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>>> GOD AFTERNOON. WELCOME TO THE APRIL 25, 2022, LAKE WASHINGTON SCHOOL DISTRICT STUDY SESSION.
. >> IT STATES THAT AUDIO] REQUIRING US TO PROVIDE ALL CURRENT AND MODIFIED REQUIREMENTS ARE FOLLOWED.
[1. Discussion of OE-14, Anti-Racism, Anti-Discrimination, Equity and Inclusion in Education]
AND THAT IS IT'S CONTINUED DISCUSSION OF OE-14.THIS IS THE THIRD DISCUSSION AROUND INDICATORS -- I BELIEVE THE BOARD WILL PROBABLY FINISH THE FIRST DISCUSSION OF THE ENTIRE POLICY TONIGHT AS WE SCREES HAVE A FEW POLICY COMPONENTS REMAINING. AFTER THAT, I WILL TAKE IT BACK AND WORK WITH MY TEAM TO BRING YOU A RESPONSIVE UPDATED VERSION OF THE INTERPRETATION AND INDICATORS WITH THE GOAL OF GETTING IT FORMALLY ADOPTED SO THAT WE CAN MOVE FORWARD WITH OE-14 THIS SEASON. AND WHEN I SAY MONITORING SEASON, THAT'S BEFORE THE START OF THE NEXT SCHOOL YEAR.
MAKING SURE WE HAVE AVAILABLE DATA AS PART OF THIS PROCESS AS WELL. SO WE HAVE HAD DISCUSSION AND I NEED TO MAKE SURE I'M -- 14.8 SO TONIGHT WE WILL START WITH POLICY COMPONENT 14.9. AND AS WITH PRIOR MEETINGS, WE'LL JUST GO COMPONENT BY COMPONENT AND HAVE DISCUSSION ABOUT INTERPRETATION ALIGNED AND IF THERE'S QUESTIONS, COMMENTS, OR REQUESTS FOR MODIFICATIONS, I GO AHEAD AND DOCUMENT THOSE AND THEN DISCUSSION ABOUT INDICATORS AND EVIDENCE IS -- WOULD BE FORTHCOMING FROM THOSE INDICATORS.
AND SO 14.9 WE'LL GO AHEAD AND JUMP INTO THAT.
IT STATES THAT THE SUPERINTENDENT WILL PROVIDE CULTURALLY RESPONSIVE AND SAFE METHODS TO ADDRESS CONCERNS GRIEVANCES OR VIOLATIONS OF THIS POLICY PARTICULARLY RELATED TO RACIST OR OTHER DISCRIMINATORY ACTIONS.
SO YOU CAN SEE THE INTERPRETATION THERE AS YOU KNOW AT THE BEGINNING OF THIS MONITORING REPORT THERE'S A SET OF INTERPRETATIONS THAT REALLY DO RELATE TO THE OVERALL POLICY.
BUT IF THERE ARE COMPONENTS HERE THAT NEED ADDITIONAL -- BUT
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IF -- SO OP OF THOSE AS YOU CAN IMAGINE, THERE'S RELATIVELY ACCESSIBLE DATA. IF YOU THINK ABOUT THAT LAST BULLET POINT THERE, THAT'S A PROCESS THAT WE WOULD HAVE TO DEVELOP THAT CONTINUES TO BE AN INDICATOR AS PART OF THIS.SO WITH THAT, I'LL HAND IT OVER TO THE BOARD.
>> SO INDICATOR ABOUT THE COMMUNICATION.
>> OR, LIKE, MAYBE IT'S EVEN CLEARLY COMMUNICATED THROUGH THE PROCESS?
>> SO FOR THE EVIDENCE AS TO BULLET POINTS -- EVIDENCE OF SAFETY AS ONE EXAMPLE, I MEAN, WHAT -- ARE YOU -- ARE YOU
>> IT'S ALMOST LIKE -- >> SO IF SOMEBODY MAKES A
THE -- HOW WOULD THAT WORK? >> SO IT COULD ALSO BE -- SO IT'S -- IT'S PROBABLY TWO DIFFERENT WAYS WE CAN DO IT.
ONE WOULD BE THE ACTIVELY SEEKING INFORMATION FROM THOSE
>> OR PASSIVELY, NOT RECEIVING REPORTS OF RETALIATION.
>> RIGHT. MY INITIAL REACTION IS THE FORMER IS -- BECAUSE, YOU KNOW, RISING TO THE LEVEL -- IF SOMETHING RISES TO THE LEVEL OF RETALIATION, THAT'S ONE -- THAT'S OBVIOUSLY NOT SAFE BUT I THINK TO ME PEOPLE WHO JUST -- YOU CAN FEEL UNSAFE AND STILL NOT FEEL THAT AUDIO] SOMETHING ABOUT THE PROCESS WAS UNCOMFORTABLE OR TO ME IS THEY WOULD HAVE TO DO THE -- EXIT QUESTION. I DON'T HAVE THE EXACT ANSWER FOR HOW THAT WOULDWORK. IS THIS ALSO WHERE WE WOULD HAVE A PROCEDURE WHERE CONSEQUENCES WOULD BE OUTLINED AS FAR AS VIOLATIONS OR, LIKE, WHAT ARE THE RESULTS OF THE REPORTED ACTIONS? IS THIS WHERE WE SAY THAT THERE IS A PROTOCOL THAT IS FOLLOWED AND THIS IS WHAT IT IS? OR IS IT A CASE-BY-CASE BASIS?
>> WHEN YOU STARTED SAYING THAT, I FELT LIKE IT WAS CASE-BY-CASE BASIS. I HAVE TO CHALLENGE WITH ALMOST DEVELOPING A MATRIX FOR THIS EQUALS THAT IS NUANCED NEVER SITUATION. THERE'S ALWAYS THE VARIABLE THAT IS DIFFERENT ABOUT ONE SITUATION TO THE NEXT.
>> I THINK A SENTIMENT THAT'S FELT A LOT, LIKE, ISSUES OF SAFETY OR CONCERNS ARE REPORTED ARE THE I REPORTED IT. THAT WAS GREAT.
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NOTHING HAPPENED. RIGHT.>> THAT I KNOWED KATES THEIR CONCERN MUST BE SOLVED.
>> RIGHT. >> BUT THAT'S -- AUDIO] PROCEDURE FOR REPORTING IS DIFFERENT THAN A PROCEDURE FOR RESULTS.
I MEAN, OUTLINING PROCEDURES -- -- THEY SDOONTLY SAY I NEVER SAW ANYTHING RESOLVED AND IF WHAT WE HAVE TO SAY IS IT'S ABOUT CONFIDENTIALITY AND IT'S ALL -- BUT THE -- WE CAN'T DO THE ISSUE -- WHATEVER. THEY HAVE IT'S NOT FAIR GOOD REASON BECAUSE IT WAS THE RESULT OF THEM GOING AND STICKING THEIR NECK OUT.
I'M NOT SAYING THAT THEY'RE GOING TO GET A GOAD MEDAL BUT -- GOLD ME DAL BUT THEY HAVE TO KNOW SOME ACTION HAS BEEN TAKEN, WE'RE WORKING TO RESOLVE THIS, AND IF WE DON'T SEE A CHANGE IN ACTIVITY, IF YOU CAN SEE -- COME BACK TO US BECAUSE APPARENTLY WHATEVER WE DID DIDN'T TAKE. THAT'S BEEN ONE THING I'VE HEARD. NOW, WE GET THIS AUDIO] THEY HAD A TALK WITH SO AND SO AND IT WAS RESOLVED.
WELL, APPARENTLY IT KIND OF FELL ON DEAF EARS.
AND OFTEN IT'S THE -- A PERSON WHO IS COMPLAINING THAT IS TOLD TO TAKE A DIFFERENT LUNCH. GO TO A DIFFERENT HALL SO YOU DON'T ENCOUNTER THEM BUT IT'S LIKE -- KID FEELS LIKE THEY'RE BEING PUNISHED FOR WHAT THEY REPORTED ABOUT SOMEONE ELSE.
AND I UNDERSTAND TRYING TO KEEP IT SEPARATE AND WHAT IT FEELS LIKE IS THE REPORTER IS BEING PUNISHED.
WE HAVE TO FIGURE OUT A WAY TO MAKE IT MORE APPARENT THAT ACTION HAS BEEN TAKEN. NOT DETAILS BUT WE'LL TELL YOU THE PROCEDURES OF WHAT HAPPENS WHEN SOMEONE DOES THIS THIS THIS OR THIS AND WE TAKE THEM. IF YOU DON'T SEE ANY CHANGES, COME BACK TO US. OTHERWISE -- -- DO WE HAVE THAT
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TYPE OF QUESTION ANYMORE BECAUSE IT GETS TO YOUR POINT, MARK, IS WE ONLY KNOW ABOUT THE ONES THAT ENTER INTO A FORMAL PROCESS.>> RIGHT. >> IT'S KIND OF IF IT DOESN'T GET TO A FORMAL PROCESS THEN IT WOULD BE INTERESTING IF WE'RE STILL ASKING QUESTIONS OF THAT THAT PROBABLY RELATES TO THIS AS WELL AROUND MY CHILD IS SAFE AT SCHOOL OR, YOU KNOW --
>> WHAT WOULD KICK OFF THAT FORMAL PROCESS?
>> SO -- >> IF I TELL A AUDIO] THEY NEED TO BE TOLD THAT SOMETHING HAS HAPPENED BECAUSE
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IF IF HE THEY DON'T, YOU KNOW, IF THE PARENT GETS AN EMAIL FROM THE SCHOOL SAYING, OKAY, YOUR SON, DAUGHTER REPORTED THIS AND IT WAS TAKE ON THE THIS LEVEL. WE HAVE TAKEN THESE KIND OF ACTIONS AND IF YOUR CHILD REPORTS THAT THEY SEE NO DIFFERENCE, THEY NEED TO KNOW THIS.AND I THINK PARENTS APPRECIATE THE FACT THAT YOU HAVE REACHED OUT. YOU HAVEN'T FORCED IT IN THEIR
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HANDS. >> I MEAN, I WOULD -- YOU KNOW, I WOULD HOPE THAT -- YOU KNOW, I BELIEVE THERE'S -- SOMEBODY SAYS SOMETHING RACIST TO ME, THERE'S A PROCESS FOR ME TO COMPLAIN ABOUT IT. RIGHT.
AND HAVE IT RESOLVED. >> IF I RECALL CORRECTLY AT THE BEGINNING OF THE SCHOOL YEAR THERE'S SOMETHING SENT TO THE FETCHED LOOK AT THIS IS THE -- LOOK AT THIS.
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>>> THEY ARE NOT BENCHMARKED. >> BUT THEY'VE DONE SOME LEVEL OF VALIDATION
>> ALL RIGHT. >> JUST ON THIS ONE, AS FAR AS -- I KNOW
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>> IT IS OFFERED IN MULTIPLE LANGUAGES.
IT'S AVAILABLE ON ALL OF OUR TOP SIX LANGUAGES.
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. >> DIFFERENT INFORMATION GATHERING TECHNIQUES.
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>>> WE HAVE NOT ENGAGED PRIOR THING. SO YOU GET A GOOD REPRESENTATION THEY'RE -- FOR EXAMPLE, EVIDENCE OF THE BANALITY PROCESS.
WELL, I IMAGINE THAT'S IN ANOTHER ALREADY. RIGHT.
AND I GUESS I CAN LINK THAT TO THIS A LITTLE BIT BUT I DON'T KNOW. IS THAT REALLY TELLING US WHETHER THAT IT'S PART OF THE BANALITY PROCESS AUDIO] I DON'T THINK SO. I WOULD ACTUALLY STRIKE THAT ONE.
>>> IN ITS SIMPLEST FORM IT'S A SET OF QUESTIONS THAT DRIVES AN INDIVIDUAL TO EVALUATE SOMETHING AND IF IT'S FOCUSED ON EQUITY THEN THE QUESTIONS REALLY ARE DRIVING TOWARDS IMPACT ON MARGINALIZE COMMUNITIES, UNDERREPRESENTED COMMUNITIES, DOES IT REDUCE OPPORTUNITIES. SO THOSE ARE THE TYPES OF QUESTIONS THAT WOULD BE ASKED AND THE THEORY OF ACTION IS IF YOU CONSISTENTLY USE EQUITY AS A TOOL THAT IT STARTS TO HELP
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SHAPE YOUR POLICIES, PROCEDURES, ACTIONS MORE EFFECTIVELY.>> TO IN PERSON LEARNING IN THE 19-20 SCHOOL YEAR.
PART OF THE REQUIREMENT IS WE SHIFT BACK AND ADOPT EQUITY ANALYSIS TOOL SO WE WERE PREPARED TO DEVELOP OUR OWN.
WE ULTIMATELY ADOPTED SEATTLE PUBLIC SCHOOL'S TOOL.
IS THAT A GOOD SUMMARY OF IT? >> YES.
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STEPS>> SO IN MAY YOU WILL BRING BACK BASICALLY A DRAFT TO -- A NEW
AND SO BETWEEN NOW AND THEN I'M GOING TO SCHEDULE TIME WITH
>> PARTICULARLY STAFF THAT HAVE ACCESS TO OUR DATA SYSTEMS BECAUSE PARTED OF IT IS WHAT CAN -- PART OF IT IS WHAT CAN WE MONITOR THIS YEAR AND WHAT REALLY IS THE PROJECT PLAN TO BUILD OUT OVER TIME? SOME THINGS WILL BE AVAILABLE THIS YEAR. OTHERS WE'LL NEED TO DEVELOP SYSTEMS, DEVELOP PROCEDURES. SO I THINK THAT'S THE OTHER -- AND IT'S NOT TO LEAVE THEM OUT OF THE REPORT BUT SOME THINGS THERE MAY JUST NOT BE DATA AVAILABLE THROUGH THIS YEAR
>> YEAH. AND I THINK THE OTHER PIECE IS SOME OF WHAT WE'VE BEEN TALKING ABOUT IS KIND OF ASPIRATIONALLY HOW DO WE WANT THIS SYSTEM TO FUNCTION.
>> I KNOW THE SENSE OF THAT HAVE A SEABEES SENSE OF THAT NEXT ROUND OF CONVERSATION WILL TAKE US AND WHETHER -- MY HOPE IS WE GET
THE NEXT PASS THROUGH. >> SO I WILL TRY AND GIVE THE BOARD AT A MINIMUM AT LEAST AN UPDATED DOCUMENT TO REVIEW PRIOR
TO THE MEETING. >> I'M THINKING SINCE IT WILL BE OUR FIRST OE 14 MONITORING THAT WE'LL PROBABLY WANT TO DO A STUDY SESSION FIRST BEFORE WE HAVE THE PUBLIC PORTION OF IT IN
TERMS OF THE BOARD'S MEETING. >> OKAY.
* This transcript was compiled from uncorrected Closed Captioning.