[1. Call to order]
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>>> OKAY. WE'LL GET STARTED. WELCOME TO THE MARCH 28TH, 2022, LAKE WASHINGTON SCHOOL DISTRICT STUDY SESSION.
ALL MOUNTAIN BROOKS ARE PRESENT. UNDER THE UPDATES FOR THE GUIDELINES FOR BOARD MEETINGS, THERE'S AN EXEMPTION FROM MEETING THAT COMPLY WITH GUIDELINES.
THAT GUIDANCE STATES THAT JUNE 3RD, 2021, PUBLIC BODIES MAY -- ALL CURRENT AND MODIFIED VALUES PUBLIC PARTICIPATION IN ENGAGEMENT IN OUR MEETINGS.
WE WILL CONTINUE TO COMPLY WITH THE LAWS AND ALL EMERGENCY REQUIREMENTS FROM THIS VENUE. THAT GUIDANCE AND ALL THOSE REQUIREMENTS TO COVID-19 CANNOT BE MET AND THIS BOARD MAY HOLD THIS MEETING TO TRY TO ACCESS VIA LIVE STREAM AND AUDIO.
THE BOARD WILL NOW INVITE A PUBLIC INVOCATION OF ITS MEETINGS. BOARD MEETING STUDY SESSION AND SPECIAL BOARD MEETINGS WILL BE LIVE STREAMED ON THE DISTRICT'S WEBSITE. IF YOU'RE NOT ABLE TO VIEW THE MEETING, THE NUMBER IS 421 -- KFRNTS ID 37127.
>> THE STUDY SESSION FOR TONIGHT IS A DISCUSSION FOR THE ANTIRACISM, ANTIDISCRIMINATION EQUITY AND INCLUSION IN EDUCATION. JOHN?
>> I APOLOGIZE BUT WE'RE NOT STREAMING.
>> OKAY. FOR THOSE WATCHING AT HOME WE'RE HAVING TECHNICAL ISSUES WITH THE VIDEO. THE AUDIO IS GOING OUT.
WE WILL CONTINUE THE STUDY SESSION WHILE WE TROUBLESHOOT THE VIDEO PORTION. THE MATERIALS FOR THE MEETING TONIGHT WILL BE POSTED ON THE WEBSITE CORRECT?
>> CORRECT AND THERE ARE ALSO ON BOARD DOCS.
SO THE STUDY SESSION AGENDA TOPIC TAB HAS INFORMATION FOR
THE PUBLIC. >> OKAY. SO THOSE WATCHING TONIGHT WHILE YOU MAY NOT SEE OUR FACES RIGHT NOW, YOU CAN SEE
[1. Discussion of OE-14, Anti-Racism, Anti-Discrimination, Equity and Inclusion in Education]
THE MATERIALS ON THE DISTRICT'S WEBSITE TO FOLLOW ALONG.THERE'S TWO ITEMS THAT LOOK LIKE SPEAKERS.
THOSE ARE MICROPHONES THAT PICK UP VOICE AND SOUND VERY WELL SO YOU DON'T NEED TO WORRY ABOUT ORIENTING YOURSELF TO IT OR SP SPEAKING TO IT.
AT THE MARCH 19TH STUDY SESSION, THE BOARD STARTED TO WORK AROUND REVIEWING THE INTERPRETATION AND INDICATORS.
WE SPENT ABOUT TWO HOURS AT THAT TIME -- I WILL GO BACK THROUGH
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ONE PIECE I INDICATED ON THE 19TH AS A NEXT STEP WAS THAT I WOULD BE MEETING WITH THE EQUITY FAMILY ENGAGEMENT TEAM.THAT FOLLOWING MONDAY AND -- AND WHEN YOU THINK ABOUT ANY OF OUR PROGRAM TEAMS, THEY THINK ABOUT IMPLEMENTATION SO IT WAS A GREAT CONVERSATION AND JUST TO KIND OF HEAR THEIR REFLECTIONS ON SOME OF THE IMPLEMENTATION COMPONENTS WITHIN THE SYSTEM BUT EMBEDDED WITHIN THAT WAS ALSO ACCOUNTABILITY AND SOME DATA ELEMENTS THAT THEY BELIEVED WOULD BE HELPFUL IN TERMS OF EVALUATING AND MONITORING OE-14 AND SO I HAVE THEIR NOTES THAT I WILL ALSO INCORPORATE SOME OF THEIR FEEDBACK INTO THE NEXT ITERATION OF THE INTERPRETATION AND INDICATORS.
AND SO FROM MY REVIEW OF OUR NOTES, WE REALLY DIDN'T DO A THOROUGH REVIEW OF 14.1 THROUGH 14.3 WHICH MEANS FOR US TO PICK UP ON 14.4 REIN I KNOW WE TOUCHED ON A VIEW ADDITIONAL COMPONENTS ALONG THE WAY BUT JUST CONTINUING TO MAKE SURE THAT WE HAVE A FULL CONVERSATION ABOUT EACH OF THESE AND SO 14.4 READS TO ENSURE RIGOROUS EXPECTATIONS FOR STUDENTS AND PROVIDE SUPPORTS LEADING TO STUDENT GROWTH, SUCCESS, AND WELL BEING. AND YOU CAN SEE HERE ON THE SCREEN THE INTERPRETATION AS WELL AS THE INDICATORS OF COMPLIANCE. SOME OF THOSE INDICATORS OF COMPLIANCE ARE IMPLEMENTATION OF STANDARDS ACROSS THE CURRICULUM.
SOME OF THAT IS OUR ASSESSMENT PROGRAM.
PARTICIPATION IN A NUMBER OF DISTRICT PROGRAMS. IMPLEMENTATION OF OUR INSTRUCTIONAL AND LEADERSHIP FRAMEWORK. AND THEN YOU CAN SEE ALSO REPORTING FROM STUDENTS AND FAMILIES.
SO I'LL DON'T TAKE NOTES AS THE BOARD DIALOGUES ABOUT THESE.
ANYONE HAVE ANYTHING? >> YES, I DO.
ACTUALLY THE AND LOOKING FOR WHETHER THE DIFFERENCE -- SEAFRONT EXPERIENCES OCCURRING WITHIN THIS ENVIRONMENT.
I GUESS THAT'S THE PIECE I KEEP SEEING IN THIS.
RACISM AND DISCRIMINATION. IT'S NOT JUST THAT IT EXISTS.
IT'S THAT WE'RE ACTUALLY ADDRESSING TO -- AUDIO].
AND THEN YOU'RE STILL TRYING TO FIGURE OUT -- THAT WOULD BE ON THE FAMILY SURVEY AT SOME POINT. TINNED CATERS ARE ALSO I GO WITH THE BASELINE AT THIS POINT SO IT SHOULD BE MORE POSITIVE RESPONSE AT THIS POINT IN TIME AND THEN LOOKING FOR IMPROVEMENT FOR
>> CORRECT. >> THAT'S A PIECE THAT I HAVE TO SEE IN THOSE INDICATORS. INCREASE AND DECREASE.
>> FOR SOME OF -- FOR SOME OF THESE, I THOUGHT WE DISCUSSED THE IDEA OF ALSO INCLUDING A STAFF SURVEY.
MAYBE THAT WAS AROUND IT. I GUESS MY QUESTION IS HAVE YOU
CONSIDERED A STAFF SURVEY? >> YEAH.
I -- IT KIND OF GOES BACK TO THAT IDEA OF TRIACHE EWE LATING DATA SO THERE'S MULTIPLE VIEWPOINTS OF THE SAME THING.
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CAN HELP US POTENTIALLY UNDERSTAND ALL THAT AS WELL.>> I'M JUST NOT -- I SAY THOSE WORDS OUT LOUD BUT I'M NOT CERTAIN THAT -- SO I GUESS THE QUESTION FOR TEACHERS REPORTING THAT THERE'S STUDENTS -- I DON'T KNOW IF THAT ACTUALLY MAKES SENSE. I DON'T KNOW HOW MUCH SENSE THAT
ACTUALLY I BELIEVE OUR HIGHLY EFFECTIVE SCHOOL SURVEY THAT WE PROVIDE TO STAFF I BELIEVE IT DOES ASK QUESTIONS ABOUT RIGOROUS INSTRUCTION, CURRICULUM, AND THINGS LIKE THAT ALREADY. SO THOSE MAY BE DATA WE HAVE
I GUESS IT WOULD BE -- YOU KNOW, IT WOULD BE -- IT IS -- I GUESS PROBATIVE OF THE POLICY I GUESS. OUR STUDENTS COULD ALL SAY THIS
IS HARD -- >> OR THE EXACT OPPOSITE.
>> CORRECT. >> AND THAT'S AUDIO].
>> IT MIGHT BE AT ONE BUT IT MIGHT BE AT THE SECTION WHEN YOU FIND OUT IF YOU'VE GOT ALPHA AND OMEGA SECTION OF THE PERSON GIVING IT, THERE'S A DISCONNECT.
>> IN TERMS OF POLICY STATEMENT? >> RIGHT.
>> YES. >> AND THEN I GUESS THE QUESTION IS NOT EVERY STUDENT IS GOING TO MEASURE SUCCESS AUDIO] SO HOW DO WE VALUE SUCCESS FOR THESE STUDENTS?
>> YEAH. AND, YOU KNOW, I WONDER ALSO, LIKE, WHAT IS THE -- IF WE THINK ABOUT ACADEMICS, I MEAN, SUCCESS IS ON SOME LEVEL IT'S GROWTH BUT AT THE END OF THE DAY IT'S ALSO GRADUATION. SO WE KIND OF HAVE A STANDARD IN PLACE RIGHT NOW THAT WE WOULD MEASURE OUR ACADEMICS TOWARDS.
JUST KIND OF THINKING OUT LOUD THAT THAT KIND OF GOES TO I THINK THERE'S ANOTHER POLICY STATEMENT THAT REALLY DOES -- IT'S ABOUT MAYBE IT'S THIS ONE. BUT IT'S ABOUT EVERY STUDENT REACHING RIGOROUS STANDARDS AND RATHER THAN
AUDIO]. >> I THINK WE NEED ARGUE VIGOROUS STANDARDS DIFFERENT P DEPENDING ON THE STUDENT.
RIGHT. AND WHEN I LOOK AT THE INDICATOR CLIENT, RIGOROUS STANDARD EXPECTATION EXPECTATION OF ALL OF OUR STUDENTS?
>> IS THAT IN TERMS OF GROWTH? IS THAT IN TERMS OF --
INDEED ADVANCE COURSE OF ANY AREA -- THAT'S ONE THING. AND THE OTHER IS ONCE YOU GET
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SOMETHING THAT CORRELATES WITH ACCESS -- -- SO THAT WOULD BE SYSTEMIC -- -- ESSENTIALLY ESTABLISH LOW EXPECTATIONS FORSTUDENTS. >> SO I THINK HERE IN THE POLICY MAKES ME THINK OF THE COMPENSATION IN THIS POLICY SPECIFICALLY OF ANTIRACISM AND DISCRIMINATION.
SO I THINK WE'RE MISSING IN OUR POLICY FOR TRADITIONALLY UNDERSTANDING STUDENTS OR FOR SOMETHING BREAKING OUT SPECIFICALLY THE REASON FOR PUTTING THIS IN HERE IS TO ENSURE WE DO HAVE ACCESS. THIS COULD ALSO BE AS WRITTEN IN OUR LEARNING ENVIRONMENT. BUT WE PUT IT IN HERE SPECIFICALLY TO ADDRESS ISSUES. I THINK WE JUST NEED TO BE CLEAR FOR THE INTERPRETATION TO ACTUALLY STRENGTHEN OUR STATEMENT THAT THIS IS ABOUT SPECIFIC SUBJECTS OF STUDENTS.
EACH ONE OF THESE, WHY SIT HERE AND NOT SOMEWHERE ELSE AND WHAT'S SPECIAL ABOUT IT IN THIS ENVIRONMENT IN THIS EXPECTATION.
MAYBE CLARIFY THAT. >> ALSO TO DOCUMENT A GROWTH IDEA TO INCORPORATE THAT IN. THERE'S ALSO THE WORK WELL BEING WHICH AS I LOOK AT OUR INDICATOR SET I'M NOT SURE THAT'S CALLED OUT EITHER. AND SO I DON'T HAVE SOMETHING ON THE TIP OF MY TONGUE TO SHARE. THERE'S AN INDICATOR CONNECTED TO WELL BEING BUT I WONDER, YOU KNOW --
>> SO I REMEMBER DISCUSSIONS AROUND THAT AND IT WAS -- I GUESS JUST TO PUT IT -- I CAN ONLY PUT IT AS THE BOARD HAD -- STUDENTS FEEL GOOD ABOUT THE COURSE WORK THEY'RE DOING.
THAT THEY'RE -- YOU KNOW, THAT THEY'RE THEY CAN TAKE HIGH LEVEL COURSES AND NOT FEEL OUT OF PLACE AND BUMPED OUT.
THERE'S -- BURNED OUT. I'M NOT SOLVING YOUR PROBLEM.
THAT WAS IN THE INTEREST OF TIME.
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-- SOME OF THESE HAVE MULTIPLE ELEMENTS TO THAT SO IT'S HOW EXPANSIVE PURPOSES. LET'S SAY AN OPERATIVE PIECE THAT -- HAD RELATIONSHIP BETWEEN ACCESS STUDENT OR STAFF PERCEPTION OF EXPECTATIONS AND THEN THE STUDENTS KIND OF PERCEPTION TO LOOK AT THE ACCESS.TALKING ABOUT THAT INTRODUCING THAT CONCEPTIVE SENSE OF BE BELONGING INTO THAT OF -- RIGHT. SO DON'T NECESSARILY FEEL LIKE THAT'S
MAKE SURE OF THAT AND. >> THE INDICATORS WE HAVE -- CERTAIN INDICATORS WE HAVE GET AT EITHER.
MY OPINION IS THAT WE HAVE IT ALREADY.
THE PERCENT OF ADULTS ENCOURAGE THEM TO TAKE RIGOROUS STEPS AND TO ME THAT IS QUITE FAIR BUT IT DOESN'T GET AT IT.
IT WOULD BE NICE TO HAVE SOME INDICATOR AROUND THE SENSE OF BELONGING. THAT'S THE BEST I CAN DO RIGHT NOW.
IT WOULD ALSO BE NICE TO CAPTURE THE CONCEPT OF GROWTH.
>> YES AND I GUESS WE HAVE THE OPPOSITE WHERE WE'RE NOT TO WANTING CURRICULUM THAT ARE RELATED TO STANDARDS AND WE'RE NOT TRYING TO BENCHMARK AND EXPECTATIONS FOR STUDENTS AND SO THAT'S IT SHALL YOU KNOW, WHEN THERE'S A PROPERLY TYPE POLICY
STATEMENT -- >> SO THE CURRICULUM ADOPTED MEETS OR EXCEEDS STANDARDS AS OPPOSED TO IMPLEMENTATION OF STANDARDS. SO THEY COULD BE SAYING ALL CURRICULUM ARE ALIGNED STAT OR NATIONAL STANDARDS.
THAT ACTUALLY YOU CAN MEASURE. THIS ACTUALLY IS --
>> DOESN'T SAY THE WORD -- SO WHAT ARE WE TALKING ABOUT? SO, CHRIS, WHAT I PULLED OUT WAS TO HAVE -- TO ENSURE RIGOROUS EXPECTATIONS, I GUESS MY THEORY OF ACTION IS IN ORDER TO HAVE
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RIGOROUS EXPECTATIONS, YOU START WITH A SET OF STANDARDS BY WHICH YOU ADOPT CURRICULUM BY WHICH TEACHERS, SO THAGS KIND OF THE -- THROUGH THAT THAT I KIND OF PULLED OUT THERE.IT DOESN'T ALIGN WITH THE STANDARDS -- WHY WOULD WE HAVE THAT BECAUSE WE WANT SOMETHING ON CURRICULUM TO SUPPORT
EVERYTHING. >> IT'S ABOUT -- YEAH.
>> AND STHS HOW YOU ENSURE IT'S -- THERE'S CURRICULUM ENFORCING RIGOROUS EXPECTATIONS ARE
>> IT'S OVERWHELM YOURSELF THE FIRST SEMESTER YOU'RE THERE AND SOME PARENTS -- I THOUGHT QUITE FRANKLY IT'S ONE OF THE BEST PIECES OF ADVICE I'VE GOTTEN IN A LONG TIME BECAUSE DURING THE PANDEMIC, I KNOW IT'S -- IT MAKES SOME -- PLUS
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THAT? STILL, I WOULD APPROXIMATE EXTREMELY, EXTREMELY EMOTIONAL ABOUT RIGOROUS EXPECTATIONS. IT APPEARS TO BE RIGOROUS EXPECTATIONS MEANING STUDENTS ARE MEETING STATE STANDARDS.AND AT THE SAME TIME I'M HEARING CONVERSATION AROUND THE TABLE HERE THAT THEY -- BUT THERE ARE TWO DIFFERENT PROBLEMS AND SO IT'S HAVING ACCESS TO CALLSESES THAT ARE RIGOROUS.
AND THEN THERE'S ACCESS TO CLASSES THAT ARE CHALLENGING.
AND THAT IS A DIFFERENT PIECE OF THIS WHERE I THINK IT WOULD REALLY BE HELPFUL TO JUST CLARIFY IT.
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>> MORE RIGOROUS BASELINE BUT THINGS THAT ARE PERCEIVED MORE RIGOROUS AND IT'S SOMETHING THAT WE'RE INTERESTED TO SEE AND WE DON'T SEE CURRENTLY.
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HINTED TOWARDS INCLUSIVE AND I LOOK AT THESE INDICATORS AND I[00:51:57]
DON'T SEE A LOT THAT IS SPECIFIC ON THE INCLUSIVE SIDE UNLESS[00:52:03]
WE'RE ONLY SPECIFICALLY SEEKING PEOPLE WHO ARE RESPONSIVE.I HEARD THE DEFINITION AND MY IMPRESSION IS THAT IS NOT TRUE.
THERE'S A REMARKABLE CULTURAL COMPETENCY THAT I THINK WE'RE SPEAKING ABOUT THIS AS IF THAT PSYCHO CULTURAL COMPETENCY IS AN ORGANIZATION AND IT'S IS IT'S A HIGHLY CONTEXTUAL MODEL BUT I MIGHT BE -- HAVE A LEVEL OF CULTURAL COMPETENCY THIS IS DEVELOPING DEVELOPING IN A PERSON -- I MIGHT ACTUALLY HAVE -- HOW DO WE REFLECT THAT BUT WE'RE CONSTANTLY GOING TO BE DOING THAT NOT JUST BECAUSE OF STAFF TURN OVERBUT WE'RE REENGAGING WITH THAT WE ARE PROPERLY UNIVERSAL INTENT, THERE'S ALSO CULTURAL INTENT THAT IS VERY CONTEXTUAL.
THAT'S MORE RELEVANT IN THE BEGINNING OF THE PROCESS.
YOU MIGHT HAVE PEOPLE EXIT AND PEOPLE COME IN BUT YOU'VE GOT THIS WHEEL TURNING THAT'S BEEN TURNING AND YOU'RE CHECKING IN TWICE A YEAR OR WHATEVER IT IS THEN IN THEORY THE WHOLE SYSTEM SHOULD BE MOVING -- YOU SHOULD NOT HAVE TO DO THE SAME THING OVER AND OVER AGAIN RIGHT.
>> IT'S A CONTINUAL LEARNING CYCLE SO THAT THERE ARE AS NEW
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CONTEXTS COME IN THERE MIGHT BE --ANYTHING ELSE ON 124.5134. >> OKAY. 14.6.
HIGHLY QUALIFIED AND DIVERSE WORKFORCE THROUGH STRATEGIC RECRUITMENT, HIRING AND RETENTION PRACTICES.
>> SO I WONDER IF TEACHERS REPORTING THAT THEY -- THE RETENTION PIECE AND TO ME IT SEEMED LIKE STAFF PERCEPTION DATA -- WELL, MY INITIAL THOUGHT WAS THE DATA -- BUT
I DON'T -- YOU KNOW, I DON'T -- >> IF IT'S ABOUT PRACTICES, I THINK YOU CAN ASK THE QUESTION ABOUT THE PERCEPTION OF THE PRACTICES THAT LEAD TO RETENTION BECAUSE SOMEONE MAY STAY IN A JOB FOR A LOT OF REASONS, SOME OF WHICH HAVE NOTHING TO DO WITH
THE EMPLOYER IF THE >> THAT'S CORRECT.
>> AND SO I THINK WHAT THIS IS GETTING AT IS ARE THERE ACTUALLY PRACTICES LEADING INDIVIDUALS TO SAY PART OF THE REASON I'M AN EMPLOYEE HERE IS BECAUSE THE EMPLOYER CREATES -- IS CREATING CONDITIONS THAT ALIGN WITH MY VALUES THAT MAKE ME FEEL VALUED THAT I WANT TO BE PART OF THE MISSION OF THE DISTRICT.
THOSE ARE TWO VERY DIFFERENT RESPONSES.
SO I AGREE. I BELIEVE THERE IS SOME PERCEPTION DATA THAT COULD BE POTENTIALLY USEFUL.
>> YEAH. OKAY. THAT'S WHAT I THOUGHT TOO.
>> INTERVIEWS -- IS THAT SOMETHING THAT IS DISPROPORTIONATE TO SPEAK TO THE SUPPORT OF THE RETENTION PRACTICES OR AS WE TRY TO MAKE ANYWAY 29 SO THERE'S JUST SORT OF NITTY-GRITTY DETAILS OVERALL.
>> APPLICANTS OF OFFERS TO MAKE THAT
>> IF THEY WERE NOT APPLICANTS, THEN WE'D HAVE TO FIX THAT.
IF THEY WEREN'T TAKING WHO MADE THE OFFER, THAT'S QUALIFY IMPORTANT. THESE ARE THE SORT OF THINGS WHERE AS THE BOARD, YEAH, ULTIMATELY CARED ABOUT WHO SHOWS UP BUT RIGHT NOW, IT'S SOMETHING WHERE IT'S WORTH PROVIDING THAT DATA SO THAT TO EDUCATE US SO THAT WE CAN SEE AUDIO]. YOUR LAST PARTNERSHIP IS AND THE QUESTIONS ARE HOW MUCH HAS THAT CHANGED.
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SIT WORKING? SO -->> ALSO WANT TO JUST VOICE WHAT YOU JUST SAID WE MAY HAVE TO DEVELOP A DATA SYSTEM TO BE ABLE TO REPORT THAT ACCURATELY AND WITH FIDELITY AND YOU SAY THAT. I AGREE WITH YOU.
>> I'LL GIVE YOU THAT. >> HOW THE DEMOGRAPHICS ARE CHANGING AND HOW TO EXPECT THEM TO CHANGE.
NO MATTER WHAT YOU'RE TRYING TO DO IT'S NOT PERCEIVED WILL CLASSIFY DISTINCT GROUPS. AND THE OTHER PIECE THAT I HAD AND I'M JUST CURIOUS. YOU HAVE PERCENT OF STAFF WHY THOSE AGE -- I'M JUST CURIOUS AS TO WHY THOSE TIME SPANS? WHAT HAPPENED HERE IS THE FIRST YEAR IS THE MOST DIFFICULT AND YOU USED THEM THERE AND THAT'S MY CURIOSITY.
>> OUTED OUTED. >> THAT'S A PROVISIONAL CONTRACT TRANSITION TO A FULL TIME CONTRACT.
>> TEN AND 15. I PICK THE TEN OUT OF THE AIR.
15 I KNOW BEYOND 15 ACTUALLY PEOPLE STAY RELATIVELY THAT 15 TO 25 NUMBER IF I REMEMBER CORRECTLY IS RELATIVELY STABLE NUMBER.
>> AND I KNOW -- AND YOU ALSO HAVE FOR THE YEAR END SUMMARY EVALUATIONS AND THAT'S THE SUMMARY IS THERE AND I THINK THERE IS, IS THERE ANYTHING WITHIN THAT EVALUATION THAT IS SPECIFIC TO THE INCLUSION AND CULTURAL RESPONSIVE.
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A. >> AS SOMEONE WHO IS LEFT IN THE -- I CAN TELL YOU I -- YOU CAN'T SAY THAT AUDIO]. DO YOU WANT THE TRUTH OR DO YOU WANT -- YOU GO ABOUT IT HOWEVER YOU WANT TO.
BUT I DON'T THINK WE'RE GOING TO GET IT -- YOU'LL GET IT IN THE I THINK WHERE PEOPLE ARE SO ANGRY LATELY THEY GET MORE -- BUT IT MAY BE MR. I DON'T KNOW HOW YOU GET AROUND.
IF I WAS, OKAY. NEXT ON THE LIST, AS WE TALKED ABOUT THE LONGER YOU STAY, I THINK THE DATA NOT INDICATED 15 PLUS IT'S NOT JUST THE IDEA THAT YOU'RE COMFORTABLE OR THAT YOU LIKE YOUR ASSIGNMENT. IT'S THE FACT THAT YOU'RE COMFORTABLE AND UNKNOWN
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ASKING ABOUT PERCEPTION DATA OF STAFF.THERE'S NOT A SINGLE DATA POINT THAT, YOU KNOW, GIVES US ALL OF THE EVIDENCE BUT DOES LOOKING AT LONGEVITY OF STAFF AND I DON'T EVEN KNOW IF WE COULD THEN RELATE THAT TO LONGEVITY LIKE I DON'T KNOW IF WE COULD CONNECT THOSE TWO DATA POINTS BUT I WONDER IF THERE'S A RELATIONSHIP BETWEEN PERCEPTION OF MY WORK ENVIRONMENT IS EXTREMELY POSITIVE AND WE SEE RETENTION, I'M NOT SAYING IT'S A ONE TO ONE, YOU KNOW, CONNECTION BUT DOES THAT HELP TO START PAINT THE PICTURE A LITTLE?
>> I THINK FIRST OF ALL, IT DEPENDS ON AUDIO]. I WOULD LOVE TO SEE -- AUDIO]
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>> AND THEN YOU WOULD COME BACK AND SAY HERE ARE SOME OF THE CHALLENGES THAT WE SAW AND WE'RE GOING TO GO AUDIO] AND THIS IS WHAT WE FOUND OUT THAT I WOULD -- I'M TRYING TO LOOK AT THE WHOLE SYSTEM AND HOW DO YOU IDEALLY THAT'S WHAT WE GET BACK. WE SAW THIS ISSUE AND HERE IS HOW WE'RE GOING TO ENSURE IT BECAUSE WE HAVE A HIGH PERCENTAGE OF AFRICAN-AMERICAN TEACHERS LEAVING WITHIN THE FIRST THREE YEARS AND WE WOULD NOT EXPECT THAT TO BE HAPPENING SO WE'RE GOING TO DO SOME WORK THERE TO FIGURE THAT OUT AND SEE WHAT WE CAN DO. THAT IS I GUESS HOW I SEE THIS SO I ENCOURAGE THOSE INDICATORS TO REMAIN AT THAT POLICY LEVEL TO ALLOW THE MEANS TO BE ABLE TO MOVE FORWARD.
>> YOU KIND OF ANSWERED MY QUESTION.
THAT MIGHT BE MORE OF A LEARNING OPPORTUNITY FOR ME SO I'LL PREFACE IT THAT WAY BUT I'M CURIOUS WE ALREADY KNOW THE DEMOGRAPHIC MAKE UP OF STAFF. WE ALREADY KNOW A LITTLE BIT OF THE HISTORY OF RETENTION BASED OFF OF AT ISSUES WITH DIFFERENT DELL GRAPHS HISTORICALLY.
SO IF THAT IS ALREADY KNOWN, AND INDICATOR OR COMPLIANCE OF -- AT ACCOMPLISHING THIS GOAL, RIGHT, ENSURING THAT WE HAVE A QUALIFIED DIVERSE WORKFORCE IS IT APPROPRIATE OR IS IT REALISTIC TO ASK FOR AN INDICATOR OF COMPLIANCE TO BE AN ACTION PLAN INSTEAD OF A DATA POINT? IF WE KNEW THAT IT WAS -- THEY DON'T FEEL SUPPORTED AND THAT IT REALLY IS AN OPERATIONAL PIECE. LIKE HAVING A BUDGET REALLY IS A PLAN OF ACTION. RIGHT? A PLAN TO SPEND YOUR MONEY IS YOUR BUDGET.
>> AND YOU'RE REQUIRED BY LAW TO ADOPT THAT PLAN
>> YES. >> SO THAT'S THE OTHER PIECE
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ABOUT THAT.>> ONCE WE GO THROUGH A -- >> I HAVE TO SAY WE SHOULD EXPECT THAT.
SHOWING NONCOMPLIANCE WITH AN INDICATOR THAT WE WOULD BE IN THE ACTION PLAN FOR GETTING INTO THE COMPLIANCE AND THAT WOULD BE THE -- WHETHER OR NOT THAT'S BAKED IN --
>> THAT WOULD JUST -- THE APPENDIXES THAT GOES INTO ANY
AREAS OF NONCOMPLIANCE. >> YES.
>> THIS WHOLE CONVERSATION -- BUT EARLIER AUDIO] THE IDEA OF NOT WHO YOU'RE OFFERING EXACTLY BUT WHO YOU INTERVIEW AND HOW YOU'RE GOING TO TRY AND REACH
>> JUST A REALLY QUICK QUESTION. CAN WE REORDER THE SUBSETS OF THE POLICIES? I THINK IT MAKES A LOT MORE SENSE TO PUT 14%.7 IN FRONT OF 14.5 BECAUSE THEN IT KIND OF NEGATES THE WHOLE CONVERSATION AROUND STAFFING.
>> I SEE NO REASON WHY WE CAN'T REARRANGE THAT.
>> THAT'S A VERY GOOD QUESTION. VERY EFFICIENT TOO.
I'M GOOD WITH THAT GOING FORWARD AND RECOMMEND CONTINUING TO FOCUS ON TRYING TO MAKE SURE THAT POLICY AT THE BOARD LE
LEVEL -- >> 14.7, ENSURE ALL STAFF RECEIVE ONGOING PROFESSIONAL DEVELOPMENT TO LEARN AND PUT
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INTO PRACTICE EQUITY, DIVERSITY, INCLUSION, CULTURAL RESPONSIVENESS AND ANTIRACISM AND INCREASE AWARENESS OF PERSONAL BIAS AND UNDERSTAND SYSTEMIC BIAS AND INEQUITIES.>> WE HAVE HAD COMMENTS FROM THE TEACHING STAFF BUT THAT QUITE FRANKLY. IT'S NOT THE IDEA THAT YOU'RE BEING FORCED TO TAKE A CLASS ANYWAY.
PERHAPS YOU'RE NOT AS EAGER TO PARTICIPATE.
I DON'T KNOW. BUT WE NEED TO HAVE A WAY TO INCENTIVIZE WHY THIS IS IMPORTANT TO YOU.
WHY IS IT MAKING YOUR WORK PLACE A BETTER WORK PLACE TO WORK IN.
WHY SIT GOING TO MAKE STUDENTS FEEL BETTER ABOUT THE SCHOOL.
WE NEED TO HAVE -- TAKE -- FEEL LIKE -- WE WANT THEM TO COME OUT OF THIS AND SAY, WOW, I GOT SOMETHING.
SAY WHY WAS I THERE AND WE DON'T WANT THAT HAPPENING WHEN WE'RE LOOKING AT SOMETHING THAT'S HOPEFUL OF A -- REALLY WANT PEOPLE TO
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IS MORE LIKELY. IS POSITIVE.I'M JUST TRYING -- WHAT ARE WE ACTUALLY LOOKING FOR AS OPPOSED
>> I WANT TO KNOW THE ANSWER TO THE QUESTION.
>> WELL, THAT'S SORT OF WHAT WAS IT ENOUGH? TOO MUCH? STUDENTS HAVE REPORTED THAT THERE WAS DISCUSSION.
PUTTING A VALUE JUDGMENT ON IT.
>> OKAY. 14.8, INCORPORATE DIVERSE PERSPECTIVES AND INCORPORATE CULTURALLY RELEVANT STRATEGIES IN COMMUNITY ENGAGEMENT ESPECIALLY PERSPECTIVES THAT HAVE BEEN MARGINALIZE, UNDERREPRESENTED, OR HAVE FACED BARRIERS.
>> IT'S IMPORTANT TO HAVE THIS AND TO KNOW HOW TO GET TO IT.
THAT'S THE MATTER OF INDICATOR COMPLIANCE.
THEY DON'T WANT TO READ TEN PAGES OR FIVE PAGES.
THEY WANT TO HAVE UP FRONT WHAT WE'RE TALKING ABOUT WHAT WE'RE DOING ABOUT IT AND GO INTO THE DETAILS.
I THINK THEY'RE HANGING ON EVERY WORD OF COMMUNICATION.
THERE ARE TIME EASE WHERE YOU HAVE SITUATIONS WHERE
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THAT WAY THEY CAN SAY, OKAY, GOOD.I'M CURIOUS TO SEE WHAT ON THE DIFFERENCES,
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SAYS EVIDENCE OF THAT'S A BROAD DEFINITION OF WHAT THAT WOULD MEAN FOR DEFINITION OR NOT. I'M GAME GOING FORWARD RIGHT NOW WITH THIS ONE AS WE DO A BASELINE HOWEVER I WOULD HOPE THAT WOULD BE MORE TARGETED.TIME. LET'S -- I GUESS LET'S -- -- THERE WILL BE A BOARD MEETING AT 7:00 P.M.
AND --
* This transcript was compiled from uncorrected Closed Captioning.