ALL THE VERBS.

>> THERE'S A COMMENT. EVERYBODY JUST IGNORED THE WORDS I TYPED IN THE PAGE WHICH MADE LITTLE SENSE.

>> I READ IT. >> AND THUMB'S DOWN, AFTER I

READ IT. >> SO JOHN, WOULD IT BE POSSIBLE FOR SIRI AND I TO MEET WITH YOU AND GO OVER THE DRAFT THAT YOU

COME UP WITH? >> ERIC IS SHAKING HIS HEAD NO.

>> AND SEEING IF I COULD SALVAGE THAT SENTENCE.

>> NOT IN REGARD WHAT I JUST SAID.

>> I WOULD SUPPORT WITH DIRECTOR SAGE.

>> AND AGAIN, YOU SAY? >> THANK YOU.

>> THANK YOU. >> SO I GUESS, JUST TO RETURN, TO 14.5. DO WE WANT TO -- JOHN'S POINT IS CORRECT. IT PROBABLY, THE VERB SHOULD BE INSURE. I JUST, OBVIOUSLY WHAT I DRAFTED

DOESN'T EVEN MAKE SENSE. >> YOU WANT TO INSURE, TO

PROVIDE? >> SHOULD I CORRECT THE

INSTRUCTION. >> AND INSURE CURRICULUM INSTRUCTION, INCLUSIVE FOR THE STUDENT POPULATION, YEAH I THINK WE SHOULD TALK ABOUT, WORKS FOR ME.

>> AND JUST DIFFERENT. >> IT MAKES SENSE TO INSURE THE CURRICULUM SINCE HE'S NOT GOING TO TEACH IT.

>> WHY DON'T WE TAKE OUT THAT? CULTURELY INCLUSIVE TO THE

STUDENT POPULATION. >>

>> ANY OTHER -- >> THOSE ARE ALL GREAT.

IF YOU HAVE MORE, LET'S KILL THEM OFF.

IF YOU DON'T, GREAT. THANK YOU

>> AND STARTED WITH THE MOST IMPORTANT AND WORKED MY WAY

DOWN. >> OKAY, SO NEXT STEPS.

THIS WILL BE ON OUR AGENDA FOR ADOPTION ON MONDAY.

[02:40:03]

SO WE'LL STILL HAVE PROBLEMS, THAT COULD LET US KNOW, WE'LL ADVANCE THE MEETING. SEE HERE.

IS THAT SOMETHING -- COULD WE GET THIS POSTED BY THURSDAY AFTERNOON? EVE

EVENING. >> SUPERINTENDENT DIRECTIVE

ADOPTED POLICIES >> YEAH.

>> CERTAINLY. DO YOU NEED THE PROCLAMATION PIECE TO GO HAND IN HAND, TO EXPLAIN, KIND OF WHERE THE POLICY THAT HAS BEEN THERE, ULTIMATELY WENT.

>> I THINK HE DID. >> AND I THINK, TO BUY IT.

>> YOU CAN'T SAY, EVERYBODY HAS WATCHED THE MEETING.

>> I THINK SO. >>

>> IF IT'S FRIDAY, IT'S FRIDAY. AND IT'S HELPFUL, WE POSTED IT.

WE HAVE IT AVAILABLE FOR VIEW, WELL IN ADVANCED FOR A MEETING

LAST TIME. >> AND IT MADE FEEDBACK, MEANINGFUL FEEDBACK POSSIBLE. IT MADE A DIFFERENCE FOR ME.

>> AND HISTORICALLY, HISTORICALLY, ANYTHING IS OUT OF THE DAY ON FRIDAY. AND WE'RE NOT THINKING ABOUT SCHOOL. I THINK THE EARLIER THE BETTER.

>> OKAY. >> ANYTHING ELSE THAT WE NEED TO TACKLE TONIGHT? I THINK, WE'VE COVERED THE AGENDA ITEMS, AGENDA ITEM, ONE AGENDA ITEM.

>> YES, WE DID. >> OKAY, SEE HERE.

ALL RIGHT. >> REMINDER, THE NEXT BOARD MEETING, IS ON MONDAY, SEPTEMBER 13.

AND THE STUDY SESSION, BEGINS AT 4:00 P.M. AND REMOTELY.

AND THE BUSINESS MEETING, ITSELF, IS AT 7:00 P.M., ALSO BEING HELD THROUGH BROADCAST. AND EQUITY POLICY, IS NOT ON AGENDA, AND NOT IN THE -- THERE'S INTERESTING THINGS, SESSION, THAT THOSE WHO WANT TO TUNE IN.

GOING FORWARD, WE WILL BE, CONDITIONS CHANGE.

WE WILL CONTINUE TO HOLD, MEETING REMOTELY.

ANY OTHER QUESTIONS, OR COMMENTS FOR THE BOARD

>> YOU MENTIONED, HAVING A SUNDAY, STUDY SESSION, IS THAT

STILL RELEVANT >> YOU KNOW WHAT? I THINK THAT I THINK WE NEED ONE, WE CAN DO IT.

I DON'T WANT TO JUST SCHEDULE THE MEETING FOR THE SAKE OF

SCHEDULING A MEETING. >> AND WE HAVE THE 24 HOUR

NOTICE, YES. >> AND MORE THAN THAT.

I THINK, WE SHALL DO IT. WE SHOULD HAVE IT, THE NOTICE,

FOR ADVANCES. >> AND IN THE MORNING.

>> OKAY, ANY OTHER QUESTIONS, OR COMMENTS FROM THE BOARD.

GREAT. THANKS, EVERYONE.

DR. HOLMEN, ARE YOU FLYING SOLO IN THE BUILDING RIGHT NOW

>> I THINK SO. CABINETS IN OFFICE YES.

>> AND THANKS FOR GOING IN. >> THANK YOU, ALL.

>> THERE'S NO AGENDA ITEMS. THE SEPTEMBER 7TH, 2021.

STUDY SESSION IS NOW ADJOURN

* This transcript was compiled from uncorrected Closed Captioning.