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>> WERE NOW STARTING THE ACPS SCHOOL BOARD EQUITY POLICY AUDIT COMMITTEE
[1. Agenda for the February 2, 2022 School Board Equity Policy Audit Committee Meeting]
MEETING, DATED WEDNESDAY, FEBRUARY 2 AT 6:34 PM.>> SOMEONE DOES NOT HAVE THE MICROPHONE ON THE LAPTOP MUTED.
IF THEY COULD JUST MAKE SURE THAT, DO NOT TURN MUTE ON ON ZOOM, TURN THE MUTE ON ON YOUR LAPTOP.
SO USE F4 AND F1 TO TURN OFF THE SPEAKER AND THE MICROPHONE.
IF WE ARE READY, WE WILL GET STARTED.
THANK YOU FOR YOUR TIME AND FOR ANYONE WATCHING, WE ARE GOING TO HAVE OUR SCHOOL BOARD SUBCOMMITTEE NUMBER TWO MEETING ABOUT THE EQUITY POLICY AUDIT.
AS MS. IGNACIO TODAY IS WEDNESDAY, FEBRUARY 2 AND WE ARE EXCITED TO JUMP INTO OUR WORK THIS EVENING.
THIS IS HOW WE ALWAYS BEGIN WITH SOME TYPE OF CONNECTION, CHECK AND ETC. WE WANT TO TAKE A MOMENT AND JUST THINK FOR SECOND AND THEN WE CAN PARTNER UP BUT THINK ABOUT, THIS IS ALWAYS BEEN MY FAVORITE QUESTIONS BUT WE DO EQUITY WORK AND YOU KNOW YOU NEED TO BE FOCUSED FOR THE NEXT HOUR OR TWO, THINK WHAT DO YOU HAVE TO PUT TO THE SIDE? WHAT IS ON YOUR MIND THAT YOU CAN MOVE TO THE SIDE AND FOCUS? THE QUESTIONS WILL LOOKING AT TONIGHT.
WHAT IS PULLING YOUR FOCUS OF THE MEETING? WHAT IS ON YOUR MIND? WHAT ARE YOU CONCERNED, WORRIED OR ANXIOUS ABOUT? WHAT ARE YOU DISTRACTED BY? WE WILL TAKE A FEW SECONDS, SHARE IT WITH YOUR PARTNER AND THEN ENTER STATEMENT BY SAYING OKAY, I'M IN! AND WE WILL BE READY TO GO.
OKAY THANK YOU FOR TAKING FOR A SECOND TO SORT OF GROUND OURSELVES FOR THIS EVENING DISCUSSION.
WE ALWAYS WANT TO REMIND OUR STAFF TO HAVE A CONNECTION AND BUILDING RELATIONSHIPS AND MAKING SURE WE ARE PHYSICALLY PRESENT BUT ALSO EMOTIONALLY PRESENT.
ON THIS SLIDE YOU WILL SEE OUR MEMBERS PAST AND PRESENT.
THIS IS OUR EQUITY AUDIT TEAM, AS OF DECEMBER 2020.
THROUGH THIS DECEMBER WITH THE LAST SCHOOL BOARD ELECTION.
YOU HAVE TONIGHT, THE THREE OF US AS WELL AS TERRENCE WILSON FROM IDRA.
WE ARE HAPPY TO HAVE YOU AS A NEW REPRESENTATIVES WE THANK DOCTOR SUAREZ AND DOCTOR RIEF FOR PARTICIPATION.
JUST FROM PERSPECTIVE AND UNDERSTANDING, WHO HAS BEEN AT THE TABLE WITH US AND OF COURSE, JENNIFER ABBRUZZESE AS WELL.
WHERE DID THE PROJECT BEGIN? REALLY, WITH THE BOARDS FOCUS OF WANTING TO REVIEW ANY CURRENT PULSES THAT WE HAVE, WITH PARTICULAR LENS TO ENSURE THAT EACH POLICY ALIGNS, GUIDES AND SUPPORTS EDUCATIONAL EQUITY AND THE FOUNDATION OF THE STRATEGIC PLAN 2025.
WE LOOK AT DATA AS A BOARD, WE LOOK AT DATA AS STAFF MEMBERS AND IDENTIFY WHAT ROOT CAUSES OF THE DISPARITIES THAT WE SEE.
IS THERE A SYSTEMIC ISSUE IN OUR POLICIES THAT ARE CAUSING SOME OF THE DISPARITIES, OVERREPRESENTATION OR UNDERREPRESENTATION.
WE WENT TO SURE SCHOOL BOARD POLICIES FOCUS ON THE MOST MARGINALIZED POPULATIONS TO ENSURE EQUITY FOR ALL.
IMPORTANT, UNCOVER AND REVISE ANY POLICIES THAT THWART THE SUCCESS OF
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HISTORICALLY MARGINALIZED GROUPS.AND INTENTIONALLY DISMANTLE CURRENT SYSTEMS OR BARRIERS TO STUDENT LEARNING.
THAT HAS BEEN THE DISCUSSION AND PURPOSE OF THIS EQUITY AUDIT TODAY.
>> THANK YOU, DOCTOR CRAWFORD.
JUST TO GIVE YOU LITTLE INFORMATION, DOCTOR CRAWFORD TALKED ABOUT WHAT THE PROJECT PURPOSE WAS, LET ME GIVE YOU A TIMELINE OF WHAT THE WORK WE'VE BEEN DOING OVER THE PAST YEAR.
IN NOVEMBER 2020 WE DID INTRODUCTION AS NORMS AND GOAL SETTINGS, WE SOLIDIFIED PARTNERSHIP WITH IDRA.
AND SO, FROM THAT POINT ON, DECEMBER WE REALLY START LOOKING AT WHAT POLICY, WE DISGUISED WITH POLICIES THAT WERE CLOSE TO STUDENTS.
THE MOST CLOSEST TO STUDENTS, THOSE OF THE J AND I POLICIES MUST LOOK TO THE FOUNDATIONAL POLICIES.
EXCUSE ME, MY BREATHING IS OFF FOR THE PAST COUPLE -- PLEASE EXCUSE ME WHEN I HAD TO TAKE A BREATH.
IN JANUARY 2021, WE CONTINUED OUR DISCUSSION AROUND THE POLICIES AND WHICH ONES WE WOULD START WITH, WE BROUGHT THEM UP AND STARTED TO DISCUSS OUR POLICIES.
FROM JANUARY UNTIL JUNE, WE HAD VERY LONG MEETINGS WHERE WE REALLY DUG INTO THE POLICIES FROM AN EQUITY LENS.
WE COMPLETED ABOUT 175 POLICY, LIKE A, I AND J THAT DEAL WITH STUDENTS AND INSTRUCTION.
NOW WE ARE AT PHASE NUMBER TWO IN THE 2021 AND 2022 SCHOOL YEAR.
AND SO, PART OF THIS COMMITTEE, THIS IS THE SECOND ITERATION OF THE SCHOOL BOARD COMMITTEE THAT IS LOOKING AT THE SECOND GOOGLE POLICIES.
HE STARTED FIRST WITH DISCIPLINE POLICIES IN NOVEMBER 2021.
WE FINISHED THOSE IN DECEMBER 2021 AND NOW, WE WORK ON THE STUDENT PLACEMENT POLICIES AND WE WILL CONTINUE THAT PROCESS.
WE HAVE ALSO BEEN SINCE BEGINNING THIS YEAR, THE SCHOOL YEAR, HAVE BEEN WORKING ON OUR COMMUNITY ENGAGEMENT WITH STAKEHOLDERS HOSTING FOCUS GROUPS WITH STUDENTS, FAMILIES AND OTHER COMMUNITY STAKEHOLDERS IN ORDER TO GET FEEDBACK ON OUR POLICIES AND HOW OUR POLICY HAS IMPACTED AND RESONATE WITH THOSE THEY ARE INTENDED TO WORK WITH.
MANY OF OUR FOCUS GROUPS ARE VERY TARGETED AND HOW WE WERE CHOOSING.
WE WANTED TO HEAR FROM THE MOST MARGINALIZED POPULATIONS.
AND PEOPLE AND STUDENTS WHO SPECIFICALLY WERE IMPACTED BY THE POLICIES OR MAY HAVE EXPERIENCED THOSE POLICIES.
THEY WERE NOT RANDOM FOCUS GROUPS.
THEY WERE STRATEGICALLY CHOSEN AND WORKED WITH SO THAT WE COULD HEAR THE VOICES THAT WE DON'T ALWAYS HEAR AT THE TABLE.
WE ARE AT THE POINT NOW WHERE WE ARE REFINING AND ADOPTING POLICY REVISIONS.
WHICH IS ONE OF THE TASKS OF THIS COMMITTEE.
AND WE ARE IN THE PROCESS OF STARTING TO REVIEW TIER 2 POLICIES WITH EQUITY AUDIT TEAM THAT DOCTOR CRAWFORD, EXCUSE ME, SPOKE ABOUT EARLIER.
PHASE 3, WE ARE NOT THERE YET.
BUT IT WILL BE THE ACTION PLAN, THINK ABOUT IMPLEMENTATION AND CAPACITY BUILDING.
IDRA AND EAC SOUTH HAS BEEN WORKING WITH US AND WILL CONTINUE WORKING WITH US.
WE KNOW THIS IS A MARATHON PROCESS.
WE COULD HAVE VERY EASILY WHAT WITH AN ORGANIZATION WHO WOULD WRITE A REPORT, GIVE IT TO US AND FIGURE OUT WHAT TO DO WITH IT BUT WE CHOSE TO TAKE THE ROUTE WHERE WE WERE FULLY ENGULFED IN THIS PROCESS, OWNING WORK AND BEING ABLE TO SUSTAIN THAT WITHOUT AN EXTRA PARTNER.
AND I WAS SCHOOL BOARD COMMITTEE.
OUR SCHOOL BOARD COMMITTEE WILL BE THE GROUP LIKE I SAID, THIS IS THE SECOND ITERATION OF A COMMITTEE WHO WILL HELP TO LOOK AT THE GROUP OF POLICIES THAT WE ARE GOING TO DO WITHIN THIS ITERATION OF THE COMMITTEE.
YOU ALSO RUN A ROTATING BASIS SO ONCE YOU DO THIS SECTION OF THE POLICY, OTHER SCHOOL BOARD MEMBERS WILL COME IN FOR THE THIRD ITERATION AND SO ON AND SO FORTH.
COMMITTEE RESPONSIBILITIES ARE PERFORMED IN-DEPTH POLICY REVIEW THROUGH AN EQUITY LENS.
WE RECOMMEND REVISIONS AND PRESENT THOSE REVISIONS TO THE FULL BOARD FOR THEIR
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APPROVAL.THE BOARD IS AS A WHOLE AND TRUST IN THE COMMITTEE MEMBERS WITH REALLY DIGGING INTO THESE POLICIES, REPORTING THE REVISIONS MAKING THEM THAT YOU WILL THEN PRESENT TO YOUR COLLEAGUE AT A BOARD MEETING.
AND AT THIS TIME I WOULD LIKE TO INTRODUCE MR. WILSON WHO CAN TELL YOU MORE ABOUT HIS SELF.
AND WE WILL GO OVER AN OVERVIEW OF THE GROUP OF POLICIES THAT WE ARE GOING TO REVIEW WITHIN THIS PROCESS AND THEY WILL GET A LITTLE BIT DEEPER INTO EACH POLICY AS WE GO OVER THEM.
>> EXCELLENT, THANK YOU FOR INTRODUCING ME, I'M HAPPY TO BE WITH YOU ALL AGAIN, MY NAME IS TERRENCE WILSON ON THE REGIONAL POLICY COMMUNITY ENGAGEMENT DIRECTOR FOR IDRA A LOT OF OUR WORK THROUGHOUT THE REGION IN TERMS OF POLICY
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AND ADVOCACY BUT ALSO HAVE THE OPPORTUNITY TO BE ONE OF THE EAC LEADS WHICH ALLOWS ME THE OPPORTUNITY TO WORK WITH YOU ALL AND WE BEEN WORKING REALLY HARD ON A LOT OF THESE POLICIES AND MAKING SURE THAT WE ARE EXAMINING THEM FROM AN EQUITY LENS.THIS EVENING, THIS SET OF POLICIES WE WILL TALK ABOUT ARE REALLY THOSE THINGS THAT ARE GOVERNING KIND OF WHICH STUDENTS MAKE IT INTO OUR CLASSROOMS, THINGS ON PLACEMENT, CLASS-SIZE, THOSE KINDS OF THINGS, TRANSFERS BETWEEN SCHOOLS AND REALLY SOME OF THE THEMES THAT I'D LIKE TO HIGHLIGHT AND WILL GET MORE IN-DEPTH WITH.
REALLY JUST BEING INTENTIONAL AND THINKING ABOUT HOW SOME OF THESE TRANSFERS AND CLASS SIZES AND SOME OF THESE THINGS CAN BE USED AS A TOOL.
YOU WANT TO BE INTENTIONAL ABOUT HOW OUR STUDENTS EXPERIENCE AND COMMIT TO SOME SPACES WHILE IN A PARTICULAR SCHOOL WITH A PARTICULAR DISTRICT LOOKS LIKE, REALLY MAKING SURE THAT WE HAVE AN EQUITY ARTICULATION FOR WHY OUR CLASSES LOOK LIKE THEY DO OUR SCHOOLS LOOK LIKE THEY DO.
REALLY TRY TO MAKE SURE WE ARE THINKING ABOUT THOSE STUDENTS THAT HAVE NOT DONE WELL AND YOU NEED ADDITIONAL SUPPORT AS PART OF OUR EQUITY ANALYSIS, LOOKING AT WHERE STUDENTS ARE IN WHICH STUDENTS NEED ADDITIONAL SUPPORT OR WHICH STUDENTS YOU KNOW, NEED TO ADDITIONAL PUSH AND HOW WE CAN USE SOME OF THE TOOLS TO DO THAT.
I THINK THERE'S AN OPPORTUNITY WITHIN THE POLICIES TO LOOK AT CLASS SIZES AND PLACEMENT AND MAKING SURE THAT WE ARE USING IT AS A TOOL.
I THINK THE OTHER PART OF THIS IS JUST MAKING SURE WE KEEP IN THE TRACK OF WHERE OUR STUDENTS ARE GOING AND WHAT THE COMPOSITION OF OUR SCHOOLS ARE.
OFTEN TIMES WE SIT POLICIES WHETHER IT IS AROUND REDISTRICTING OR TRANSFER AND THEY KIND OF SET OFF AND RUN KIND OF INDEPENDENTLY BUT I THINK IT IS GOOD FOR US TO HAVE DIFFERENT WAYS OF LOOKING AT YOU KNOW, WHAT ARE THE TRACKING MECHANISMS INCLUDED IN THOSE POLICIES TO MAKE SURE THAT OUR SCHOOLS ARE AS DIVERSE AS CULTURALLY SUSTAINING AS YOU KNOW, ACCOMMODATING AS THEY CAN BE, GIVEN THE DIVERSE POPULATION THAT YOU ALL SERVED IN YOUR CITY, I THINK THOSE ARE THE MAIN OBSERVATIONS THAT WE HAD AND YOU ALL HAVE ACCESS TO SOME OF OUR NOTES THAT WE TOOK.
I WILL SAY THAT THIS WAS NOT JUST SOMETHING THAT WE DID AS CONSULTANTS, WE WORK VERY CLOSELY WITH YOUR TEAM AND OTHER FOLKS FROM THE SCHOOL DIVISION THAT GET INPUT ON THE POLICIES AS THEY INTERACT WITH THE DIFFERENT PLACES WHERE FOLKS HAVE EXPERTISE.
THIS IS REALLY REFLECTING A TEAM EFFORT AND WE ARE LOOKING FORWARD TO GETTING MORE WITH YOU ALL.
WITH THAT I WILL KICK IT BACK OVER AND WE CAN GO POLICY BY POLICY.
>> BEFORE WE DO THAT, WE'RE GOING TO HAVE MICHELLE ROBINSON TALKED WITH A LITTLE ABOUT THE OVERVIEW OF WHAT CAME OUT OF THE FOCUS GROUPS THAT WERE PULLED TOGETHER FOR THIS GROUP OF POLICIES.
>> THANK YOU FOR HAVING ME TONIGHT.
THERE WERE FOCUS GROUPS OFFERED IN FOUR MAJOR LANGUAGES ABOUT 94 PARTICIPATED IN THOSE FOCUS GROUPS, THEY WERE DONE IN THE LANGUAGE OF PREFERENCE.
AND THEN TRANSLATED FOR THOSE OF US WHO WERE NOT NECESSARILY -- [INAUDIBLE] WE LEARNED A LOT ABOUT THE EXPERIENCES OF OUR FAMILIES.
AND WHAT IS VERY EVIDENT IS THERE IS A WIDE ARRAY OF THANK YOU.
THEY EXPERIENCE OUR WIDE RANGING.
SO THERE WERE SOME MAJOR THEMES THAT CAME ACROSS AS WE WORKED WITH AND LEARN FROM PARENTS.
SOME PARENTS HAD VERY POSITIVE EXPERIENCES.
SOME PEOPLE HAD NO IDEA POLICIES EXISTED.
AS WE MOVE FORWARD I CAN ASK QUESTIONS ABOUT THE SPECIFIC POLICIES OR JUST SPECIFIC POLICIES IF YOU'D LIKE.
I THINK HE RECEIVED A DOCUMENT THAT OFFER THE MAJOR THEMES.
>> I THINK ALSO POWERPOINT TOO FOR ANYONE WATCHING OR LISTENING AND I THINK AT THE END OF THE SLIDES, THERE ARE TWO LINKS ON THE POWERPOINT THAT BREAK DOWN THE FOCUS GROUP FEEDBACK.
>> ONE OF THE THINGS THAT CAME UP IN ALMOST EVERY GROUP IS IN ADDITION TO PEOPLE HAVING A WIDE ARRAY OF EXPERIENCES, FAMILIES WHO ARE SPEAKERS OF OTHER LANGUAGES FELT THAT MANY TIMES THE POLICIES NEED TO BE A LITTLE BIT STRONGER OR MORE STRENGTHENED BECAUSE THEY FEEL THAT WHEN, THE SPLIT-SECOND DECISIONS THAT ARE MADE, THEY ARE OFTEN, THEY MAY NOT BE MADE, THERE MAY NOT BE EQUITY IN THE DECISIONS THAT ARE MADE.
THEIR FEELINGS WERE THAT IN MANY INSTANCES, A COUPLE OF PARENTS, AND A COUPLE OF GROUPS THE CONVERSATIONS WERE ABOUT LACK OF ACCESS, THE HIGHER LEVEL COURSES TO TRANSFERS TO, AND THE FEELING WAS THAT IF POLICIE WERE MORE STRONGLY WORDED, THEY WOULD BE MORE OPPORTUNITIES AND ACCESS FOR THE STUDENTS THAT WE SERVE.
>> TALK A LITTLE BIT ABOUT THE PROCESS, WE'RE GOING TO REVIEW EACH POLICY IN THE SESSION, BUT WILL DO IS START WITH THE FIRST POLICY.
PARENTS WILL GIVE US FEEDBACK ON THE SPECIFIC POLICY THAT THE EQUITY TEAM CAME UP WITH AN OVERVIEW OF THE POLICIES.
CHERYL CAN THEN COMMENT IF THERE WERE ANY FAMILIES WITHIN THE FOCUS GROUP THAT HAD SPECIFIC FEEDBACK FOR THOSE POLICIES OR THE PARTICULAR POLICY AND THEY WILL HAVE AN OPPORTUNITY TO GIVE YOUR FEEDBACK, ASK QUESTIONS, DIG A LITTLE DEEPER SO IT'S MORE OF A DISCUSSION AROUND THE POLICIES FOR TONIGHT.
AND THAT WILL MOVE INTO DEVELOPING THE REVISIONS AND AGAIN, IT IS MORE LIKELY WILL NOT HAPPEN IN THE SESSION BECAUSE A CONVERSATIONS TEND TO GO A LITTLE DEEPER AND REALLY WANT TO LOOK AT THIS THROUGH AN EQUITY LENS.
AS YOU DO THAT I WANT YOU TO THINK ABOUT A COUPLE OF QUESTIONS THAT WE'VE BEEN TALKING ABOUT ACROSS THE DIVISION WHEN WE THINK ABOUT THINGS DURING EQUITY LENS.
THE FIRST ONE IS WHO IS IT INTENDED TO IMPACT? WHO IS ACTUALLY IMPACTED? WHO IS ADVERSELY IMPACTED? AND THEN, HOW DO WE WORK TO MITIGATE THOSE ADVERSE IMPACTS? AND ONE THING THAT I CAN SAY OVER ALL THAT WE NOTICED AS A TEAM WHEN WE WERE GOING TO THE POLICIES IS THAT THERE'S A LOT OF GRAY, WHICH IS WHA CHERYL WAS TALKING ABOUT FROM THE FAMILIES.
THERE'S A LOT OF GRAY IN THE POLICIES THAT GAVE EDUCATORS IN OUR PROFESSIONALS THE OPPORTUNITY TO MAKE DECISIONS BUT WE KNOW AND WHAT WE REALIZE IS THAT WITH THAT COMES BIAS THAT MAY CREEP IN.
WHETHER IT IS EXPLICIT OR IMPLICIT.
THE DECISIONS ARE ALWAYS MADE ON AN EQUITABLE PLANE.
WE WILL START WITH THE FIRST POLICY.
WHICH IS A STUDENT PLACEMENT POLICY.
>> CAN I JUST MAKE A COMMENT ABOUT THE POLICY? YOU MAY REMEMBER THIS LOVELY POLICY FROM REDISTRICTING.
BUT WHAT THE, TWO WORDS AGO I THINK, PRIOR TO REDISTRICTING SINCE THEY DID THE MAJOR LIFT ON THAT, WAS, THEY HAD US TO THE STUDENT PLACEMENT POLICY FIRST, TO MAKE SURE THE FRAMEWORK FOR REDISTRICTING HAD BEEN OUTLINED, ANY QUESTIONS ASKED SO THIS WAS A REALLY, THIS POLICY WAS DISCUSSED AT MANY WORK SECTIONS AND
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MEETINGS TO MAKE SURE IT REPRESENTED WHAT WAS WANTED BEFORE WE MOVED TO REDISTRICTING.I MENTION THAT BECAUSE I'M A REDISTRICTING WILL COME BACK BEFORE THE BOARD AGAIN.
SO TO LOOK THE POLICIES THEN WHEN YOU GET INTO THE REDISTRICTING PROCESS.
WE DO HAVE, AGAIN, FOR BACKGROUND, THERE IS A REVIEW FOR THE BOARD EVERY YEAR THAT IS DONE, I WAS MAKING A NOTE THINKING ABOUT EQUITY TOOLKIT QUESTIONS THAT WE ASK.
I WAS WRITING YOU KNOW BOARD MEMBER PERSPECTIVES, IT WILL BE INTERESTING TO SEE IF IT GIVES YOU THE INFORMATION YOU'RE LOOKING FOR.
IT GIVES YOU THE NUMBERS WHO, WHAT, WHERE AND WHY AND WHAT TYPE OF TRANSFER BUT IS THERE ADDITIONAL DATA THAT YOU WOULD BE INTERESTED IN.
I WANTED TO FROM THE POLICIES AS A WHOLE.
ANY TEMPER TRANSFERS THROUGHOUT THE SCHOOL YEAR, GO BACK TO JC JCD AND RELATED REGULATIONS.
>> PLEASE START US OFF AT POLICY JC JCD.
>> SURE, I THINK SOME THE REFLECTIVE OF SOME OPPORTUNITIES THAT Y'ALL HAVE THROUGHOUT ALL OF YOUR POLICIES, STUDENT POLICIES, YOU KNOW, INSTRUCTIONAL POLICIES, ALL OF THEM.
REALLY, TO ARTICULATE YOUR VISION FOR HOW YOU WANT STUDENTS TO BE PLACED IN THE KIND OF ENVIRONMENT YOU ARE TRYING TO CREATE IN YOUR SCHOOLS AND SO I THINK IT IS ALWAYS GOOD TO THINK ABOUT HOW YOU MIGHT DESCRIBE THE GOAL OF YOU KNOW, THE STUDENT PLACEMENT POLICIES, WHETHER IT BE TO PRESERVE THE LEARNING ENVIRONMENT, WHETHER IT BE TO PROMOTE YOU KNOW, SCHOOLS WHERE STUDENTS HAVE AN OPPORTUNITY TO LEARN FROM STUDENTS WOULD DIFFER FROM THEM DIVERSE SCHOOLS AND LOTS OF DIFFERENT OPTIONS THAT YOU ALL COULD COME UP WITH, WE THOUGHT THAT A STRONG EQUITY RATIONALE WOULD BE A GOOD PLACE TO GROW IN TERMS OF THIS PARTICULAR POLICY.
AND I THINK ONE OF THE OTHER THINGS WE WILL WANT FOLKS TO BE MINDFUL OF IS THINKING ABOUT THE OPPORTUNITY AND THE BALANCE BETWEEN SCHOOLS, BEING OVERCAPACITY AND MAKING SURE THAT AS A RULE, THAT WE ARE MONITORING WHAT KINDS OF SCHOOLS ARE GOING TO BE OVERCAPACITY, WHAT ARE THE DEMOGRAPHICS OF THE SCHOOLS THAT ARE HAVING STUDENT PLACEMENT ISSUES.
IN MAKING SURE WE ARE TRACKING THOSE THINGS AND LETTING FOLKS KNOW, PUBLISHING WIDELY, WHAT THAT LOOKS LIKE AND HOW THE DECISIONS ARE MADE.
ONE OF THE THINGS MENTIONED IS AROUND TRANSPORTATION AND ONE OF THE COMMENTS THAT WE RECEIVED AS ONE OF THE OBSERVATIONS WE HAD IS, YOU KNOW, HOW DOES THE TRANSPORTATION CHALLENGES, HOW MIGHT THAT BE FELT DIFFERENTLY BY FOLKS WITH LIMITED ECONOMIC RESOURCES IN THE SCHOOL DISTRICT, HO CAN THOSE THINGS BE MITIGATED? WHAT ARE SOME OF THE PROACTIVE THINGS WE CAN DO TO SUPPORT FAMILIES THAT ARE IN THAT SITUATION? AND THEN I THINK THERE ARE OTHER POLICIES DOWN HERE THAT ADDRESS YOU KNOW, STUDENTS ARE EXPERIENCING HOMELESSNESS.
WE THOUGHT THIS MIGHT BE ANOTHER PLACE WHERE YOU COULD LINK TO SOME OF THOSE, SOME OF THOSE POLICIES AND SOME OF THOSE ILLUSTRATIONS HERE.
I THINK JUST THE LAST PART IS THINKING ABOUT AGAIN, ACCESS, THINKING ABOUT WHAT KINDS OF STUDENTS ARE BEING ABLE TO HAVE TRANSFERS FOR THE PROGRAMS, WHO IS TAKING ADVANTAGE? ARE THOSE OPPORTUNITIES SPREAD EQUALLY AMONGST THE STUDENTS IN YOUR DISTRICT? AND I THINK THOSE ARE SOME OF THE MAIN OBSERVATIONS THAT WE HAD FROM OUR POINT OF VIEW AND I DON'T KNOW CHERYL HAD ANY ADDITIONAL ONES AROUND STUDENT PLACEMENT THAT SHE LIKE TO SHARE FROM THEIR FOCUS GROUPS.
BUT THOSE ARE SOME OF OUR MAIN OBSERVATIONS.
>> I THINK YOU PRETTY MUCH COVERED WHAT THE THINGS WERE THAT THE FAMILIES UNCOVERED OR EXPRESSED AS WELL.
>> ANY COMMENTS OR QUESTIONS OR ANYTHING THAT COMES UP ABOUT THIS POLICY?
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>> PARTICULARLY AT THE ELEMENTARY SCHOOLS, WE KNOW ABOUT CAPACITY ISSUES.
SO, IF I LOOK AT MOST WITHIN THE SCHOOL DIVISIONS.
IF I'M A FAMILY THAT MOVES OUT OF -- AND I MOVED TO.[INAUDIBLE] BASICALLY, WHAT YOU'RE TELLING IS LIKELY MY CHILD THERE FOR THE REMAINDER OF THE SCHOOL YEAR.
HOWEVER, HAVE TO PROVIDE TRANSPORTATION FOR THEM.
WHAT IF I MOVE INTO -- THERE IS A PLACE FOR MY CHILD TO GO TO SCHOOL THERE?
>> WHAT WE OFFER IN THE SITUATIONS, IT IS, YOU DON'T WANT TO MOVE STUDENT JUST MOVE THEM.
SO IF YOU'RE READY MOVED AND YOU HAVE, THERE'S, WE WOULD OFFER THE FAMILY CERTAINLY, TO STAY AT YOUR CURRENT SCHOOL.
DID I GET -- >> DO WE PROVIDE TRANSPORTATION FOR THEM? OR DO WE NOT?
>> I BELIEVE WE DO BECAUSE IN THAT SCENARIO THERE IS NOT SPACE AT THE ZONE SCHOOL.
WE WOULD OFFER TRANSPORTATION ALONG THOSE LINES.
THAT'S A GOOD QUESTION AND IT HAPPENS A LOT!
>> LIKELY IN THE REGULATION TOO I WOULD ASSUME, RIGHT? MORE DETAILS.
BECAUSE I BELIEVE THAT IS LIKE A 10 PAGE REGULATION.
BUT I WILL, JUST MY OWN FEEDBACK, READING THE FOCUS GROUP FEEDBACK, THERE WERE A COUPLE OF TIMES WERE THOUGHT TO MYSELF, THAT IS IN THERE! THEN I WENT, STUDENTS EXPERIENCING HOMELESSNESS IS A PERFECT EXAMPLE.
I THINK IT'S IN THE REGULATION BUT I DO NOT THINK IT IS CITED IN THE POLICY ITSELF UNDER EXEMPTIONS.
SO THAT WAS A GREAT CATCH, I KNOW THAT IT IS IN THERE BUT, IF YOU ONLY LOOK AT POLICY, WITH MILITARY, SIBLING OF COURSE AND CITYWIDE PROGRAMMING BUT WE
DID NOT SPECIFY -- >> AND THAT IS SOMETHING WE WILL ADD?
>> WITH THE POLICY THINK YOU MENTIONED DOCTOR CRAWFORD THERE COMES A REGULATION THAT GOES WITH THAT AS WELL.
AND IF YOU WANT TO TAKE A LOOK AT THE REGULATION, JUST FOR AN EXAMPLE, ONE OF THE COMMENTS I HAD WHEN WE REVIEWED THIS, WAS IF YOU LOOK AT THE KINDERGARTEN LOTTERY PROCESS, WE KNOW WHAT FAMILIES ARE TRADITIONALLY IMPACTED BY THE LOTTERY SYSTEM THAT IS OUTLINED IN IT APPEARS BASED ON THE DATES PROVIDED, THIS IS THE FIRST COME FIRST SERVE, TOASTED THE APPLICATIONS BE INSPECTED DURING WINDOW OF TIME FOR EQUITABLE ACCESS, AND THEN THE LOTTERY HAPPENED.
THE WAY IT READS WAS A LITTLE CONFUSING TO ME AT THE TIME.
JUST SOMETHING TO PUT OUT THERE AS WELL.
>> THAT IS GOOD FEEDBACK BECAUSE THERE WAS DISCUSSION ON, YOU CAN SEE ENROLLMENT, THE NUMBER OF PEOPLE WHO ARE REGISTERED ARE CHECKED AT THAT CERTAIN DATE AND I CANNOT CITE EXACT NUMBERS BUT THE SCHOOL I THINK THAT HAS EXPERIENCED A LOTTERY HISTORICALLY, IS TUCKER, THE MOST.
WE GET TO THAT DATE AND WE KNOW THE NAME OF PEOPLE THAT ARE REGISTERED BUT THEY ARE IN FACT HELD, SO THAT WE DO NOT HAVE FIRST COME FIRST SERVE RIGHT AWAY.
WE KNOW WE ARE FAMILIES READY TO REGISTER AND WE DO, THEY GO THROUGH AND COMPLETE THE PAPERWORK THAT WE MONITOR THOSE NUMBERS TO MAKE SURE THERE IS EITHER WHEN YOU LOTTERY FOR EVERYONE ACTION GETS ENTERED IN THE SYSTEM AND REGISTERED.
THERE IS SOME INTENTIONALITY THAT MAYBE ISN'T CLEAR IN HERE.
>> FOR THE LOTTERY HOUSE INFORMATION -- POSSIBILITY? YEAH.
TYPICALLY, THE MOST EFFECTIVE WAYS TO THE PRINCIPAL.
WHEN YOU ARE REGISTERING OPEN HOUSE, PRINCIPALS ARE AWARE OF IT, BELIEVE ME THEY CLOSELY MONITOR THEIR OWN NUMBERS, REALLY TRY TO SHARE WITH FAMILIES BECAUSE WHAT I JUST DESCRIBED IS CONFUSING YOU THINK I COMPLETED MY MOMENT PAPERWORK HOW DO I NOT HAVE A SPOT YET IF I DO THAT MARCH?
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SO THEY DO, WE HAVE THE POLICY OF COURSE BUT WOULD YOU EVEN KNOW TO LOOK THAT UP IF YOU ARE ENROLLING FIRST CHILD IN KINDERGARTEN? USUALLY THEY ARE THE ONES WHO CARRY THE MESSAGE AND HAVE THE MOST FACE-TO-FACE.WE DO A BIG PUSH FOR KINDERGARTEN REGISTRATION, THE REGISTRAR IS NO YOU KNOW, THE INFORMATION TO SHARE WITH FAMILIES.
AND ONLY TAKES A COUPLE OF TIMES.
>> WE MAY BE IN HERE BUT DON'T SEPARATE SIBLINGS.
>> WE DO NOT FEAR THE SIBLING RULE IS SPECIFIED IN HERE, I KNOW IT IS IN THE REGULATION AND IT IS ALSO ON PAGE FOUR, I THINK IT IS PROBABLY IN A COUPLE PLACES ABOUT SIBLINGS.
BECAUSE SIBLING IS ONE OF THE RULES THAT IS A CONDITION WE CAN EXCEED CLASS SIZE.
>> I'M LOOKING FOR THE COMMENTS, ANOTHER QUESTION THAT CAME UP UNDER DUAL LANGUAGE.
IT SAYS WE THINK ABOUT WHAT WE ARE PUTTING IN.
ONE THING WITH YOUR QUESTION, I MADE SURE TO PUT THAT IN THERE AS LIKE, SHOULD WE INCLUDE HOW WE COMMUNICATE IN THE POLICY? SO THOSE ARE SOME THINGS THAT YOU MAY WANT TO THINK ABOUT AS YOU THINK ABOUT THE REVISIONS ARE.
IF YOU SEE A GAP IN THAT, IS THAT SOMETHING YOU WANT TO INCLUDE? ONE OF OUR TEAM MEMBERS ALSO PUT IN, SHOULD -- STUDENTS BE PRIORITIZED FOR DUAL LANGUAGE PROGRAM? IS THAT SOMETHING THE BOARD WOULD WANT TO DO OR SEE IN THIS POLICY? DEPENDING ON WHAT THE NEED IS AND WHO IS IMPACTING IMPACTED AND HOW THOSE NUMBERS LOOK AT THE PROGRAM.
>> CAN ADD WITH RESPECT TO COMMUNICATION, ONE OF THE THINGS PARENTS SAID IS, NOT ALL POLICIES ARE TRANSLATED INTO THE LANGUAGES OF CHOICE.
AND EVEN WHEN THEY ARE, SOME PARENTS WE WOULD HAVE GREATER ACCESS IF OUR POLICIES AND REALLY IMPORTANT INFORMATION WERE ALSO UNDERWAY IN AN AUDITORY FORM.
>> ARE WE READY TO MOVE TO THE NEXT POLICY? THE NEXT POLICY IS POLICY JCA TRANSFERS BY STUDENT VICTIMS OF CRIME.
I'M SORRY, TERRENCE, WE GIVE US THE INPUT?
>> I WAS JUST PULLING THAT UP, I'M SORRY.
I AM MOVING IN MY OWN DOCUMENT HERE.
I THINK SOME OF THE COMMENTS THAT WE HAD, I THINK ONE OF THE THINGS IS WRITTEN IN THE POLICY IS THAT THERE IS AN ABILITY TO MOVE TO A COMPARABLE SCHOOL FOR THE PURPOSES OF THE POLICY AND WHAT EXACTLY DO WE MEAN BY COMPARABLE? WHAT CRITERIA DO WE HAVE IN MIND WHAT WE SAY COMPARABLE? WHAT DO WE MEAN BY BEING ABLE TO TRANSFER TO A COMPARABLE SCHOOL.
ALSO THINKING ABOUT WHAT HAPPENS IN TERMS OF MITIGATION, IF A COMPARABLE SCHOOL IS NOT AVAILABLE, AND I THINK ALSO, JUST SOME MORE DETAIL ON WHAT THE PROCESS MAY LOOK LIKE.
I THINK ONE OF THE OTHER THINGS THAT WE REALLY NOTICE, NOT JUST THE PROCESS OF MOVING FROM ONE TO ANOTHER, BUT I THINK THIS MIGHT BE AN OPPORTUNITY IF YOU FOLKS LOOKING INTO THIS POLICY, TO ALSO UNDERSCORE WHAT SOME OF YOU KNOW, THE INTERVENTIONS OR OTHER SERVICES YOU MIGHT BE ABLE TO PROVIDE FOR STUDENTS.
THERE HAVE BEEN VICTIMS OF CRIME, THAT FOR LIKE THEY NEED A TRANSFER, AT LEAST A CROSS REFERENCE TO SOME OF THE OTHER PARTS OF THE REGULATIONS AND THE RULES THAT FOLKS THAT YOU KNOW ARE LOOKING FOR THIS INFORMATION AND MAY ALSO BE
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ABLE TO FIND THAT HERE.AND I THINK AGAIN, JUST THINKING ABOUT MAKING IT A MORE PROACTIVE AND YOU KNOW, NOT JUST COVERING THE NUTS AND BOLTS BUT ALSO TRYING TO GET SOME GOOD INFORMATION FOR PARENTS, AND FOR STUDENTS THAT DO NEED THE TRANSFER OPTION.
WHAT OTHER THINGS CAN THEY DO IF THEY ARE IN THE SITUATION.
OBVIOUSLY THERE MAY BE SOME OTHER THINGS AVAILABLE FOR THE STUDENTS IN TERMS OF INTERVENTIONS AND SO FORTH I THINK ONE OF THE OTHER THINGS WE THOUGHT MIGHT BE USEFUL ESPECIALLY FROM AN EQUITY LENS, YOU GOT SPECIFIC CRIMES THAT ARE LISTED HERE.
WE THOUGHT IT MIGHT ALSO BE USEFUL TO EXPAND BEYOND THAT AND TO HAVE A CONVERSATION ABOUT TRANSFERS IF FOLKS HAVE BEEN VICTIMIZED BY THINGS IN THIS PARTICULAR STATUTE WE ARE THINKING ABOUT SPECIFIC THINGS RELATED TO RACE AND GENDER, SEXUALITY, RELIGIOUS BELIEF OR HARASSMENT, THOSE KINDS OF THINGS AND NECESSITATE A MOVE TO A DIFFERENT SCHOOL, ALSO HAVING THOUGHTFULNESS AROUND WHAT THAT SITUATION MIGHT LOOK LIKE AND WHAT MIGHT BE THE PROCESSOR STUDENTS THAT HAVE HAD THE EXPERIENCE, THOSE ARE MAIN EQUITY ANALYSIS POINTS MARTIN.
CAN YOU TRY AND DOCTOR CRAWFORD IF YOU WANT TO ADD ANYTHING ADDITIONAL, PLEASE FEEL FREE.
ONE THING I JUST ADD IS STATUTORY LANGUAGE, WE WOULD KEEP PER CODE, I WOULD THINK THAT THIS POLICY HAS A REGULATION.
FOOD FOR THOUGHT AS WE ARE WORKING THROUGH THIS AND YOU THINK WHAT IS THE PROCESS FOR REQUESTING SOMETHING LIKE THIS, REGULATION MIGHT GIVE US THE OPPORTUNITY TO BE SPECIFIC.
STUDENTS AND FAMILIES NO, YOU KNOW THIS IS AN OPTION YOU KNOW WHERE WOULD YOU START? THE REGULATION WOULD ALLOW US TO SPECIFY A LITTLE BIT MORE.
AND I WILL JUST SAY, ANOTHER COMPARABLE SCHOOL WITH SOMETHING WE CAN FURTHER DEFINE.
AND OF COURSE, IS A CHALLENGE AND ONE SCHOOL DIVISION.
SO, FURTHER DEFINING I'M SURE WOULD BE HELPFUL FOR PEOPLE WHO READ THIS, THANK YOU.
>> THAT LAST PART DOCTOR CRAWFORD, WAS ALSO ONE OF MY COMMENTS.
HOW DO WE LIVE UP TO THIS WHEN WE HAVE ONE HIGH SCHOOL? WE HAVE MULTIPLE CAMPUSES BUT ARE THEY ALWAYS APPROPRIATE OR FOR PLACEMENT IN THAT WAY, DEPENDING ON WHAT CAMPUS AND WHAT THE STUDENT NEEDS ARE.
WE NEED SOME REVISION AROUND WHAT THAT LOOKS LIKE AND WHAT THAT MEANS BECAUSE IT DOES NOT NECESSARILY WORK IN OUR SETTING.
>> AND A COMMENT THAT WAS MADE IN AT LEAST ONE GROUP WAS, WAS THE UNINTENDED OUTCOME FOR THE STUDENT? BECAUSE OF BULLYING, WITH RESPECT TO THE RELATIONSHIP THAT THEY HAVE, AND REALLY THE FAIRNESS OF BEING VICTIMIZED AND THEN HAVING TO MOVE BECAUSE OF THE VICTIMIZATION.
INSTEAD OF DEALING WITH THE ROOT CAUSE AND MAKING THE COMMUNITY A BETTER PLACE FOR EVERYBODY.
>> SO I HAVE OFTEN STRUGGLED WITH THIS PARTICULAR POLICY BECAUSE WE HAVE ONE HIGH SCHOOL AND OFTEN TIMES WHAT WE HAVE SEEN OR MAY SEE OUR STUDENTS A HAVE BEEN VICTIMIZED ARE FEELING FURTHER VICTIMIZED BECAUSE THEY ARE THE ONE WHO IS BEING ASKED TO LOOK AT AN ALTERNATIVE TO MOVE AND NOT THE PERSON WHO COMMITTED THE EVENT.
AND THAT IS A STRUGGLE PARTICULARLY IF YOU ARE TALKING ABOUT A STUDENT WHO, THERE MAY BE AN OUTSIDE VIOLENT CRIME OR SITUATION THAT HAPPENS.
I'M NOT SURE THIS IS, I'M NOT SURE PEOPLE UNDERSTAND THAT.
BECAUSE OFTEN TIMES, WE PARENTS COME BACK AND SAY, WHY ARE YOU SAYING THAT MY CHILD HAS THE RIGHT TO BE MOVED OR TRANSFERRED WHEN THEY ARE THE ONES THAT WAS VICTIMIZED IN THE SCHOOL AND I'M NOT SURE THIS POLICY EXPLAINS THAT IN DETAIL AND I'M NOT REALLY SURE WITH OUR LIMITED RESOURCES HOW WE DO EXPLAIN THAT AND IN DETAIL BUT I DO KNOW THAT IS PARTICULAR TO MR. HARRIS BECAUSE YOU ARE THE LIAISON TO A SECONDARY LEVEL.
IT HAPPENS TO BE ONE OF THE THINGS THAT WE SEE AND EVEN AS FAR AS OUR ALTERNATIVE PROGRAMS WERE SOMEWHAT LIMITED WITH SPACE AND CAPACITY.
[00:40:01]
I THINK IT WOULD BE HELPFUL TO OUTLINE THIS A LITTLE CLEARER SO THAT THE PUBLIC UNDERSTANDS THAT THE TRANSFER RECOMMENDATION IS NOT FOR THE PERSON THAT NECESSARILY COMMITTED THE EVENT BUT THE PERSON THAT WAS VICTIMIZED BY THE EVENT.>> ALL IT ANOTHER RECOMMENDATION THAT CAME OUT OF OUR DISCUSSIONS, INCLUDING RESTORATIVE PRACTICES AND RESTORATIVE PRACTICE AND LANGUAGE.
IN THE POLICY, THAT CAME UP A LOT IN A LOT OF OUR CONVERSATIONS AROUND THE POLICIES THROUGHOUT THE PROCESS IS.
YOU KNOW, WHERE ARE WE DEFINING WHAT'S IN PLACE BEFORE WE GET TO SOMETHING THAT HAVE TO BE DONE.
PUTTING SOME LANGUAGE IN HERE.
AND I THINK THE COMMENT ABOUT INTERVENTIONS, MITIGATION STRATEGIES AND SORT OF THE LENS WHEN WE DID THE STUDENT DISCIPLINE POLICIES FIRST.
THAT WAS SOMETHING THAT CAME UP WHERE ARE WE SAYING LIKE STRAIGHT UP, WE ARE -- YOU KNOW, WE ARE, RESTORATIVE IN NATURE, UTILIZE PBIS ETC. AND OBVIOUSLY IT'S A CRITICAL ASPECT TO STUDENT WHO'S BEEN A VICTIM OF A CRIME.
SO JUST TO CAPTURE MORE OF THAT, WHETHER IT IS IN THE POLICY WITH A REGULATION I THINK MAKES A LOT OF SENSE.
>> ANY OTHER QUESTIONS OR COMMENTS ON POLICY JCA? THE NEXT POLICY IS POLICY JCB, TRANSFER BY STUDENTS PERSISTENTLY DANGEROUS SCHOOLS.
YOU WILL NOTICE IN THE NOTES, OR MAYBE I TOOK IT OUT OF THE POWERPOINT SLIDE, THIS POLICY WAS RECOMMENDED TO BE DELETED.
[LAUGHTER] BUT THAT CAME OUT OF THE COMMITTEE JUST BECAUSE WE DID NOT NECESSARILY, ONE QUESTIONS WAS HAVE WE EXPERIENCED THIS AND ARE THE STATUTORY ONE THAT WE MUST HAVE? BUT IF YOU WANT TO HAVE ANY OTHER INFORMATION FOR THIS ONE, IT'S A PRETTY SHORT POLICY.
THAT WAS A RECOMMENDATION THIS WOULD BE ONE THAT WAS ABLE TO BE DELETED FOR SCHOOLS WITH THIS DESIGNATION.
>> AND THAT EVEN SURE WHAT THAT MEANS.
I'M SORRY DON'T KNOW WHAT THAT MEANS.
>> THE VIRGINIA SCHOOL BOARD APPARENTLY SAID WE DON'T HAVE ANY SCHOOLS THAT ARE DESIGNATED AS THIS SO WE WOULD NOT NECESSARILY NEED THE POLICY.
IF AT ANY POINT ONE OR MORE OF THE SCHOOLS DID WE MAY HAVE TO REVISIT THAT.
IT'S OPEN FOR DISCUSSION AT THIS POINT.
>> I WAS LATE -- I WOULD DELETE THAT.
I LIKE TO SEE THE CRITERIA FOR THAT.
>> OKAY WE WILL MOVE ON FROM THAT ONE.
THE NEXT POLICY IS JCJ WHICH IS CLASSROOM ASSIGNMENT FOR TWINS.
>> YES AND THIS WAS ANOTHER ONE WHERE WE DID NOT, AS THE POLICY WAS WRITTEN, WE DID NOT NECESSARILY SEE THAT THERE WAS AN EQUITY CONCERN THAT WOULD COME UP.
BUT I WILL DEFER TO OTHER FOLKS IF THEY HAVE ANY BUT AS OUR TEAM, WE DIDN'T SEE THAT THERE WAS MUCH OF AN EQUITY CONCERN IN THIS POLICY.
>> PARENTS LOVE THIS ONE PARTICULARLY THOSE WITH TWINS OR MULTIPLES.
THEY WERE CONCERNED WITH THE SHORT WINDOW OF TIME I THINK IT IS LIKE AFTER THE
[00:45:01]
FIRST YEAR FIRST THREE DAYS OF ATTENDANCE, THEY SAY IT MIGHT NOT BE ENOUGH TIME TO KNOW WHETHER STUDENTS WERE, WHETHER THEY WOULD BENEFIT FROM BEING TOGETHER OR NOT.>> THERE WAS A LITTLE BIT OF CONVERSATION ABOUT THAT.
AT THE TIME IT MIGHT NOT BE ADEQUATE.
>> ARE WE LOOKING AT DELETING THE POLICY ALTOGETHER? OR REVISITING THAT?
>> I THINK THEY LIKE THE POLICY, DIDN'T HAVE ANY MAJOR CHANGES, JUST IF YOU WERE A BRAND-NEW PARENT, TWINS AND WERE NOT SURE MAYBE HOW THEY WOULD DO.
THREE DAYS, IS THAT ENOUGH TIME TO SAY THAT YES THEY ARE GREAT TOGETHER OR HEAVENS NO, LET'S SEPARATE THEM, YOU MIGHT NEED IT IS WHAT AND TAKING FROM WHAT THE PARENTS SAID A LITTLE BIT LONGER TO BE ABLE TO MAKE THAT CALL.
BUT YOU KNOW THERE WAS NO RECOMMENDATION TO DELETE THE POLICY, KEEP IT BUT MAYBE GIVE PARENTS A LITTLE BIT MORE OF A WINDOW OF TIME.
CAN WE REVISIT THE TIMETABLE LONGER THAN THREE DAYS?
>> OR IS A TIMETABLE EVEN NECESSARY?
>> WHILE IT MIGHT NOT BE APPROPRIATE IN ONE PART OF THE YEAR, MAYBE -- AND HAVING THIS AVAILABLE MULTIPLE TIMES.
>> ONE THING THAT JUST CAME TO MIND, A LITTLE OF A FUNNY SO I WILL SAY IT TO LIGHTEN UP A LITTLE BIT.
WHAT CONSTITUTES TWINS? RECENTLY, THERE WAS BABIES BORN ONE ON DECEMBER 31, 2021 AND THE OTHER ON JANUARY 1, 2022.
>> IF WE NEED TO LET EVERYTHING A MOTHER OF A TWIN COULD PROBABLY TELL YOU.
>> YOU KNOW IS IT SHARING THE SPACE OR THE DAY YOU WERE BORN? WHICH ONE IS IT? I JUST YOU KNOW -- [LAUGHTER] JUST SOMETHING WE MAY WANT TO THINK ABOUT AS WE LOOK AT BIRTHDAYS SOMETIMES, I JUST WONDER.
>> TWINS ARE ANYWHERE IN THAT NINE MONTH WINDOW I WOULD SAY.
BUT I DON'T FEEL LIKE THERE NECESSARILY, THAT THERE NEEDS TO BE A TIMESTAMP ON THE NUMBER OF DAYS.
I THINK THAT CHERYL IS RIGHT IN SAYING THAT THINGS CHANGE, KIDS GROW AND WHAT WORKS FOR A SEMESTER MAY NOT WORK THE SECOND.
I WOULD LEAVE THAT AT THE DISCRETION OF THE PRINCIPAL, THE TEACHER, THE PARENT.
>> THE NEXT POLICY FOR REVIEW IS JEB.
ENTRANCE AGE ADMISSION A PERSON NOT OF SCHOOL AGE.
>> YES, THIS IS ANOTHER ONE THAT TIES IN WITH CLASS SIZE AND WE THOUGHT THAT YOU KNOW EARLY ADMISSION YOU KNOW TO A SCHOOL ENVIRONMENT CAN BE A WAY TO HELP SOME STUDENTS WHO ARE ABLE TO YOU KNOW, GO AHEAD AND TRY TO PREVENT SOME STUDENTS FROM GETTING BEHIND AND SO I THINK YOU KNOW, ONE OF THE THINGS THAT WE WANTED TO ARTICULATE AS THIS CAN BE USED AS A TOOL OR IF IT IS INTENDED TO BE USED AS A TOOL FOR THAT PURPOSE, WAS THE RATIONALE BEHIND WHY WE HAVE THIS POLICY AT ALL.
I THINK ANOTHER PART OF THIS THERE IS A MENTION OF TUITION FOR THE SCHOOL BOARD I THINK THAT IS ONE OF THOSE THINGS WHERE WE ALSO MIGHT WANT TO RETHINK FROM AN EQUITY STANDPOINT, FOR STUDENTS WITH LIMITED ECONOMIC RESOURCES, RIGHT? I WAS THINKING ABOUT WHEN DOES THAT ASSESS AND HOW DOES IT ASSESS, WHAT DOES THE PROCESS LOOK LIKE? AND THEN ALSO JUST THINKING ABOUT HOW TESTING AND READINESS IS ASSESSED AS PART OF EARLY ENTRANCE, MAKING SURE THAT WE ARE CLEAR ABOUT WHAT THAT LOOKS
[00:50:05]
LIKE AND WHAT IT MEANS SO THAT THERE IS NOT A SUBJECTIVE EVALUATION OR THAT WE HAVE SOME OBJECTIVE MEASURES THAT WE ARE USING TO KIND OF STANDARDIZE.WE ARE NOT YOU KNOW LETTING ASSUMPTIONS OR BIAS DETERMINE WHICH STUDENTS WE FEEL ARE READY OR WOULD BENEFIT IN THOSE KINDS OF THINGS.
LOTS OF OPPORTUNITY I THINK, TO PUT SOME ADDITIONAL KINDS OF THOUGHTS OR SOME ADDITIONAL THINGS INTO THIS THAT YOU ALL CAN FIGURE OUT AND WORK OUT BUT THOSE ARE SOME OF THE MAIN OBSERVATIONS THAT WE HAD FOR LOOKING AT THE POLICY.
>> I THINK JUST FROM A HISTORICAL PERSPECTIVE, THIS WAS A POLICY THAT WE HAD SOME QUESTIONS LAST SPRING BY NUMBER OF COMMUNITY MEMBERS WHO WERE INTERESTED IN ENROLLING, AND WE DID NOT HAVE EARLY ADMISSIONS AT THE TIME.
I BELIEVE WE DID A BOARD BRIEF.
BUT ALONG THESE LINES OF WHY WEREN'T WE NOT YOU KNOW, CAPACITIVE COURSE WAS ONE ASPECT.
BUT DEVELOP MENTAL RANGE, DURATION AND AS WE ARE SAYING YOU KNOW, MAKING SURE THAT WE ARE, WE ARE TALKING ABOUT FOR ALL THE DIFFERENT POLICIES, WAS IMPACTED, WHO BENEFITS, WHO IS UNINTENTIONALLY HARMED BY THE POLICY? SO, JUST AGAIN, JUST FOR CONSIDERATION AS WE LOOK AT THIS, THERE WERE DEFINITELY QUESTIONS THAT NEEDED FURTHER ELABORATION ON WHY OR WHY NOT BECAUSE THE CODE DOES ALLOW FOR CERTAIN THINGS AND THAT MAY LANGUAGE THINK AGAIN, WE DID TALK ABOUT THIS EXTENSIVELY IN THE SPRING AND I KNOW TH BOARD HAD A LOT OF QUESTIONS AT THE TIME.
SO I WOULDN'T BE SURPRISED IF SOME OF IT -- >> I ACTUALLY HAVE A LARGER QUESTION AROUND THE LATTER, THE 20TH BIRTHDAY BEFORE AUGUST 1.
AGAIN, HIGH SCHOOL THERE ISN'T ANY LANGUAGE OR APPEARS TO BE ANY LANGUAGE AROUND A GRADE LEVEL SO IF I'M 20 YEARS OLD, AND I WANT TO ENROLL IN SCHOOL, WHERE DO I GO IF I HAVE ONE EIGTH GRADE EDUCATION AND THEN, AM I LOOKING AT, ARE THERE OTHER OPTIONS FOR ME? SO THAT I CAN GET A GED THAT I CAN GRADUATE, THAT I CAN GET A JOB, THAT I CAN GET A TRADE VERSUS ENROLLING IN SCHOOL ONLY TO BE TOLD THE FOLLOWING YEAR THAT I AM TOO OLD TO BE IN SCHOOL.
THEN THERE'S ALSO THE CONCERN ABOUT THE OLDER CHILDREN BEING IN A SCHOOL WITH 13 AND 14, 15-YEAR-OLD INDIVIDUALS.
>> AND TWO OF THE FOCUS GROUPS, PARENTS SHARED THIS PRETTY MUCH THE SAME SENTIMENT.
THEY WONDERED, THEY FELT THAT THIS COULD NEGATIVELY IMPACT THE POSSIBILITIES FOR NEW ARRIVED OLDER STUDENTS.
AND THEY WONDERED YOU KNOW, WHAT WERE THE OPTIONS? SO I THINK THE POINT IS REALLY WELL TAKEN, THAT CAME UP MORE THAN ONCE.
>> AND DO LOOK AT THOSE OPTIONS AS WE LOOKING AT THIS PARTICULAR POLICY? BECAUSE WE WANT TO SET CHILDREN UP AND ADULTS OBVIOUSLY, FOR SUCCESS.
AND WHAT ARE THOSE OPTIONS AVAILABLE TO THEM?
>> ANOTHER THING THAT CAME UP LAST DISCUSSION WITH THE SCHOOL BOARD, -- THERE WAS A COMMENT AROUND SHOULD THERE BE SOME IDENTIFIABLE CIRCUMSTANCES THAT ARE PUT INTO THE POLICY, -- HAS SOME CLARITY AROUND IT BUT YOU KNOW FOR PEOPLE TO NOT HAVE TO JUMP FROM ONE POLICY TO GO TO ANOTHER OR KNOW TO GO TO ANOTHER, SHOULD THERE BE SOME DEFINITION AROUND WHAT IT LOOKS LIKE AND WHAT IT MEANS IN THIS POLICY?
AS A BOARD MEMBER, I'D LIKE TO KNOW WHAT'S BEEN DONE PRIOR.
I WOULD HAVE A LOT OF QUESTIONS AS A BOARD MEMBER IF THIS CAME TO ME.
I THINK IT WOULD BE BENEFICIAL TO EXPLAIN IT A LITTLE FURTHER.
>> WE ALSO DON'T REFERENCE STUDENTS WITH DISABILITIES -- AND SOME OF OUR STUDENTS SO I THINK THERE IS AN OPPORTUNITY THERE TO PUT SOME OF THAT OTHER
[00:55:07]
INFORMATION IN.>> OR THE LAW, IF IN FACT THERE IS LOTS OF PEOPLE ARE AWARE OF EXACTLY WHAT THAT IS AND WHAT WE MUST FOLLOW.
>> AND THE LESSON THAT CAME UP WAS PRONOUNS.
THINKING ABOUT SO AS WE READ THROUGH ALL OF THESE POLICIES, WE TYPICALLY USE HIS OR HER.
SO THINKING ABOUT HOW WE IDENTIFY OUR STUDENT POPULATION WITHIN OUR POLICY.
IF YOU'RE THINKING ABOUT REVISIONS YOU LIKE TO MAKE, THAT IS A NOTE AS YOU'RE READING THROUGH THEM TO WHERE THOSE THINGS ARE.
ANY MORE COMMENTS FOR JEB? OKAY THE NEXT SET OF POLICIES AND WILL PULL THE UP, JEC, SCHOOL ADMISSION AND THE REGULATION THAT ACCOMPANIES IT, SCHOOL ADMISSION REGULATION.
I AM PULLING THAT ONE UP AS WELL.
ONE OF THE ISSUES THAT AROSE, LOOKING AT THIS PROVISION IS THINKING ABOUT OUR FAMILIES THAT MAY HAVE, THAT MAY BE UNDOCUMENTED O WE HAVE STUDENTS WHO ARE UNDOCUMENTED.
AND I THINK THAT THERE IS A PART OF THE POLICY THAT DOES INCLUDE A PROHIBITION ON LOOKING AT THE STUDENT VISA STATUS BUT I THINK ALSO, THERE MAY BE YOU KNOW, STUDENTS IN THE CONTEXT OF FAMILIES SO ALSO, THINKING ABOUT HOW YOU MANAGE THAT WITH FAMILIES AND PARTICULARLY, MAKING SURE THAT UNDOCUMENTED FAMILIES HAVE YOU KNOW, ARE NOT UNNECESSARILY, THAT IS AN UNNECESSARY PART OF CONSIDERATIONS FOR THE THINGS THEY ARE DOING.
AND AGAIN, THIS IS A ANOTHER ONE WHERE YOU KNOW, YOU CAN HAVE THE AFFIRMATIVE VISION, YOU KNOW, WANTED TO BE ABLE TO HAVE ACCESS TO ALL KINDS OF STUDENTS FROM ALL BACKGROUNDS THAT ARE FOUND IN THE SCHOOL BOUNDARIES AND NOT HAVING DOCUMENT TO STATUS, THAT IS SOMETHING THAT IS, IT MAY LIMIT INTERACTIONS WITH YOUR APPEARANCE, FOLKS READING THE POLICIES.
I THINK THAT THERE IS ALSO A PART OF THE ADMISSION POLICY RELATING TO STUDENTS COMING INTO THE DIVISION THAT ARE SUSPENDED OR EXPELLED.
AND I THINK IT WOULD BE IMPORTANT TO PUT SOME ADDITIONAL KIND OF CONSIDERATIONS AROUND JUST MAKING SURE THAT STUDENTS, EVEN IF THERE ARE COMING TO HAVE A DISCIPLINARY INCIDENT AT ANOTHER PLACE, THAT YOU HAVE A DETERMINATION OF WHAT IS THE BEST WAY YOU KNOW THE BEST SETTING FOR THAT STUDENT.
YOU ALL HAVE, WE MENTIONED BEFORE, RESTORATIVE KIND OF INTERVENTIONS ARE ALL THE KINDS OF OTHER INTERVENTIONS YOU WILL USE.
MAKING SURE IT IS JUST NOT AN ABSOLUTE BAR IF YOU WERE TO GET IN TROUBLE AT ANOTHER PLACE, RIGHT? THAT THERE ISFOR YOU.
EVEN IF IT MAY BE THE DETERMINATION I THINK HAVING SOME KIND OF PROCESS WHERE YOU'RE ABLE TO LOOK AT WHAT THAT LOOKS LIKE FOR STUDENTS TO TRY TO COME INTO THE DISTRICT.
I THINK THAT AGAIN, ANOTHER PART OF THIS, THINKING ABOUT YOU KNOW, STUDENTS AND NONTRADITIONAL HOUSING ARRANGEMENTS, SO I THINK PART OF THIS, WHERE THIS CAME UP, WE TALKED ABOUT THERE IS POWER FOR THE PARENTS AND I THINK THE GUARDIANS, THINK ALSO THINKING ABOUT THE OTHER LIVING AGREEMENTS FOR STUDENTS UPON THEMSELVES OR FAMILY STRUCTURE, SPECIFICALLY THINKING ABOUT IF THE STUDENTS PARENTS HAVE SHARED CUSTODY OR SHARED GUARDIANSHIP, HOW DOES IT IMPACT WHETHER THEY CAN BE ADMITTED INTO THE SCHOOL DISTRICT.
YOU KNOW, THAT WAS THE ONE THAT CAME UP FOR US.
AND THINKING ABOUT YOU KNOW, IT'S PROBABLY A VERY COMMON OCCURRENCE.
WHAT ARE THE ADDITIONAL KIND OF GUIDANCE WE CAN PROVIDE FOR STUDENTS IN THAT SCENARIO? YES, I THINK THOSE ARE THE MAIN, SOME OF THE MAIN THEMES THAT WE SAW FROM
[01:00:04]
THESE POLICIES.AND I WILL EXCUSE MYSELF OR JUST ONE SECOND I WILL GO OFF, BUT I WILL BE RIGHT BACK.
>> I THINK I CAN PROBABLY SCREEN SHARE SO YOU KNOW.
>> WE WERE TO SAY, SHOULD WE HAVE THE POLICY UP IF SOMEONE IS WATCHING FROM HOME? THEY CAN PULL THE LINK UP.
I THINK I CAN SQUEEZE SURE TO PULL IT UP.
>> THANK YOU, IT IS HARD YOU CANNOT SCREECH HER AND LOOK AT THE OTHER SCREEN AT THE SAME TIME.
IN ORDER TO GIVE YOU THE FEEDBACK THAT WE HAVE I NEED TO BE ABLE TO SEE THAT, DO YOU HAVE ANY FEEDBACK FROM THE PARENT GROUP ON THIS PARTICULAR POLICY?
>> IT'S ALREADY BEEN STATED BUT THEY TALK A LOT ABOUT THE SHARED GUARDIANSHIP, THE OTHER THING THEY MENTIONED THOUGH IS THE NEED FOR DEFINITIONS FOR SOME OF THE TERMS AT THE BEGINNING OF THE DOCUMENT OR THE BEGINNING OF THE POLICY.
LIKE EMANCIPATED, WAS IT EMANCIPATED? SOME OF THE TERMS THAT WE USE THAT MAY NOT BE FAMILIAR TO PEOPLE WOULD REALLY MAKE THE READING OF THE DOCUMENT IF THOSE THINGS WERE FRONTLOADED.
NOT NECESSARILY ALL IN THE BEGINNING TOGETHER, BECAUSE IT MIGHT BE TOO MUCH BUT AS IT APPLIES TO THE PARTICULAR POLICY.
>> AND THIS HAS ACCOMPANIED REGULATION WHICH SPECIFIES PRETTY HEAVILY ON RESIDENCY AND DOCUMENTS TO GO ALONG WITH THAT INCLUDING SHARED HOUSING.
>> ALSO LOOKING AT THIS POLICY IS FOR FYI PRIMARILY STATUTORY SO A LOT OF LANGUAGE IN HERE HAS TO BE IN HERE SO NAVIGATING THAT AS WELL.
SOMETHING ELSE CAME UP, THE TUITION AND HOW BEING ABLE TO DEFINE HOW CAN TUITION OR HOW SHOULD TUITION BE CHARGED? AND THEN EVEN KIND OF WANTING THE DATA AROUND HOW MANY STUDENTS ARE ACTUALLY
PAYING -- >> AND THAT IS SOMETHING WE HAVE NOT AS A PRACTICE WE DO IDENTIFY WHAT TUITION WOULD BE AS PART OF THE BUDGET PROCESS SO IT IS LISTED IN THE BUDGET BOOK AND WE USE IT WHEN WE HAVE CASES OF NONRESIDENT SEEM TO SAY YOU KNOW THE SITUATION IS THERE AND I HAVE A CHILD ATTENDING THE SCHOOL SYSTEM THAT IS NOT RESIDENT OF THE CITY AND DOES NOT MEET ANY OF THE OTHER EXCEPTIONS.
BUT I CANNOT THINK OF A TIME SINCE I'VE BEEN HERE THAT WE'VE EVER CHARGED A STUDENT.
I THINK EVEN GOING BACK TO SOME OF THE OTHER POLICIES WHERE WE REFERENCE THAT, I WOULD ASSUME THAT IS NOT STATUTORY, THAT HAS TO BE INCLUDED.
THE BOARD COULD REMOVE THAT IF THEY SO CHOOSE.
WE HAVE NOT CHARGED PEOPLE TUITION.
>> YOU CAN LEAVE IT AT THE DISCRETION OF THE SUPERINTENDENT.
EITHER WAY, SO AT LEAST IT IS THERE EVEN THOUGH WE DON'T UTILIZE IT.
BUT IT COULD STILL BE AT HIS DISCRETION IF HE SO CHOOSES TO DO IT.
>> ARE YOU SAYING IT IS STATUTORY?
>> A LOT OF THE REGULATION IS STATUTORY, DOESN'T MEAN EVERY SINGLE THING AND IT IS STATUTORY BUT A LOT OF, YOU KNOW YOU WILL NOTICE SOME OF IT IS REFERRING BACK TO THE DIFFERENT VIRGINIA CODES AND THINGS OF THAT NATURE SO A LOT OF IT IS STATUTORY BUT THERE ARE SOME THINGS THAT WE CAN ADJUST IF WE NEED TO, FOR THE SAKE OF THIS COMMITTEE, ANOTHER CONVERSATION THAT KIND OF CAME UP WAS WHEN YOU START READING THE REGULATION, THEN YOU HAVE TO UNDERSTAND SOME OF THE DETAILS YOU WANT MAY, I'M SORRY, READING THE POLICY IN UNDERSTANDING SOME OF THE DETAILS THAT YOU'RE LOOKING FOR MAY BE IN THE REGULATION, DOES NOT MAKE SENSE TO KEEP THE REGULATION IN THE POLICY SEPARATE.
LIKE SHOULD THEY AT LEAST BE ATTACHED ON THE SAME DOCUMENT OR YOU KNOW, HOW CAN WE ORGANIZE THAT BETTER SO THAT FAMILIES CAN ACCESS IT AND ARE ABLE TO NAVIGATE OUR SYSTEM A LITTLE BIT EASIER.
>> I PULLED UP THE REGULATIONS.
I THINK THE FEEDBACK -- I'M NOT SURE IF THERE WERE COMMENTS ON THE SCHOOL ADMISSIONS REGULATIONS.
I THINK THE VAST MAJORITY OF THAT POLICY IS THE STATUTORY LANGUAGE VERBATIM.
WE USE SOME OF THAT BUT THEN TRY TO TALK MORE ABOUT WHAT WE DO WITHIN ACPS, PROCESS
[01:05:11]
WISE.ARE WE GOING TO SCHOOL ADMISSION REGULATION? OKAY.
ARE WE READY TO MOVE ON TO THE NEXT POLICY? NO QUESTIONS ABOUT THE REGULATION?
THE NEXT POLICY IS POLICY JECA, ADMISSION OF CHILDREN WHO ARE HOMELESS.
>> ALL RIGHT LET ME PULL THAT ONE UP.
I THINK PART OF THE COMMENTARY OR THE OBSERVATIONS AND LOOKING AT THIS ONE, JUST THE NAME, THINK PART OF RECOGNIZING STIGMA AND HOW THAT CAN BE THINGS THAT HAVE WEIGHT, THEY MAY BE CHANGING THE NAME AND THE LANGUAGE THROUGHOUT TO RECOGNIZE THAT HOMELESSNESS IS A TRANSITORY SITUATION THAT FOLKS ARE MAY BE EXPERIENCING THAT IS NOT WHO THEY ARE.
THINKING ABOUT MAYBE CALLING THIS STUDENTS ARE INDIVIDUALS WHO ARE EXPERIENCING HOMELESSNESS VERSUS CHILDREN WHO ARE HOMELESS, IT MIGHT MAKE THAT CAST IT IN A DIFFERENT LIGHT.
I THINK WE KNOW THAT THERE ARE LOTS OF SUPPORTS AND SO, FOLKS WHO ARE IN THIS CODE SECTION, MAYBE THINKING ABOUT, WHAT ARE SOME OF THE SUPPORTS AVAILABLE SO MAKING SURE THAT WE HAVE REFERENCE OR INCLUDE EXPLICITLY HERE, WHAT ARE SOME OF THOSE SUPPORTS THAT ARE AVAILABLE.
AND I THINK THAT MAKING SURE THAT PART OF THIS IS NOT JUST YOU KNOW, RESPONDED TO THE ADMISSIONS CONCERN, BUT ALSO, BE ABLE TO LET FOLKS KNOW WHAT KINDS OF THINGS YOU ARE TRACKING AND HOW PERVASIVE OF AN ISSUE YOU KNOW STUDENTS EXPERIENCING HOMELESSNESS IS, HAVING WAY FOR FOLKS TO BE ABLE TO SEE YOU KNOW HOW WIDESPREAD THAT IS IN YOUR SCHOOLS.
AND THEN ONE OF THE LAST COMMENTS THAT WE HAD WERE QUESTIONS THAT WE HAD WAS WHETHER THESE SAME POLICIES APPLY TO PRE-K ENROLLMENT, WE KNOW THAT IT MIGHT ALSO BE SOMETHING THAT YOU KNOW, VERY YOUNG CHILDREN MAY BE EXPERIENCING AND SO, I DON'T THINK IT IS SOMETHING THAT IS MADE EXPLICIT SO I THINK IT WAS A QUESTION THAT WE HAD WERE LOOKING AT THIS, WHETHER ONE OF THESE POLICIES AND IF THEY APPLY TO THEIR PRE-K SETTING OR NOT.
THOSE ARE THE MAIN THINGS THAT WE SAW IN REVIEWING THIS AND IF FOLKS ON THE TEAM HAVE ADDITIONAL OBSERVATIONS THEY LIKE TO SHARE, PLEASE FEEL FREE.
>> I THINK UPDATING THE LANGUAGE IMPORTANT.
YOU KNOW WE USE IT JUST IN OUR DISCUSSIONS, STUDENTS EXPERIENCING HOMELESSNESS.
AND TRY TO BE PERSON FIRST SO, OBVIOUSLY SOME OF THIS REVISION IS CATCHING UP FOR SURE.
>> RIGHT, AND AGAIN, PART OF THE AFFIRMATIVE VISION IS SAYING THAT WE DO NOT WANT STUDENTS TO BE STIGMATIZED, AND RECOGNIZE THE NATURE OF YOU KNOW, BEING IN A HOMELESS SITUATION, RIGHT? THOSE KINDS OF THINGS, USING THAT KIND OF LANGUAGE IN ADDITION TO JUST CHANGING THE PHRASEOLOGY.
>> ANOTHER COMMENT IN THE SECOND SENTENCE, HOW IT IS WORDED AND THINKING ABOUT REWORDING THAT AROUND WHAT ACPS WILL NOT PERMIT OR TOLERATE.
AS OPPOSED TO NAMING IT AS YOU KNOW THEM BEING STIGMATIZED, WHAT HAPPENS THAT CAN BE SEEN AS A FORM OF BULLYING AND HARASSMENT, SO HOW DO WE WANT THE LANGUAGE TO READ? THAT HAS A LITTLE MORE STRENGTH BEHIND IT.
[01:10:12]
>> ANY QUESTIONS ON THE POLICY?
>> NUMBER QUESTIONS OR CONCERNS THAT POLICY, NEXT ONE IS POLICY JECB.
TERRANCE, CAN YOU TAKE THIS AWAY?
>> YEAH, I THINK THAT WE DID NOT SEE AN EQUITY CONCERN HERE WE THINK THAT THIS ONE COULD REMAIN AND DID NOT SEE ANY REASON TO MAKE ANY CHANGES TO IT.
>> WASN'T THERE JUST RECENTLY SOME QUESTION AROUND THAT? AND DID WE DETERMINE THAT WE COULD STILL NOT ALLOW STUDENTS WHO ARE BEING HOMESCHOOLED TO PARTICIPATE IN EXTRACURRICULAR ACTIVITIES?
>> YES, THIS IS STILL ACPS POLICY.
I KNOW AS PART OF THE LEGISLATIVE PROCESS, THERE IS SOMETHING THAT IS BROUGHT UP REGULARLY ABOUT HAVING EITHER PART-TIME ENROLLMENT OR PARTICIPATION IN ATHLETICS.
I DON'T THINK THAT HAS BEEN DECIDED ONE WAY OR THE OTHER.
BUT YOU KNOW, IT WAS RAISED AS A QUESTION REGULARLY AND AT PRESENT THIS IS WHAT WE HAVE.
>> ANYTHING ELSE FOR THAT POLICY? ALL RIGHT.
NEXT POLICY IS POLICY IHB AND THE REGULATION THAT ACCOMPANIES IT, IHB-R.
>> I THINK THIS -- [INAUDIBLE] >> SORRY.
I THINK THIS IS A GOOD ONE FOR US TO CONSIDER.
I THINK AS I MENTIONED EARLIER, THE THEME OF POWER, UTILIZING CLASS-SIZE AS AN EQUITABLE TOOL OR AS AN EQUITY TOOL, THINKING ABOUT THE CONSIDERATIONS THAT MAY PROMPT THEM TO CONSIDER LOWERING CLASS SIZES OR EXCEEDING CLASS-SIZE CAPS, I THINK THAT WE HAVE TO THINK ABOUT YOU CAN ARTICULATE THE VISION THAT YOU HAVE THE KIND OF CLASSES THAT YOU'RE TRYING TO CREATE AND I THINK IT MIGHT HELP GUIDE SOME OF THE RATIONALE THAT YOU HAVE THROUGHOUT POLICY.
I THINK AGAIN, BEING ABLE TO ARTICULATE HOW CLASS-SIZE, SMALLER CLASS SIZE IN PARTICULAR CAN BE USED AS AN EQUITY TOOL TO CLOSE EQUITY GAP SAID THAT IT WILL BE IMPORTANT THAT SOMETHING THAT YOU ALL BELIEVE IN.
I'M TRYING TO SEE IF YOU CAN DO THAT WHERE POSSIBLE.
I THINK THAT IT IS ALSO AS AN EQUITY CONCERN, LOOKING ACROSS THE SCHOOL DIVISION, TO SEE HOW CLASS SIZES COMPARE AND MAKING SURE THAT YOU KNOW, IF YOU'RE LIVING ONE PART OF THE DIVISION YOU'RE MORE LIKELY TO HAVE COME BE IN A CLASS WITH MORE FOLKS AND HAVE A HIGHER CLASS-SIZE AND SEEING IF THERE ARE WAYS TO STANDARDIZE THOSE THINGS ACROSS THE SCHOOL DIVISION.
AND SO, YOU KNOW, LAST PART OF THIS I THINK, YOU KNOW THERE ARE SOME, THERE IS SOME GUIDANCE GIVEN AROUND SOME OF THE REASONS WHY YOU MAY -- PROVIDING ADDITIONAL CLARIFICATION ON EXACTLY WHAT STUDENT HEALTH SAFETY AND SECURITY CONCERNS JUSTIFY EXCEEDING THE ON CLASS-SIZE.
AND I THINK THIS ALSO MONITORING YOU KNOW, WHAT GOES INTO THE DECISIONS ABOUT WHAT MAKES A CLASS SIZE AS IS MENTIONED IN THE POLICY, EDUCATIONALLY SOUND AND SUITED TO THE NEEDS OF STUDENTS.
AND I THINK THOSE ARE THE MAIN ONES.
JUST THINKING ABOUT ALL SO YOU KNOW, LET'S SAY OTHER CONCERNS WERE OTHER OPPORTUNITIES OR INTERVENTIONS THAT YOU CAN USE TO MITIGATE PLACES THAT ARE PERSISTENTLY HIGH CLASS-SIZE COMMENTING ABOUT WHAT KIND OF CORRECTIVE STEPS YOU CAN DO TO BALANCE ENROLLMENT, YOU KNOW AND WHETHER THOSE THINGS MAY BE RELATED TO PARTICULAR PROGRAMS OR POPULAR, THAT MAY BE EXPANDED TO OTHER SCHOOLS, THINKING ABOUT HOW WE CAN THINK OF HOLISTICALLY ABOUT THESE YOU KNOW, WHAT THESE CLASSES LOOK LIKE.
[01:15:02]
ACROSS THE SCHOOL DIVISION AND BEING ABLE TO COMPARE AND CONTRAST AND THINKING AS A WHOLE HOW THEY MAY BE ABLE TO EQUALIZE SOME OF THESE CONCERNS.THOSE ARE THE MAIN ONES THAT CAME UP.
I WILL SEE IF ANY FOLKS ON THE TEAM HAVE ADDITIONAL THOUGHTS.
>> THIS IS WHEN THERE WAS A BIT OF CONVERSATION ABOUT IN THE FOCUS GROUPS.
SOME PARENTS FELT THAT ALLOWING SIBLINGS OF KIDS WHO ARE ALREADY IN SCHOOLS CONTRIBUTED TO LARGER CLASS SIZES FOR THEIR STUDENTS.
ON THE OTHER HAND, PARENTS WHO KIDS GOT TO GO TO THE SAME SCHOOLS DID NOT NECESSARILY SEE THE SAME PROBLEM BUT THEY ALSO FELT THAT IT COULD BE AN EQUITABLE IF THERE IS A PLACE IN THE POLICY WHERE IT TALKS ABOUT EDUCATORS, STOP HAVING CHILDREN IN THE DISTRICT.
THEY FELT THAT COULD BE, THAT COULD ALSO DIS-SERVE OTHER STUDENTS AND CONTRIBUTE TO CLASS SIZES.
THEY FELT THE RELATIONSHIP BETWEEN STUDENTS AND THEIR TEACHERS IS IMPACTED BY THE NUMBER OF STUDENTS IN THE CLASS.
I THINK WE ALL AGREE WITH THAT.
>> I'M NOT SURE WHERE THAT IS, CHERYL.
WE PREVIOUSLY HAD OF COURSE, EMPLOYEES THAT WERE NONRESIDENTS OF THE CITY BUT APPLIED TO HAVE THEIR CHILDREN ATTEND.
WE HAVE NOT HAD THAT FOR NUMBER OF YEARS BECAUSE OF CAPACITY.
SO WE NOTIFY EMPLOYEES EVERY YEAR, IF YOU ARE A CITY EMPLOYEE, WE HAVE HAD TIMES WHERE REQUESTS HAVE BEEN MADE IF YOU'RE A TEACHER AT X SCHOOL TO APPLY FOR A TRANSFER TO HAVE A CHILD ATTEND YOUR SCHOOL.
BUT I DID NOT THINK THERE IS ANY REFERENCE BECAUSE IT IS NOT A HIGH NUMBER, BY ANY STRETCH.
I JUST WASN'T SURE IF IT WAS THIS POLICY OR IF THEY WERE LOOKING AT ANOTHER ONE.
>> I THINK THEY WERE LOOKING AT ANOTHER POLICY.
>> THIS IS ANOTHER ONE WHERE WE DO HAVE SIBLINGS OF COURSE, WITH MILITARY.
WE WOULD INCLUDE, -- AGAIN HERE.
>> ANY OTHER FEEDBACK FROM THE GROUPS?
>> JUST ONE THING THAT CAME UP ALSO, IF YOU LOOK IN THE REGULATION UNDER NUMBER THREE AT THE BOTTOM, THE BULLETIN NUMBER THREE.
IT TALKS ABOUT UNDER SPECIAL CIRCUMSTANCES INVOLVING STUDENT HEALTH, SAFETY AND SECURITY.
THE SUPERINTENDENT MAY AUTHORIZE EXCEEDING THE.
IT WAS SUGGESTED THAT THAT POTENTIALLY BE DEFINED A LITTLE BIT MORE.
AGAIN, LANGUAGE THAT LEADS TO SUBJECTIVITY.
IT CAN BE A LITTLE DANGEROUS FOR US.
AND WE CAN SEE THAT THERE ARE TIMES WHERE THAT CAN CAUSE INEQUITABLE THINGS TO HAPPEN.
NURSE AT THE SUPERINTENDENT DISCRETION BUT SO THE COMMUNITY KNOWS AND UNDERSTANDS WHAT MAY BE UNDER THAT.
I'M SURE WE'VE SEEN DIFFERENT PEOPLE HAVE DIFFERENT THOUGHTS ON WHAT HEALTH AND SAFETY AND SECURITY MIGHT BE.
>> IS TYPICALLY, AND AGAIN, JUST FOR YOUR COMMISSION A SMALL NUMBER VIA ADMIN TRANSFER, SOMETIMES IT IS A SITUATION OR IF THERE IS A DANGEROUS SITUATION FOR PROTECTION OF THE CHILD TO NOT ATTEND A PREVIOUSLY KNOWN SCHOOL OR SOMETHING ALONG THOSE LINES, WE HAVE HAD TRANSFER SO IS LITERALLY WHAT IT MEANS.
HEALTH AND SAFETY, THOSE ARE TYPICALLY DONE VIA ADMIN TRANSFER.
BUT STANDARD ADMIN TRANSFER, NOT TO SOMETHING THAT EXTREMELY.
WE WOULD NOT PLACE, WE WOULD NOT EXCEED THE CLASS-SIZE FOR -- SO WE CAN DEFINITELY SPECIFY THAT.
THERE ARE CERTAIN SITUATIONS, IT IS HARD TO DELINEATE WHAT THOSE ARE.
BECAUSE WE DON'T USUALLY KNOW WHEN TO YOU HAVE A PARENT WHO SAYS, HERE IS MY YOU KNOW, SITUATION AND AM FEARFUL FOR MY CHILD'S SAFETY.
BUT WE COULD MAYBE SAY THIS EXCLUDES SUCH AND SUCH.
[01:20:04]
>> MY CONCERN IS RIGHT NOW IT IS DISCRETIONARY BY THE SUPERINTENDENT.
HE -- THE UNILATERAL DECISION.
IS THERE SOMETHING I CAN TAKE IT OUT OF HIS HANDS AND IT IS VETTED BEFORE IT GETS TO HIM.
>> LIKE THE TRANSFERS I JUST TALKED ABOUT? YES.
THEY GO THROUGH STUDENT SERVICES AND EQUITY.
WE DO HAVE SPECIFIC FORMS FOR ADMIN TRANSFERS AND IF IT IS SOMETHING HIGHLY CONFIDENTIAL IN NATURE, USUALLY A PRINCIPAL OR WHOMEVER WILL JUST SET SOMETHING UP AND THEN I MAKE THE RECOMMENDATION OR AN EXECUTIVE DIRECTOR AND INSTRUCTION WOULD MAKE A RECOMMENDATION.
SO IT SAYS HIM BUT SHOULD PROBABLY SAY OR DESIGNEE.
[LAUGHTER] >> MAYBE THAT IS PART OF IT THERE IS A PROCESS, RIGHT? AND MAYBE WE OUTLINE THAT PROCESS.
SO IT IS NOT JUST, I'M SEEING THIS IS HAPPENING, IT'S IN THE POLICY IF IT IS LIKE THAT.
AND THEN YOU SHOULD TAKE WHAT I SAY SO OUTLINING WHAT THAT PROCESS IS, MAYBE INSTEAD OF DEFINING THE WORDING ITSELF.
>> I THINK ONE OTHER THING THAT WE SAW MENTIONED IN THE COMMENTS FROM FOLKS REVIEWING THE POLICY WAS JUST ALL THE CLASS-SIZE REQUIREMENTS REFERENCE STARTING A KINDERGARTEN AND SO IF YOU ALL HAVE PRE-K, MAYBE THERE'S SOME STATE RECOMMENDATION IS TO THOSE PRE-K PROGRAM SIZES THAT YOU MIGHT ALSO INCORPORATE OR SUGGESTION THAT WAS MADE, BY ONE OF THE FOLKS DURING THE POLICY, SO THINKING ABOUT ESPECIALLY KNOWING THE IMPORTANCE OF PRE-K AS A TOOL FOR HELPING STUDENTS WHO MAY BE AT RISK OF FALLING BEHIND, THINKING ABOUT HOW TO USE THAT AS WELL AND MAINTAINING THOSE CLASS SIZES SO THAT YOU MAINTAIN THAT BENEFIT AS WELL.
>> ANY OTHER QUESTIONS OR COMMENTS? ABOUT POLICY, IHB OR THE REGULATION? WE ARE TURNING THE CORNER HERE.
>> SHOULD'VE PLANNED SOME MORE FUN ACTIVITIES LIKE YOU KNOW SO MANY OF THE FIRST NIGHT, WE SHOULD HAVE DONE SOMETHING A LITTLE BIT MORE ENJOYABLE!
>> THE LAST TWO POLICIES ARE JCE AND THE REGULATION, JCE-R.
THEY ARE REDISTRICTING IMPLEMENTATION AND REGULATION OF COURSE THAT GOES ALONG WITH IT.
>> I THINK THIS IS ANOTHER ONE WHERE WE JUST WANT TO BE MINDFUL OF LIKE WHAT THE COMPOSITION OF YOUR SCHOOLS LOOK LIKE.
AND I THINK YOU KNOW, BEING ABLE TO RECOGNIZE LIKE WHAT DEMOGRAPHICS ARE IN YOUR SCHOOLS, RECOGNIZING THE VALUE OF DIVERSE SCHOOLS, INTEGRATED SCHOOLS THAT HAVE AN OPPORTUNITY TO LEARN FROM ONE ANOTHER.
YOU KNOW I THINK THAT THERE ARE SOME LIMITATIONS ON WHAT YOU CAN ARTICULATE IN TERMS OF THAT.
I THINK IT IS IMPORTANT TO KNOW THAT AND FOR FOLKS TO SEE AS YOU DOING REDISTRICTING, TO SEE IT IS A VALUE THAT YOU WILL HOLD, RIGHT? HAVING DIVERSE SCHOOL ENVIRONMENTS I THINK IS IMPORTANT.
I THINK ANOTHER THING THAT CAME UP WAS, THERE'S PART OF THE POLICY.
I'M TRYING TO PULL IT BACK UP SO I CAN SEE.
WE TALKED ABOUT THE IMPACT OF TRANSPORTATION ON REDISTRICTING EFFORTS, AND ESPECIALLY AS IT PERTAINS TO RECREATION CENTERS AND OTHER ACCESS TO TRANSPORTATION.
I'M THINKING ABOUT HOW IT PLAYS INTO REDISTRICTING DECISIONS AND SO, I THINK ANOTHER AREA THAT CAME UP WHEN WE WERE HAVING THIS CONVERSATION WITH THINK ABOUT THE PROGRAMMATIC EXEMPTIONS TO REDISTRICTING.
AND HOW WE MAY WANT TO RE-EXAMINE THOSE, DETERMINE KIND OF WHAT KIND OF STUDENTS ARE UTILIZING THAT EXEMPTION FOR A PARTICULAR PROGRAM AND WHAT IMPACT THAT HAS ON THE SCHOOL COMPOSITION AND I THINK ANOTHER COMMENT THAT WAS MADE WAS THE PROGRAMMATIC EXEMPTIONS SHOULD ALSO INCORPORATE PROGRAMS THAT ARE THERE BEYOND ELEMENTARY SCHOOL AND CONSIDER HOW PROGRAMS OFFERED IN MIDDLE AND HIGH SCHOOL MIGHT BE INCORPORATED TO REDISTRICTING.
THE ONES THAT ARE LISTED ARE PRIMARILY IN ELEMENTARY SCHOOL OR GRADE PROGRAMS AND SO THINKING ABOUT HOW YOU MAY ALSO CONSIDER SOME OF THE PROGRAMMATIC YOU KNOW,
[01:25:08]
IMPACTS OF SOME, SOME PROGRAMS ARE OFFERED IN LATER GRADES.AND HOW THAT MIGHT HAVE AN IMPACT ON REDISTRICTING.
THAT LIST MAY NEED TO BE UPDATED IN TERMS OF PROGRAMMATIC EXEMPTIONS.
THOSE ARE THE MAIN COMMENTS THAT WE SAW.
ARE THERE FOLKS ON THE TEAM THAT HAVE ADDITIONAL COMMENTS?
>> I WOULD ADD THAT YOU ARE COMPLETELY RIGHT THIS WAS DEVELOPED AT REDISTRICTING WHICH IS WHY IT IS SO ELEMENTARY, I ACTUALLY WROTE THE SAME THING, WHAT ABOUT OTHER LEVELS THAT SHOULD BE CONSIDERED OR FACTORED IN IF WE GO BEYOND ELEMENTARY?
>> AND TO ADD TO THAT, HOW IS ELEMENTARY TO REDISTRICTING PLAY INTO SECONDARY, WHAT IS IT LIKE FOR THE MIDDLE SCHOOLS.
WE HAVE TWO K8 AND TWO MIDDLE SCHOOL SO HOW DOES IT PLAY INTO THOSE NUMBERS?
>> I THINK YOU NEED TO GIVE YOURSELF, THERE WAS A LOT OF INFORMATION CLARENCE, THANK YOU SO MUCH, THANK YOU FOR EVERYONE WHO ORGANIZED THE FOCUS GROUPS AND REALLY SOUGHT TO SEEK OUR COMMUNITY AND PARENT AND GUARDIAN FEEDBACK ON THESE POLICIES.
THAT IS A CHALLENGE BUT HOW TO MAKE THEM AS CLEAR AS POSSIBLE TO OUR FAMILIES TO HELP ON THE PROCESS.
>> I WOULD LIKE TO POSE TO THE GROUP TO THE COMMITTEE, THE QUESTIONS OR COMMENTS ABOUT THE PROCESS THUS FAR.
WE DID JUST GO OVER ALL THE INFORMATION FOR THE POLICY, I'M SURE WAS A LOT TO TAKE IN.
OUR NEXT MEETING -- IS THAT A FIRE DRILL? WE WERE ALL SITTING HERE, WE DIDN'T DO IT.
LOOKING AHEAD, IT WILL TAKE TIME TO GO THROUGH THE REVISIONS.
I THINK ABOUT A LOT OF THINGS WE MENTIONED BEFORE THE IMPACT, WHO WAS IMPACTING, WHO IS MISSING FROM THE EQUATION.
ALSO, LOOKING AT THE LANGUAGE AND UPDATING OUR LANGUAGE AROUND PRONOUNS AND TRYING TO BE A LITTLE LESS BINARY AND MORE INCLUSIVE OF DIFFERENT STUDENTS THAT WE MAY HAVE IN OUR SCHOOL DIVISION.
AS WE GO THROUGH THIS PROCESS, AGAIN, JUST OPEN FOR QUESTIONS OR COMMENTS ABOUT HOW TO MOVE FORWARD.
OUR NEXT MEETING IS ON THE NINTH.
THAT MEETING WILL START ACTUALLY DOING REVISIONS.
WE WILL HAVE GOOGLE COPIES FOR YOU TO HAVE TO EDIT.
YOU CAN STRIKE THINGS OUT AND ADD COMMENTS.
I TOOK DOWN SOME OF THE NOTES TONIGHT BUT YOU HAVE AN OPPORTUNITY TO DO THAT ON A CLEAN GOOGLE DOC SO WE CAN PRESENT THOSE REVISIONS TO YOUR COLLEAGUES.
SO WE HAVE, THERE'S A HOLD ON OUR CALENDAR FOR THE NINTH, 16TH AND THE 20 -- LOOK, THIS IS EMBARRASSING FOR MY MULTIPLICATION SCHOOLS.
AND SO, IF THE NINTH DOES NOT WORK FOR US, WE CAN MOVE OUR MEETING TO THE WEEK AFTER AND IT GIVES YOU A TIME TO REALLY GO THROUGH THESE POLICIES AGAIN.
THINK ABOUT THE FEEDBACK THAT YOU RECEIVED IN THIS MEETING, YOU HAVE COPIES OF THE FOCUS GROUP FEEDBACK.
AND WHAT TERRENCE WAS SPEAKING TO ABOUT THE OVERALL FEEDBACK SO IT GIVES YOU AN OPPORTUNITY TO REALLY DIG A LITTLE DEEPER.
[01:30:03]
SO WHEN WE COME BACK ON THE 16TH, THEN WE WILL, A LOT OF WORK WILL BE REALLY REVISION PROCESS AND KIND OF HAVE A CYBER, NOT CYBER BUT DISCUSSION ABOUT WHERE YOU FOUND REVISIONS, WHAT ARE SOME OF THE THINGS THAT STOOD OUT FOR YOU IN THAT PROCESS.>> AND I THINK THE EXTENSION OF THAT FREE WILL TO DISCUSS WITH THE BOARD, OBVIOUSLY THIS A BIG CHUNK OF POLICIES FROM, ONCE YOU'RE COMFORTABLE WITH THE REVISIONS THAT COME FORWARD, THEN WHAT'S THE PROCESS OF BRINGING IT FORWARD TO THEM? WE DID THE DISCIPLINE POLICIES IF I'M REMEMBERING CORRECTLY, CORRECT ME IF I'M WRONG.
[LAUGHTER] I THINK THEY DID A WORK SESSION ON THE POLICIES.
AND THEN THE FULL BOARD HAD THE CHANCE TO COME I THINK THAT'S WHAT WE DID WAS WE DID A WORK SESSION, THE FULL BOARD HAD A CHANCE TO CONSIDER THE CHANGES AND THEN THEY WERE BROUGHT FOR APPROVAL.
THEY DID HAVE THE OPPORTUNITY SINCE A LOT OF INFORMATION TO DO ANY WORK SESSION.
FOOD FOR THOUGHT ON JUST, WHEN WE DO THIS WHAT THE NEXT STEP WILL BE.
>> DOES THE NEXT STEP DEPEND ON THE POSITION?
>> THAT IS A VERY GOOD QUESTION.
[LAUGHTER] WE CAN FOLLOW UP WITH DOCTOR H TOMORROW.
>> AND FOR THIS, A LOT OF THESE POLICIES, WE DID HAVE MS. ABBRUZZESE WHO DID A LOT OF WORK IN THE GOOGLE DOC AND OUR GOOGLE DOCS ARE STRIKE OUT, THE COPY THAT YOU WILL GET WILL INCLUDE THE THINGS THAT SHE IS ALREADY KIND OF WORKED ON BASED ON WHAT NEEDED TO CHANGE.
LIKE SOME OF THE STATUTORY STUFF, THINGS OF THAT NATURE.
YOU WILL BE LOOKING AT IT FROM THAT LENS.
AND SOME OF THE THINGS WILL ALREADY HAVE BEEN ADDED FOR THOSE PARTICULAR POLICIES.
BUT WE WANTED YOU TO LOOK AT THEM BEFORE WE DO SO YOU CAN HAVE YOUR OWN OPINION AND SEE IT FROM YOUR OWN LENS.
>> WE JUST NOW GOT -- [INAUDIBLE] >> WHEN YOU GET A MOMENT COME AT THE END.
WILL THE BOARD MEMBERS HAVE ACCESS TO THE GOOGLE DOCS OR NOT?
>> WITH THE PROPOSED, WHAT WE DID THE LAST TIME, AND AGAIN, EVERYTHING IS SUBJECT TO WHATEVER THE BOARD WOULD LIKE.
WE DID A GOOGLE DOC FOR OUR PURPOSES, SO YOU HAVE A MARKUP AND THEN A CLEAN COPY.
AND THEN WHEN IT WENT TO WORK SESSION I BELIEVE SAW BOTH OF THOSE VERSIONS.
>> OKAY JUST WANT TO MAKE SURE THEY ARE GOING IN THE GOOGLE DOC.
THEY CANNOT ALL GO AND AT THE SAME TIME.
IF THEY ARE GIVEN ACCESS TO DO THAT.
>> WHEN IT GOES TO THE FULL BOARD, THE BOARD WILL SEE THE MARKUP AND THE PROPOSED POLICY.
>> YOU CAN SEE THE CHANGES BUT IT WON'T BE EVERYONE IN A GOOGLE DOC AT THE SAME TIME.
>> RIGHT, THAT WAS MY CONCERN.
THE SECOND GOOGLE DOC, ONE WILL BE FOR YOU AND THIS COMMITTEE TO BE ABLE TO DO YOUR OWN MARKUPS.
SO, FOR ME, PART OF THE PROCESS, IT WAS EASIER FOR ME TO LOOK AT IT FROM THE OWN LENS AND NOT LOOK AT IT IN A GOOGLE DOC WHERE EVERYONE WAS PUTTING THEIR COMMENTS IN BECAUSE THEN I WOULD START LOOKING AT THEIR COMMENTS AND IT SWAYED MY THINKING.
SO I WANTED TO KIND OF HAVE MY OWN ORIGINAL THOUGHT BEFORE STARTED BLENDING WITH EVERYBODY ELSE.
WE WANT YOU TO HAVE THAT OPPORTUNITY AS WELL.
WE CAN PROVIDE YOU THE OPPORTUNITY TO SEE WHAT WE ACTUALLY DID AS WELL AFTER THAT SO IT HELPS IF YOU WANT TO GO BACK AND MAKE ANY ADJUSTMENTS OR THINGS.
>> IS BENEFICIAL TO ME TO SEE THE WORK THAT'S ALREADY BEEN DONE.
NO REASON TO REINVENT THE WHEEL.
WOULD LIKE TO SEE SOME TYPE OF HISTORICAL DATA.
I TOTALLY UNDERSTAND ABOUT SEEING THE OTHER OPINIONS AND VIEWS.
IT WOULD BENEFIT ME PERSONALLY.
IS THERE, IS THERE A TIMELINE OF THE ENTIRE PROCESS?
>> OUR INITIAL GOAL, WHICH IS WHY WE BLOCKED OFF THE DAYS IN FEBRUARY WAS TO GET
[01:35:06]
THROUGH THIS PROCESS WITHIN THE MONTH OF FEBRUARY.SO THEN IN MARCH, YOU ARE READY TO PRESENT THE DRAFT REVISIONS TO THE FULL BOARD.
UNDER THE FIRST MEETING I THINK IS MARCH 10.
SO THAT WAS THE GOAL TO GET TO THAT.
DEPENDING ON HOW MANY SESSIONS IT TAKES US TO GET THROUGH THE WORK HERE, WILL DETERMINE WHERE WE GO WITH THE END RESULT OF THAT.
>> ANY OTHER QUESTIONS ABOUT THE PROCESS, SUGGESTIONS? LIKE I SAID, THIS IS A BOARD INITIATIVE, IT IS YOUR AUDIT SO WE FOLLOW WHATEVER WE WANT TO INTRODUCE TONIGHT TO GET A SENSE OF THE FORMAT THAT WE'VE USED PREVIOUSLY BUT CERTAINLY OPEN TO ANYTHING THAT YOU WOULD LIKE US TO DO.
>> BECAUSE WE WILL BE SEEING THINGS THROUGH TOTALLY DIFFERENT LENS.
TO BOUNCE THE IDEAS OFF OF EACH OTHER.
>> WE ARE NOW SAYING WE ARE NOT GOING TO DO FEBRUARY 9, WE WILL DO FEBRUARY 16.
>> I KNOW THAT WE CAN CHECK WITH DOCTOR -- [INAUDIBLE] I THINK SHE IS SCHEDULED TO JOIN.
THAT WAS OUR AGENDA TO GET THROUGH.
THE ONLY OTHER THING PROCESS WISE TO ASK IS, AND I WAS ACTUALLY EMAILING SUSAN WERE TEXTING SUSAN ABOUT THIS.
THE APPROVAL OF THE MINUTES FROM THE LAST MEETING.
[2. Minutes from the December 15, 2021 School Board Equity Policy Audit Committee Meeting]
I KNOW THAT YOU WERE NOT THERE SO I WASN'T SURE, ARE YOU COMFORTABLE APPROVING THE MINUTES THAT THE BOARD DID COME I THINK IT WAS MR. SUAREZ AND MISS GREENON NOVEMBER 18 ALONG WITH MS. -- >> I THINK IF YOU CAN ATTEST TO THE MINUTES THEY CAN VOTE ON IT.
>> THE MINUTES FROM NOVEMBER 18, 2021.
>> I GUESS THAT WOULD BE THE SECOND.
[LAUGHTER] >> ALL IN FAVOR? ALL IN FAVOR? ANYBODY OPPOSED? THE AYES HAVE IT.
>> TAMMY, IF YOU COULD MOVE TO ADJOURN OF ALL OF THE BUSINESSES OVER THEN YOU ARE DONE.
>> THE MEETING IS OFFICIALLY ADJOURNED.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.