[00:00:02]
          AWESOME, I GUESS WE ARE ALL HERE. 
          GOOD EVENING, EVERYONE. 
          WE ARE GOING TO GET STARTED AT SEVEN 12 FOR THE EQUITY POLICY AUDIT BOARD COMMITTEE MEETING. SO SORRY, JUST BRING THIS UP. 
          ALL RIGHT. SO I THINK WE HAVE ALL MEMBERS PRESENT, BUT I GUESS JUST TO MAKE. 
          MOTION FOR TONIGHT. 
          I'D LIKE TO MAKE THE FOLLOWING MOTION TO ALLOW PARTICIPATION OF BOARD MEMBER BY ELECTRONIC MEANS, WHEREAS CHRISTOPHER SUAREZ HAS NOTIFIED THE COMMITTEE THAT HE IS UNAVAILABLE TO BE PHYSICALLY PRESENT FOR TONIGHT'S SCHOOL BOARD MEETING DUE TO A PERSONAL MATTERS OR EMERGENCY, SPECIFICALLY CHILD CARE. 
          AND WHEREAS HE HAS NOT PARTICIPATED IN MORE THAN TWO OR 25 PERCENT OF BOARD MEETINGS BY ELECTRONIC MEANS DURING 2021, AND WHEREAS CHRISTOPHER SUAREZ REQUESTS THE OPPORTUNITY TO PARTICIPATE IN THE MEETING VIA TELEPHONE CONFERENCE CALL FROM ALEXANDRIA, VIRGINIA, WHERE THE CONFERENCE CALL SHALL BE HEARD BY ALL PARTICIPANTS IN THE BOARDROOM. 
          AND WHEREAS A QUORUM OF THE COMMITTEE IS PHYSICALLY ASSEMBLED IN THIS BOARDROOM, THEREFORE I MOVE PURSUANT TO VIRGINIA CODE TWO POINT TWO DASH THREE SEVEN ZERO EIGHT THAT THE COMMITTEE APPROVED THE PARTICIPATION OF CHRISTOPHER SUAREZ IN THIS MEETING BY TELEPHONE CALL. SECOND. 
          ALL RIGHT. SO I GUESS NO ONE'S OPPOSED. 
          ALL IN FAVOR. CHRIS, WE WANT YOU TO PARTICIPATE. 
          AWESOME. ALL RIGHT, I AM HERE, THANK YOU. 
          GREAT, THANK YOU. 
          ALL RIGHT, SO WE'LL JUST JUMP RIGHT IN TO OUR AGENDA, AND IT LOOKS LIKE THE FIRST THING 
          [1. Welcome, Introductions and Remarks by ACPS/IDRA Audit Team]
ON IS WELCOME INTRODUCTIONS AND REMARKS BY OUR IDRA AUDIT TEAM AND AKP'S TEAM. 
          HEY, GOOD EVENING, EVERYONE, I WANT TO SAY WELCOME. 
          MY NAME IS QUNEITRA WOOD, I'M THE EXECUTIVE DIRECTOR OF EQUITY AND ALTERNATIVE PROGRAMS, AND HERE, IN COLLABORATION WITH JENNIFER ABRUZZI AND CHERYL ROBINSON, WHO ARE A PART OF THE TEAM AS WELL AS. 
          UM, MR TERRENCE WILSON, WE WOULD LIKE TO START WITH A WELCOME AND CHECK IN. 
          AND SO I WANT TO TAKE A MINUTE FOR US TO JUST THINK ABOUT WHAT IS PULLING YOUR FOCUS OUT OF THIS MEETING. 
          WHAT IS ON YOUR MIND? WHAT ARE YOU CONCERNED, WORRIED OR ANXIOUS ABOUT AND WHAT ARE WHAT YOU ARE, WHAT MAY BE DISTRACTING YOU AT THIS TIME? SO I'M GOING TO TAKE A MINUTE FOR US TO GO AROUND THE ROOM. 
          WE'LL START WITH THE PEOPLE WHO ARE ACTUALLY IN THE ROOM AND JUST SAY, ANSWER ONE OF THESE QUESTIONS AND THEN WE WANT YOU TO END WITH THE STATEMENT I'M IN, WHICH LETS US KNOW THAT WE ARE ALL FULLY ENGAGED AND ENGAGED IN THE PROCESS THAT WE ARE GETTING READY TO EMBARK. SO I'LL LET THIS AVERAGE LADY START. 
          THANK YOU, MISS WOOD. 
          I WOULD JUST SAY THAT I'M REALLY VERY EXCITED TO START THE WORK WITH THIS COMMITTEE. 
          I AM RUNNING HERE FROM ANOTHER COMMITTEE MEETING, SO I WANT THE FIRST BULLET OF WHAT'S PULLING YOUR FOCUS. I'M JUST DEDICATED TO REFOCUSING AND MAKING SURE THAT MY MIND IS OUT OF THE LAST MEETING AND FULLY CONCENTRATING ON THIS ONE. 
          A MARTIN. 
          THANK YOU, AND THIS IS A GREAT MOMENT TO KIND OF TAKE A DEEP BREATH AND REFOCUS FOR SURE, BECAUSE I ALSO AM KIND OF RUSHING FROM SOME WORK ITEMS STRAIGHT TO HERE AND JUST TRYING TO GET OFF OF THAT HELTER SKELTER MINDSET AND KIND OF CENTER. 
          BUT I'M IN. 
          I'M READY TO GO. THIS GREEN. 
          THANK YOU, MISS WORLD. I'M DEFINITELY APPRECIATIVE OF THE REFOCUS. 
          I AM COMING STRAIGHT FROM WORK WHERE I HAD MY CAMPAIGN MANAGER BLOWING UP MY PHONE TO MEET HIM TO GIVE HIM CAMPAIGN LITERATURE. 
          WE'RE A WEEK OUT FROM THE ELECTION, SO I'M A SCHOOL BOARD MEMBER, A CANDIDATE, AND I'M WORKING A JOB TO PAY MY BILLS TO LIVE IN ALEXANDRIA. 
          BUT I'M HERE. 
          OK, I'M IN. 
          SO I DIDN'T GO, SO I'LL JUST GO. 
          I AGREE. I'M IN THE SAME PLACE AS EVERYONE ELSE, DIDN'T HAVE A LOT OF MEETINGS THIS 
          [00:05:05]
MORNING, BUT ONCE THEY STARTED AT 1:30, IT WAS FULL STEAM AHEAD WITH BACK TO BACK TO BACK TO BACK OTHER THAN BEING IN MY CAR TO COME HERE IN PERSON, TO BE PRESENT. 
          AND SO I AM HERE AND I'M IN AND I'LL PASS IT TO MICHELLE ROBINSON. 
          GOOD EVENING, EVERYONE. 
          I AM JUGGLING BEING A GRANDMA, THE DAUGHTER OF A NINETY FOUR YEAR OLD MOM. 
          UM, AND A WIFE AS WELL AS A WORKER. 
          AND ALL THOSE THINGS SEEM TO ALL COLLIDE AT FOUR O'CLOCK TODAY AND ARE CONTINUING TO. 
          HOWEVER, I AM OK AND I AM IN. 
          A MR WILSON. GOOD EVENING, EVERYBODY. 
          I'M GLAD TO BE HERE WITH YOU. 
          AND LIKE CHERYL, I THINK THAT, YOU KNOW, ANXIOUS I ALSO CARE FOR MOTHER SUFFERING FROM ALZHEIMER'S. 
          AND SO JUST MAKING SURE THAT MY FAMILY IS TAKEN CARE OF IS WHAT'S GOT ME WORRIED. 
          BUT I AM VERY EXCITED TO BE WITH YOU ALL THIS EVENING TO DO THIS VERY IMPORTANT WORK AND I AM ALL THE WAY IN. 
          THANK YOU, AND MR. SUAREZ, YOU'RE WITH US. 
          YES, NO, THANK YOU. 
          I'VE HAD KIND OF A SIMILAR DAY TO SOME OF YOU, HECTIC DAY AT WORK. 
          I WAS TAKING A DEPOSITION ALL DAY AND THEN WE DISCOVERED WE LOST SOME OF THE CHILD CARE WE HAD HOPED TO HAVE TONIGHT AND BEEN A BIT HECTIC. 
          SO I APPRECIATE ALL OF YOUR GRACE AS I NAVIGATE THAT AND BUT LOOK FORWARD TO THE DISCUSSION AND GLAD TO BE HERE. 
          [2. Equity Audit Background, Overview/Purpose and Committee Process]
AND WE ARE NOW ALL IN. 
          THANK YOU, EVERYONE, FOR SHARING AT THIS TIME. 
          I DO WANT TO JUST BRING OUR ATTENTION TO OUR EQUITY AUDIT TEAM, WHO HAS BEEN WORKING TIRELESSLY SINCE AROUND DECEMBER OF 2020, GOING THROUGH MANY OF OUR TIER ONE POLICIES AND SUPPORTING THAT WORK FROM OUR ID. 
          OUR A-TEAM IS DR. 
          PAULA JOHNSON, MR. TERRANCE WILSON AND MISS JASMINE BOWLES AND ALSO FROM OUR ACP SIDE OF THE TEAM. 
          DR. MICHELLE REEVE, MR. CHRISTOPHER SUAREZ, DR. 
          JULIE CRAWFORD, MYSELF, MISS. 
          JENNIFER ABRUZZI, MICHELLE ROBINSON, AND WE HAD AN EQUITY RESIDENT, MISS ALEXIS WHITFIELD, AS WELL AS A NEW EQUITY RESIDENT, MISS TOLANI ROBERTS, WHO HAS SUPPORTED IN THIS WORK AS WE MOVE FORWARD. 
          PASS IT ON TO JENNIFER. 
          THANK YOU, SO WE KNOW THAT THE BOARD MEMBERS ARE AWARE, BUT ALSO JUST FOR OUR PUBLIC, WE DO WANT TO JUST HIGHLIGHT THE PURPOSE OF THIS PROJECT. 
          AS YOU ARE AWARE, THE SCHOOL BOARD HAS EMBARKED ON A VERY. 
          INNOVATIVE PROGRAM, WE ARE GOING TO AUDIT ALL OF OUR SCHOOL BOARD POLICIES THROUGH AN EQUITY LENS, WE WANT TO MAKE SURE THEY ARE ALIGNED TO OUR STRATEGIC PLAN. 
          WE WANT TO ROOT OUT ANY. 
          FOUNDATIONS THAT ARE LEADING TO DISPARITIES WITHIN OUR POLICIES. 
          WE WANT TO FOCUS ON OUR MARGINALIZED POPULATIONS MOST OF ALL, AND WE WANT TO DISMANTLE ANY CURRENT SYSTEMS THAT ARE WITHIN OUR OWN FRAMEWORK THAT ARE BARRIERS FOR OUR STUDENTS. 
          JUST TO BRING US UP TO SPEED ON OUR TIMELINE THUS FAR. 
          AS MISS WOODS SAID, WE STARTED THIS PROCESS BACK IN THE FALL OF TWENTY TWENTY, THE AKP'S IDRA AUDIT TEAM STARTED REVIEWING THE POLICIES AND CATEGORIZING THEM INTO TIERS IN TERMS OF RELEVANCE FOR FOR HOW MUCH THE PARTICULAR POLICIES IMPACTED THE STUDENT EXPERIENCE ON A DAY TO DAY BASIS. 
          SO CATEGORIZED THEM INTO TIERS OF PRIORITY TO REVIEW. 
          AND WE HAVE BEEN DOING THAT WORK FOR SEVERAL MONTHS AND THAT CONTINUED THROUGH THE END OF LAST SCHOOL YEAR. AND NOW WE ARE AT THE POINT WHERE WE HAVE COMPLETED THE INITIAL REVIEW OF OUR A.. I AND J POLICIES. 
          AND THAT BRINGS US TO WHERE WE ARE NOW, WHICH IS THE BEGINNING OF PHASE TWO IN OUR WORK. 
          THAT IS THAT WILL TAKE US THROUGH THIS SCHOOL YEAR. 
          THE BOARD HAS FORMED THIS COMMITTEE. 
          IT WILL HAVE ROTATING MEMBERS FROM THE BOARD EVERY FEW MONTHS. 
          ONE THING WE ARE DISCOVERING ALREADY IS THAT THIS IS A VERY DYNAMIC ENVIRONMENT AND 
          [00:10:05]
ORGANIC PROCESS. 
          SO AS WE GO THROUGH THE WORK, WE MAY FIND THAT OUR INITIAL THOUGHTS OF GETTING THROUGH A PARTICULAR GROUP OF POLICIES IN ONE MONTH OR TWO MONTHS, YOU KNOW, THAT REALLY MAY VARY JUST DEPENDING ON HOW LONG THE WORK TAKES AND THE THE DEPTH OF THE CONTENT. 
          IN THE PARTICULAR POLICIES, SOME ARE GOING TO GO MORE QUICKLY THAN OTHERS. 
          WE ARE STARTING THIS EVENING WITH THE DISCIPLINE AND CONDUCT POLICIES. 
          THOSE ARE REALLY RIPE FOR REVIEW. 
          THERE'S A LOT OF RICH CONTENT THERE FOR US TO LOOK INTO AND HAVE AN IMPACT. 
          AND SO WE ARE ALREADY REALIZING THAT THAT MAY WE HAD INITIALLY SORT OF IMAGINED THAT PERHAPS WE'D GET THROUGH A PARTICULAR GROUP OF POLICIES EACH MONTH, BUT WE'RE ALREADY ANTICIPATING THAT THIS PARTICULAR GROUP OF POLICIES WILL STRETCH TO AT LEAST TWO MONTHS. 
          BUT EVEN SO, YOU KNOW, GETTING THROUGH SOME OF THESE HIGHEST PRIORITY OF POLICIES, THAT'S GOOD WORK AND WE WE DEFINITELY DON'T WANT TO RUSH IT. 
          SO JUST PUTTING OUT THERE THAT WE IT IS A DYNAMIC PROCESS AND WE MAY HAVE TO SORT OF PIVOT AND ADJUST AS WE GO. 
          BUT THE COMMITTEE IS BEGINNING ITS WORK THIS EVENING. 
          OUR FIRST MEETING, WE ARE ALSO HOLDING FOCUS GROUPS TO PULL IN FEEDBACK FROM INTERNAL AND EXTERNAL STAKEHOLDERS, AND THE COMMITTEE WILL BE REVIEWING ALL OF THAT FEEDBACK AS WELL AND BUILDING IT IN BUILDING THAT FEEDBACK INTO ITS RECOMMENDATIONS. 
          AND THEN IN THE BACKGROUND, AT THE SAME TIME, THE AUDIT TEAM IS GOING TO START ITS INITIAL REVIEW OF THOSE TIER TWO POLICIES SO THAT BACKGROUND WORK CONTINUES SO THAT THAT WILL EVENTUALLY THOSE POLICIES WILL EVENTUALLY MAKE THEIR WAY TO THE COMMITTEE AS WELL. 
          AND OF COURSE, THE ULTIMATE GOAL IS FOR THIS COMMITTEE TO DEVELOP POLICY RECOMMENDATIONS TO GO TO THE FULL BOARD FOR ADOPTION. 
          AND THEN NEXT YEAR, WE WILL PROBABLY PHASE TO WORK WILL CONTINUE DEPENDING ON WHICH GROUPING OF POLICIES WE'RE ON. 
          BUT ALSO WE WILL BEGIN PHASE THREE NEXT YEAR AS WELL. 
          SO JUST WOULDN'T WANT TO LEAVE YOU ALL OUT, JUST TO THROW YOU ON THE SCREEN FOR A SECOND. 
          GIVE GIVE YOU YOUR DUE FOR OUR MEMBERS OF THE PUBLIC IF THEY HAVE NOT BEEN FOLLOWING THE COMMITTEE FORMATION. I REALLY ADDRESSED IT A MOMENT AGO, BUT THE COMMITTEE IS OPERATIONAL NOW AND WILL BE DEVELOPING RECOMMENDATIONS FOR THE BOARD. 
          AND NOW, MR. WILSON FROM IDRA, WE JUST WANTED TO GIVE HIM A BRIEF MOMENT TO INTRODUCE HIMSELF AND JUST GIVE A BRIEF OVERVIEW OF WHAT HE'LL BE COVERING THIS EVENING. 
          AND THEN WE WILL TRANSITION INTO SOME OF THE WORK. 
          THANK YOU, JENNIFER. 
          AND AGAIN, MY NAME IS TERRENCE WILSON, I AM IDREES, THE INTERCULTURAL DEVELOPMENT RESEARCH ASSOCIATION'S REGIONAL POLICY COMMUNITY ENGAGEMENT DIRECTOR, AND I'VE HAD THE HONOR AND PRIVILEGE TO WORK REALLY CLOSELY WITH THE FOLKS IN THE EQUITY AUDIT TEAM FOR A NUMBER OF MONTHS NOW. 
          AND AS WAS MENTIONED, WE'VE BEEN ABLE TO REVIEW A LARGE SECTION OF THE ONE POLICIES. 
          AND SO SOME OF SOME THEMES HAVE EMERGED THAT I WILL COVER MORE IN DEPTH AS WE GET INTO THE INDIVIDUAL POLICIES. 
          BUT I THINK I WANTED TO FIRST JUST SPEAK ABOUT THE STRUCTURE OF KIND OF WAY THAT WE'RE PROVIDING SOME OF THIS FEEDBACK. 
          SO WHEN WE READ THROUGH THESE POLICIES, ONE OF THE FIRST THINGS WE DID WAS WE ASKED A NUMBER OF QUESTIONS AROUND WHICH STUDENTS ARE IMPACTED MOST BY THESE POLICIES, WHERE ARE THE POTENTIAL AREAS WHERE WE MIGHT FIND DISPARITIES BASED ON MARGINALIZATION, IDENTITY AND WE REALLY WANTED TO ANALYZE WHAT ARE THE POTENTIAL AREAS THAT WE SHOULD FOCUS ON IN EACH ONE OF THESE POLICIES? AND ONCE WE DID THAT ANALYSIS, WE KIND OF TALKED TOGETHER ABOUT DIFFERENT WAYS THAT WE CAN RECOMMEND IMPROVING OR REVISING OR MOVING SOME OF THE LANGUAGE FROM SOME OF THESE POLICIES IN ORDER TO MAKE THEM MORE EQUITABLE. 
          BUT WE REALIZED THAT THIS COMMITTEE AND THE FULL BOARD IS GOING TO BE THE ULTIMATE, YOU KNOW, RECOMMENDERS FOR FOR HOW THE POLICY SHOULD CHANGE WHEN WE DO HAVE SOME RECOMMENDATIONS FOR HOW SOME LANGUAGE MIGHT BE CHANGED THAT YOU WILL FIND IN THE MATERIALS THAT WE PROVIDED AN IDEA THAT WE WORKED ON IN CONJUNCTION WITH THE EQUITY AUDIT COMMITTEE. AND ALSO, YOU WILL SEE KIND OF SOME OF THE STRUCTURE THERE WHERE POSSIBLE. 
          WE PROVIDED SOME EXAMPLES FROM SOME OTHER SCHOOL DISTRICTS WHO ARE WORKING ON SIMILAR POLICIES ACROSS THE COUNTRY. 
          AND AS ALSO MENTIONED BEFORE, THAT WE ARE WORKING ON PROVIDING SOME STAKEHOLDER FEEDBACK FROM SOME FOCUS GROUPS, FOCUS GROUPS WE HAD WITH YOUNG PEOPLE, STUDENTS AND MIDDLE SCHOOL ELEMENTARY SCHOOL IN HIGH SCHOOL, AS WELL AS A GROUP OF THEIR PARENTS. 
          SO SOME OF THAT INFORMATION WILL BE FORTHCOMING VERY SOON. 
          WE WANTED TO HAVE IT READY FOR THIS EVENING, BUT WE HAD SOME TECHNICAL ISSUES WITH ZOOM RECORDING SO THAT THAT INFORMATION WILL BE COMING. 
          SO WE WANT YOU ALL TO BE ABLE TO CONSIDER THAT AS WELL. 
          AND THEN SO WE WILL GET INTO SOME OF THE SPECIFIC THEMES FOR ALL THE POLICIES. 
          [00:15:06]
BUT I WANTED TO GIVE YOU A LITTLE BIT OF THE FOCUS OF THE STRUCTURE OF HOW THOSE THINGS WILL LOOK. SO WE'LL PROVIDE MORE INFORMATION ON WHAT WE SAW IN EACH OF THESE POLICIES HERE IN A MINUTE. THANK YOU SO MUCH. 
          [3. Review of Discipline & Conduct Policies/Regulations ]
SO THIS EVENING, WE ARE GOING TO START TACKLING OUR STUDENT DISCIPLINE AND CONDUCT POLICIES. YOU SEE THEM ON THE SCREEN HERE. 
          JUST A BRIEF OVERVIEW. 
          JFC AND ITS IMPLEMENTING REGULATION JFC ARE THAT STUDENT CONDUCT WILL ADDRESS TEACHER REMOVAL OF STUDENTS FROM CLASS SPORTSMANSHIP, ETHICS AND INTEGRITY. 
          ALCOHOL AND OTHER DRUGS IN SCHOOLS, AS WELL AS TOBACCO RELATED POLICIES AND GANG ACTIVITY. 
          ASSOCIATION OR ASSOCIATION, SEARCH AND SEIZURE AND SUSPENSION AND EXPULSION. 
          AND THEN FINISHING UP WITH OUR DISCIPLINING OF STUDENTS WITH DISABILITIES. 
          WE WANT TO ADDRESS THAT AS WELL. 
          SO THOSE ARE THE POLICIES IN THIS GROUPING, THE FIRST GROUPING OF THESE TIER ONE POLICIES. WE MAY NOT MAKE IT ALL THE WAY THROUGH THEM ALL TONIGHT, BUT WE WILL GIVE IT A START AND HOW WE ENVISIONED PROCEEDING IS FOR EACH POLICY. 
          MR. WILSON CAN START OFF BY AND I CAN PULL UP THE DOCUMENT, THE REPORT THAT IDRA CREATED AND WE CAN GIVE SOME OF THE THEMES AND HIGHLIGHTS THAT THEY'VE IDENTIFIED TO DATE AND PULLED OUT. AND THEN WE COULD ALSO SHARE SOME OF THE FEEDBACK FROM OUR ADMINISTRATORS. 
          AND WE HAVE SHARED THE POLICY DOCUMENTS WITH THE MEMBERS OF THE COMMITTEE IN A GOOGLE DOC FORMAT SO THAT WE CAN CAPTURE FEEDBACK AND THOUGHTS AS WE AS WE TALK THROUGH THE POLICIES. SO. 
          ALL RIGHT, THAT SOUNDS GOOD. 
          JENNIFER, ARE YOU READY FOR ME TO GET STARTED WITH STUDENT CONDUCT? OR ANY OTHER QUESTIONS FROM ANY OF THE COMMITTEE MEMBERS? YEAH, NO, THAT WOULD BE GREAT, AND I'M GOING TO JUST SWITCH MY SCREENS AROUND HERE, BUT YOU GO AHEAD AND START AND I'LL PULL UP YOUR REPORT. 
          YEAH. THANK YOU. SO I THINK ONE OF THE THINGS THAT BEFORE WE WE GET INTO THE SPECIFICS, I THINK IT'S USEFUL TO GIVE A LITTLE BIT OF CONTEXT AROUND WHAT WE SAW AS THE KIND OF GENERAL APPROACH FOR THE DISCIPLINARY CONDUCT RELATED POLICIES. 
          SO YOU SAW A LOT OF KIND OF COMPLIANCE IN TERMS OF THINKING ABOUT THE RULE OF BROKEN. 
          WHAT'S THE CONSEQUENCE? BUT WE DIDN'T SEE AS MUCH OF A OF AN ARTICULATION OF WHAT THE REAL VISION IS FOR HOW WE WANT OUR STUDENTS TO BEHAVE AND HOW WE'RE GOING TO SUPPORT THEM TO MAKE SURE THAT WE GET THERE. SO I THINK ONE OF THE THINGS YOU'LL SEE ACROSS A COMMON THREAD ACROSS ALL THESE POLICIES IS THAT THERE IS A REAL OPPORTUNITY FOR YOU ALL AS A BOARD TO REALLY ARTICULATE YOUR VISION FOR HOW STUDENTS ARE GOING TO BE SUPPORTED AND THE EXPECTATIONS OF BEHAVING AND INTERACT WITH ONE ANOTHER AND COMMUNITY. 
          AND SO THERE ARE LOTS OF TOOLS THAT YOU ALL MENTIONED IN TERMS OF AS RESTORATIVE PRACTICE, MULTI-TIERED SYSTEM OF SUPPORTS, RIGHT? BUT I THINK INTEGRATING ALL OF THOSE CONCEPTS INTO A CORE VISION FOR HOW STUDENTS ARE GOING TO BE SUPPORTED IN AKP'S WHEN THEY HAVE BEHAVIORAL CHALLENGES, RIGHT? I THINK IT'S GOING TO BE SOMETHING THAT'S REALLY IMPORTANT FOR US TO MOVE AWAY FROM THE PUNITIVE KIND OF CONSEQUENCE ORIENTED POLICY TO OBVIOUSLY EXPLAIN THAT, BUT ALSO SPEND JUST AS MUCH TIME THINKING ABOUT HOW WE'RE GOING TO SUPPORT OUR STUDENTS, WHAT OTHER KINDS OF SERVICES ARE GOING TO BE ABLE TO PROVIDE FOR THEM. 
          AND SO I THINK THAT'S ONE MAJOR THEME THAT YOU'LL SEE. 
          KEEP SAYING IT OVER AND OVER, SO YOU'LL HEAR IT OVER AND OVER. 
          THE OTHER PIECE OF THIS IS, I THINK, REALLY JUST AROUND MONITORING AND ACCOUNTABILITY. 
          SO ONE OF THE CONSTANT THINGS THAT WE SEE IS THAT THESE POLICIES ARE ONLY AS GOOD AS THE ACCOUNTABILITY MEASURES TO MAKE SURE THAT THEY ARE NOT IMPACTING CERTAIN STUDENTS MORE THAN OTHERS. ONE OF THE REASONS WHY WE STARTED WITH DISCIPLINE IS THAT WE KNOW THAT THAT'S OFTEN WHERE WE SEE DISPARITIES RIGHT ALONG RACIAL CATEGORIES AROUND SYSTEMS OF MARGINALIZATION. SO WE THINK IT'S REALLY IMPORTANT FOR IT TO HAVE TO BE COLLECTED THROUGHOUT ALL OF THESE RIGHT? FOR ALL OF THE DISCIPLINE REMOVAL FROM CLASS, ALL OF THE DISCIPLINARY POLICIES, WE THINK THAT DATA COLLECTION AND ACCOUNTABILITY IS REALLY IMPORTANT. 
          AND SO EITHER IF YOU CONSIDER IT AS A PART OF EACH INDIVIDUAL POLICY OR JUST YOU'RE CONSIDERING HOW YOU ALL ARE MAKING THIS DATA AVAILABLE OVERALL RIGHT FOR ALL OF DISCIPLINE AND ALL THE AREAS WHERE THERE MIGHT BE DISPARITIES, I THINK IT'S GOING TO BE IMPORTANT. SO I JUST WANTED TO TAKE THOSE TWO BEFORE WE GET INTO THE SPECIFIC POLICY. 
          BUT I THINK WITH THIS ONE IN PARTICULAR, WITH THE STUDENT CONDUCT POLICY AND THE REGULATION, ONE OF THE THINGS THAT WE DID NOTICE IN THE BEGINNING IS THAT, YOU KNOW, THE WAY THAT IT'S WRITTEN IS DEFINITELY MORE FOCUSED ON COMPLIANCE. 
          AND IT'S NOT SOMETHING THAT IS GOING TO BE AS USEFUL TO PARENTS AND STUDENTS AS THEY ARE 
          [00:20:03]
TRYING TO UNDERSTAND WHAT'S IMPORTANT FOR THEM. 
          AND WE KNOW THAT THE STUDENT CODE OF CONDUCT IS ONE PLACE WHERE A LOT OF THESE RULES AND REGULATIONS ALSO LIVE. 
          BUT I THINK THAT HAVING THE ABILITY TO CONNECT THAT WITH WHAT'S IN THE POLICY IS GOING TO BE SOMETHING THAT'S IMPORTANT. 
          I THINK, YOU KNOW, PART OF THE THINGS THAT WE DID LIKE OR THAT WE NOTICED IS THAT, YOU KNOW, HAVING TO UNDERSTAND THAT IN SCHOOL BEHAVIOR, SCHOOL BASED BEHAVIOR PLANS, RIGHT? I THINK THAT THAT'S A WAY TO REALLY THINK ABOUT SUPPORTING STUDENTS AND THEIR CONDUCT AND MAKING SURE THAT THESE THINGS ARE MANDATORY AND THAT THERE'S A CLEAR PROCESS AS IT RELATES TO HOW STUDENTS ARE DISCIPLINED, MAKING SURE THAT THERE'S A PLAN FOR INTERVENTION TO SUPPORT THEM AS WELL. 
          AND AGAIN, WE HAVE WE'LL HAVE MORE COMMENTS ON SUSPENSION AND EXPULSION AS A AS A CONSEQUENCE. BUT I THINK THERE ARE ALSO SOME ABILITY. 
          THERE IS SOME ABILITY FOR US TO REEXAMINE HOW WE'RE USING SUSPENSION AND EXPULSION AS THE WAY THAT WE HANDLE STUDENT BEHAVIOR. 
          AND AS I MENTIONED BEFORE, RIGHT, THERE'S A LOT OF GOOD THINGS THAT YOU ALL ARE DOING WITH REGARDS TO RESTORATIVE PRACTICE, SOCIAL LEARNING, MULTI-TIER SYSTEMS OF SUPPORT, POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS, RIGHT? ALL OF THE THINGS THAT ARE REALLY IMPORTANT. 
          AND SO FIGURING OUT WAYS TO CODIFY INSTITUTIONALIZE THOSE CONCEPTS INTO THIS, THESE REFERENCES TO STUDENT CONDUCT. 
          AND SO I THINK THAT SOME OF OUR RECOMMENDATIONS AROUND THIS IS TO MAKE SURE THAT THERE'S SOME MORE REFINEMENT AROUND THE SCHOOL BEHAVIOR PLANS TO MAKING SURE THAT NOT ONLY ARE THEY KIND OF MANDATORY, BUT ALSO THAT THERE'S SOME GUIDANCE FOR SCHOOLS WHO ARE TRYING TO TO SUPPORT THEIR STUDENTS AND AS WELL AS ADDRESSING LANGUAGE TO ADDRESS BREACHES OF THE STUDENT CODE OF CONDUCT. 
          AND JUST REALLY MAKING SURE THAT WE'RE INTEGRATING WITH WHAT'S IN THE STUDENT CODE OF CONDUCT INTO THE POLICY SO THAT THESE POLICIES, IF THEY'RE ACCESSED BY PARENTS OR BY ADMINISTRATORS, BY STUDENTS, EVEN THAT THERE'S AN EASY WAY FOR THEM TO GET INTO THE CODE OF CONDUCT FOR THEM TO UNDERSTAND WHERE THE INFORMATION COMES FROM, BECAUSE WE'RE REALLY IMPRESSED THE CODE OF CONDUCT THAT YOU ALL HAVE IN TERMS OF SUPPORT THAT IT PROVIDES. 
          AND SO WE THINK THAT IT'S IMPORTANT TO BE ABLE TO REFERENCE THOSE THINGS. 
          SO THOSE ARE SOME OF THE OBSERVATIONS THAT WE HAD AS A COMMITTEE, AND I WILL LET SUAREZ AND HER AND CHERYL AND JENNIFER ADD TO THAT. 
          IF THERE ARE ANY THINGS IN THERE THAT YOU LIKE BEFORE THE COMMITTEE DOES THEIR CONSIDERATION OF THIS POLICY. 
          I WAS JUST GOING TO SAY IF IF YOU ARE ABLE MR. SUAREZ, I THINK THIS WOULD BE MIGHT BE A GREAT OPPORTUNITY SINCE IT'S THE FIRST POLICY TO GIVE YOU A CHANCE TO SPEAK FIRST SINCE YOU WERE ON THE AUDIT TEAM REVIEWING THEM AND THEN NOW AS A MEMBER OF THIS COMMITTEE, THEN IF THERE IS, PERHAPS YOU WANTED TO KIND OF COMMUNICATE TO THE NEW COMMITTEE MEMBERS SOME OF THE TEAM'S THOUGHTS ON THESE AS WELL. 
          YES. THANK YOU, JENNIFER, APPRECIATE IT. 
          I APPRECIATE THE OPPORTUNITY TO COMMENT. 
          YEAH, I MEAN, I THINK THAT GOING TO WHAT TERRENCE WAS JUST SAYING, YOU KNOW, THE THE REAL THE REAL GOAL HERE IS TO MAKE SURE THAT WE'RE ELEVATING THE EQUITY PIECE IN TERMS OF THE PBIS. AND THAT'S A THREAD THAT I THINK WE'RE GOING TO WANT TO MAKE SURE IS AFFIRMATIVELY STATED IN ALL THE POLICIES. 
          I THINK ONE OF THE THINGS THAT WE THOUGHT ABOUT IS WE WENT THROUGH ALL OF THESE DISCIPLINE POLICIES IN PARTICULAR WAS THE A LOT OF THE POLICIES HAD MORE OF A FEELING OF HERE'S WHAT CAN TRIGGER A PUNISHMENT OR HERE'S WHAT CAN TRIGGER A RESPONSE. 
          AND SO THEMATICALLY, WHAT I'D OFFER THE COMMITTEE IS JUST THAT THE OTHER COMMITTEE, THE COMMITTEE THAT WE HAD BEFORE THE BOARD COMMITTEE, REALLY WAS TRYING TO THINK ABOUT HOW DO WE WHEN WE GO THROUGH EACH POLICY, ARTICULATE AFFIRMATIVE VISIONS OF WHAT WE'RE GOING TO DO POSITIVELY TO SUPPORT BEHAVIOR AND STATE OUR POLICIES MORE IN THAT SORT OF MANNER RATHER THAN, IF YOU DO THIS, YOUR TROUBLE THIS WAY OR DO THAT, YOU'RE IN TROUBLE THAT WAY. SO THAT'S JUST SORT OF MY GLOBAL COMMENT. 
          THAT'S TO SORT OF FRAME OUR CONSIDERATION OF THESE POLICIES. 
          AND THAT WASN'T JUST A TREND WE NOTICED IN THE BEHAVIORAL POLICIES. 
          IT WAS ALSO A TREND WE NOTICED. 
          I THINK GLOBALLY, THROUGH ALL THE POLICIES, LIKE KAREN SAID, WE HAVE A LOT OF GOOD PIECES 
          [00:25:01]
IN PLACE, LIKE THE STUDENT CODE OF CONDUCT HAS A LOT OF GOOD EQUITY ORIENTED. 
          I THINK FRAMING IN IT, BUT WE'RE JUST GOING TO WANT TO THINK ABOUT HOW TO HOW TO CONSISTENTLY MAKE THE POLICIES A LITTLE MORE POSITIVE AND MAKE SURE THAT THERE ARE EQUITY DRIVEN RATHER RATHER THAN HAVE SOME OF THESE THINGS THAT CAN CREATE GREAT NEGATIVE IMPACT IN THE COMMUNITY. 
          I GUESS I'LL CHIME IN HERE. 
          SO THANK YOU FOR THAT INTRODUCTION, AND IT'S REALLY HELPFUL TO KIND OF HEAR THE WORK THAT'S ALREADY BEEN DONE. 
          AND I REALLY DO APPRECIATE IDREES REPORT BECAUSE I ACTUALLY WENT THROUGH ALL THE POLICIES MYSELF FIRST AND KIND OF PUT DOWN MY THOUGHTS TO COMPARE THEM TO WHAT THE, YOU KNOW, THE IDRA ANALYSIS WAS AND RECOMMENDATIONS. 
          AND THERE WAS ACTUALLY A LOT OF ALIGNMENT THAT I SAW. 
          AND YOU ALL IT LOOKS LIKE YOU ALL DID THE HARD WORK ALREADY. 
          SO JUST THANK YOU SO MUCH. 
          FIRST OF ALL, FOR GETTING THAT STARTED, AND DEFINITELY I NOTICED SOME OF THE THINGS THAT HAVE ALREADY BEEN MENTIONED. 
          THE FIRST ONE BEING THAT THERE SEEMS TO BE AN OVERALL PUNITIVE TONE TO A LOT OF THESE THESE POLICIES, AND THAT IS THE ESSENCE OF WHAT THESE POLICIES ARE. 
          BUT YOU KNOW, THAT VISION PIECE DEFINITELY SEEMED TO BE MISSING. 
          AND THERE WAS ACTUALLY A REALLY INTERESTING POINT THAT I SAW IN THE ANALYSIS. 
          THAT SAID, ALTHOUGH THIS POLICY IS IS FOR AND ABOUT STUDENTS, ITS LENGTH AND CONTENTS MAY OR MAY NOT BE WRITTEN IN A WAY THAT IS EASY FOR STUDENTS AND FAMILIES TO COMPREHEND. 
          AND TO BE HONEST, I FELT THIS WAY ABOUT QUITE A FEW OF OUR POLICIES. 
          THEY WERE VERY MUCH THEY HAD A LOT OF THE STATE CODE IN THERE. 
          THEY DID A GOOD JOB OF KIND OF LAYING OUT BY LAW WHAT SOME OF THESE ACTIONS MIGHT BE IF PEOPLE DO NOT FOLLOW THE STUDENT CONDUCT. 
          BUT EVEN I HAD A HARD TIME KIND OF UNDERSTANDING THE FLOW OF SOME OF THESE POLICIES AND HOW ONE THING WOULD LEAD TO ANOTHER. 
          SO I THINK JUST IN GENERAL, MAKING SURE THAT THESE POLICIES ARE DIGESTIBLE FOR EVERYONE, EVEN THOSE WHO MAY NOT HAVE ENGLISH AS THEIR FIRST LANGUAGE, FOR EXAMPLE, IS SOMETHING THAT I WOULD LIKE TO KIND OF SEE IMPROVED UPON. 
          BUT SPECIFICALLY TO THIS FIRST POLICY, I AGREE THAT WE HAVE A REALLY GOOD STUDENT CODE OF CONDUCT, AND I WOULD LIKE TO SEE THAT LENGTH A LITTLE BIT MORE IN THIS IN THIS POLICY. 
          BUT YEAH, JUST TO GET US STARTED. 
          THANK YOU. THANKS, HEATHER, AND I ALSO SHARE THAT SAME SENTIMENT OF IT REALLY HAS THAT PUNITIVE TONE. 
          BUT IN REVIEWING LIKE OTHER STUDENT CONDUCT. 
          A POLICIES FROM OTHER SCHOOL SYSTEMS, I THINK THEY'RE ALL PRETTY SIMILAR. 
          BUT I WOULD LOVE TO HEAR HOW IN REVIEWING THIS, HOW OR, IF ANY, IF WE'RE ALREADY MEASURING OR HOW WE MOVE FORWARD WITH MEASURING THAT IT IS EQUITABLE, THAT OUR POLICIES ARE ACCURATE. HOW DO WE DO THAT? AND I KNOW THE DATA COLLECTION WAS BROUGHT UP. 
          IS IT COLLECTING BECAUSE THIS IS PRETTY SERIOUS BECAUSE THERE IS AN ISSUE WITH IT IN OUR SCHOOLS, SO. 
          I WOULD LOVE TO TO TALK MORE ABOUT THAT. 
          SO IF IT'S OK FOR ME TO HOP BACK IN, I WOULD JUST SAY SO SOME OF THE POLICIES THAT WE'VE SEEN ARE EXPLICIT ABOUT THE GOALS RIGHT AROUND REDUCING DISPARITIES AND DISCIPLINE AROUND STUDENT CONDUCT, SUSPENSION, EXPULSION. 
          I THINK SETTING THAT AS A GOAL. 
          THAT'S KIND OF. AND IT TIES INTO THIS VISIONING PIECE, RIGHT? AND SO IT ALLOWS YOU TO SET SOME. 
          WE'VE EVEN SEEN IN SOME POLICIES LIKE BENCHMARKS AROUND, YOU KNOW, WORKING TO NOT HAVE RACE PLAY, A FACTOR IN THE AMOUNT OF SUSPENSIONS, EXPULSIONS, FOR EXAMPLE, AND TO WORK TOWARD THAT GOAL. 
          AND SO I THINK THAT IS ONE OPTION THAT YOU ALL WOULD HAVE THAT IF YOU WANTED TO GO THAT FAR. BUT I THINK AT THE VERY LEAST, IF YOU DIDN'T WANT TO SET A CONCRETE, YOU KNOW, NOT HAVING DISPARITIES BASED ON RACE OR THINGS LIKE THAT, THEN YOU COULD AT LEAST HAVE, I THINK, SOME SOME LANGUAGE RIGHT IN THERE THAT ARTICULATES KIND OF WHAT THE GOAL IS BECAUSE I THINK ONE OF THE ISSUES WHERE WE RUN INTO TROUBLE IS THAT WHEN FOLKS ARE MAKING DECISIONS AROUND DISCIPLINE, THEY DON'T ALWAYS HAVE THE GOAL IN MIND. 
          THEY'VE GOT THE RULES THEY KNOW. 
          THE RULES IS SOME OF THE TIMES FOLLOWING, YOU KNOW, LIKE IT'S NOT WITH THE SPIRIT OF WHAT WE'RE TRYING TO DO WITH OUR DISCIPLINE. 
          RIGHT IS MAKING CERTAIN DECISIONS. 
          SO I THINK THAT ARTICULATION WOULD BE GOOD. 
          BUT TO ANSWER YOUR QUESTION SPECIFICALLY, I THINK WE'VE WE'VE SEEN LIKE THERE CAN BE A PIECE OF THIS EITHER A FREESTANDING EQUITY DATA POLICY, RIGHT WHERE YOU'RE LOOKING AT 
          [00:30:03]
DISPARITIES, DISCIPLINE DISPARITIES IN ACADEMICS, GRADUATION, ALL THOSE THINGS THAT COULD BE A FREESTANDING THING OR. 
          AND I KNOW THAT YOU ARE COLLECTING THIS DATA REGULARLY, BUT MAKING SURE THAT THAT DATA IS COMPILED IN A WAY THAT'S UNDERSTANDABLE. 
          THAT'S THE OTHER THING THAT I THINK IS POSSIBLE. 
          HOPE THAT'S HELPFUL. I LIKE THAT, YES, THANK YOU. 
          SO IF I MAY ADD A THOUGHT THERE. 
          THANKS FOR THAT, TERENCE, AND THANK YOU. 
          MISS GREEN ALSO FOR YOUR COMMENT IN MISS THORNTON AS WELL. 
          YOU KNOW YOUR POINT ABOUT HAVING SOME SORT OF EXPLICIT POLICY AROUND DATA COLLECTION AROUND DISPROPORTIONALITY. 
          IT SEEMS LIKE SOMETHING WE DEFINITELY SHOULD HAVE SOMEWHERE IN OUR POLICIES. 
          NOW, I DON'T KNOW. 
          I DON'T KNOW HOW THAT CUTS WITH THE STUDENT CODE OF CONDUCT, BUT I FEEL LIKE THE MORE TRANSPARENT WE CAN BE, THE BETTER. 
          AND INSOFAR AS YOU KNOW, THERE ARE DISPROPORTIONALITY THAT HAVE RESULTED FROM OUR STUDENT CODE OF CONDUCT OR OUR ENFORCEMENT OF OUR STUDENT CODE OF CONDUCT. 
          PERHAPS THERE IS A PLACE TO ARTICULATE OUR UNDERSTANDINGS AND ACKNOWLEDGMENTS OF SOME OF THE PAST DISPROPORTIONALITY WE HAVE AND THAT WE'RE WORKING TO ERADICATE, YOU KNOW, AND AND INCLUDE THAT AS PART OF OUR STUDENT CODE OF CONDUCT IN SOME FASHION. 
          BUT I LIKE THE COMMENT ABOUT HAVING POLICIES AROUND DATA COLLECTION AND TRANSPARENCY, AND I ALSO WANT TO AFFIRM MISS THORNTON'S POINT ABOUT THE ACCESSIBILITY. 
          AND, YOU KNOW, GOING BACK TO SOMETHING WE'VE ALL TALKED ABOUT ON THIS BOARD ABOUT BITE SNACK MEAL AND BEING ABLE TO SORT OF UNDERSTAND, YOU KNOW, WHAT THE INFORMATION WE'RE PRESENTING. I AM WONDERING IF, YOU KNOW, WE DO NEED TO SAY SOMETHING ABOUT THE FACT THAT, YOU KNOW, THERE SHALL BE SOME SORT OF ACCESSIBLE, DIGESTIBLE VERSION OF THE CODE OF CONDUCT. MAYBE WE HAVE SOMETHING LIKE A POCKET GUIDE OR SOMETHING LIKE THAT ALREADY NOW, BUT TO MISS THORNTON'S POINT? YOU KNOW, I DON'T KNOW HOW MANY FAMILIES ARE GOING TO SEE THIS. 
          AS A LAWYER, I DON'T KNOW HOW MANY FAMILIES ARE GOING TO SIT AND READ THE CODE OF CONDUCT, YOU KNOW, FRONT TO BACK, YOU KNOW, AND AND BE ANALYZING EACH PROVISION IN EXQUISITE DETAIL. 
          SO I DO WONDER IF IF WE'RE TRYING TO FRAME THIS WHOLE DISCUSSION AROUND DISCIPLINE POLICIES, I DO WONDER IF WE WANT TO HAVE SOME POLICY AROUND DATA AND ALSO SOME POLICY THAT CLARIFIES WE ALSO WANT SOMETHING THAT'S DIGESTIBLE. 
          SO I LIKE THOSE POINTS AND JUST WANTED TO AFFIRM THEM. 
          ON THAT POINT, I GUESS I'M JUST THINKING OUT LOUD HERE. 
          SO THIS DATA COLLECTION PIECE IS DEFINITELY A THEME THROUGHOUT MOST OF THESE POLICIES. 
          AND SO, YOU KNOW, OF COURSE, I THINK WE WANT TO MENTION THAT IN EVERY POLICY. 
          BUT RATHER THAN, YOU KNOW, PUTTING FORTH A SECTION THAT GOES INTO GREAT DETAIL IN EACH POLICY, ARE WE DISCUSSING PUTTING FORTH JUST ONE POLICY THAT DISCUSSES IN GENERAL THE DATA COLLECTION THAT WE WANT TO SEE ACROSS ALL INCIDENT REPORTING AND ALL DISCIPLINARY ACTIONS? IS THAT KIND OF WHAT YOU WERE THINKING, MR. WOLFSON? OR ARE YOU TALKING ABOUT OUTLINE AND GET MORE IN MORE DETAIL FOR EACH SINGLE POLICY? YEAH, I THINK YOU'LL HAVE THE OPTION OF EITHER ONE. 
          I MEAN, I THINK THAT IT IS A IMPORTANT ENOUGH CONCEPT TO STAND ALONE IN ITS OWN POLICY. 
          AND I THINK IT ALSO GIVES YOU THE ABILITY TO DESIGN THAT PROCESS TO BE ONE THAT AGAIN BRINGS THE COMMUNITY INTO THE CONVERSATION, RIGHT? YOU HAVE, I THINK WE MENTIONED FOR FOR THE STUDENTS AND ANOTHER POLICY LATER ON. 
          THERE'S LIKE AN ADVISORY COMMITTEE THAT ADVISES THE SUPERINTENDENT RIGHT AROUND CERTAIN THINGS. AND SO EVEN IF YOUR POLICY, YOU CAN TALK ABOUT THE DATA ITEMS, RIGHT THAT YOU WANT TO SEE COLLECTED AROUND DISCIPLINE DISAGGREGATED BY RACE, I THINK IT'S ALSO IMPORTANT FOR US TO THINK ABOUT WAYS TO GET OTHER KINDS OF DATA. 
          SO HAVING ITS OWN POLICY ALLOWS YOU TO DO ALL THESE THINGS RIGHT TO FOCUS ON DISCIPLINE AND THE DISPARITIES THAT WE CAN SEE IN THE NUMBERS, BUT ALSO HAVE COMMUNITY ENGAGEMENT TO HELP YOU UNDERSTAND WHAT ARE THE OTHER KINDS OF DISPARITIES THAT YOU WILL SEE. 
          SO YOU KNOW, WE'VE BEEN WE'VE BEEN TRACKING AND WE HAVE A FOCUS ON RACE AND ETHNICITY, RIGHT? BUT ALSO WE WANT TO MAKE SURE WE'RE UNDERSTANDING GENDER DISPARITIES, YOU KNOW, IF STUDENTS FROM SPEAK A DIFFERENT LANGUAGE, RIGHT? OR HAVING DISPARITIES. 
          AND SO I THINK IT GIVES YOU IF YOU HAVE A STAND ALONE POLICY AND A GROUP OF PEOPLE WHO 
          [00:35:02]
ARE ENGAGED IN DOING THAT SYSTEMATIC EQUITY REVIEW, I MEAN, IT'S ALMOST LIKE WE'RE DOING THIS EQUITY AUDIT ON THE POLICY, RIGHT? THERE'S ALSO ANOTHER TEAM THAT'S TRACKING NOW. 
          HOW SUCCESSFUL ARE WE RIGHT, BASED ON THE DATA THAT COMES IN THAT WE CAN LOOK AT, BUT IT REALLY IS UP TO, YOU KNOW, IT'S UP TO YOU ALL. 
          I THINK EITHER ONE COULD BE USEFUL. 
          I THINK THERE'S A COUPLE STRATEGIC PLACES THAT YOU COULD PUT IN AND DATA COLLECTION REQUIREMENT, BUT YOU MIGHT GET IT MIGHT BE MORE EFFICIENT TO TO STREAMLINE IT SO YOU CAN BRING IN NOT ONLY THE DATA LIVES THAT YOU WANT, BUT ALSO THE PROCESS THAT YOU ALL WANT TO ENGAGE IN TO EXAMINE THE DATA. 
          BECAUSE THERE'S ONE THING TO COLLECT IT AND IT'S ONE THING, BUT IT'S ANOTHER THING TO DISCUSS IT, TO MAKE IT AVAILABLE AND TO MAKE DECISIONS BASED OFF OF IT, RIGHT? SO I THINK THAT ALSO GIVES YOU AN OPPORTUNITY TO DO THAT AS WELL. 
          IF YOU HAVE A STAND ALONE POLICY, YOU CAN TALK A LITTLE BIT MORE IN DEPTH ABOUT WHAT YOU WANT TO GET OUT OF THE DATA REVIEW PROCESS. 
          HOPE THAT'S HELPFUL. JUST FOR CLARITY OF NOTES MAKING SURE THAT I HAVE THIS CORRECTLY BECAUSE WE DO COLLECT DATA BASED ON OUR STRATEGIC PLAN METRICS AND WE HAVE THE EQUITY DASHBOARD AND WE ALSO REPORT DATA TO THE VIDEO. 
          BUT FOR THE SAKE OF THE NOTES, ARE WE TALKING ABOUT DOING ADDING HOW WE COLLECT DATA AND THEN WHAT WE'RE GOING TO DO TO USE WITH IT? I MEAN, HOW WE'RE GOING TO USE IT WITHIN THE POLICY OR JUST BEING SPECIFIC ABOUT THE TYPE OF DATA THAT WE ARE COLLECTING IN THE POLICY AND HOW WE'RE GOING TO USE IT. 
          GO AHEAD. OH, I WISH I'LL CHIME IN SINCE THERE WAS SILENCE, I MEAN, I THINK THAT WE WE WOULD WANT TO HAVE SOME SORT OF POLICY THAT, YOU KNOW, WOULD EXPLAIN BOTH HOW WE'RE USING THE DATA AND WHAT WE'RE DOING WITH THE DATA. 
          NOW, OBVIOUSLY, WE WOULDN'T WANT IT TO RUN CROSSWISE WITH ANY ANYTHING WE'RE DOING WITH RESPECT TO THE STRATEGIC PLAN IT SHOULD COMPLEMENT. 
          THAT PROCESS OBVIOUSLY WOULDN'T WANT TO MAKE EXTRA OR UNNECESSARY WORK BEYOND WHAT'S ALREADY BEING DONE. 
          BUT YOU KNOW, TO AND TO WHAT YOU WERE SAYING, TERENCE, I THINK SOMETHING THAT WOULD BE USEFUL FOR THIS COMMITTEE WOULD BE TO SEE SOME OF THOSE MODEL POLICIES WHERE THERE HAS BEEN A STANDALONE POLICY AND SEE WHAT THAT LOOKS LIKE SO THAT THE MEMBERS OF THIS COMMITTEE COULD KIND OF TAKE A LOOK AT THAT AND SEE IF HOW AND TO WHAT EXTENT THOSE POLICIES MIGHT MAKE SENSE. 
          SURE, SURE, YOU MIGHT HAVE A HANDFUL OF EXAMPLES, BUT AT LEAST FROM MY PERSONAL VIEWPOINT, I THINK THIS IS A REALLY GOOD CONVERSATION TO BE HAVING TO SORT OF, YOU KNOW, OBVIOUSLY, THERE WAS RECENTLY A DISCUSSION BETWEEN THE COUNCIL AND THE SCHOOL BOARD ABOUT OUR POLICY WORK. THERE'S A CONVERSATION ABOUT DISPROPORTIONATE DISCIPLINE AND THE INTERSECTION BETWEEN OUR DISCIPLINE WITH OUR STAFF, YOU KNOW, SECURITY, POLICE AND SO FORTH. 
          AND SO, YOU KNOW, IT SEEMS PRETTY APPARENT TO ME THAT ELEVATING THESE ISSUES AND THAT IN SHOWING THAT WE'RE PROACTIVELY HAVING THESE CONVERSATIONS, I MEAN, WE'VE BEEN TALKING ABOUT THESE EQUITY POLICY ISSUES FOR MANY, MANY MONTHS, NOTWITHSTANDING SOME COMMENTS THAT MIGHT HAVE BEEN MADE AT A RECENT COUNCIL MEETING. 
          YOU KNOW, I THINK THIS IS A GOOD OPPORTUNITY FOR US AS A BOARD TO SHOW THE COMMUNITY THAT WE HAVE BEEN THINKING ABOUT THESE ISSUES AND AND HAVING A GOOD PROCESS IN PLACE THAT USES DATA TO SORT OF LOOK AT OUR DISCIPLINE POLICIES ITERATIVELY AND REFLECT ON THEM AND SHOW THAT WE'RE HAVING THIS ONGOING REFLECTION OF OF WHAT BALANCE OF POLICIES AND PROCEDURES AROUND DISCIPLINE MAKE SENSE. 
          I THINK IS IS A POSITIVE AND AND FORWARD LOOKING VISION FOR THE FUTURE THAT WE VERY MUCH NEED. SO I'M CURIOUS WHAT MY COLLEAGUES THINK ABOUT THAT. 
          BUT BUT IT SEEMS LIKE THE STANDALONE POLICY IS A GREAT IDEA, BUT OBVIOUSLY WE NEED TO MAKE SURE IT'S CONSISTENT, AS YOU WERE SAYING. 
          WHAT ABOUT THE, YOU KNOW, WITH THE STRATEGIC PLAN AND WHAT WE'RE DOING THERE SO. 
          YES, I AGREE. 
          I LIKE THE STAND ALONE, BUT ALSO WANTING TO MAKE SURE THAT IT STAYS IN LINE WITH THE STRATEGIC PLAN AS WELL. 
          AND GOING OFF OF THAT, I'M ACTUALLY THINKING OF A REVISED MEMORANDUM OF UNDERSTANDING WITH THE ALEXANDRIA POLICE DEPARTMENT IN THERE, WE DID A PRETTY GOOD JOB, I THINK OF OUTLINING LIKE THE TYPE OF DATA THAT WE WERE EXPECTING TO SEE. 
          AND WHEN WE WANTED TO SEE IT. 
          SO I ENVISIONED SOMETHING WHERE I DON'T THINK WE NEED TO CREATE LIKE NEW MEASURES OF COLLECTING THE DATA BECAUSE AS MOOSEWOOD SAID, I DO THINK THAT WE ARE COLLECTING THE DATA, BUT WE'RE COLLECTING IT IN MANY DIFFERENT PLACES AND IT DOESN'T SEEM TO BE VERY ACCESSIBLE RIGHT NOW. 
          SO I WOULD LIKE TO SEE SOMETHING THAT KIND OF TELLS EVERYBODY LIKE WHAT DATA IS 
          [00:40:03]
AVAILABLE. THIS IS WHAT WE'RE ACTUALLY COLLECTING AND HOW FREQUENTLY WE'RE COLLECTING IT. 
          AND OF COURSE, THAT SHOULD INCLUDE LIKE REGULAR REPORTING TO THE SCHOOL BOARD WITH WHATEVER TIME BOUND MEASUREMENT WE THINK NEEDS TO BE PUT NEEDS TO BE PUT ON THAT. 
          BUT DEFINITELY, I AGREE. 
          WE DON'T WANT TO REINVENT THE WHEEL HERE AND CREATE MORE WORK UNNECESSARILY BECAUSE TO ME, THE WORST THING IS TO BE COLLECTING A LOT OF DATA AND NOT USING IT IN ANY SORT OF EFFECTIVE WAY. SO, YES, DATA COLLECTION IS IMPORTANT, BUT USING THAT DATA AND ANALYZING IT, I THINK, IS EVEN MORE IMPORTANT. 
          SO QUALITY OVER QUANTITY IN THIS INSTANCE. 
          THAT'S A GREAT POINT BY MISS THORNTON, AND I AM CURIOUS, YOU KNOW, IF WE NEED A VISION AROUND HOW WE'RE LOOKING AT ALL THESE PIECES OF DATA, RIGHT? LIKE THE POLICING ASPECT, THE SCHOOL SECURITY ASPECT, THE TEACHER ENFORCEMENT OF THESE PROVISIONS IN THE COURT OF CONDUCT ASPECT. 
          AND WE REALLY NEED TO UNDERSTAND HOW THOSE ALL THOSE DIFFERENT TYPES OF IMPLEMENTATION OF THE CODE OF CONDUCT ARE WORKING OR NOT WORKING. 
          AND OBVIOUSLY, THE MORE POSITIVE ASPECTS OF PROMOTING SCHOOL CULTURE, PBIS DOING RESTORATIVE PRACTICES, ALL THE THINGS WE'VE BEEN TALKING ABOUT. 
          AND SO TO THE EXTENT ANY OF THESE SAMPLE POLICIES FROM OTHER DIVISIONS, YOU KNOW, GIVE US ANY INSIGHT ON THAT THAT I THINK THAT WOULD BE USEFUL. 
          BUT I LIKE MISS THORNTON'S POINT BECAUSE, YOU KNOW, WE OBVIOUSLY HAVE ALL THESE KPIS AND THE STRATEGIC PLAN. AND SO WE HAVE ALL OF THESE INDICATORS THAT WE WANT TO IMPROVE AND FOCUS ON. BUT, YOU KNOW, WE REALLY NEED TO HAVE THIS CONVERSATION AROUND HOW THESE TOOLS AND THE TOOLKIT TO PROMOTE POSITIVE SCHOOL CULTURE, YOU KNOW, ARE BEING USED. 
          AND SO HOW CAN WE HAVE A GOOD DATA DRIVEN CONVERSATION THAT, AS MR. THORNTON SAID, IS IS PRODUCTIVE AND NOT, YOU KNOW, INEFFICIENT OR NOT USEFUL. 
          SO THAT'S THAT'S REALLY HARD. 
          BUT I THINK I'M GLAD WE'RE HAVING THIS CONVERSATION RIGHT OUT THE GATE BECAUSE IT SEEMS LIKE THIS IS A CONVERSATION THAT NOT ONLY THIS COMMITTEE SHOULD BE HAVING, BUT THE WHOLE BOARD SHOULD BE HAVING. I MEAN, THIS IS SUCH A CRITICAL ISSUE RIGHT NOW, NOT JUST GIVEN WHAT'S IN THE MEDIA, BUT ALSO NATIONALLY, ALL THE CONVERSATIONS THAT ARE GOING ON. 
          SO I I FEEL LIKE THE MORE WE CAN BRING TO BEAR IN HAVING THAT CONVERSATION, THE BETTER. 
          AND OF COURSE, YOU KNOW, I CERTAINLY WANT TO HEAR FROM THE FOLKS, YOU KNOW, DR. 
          PAGE AND FOLKS IN THE STRATEGIC PLANNING COMMITTEE AND MRS. WOOD AND ALL OF YOU ABOUT WHAT YOU'RE ALREADY DOING ON THAT FRONT BECAUSE WE OBVIOUSLY DON'T WANT TO REINVENT ALL YOUR WHEELS HERE. 
          BUT HAVING YOUR THOUGHTS ON WHAT SOMETHING A POSITIVE POLICY AROUND THESE ISSUES WOULD BE SO THAT WE CAN DEMONSTRATE TO THE PUBLIC THAT WE'RE TAKING THIS STUFF VERY SERIOUSLY, BUT ALSO TO HOLD OURSELVES ACCOUNTABLE, TO BE CONSISTENT AND REALLY THINKING CRITICALLY ABOUT THESE INTERLOCKING DATA ISSUES. 
          I THINK THAT WOULD BE SUPER EXCITING. 
          BUT JUST TO ADD TO THAT, MR SWAN, THE TEAM WILL BE SHARING DATA COLLECTION AND ANALYSIS WITH REGARDS TO SAFETY AND SECURITY ON NOVEMBER 11, SO THAT IS PART OF THAT IS COMING DOWN THE PIKE AS WELL. 
          SO WE'RE WITH YOU ON THAT. 
          THAT'S GREAT, WE LOOK FORWARD TO THAT. 
          AND ONE OTHER THING I WOULD ADD JUST IS THAT YOU ALL KIND OF HAVE A GOOD EXAMPLE ALREADY IN TERMS OF YOUR ALCOHOL AND OTHER DRUG RELATED POLICIES AND THE REGULATIONS RELATED TO THAT. WE HAVEN'T GOTTEN TO THAT POLICY YET, BUT THERE'S SOME SPECIFIC INTERVENTIONS. 
          THERE ARE SOME SPECIFIC THINGS THAT YOU'RE GOING TO DO TO TRY TO SUPPORT YOUNG PEOPLE WHO ARE STRUGGLING WITH ALCOHOL AND OTHER DRUG ABUSE. 
          AND SO I THINK THE REGULATION FOR STUDENT CONDUCT MIGHT BE A GOOD PLACE THAT IT ALREADY EXISTS, RIGHT? YOU KIND OF GOT THE LAST PIECE OF THE REGULATION IS LIKE, HERE ARE ALL THE AVAILABLE CONSEQUENCES, RIGHT? BUT IT DOESN'T GET INTO LIKE HERE, ALL OF THE PREVENTATIVE THINGS THAT WE DO HERE, YOU KNOW, SO I THINK THE REGULATION MIGHT BE ANOTHER PLACE WE MIGHT PUT SOME OF THAT INFORMATION REGARDING. 
          AND MAYBE NOT THAT, BUT AT LEAST IN TERMS OF APPROACH OF, YOU KNOW, REALLY NOT MAKING STUDENT DISCIPLINE, YOU KNOW, MUCH DIFFERENT FROM HOW WE RESPOND IF WE RESPOND WITH SUPPORT AND PREVENTION RIGHT FOR ALCOHOL AND OTHER DRUGS, THEN LIKE STUDENTS THAT HAVE AN ANGER ISSUE OR STUDENTS THAT HAVE, LIKE, YOU KNOW, PROBLEMS RELATING TO OTHER STUDENTS HAVE DISCIPLINARY ISSUES AS A RESULT, RIGHT? LIKE WHAT KIND OF SUPPORTIVE THINGS CAN WE DO? SO I THINK THAT ONE OF THE THINGS I WAS REALLY IMPRESSED WITH IS THE ALCOHOL AND OTHER DRUG POLICY. AND I THINK THAT THERE IS AN OPPORTUNITY TO MAYBE MAKE SOME OF WHAT WE DO 
          [00:45:06]
FOR STUDENT CONDUCT AS MAYBE SOMEHOW RELATED TO WHAT WE DO FOR ALCOHOL AND OTHER DRUGS IN TERMS OF OUR APPROACH TO ADDRESSING. 
          SO THAT'S JUST ONE THOUGHT THAT YOU ALL HAVE ALREADY KIND OF GOT AN EXAMPLE RIGHT THERE. 
          THAT MIGHT BE USEFUL. 
          I JUST WANT TO DO ALSO GIVE MR ROBINSON A CHANCE TO WEIGH IN. 
          DIDN'T WANT TO LEAVE YOU OUT OF THIS CONVERSATION. 
          I KNOW YOU ALWAYS HAVE GREAT THINGS TO ADD AS WELL. 
          WELL, SURPRISINGLY, TONIGHT, I DON'T HAVE MUCH TO ADD. 
          I WILL SAY THAT CREATING THE. 
          CHANGING THE FRAME OF OUR POLICIES, I THINK, WILL GO A LONG WAY TO DEVELOPING, MAKING THEM BE THE WAYS THAT WE WANT THEM TO BE. 
          I THINK ALL THE SUGGESTIONS THAT HAVE BEEN PROVIDED. 
          WILL SUPPORT US IN THAT EFFORT. 
          SO THE STAFF HERE JUST WANT TO SAY WE ARE HERE TO SUPPORT THE COMMITTEE IN ITS DISCUSSIONS, AND SO JUST LET US KNOW IF YOU HAVE MORE COMMENTS ON THIS PARTICULAR POLICY AND REGULATION. 
          WE CAN CONTINUE THAT OR IF YOU'RE READY TO MOVE ON TO THE NEXT ONE, THEN WE CAN MOVE ON TO JFK. 
          OK. OK. SO, MR. WILSON, IF YOU WANT TO ADDRESS IDEAS REVIEW OF THAT, I'LL PULL YOUR REPORT UP. 
          EXCELLENT, SO I'LL TRY TO BE MORE EXPEDITIOUS IN MY REVIEW, BECAUSE I KNOW THAT TIME IS OF THE ESSENCE, SO I THINK THAT ONE OF THE THINGS THAT AGAIN, THIS IS ANOTHER EXAMPLE WHERE YOU WANT TO BE CLEAR WITH ARTICULATING THE GOAL RIGHT FOR REMOVING STUDENTS FROM CLASS IS NOT TO BE PUNITIVE, BUT TO REALLY MAKE SURE THAT IT'S A TEMPORARY SOLUTION, RIGHT FOR THAT MOMENT AND ALSO MAKING SURE THAT YOU PROVIDE SOME CLARITY AROUND HOW YOU GET STUDENTS BACK INTO CLASS, WHAT KIND OF SUPPORTS ARE GOING TO BE PROVIDED TO THE STUDENTS THAT HAVE TO BE REMOVED? AND WE KNOW THAT THIS IS ANOTHER ONE THAT IS UNFORTUNATELY RIFE WITH OPPORTUNITIES FOR BIAS TO CREEP IN AND NOTHING SAYING NOTHING POORLY ABOUT OUR TEACHERS AT ALL. 
          BUT THERE ARE DIFFERING LEVELS OF CONCEPTIONS OF WHAT IS DISRESPECT OR DISRUPTIVE BEHAVIOR. AND SO I THINK THAT SOME MORE REFINEMENT AROUND WHAT THAT ACTUALLY LOOKS LIKE WOULD BE AN IMPORTANT WAY TO MITIGATE SOME OF THE POTENTIAL BIAS AND MAY CREEP INTO THIS BILL. SO I THINK IF I HAD TO MAKE ONE SUGGESTION REALLY ABOUT TEACHER REMOVAL AS ONE MAKING SURE THAT WE'RE EXPLICIT ABOUT WHAT HAPPENS WHEN STUDENTS ARE REMOVED AND HOW LONG THEY WILL MOVE FORWARD AND WHAT THAT PROCESS IS REALLY FOR ARTICULATING THE REASON WHY WE'RE REMOVING STUDENTS NOT TO BE PUNITIVE, BUT TO ALLOW THE CLASSROOM TO FUNCTION SO WE CAN SUPPORT THAT STUDENT OR HOWEVER WE WANT TO FRAME IT, AND THEN ALSO MAKING SURE THAT AROUND DISRUPTIVE BEHAVIOR IN PARTICULAR, THAT WE'RE PUTTING SOME BOUNDS AROUND THAT AND MAKING SURE THAT THAT'S NOT SOMETHING THAT'S GOING TO BE APPLIED DIFFERENTLY BASED ON, YOU KNOW, HOW STUDENTS ARE PERCEIVED RIGHT OF THEIR LEVEL OF OF DISRUPTIVE MISS, I WILL SAY. AND SO I THINK THE LAST THING I WOULD JUST SAY IS, YOU KNOW, AGAIN AROUND THE DATE AND MAKING SURE WE'RE TRACKING TEACHER REMOVALS AND SOME KIND OF SYSTEMATIC WAY, YOU KNOW, OFTENTIMES WE TRACK IT IF IT GETS THE PERIOD WHERE THERE'S A SUSPENSION OR EXPULSION OR A CHILD HAS TO GO TO IN-SCHOOL SUSPENSION. 
          BUT I THINK ALSO THAT'S ANOTHER DATA POINT AROUND TEACHER REMOVAL TO HELP IDENTIFY STUDENTS THAT COULD USE SOME ADDITIONAL SUPPORT IN TERMS OF ADDRESSING THEIR BEHAVIOR. 
          SO WITH THAT, I'LL CLOSE. I WAS A LITTLE QUICKER AT THAT TIME, BUT I WILL TURN IT OVER TO MR. SUAREZ AND THE OTHER FOLKS ON OUR TEAM TO ADD ANY ADDITIONAL COMMENTS AROUND THIS ONE. YEAH. 
          FRUMP, THANK YOU, TERENCE. 
          FROM FROM THE MY PERSPECTIVE, AS A MEMBER OF THE OTHER COMMITTEE, I AGREE WITH EVERYTHING. OF COURSE, THERE JUST SAID IN TERMS OF THE NEEDS AND THE OPPORTUNITIES, I MEAN, THIS IS THIS IS A HUGE OPPORTUNITY WITH THIS POLICY. 
          I MEAN, ANY OF ALL OF US WHO KNOW THAT, YOU KNOW, AGAIN, NOT CASTING ASPERSIONS ON OUR ON OUR TEACHERS, BUT MOST OF THE DATA THAT I'VE SEEN SUGGESTS THAT MOST OF THE 
          [00:50:03]
DISPROPORTIONALITY WE HAVE DOES COME FROM OUR, UNFORTUNATELY, FROM OUR TEACHING STAFF. 
          AND THAT'S THAT'S THE BOARD'S RESPONSIBILITY. 
          THAT'S OUR FAULT. WE NEED TO IMPROVE OUR POLICIES. 
          SO THAT DOESN'T HAPPEN. 
          AND, YOU KNOW, COUPLE OF THINGS THAT I WOULD WANT TO EMPHASIZE IS ONE THAT, YOU KNOW, HAVING SOMETHING LIKE DISRUPTIVE BEHAVIOR DISRESPECT, YOU KNOW, WAS A BASIS FOR REMOVAL. 
          THE VAGUENESS OF THAT AND AGAIN, AS A LAWYER, THE VAGUENESS OF THAT, YOU KNOW, LEAVES IT OPEN TO INTERPRETATION AND CAUSES, AS YOU SAID, BIASES TO CREEP IN. 
          AND SO I DO AGREE WITH HAVING SOMETHING AND MAYBE THERE ARE BEST PRACTICES AROUND THIS AS WELL THAT YOU COULD PROVIDE. 
          KNOW HERE'S THE LIST OF THINGS THAT COULD POTENTIALLY BE THE BASIS FOR REMOVAL. 
          HERE'S THE THINGS THAT AREN'T THE BASIS FOR REMOVAL. 
          YOU KNOW, SOMETHING THAT'S VERY, VERY EXPLICIT THAT SORT OF LETS OUR STAFF UNDERSTAND WHAT IS AND WHAT IS NOT GOING TO BE APPROPRIATE. 
          ALSO, AS OF YOU KNOW, I'M BIG ON THE DATA PIECE, SO I AGREE WITH THE POINT ABOUT US NEEDING DATA. AND AND I THINK, YOU KNOW, I THINK WE SAID SOMETHING SIMILAR DURING THE MU PROCESS FOR THE S OR O'S. 
          BUT I FEEL LIKE FOR OUR STAFF, ANY TIME THERE'S A REMOVAL, WE NEED A RECORD OF EXACTLY WHAT WAS ATTEMPTED BEFORE THE REMOVAL. 
          WHAT WE'RE ALL OF THE INTERVENTIONS THAT WERE ATTEMPTED BEFORE THE REMOVAL, WHAT PBIS STRATEGIES WERE, YOU KNOW, ENGAGED IN BY THE TEACHER PRIOR TO THE REMOVAL. 
          AND THOSE SHOULD BE DOCUMENTED SO WE CAN UNDERSTAND WHAT'S BEEN BEING ATTEMPTED BECAUSE IT COULD BE A SITUATION WHERE PBS' STRATEGIES WEREN'T BEING IMPLEMENTED PROPERLY OR EFFECTIVELY AND THE TEACHER COULD USE SOME TRAINING ON THAT. 
          IT COULD BE A SITUATION WHERE THE WRONG STRATEGIES ARE BEING ATTEMPTED OR NO STRATEGIES ARE BEING ATTEMPTED, AND THAT'S CAUSING THE DISPROPORTIONALITY. 
          AND SO OBVIOUSLY AND AND ALSO REQUIRING THAT DOCUMENTATION, I DO THINK, WOULD REALLY CAUSE HOPEFULLY STAFF TO THINK TWICE BEFORE GOING STRAIGHT TO, OK, I'M SENDING YOU OUT OF THE CLASSROOM TYPE TYPE OF SOLUTION. 
          SO OBVIOUSLY, IF THE BOARD WERE TO MAKE THOSE KIND OF POLICIES, THEN IT'S INCUMBENT ON US TO PROVIDE THE RESOURCES AND, YOU KNOW, TOOLS SO THAT STAFF CAN BE SUCCESSFUL. 
          SO IT'S, YOU KNOW, IT'S A TWO WAY STREET, OF COURSE, BUT THOSE ARE THE MAIN POINTS THAT I GATHER FROM FROM WHAT YOU WERE SAYING. 
          TERRANCE. I REALLY LIKE THE IDEA OF THE CHECKLIST AND KIND OF ENABLING TEACHERS TO KIND OF GO THROUGH THAT MENTAL PROCESS OF MAKING SURE THEY EXERCISE ALL THE TOOLS AND THE SOCIAL EMOTIONAL TOOL BELT, SO TO SPEAK. 
          BUT YOU KNOW, IN FRAMING THIS ANOTHER WAY I WAS I WAS THINKING ABOUT THE COMMENT ABOUT, YOU KNOW, MAKING SURE THAT THERE'S AN UNDERSTANDING THAT THEY, YOU KNOW, SOMETIMES I'VE REMOVED FROM CLASS CAN BE A POSITIVE THING AS LONG AS IT IS A TEMPORARY REMOVAL THAT IS TRYING TO HELP THE CHILD TO REFLECT OR HAVE A MOMENT OF MINDFULNESS OR SOME OTHER RESTORATIVE PRACTICE. 
          AND THAT'S SOMETHING THAT I WOULD LOVE TO SEE INCORPORATED INTO POTENTIAL CHECKLIST THAT WE PROVIDE TO STAFF OR TEACHERS TO MAKE SURE THAT THEY, YOU KNOW, IN A MOMENT OF FRUSTRATION, ARE AUTOMATICALLY JUST GOING TO THE THE CLOSEST THING TO THEM, WHICH IS REMOVING THE STUDENT. 
          AND, YOU KNOW, I THINK THIS WILL REQUIRE SOME TRAINING AS WELL AND MAKING SURE THAT TEACHERS ARE EQUIPPED TO KIND OF EXERCISE ALL OF THE THINGS THAT WE'RE THINKING ABOUT PUTTING AS PART OF THINGS THEY SHOULD BE DOING BEFORE TAKING THIS ACTION. 
          BUT I DO AGREE THAT THIS POLICY HAS THE MOST ROOM FOR SUBJECTIVE BIAS BECAUSE DISRUPTIVE BEHAVIOR CAN BE ANYTHING TO ANYBODY. 
          SO TO THE DEGREE THAT WE CAN KIND OF PREVENT AGAIN, KNEE JERK REACTIONS, I'M ALL ON BOARD AND I DO THINK THAT WILL REQUIRE US TO KIND OF SPELL OUT A LITTLE BIT MORE IN DETAIL WHAT SHOULD BE DONE BEFORE A REMOVAL TAKES PLACE. 
          AND JUST TO PIGGYBACK AND ADD, I THINK WE HAVE THE TOOLS THAT IF WE PUT IN HERE AS A PART OF THE CHECKLIST, AS A PART OF THE RESOURCES THAT CAN BE USED, MANY TEACHERS HAVE BEEN TRAINED. THEN IT GIVES MORE MEAT FOR PEOPLE TO ACTUALLY USE IT BECAUSE IT IS A PART OF WHAT, NOT JUST WHAT WE'RE SAYING VERBALLY, BUT ALSO PART OF OUR POLICY THAT SUPPORTS THE WORK THAT WE WANT TO SEE HAPPEN. 
          AND ON A TIER ONE LEVEL AND ON A DAILY BASIS IN THE CLASSROOM. 
          SO THIS THIS RIGHT HERE, THIS POLICY IS WHAT WE GET SO MANY QUESTIONS ON WHEN THE KIDS ARE ARE, YOU KNOW, HIT WITH, OH, YOU WERE SUSPENDED BECAUSE OF DISRUPTIVE BEHAVIOR. 
          SO AS CHRIS AND HEATHER SAID, I WOULD LOVE, LOVE, LOVE TO SEE MORE DETAIL IN THIS ONE. 
          [00:55:05]
THE DEFINITION OF DISRUPTIVE BEHAVIOR BECAUSE AS IT LOOKS HERE, IT'S IT'S SAYING, OH, IT'S DEFINED AS WHAT'S IN A SCHOOL BOARD REGULATION. 
          SO YOU'RE BLAMING THE SCHOOL BOARD FOR THE DISRUPTIVE. 
          YOU KNOW WHAT I'M SAYING? SO IT REALLY NEEDS TO BE DEFINED. 
          WHAT IS THE DISRUPTIVE BEHAVIOR? WHAT ARE YOU SAYING IS THE DISRUPTIVE BEHAVIOR? SO IT WOULD JUST, YEAH, CLARITY AROUND THAT WOULD BE VERY HELPFUL. 
          JUST TO ADD TO THAT POINT, I THINK ONE THING THAT WE DISCUSSED THE AUDIT TEAM WHEN WE WERE PERFORMING OUR INITIAL REVIEW OF THIS POLICY. 
          SOMETHING THAT YOU JUST POINTED OUT. 
          WHICH IS REALLY IMPORTANT IS THAT THE CURRENT DEFINITION OF DISRUPTIVE BEHAVIOR IS ESSENTIALLY ANY VIOLATION OF ANY BOARD POLICY. 
          SO THINK OF HOW BROAD THAT IS AND THE SCOPE OF THE BEHAVIOR THAT THAT ENCOMPASSES COULD BE A JUSTIFICATION FOR PULLING A STUDENT FROM CLASS. 
          EVERYTHING FROM EXTREMELY MINOR INFRACTIONS TO THINGS THAT ARE MUCH MORE SERIOUS. 
          SO EVEN JUST THINKING OF THAT PIECE OF IT ALONE, EVEN WITHOUT BRINGING IN. 
          A DIFFERENT INDIVIDUAL TEACHERS INTERPRETATIONS, THE LANGUAGE ITSELF ESSENTIALLY ALLOWS ALMOST ANY REMOVAL. 
          YOU DON'T EVEN NEED TO HAVE DIFFERING INTERPRETATIONS. 
          YOU DON'T EVEN NEED TO HAVE IMPLICIT BIAS. 
          THE LANGUAGE IS RIGHT THERE. 
          SO ON THAT. THERE WE GO. 
          UM, I GUESS I'M WONDERING THEN WHAT WOULD BE THE BEST WAY TO DEFINE IT? I SEE THAT THERE'S A RECOMMENDATION HERE THAT SAYS THAT WE COULD POSSIBLY HYPERLINK IT TO THE SCHOOL BOARD, A STUDENT CONDUCT REGULATION. 
          BUT AGAIN, THAT'S JUST ANOTHER BIG LIST OF THINGS. 
          SO IS THERE A GOOD, CONCISE DEFINITION THAT WE'VE SEEN ELSEWHERE THAT MIGHT BE MORE APPLICABLE IN THIS POLICY? AND AGAIN, I'M NOT EXPECTING ANYONE TO HAVE AN ANSWER RIGHT NOW, BUT JUST KIND OF BRAINSTORMING THAT BECAUSE I DON'T KNOW IF THERE IS A WAY TO MAKE THAT A LITTLE BIT MORE CONCISE WITHOUT POINTING TO ANOTHER LONG LIST OF THINGS AND BEHAVIORS. 
          YEAH, I THINK WE CAN WE CAN DEFINITELY PUT THAT ON OUR LIST OF THINGS TO SEE IF WE CAN PROVIDE SOME, SOME ANSWERS WE'VE WE'VE GOT. 
          WE WANTED TO COME BACK WITH SOME ADDITIONAL SUPPORT FOR YOU ALL AS YOU ARE REVISING. 
          SO I THINK WE CAN WORK TOGETHER TO FIGURE OUT WHAT A GOOD VERSION OF DISRUPTIVE BEHAVIOR IS. BUT I THINK THAT ANY YOU KNOW, ALTHOUGH IT MAY NOT BE PERFECT, I THINK ANY ARTICULATION OF WHAT WE THINK WOULD BE, YOU KNOW, DISRUPTIVE TO CLASS THAT IS REVIEWABLE AND THAT THAT IS ALLOWED SOME OPPORTUNITY FOR THE STUDENTS TO HAVE A VOICE IF THEY'RE CONSTANTLY BEING REMOVED FROM CLASS. 
          I GOT NOT ONLY JUST THE POLICY ITSELF FOR THEM TO BE REMOVED, BUT FOR LIKE HOW THESE DECISIONS ARE, HOW CERTAIN STUDENTS ARE. 
          THEY'RE TO REMOVE TIME AND TIME AND TIME AGAIN, RIGHT? THAT'S INDICATION OF A LARGER ISSUE THAT WE WANT TO MAKE SURE WE'RE CAPTURING SOMEHOW. 
          SO THAT'S A LITTLE BIT SEPARATE. 
          BUT WHAT YOU ASK THORNTON AROUND OR IN THE SCREEN AROUND A GOOD EXAMPLE. 
          I THINK THAT'S SOMETHING WE CAN TRY TO FIND FOR YOU AND SHARE. 
          AND I WOULD JUST REITERATE THAT AGAIN, YOU KNOW, WHEN WE THINK ABOUT WHAT WE HAVE ALREADY SPELLED OUT IN PBIS, WHAT WE'RE TRYING TO DO WITH SOCIAL, EMOTIONAL, ACADEMIC LEARNING AND RESTORATIVE PRACTICES, WE HAVE THE PIECES AND THE TOOLS AND I THINK CONTINUING TO REGENERATE THAT AND PUT THEM IN THE IN A SPACE WHERE WE ARE SAYING THIS IS WHAT WE'RE DOING TO SYSTEMICALLY SUPPORT KIDS, AND IT ALSO CAN BE USED TO SUPPORT KIDS WHO MAY, LIKE YOU SAID, PARENTS HAVE THAT CONTINUOUS REMOVAL. 
          WHAT STRATEGIES OR INTERVENTIONS ARE WE USING? ALL OF THOSE PIECES HAVE STRATEGIES AND INTERVENTIONS THAT GO ALONG WITH THEM THAT CAN BE USED. I THINK WHEN WE GET INTO REALITY, SOMETIMES PEOPLE FORGET THAT STAFF FORGET THAT. 
          AND SO IT'S WHAT IS THE QUICK FIX RIGHT NOW? BUT REALLY FOCUSING ON THE SYSTEMIC APPROACH AND HOW WE CAN USE OUR MTS SYSTEM AND WHAT WE HAVE IN ORDER TO SUPPORT OUR KIDS, TO PREPARE THEM AND GET THEM READY AND REENTER THE CLASSROOM APPROPRIATELY. 
          I THINK TO ADD TO THAT, THIS COULD ALSO WIN WHEN REDESIGNED AND WHEN REDESIGNED, THIS 
          [01:00:02]
COULD ALSO SERVE TO SUPPORT OUR STAFF WHO ARE STRUGGLING WITH BEHAVIORS BECAUSE THE PROFESSIONAL DEVELOPMENT THAT COULD COME FROM THE DATA THAT WE RECEIVE COULD BUILD EVERYBODY'S CAPABILITY TO INTERACT WITH STUDENTS IN A WAY THAT WOULD REDUCE OUR NUMBERS. OK, IF THERE ARE NO MORE COMMENTS ON THIS POLICY, SHALL WE MOVE ON TO THE NEXT? OK, SO WE'RE GOING TO JFC B MR. WILSON. AND CAN YOU ALL HEAR ME OK? I HAD TO SWITCH TO SOME HEADPHONES TO HEAR YOU BETTER. 
          YOU ALL CAN HEAR ME STILL. OK, GREAT. 
          SO THIS ONE IS IS ONE THAT WE DIDN'T HAVE. 
          IT'S A SHORT POLICY AND WE DIDN'T HAVE QUITE A LOT OF RECOMMENDATIONS. 
          YOU KNOW, WE KNOW THAT THERE HAVE BEEN THIS IS ANOTHER AREA, RIGHT, WHERE YOU WANT STUDENTS TO BELIEVE IN SPORTSMANSHIP AND ETHICS AND INTEGRITY, BUT I THINK YOU HAVE TO TRY TO EXPLAIN THEM A LITTLE BIT MORE IN THE POLICY SO THAT WE KNOW WHAT THAT LOOKS LIKE AND IT'S REALLY JUST TO BE HELPFUL. 
          I LIKE WAS MENTIONED FOR THE LAST POLICY, RIGHT, FOR COACHES OR FOLKS INVOLVED IN EXTRACURRICULAR ACTIVITIES, YOU KNOW, ADVISORS RIGHT TO HELP THEM HAVE AN ARTICULATED VISION FOR WHAT THAT LOOKS LIKE. 
          I THINK THAT WOULD BE REALLY IMPORTANT. 
          AND THEN ALSO HAVING A DEFINED SET OF RESPONSES, YOU KNOW, SO WHEN YOU KNOW THERE'S AN UNSPORTSMANLIKE SOMETHING THAT HAPPENS, ESPECIALLY IF IT'S, YOU KNOW, RELATED TO A MARGINALIZED IDENTITY, LIKE WHAT DOES THIS, WHAT IS THE ROLE OF THE ADULT IN THAT SITUATION? WHAT IS THE ROLE OF THE STUDENT? HOW CAN WE SUPPORT, YOU KNOW, SOME OF THOSE RESTORATIVE PRINCIPLES IF THERE ARE INSTANCES OF UNSPORTSMANLIKE CONDUCT SO THAT IT DOESN'T TURN INTO A FURTHER DISCIPLINARY INCIDENT? SO NOT AS MUCH IN TERMS OF ANALYSIS AND RECOMMENDATIONS ON THIS AND JUST SOME CLARITY AROUND SOME OF THE TERMINOLOGY MIGHT BE USEFUL. 
          YES, DEFINITELY CLARITY ON THIS ONE, AND I MEAN, I DON'T KNOW WHAT DOES THIS LEAD TO? IF THERE IS UNSPORTSMANLIKE CONDUCT, I'M I'M JUST NOT SURE. 
          IT'S VERY VAGUE, LIKE. 
          HOW CAN WE GET TO A POINT WHERE WE UNDERSTAND THAT, YOU KNOW, IF IF YOU'RE DISPLAYING UNSPORTSMANLIKE CONDUCT AT AN EXTRACURRICULAR ACTIVITY, WHAT HAPPENS TO YOU? IS IT THE DISCRETION OF THE ADMINISTRATORS, YOU KNOW? AND THEN WHAT IS THAT? AT FIRST OFFENSE, SECOND OFFENSE, YOU KNOW, HOW DO WE EXPLAIN IT? IT JUST SEEMS LIKE LIKE, LIKE MR WILSON SAID, JUST VERY VAGUE. 
          THAT'S A GOOD POINT. AND, YOU KNOW, ON THIS WHOLE QUESTION OF RESPONSES TO UNSPORTSMANLIKE BEHAVIOR, I CAN'T HELP BUT KIND OF THINK ABOUT, YOU KNOW, UNSPORTSMANLIKE BEHAVIOR CAN OCCUR ON THE OPPOSITE SIDE, YOU KNOW, SO IF WE'RE AT AN EVENT AND OUR STUDENTS EXPERIENCE THAT BEHAVIOR FROM OTHERS, WHAT WILL OUR RESPONSE BE? AND THIS IS ACTUALLY A VERY, VERY REAL SITUATION THAT WE'VE HAD TO DEAL WITH VERY RECENTLY. MM HMM. AND YOU KNOW, THERE HAD TO BE SOME ACTION THAT NEEDED TO BE ESCALATED THROUGHOUT OUR ADMINISTRATION. 
          SO I WOULD LIKE TO KIND OF SEE LIKE JACINTA WAS TALKING ABOUT, I DON'T KNOW IF CONSEQUENCES IS THE RIGHT WORD, BUT RESPONSES TO THIS TYPE OF BEHAVIOR FROM THE STUDENTS ALL THE WAY UP TO STAFF, ALL THE WAY UP TO CENTRAL OFFICE BECAUSE I WANT TO MAKE SURE THAT PEOPLE KNOW THAT WE DO TAKE THIS TYPE OF BEHAVIOR VERY SERIOUSLY. 
          AND RIGHT NOW, THE POLICY IS JUST KIND OF TOO TOO SHORT AND TOO VAGUE. 
          YOU KNOW, AND I THINK ALSO JUST REFLECTING LIKE IF IT'S, YOU KNOW, LIKE RACIALLY OFFENSIVE OR, YOU KNOW, LIKE THINGS THAT RISE TO THAT LEVEL, THAT THAT'S GOING TO ALSO YOU CAN BE EXPLICIT. I KNOW THAT WE'RE WE'RE TALKING ABOUT SPORTSMANSHIP AND ETHICS AND KIND OF THIS LIKE ABSTRACT TO TURN. 
          BUT ALSO LIKE PART OF WHAT WE'RE TALKING ABOUT IS LIKE WHAT WE KNOW THAT STUDENTS OR OTHER FOLKS EXPERIENCE AT THESE SPORTING EVENTS IS LIKE BEING MADE TO FEEL UNWELCOME OR INSULTED OR COSTS OR WHATEVER, RIGHT, BASED ON LIKE CERTAIN IDENTITIES THAT THEY HAVE. 
          AND SO MAKING SURE THAT PART OF THIS ALSO IN ADDITION TO BEING, YOU KNOW, HAVING A SPORTSMANSHIP IS SAYING THAT THESE OTHER WAYS OF ACTING, EVEN IF IT'S AN EXTRACURRICULAR ACTIVITY, ARE NOT TOLERATED. 
          HERE'S HOW YOU REPORT THOSE THINGS RIGHT. 
          IN ADDITION TO SOME FURTHER DEFINITION, IF IT IS IN AND GRANTED, THERE ARE OTHER PARTS OF THE POLICIES THAT ARE MORE SPECIFICALLY FOCUSED ON LIKE INCIDENTS THAT RELATE TO, YOU 
          [01:05:02]
KNOW, DISCRIMINATORY THINGS THE STUDENTS EXPERIENCE. 
          BUT I THINK THAT THAT IS WE KNOW THAT THAT THIS IS ONE ANOTHER AREA, RIGHT? WE'RE BEING HONEST ABOUT WHERE OUR STUDENTS AND EXPERIENCE SOME DISPARITIES AROUND THE WAY THAT THEY'RE TREATED AND, YOU KNOW, IN TRAVELING TO DIFFERENT PLACES, RIGHT? YOU KNOW, YOU ALL HAVE DEALT WITH THIS KIND OF EXPERIENCE, RIGHT? SO I THINK JUST BEING EXPLICIT AND IT DOESN'T HURT TO SAY, EVEN THOUGH THIS IS AN EXTRACURRICULAR ACTIVITY, WE STILL HAVE AN EXPECTATION THAT WE'RE GOING TO TREAT PEOPLE FAIRLY, ET CETERA, ET CETERA. 
          WHATEVER WE SAY THROUGHOUT THE REST OF THE POLICIES, I DON'T THINK WOULD BE WOULD BE HURTFUL, BUT I WOULD JUST OFFER THAT FOR YOUR CONSIDERATION AS WELL. 
          SO THANK YOU FOR THAT AND THANKS TO MY COLLEAGUES AS WELL. 
          A COUPLE OF COMMENTS. 
          ONE IS I AGREE THAT THIS POLICY IS SOMEWHAT PERFUNCTORY. 
          SO THAT'S THAT'S ONE OF THE CHALLENGES WITH IT. 
          BUT AGAIN, THERE ARE SOME, I THINK, OPPORTUNITIES HERE. 
          TO WHAT WAS SAID BEFORE, YOU KNOW, THERE HAVE BEEN A LOT OF ISSUES, EXTRACURRICULAR ACTIVITIES THAT WE'VE BEEN DEALING WITH UNSPORTSMANLIKE CONDUCT, SOME THAT WE'VE DEALT WITH FROM OTHER SCHOOL DIVISIONS, SOME AMONG OUR OWN STUDENTS. 
          AND SO I JUST WONDER ON THIS ONE. 
          YOU KNOW, AGAIN, THINKING ABOUT BEST PRACTICES. 
          ARE THERE OPPORTUNITIES TO SORT OF THINK ABOUT HOW THE POLICIES RELATE TO SPORTSMANSHIP, ETHICS, EXTRACURRICULAR ACTIVITIES? HOW DO THOSE OR IN HOW COULD THOSE HAVE A POSITIVE EFFECT ON THE DAY TO DAY LEARNING ENVIRONMENT IN THE CLASSROOM? RIGHT. BECAUSE ALL THE KIDS, YOU KNOW, IT'S NOT LIKE THEY'RE IN A BUBBLE. 
          THE NEXT CURRICULUM IS THAT THAT THAT WHETHER IT'S POSITIVE OR NEGATIVE EXPERIENCES FROM THOSE ACTIVITIES, THOSE CAN BLEED INTO THE, YOU KNOW, THE REGULAR SCHOOL DAY AND SO FORTH. SO I'M WONDERING IF THERE ARE OPPORTUNITIES TO THINK A LITTLE BIT ABOUT THE RELATIONSHIP BETWEEN THIS POLICY AND SOME OF OUR OTHER POLICIES THAT MORE AFFECT THE DAY TO DAY OPERATIONS AND SORT OF EFFORTS WE'RE DOING TO PROMOTE POSITIVE SCHOOL CULTURE. 
          SO THAT'S SORT OF ONE PIECE THAT I WAS THINKING ABOUT AS AS WE'VE BEEN DISCUSSING THIS. 
          ANOTHER PIECE I'M THINKING ABOUT, TOO, IS BECAUSE WE'VE HAD THESE, YOU KNOW, AGAIN, WE ARE NOT IN A VACUUM. WE'RE NOT IN A BUBBLE WITH THESE EXTRACURRICULAR ACTIVITIES, THE ACTIONS OF OTHER SCHOOL DIVISIONS HAVE POSITIVE AND NEGATIVE IMPACTS ON OUR STUDENTS. 
          AND SO I'M WONDERING IF THERE SHOULD BE POLICIES AROUND WHAT WE'RE DOING AS A BOARD TO INTERFACE WITH THESE OTHER SCHOOL DIVISIONS. 
          I KNOW DR. HUTCHINGS DOES THAT. 
          I KNOW SOME OF YOU, ALL STAFF HAVE MAYBE COMMUNICATED WITH SOME OF THE OTHER SCHOOL DIVISIONS THAT WE'VE HAD THESE ISSUES. 
          BUT I'M WONDERING IF IT'S INCUMBENT ON THE BOARD TO MORE FORMALLY IN POLICY, SAY SOMETHING ABOUT WE WILL COMMUNICATE WITH SURROUNDING SCHOOL DIVISIONS TO GET ON THE SAME PAGE ABOUT SOME OF WHAT OUR POLICIES AND UNDERSTANDINGS ARE WITH REGARD TO SOME OF THESE ISSUES, BECAUSE MY SENSE WAS THAT WHEN SOME OF THESE ISSUES WITH SOME OF THE SCHOOLS IN FAIRFAX HAPPENED, THERE WAS A LOT OF FINGER POINTING GOING AROUND. 
          AND I'M WONDERING IF THERE IS A MORE OF A FORMAL POLICY IN HOW WE DEAL WITH THESE ISSUES THAT SORT OF UNDERSTOOD BETWEEN DIFFERENT SCHOOL BOARDS OR DIFFERENT SCHOOL DIVISIONS. 
          MAYBE THERE COULD BE WAYS TO HAVE BETTER OUTCOMES FROM THESE FOR ALL THE KIDS, FRANKLY. 
          SO JUST THROWING THAT OUT THERE TO SOMETHING THAT POPPED INTO MY HEAD BECAUSE I'M WONDERING IF THAT IS POTENTIALLY ANOTHER OPPORTUNITY TO PROMOTE NOT JUST SCHOOL CLIMATE WITHIN AKP'S, BUT ALSO MORE BROADLY IN NORTHERN VIRGINIA, WHERE WE'RE INTERACTING WITH SO MANY OTHER SCHOOL DIVISIONS. 
          I WAS EVEN WONDERING, JUST BASED ON WHAT I'M HEARING, IF THIS POLICY SHOULD BE RENAMED A LITTLE BIT SPORTSMANSHIP. 
          ETHICS AND INTEGRITY. 
          I AGREE WITH THE ETHICS AND INTEGRITY, BUT SPORTSMANSHIP MAKES IT SEEM LIKE IT IS JUST DIRECTED TO ATHLETICS WHEN WE'RE REALLY TALKING ABOUT ALL EXTRACURRICULAR ACTIVITIES, FROM DEBATE TO ANY CLUBS THAT MAY BE HAPPENING. 
          AND THERE ARE OTHER AREAS WHERE NOT JUST SPORTS, WHERE WE INTERACT WITH OTHER SCHOOL DIVISIONS AS WELL. 
          SO I THINK EVEN THINKING ABOUT THAT PROCESS OF MAYBE SHIFTING THE NAME A LITTLE BIT TO BE MORE INCLUSIVE OF ALL OF THE AREAS OUTSIDE. 
          AND I DO AGREE I TOOK THE NOTES AS WELL THAT. 
          THINKING ABOUT HOW WE CONNECT THIS POLICY TO OTHER AREAS LIKE OUR DISCRIMINATION POLICY, HARASSMENT, THINGS OF THAT NATURE WHERE, YOU KNOW, THAT WILL HELP WITH THE PIECE OF THE MR SHORTEN SAID ABOUT WHAT HAPPENS NEXT. 
          LIKE, HOW DO ADMINISTRATORS DECIDE WHAT THE RESPONSE IS GOING TO BE OR POTENTIAL 
          [01:10:04]
CONSEQUENCE? AND HOW DO WE MANEUVER THAT? I THINK ADDING THE POLICIES THAT ARE RELATED TO THIS SO THAT STUDENTS, FAMILIES, OTHER DIVISIONS LIKE MR SUAREZ SAID, HAVE AN UNDERSTANDING THAT WE TAKE ALL OF THAT SERIOUSLY BECAUSE WE FOCUSED ON OUR STUDENTS, NOT JUST DURING THE SCHOOL DAY, BUT ALSO THE THINGS THAT THEY DO OUTSIDE OF THE SCHOOL DAY. 
          THERE REPRESENTS A. 
          OK. ANY MORE COMMENTS ON THIS ONE? OK, WE'LL MOVE ON TO THE NEXT. 
          I BELIEVE WE'RE GOING TO MOVE ON TO THE ALCOHOL AND OTHER DRUGS POLICIES THAT YOU MENTIONED EARLIER. 
          MR WILSON. YOU KNOW, AND SO I THINK THAT, YOU KNOW, THE REGULATION FOR ALCOHOL AND OTHER DRUGS LIKE THIS PROVIDE SOME, I THINK, ONE OF THE BEST ARTICULATIONS OF SOME OF THE INTERVENTIONS THAT WILL BE TRIED. 
          AND I KNOW THAT SOME OF THE, YOU KNOW, SOME OF THE RULES IN HERE ARE STATUTORY AND IN NATURE. SO YOU KNOW, WHERE WE'RE OPPORTUNITIES I THINK EXISTS OUTSIDE OF THE STATUTORY LANGUAGE IS REALLY THINKING ABOUT HOW WE HANDLE WHEN STUDENTS ARE, WHAT INTERVENTIONS WE USE AND WHEN. 
          SO I DON'T KNOW IF YOU ARE ABLE OR TO TO MANDATE OR TO GET INTO WHEN YOU GIVE SOME MORE GUIDANCE ON WHEN YOU TAKE ONE STRATEGY OVER ANOTHER, RIGHT? BUT ONE OF THE THINGS THAT IS A DANGER IS THAT BECAUSE YOU HAVE A RANGE OF OPTIONS FROM SUSPENSION, EXPULSION FOR ALCOHOL TO COUNSELING INTERVENTIONS THAT SOME STUDENTS ARE GOING TO GET SUSPENDED OR EXPELLED AND SOME OTHER STUDENTS ARE GOING TO RECEIVE THE INTERVENTION. SO I THINK JUST HAVING SOME CLARITY AROUND WHEN YOU USE WHICH INTERVENTION, IF IT'S JUST YOUR FIRST TIME OR IF THEY'RE AGGRAVATING CIRCUMSTANCES THAT GET YOU OUT OF THAT FIRST CONSIDERATION. 
          I THINK IT'S ONE OF THE THINGS THAT WE THOUGHT WAS IMPORTANT. 
          AND I THINK THAT THERE'S THERE'S ONE PIECE OF THIS AROUND SPECIAL CIRCUMSTANCES AROUND AGGRAVATING, AND I THINK IT'S THE MORE CLARITY WE COULD PROVIDE ABOUT THE PROCESS. 
          I WOULD SAY FOR THIS ONE, WE GAVE SOME TECHNICAL KIND OF RECOMMENDATIONS IN HERE, BUT I THINK THE LARGER THING IS THAT YOU ALL HAVE GREAT INTERVENTIONS, YOU'VE GOT GREAT THINGS THAT YOU WOULD WANT TO TRY, RIGHT? FOR STUDENTS WHO ARE STRUGGLING WITH ALCOHOL AND OTHER DRUG ABUSE, AND WE THINK THAT INTERVENTION AND SUPPORT AND COUNSELING IS PROBABLY THE WAY TO GO. 
          BUT WE WANT TO MAKE SURE THAT ALL STUDENTS HAVE THOSE AVENUES AVAILABLE AND THAT WE'RE NOT SHUFFLING SOME STUDENTS WHO GET CAUGHT OR, YOU KNOW, WHO ARE EXHIBITING THIS BEHAVIOR, I SHOULD SAY, INTO A MORE PUNITIVE RESPONSE VERSUS ONE THAT IS MORE SUPPORTIVE IN NATURE. SO I THINK THAT SOME MORE CLARITY, SIMILAR TO HOW THE SAME THING WE'RE SEEING AROUND TEACHER REMOVAL. 
          I THINK THIS IS ANOTHER ONE THAT IF WE'RE NOT CAREFUL, WE COULD HAVE TWO SEPARATE RESPONSES FOR STUDENTS AND WITH SIMILAR BEHAVIOR. 
          AND SO THAT'S ONE OF THE THINGS I WANT TO MAKE SURE WE'RE AWARE OF. 
          BUT OVERALL, I MEAN, WE REALLY DID LIKE WHAT'S IN THE REGULATION AROUND WHAT YOU DO, ALTHOUGH THE POLICY ITSELF READS A LITTLE BIT MORE ZERO TOLERANCE, SEE, LIKE, YOU KNOW, PUNITIVE KIND OF WAY. 
          BUT THE REGULATION IS GOING INTO SOME OF THE THINGS THAT ARE AVAILABLE. 
          SO I'LL LEAVE IT THERE AND OPEN IT UP TO OTHER FOLKS IN THE COMMUNITY WITH ANY OTHER RECOMMENDATIONS OR ANALYSIS. 
          WELL, ONE JUST REACTION I HAD, AND I'M CURIOUS IF WE MIGHT HAVE THIS DATA NOW, I WOULD LOVE TO SEE, YOU KNOW WHAT THIS LOOKS LIKE UNDER THE CURRENT POLICY. 
          TO YOUR POINT, TERRANCE, DOES OUR DATA SUGGEST THAT PARTICULARLY ON THE ALCOHOL AND DRUGS IN PARTICULAR, THAT WE HAVE DISPROPORTIONALITY RIGHT NOW WOULD BE HELPFUL TO SEE THAT DATA TO ASSESS HOW MUCH THAT IS CURRENTLY A PROBLEM? I KNOW IT'S CERTAINLY A PROBLEM IN SEVERAL AREAS OF DATA WE'VE LOOKED AT IN THE PAST, BUT I WASN'T SURE SPECIFICALLY ON THIS ISSUE HOW MUCH IT WAS A PROBLEM BECAUSE THE MORE WE CAN LOOK AT THAT DATA, THE BETTER. 
          I ALSO WOULD SHARE YOUR YOUR VIEWPOINT ON THE FLEX TO THE EXTENT IT PROMOTES FLEXIBILITY FOR DIFFERENT SITUATIONS. 
          WE HAVE TO PUT A STOP TO THAT IF IF IT'S DISPROPORTIONAL. 
          AND THEN I ALSO AGREE THAT IF IT'S IF IT IS IMPLICITLY A ZERO TOLERANCE POLICY, THAT MAY 
          [01:15:05]
BE TOO STRONG. 
          I THINK A LOT OF ZERO TOLERANCE POLICIES, YOU KNOW, HAVE BEEN SHOWN TO BE A FAILURE AND FRANKLY CAUSE MORE HARM THAN GOOD. 
          AND SO I DO AGREE WITH A LOT OF YOUR SUGGESTIONS AND WONDER IF WE NEED TO BE PUTTING IN MORE OF THE POSITIVE AFFIRMING ASPECTS. 
          BUT BUT I ALSO WONDER AGAIN, IS IT HELPFUL IN THESE POLICIES OR REGULATIONS TO TO HAVE CONCRETE EXAMPLES OF HERE IS WHAT AN EXPULSION OR SUSPENSION LOOKS LIKE. 
          HYPOTHETICAL SITUATIONS. 
          HERE'S WHAT IT DOESN'T LOOK LIKE. 
          I DON'T KNOW IF THAT CAN BE SORT OF CONVEYED IN SOME WAY. 
          I FEEL LIKE HAVING THAT SORT OF FRAMEWORK IN THE REGULATIONS FOR MOST OF THESE ISSUES WOULD THEN MAKE IT MUCH HARDER FOR THE DISPROPORTIONALITY TO TAKE ROOT. 
          AND EVEN IF IT DOES TAKE ROOT, YOU CAN POINT TO THAT AND SAY, LIKE, LOOK, THIS EXAMPLE WAS MUCH MORE CLEARLY ON THE SIDE OF THE LINE WHERE YOU DON'T EXPEL OR KICK OUT OF THE CLASSROOM OR WHATEVER THAN THE OTHER ONES. 
          SO I'LL JUST REITERATE AT THAT POINT FROM BEFORE. 
          AND I THINK EVEN IN THE REGULATION, IF LIKE I THINK AT THE TOP OF THE THIRD PAGE OF THE REGULATION, IT SAYS THE RELEVANT PRINCIPAL OR DESIGNEE WILL DETERMINE THE SANCTION AND REFERRAL. AND SO RIGHT, JUST LIKE BAKED INTO THE REGULATION ITSELF, RIGHT? WE KNOW THAT THERE'S GOING TO BE DIFFERENT PRINCIPLES OR THEIR DESIGNEES THAT WILL MAKE DIFFERENT RECOMMENDATIONS ABOUT WHAT THE THE USEFULNESS OF THESE INTERVENTIONS. 
          SO I THINK WHILE DISCRETION IS GOOD, RIGHT, IN A LOT OF WAYS, I THINK THAT GIVING SOME MORE GUIDANCE OR EVEN IN THIS INSTANCE, RIGHT WHEN WE'RE TALKING ABOUT HAVING FOLKS INVOLVED IN SUPPORT AND GIVING A SUPPORTIVE INTERVENTION, RIGHT? I THINK IF A IS CAUGHT WITH THESE KINDS OF ALCOHOL OR DRUGS, THERE'S THERE'S THAT'S INDICATIVE OF SOME KIND OF ISSUE THAT NEEDS TO BE ADDRESSED. 
          SO I THINK THAT AN INSTANCE LIKE THAT A MANDATORY REFERRAL OR ASSESSMENT OF SOME KIND RIGHT TO SEE IF MORE INTERVENTION IS NEEDED MIGHT BE SOMETHING THAT YOU ALL MIGHT THINK ABOUT ADDING INTO THIS AS WELL AND NOT LEAVING IT UP TO THE DISCRETION OF WHOEVER IS IN THAT IN THAT POSITION. 
          SO YEAH, AND JUST A REALLY SHORT FOLLOW UP ON THAT BECAUSE YOUR POINT ABOUT THE PRINCIPLES LIKE. 
          IF IF WE IF OUR POLICY SAYS THE PRINCIPAL SHALL MAKE THE DETERMINATION THAT I FEEL LIKE WE HAVE TO BAKE IN THE POLICY, SOME SORT OF, YOU KNOW, ANNUAL OR SEMIANNUAL NORMING SESSION AMONG THE PRINCIPALS THAT EVERYONE'S ON THE SAME PAGE ABOUT. 
          WHEN YOU DO SUSPENSION OR NOT, ACCORDING TO BOARD POLICY, BECAUSE, LIKE YOU SAID, THAT COULD LEAD TO 13 14 DIFFERENT INTERPRETATIONS OF OF WHEN IT'S APPROPRIATE TO SUSPEND. 
          OR I GUESS, WITH THE SECONDARY, THIS POLICY IS MORE GEARED TO THE SECONDARY LEVEL. 
          BUT GOING BACK TO THE OTHER POLICY OR A CLASSROOM VOTE WOULD APPLY TO ALL THE PRINCIPALS, PRESUMABLY. AND SO WHETHER THE NORMING OCCURS BASED ON THE EXPLICIT EXAMPLES AND THE POLICY, OR WHETHER THERE'S JUST SOMETHING ABOUT MAKING SURE THERE'S ALIGNMENT AND NORMING THAT'S DONE EVERY YEAR? THAT'S A QUESTION FOR MY COLLEAGUES, BUT I THINK THAT JUST REINFORCES THAT WE NEED SOMETHING LIKE THAT. JUST WANTED TO ADD TO MR SUAREZ'S POINT, SOME OF THE FEEDBACK WE RECEIVED FROM ADMINISTRATORS ON THIS POLICY, SPECIFICALLY THOUGHT REALLY SPOKE TO WHAT YOU WERE MENTIONING JUST NOW WAS VERY INTERESTING, JUST GOING TO READ A COUPLE OF THE COMMENTS FROM SOME OF THE ADMINISTRATORS WHEN THEY WERE DISCUSSING THIS YESTERDAY SAID ADMINISTRATORS IMPLEMENT VERY DIFFERENTLY WHEN A STUDENT IS SUSPECTED TO BE UNDER THE INFLUENCE, BUT THEY DON'T ALL KNOW THE PROCESS. 
          THERE'S NO ADMINISTRATOR ON BOARDING ON THIS AND THERE NEEDS TO BE. 
          THERE NEEDS TO BE A PROCESS AND SPECIFIC STEPS THAT ADMINISTRATORS SHOULD FOLLOW WHEN THEY SUSPECT A STUDENT MAY BE UNDER THE INFLUENCE. 
          ADMINISTRATORS MAY TEND TO MAKE REFERRALS WHEN A SUBSTANCE CAN BE SMELLED ON A STUDENT. 
          WE SHOULD HAVE MORE LANGUAGE REGARDING BEHAVIORS THAT INDICATE A STUDENT MAY BE UNDER THE INFLUENCE OF A CONTROLLED SUBSTANCE. 
          SOME SUBSTANCES ARE DIFFICULT TO OVERTLY NOTICE. 
          THAN IT ALSO THERE ARE ALSO SOME POINTS ABOUT MAYBE THE FIRST STEP IN AN ASSESSMENT, YOU KNOW, MAYBE AGAIN, AS WE'VE BEEN TALKING ABOUT. 
          THE PROCEDURES AND CHECKLISTS WOULD BE HELPFUL TO STAFF WHEN THEY SUSPECT IF THERE WAS SOME SORT OF CHECKLIST, PERHAPS THE FIRST STEP IS TO HAVE THE SCHOOL NURSE DO AN ASSESSMENT PURELY ON HEALTH AND SAFETY GROUNDS, NOT TO DETERMINE ANY SORT OF CONSEQUENCE, 
          [01:20:03]
BUT AS A HEALTH CHECK. 
          FIRST, THEY ASKED FOR PERHAPS A FLOW DIAGRAM ON WHAT WHAT STEPS TO TAKE REGARDING PERHAPS FIRST, A SAFETY ASSESSMENT THAT WHICH STEP OF THE PROCESS PARENTAL NOTIFICATIONS COME INTO PLAY. ADMINISTRATIVE RESPONSE, ET CETERA. 
          AND I ALSO ADD TO THAT. 
          THANK YOU, JENNIFER. THAT, YOU KNOW, WITHIN THE OFFICE OF THE DEPARTMENT OF STUDENT SERVICES AND EQUITY, WE DO HAVE SUBSTANCE ABUSE COUNSELORS WHO TYPICALLY THE REFERRALS COME THROUGH THE HIRING PROCESS, SO IT'S THROUGH A SUSPENSION PROCESS. 
          BUT I THINK OUTLINING THE PROCESS OF REFERRING FROM THE SCHOOL BECAUSE YOU DO HAVE SOME SCHOOLS THAT DO THAT AND THEN SOME THAT DO NOT, IT MAY JUST COME THROUGH THAT SUSPENSION PROCESS. SO MAYBE OUTLINING HOW THE SCHOOL CAN DO A REFERRAL PROCESS TO OUR SUBSTANCE ABUSE SPECIALISTS AND ALSO LOOKING AT HOW THEY WORK WITH THE SCHOOLS TO CREATE SOME OF THE THINGS THAT WERE TALKED ABOUT FROM THE ADMINISTRATORS AND THEIR FEEDBACK. 
          OH, I HAVE A QUESTION. 
          LET'S SAY WE HAVE A REPEAT OFFENDER. 
          THEY MAY HAVE VIOLATED A POLICY. 
          WE LAST WEEK, PRIOR WEEK, AND THEN THEY SHOW UP TO SCHOOL UNDER THE INFLUENCE OF SOMETHING THE NEXT WEEK. 
          DOES THAT AFFECT THE DECISION MAKING OF THAT PARTICULAR ADMINISTRATOR KNOWING THAT THIS THIS PARTICULAR STUDENT MAY BE A REPEAT OFFENDER, SO NO, I'M I'M NOT GOING TO SEND THEM TO INTERVENTION. YOU KNOW, NOW I AM GOING TO SUSPEND THEM. 
          IS IT EACH? EACH ACTUAL POLICY IS HANDLED DIFFERENTLY FOR THAT CHILD, OR DOES IT MOUNT UP FOR THAT? SPEAKING OF EQUITY, I WOULD JUST LIKE TO KNOW HOW THAT THAT WORKS. 
          SO PROBABLY IS THE LAST ONE THAT HAS BEEN IN A SCHOOL IN A WHILE, I WOULD SAY THAT IT REALLY DEPENDS ON THE ADMINISTRATOR AND I THINK IT DEPENDS ON WHAT IS GOING ON WITH THE KID AND SOME OF THE OTHER EXTERNAL THINGS THAT MAY BE GOING ON WITH THAT STUDENT AS WELL. 
          THE GOAL IS TO PROVIDE HELP AND SUPPORT, BUT AGAIN, WHEN PEOPLE'S IMPLICIT BIAS IS COMING AND SOMETIMES EXPLICIT, THAT MAY LOOK VERY DIFFERENT AND I THINK. 
          THAT'S SOME OF THE THINGS THAT WE HAVE BEEN TALKING ABOUT AND A LOT OF THE FEEDBACK WITH THE ADMINISTRATORS IS THAT GRAY AREA WHERE POLICY KIND OF LEAVES THINGS TO INTERPRETATION, AND THAT'S WHERE WE GET INTO SOME OF THAT TROUBLE. 
          SO I THINK BEING MORE SPECIFIC AND BEING ABLE TO GIVE SOME GUIDELINES AROUND IT WILL HELP SUPPORT THAT AND ALLEVIATE SOME OF THAT BIAS THAT WE SEE HAPPENING. 
          BUT I WILL SAY, FOR THE MOST PART, I THINK PEOPLE TRY TO ERR ON THE SIDE OF WHAT IS BEST FOR THE KID AND REALLY SUPPORTING HOW TO HELP THE STUDENT. 
          BUT AGAIN, THAT MAY NOT ALWAYS BE THE CASE OR IT MAY NOT ALWAYS BE WHAT HAPPENS, DEPENDING ON THE SITUATION. 
          THAT WAS A GREAT POINT, MISS GREEN. 
          AND, YOU KNOW, ONE OTHER THING, AND THIS IS GENERALLY ABOUT ALL OF THESE POLICIES THAT WE'RE TALKING ABOUT AND THINKING ABOUT ALIGNMENT. 
          I HAD TROUBLE SOMETIMES SEEING THE ALIGNMENT BETWEEN THE POLICIES AND THEIR ACCOMPANYING REGULATIONS. SO, FOR EXAMPLE, IN THIS PARTICULAR ONE, IF I JUST LOOKED AT THE POLICY, MY MY TAKE AWAY WOULD BE OK. 
          THE FIRST RESPONSE TO HAVING A STUDENT IN POSSESSION OF A CONTROLLED SUBSTANCE IS EXPULSION PERIOD. 
          AND THEN READING DOWN FURTHER, I WOULD SAY, OK, THERE ARE SOME OTHER CONSEQUENCES WHICH COULD INCLUDE SPECIFIC ONES FOR STUDENTS WITH DISABILITIES, INCLUDING SUSPENSION AND EVERYTHING ELSE. BUT IF YOU READ THE REGULATION, YOU SEE, THAT'S VERY MUCH NOT THE CASE AND THAT THERE ARE OTHER OPTIONS. 
          AND JUST SO JUST IN GENERAL, YOU KNOW, THIS WHOLE BITE SNACK MEAL CONCEPT, I THINK, SHOULD DEFINITELY APPLY TO THESE POLICIES, TOO. 
          SO IF SOMEONE WERE JUST TO LOOK AT THE POLICY, THEY SHOULD STILL HAVE A GENERAL UNDERSTANDING THAT THERE ARE A MULTITUDE OF RESPONSES THAT A PERSON CAN TAKE TO THIS PARTICULAR BEHAVIOR. 
          THESE ARE THE MAIN ONES, BUT THERE ARE OTHERS THAT ARE INCLUDED IN THIS REGULATION. 
          SO, YOU KNOW, I JUST WANT TO MAKE SURE THAT THAT ALIGNMENT IS ALWAYS CLEAR BECAUSE, YOU KNOW, WE LIKE TO THINK THAT EVERYBODY READS ALL OF OUR POLICIES, BUT WE KNOW THAT IS NOT THE CASE. SO TO THE DEGREE THAT WE CAN ENSURE THAT THE POLICIES AND REGULATIONS AND REFERENCE EACH OTHER IN A WAY THAT IS AGAIN CLEAR AND DIGESTIBLE, THAT WOULD BE MY PREFERENCE BECAUSE AGAIN, EVEN I HAD SOME TROUBLE KIND OF SEEING LIKE WHAT THE NEXT STEPS WOULD BE JUST FROM READING THE POLICY. 
          AND THEN SECONDLY, I LOVE THE IDEA OF PROVIDING MORE EXAMPLES FOR THAT GRAY AREA. 
          I THINK IT'S ONE THING JUST TO LIST LIKE THESE ARE THE TYPES OF THINGS THAT WILL RESULT IN THIS ACTION, BUT ACTUALLY PROVIDING A SCENARIO OR ACTIONS. 
          AND I DON'T EVEN KNOW IF THIS IS A GOOD POLICY PRACTICE, ACTUALLY, BUT IT'S SOMETHING THAT I THINK WOULD HELP A LOT OF PEOPLE TO KIND OF SEE, YOU KNOW, MAYBE TWO OR THREE 
          [01:25:02]
DIFFERENT SCENARIOS THAT ADMINISTRATORS COULD THINK THROUGH THAT ARE ACTUALLY OUTLINED IN THE POLICY. AND SO MAYBE MR. WILSON, I DON'T KNOW, IS THAT KIND OF A PRACTICE THAT YOU SEE IN OTHER POLICIES WHERE THEY PROVIDE LIKE VERY, VERY KIND OF DETAILED EXAMPLES? I MEAN, I THINK THAT, YOU KNOW, NOT AS MUCH IF I'M HONEST, JUST BECAUSE FOLKS FEEL CONSTRAINED, IF THEY'VE GOT A SIMILAR SITUATION RIGHT TO WHAT'S IN THERE. 
          BUT WHAT I DO THINK WOULD BE IMPORTANT WOULD BE, LIKE YOU SAID THE CHECKLIST, THE GUIDANCE. AND YOU KNOW, IN THE SITUATION THAT MISS GREEN MENTIONED RIGHT AROUND REPEAT OFFENDERS, JUST MAKING SURE THAT YOU'RE COVERING THOSE INSTANCES THAT ARE COMMON RIGHTS, YOU MIGHT COVER THAT IN AN EXAMPLE. 
          YOU CAN ALSO COVER IT IN LIKE COMMON APPROACHES, COMMON SCENARIOS OR COMMON PROBLEMS. AND YOU'RE GOING TO ENCOUNTER, RIGHT? AND HERE'S THE WAY THAT YOU WOULD GO ABOUT IT. 
          SO NOT NECESSARILY HAVING ONE PARTICULAR OUTCOME, RIGHT? BUT SOME CONSIDERATIONS AROUND WHAT WOULD HAPPEN IN THIS INSTANCE. 
          SO FOR EXAMPLE, WE'RE TALKING ABOUT A STUDENT. 
          THIS IS THEIR SECOND OR THIRD TIME, YOU KNOW, HAVE YOU TRIED, YOU KNOW, DRUG AND ALCOHOL COUNSELING? HAVE YOU TRIED TALKING WITH THE PARENT? HAVE YOU TRIED? SO YOU'RE NOT LIKE TELLING THEM NECESSARILY WHAT THEY SHOULD DO IF THEY'VE GOT A REPEAT OFFENDER, BUT GIVING THEM SOME STRATEGIES? WE HAVE SEEN A LITTLE BIT MORE OF THAT, RIGHT, LIKE THE CHECKLIST AND THE APPROACHES WITHIN THE POLICIES, I THINK ARE REALLY GOOD. 
          AND THEN IT'S ALSO JUST USEFUL FOR NOT JUST LIKE THE ADMINISTRATOR, BUT ALSO FOR STUDENTS SO THEY CAN HAVE, YOU KNOW, PART OF WHY WE HAVE RULES AND REGULATIONS IS SO THAT STUDENTS WILL KNOW WHAT BEHAVIOR IS GOING TO GET THEM, WHAT PUNISHMENT. 
          AND I THINK THAT PART OF AS IT CURRENTLY STANDS, YOU KNOW, AS STUDENTS, THEY DON'T REALLY KNOW WHAT'S GOING TO HAPPEN IF THEY'RE CAUGHT MORE THAN ONE TIME, THAT'S JUST HAPPENING IN COURT. BUT YOU KNOW, IF THEY HAVE AN ISSUE MORE THAN ONCE, THEY DON'T KNOW OR THEY DON'T KNOW IF IT'S THIS PARTICULAR DRUG VERSUS ANOTHER PARTICULAR DRUG OR SOME DRUGS. 
          MORE SERIOUS ARE THEY'RE GOING TO GET YOU AN EXPULSION MORE LIKELY THAN NOT. 
          SO I THINK THAT JUST SOME SOME IDEAS AROUND WHAT WHAT IS PRIORITIZED IN THE CHECKLIST AND THE STRATEGIES MIGHT BE ONE WAY. 
          I THINK THAT THE SPECIFIC EXAMPLES COULD DEFINITELY BE DONE VIA TRAINING. 
          I AGREE WITH WHOMEVER SAID THAT FOR THE ADMINISTRATORS AROUND ALL OF THESE, I THINK TRAINING IS VITALLY IMPORTANT ONCE YOU DO THIS ROUND OF REVISION BECAUSE YOU'RE GOING TO SEE A LOT OF DIFFERENT STRATEGIES BEING USED AND YOU WANT TO TRY TO NORM THOSE AS MUCH AS POSSIBLE. SO THAT WAS A LONG ANSWER TO YOUR QUESTION, BUT I THINK THAT THAT PROBABLY WOULD BE HOW WE WOULD GO ABOUT TRYING TO GET SOME OF THOSE SPECIFIC EXAMPLES IS JUST PROVIDING DIFFERENT STRATEGIES IF A COMMON OCCURRENCE COMES UP, RIGHT? IF YOU KNOW THAT THERE IS A PARTICULAR PROBLEM WITH MARIJUANA, LIKE HERE'S YOU'RE NOT GOING TO GIVE IT. SO IF A KID IS CAUGHT WITH MARIJUANA, HERE'S WHAT HAPPENS, WHAT YOU'RE GOING TO GIVE. HERE ARE SOME STRATEGIES, RIGHT THAT ARE TYPICAL FOR CERTAIN DRUGS. 
          I DON'T KNOW IF YOU WANT TO GET THAT SPECIFIC, BUT I THINK THAT THAT CONCEPTION IS KIND OF HOW WE WOULD THINK ABOUT IT. 
          SO BUT IT REALLY IS. 
          IT REALLY IS UP TO YOU. ALL IS DISCRETION, OBVIOUSLY. 
          BUT I THINK THAT IN TERMS OF PROVIDING CLARITY AND THINKING ABOUT IT FROM AN EQUITY STANDPOINT, YOU KNOW, YOU WANT TO GIVE SOME FLEXIBILITY FOR THAT STUDENT'S INDIVIDUAL CIRCUMSTANCE, BUT YOU WANT TO MAKE SURE THAT THERE ARE SOME GUIDELINES AND BOUNDARIES, RIGHT, THAT WE CAN CHECK THIS THIS BEHAVIOR AGAINST. 
          AND SO THAT GIVES YOU, YOU KNOW, GIVE A SPECIFIC EXAMPLE, DOESN'T GIVE YOU AS MUCH FLEXIBILITY VERSUS PROVIDING LIKE A CHECKLIST OR A STRATEGY THAT YOU SHOULD TRY BEFORE YOU GO TO THE NEXT THING. SO HOPEFULLY THAT'S HELPFUL. 
          UM, MR. ROSEN, YOU TOOK THE WORDS KIND OF RIGHT OUT OF MY MOUTH IS THAT AS WE NARROW POLICY AND THIS IS JUST OVERARCHING AS WE NARROW IT TO BE A LITTLE BIT MORE SPECIFIC, WE WANT TO BE CAREFUL NOT TO BE SO TIGHT THAT IT DOESN'T LEAVE ROOM FOR WHATEVER OTHER EXTENUATING CIRCUMSTANCES MAY BE GOING ON WITH THE STUDENT TO ALLOW FOR SOME LEVEL OF DISCRETION. BECAUSE EVERY STUDENT STORY IS A LITTLE BIT DIFFERENT TO YOUR APPOINTMENT, STARTING ABOUT THE POLICY VERSUS THE REGULATION WE HAD A CONVERSATION WITH IN OUR TEAM MEETING ABOUT A LOT OF THE POLICIES AND REGULATIONS AND EVEN WONDERING, AND I'LL THROW THIS OUT HERE SINCE THIS IS OUR FIRST MEETING. 
          SHOULD THEY BE COMBINED, SHOULD THEY BE ON THE SAME PAGE OR CONTINUE TO BE SEPARATE AS THEY ARE BECAUSE SOME PEOPLE WILL LOOK AT POLICY AND NOT EVEN REALIZE THAT THERE'S A REGULATION TO GO WITH IT OR VICE VERSA? AND SO THAT MAY BE SOMETHING THAT MAKES IT MORE ACCESSIBLE FOR OUR STUDENTS, OUR COMMUNITY, OUR ADMINISTRATORS TO BE ABLE TO READILY ACCESS THE INFORMATION THAT THEY NEED IN ORDER TO FOLLOW THEM. 
          WE'LL SAY ALSO THAT BRINGS TO MIND THAT WHEN THE EQUITY AUDIT TEAM WAS DOING ITS INITIAL LOOK AT THESE POLICIES, ONE RECOMMENDATION THAT DR. 
          [01:30:04]
REEF HAD ACTUALLY WAS THAT AS WE REVISE EACH POLICY, IF THERE IS A RELATED REGULATION THAT THAT'S ACTUALLY THE FIRST THING LISTED IN THE DOCUMENT OF THE POLICY, LIKE THAT'S SECTION ONE LISTS AND LETS FOLKS KNOW THAT THERE IS AN AFFILIATED REGULATION. 
          SO, YOU KNOW, RIGHT AT THE TOP BEFORE YOU EVEN READ THE POLICY THAT THERE'S A REGULATION THAT IMPLEMENTS IT WITH THE DETAILS. 
          SO THAT'S PURELY A FORMATTING CHANGE THAT WE COULD MAKE, BUT IT WOULD SPEAK TO THAT ISSUE. I LIKE THAT IDEA. 
          I ALSO LIKE THE IDEA OF POTENTIALLY COMBINING POLICIES AND REGULATIONS WHERE FEASIBLE. 
          BUT AGAIN, I DON'T WANT THE DOCUMENT TO BE SO LARGE THAT IT'S HARD FOR PEOPLE TO READ. 
          BUT YOU KNOW, IF WE CAN KEEP IT UNDER 10 PAGES AND STILL COMBINE EVERYTHING, THAT WOULD BE MY PREFERENCE. OK, SHALL WE MOVE ON TO THE NEXT? OK, SO NEXT, MR. WILSON, I HAVE THE POLICIES RELATING TO TOBACCO PRODUCTS, NICOTINE VAPOR PRODUCTS, AND WHILE WE'RE PULLING THAT UP, I WILL SAY THAT ONE THING WE ALREADY IDENTIFIED THROUGH THIS PROCESS, WHICH IS JUST A USEFUL BYPRODUCT, IF YOU WILL, OF LOOKING AT THESE, IS ALSO RECOGNIZING WHERE WE HAVE OPPORTUNITIES TO COMBINE POLICIES, WHERE WE HAVE DUPLICATIVE POLICIES, WHERE WE HAVE DISJOINTED POLICIES THAT SPEAK TO DIFFERENT ELEMENTS OF THE SAME ISSUE. AND SO WE HAVE ALREADY IDENTIFIED THAT THERE ARE ACTUALLY THREE POLICIES IN THIS AREA THAT WE NEED TO COMBINE INTO A SINGLE POLICY. 
          SO THOSE ARE JFK, WHICH ARE ON ELECTRONIC CIGARETS JFC, WHICH IS TOBACCO PRODUCTS AND NICOTINE VAPOR PRODUCTS AND THEN NOT EVEN LISTED IN THESE DOCUMENTS ARE ON THE AGENDA FOR TODAY IS ALSO AGC, WHICH IS TOBACCO AND ELECTRONIC CIGARET USE ON SCHOOL PREMISES. 
          SO THE REASON THAT THAT SORT OF DEVELOPS OVER TIME JUST TO GIVE EVERYONE A HEADS UP. 
          IT DOES KIND OF HAPPEN NATURALLY, BUT IT'S BECAUSE REMEMBER OUR POLICIES SPEAK TO STUDENT BEHAVIOR, OUR K POLICIES. 
          THAT'S THE ONE I LISTED LAST SPEAK TO CONDUCT OF THE PUBLIC ON SCHOOL PROPERTY AND POLICY, SPEAK TO PERSONNEL. 
          SO IF THEY KIND OF EVOLVE OVER TIME BECAUSE DIFFERENT RULES COME OUT OR PERHAPS DIFFERENT STATUTES ARE AMENDED AND POLICY ARE DEVELOPED REGARDING PERHAPS STAFF USE OF TOBACCO OR STUDENT USE OR WHAT HAPPENS IF YOU HAVE A VISITOR SMOKING ON SCHOOL PROPERTY SO YOU CAN END UP WITH DIFFERENT POLICIES. 
          BUT REALLY, THIS IS ONE SPECIFIC AREA WHERE THEY'RE SPREAD ALL OVER THE PLACE AND THEY NEED TO BE COMBINED INTO ONE DOCUMENT AND WE CAN CLEARLY ADDRESS THE BEHAVIOR WITHIN ONE DOCUMENT. ABSOLUTELY. 
          THANK YOU, JENNIFER. 
          SO, YEAH, THIS ONE IS IS WE HAD A, YOU KNOW, A QUESTION AROUND THE WAY THAT THIS POLICY IS WRITTEN AND AGAIN IN RELATION TO THE ALCOHOL AND OTHER DRUG POLICY. 
          I THINK THIS ONE ALSO READS VERY MUCH LIKE DON'T DO THIS AND SOME RULES AND REGULATIONS, BUT IT SPEAKS A LITTLE BIT LESS TO THE RESOURCES THAT ARE OUTLINED, THE STRATEGIES. 
          AND IF AND IF IT'S THE SAME PROCESS THAT YOU WOULD USE FOR ALCOHOL, THEN I THINK THAT COULD BE MADE MORE APPARENT. 
          AND IF IT IS A DIFFERENT PROCESS, YOU KNOW, WE HAVE A DIFFERENT RATIONALE FOR A WHILE. 
          WE THINK NICOTINE PRODUCTS ARE DIFFERENT FROM ALCOHOL PRODUCTS OR NICOTINE VAPOR PRODUCTS, RIGHT? SO I THINK JUST MAKING THAT MORE CLEAR WHETHER IF THE THE RESPONSE IS GOING TO BE GOVERNED BY THE ALCOHOL AND OTHER DRUG RESPONSES THAT ARE FOCUSED ON INTERVENTION AND SUPPORT. 
          AND I THINK ALSO JUST THE WAY THAT WE AGAIN RELATING THE PREAMBLE AND THE PURPOSE THAT WE'RE TRYING TO PREVENT YOUNG PEOPLE OR TRYING TO PROMOTE THE SAFETY OF OUR CAMPUS. 
          AND YOU KNOW, MORE OF THAT RATIONALE, I THINK, VERSUS JUST THE RULES AND REGULATIONS COULD BE USEFUL. 
          SO. AND I THINK THE LAST PIECE OF THIS IS AGAIN WITH THE WITH THE RESPONSES BEING WHAT THEY CAN BE IN TERMS OF, YOU KNOW, ARE YOU SUSPENDED OR ARE YOU EXPELLED? ARE YOU GIVEN INTERVENTION? SAME THING WITH ALCOHOL, RIGHT? LIKE, HOW ARE WE STANDARDIZING WHAT HAPPENS AS A RESPONSE TO THESE BEHAVIORS WHEN THEY COME UP? AND I KNOW THAT THAT IS GOING TO BE DIFFERENT FOR STUDENTS VERSUS ADMINISTRATORS VERSUS THE PUBLIC, RIGHT? BUT I THINK IF THIS IS GOING TO BE THE STUDENT POLICY RIGHT, WE SHOULD ALSO MAKE REFERENCE TO, YOU KNOW, WHY WE WOULD CHOOSE ONE CONSEQUENCE OVER THE OTHER. 
          [01:35:11]
BUT THAT'S ALL THAT I HAD ON THAT OTHER FOLKS IN THE COMMITTEE WANT TO ADD ANY ADDITIONAL ITEMS FOR THIS ONE. 
          YOU THINK WE'RE GOING TO. OK, SO THEN WE WILL MOVE ON TO JFC, WHICH IS GANG ACTIVITY OR ASSOCIATION. YEAH. 
          SO I THINK THIS IS ANOTHER ONE WHERE, YOU KNOW, THERE IS A CONCERN ABOUT OVER IDENTIFICATION OF YOUNG PEOPLE AS BEING A PART OF A GANG. 
          AND SO WE WANT TO MAKE SURE THAT THE LANGUAGE IS CLEAR WITH REGARD TO GANG AND GANG ASSOCIATION, JUST AS MAKING SURE THAT NOT ONLY YOU HAVE CLEAR DEFINITIONS, BUT ALSO YOUR UNDERSTANDING WHAT THE DEMOGRAPHICS ARE. 
          THE STUDENTS WHO ARE ENGAGED IN ARE CLASSIFIED, I GUESS, IN THIS WAY ALSO DEFINING KIND OF THE DIFFERENCE BETWEEN ON AND OFF CAMPUS. 
          AND ALSO, YOU KNOW, THINKING ABOUT THE WAY THAT THIS INTERSECTS WITH THE MOA OR THE MEMORANDUM OF UNDERSTANDING WITH THE POLICE DEPARTMENT IN TERMS OF IDENTIFICATION AND REALLY TRYING TO BE MORE CLEAR SO THAT THERE IS NOT STUDENTS ARE NOT OVER IDENTIFIED AND THAT STUDENTS ARE IF THEY ARE IDENTIFIED AS BEING A PART OF A GANG LIKE WHAT IS THE INTERVENTION OR WHAT IS THE THE RESPONSE? IS THERE SOMETHING BEYOND JUST KICKING THEM OUT OF SCHOOL, RIGHT? TO ADDRESS THE UNDERLYING REASONS WHY THAT MIGHT BE A DECISION THAT THEY ARE INVOLVED IN, RIGHT? I THINK HAVING SOME ADDITIONAL. 
          THIS IS THIS IS AGAIN A COMMON THEME, RIGHT? LIKE I'M GETTING TO THE ROOT OF WHAT ARE SOME OF THE ISSUES WITH STUDENTS WHO ARE ASSOCIATED WITH WITH GANGS BECAUSE WE KNOW IT'S SOMETHING THAT IS A REAL THING THAT STUDENTS ARE EXPERIENCING. 
          AND SO WHAT ARE SOME OF THE PREVENTION INTERVENTION STRATEGIES RIGHT TO TRY TO PREVENT WHAT THAT LOOKS LIKE? SO THOSE WOULD BE MY ONLY COMMENTS ON THIS PARTICULAR ON THIS PARTICULAR ONE. 
          FOLKS FROM THE COMMITTEE. 
          ADDITIONAL COMMENTS ON THESE. 
          I JUST HAD ONE ONE COMMENT. 
          I LOOKED AT THE POLICY AND SORT OF, I GUESS, REVISION ABOUT OR CLARIFICATION AROUND THAT. 
          THERE'S GOING TO BE THIS LISTING AND COLLABORATION WITH THE POLICE DEPARTMENT AROUND WHAT THE GANG SYMBOLS ARE AND GESTURES AND ALL THE SORT OF THINGS. 
          AND THE POLICY IS IT'S CURRENTLY WRITTEN SUGGESTS THAT THAT IF YOU DO ANY OF THOSE GANG GESTURES OR SIGNS OR ANYTHING LIKE THAT, IT'S I DON'T KNOW IF IT'S, SAY, ZERO TOLERANCE, BUT IT SEEMS TO SAY YOU'RE SUBJECT TO DISCIPLINARY ACTION. 
          AND SO I GUESS I'M JUST WONDERING WHAT THE BEST PRACTICES. 
          AND I DON'T KNOW HOW FLUID THOSE OR HOW FREQUENTLY THOSE THINGS CHANGE, BUT IT SEEMS LIKE THAT'S GOING TO NEED TO BE AN ONGOING CONVERSATION IN TERMS OF WHAT THAT LIST LOOKS LIKE AND HOW PEOPLE KNOW WHAT'S ON THE LIST AND OR THINGS TAKEN OFF THE LIST THAT CAN BE MISCONSTRUED AS A GANG SYMBOL. 
          THINGS LIKE THAT BECAUSE LIKE YOU WERE SAYING, LIKE THERE'S THERE'S A RISK THIS COULD BE ENFORCED IMPROPERLY OR ENFORCED IN SITUATIONS WHERE MAYBE IT SHOULDN'T BE. 
          AND SO. JUST KIND OF GOING BACK TO MY GENERAL POINT ABOUT NORMING AROUND, LIKE WHAT ACTUALLY IS SOMETHING THAT'S A PROBLEM UNDER THIS REGULATION. 
          AND SO MAYBE IT GOES BACK TO THAT LIKE IT COULD GO GOOD INTO THIS, THESE SORTS OF TRAININGS AND AMONG THE PRINCIPALS SO THAT EVERYONE'S ON THE SAME PAGE ABOUT WHAT'S ON ONE SIDE OF THE LINE AND WHAT'S ON THE OTHER SIDE OF THE LINE. 
          BUT. AND I WOULD ADD TO THAT THAT, YOU KNOW, WE HAVE NATIONAL GAME, WHAT WE CONSIDER GANG NORMS, BUT THEN WE ALSO HAVE TO THINK ABOUT OUR SMALL CITY AND WHAT WE SEE HERE. 
          RIGHT. AND IN MY DECADE HERE, SOME OF THE LARGER GAMES HAVE BEEN GANGS HAVE NOT BEEN AS PREVALENT. MOST OF THE TIME, IT'S BEEN A LOT OF LIKE COMMUNITY NEIGHBORHOOD WHERE NAMES CHANGE, THINGS CHANGE. 
          SO THINKING ABOUT THAT COLLABORATION AND COMMUNICATION SHOULD AT LEAST HAPPEN ON A YEARLY BASIS. TO BE ABLE TO DETERMINE AND TO, YOU KNOW, NOT HAVE PROFILING HAPPENING WITH 
          [01:40:02]
STUDENTS AND ASSUMPTIONS THAT MAY HAPPEN OR OCCUR BASED ON SOMETHING THAT MAY BE IN THE MIDWEST BUT DOESN'T HAPPEN HERE. 
          AND SO I THINK THAT COMMUNICATION HAS TO BE SOMETHING THAT WE PUT IN, PUT IN THE POLICY AS HOW OFTEN WE'LL BE ABLE TO DO THAT. 
          AND I THINK AT A MINIMUM, A YEARLY BASIS SHOULD HAPPEN. 
          AND THIS WOULD AT THAT POINT, I DON'T KNOW IF YOU KNOW THIS ALREADY, BUT SO WHO DOES ALREADY HAVE ACCESS TO THIS DOCUMENT? THIS LIST, THIS INFORMATION, WHATEVER IT IS. 
          GOOD QUESTION. 
          YOU KNOW, I HAVEN'T SEEN A LIST IN A WHILE. 
          AND NOT TO SAY THAT IT'S NOT OUT THERE OR, YOU KNOW, JUST MY ROLE NOW THAT MIGHT NOT BE SOMETHING THAT I WOULD SEE. 
          WE HAVE HAD COMMUNICATION AND THAT'S WHERE SORROWS COME IN. 
          OUR SORROWS WOULD COME TO OUR MEETINGS WHEN I WAS IN THE SCHOOL AND WE WOULD HAVE THOSE CONVERSATIONS AS THINGS STARTED TO ARISE IN OUR COMMUNITY. 
          THE SROS WOULD KEEP US INFORMED. 
          AND SO HAVING THAT KIND OF ELIMINATES THAT YEARLY BASIS BECAUSE YOU HAVE SOMEONE THERE THAT IS ABLE TO SPEAK TO WHAT IS HAPPENING ON A CONSISTENT BASIS TO SUPPORT WHAT ADMINISTRATION IS SEEING IN THE SCHOOLS. 
          I THINK ALSO THE REPRESENTATIVES TO THE GANG TASK FORCE, WHICH IN COLLABORATION WITH THE CITY, I THINK IT'S HELD SOMEWHERE THERE AS WELL WITH THE PEOPLE THAT REPRESENT THE SCHOOL ON THAT WELL. 
          AND WE DO HAVE OUR LEADERSHIP TEAM WHO IS A PART OF THE GANG TASK FORCE AS WELL. 
          I'M OUR EXECUTIVE DIRECTOR OF STUDENT SERVICES IS A PART OF THAT GANG TASK FORCE. 
          SO SHE MAY HAVE RECEIVED THAT INFORMATION. 
          BUT HOW WIDELY IS IT SPREAD? IT'S A GOOD QUESTION. 
          SO, OH, SORRY. 
          MR. SUAREZ. OH, I WAS JUST GOING TO SAY IN LIGHT OF THAT COMMENT, I JUST HAD A QUESTION BECAUSE I NOTICED SOMETHING IN THE RED LINE. 
          MAYBE IT'S A QUESTION FOR OR Z.Z. 
          THERE HAD BEEN LANGUAGE ABOUT A REGULATION RELATING TO THAT SORT OF LISTING OF THINGS AND THAT WAS SCRATCHED OUT. 
          I'M JUST WONDERING, GIVEN THAT IT SOUNDS LIKE THE LIST MAY BE IN THESE DIFFERENT PLACES, NOT NECESSARILY CLEAR WHERE IT IS LIKE IS, SHOULD WE HAVE THIS LISTING IN THE POLICY, SOMEWHERE IN A REGULATION, SOMEWHERE SO EVERYONE KNOWS WHERE IT IS AND IN COLLABORATION WITH THE GANG TASK FORCE AND ALL THE OTHER STAKEHOLDERS, MAYBE THAT LIST IS REFINED ON AN ANNUAL BASIS OR SOMETHING LIKE THAT. 
          I WAS JUST WONDERING WHAT OUR THOUGHTS WERE ON HAVING THAT IN A PLACE WHERE WE KIND OF KNOW WHERE IT IS SO THAT EVERYONE'S ON THE SAME PAGE. 
          THANK YOU FOR THAT QUESTION. 
          IF I I MUST ADMIT WE I THINK WE DID THIS. 
          WE LOOKED AT THIS POLICY AND DID THE STRIKETHROUGH A COUPLE OF MONTHS AGO. 
          AT LEAST NOW. SO I'D HAVE TO CHECK MY NOTES, BUT I BELIEVE THAT THE SWAP MR. SUAREZ IS REFERRING TO AND I CAN SHARE MY SCREEN ACTUALLY TO SHOW EVERYONE. 
          HOLD ON JUST A MOMENT. IN THE POLICY, WE STARTED WORKING ON UPDATING SOME OF THE LANGUAGE, AT LEAST IN A STATUTORY SENSE. 
          SO FOR INSTANCE, YOU SEE IN THE FIRST PARAGRAPH, THE STATUTORY DEFINITION HAD CHANGED FROM GROUP OF TWO TO GROUP OF THREE PERSONS WERE ENGAGING IN THIS ACTIVITY. 
          SO WE ARE TRYING TO AT LEAST UPDATE IT. 
          SO WE KNEW THE STATUTORY STARTING POINT FOR OUR DISCUSSIONS OF THEN LOOKING AT OUR POLICY THROUGH THE EQUITY LENS. 
          BUT WE WANTED TO KNOW WHAT THE WHAT THE GUIDELINES WERE. 
          I BELIEVE THE CHANGE ABOUT REGULATION WAS MADE BECAUSE THAT WAS NOT A REQUIREMENT FOR IT TO BE REGULATION, AND WE DON'T HAVE THAT REGULATION. 
          SO I THINK I FELT THAT WE SHOULDN'T STATE IN OUR POLICY THAT WE DO WHEN WE DON'T HAVE A REGULATION THAT CONTAINS THIS LIST. 
          IT'S IT'S A VERY INTERESTING QUESTION THAT I'D LOVE TO HEAR ALL THE COMMITTEE'S THOUGHTS ON, YOU KNOW, WHETHER OR NOT THIS LISTING SHOULD BE A REGULATION BECAUSE IT DID RECEIVE WE DID RECEIVE SOME REALLY INTERESTING FEEDBACK AT OUR ADMINISTRATOR FOCUS GROUP ON THIS YESTERDAY. AND I'M JUST GOING TO READ A COUPLE OF COMMENTS THAT ARE PERTINENT. 
          ONE ADMINISTRATOR SAID THAT THE WHO ALSO SERVES ON THE GANG TASK FORCE SAID THAT THINGS LIKE THE GANG AFFILIATED CLOTHING SYMBOLS, ET CETERA, ARE CHANGING ALL THE TIME. 
          SO WE SHOULD BE VERY CAREFUL THAT OUR POLICY LANGUAGE IS NOT STATIC. 
          ALSO SAID WE HAVE TO BE VERY CAREFUL ABOUT IDENTIFYING STUDENTS AS BEING IN GANGS BECAUSE WE DO ALSO END UP WITH SOME FOR LACK OF A BETTER TERM. 
          STUDENTS WHO ARE WANNABES THEY CALLED IT, THEY MIGHT COPY MIMIC THE BEHAVIOR OR THE 
          [01:45:02]
CLOTHING BECAUSE THEY'RE TRYING TO FIT IN, BUT THEY'RE NOT REALLY IN A GANG. 
          YOU KNOW, THERE'S JUST SO MANY SITUATIONS GOING ON HERE. 
          SO THEY THEY FELT THAT THE LANGUAGE IN THIS POLICY SHOULD JUST REALLY BE LOOKED AT VERY, VERY CLOSELY. 
          AND AND AND PERHAPS, YOU KNOW, SOME COORDINATION WITH THE GANG TASK FORCE IN DEVELOPING THE LANGUAGE OR OR ASKING MR. WILSON IF THERE ARE SOME, YOU KNOW, EXEMPLARS IN THIS AREA OR, YOU KNOW, MAYBE SOME POLICIES FROM AROUND THE COUNTRY THAT HAVE ADDRESSED THIS, BUT JUST WANTED TO REALLY HIGHLIGHT THAT WE HAVE TO BE CAREFUL IN THE POLICY EXACTLY ABOUT HOW WE'RE IDENTIFYING STUDENTS. AND ALSO THEY BROUGHT UP THAT THE POLICY DOES NOT REALLY SPEAK TO WHO IS MAKING THE DETERMINATION ABOUT WHAT IS WHAT, WHAT IS AND WHAT IS NOT GANG ACTIVITY, WHAT IS AND IS NOT GANG RELATED CLOTHING OR ASSEMBLING AND WHAT ONE PERSON MAY INTERPRET AS A GESTURE OR A SYMBOL MAY SEEM VERY DIFFERENT TO THE PERSON WHO MADE THE GESTURE THE SYMBOL, SO THAT THERE'S JUST A LOT OF ROOM IN THIS POLICY. 
          I THINK FOR SOME, SOME CLARITY TO BE PROVIDED. 
          JUST ON THAT POINT WAS EVERYTHING, WOULD IT BE POSSIBLE FOR US TO ASK THE GANG TASK FORCE TO AND I DON'T KNOW WHAT THEIR CADENCE OF MEETING MEETINGS IS, BUT I THINK IT WOULD BE HELPFUL TO GET THEIR INPUT ON THE CURRENT POLICY IN MORE DETAIL. 
          I MEAN, THESE COMMENTS YOU'RE GIVING US FROM THE ADMINISTRATORS HAVE BEEN SUPER HELPFUL THROUGHOUT THIS CONVERSATION TODAY, AND IT JUST SEEMS TO ME THAT IT WOULD BE GREAT TO HAVE SOME THOUGHTS FROM THEM ON THIS POLICY THAT ARE MORE DETAILED BEFORE THIS SUBCOMMITTEE COMPLETES THIS TRANCE. 
          ITS REVIEW OF THIS TRANCHE OF POLICIES, WHICH I GUESS WE'RE GOING TO DO THROUGH DECEMBER. 
          IT'S LIKE A QUARTERLY REVIEW, RIGHT? SO SO I DON'T KNOW IF WE COULD FIND OUT WHEN THEY'RE MEETING NEXT OR ASK THEM IF THEY WOULD BE WILLING TO PROVIDE INPUT. 
          AND OF COURSE, THIS IS SUBJECT TO THE AGREEMENT OF MY COLLEAGUES ON THE SUBCOMMITTEE. 
          BUT BUT BUT IT SEEMS LIKE THAT WOULD BE A GOOD IDEA TO GET THIS INPUT AS SOON AS WE CAN. 
          YEAH, WE CAN. SORRY. 
          THAT'S A GREAT IDEA. NO, I WAS JUST GOING TO AGREE THAT WE CAN ABSOLUTELY REACH OUT TO THEM. WE CAN DO THAT. 
          AND ALSO, I WOULD SAY THAT WE NEED TO DEFINITELY ALSO PULL IN OUR HEAD OF SAFETY AND SECURITY SERVICES AND THAT WHOLE TEAM AND GET THEM TO WEIGH IN ON THIS AS WELL. 
          OF COURSE. THEN I SAID, YOU'RE RIGHT, AND I SHOULD SAY THAT THEY WERE IN THE ADMINISTRATOR FOCUS GROUP YESTERDAY AS WELL, SO WE DO HAVE THEIR COMMENTS AS WELL AND CAN REACH OUT TO THEM AS WE'RE DEVELOPING SPECIFIC LANGUAGE. 
          GREAT. OK, SO THE NEXT ONE I HAVE ON THE LIST IS GFG SEARCH AND SEIZURE, WHICH WE CAN MOVE ON TO. 
          YES, SO I THINK THAT THERE ARE ARE QUESTIONS AROUND AGAIN, THE DATA AND HOW PUBLICLY AVAILABLE THE DATA IS, ONE OF THE QUESTIONS WAS AROUND SPECIFICALLY STRIP SEARCHES AND AND HOW GENDER AND GENDER EXPRESSION AND GENDER IDENTITY PLAY INTO THE USE OF IT. WE KNOW THAT THERE HAVE BEEN SOME DISTRICTS THAT DON'T DO STRIP SEARCHES, SO THEY THINK THAT THAT'S SOMETHING THAT YOU ALL SHOULD CONSIDER OR NOT SHOULD OR MAY WANT TO CONSIDER. WHETHER IT'S A PRACTICE THAT YOU ALL THINK THAT THERE ARE ENOUGH REGULATIONS AROUND TO BE USEFUL. 
          BUT I THINK HAVING THAT CONVERSATION IN CONJUNCTION WITH LAW ENFORCEMENT MIGHT BE USEFUL, HAD SOME THE RAMIFICATIONS OR THE REQUIREMENTS ARE REASONABLENESS. 
          I THINK JUST THINKING ABOUT WHEN THE REASONABLE STANDARD IS USED THERE, IT IS APPROPRIATE IN SOME, SOME PLACES, BUT NOT USED IN OTHER PLACES, RIGHT? SO SPECIFICALLY AROUND IF A STUDENT CONSENTS TO A SEARCH OR THEIR COMPUTERS, AUTOMOBILES, EVERYTHING. I THINK THAT THERE'S WE WONDERED WHETHER YOU MAY WANT TO INCORPORATE A REASONABLENESS STANDARD FOR THESE OTHER AREAS WHERE IT'S CURRENTLY NOT REQUIRED. 
          AND YEAH, I THINK THAT THIS IS ONE THAT ALSO WE THOUGHT THAT IT WOULD BE A GOOD OPPORTUNITY TO REFLECT THE MEMORANDUM THAT YOU WILL HAVE WITH THE SCHOOL POLICE 
          [01:50:03]
DEPARTMENT TO MAKE SURE THAT YOU ARE ON THE SAME PAGE WITH REGARD TO HOW THEY'RE GOING TO ADDRESS THE SEARCHES AND SEIZURES ON SCHOOL CAMPUS. 
          SO. THOSE ARE OUR MAIN GOALS, ANY OTHER FOLKS FROM THE AUDIT COMMITTEE WANT TO WEIGH, AND KAREN SAID ONE THING THAT YOU KNOW, I KNOW JENNIFER'S BEEN BRINGING IN THE ADMINISTRATIVE. BUT ONE THING THAT CAME IN ABOUT THE STRIP SEARCHING IS ADMINISTRATORS PRETTY MUCH SAID THAT THEY HAVE NOT DONE THAT. 
          THAT MIGHT NOT NEED TO BE IN OUR POLICY BECAUSE TYPICALLY, IF THAT WERE TO OCCUR, IT WOULD BE APD THAT WOULD DO THAT. 
          OUR SEARCHES AND THAT'S WHY DEFINING OUR SEARCHES BASED ON WHAT THAT LOOKS LIKE PERSONAL BELONGINGS, YOU KNOW, OUTER CLOTHING. 
          SO LIKE TAKING OFF JACKETS, POSSIBLY SHOES. 
          WHEN YOU DO PAT DOWNS, WHERE ARE YOU PATTING PEOPLE DOWN ARMS, LEGS, ANKLES, HIGH WAIST? YOU KNOW, THINGS OF THAT NATURE MAY NEED TO BE A LITTLE BIT MORE OUTLINED WHERE SOME OF THE KEY POINTS THAT CAME OUT OF WITH THE ADMINISTRATORS AND ALSO THINKING ABOUT THE LGBTQ COMMUNITY AND HOW WE ARE DEFINING GENDER AND WHO AND SEXUAL IDENTITY, SEXUAL IDENTITY, WHO LIKE WHO IS DOING THE SEARCHES, WHAT DOES THAT LOOK LIKE? MAYBE WE NEED TO TAKE THOSE AND NON-BINARY PEOPLE, AND MAYBE WE NEED TO TAKE OUT THE LANGUAGE OF MALE AND FEMALE AND USE LANGUAGE LIKE MORE THAN ONE PERSON. 
          ADMINISTRATORS SHOULD BE THINGS OF THAT NATURE TO HELP SUPPORT THE CHANGING TIMES AND PEOPLE IN THEIR IDENTITIES. 
          THANK YOU FOR THAT, BECAUSE THAT WAS ACTUALLY TWO OF MY MAIN POINTS, MY NUMBER ONE, ARE STRIP SEARCHES EVEN HAPPENING OR HAVE THEY HAPPENED EVER RECENTLY? AND THEN SECONDLY, THE THE POINT ABOUT GENDER IDENTITY AND THE PAT DOWNS, ESPECIALLY IN LIGHT OF THE FACT THAT WE JUST ADOPTED OUR TRANS, OUR POLICY ON TRANSGENDER STUDENTS. 
          I THOUGHT THAT THAT WAS DEFINITELY SOMETHING MISSING. 
          AND I WAS WONDERING IF WE COULD JUST EVEN INCLUDE LANGUAGE THAT SAID THAT WE WOULD ALLOW STUDENTS TO CHOOSE THE GENDER OR GENDER IDENTITY OF THE OFFICIAL WHO HAS TO DO THE PAT DOWN IF ONE IN ONE IS NECESSARY. 
          SO DEFINITELY THAT IS SOMETHING WE NEED TO INCORPORATE. 
          AND THE INCIDENT REPORTING PIECE, I THINK, IS ALSO GOING TO BE CRITICAL HERE. 
          ANY TIME WE DO ANYTHING PERTAINING TO A SEARCH ON A STUDENT, I THINK NEEDS TO BE, YOU KNOW, REPORTED VERY WELL AND ACCESSIBLE TO THOSE WHO NEED IT. 
          AND I KNOW WE HAVE OUR MOU THAT INCLUDES SOME OF THIS LANGUAGE TOO. 
          BUT I THINK JUST REFERENCING THAT A LITTLE BIT MORE WOULD BE HELPFUL. 
          OK, I'M GOING TO. 
          FIRST OF ALL, ARE THERE DOES ANYONE ELSE WANT TO MAKE ANY FURTHER COMMENTS ON THIS? I WANT TO STEP IN IF ANYONE ELSE WAS ABOUT TO SPEAK. 
          I JUST WANTED TO SAY THAT A LOT OF THE AND I'M SURE YOU'VE SEEN THE ADMINISTRATOR COMMENTS, THEY'RE ATTACHED THERE, AN ATTACHMENT TO ALL OF THE MEETING MATERIALS THIS EVENING. IF YOU HAVEN'T HAD A CHANCE, PLEASE REVIEW THEM. 
          BUT THEY SPEAK TO MANY OF THE POINTS YOU JUST MADE MISS THORNTON. 
          I THINK I THINK EVERYONE HAS A REAL SHARED PERSPECTIVE ON THE DIRECTION THAT THIS NEEDS TO GO IN. I DID WANT TO BE MINDFUL OF TIME. 
          IT'S NINE O'CLOCK. WE REALLY HIT OUR END TIME FOR THIS EVENING, SO I MAY JUST BRING UP 
          [4. Next Steps and Preparation for Committee Meeting #2]
THE FINAL SLIDE WE HAD IN OUR PRESENTATION FOR THIS EVENING, WHICH JUST POINTS TO NEXT STEPS AND OUR NEXT MEETING. 
          JENNIFER, AS YOU DO THAT, I KNOW THAT NOVEMBER 18TH IS SCHEDULED TO BE OUR NEXT MEETING, BUT I UNDERSTAND THAT THERE MAY BE SOME CONFLICTS. 
          AND IS THAT A DATE THAT IS GOING TO WORK FOR EVERYONE THAT IS ON THE COMMITTEE AT THIS TIME? IT IS GOOD. 
          OK. OK, THAT'S GOOD, SO THEN WE WILL PROCEED AS SCHEDULED FOR THE NEXT MEETING, THE 18TH AT 7:00. 
          WE WILL CONTINUE WITH THIS GROUP OF POLICIES AND WE SHOULD HAVE SOME ADDITIONAL FOCUS GROUP FEEDBACK BY THEN TO REVIEW AND THEN WE CAN ALSO LOOK AT SOME. 
          UH, ADDITIONAL RESOURCES, PERHAPS THAT THAT WERE MENTIONED THIS EVENING, YOU KNOW, IN THE 
          [01:55:04]
MEANTIME, WE COULD REACH OUT TO DIFFERENT GROUPS LIKE THE GANG TASK FORCE AND AND SOME OF THE OTHER OUTSIDE ENTITIES THAT WERE MENTIONED TONIGHT OR SOURCES FOR FEEDBACK. 
          I'M SURE MR. WILSON WILL BE ABLE TO GATHER FOR US, PERHAPS SOME EXEMPLARS OR OTHER EXAMPLES OF BEST PRACTICES, SOME RECOMMENDATIONS. 
          AND WE WILL JUST PROCEED WITH THIS GROUP AND START DEVELOPING SOME RECOMMENDATIONS AND ACTUAL LANGUAGE. 
          YES, MR. GREEN. THANK YOU, MR. HARRISON. CAN YOU TELL ME WHO IS A PART OF THE FOCUS GROUP? THE FEEDBACK. I CAN MAKE IT HAPPEN FOR. 
          SO WE DID HOST TWO FOCUS GROUPS, WE HAD A GROUP OF PARENTS THAT WE SPOKE WITH AND WE HAD A GROUP OF STUDENTS FROM REPRESENTING. 
          I HAVE TO GIVE YOU I COULD GIVE YOU MORE OF A REPORT OR HOW MANY, BUT WE HAD ELEMENTARY, MIDDLE AND HIGH SCHOOL STUDENTS IN OUR FOCUS GROUPS THERE. 
          AND REALLY, THE PURPOSES OF THAT CONVERSATION WAS NOT TO GET IN-DEPTH INTO ANY ONE PARTICULAR POLICY, BUT TO MAKE SURE THAT WE WERE UNDERSTANDING WHAT THEIR EXPERIENCE WAS LIKE AND WHETHER WE'RE MISSING ANY MAJOR ITEMS. YOU KNOW, I THINK WE CAN TALK MORE ABOUT THIS AS AS THEY COME UP, BUT THERE WERE SOME ITEMS ELIMINATED IN THOSE CONVERSATIONS IN TERMS OF WHAT THEIR EXPERIENCE IS AROUND DISCIPLINE, ESPECIALLY AS IT RELATES TO DRESS CODE, WAS SOMETHING THAT I THINK WE HEARD A LOT OF CONVERSATION ABOUT. 
          BUT THOSE THOSE COMMENTS THAT THE FOCUS GROUPS WERE FOCUSED NOT JUST ON JUST WE ALSO ASK THEM ABOUT ACADEMICS AND ABOUT OTHER KINDS OF AREAS THAT THEY MIGHT HAVE EXPERIENCED ANY KIND OF DISPARITY. 
          SO WE'LL WE'LL BE LEAVING. 
          WE HOPE TO BE ABLE TO LEAD THEM INTO THE DISCIPLINE COMMENTS. 
          WE HAD SOME TECHNICAL DRAWBACKS, BUT WE'RE HOPING TO LEAD THEM IN TO THE CONVERSATIONS GOING FORWARD. SO DOES THAT ANSWER YOUR QUESTION THE SCREEN? YES. THANK YOU, MR. WILSON. 
          AND I JUST ADD, WE DID HAVE FOCUS FROM STUDENTS AGES 5TH GRADE THROUGH 12TH GRADE, AND SO THAT WAS THE RANGE WE DIDN'T GO ANY LOWER THAN THAT IN ELEMENTARY SCHOOL. 
          AND ONE OF THE THINGS THAT WE ASKED IS THAT STUDENTS AND FAMILIES, WE HAD LIAISONS FROM EACH SCHOOL THAT HELPED SUPPORT US WITH GETTING STUDENTS AND FAMILIES THAT POTENTIALLY COULD HAVE EXPERIENCED EITHER POSITIVE OR NEGATIVELY WITH SOME OF THE POLICIES THAT WE HAD. SO LOOKING AT IT FROM THAT PERSPECTIVE, WE TOOK A DIFFERENT APPROACH WITH THE FOCUS GROUPS THIS TIME. BUT WE PLAN ON CONTINUING FOCUS GROUPS AS WE MOVE FORWARD AND APPROACHING IT IN DIFFERENT WAYS EACH TIME THAT WE DO IT. 
          VERY GOOD, THANK YOU. 
          AND WE DIDN'T MENTION THE ADMINISTRATORS FOCUS GROUP INCLUDED CENTRAL OFFICE ADMINISTRATION FROM THE DEPARTMENT OF TLLO SAFETY AND SECURITY. 
          OF COURSE, WE HAD PRINCIPALS THAT WERE ON UNTIL IT WAS AN ARRAY OF ADMINISTRATORS AT THE DISTRICT CENTRAL OFFICE LEVEL, AS WELL AS THE SCHOOL BASE LEVEL. 
          AND WITH THAT BEING SAID, WE'D LIKE TO THANK YOU ALL FOR YOUR TIME TONIGHT, THANK YOU FOR THOSE WHO LISTENED ON THE PUBLIC SIDE. 
          THANK YOU TO OUR SCHOOL BOARD MEMBERS WHO GRACIOUSLY STEPPED OUT THERE TO BE OUR FIRST COMMITTEE TO REVIEW THESE POLICIES. 
          IT IS A LONG PROCESS, BUT IT IS A REWARDING PROCESS AND IT'S VERY MUCH NEEDED. 
          SO WE APPRECIATE YOU. 
          WE WISH EVERYONE TO HAVE A GOOD NIGHT ON THE BEHALF OF THE OFFICE OF THE SCHOOL BOARD AND THE OFFICE OF EQUITY AND ALTERNATIVE PROGRAMS, AND WE WILL SEE EVERYONE ON NOVEMBER 18. 
          THANK YOU. THANK YOU, THANK YOU ALL FOR ALL YOUR HARD WORK. 
          REALLY APPRECIATE IT. HAVE A GOOD ONE, EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.