[1. Welcome & Equity Audit Committee Process Update by ACPS/IDRA Audit Team]
[00:00:03]
>> WE ARE GOING TO GET THE MEETING STARTED.
THIS IS THE EQUITY POLICY AUDIT SCHOOL BOARD COMMITTEE MEETING.
TAKING PLACE ON FEBRUARY 16, 2022.
I HAVE MYSELF AND MR. HARRIS AND MISS IGNACIO PRESENT.
AS WELL AS MISS WOOD AND DOCTOR CRAWFORD.
CAN I GET A MOTION TO ADOPT THE AGENDA?
>> MOTION TO ADOPT THE AGENDA.
>> I GUESS WE ARE ALL IN FAVOR.
NOW I WILL TURN IT OVER TO DOCTOR CRAWFORD AND MISS WOOD.
MS. NIELSEN ARE YOU ABLE TO PULL UP THE PRESENTATION FOR US? FOR THE AGENDA WE WILL DO A BRIEF REVIEW OF WHAT WE COVERED LAST TIME.
WE WILL BEGIN WITH A WARMUP AS WE ALWAYS DO.
WE ENCOURAGE OUR STAFF MEMBERS WITH THEIR STUDENTS TO ALWAYS MAKE CONNECTIONS BEFORE CONTENT.
SO, WE TRY TO MODEL AND THE WORK THAT WE DO.
THEN, WE WILL GO THROUGH AND HIGHLIGHT WHAT WE DISCUSSED LAST TIME.
IT IS A TRUE WORK SESSIONS UNIT.
ALLOW YOU ALL TO TAKE A LOOK AT THE FEEDBACK THAT WE RECEIVED FROM THE VARIOUS STAKEHOLDER GROUPS.
THE SLIDE MAY BE FAMILIAR TO YOU THIS IS THE MOOD METER ASSOCIATED WITH OUR SOCIAL EMOTIONAL LEARNING CURRICULUM CALLED RULER.
IT IS A GREAT WAY TO DO A CHECK IN WITH STAFF AND STUDENTS.
ASSESSING BOTH ENERGY AND FEELING LEVELS.
WE WILL PAUSE FOR A MOMENT AND I ASK YOU TO TAKE A LOOK AT THE DIFFERENT QUADRANTS.
FIND A WORD THAT YOU FEEL BEST REFLECTS WHERE YOU ARE RIGHT NOW.
WITH YOUR ENERGY AND YOUR FEELINGS.
IF SOMEBODY IS WRAPPING UP I AM HAPPY TO TAKE A VOLUNTEER TO SHARE YOUR WORK.
MS. WOOD? WOULD YOU LIKE TO PICK A WORD?
>> I'M GOING TO BE HONEST, I AM EXHAUSTED.
[LAUGHING] >> FOR THE SECOND TIME WE STARTED WITH EQUITY TRAINING THIS MORNING.
PROBABLY ABOUT 6:30 AM THIS MORNING.
GETTING READY FOR OUR ASSISTANT PRINCIPAL TRAINING.
I WOULD SAY THAT I AM ENERGIZED AS WELL THIS EVENING.
LOOKING FORWARD TO OUR WORK TOGETHER.
FOR ANYBODY VIEWING WE APOLOGIZE WE DID HAVE TECHNICAL DIFFICULTIES AT THE BEGINNING.
I APOLOGIZE FOR THE DELAY IN GETTING STARTED.
OKAY, THIS IS JUST A HIGHLIGHT OF OUR INITIAL TEAM.
FROM DECEMBER 2020 THROUGH 2021.
OBVIOUSLY, FROM THE THREE OF US HERE WE HAVE SOME CONTINUING MEMBERSHIP.
AS WELL AS WITH OUR STAFF AND WITH OUR IDRA PARTNERS.
JUST TO HIGHLIGHT WHAT OUR PURPOSE IS.
OBVIOUSLY AS THE SCHOOL BOARD MEMBERS WHEN WE LOOK AT POLICIES YOU ARE LOOKING AT ALIGNMENT.
DATA SUPPORTING EDUCATIONAL EQUITY.
RACIAL EQUITY OF OUR STRATEGIC PLAN.
WE WANT TO AS OUR EQUITY AUDIT IDENTIFY ROOT CAUSES OF DISPARITIES.
FOCUS ON THE GROUPS THAT HAVE BEEN MOST MARGINALIZED TO ENSURE EQUITY FOR ALL.
AS WE LOOK AND TALK ABOUT THESE POLICIES REVISE THEM IN A WAY THAT SUPPORTS -- THAT REVISES POLICIES FOR THE SUCCESS OF HISTORICALLY MARGINALIZED GROUPS.
[00:05:03]
SO, REMOVING ANY BARRIERS AND DISMANTLING THE SYSTEM TO REMOVE BARRIERS TO ALLOW STUDENT SUCCESS.THAT IS THE GOAL AND PURPOSE OF OUR EQUITY AUDIT.
THAT LEADS US TO OUR GROUP HERE TONIGHT.
PERIODICALLY WE WILL HAVE THREE BOARD MEMBERS SERVE ON OUR SCHOOL BOARD COMMITTEE.
WE WENT THROUGH TIER 1 WITH THE LAST GROUP.
WE HAVE TIER GROUP TWO AS IT RELATES TO STUDENT PLACEMENT POLICIES THAT WE HIGHLIGHTED A FEW WEEKS AGO.
THIS GROUP PERFORMS THAT WE WILL GET MORE IN-DEPTH WITH TENANT WITH AN EQUITY LENS AND RECOMMEND REVISIONS TO THE FULL SCHOOL BOARD FOR THE REVIEW AND APPROVAL.
WE WILL TAKE THAT INFORMATION AND THE FEEDBACK AND HAVE YOU ALL LOOK AT THE ORIGINALS AND CONSIDER WHERE YOU WOULD SUGGEST RAY ZIPAY -- REVISIONS THEN WE WILL STEP BACK AND HAVE A FINAL LOOK AND REVIEW FOR THE SCHOOL BOARD.
AS I SAID, THAT IS WHERE WE ARE RIGHT NOW WE HAVE REVIEWED, DISCUSSED AND HEARD FROM OUR DIFFERENT GROUPS.
THE YELLOW IS DEVELOPING THE REVISIONS.
WE CAN TAKE OUR TIME AND SEE HOW FAR WE GET AND THEN TALK ABOUT THE NEXT STEPS.
[2. Review of Student Placement Staff Focus Group Feedback]
I DO WANT TO TAKE A MINUTE TO GIVE AN OVERVIEW OF A FOCUS GROUP WE DID NOT DISCUSS IN THE LAST MEETING IT WAS OUR ADMINISTRATOR FOCUS GROUP.
A LOT OF THE INFORMATION THAT THEY PROVIDED WAS LOGISTICAL INFORMATION FROM WHAT THEY SEE ON A DAILY BASIS.
HOW THESE POLICIES IMPACT THEIR WORK WITH STUDENTS.
SOME OVERALL THEMES WE ARE LOOKING AROUND THE UNINTENDED CONSEQUENCES.
THAT HAVE COME SOME OF OUR POLICIES.
AND, INEQUITIES THEY SEE BASED ON WHAT THE POLICIES ARE SAYING.
THE DIFFERENT FAMILY GROUPS THAT ARE ABLE TO ACCESS AND NOT ACCESS BASED ON WHAT RESOURCES THEY MAY OR MAY NOT HAVE.
THAT MAY ALSO IMPACT HOW THESE POLICIES SHOW UP IN THEIR SCHOOL ENVIRONMENT.
THAT IS KIND OF THE OVERALL THEME.
YOU HAVE ALL OF THE FEEDBACK IN FRONT OF YOU.
AS WE GO THROUGH THE POLICY REVISIONS TONIGHT, I WILL TALK ABOUT WHAT THAT WILL LOOK LIKE.
WE CAN GO A LITTLE BIT DEEPER INTO WHAT THE ADMINISTRATIVE GROUP SAID IN EACH ONE OF THE POLICIES.
AS AN OVERALL THE FOCUS WAS AROUND THE UNINTENDED IMPACT AND CONSEQUENCES THEY SEE HAPPENING BASED ON HOW THEY ARE CURRENTLY WRITTEN.
TONIGHT WE ARE GOING TO WORK THROUGH THIS GROUP OF POLICIES.
[3. Draft Policy Revisions]
HOW WE WILL DO THAT IS, THROUGH AN ALL RIGHT ROUND ROBIN WHICH IS ACTUALLY IN ALL TIGHT ROUND ROBIN.IT IS ONE OF THE STRATEGIES THAT WE USE IN SCHOOLS.
WE WILL START WITH THE FIRST THREE POLICIES.
EACH ONE OF YOU WILL START WITH A DIFFERENT POLICY.
YOU CAN USE THE EDITING FEATURE TO BE ABLE TO MARK IT UP.
ADD THINGS OR ADD COMMENTS IF YOU SO CHOOSE TO.
YOU WILL HAVE TIME TO DO THAT.
WE WILL DO ABOUT 10 MINUTES OR SO WITH EACH POLICY AND WE WILL HAVE YOU MOVE THROUGH THOSE THREE AS A GROUP.
ONCE WE MOVED THROUGH THOSE THREE WE CAN TAKE A MINUTE TO LOOK AT THOSE THREE AND TALK ABOUT THINGS THAT YOU SAW ARE THINGS YOU PUT IN THERE.
I CAN GO THROUGH THE FEEDBACK FROM THE ADMINISTRATION FOCUS GROUP FOR ANY CLARITY OR ANYTHING OF THAT NATURE.
THEN WE WILL MOVE ON TO THE NEXT THREE.
DEPENDING ON HOW LONG IT TAKES YOU.
IF YOU ARE DONE WITH YOUR REVISIONS WITHIN 10 MINUTES YOU CAN MOVE ON TO THE NEXT POLICY.
WE WANT TO MAKE SURE THAT YOU ARE NOT ALL IN THE SAME POLICY AT ONE TIME.
IN GOOGLE DOCUMENTS IT WILL MOVE AROUND AND IT WILL GET FRUSTRATING.
YOU ARE TRYING TO DO ONE THING AND SOMEBODY ELSE IS DOING SOMETHING ELSE.
THEN, WE WILL SWITCH AND CONTINUE THAT PROCESS AND REPEAT.
UNTIL WE GET THROUGH THE LIST THAT ARE HERE TONIGHT.
THE NEXT MEETING THAT WE HAVE THEN WILL ROLL INTO THE NEXT SET.
THERE ARE A COUPLE OF MORE PEOPLE DO THE SAME PROCESS WITH AN TALK ABOUT.
>> YOU WANT US TO ACTUALLY WORK IN THE BODY? OR TO BE WORKING IN OUR SUGGESTED?
AS INDIVIDUALS AND AS A GROUP.
[00:10:03]
YOU ARE ABLE TO CROSS WORDS OUT.SOME OF THE THINGS WE LOOKED AT IN THE FIRST ITERATION WERE WORDS THAT WERE GENDER SPECIFIC.
WE TRIED TO BE A LITTLE BIT MORE BROAD AND OPEN KNOWING WHERE WE ARE NOW AND WHAT WE BELIEVE AS A DIVISION.
SO, NOT USING WORDS LIKE HE OR SHE OR HIM OR HER.
THERE WERE TIMES WHERE THE LAST GROUP MIGHT HAVE HAD SOME CORRECTIONS WITHIN THAT BODY.
SO, THAT IS FINE FOR YOU TO PUT THAT IN THERE.
>> I HAVE A CLARIFYING QUESTION.
YOU SHARED WITH US A GOOGLE DOCUMENT.
IT HAS SOME CHANGES ALREADY BEEN MADE TO THE POLICY? ARE THESE THE CURRENT POLICIES?
>> THEY ARE THE CURRENT POLICIES.
THAT OUR FORMER DIRECTOR, PUT SOME STATUTORY CHANGES IN.
SOME OF THE LANGUAGE CHANGES MAY BE IN THERE.
BUT, NONE OF THE COMMENTS THAT WERE MADE FROM ANY OF THE FOCUS GROUPS OR THE TEAM REVIEW ARE IN THERE.
YOU HAVE SEEN THAT INFORMATION SO YOU HAVE THE KNOWLEDGE OF IT.
NOW IT IS YOUR OPPORTUNITY TO SAY BASED OFF OF ALL OF THE FEEDBACK AND THINGS YOU HAVE READ AND THEN WHERE YOU ARE AS A BOARD AND WHAT YOU FEEL NEEDS TO BE IN IT THIS IS YOUR OPPORTUNITY TO MAKE THOSE REVISIONS.
>> YOU KNOW WHAT IS GOING TO HAPPEN WITH THAT? IS THAT GOING TO A POLICY PERSON? HOW ARE WE GOING TO DISCUSS THAT?
THEY WILL GO TO THE NEW POLICY PERSON.
WE ARE NOT THERE YET WE DO NOT HAVE THAT PERSON JUST YET.
THEY WILL GET THIS NICE STACK OF POLICIES WITH YOUR REVISIONS.
AND, THEIR EXPERTISE TO HELP BRING ALL OF THAT TOGETHER.
THEN YOU CAN THEN PRESENT THAT TEARFUL BOARD OF COLLEAGUES.
>> ONE SUGGESTION MIGHT BE TO USE THE SUGGESTIONS FEATURE SO IT IS CLEAR AS YOU ARE EDITING IN THE DOCUMENT.
I THINK THAT IS WHAT YOU ARE SAYING, IGNACIO.
IT IS EASY TO SEE WHO MADE WHAT CHANGE.
>> IF SOMETHING IS ON THERE YOU CAN ALWAYS COMMENT AND AGREE.
THAT WILL ASSIST MOVING FORWARD WHEN WE GO TO SYNTHESIZE EVERYTHING TOGETHER.
>> WE WILL START WITH THE FIRST THREE.
JCA TRANSFER BY STUDENT VICTIMS OF CRIME.
JCB TRANSFERS BY STUDENT AND PERSISTENTLY DANGEROUS SCHOOLS.
JC J CLASSROOM ASSIGNMENTS FOR TWINS.
DOCTOR REEF YOU WILL TAKE THE FIRST ONE.
BECAUSE IT JCB IS RECOMMENDED FOR DELETION, AND IS NO LONGER REALLY, WE DO NOT HAVE THAT.
I MEAN, IF THAT WORKS FOR YOU ALL I WOULD SKIP THAT ONE.
IGNACIO IF YOU WILL TAKE JC J.
WHEREVER YOU ARE TAKE THE NEXT ONE THEN GO BACK UP TO THE TOP.
I WILL SET A TIMER FOR ABOUT 10 MINUTES.
ANY OTHER QUESTIONS BEFORE WE START? YOU ARE JEB ENTRANCE AGE/ADMISSION OF PERSONS NOTICEABLE AGE.
[00:16:03]
-- NOT OF SCHOOL AGE.ARE YOU STILL ON THE SAME POLICY?
[00:20:54]
ARE YOU WILLING TO FASTER THAN 10 MINUTES? JUST MAKING SURE OUR TIMING IS GOOD.IF YOU NEED MORE TIME LET ME KNOW.
ARE YOU READY FOR THE NEXT ONE?
[00:25:55]
OKAY, ROLLED DOWN IN THE SAME ORDER.MISS IGNACIO YOU WILL GO TO JEB AND MR. HARRIS YOU WILL GO TO JCA.
IT HAS BEEN ABOUT NINE MINUTES.
[00:35:01]
IF YOU NEED MORE TIME TAKE ALL OF THE TIME YOU NEED.[00:35:04]
IF YOU ARE READY TO MOVE ON FEEL FREE TO DO SO.IF YOU HAVE SUGGESTIONS OF WHAT THAT SHOULD BE, ALSO AT THAT AS WELL.
AGAIN, THESE ARE YOUR POLICIES.
AS A GROUP YOU ARE DECIDING WHAT THEY SHOULD BE.
[00:40:27]
[INAUDIBLE].>> I DID NOT HAVE THE MICROPHONE ON.
[LAUGHING] THE NEXT ROUND, HAVE TO FOLLOW MY ARROWS ON MY NOTE.
THE NEXT ROUND, MR. HARRIS WILL GO TO JCJ.
THESE ARE THE LAST THREE FOR RIGHT NOW.
THIS WILL BE YOUR LAST ONE IN THIS SET OF THREE.
THE NEXT STEP IS WE WILL TALK TO A LITTLE BIT OF WHAT YOU CAME UP WITH.
THEN WE WILL MOVE TO THE NEXT SET.
THAT WILL BE THE LAST SET FOR TONIGHT.
[00:51:04]
TIME CHECK, HOW ARE WE DOING?[00:51:05]
ARE WE READY TO MOVE ON? IF WE WANT TO START WITH POLICY JCA.THIS IS YOUR OPPORTUNITY TO TALK THROUGH IT AS A GROUP.
WHAT YOU PROPOSE AS CHANGES OR QUESTIONS THAT YOU MAY STILL HAVE.
AGAIN, IF YOU WANT TO HEAR THE FEEDBACK FROM THE ADMIN FOCUS GROUP ON THIS PARTICULAR ONE I CAN GIVE YOU THAT AS WELL.
>> ONE OF THE THINGS I SHARED WITH YOU ALL EARLIER TODAY WAS JUST AN ARTICLE I FOUND.
ABOUT POLICY JCB TRANSFERS BY STUDENTS AND PERSISTENTLY DANGEROUS SCHOOLS.
I DO NOT THINK THE STATE OF VIRGINIA HAS EVER DEFINED THAT.
IT WAS INDICATED IT WAS AN OPTIONAL POLICY.
SO, I ASKED A QUESTION ABOUT THAT.
HOW WE WOULD KNOW WHEN A POLICY IS OPTIONAL OR NOT.
IT SEEMS LIKE THIS PARTICULAR POLICY HAS AN ORIGIN AND THE SAME PLACE.
I JUST WANTED TO SEEK SOME CLARITY ABOUT THAT.
MY RESPONSE TO THAT ACTUAL POLICY, WHEN I LOOKED UP THE VIRGINIA CODE IT WAS VERY SIMILAR TO THE VIRGINIA CODE.
MY THINKING ON THIS, THE INTENTION BEHIND IT, I THINK IT'S TOO LATE PROTECT SORT OF THEIR RIGHTS.
SO, I AM WONDERING IF WE WOULD NOT WANT TO EXPAND THIS IN A WAY.
TO TALK ABOUT STUDENTS WHO ARE VICTIMS OF CRIMES WHAT RIGHTS AND SUPPORTS THEY HAVE.
I THINK THAT WOULD BE VERY VALUABLE TO SPELL THAT OUT IN THE POLICY.
THAT WOULD CERTAINLY BE GOING BEYOND PROBABLY WHAT THE CODE YOU KNOW, VIRGINIA CODE REQUIRES.
PUTTING THE RIGHT TO TRANSFER WITHIN THAT KIND OF A POLICY.
I THINK THIS HAS ALSO BEEN BROUGHT UP IT USES THE TERM COMPARABLE THE STUDENT SHOULD HAVE THE RIGHT TO TRANSFER TO A COMPARABLE SCHOOL.
I SAW SOME OF THE STAFF FEEDBACK COULD THAT BE A SATELLITE CAMPUS OR WHATEVER? GIVEN THAT WE DO NOT HAVE A COMPARABLE HIGH SCHOOL, HOW DOES THAT WORK? THAT WAS ANOTHER COMMENT I HAD.
>> I HAVE SOME OF THE SAME COMMENTS I AM WONDERING IF WE ARE LOOKING AT THE POSSIBILITY OF EXPANDING ON THIS POLICY.
ATTACHING MORE OF A REGULATION TO IT.
AS OPPOSED TO ADDING A SUPPORT THAT WOULD BE NEEDED.
I THINK THE POLICY IS PRETTY CLEAR.
I ALREADY THINK IT IS KIND OF WORDY.
I DO NOT SEE A REASON TO DO ANYTHING ELSE I THINK WE PRETTY MUCH COVER EVERYTHING ELSE IN THERE.
WE HAVE USED THIS IN THE PAST.
MY CONCERN IS ALWAYS THAT IT APPEARS THAT WE ARE BLAMING THE VICTIM.
THAT THE VICTIM IS THE PERSON THAT HAS -- NOT THE PERSON WHO COMMITTED THE
[00:55:23]
OFFENSE.WITH THAT BEING SAID, IF WE ARE GOING TO ADD -- WHETHER IT IS RESTORATIVE PRACTICES OR COUNSELING, I WOULD RECOMMEND A REGULATION ATTACHED TO IT.
THAT WOULD BE MY RECOMMENDATION.
IF THEY HAVE TO REMOVE OR BE TRANSFERRED.
THAT CAN BE A TRANSITION THAT CAN TAKE YEARS.
LET'S SAY, AND EIGHTH GRADE OR NINTH GRADE FOR THE NEXT FOUR YEARS THEY WILL BE IN A SITUATION WHERE THEY MAY BE IN CONTACT OR INTERACTING IN SITUATIONS THAT -- I'M NOT SURE WHAT KIND OF LANGUAGE TO PUT IN THERE.
SOMETHING THAT ADDITIONAL TO MAKE SURE THE TRANSITION IS INTO A PRODUCTIVE POLICY.
>> CAN I ASK A CLARIFYING QUESTION? I HAD THAT SAME REACTION THAT MS. IGNACIO TALKED ABOUT.
IT ALMOST FEELS LIKE IT IS PENALIZING THE STUDENT WHO WAS THE VICTIM OF THE CRIME.
AGAIN, THE ARTICLE THAT I SHARED WITH YOU ALL EARLIER, IT SEEMED LIKE AT LEAST THE FEDERAL POLICY WHICH I THINK IF YOU LOOK AT REFERENCES THE US CODE.
THE PURPOSE IS TO PROMOTE SCHOOL CHOICE THAT WAS THE PURPOSE OF THE LEGISLATION ACCORDING TO THE LEGISLATOR.
I AM WONDERING, IN A SITUATION WHERE THERE IS A STUDENT WHO COMMITS A CRIME AGAINST ANOTHER STUDENT, IS THERE A POLICY? CAN WE LOOK AT ADDING OR MAYBE WE SHOULD NOT? MOVING THE STUDENT WHO PERPETRATED THE CRIME? LOCATING THEM TO ANOTHER SCHOOL.
I AM JUST WONDERING IF THAT HAS BEEN DONE.
>> IT IS OUTLINED IN SOME OF OUR DISCIPLINARY POLICIES.
I THINK THE REGULATION IS A GREAT IDEA.
LIKE WE TALKED ABOUT LAST TIME, THE FOCUS GROUP FEEDBACK JUST GENERAL PHILOSOPHY.
WITHIN OUR TEARS OF INTERVENTION THAT WE ARE RESTORATIVE PRACTICES AND DECISION.
THERE ARE SO MANY STEPS THAT GO INTO IT FOR THE VICTIM AND THE PERSON WHO HAS COMMITTED THE CRIME IN THIS CASE.
AS FAR AS INTERVENTIONS AND SAFETY PLANS.
A REGULATION COULD BE MORE SPECIFIC.
KEEP THIS TO WHAT IT IS IN FACT.
WHEN YOU LOOK AT STUDENT DISCIPLINE POLICIES IT COULD ALSO VERY APPROPRIATELY GO IN HERE, IT IS NOT LIKE THE ONLY OPTION IS FOR THE VICTIM.
DEPENDING ON WHAT THE CRIME WAS, WE DO HAVE THE RIGHT TO CHANGE PLACEMENT.
THAT IS DONE OUT OF THE STUDENT HEARING PROCESS.
I WILL NOT SAY IT IS DONE FREQUENTLY BUT IT IS NOT ATYPICAL.
ESPECIALLY IF IT IS A SERIOUS SITUATION.
WITH ALL TRANSPARENCY WE HAVE ONE HIGH SCHOOL AND TO ALTERNATIVE PROGRAMS. THAT ARE NOT COMPARABLE AS FAR AS COURSE OFFERINGS, FULL EXPERIENCE AND ALL OF THAT.
IF YOU HAVE A VICTIM OF A CRIME WHO WANTS TO TRANSFER THEMSELVES AND THEY ARE AT THE HIGH SCHOOL THEIR OPTIONS ARE LIMITED TO THE SATELLITE PROGRAM AND CFC.
YES, A NUMBER OF THOSE THINGS CAN BE CAPTURED AND THAT CAN BE REITERATED.
THAT WAY THE BURDEN IS NOT ON THE VICTIM AND THERE IS DISCIPLINARY ACTION LIKE CHANGE OF PLACEMENT THAT COULD TAKE PLACE OUT OF THE HEARING'S OFFICE.
>> I KNOW THIS IS SOMETHING WE HAVE TALKED ABOUT ON THE TEAM.
I KNOW SOME OF THE POLICIES AND THEN THE REGULATIONS CAN BE REDUNDANT.
I THINK IT WOULD HELP AS A REFRESHER, WHAT IS A POLICY AND WHAT IS A REGULATION? ARE WE LOOKING TO TAKE OUT SOME OF THAT REDUNDANCY AND SOME OF THOSE?
WE HAVE MANY POLICIES THAT DO NOT HAVE REGULATIONS THAT ACCOMPANY THEM.
THE POLICIES IN THIS CASE, IF THE BOARD DECIDES THAT WE WANT THE CODE, YOU WANT TO
[01:00:04]
SPECIFY THE STATUTORY LANGUAGE, AND THAT IS WHAT THE BOARD WANTS TO APPROVE, THAT IS YOUR POLICY.THE REGULATIONS GET INTO MORE OF THE NITTY-GRITTY PROCEDURAL.
MANY TIMES, IT DEPENDS ON THE REGULATION AND A POLICY ASSOCIATED IF A CHANGE NEEDS TO BE MADE TO A REGULATION IT DOES NOT HAVE TO COME BACK TO THE BOARD EVERY TIME.
YOU WILL SEE THAT TONIGHT WHEN YOU LOOK AT A FEW OF THESE JCE.
WE SAW THIS LAST WEEK WITH STUDENT PLACEMENT OVERALL.
SOME OF THEM ARE VERY LENGTHY.
WE TRIED TO PUT THE LENGTH AND THE REGULATION TO BE CLEAR.
WE WANTED TO BE CLEAR TO A FAMILY TRYING TO UNDERSTAND WHAT THAT PROCESS IS WHEN IT DOES NOT HAVE TO BE SPECIFIED IN POLICY.
BEFORE WE TRY TO DO AS MANY REGULATIONS THE POLICIES WERE LONGER BECAUSE THEY DID NOT HAVE THE ACCOMPANY DOCUMENT.
THE GOAL IS, IF EITHER ONE SHOULD COME THERE IS NO REGULATION THAT COMES ALONG, WE KNOW WE WANT TO ADD THESE DETAILS.
>> CAN ADD ANOTHER SCENARIO TO THINK ABOUT WHEN YOU THINK ABOUT THESE POLICIES.
WHEN DISCIPLINE HAPPENS WITHIN SCHOOL AND AND ANOTHER SITUATION IN THE PAST FROM MY EXPERIENCE IN ACPS THERE ARE SITUATIONS THAT HAPPEN OUTSIDE OF SCHOOL THAT WE DO NOT NECESSARILY HAVE THE DISCIPLINARY JURISDICTION AROUND.
IF IT IS PERVASIVE ENOUGH, THEN EVEN IF IT HAPPENS OUTSIDE OF SCHOOL WE WOULD FOLLOW SOME OF OUR DISCIPLINARY POLICY.
WHEN IT IS NOT AND YOU HAVE THESE ACCUSATIONS AND SOME OF THEM MAY NOT BE PROVEN, THEN WE RUN INTO THE SITUATION.
EVEN STUDENTS WHO MAY HAVE PUT OUT A RESTRAINING ORDER AGAINST ANOTHER STUDENT OR SOMETHING OF THAT NATURE.
WE ALSO WANT TO THINK ABOUT THAT.
THAT IS ANOTHER PIECE OF IT WERE OUR DISCIPLINE DOES NOT NECESSARILY COME INTO PLAY.
SO, WE WOULD NOT MOVE THE ALLEGED PERPETRATOR AND IF THE VICTIM WANTED TO MOVE, WHERE WOULD THEY MOVE?
WE HAVE A RESTRAINING ORDER AGAINST TWO KIDS AT KING STREET.
WE DO NOT HAVE ANOTHER PLACE TO MOVE THEM.
YOU DO THE THINGS I TALKED ABOUT, SAFETY PLANS, INTERVENTION AND MAKING SURE THEY ARE CLEAR.
HOW WE KEEP STUDENTS AWAY FROM EACH OTHER.
THEREFORE, THEY ARE IN SCHOOL AND WE DO OUR BEST.
THEY ARE STILL IN THE SAME BUILDING WHEN THEY COME.
ANYTHING ELSE FOR THIS POLICY IN PARTICULAR? OKAY, LET'S MOVE ON.
JCJ CLASSROOM ASSIGNMENT FOR TWINS.
>> ONE OF MY RECOMMENDATIONS WITH THIS PARTICULAR POLICY, IS TO TAKE THE TIME OUT.
I WOULD REPLACE AS I PROBABLY WOULD WITH ALL OF THE POLICIES IS START REPLACING CHILDREN WITH STUDENTS.
SO, WE ARE CONSISTENT THROUGHOUT OUR POLICY.
FOR INSTANCE, WE ARE ASSUMING TWINS ARE LITTLE KIDS.
IT COULD BE A SET OF TWINS IN MIDDLE SCHOOL OR A HIGH SCHOOL SETTING.
I WILL ADD THAT TO THIS POLICY.
IT IS IN THE CODE OF VIRGINIA.
SO, IT MAKES ME CURIOUS SORT OF THE INTENT OF THE LEGISLATION.
YOU KNOW, I PUT ONE OF MY COMMENTS AT THE BOTTOM.
LIKE WHAT IS THE PRIORITY HERE? IT IS BASICALLY SAYING THAT PARENTS HAVE THE RIGHT TO MAKE A REQUEST.
DO WE JUST GO WITH WHAT THE PARENT WANTS? UNLESS IT CAUSES A PROBLEM? IS THERE A BEST PRACTICE? IS THERE SOMETHING THAT WOULD SUPERSEDE THAT? JUST TRYING TO UNDERSTAND THAT.
[01:05:02]
WHAT IS KIND OF THE DEFAULT? IS THERE A DEFAULT THAT WE ALWAYS AUTOMATICALLY DO WITH PLACEMENTS? YOU KNOW, MAYBE SOME MORE EXPLANATION.IT SEEMS LIKE A LOT OF THE POLICIES ARE VERY JUST SAYING EXACTLY WHAT IS IN THE STATUTE.
SORT OF UNDERSTANDING THE WHY IS WHAT WE NEED.
IF WE COULD SAY ANYTHING ABOUT THAT.
>> I DO NOT HAVE ANYTHING ADDITIONAL ON THAT.
MY QUESTION WAS ABOUT THE TIMETABLE.
I WILL JUST PIGGYBACK OFF OF THAT.
>> SOMETHING THAT JUST CAME TO MIND AND I HAVE LOOKED AT THESE POLICIES A COUPLE OF TIMES THROUGHOUT THIS PROCESS, MS. IGNACIO YOU MENTIONED IS NOT JUST LITTLE CHILDREN.
IT COULD BE MIDDLE OR HIGH SCHOOL.
WE KNOW MIDDLE OR HIGH SCHOOL CLASSROOM PLACEMENTS ARE A LOT DIFFERENT.
KIDS MAY END UP IN THE SAME CLASS OR NOT.
SO, I WONDER IF IT MAY BE BENEFICIAL TO SEPARATE BETWEEN ELEMENTARY AND SECONDARY.
WHEN YOU TALK ABOUT SOME OF THE YOUNGER STUDENTS I THINK THAT MAY BE REQUESTED SO THAT PARENTS CAN MANAGE WHAT IS HAPPENING WITH THE WORK.
IF YOU HAVE A STUDENT INTO DIFFERENT CLASSES, THEN YOU ARE RUNNING OFF OF TWO DIFFERENT SETS OF RULES.
WHICH MAY THEN MAKE IT DIFFICULT TO JUGGLE FOR KIDS.
FOR KIDS BEING ABLE TO ENGAGE IN THAT.
I THINK ABOUT THE DIFFERENCE IN AGE LEVEL.
HOW THAT IMPACTS THEIR WORK AND WHAT THEY ARE DOING.
THAT MAY BE SOMETHING THE BOARD WANTS TO THINK ABOUT AS THEY LOOK AT THIS POLICY.
WE CANNOT TREAT BOTH AGE GROUPS THE SAME, OR ALL AGE GROUPS.
>> MS. WOODS, FOR SOME CLARIFICATION RIGHT NOW THIS POLICY IS ENCOMPASSING ALL GRADE LEVELS? IT DOES NOT SEPARATE ELEMENTARY HIGH SCHOOL WE --HIGH SCHOOL ?
>> WHEN I READ THIS I READ THIS AS ALL GRADE LEVELS.
IF YOU HAVE A HIGH SCHOOL SPIRIT SAYING YOU WANT TO BE IN ALL THE SAME CLASSES, IS THAT FEASIBLE?
>> IN PRACTICE IT IS ELEMENTARY.
I THINK THAT IS A REALLY GOOD POINT.
CHILDREN AS OPPOSED TO ALL OF THE FACTORS THAT GO INTO SECONDARY PLACEMENT.
>> NOW WE CAN MOVE ON TO POLICY JEB ENTRANCE AGE ADMISSION OF PERSONS NOT OF SCHOOL AGE.
>> I WILL START WITH THIS ONE.
AGAIN, REPLACE CHILD WITH STUDENT TO BE CONSISTENT.
WHAT ARE THE ALTERNATIVES LATE 20-YEAR-OLD CAN GRADUATE ONCE THEY COME ENROLL IN SCHOOL? I DO NOT KNOW IF THAT IS NECESSARY.
DO WE REALLY ALLOW STUDENTS WHO ARE NOT OF SCHOOL AGE PRIOR TO THE 30TH DO WE ENTERTAIN THAT? AND IF WE DO, I AM NOT AWARE.
IS THAT SOMETHING WE WANT TO CONTINUE TO KEEP IN THE POLICY?
>> FOR ME, I WANT TO REMOVE HIS OR HER.
I HAVE A QUESTION ABOUT THE RATIONALE ON.[INAUDIBLE].
IF IT IS NOT STATUTORY MAYBE THERE SHOULD BE RECONSIDERATION.
>> I THINK THAT IS A CONSISTENT COMMENT YOU ALL HIDE FROM LAST WEEK.
AGAIN, DO WE DO THIS IN PRACTICE AND IF NOT SHOULDN'T IT BE REMOVED FROM
[01:10:05]
THE POLICY WHERE IT IS CURRENTLY LISTED.>> THE SUPERINTENDENT DISSEMINATES INFORMATION, [INAUDIBLE].
I WAS JUST CURIOUS WHAT THAT INFORMATION LOOKS LIKE.
I WAS WONDERING IF THAT IS ON THE WEBSITE.
I THINK THERE'S A LOT OF QUESTIONS ABOUT THAT.
I HAD ASKED EARLIER AND JENNIFER SAID THAT IT WAS SPELLED OUT IN POLICY JEC.
JUST CLARIFICATION AROUND WHAT AGE ARE YOU SUPPOSED TO BE WHEN YOU GO TO SCHOOL? WHERE IS THE WILCO ROOM? IS THERE NOT ANY WIGGLE ROOM? IT SEEMS LIKE SOME PARENTS HAVE MORE ACCESS TO THAT INFORMATION.
SO, IN THAT REGARD THEY HAVE MORE FLEXIBILITY IN WHAT THEY MIGHT CHOOSE TO DO.
JUST WANTING THE INFORMATION TO BE AS CLEAR AS POSSIBLE.
IF WE WANT TO GET INTO THE PRE-K PROGRAM OR THE ADULT ED PROGRAM WE CAN ADD THAT IN THIS POLICY.
>> AS YOU CONTINUING TO LOOK AT THESE POLICIES BEFORE THEY GO TO THE FINAL REVISION I ENCOURAGE YOU TO THINK ABOUT WHAT YOU WOULD WRITE IN HERE.
MAYBE THINK ABOUT DROPPING SOME LANGUAGE THAT COULD GO INTO THAT.
YOU CAN ALSO USE THIS TIME TO DO THAT AS WELL.
WHEN THE PERSON WHO COMES ON WHO WILL HELP YOU PRESENT IT TO THE FULL BOARD AND BRING IT TOGETHER, WHAT DO YOU SUGGEST IS SAID? OR DOES NOT SAY.
THEN PICKING OUT AND REMOVING WHAT NEEDS TO GO.
I FEEL LIKE THE FIRST AND SECOND PARAGRAPH REDUNDANT.
I DO NOT THINK THEY ARE BOTH NECESSARY.
OR DO WE JUST CLEAN THAT UP AND MAKE IT SIMPLE AND CLEAR? I AM SURE IT IS ALL IN THE KINDERGARTEN PACKET.
>> OKAY, WE WILL MOVE ON TO THE NEXT SET OF POLICIES.
FAIR WARNING THAT POLICY JEC AND JEC-R WILL BE COMBINED FOR THE FIRST READER.
WHOEVER WANTS TO BE THE FIRST ONE TO TAKE THAT POLICY, I WILL NOT ASSIGN IT.
[LAUGHING] I WILL TAKE A VOLUNTEER.
THEN WE WILL HAVE SOMEBODY DO JECA AND JECB.
ANYBODY UP FOR THE POLICY AND THE REGULATION TO GATHER TO GO FIRST? YOU WILL ALL HAVE TO READ IT BUT.
OKAY, DOCTOR RIEF WILL TAKE JEC AND JEC-R.
DUE TO WANT TO FLIP A COIN? [LAUGHING] JUST GO IN ORDER? OKAY.
MR. IGNACIO YOU CAN TAKE JECA.
>> WITH THIS ONE GIVEN THAT THEY ARE SUCH A VARYING LENGTH, OBVIOUSLY YOU CAN GO FROM ONE TO THE NEXT.
MONITOR HOW QUICKLY YOU ARE MOVING.
[01:20:59]
GO BACK AND FORTH FROM THERE.[01:28:06]
HOW ARE WE DOING?[01:28:07]
[INAUDIBLE].[01:31:37]
ARE THE THREE OF YOU AT A POINT?[01:38:37]
I KNOW IT IS LONG.[01:43:00]
I KNOW THERE IS A LOT TO GET INTO.[01:48:28]
ARE YOU AT A GOOD PAUSE? GIVE SOME FEEDBACK AND TALK ABOUT SOME NEXT STEPS.WHO WANTS TO START WITH THE LONG ONE OR THE SHORT ONE? [LAUGHING] WERE YOU TO ABLE TO LOOK AT JEC? OKAY.
YOU CAN CERTAINLY SEE THAT MUCH OF IT AT THE BEGINNING IS STATUTORY.
DID YOU SEE TRENDS IN YOUR COMMENTS OR ANYTHING IN PARTICULAR YOU WANT US TO ADDRESS AS WE LOOK AT THIS? YOU WILL SEE THIS AGAIN SO IT IS NOT LIKE THIS IS YOUR ONLY OPPORTUNITY TO COMMENT.
I WANT TO REPLACE WITH EXPERIENCE HOMELESSNESS OR SOMETHING ALONG THOSE LINES.
ALSO BEING CONSISTENT WITH PARENT AND GUARDIAN.
I JUST NEEDED SOME CLARIFICATION ON C.
CERTIFIED COPY OF THE BIRTH RECORD IS NOT PROVIDED THE ADMINISTRATION SHALL IMMEDIATELY NOTIFY LAW ENFORCEMENT.
[01:50:02]
I DO NOT KNOW WHAT THAT MEANS.A CONCERN A CHILD MIGHT BE TAKEN QUITE --TAKEN?
>> THAT IS NOT OUR SPECIFIC WORDING.
IF WE HAVE GONE THROUGH THE STEPS OF WORKING WITH THE FAMILY AND LET'S SAY IT'S A FAMILY WHO IS MOVING FROM ANOTHER PLACE.
WHERE ARE THE VITAL RECORDS? IF IT IS A MILITARY FAMILY AND THEY HAVE A LONGER PERIOD OF TIME.
IF IT IS A STUDENT EXPERIENCING HOMELESSNESS WE WOULD NOT ROLL RIGHT AWAY.
THIS IS IN REFERENCE TO IF THERE IS NO CERTIFIED COPY OR NO HOPE OF ONE.
YOU WANT TO MAKE SURE AS YOU SAID THAT THIS IS THE PROPER GUARDIAN OF THE CHILD.
THEN WE WOULD REACH OUT TO SAY WE CANNOT GET A BIRTH CERTIFICATE WE WANT TO MAKE SURE THINGS ARE IN LINE.
THAT DOES NOT HAPPEN FREQUENTLY AT A SCHOOL BECAUSE OTHER MEASURES MOST TYPICALLY ARE ABLE TO -- YEP.
MOST TYPICALLY WE ARE ABLE TO GET THOSE WORKED OUT THERE.
>> IN THE POLICY WE WANT TO SAY WHAT IS REQUIRED LEGALLY? I KNOW WITH SOME OF THE OTHER POLICIES THAT HAVE BEEN REVISED ALREADY WE PUT MORE ASPIRATIONAL LANGUAGE IN THERE.
AGAIN, IT IS VERY HARD TO UNDERSTAND.
I WAS JUST WONDERING IF IT STARTS WITH AN INTRODUCTION.
YOU KNOW, VIRGINIA LAW REQUIRES CHILDREN'S AGES 5 TO 18 TO ATTEND SCHOOL.
ADMISSION IS BASED ON LEGAL RESIDENCY.
THIS POLICY OUTLINES RESIDENCIES.
-- JUST SO THAT IS KIND OF THERE.
SOME OF THE POLICIES ARE VERY PUNITIVE OR STERILE.
STIPULATING THAT THESE ARE THINGS THAT ARE REQUIRED BY PARTICULAR LAW.
I THINK THAT SHOULD BE IN THERE.
ANOTHER THOUGHT THAT I HAVE BEEN HAVING AND IT MAY BE SOME OF THE OTHER POLICIES THAT WE TOUCHED ON, THERE'S A LOT OF THE SPECIAL CIRCUMSTANCES.
FOR EXAMPLE, ACPS EMPLOYEES WHO RESIDE OUTSIDE OF -- [INAUDIBLE].
I THINK IF THEY TURN SIX YEARS OLD BEFORE THE END OF THE YEAR BUT THEY HAVE ATTENDED SOMEWHERE ELSE, THERE WAS JUST A LOT OF EXCEPTIONS.
IT IS HARD TO KNOW HOW MANY FAMILIES ARE BEING AFFECTED.
FOR THE SCHOOL BOARD TO HAVE A SENSE OF THAT.
I WAS WONDERING WHAT THE ANNUAL MEMBERSHIP.
SOME OF THESE KINDS OF THINGS COULD BE GOOD PART OF THE ANNUAL REPORT.
JUST AN OPPORTUNITY FOR THE SCHOOL BOARD TO UNDERSTAND HOW MANY OF THESE UNIQUE CIRCUMSTANCES ARE HAPPENING.
>> THE ONE THING I WILL SAY IN RESPONSE TO WHAT IS REQUIRED AND LOOKING AT THAT LANGUAGE THE INTERESTING PART ABOUT THIS POLICY IS THAT THIS POLICY WAS LAST UPDATED I BELIEVE JUNE 2015.
THE REGULATION THAT ACCOMPANIES IT THAT IS A LITTLE BIT MORE TARGETED WAS DONE IN 2018.
SO, I DO NOT REMEMBER WHY THEY WERE NOT DONE HAND-IN-HAND.
WHAT WE CAN DO FROM THE STAFF LINES IS GO THROUGH AND SEE WHAT WE HAVE THAT IS COVERED IN THE REGULATION.
SO, WE DO NOT NEED TO MAKE IT REDUNDANT AND MAKE IT MORE DIGESTIBLE.
[01:55:01]
>> I WILL ADD ONE MORE COMMENT ABOUT THE AGE AND ACCEPTANCE.
IF SOME PARTICULAR GROUPS OF FAMILIES ARE ACCESSING THIS MORE THAN OTHERS THAT IS SOMETHING WE WANT TO KNOW.
MAYBE FAMILIES WHO ARE TRYING TO ENROLL A STUDENT OF AN EARLIER AGE.
OR FAMILIES WHO MAY BE SO-CALLED REDSHIRTING A STUDENT AND TRYING TO HOLD THEM UNTIL THEY ARE A LITTLE BIT OLDER.
JUST TRYING TO UNDERSTAND HOW FREQUENTLY THAT IS HAPPENING AND WHAT SCHOOLS ARE BEING IMPACTED BY SOME OF THIS.
ANY MORE COMMENTS ON JECA? FAMILIES EXPERIENCING HOMELESSNESS.
HOUSING AND SECURITIES, TRYING TO MAKE A PERSON FIRST.
FINDING A WORD THAT IDENTIFIES THAT, [INAUDIBLE].
I DON'T KNOW IF THE WORD WOULD BE DISPLACEMENT.
ALL OF THE REFERENCES TO HIS AND HER AND HE AND SHE.
>> I WONDER HOW MUCH OF HOMELESSNESS, THAT WORDING, COMES FROM -- [INAUDIBLE].
THAT IS WHERE WE PULL PART OF OUR INFORMATION FROM.
I WONDER IF THEY HAVE A DIFFERENT WAY.
AS THINGS CHANGE THAT WE ARE CHANGING THE PRONOUNS, THEY HAVE MADE THAT ADJUSTMENT AS WELL.
>> I KNOW LAST WEEK WE TALKED ABOUT A NUMBER OF CASES AND DEFINITIONS.
EVEN IN SOME OF THESE WE COULD CLEARLY DEFINE THE LANGUAGE THAT IS REFERRED TO.
I AM SURE IT IS SPECIFIC TO THAT.
BUT WE CAN CERTAINLY HAVE OUR OWN LANGUAGE.
AS LONG AS WE REFERENCE WHAT IT IS RELATED TO.
>> WHERE SHOULD WE START? THERE IS NOT A WHOLE LOT.
>> I KNOW THIS IS AN ISSUE THAT I LEARNED COMES UP EVERY YEAR IN THE LEGISLATURE.
AGAIN, VIRGINIA LAW STIPULATES, [INAUDIBLE].
>> SUSAN, IF YOU ARE WITH US COULD YOU MOVE TO THE SLIDE FOR THE NEXT MEETING DATE? IF NOT, WHAT WE CURRENTLY HAVE RIGHT NOW, WE HAVE NEXT WEDNESDAY.
[4. Next Steps and Preparation for Committee Meeting #3]
WE WANTED TO TOUCH BASE ON THAT.WE HAVE BEEN THROUGH THIS ROUND SO WE HAVE DONE THE FEEDBACK AND THE HANDS-ON.
I BELIEVE WE HAVE A MEETING ON THURSDAY NEXT WEEK WITH EQUITY TRAINING.
WE ARE TRYING TO BALANCE THAT OUT.
WE WOULD LIKE TO PROPOSE LOOKING AT ALTERNATIVE DATES OR WE ALSO WANTED TO SEE IF THE POLICIES ARE NOT REQUIRING EXTENSIVE DISCUSSION LIKE TONIGHT WAS A LOT OF INDEPENDENT WORK, IS THIS SOMETHING THAT IF THEY ARE NOT ON THAT YOU WOULD WANT TO DO INDEPENDENTLY? AS OPPOSED TO COMING IN AND DOING THIS.
THEN, WE WOULD COME BACK TOGETHER ONCE WE HAVE ALL OF THE INFORMATION.
[02:00:03]
>> I THINK THAT WOULD BE HELPFUL.
>> TO GIVE YOU AN IDEA THE POLICIES THAT WILL COME UP NEXT WILL BE CLASS SIZE, THE REGULATIONS PERTAINING TO CLASS SIZE.
JUST FOR THE NATURE OF THIS MEETING.
STUDENT PLACEMENT REGULATIONS AROUND A STUDENT PLACEMENT, REDISTRICTING AND REGULATIONS FOR REDISTRICTING.
SO, THOSE ARE SIX BIG HEAVY ONES.
EACH ONE OF THEM HAS A REGULATION THAT ACCOMPANIES IT.
>> I DO NOT KNOW IF YOU HAVE THIS ON YOUR CALENDAR EITHER BUT NEXT WEEK AT THIS TIME IS ALSO THE HIGH SCHOOL PROJECT COMMUNITY MEETING.
SO, THAT IS PROBABLY GOING TO ENCOMPASS THOUGHT.
SO, WE ARE DEFINITELY NOT MEETING NEXT WEEK.
THERE ARE A COUPLE OF CONFLICTS THAT WE WILL ADJUST THAT.
WE WILL GET THE SPECIFICS JUST SO WE HAVE A CLEAR PROCESS OF HOW WE DO IT ONLINE.
THEN WE CAN SCHEDULE OUR NEXT TIME TO COME TOGETHER.
WE DO NOT WANT TO HAVE YOU ON BACK-TO-BACK NIGHTS.
IT SOUNDS LIKE MOST ARE COMMITTED AS WELL.
>> YOU MIGHT NEED TO LOOK AT A DIFFERENT DAY.
FOLLOWING ON MARCH 2 IS A JOINT CITY COUNCIL.
>> THURSDAYS ARE TYPICALLY NOT GOOD DAYS, WE KNOW THAT.
IF WE NEEDED TO LOOK AT AN EVENING WORK SESSION WOULD TUESDAY BE BETTER? DO YOU PREFER DURING THE DAY? WE ARE NOT LOCKED INTO THIS TIME? WE ARE ALSO NOT LOCKED INTO THIS LENGTH.
WE MAINTAINED IT BUT IT IS YOUR AUDIT AND YOUR MEETING.
WE HAVE TOTAL FLEXIBILITY TO DO DIFFERENT DAYS AND TIMES ETC. I AM OPEN.
>> I WOULD NOT MIND STARTING A LITTLE BIT EARLIER.
>> ONE IDEA IS STICKING WITH THURSDAYS WHICH IS IN BETWEEN.
2 TO 630 IS KIND OF THE HARDEST TIME.
I DO LIKE THE IDEA OF US WORKING ON IT ON OUR OWN.
I KNOW THE WAY THAT THE LAST ROUND WORKED, I AM A LITTLE BIT CURIOUS, THE SUBCOMMITTEE MET AND KIND OF GAVE FEEDBACK.
THOSE CHANGES WERE INCORPORATED.
THEN, THE SUBCOMMITTEE KIND OF PRESENTED THAT TO THE SCHOOL BOARD.
SO, I AM WONDERING HOW THE POLICY WORKS.
ARE WE AS A SUBCOMMITTEE GOING TO CIRCLE BACK TO THESE POLICIES ONCE THE CHANGES ARE INCORPORATED?
YOU HAVE RECEIVED THE FOCUS GROUP AND LOOKED AT IT.
WE WORK WITH THE POLICY PERSON TO PUT THAT INFORMATION TOGETHER AND THAT COMES IN FRONT OF YOU.
THEN YOU ARE ABLE TO GIVE A CLEAN RATE OF WHAT THE DRAFT LOOKS LIKE AND SEE IF YOU HAVE LAST-MINUTE CHANGES.
IF THAT WORKS FOR YOU THAT WILL GO FORWARD TO THE FULL BOARD.
I KNOW YOU WILL HAVE SOME ADDITIONAL CONVERSATION.
WHAT THAT MEANS TIMEWISE AS WELL.
WE DID HAVE THE OPPORTUNITY TO SPEAK WITH THE CHAIR AND VICE CHAIR AND SUPERINTENDENT YESTERDAY WHEN HAVING THE POLICY CONSULTANT DISCUSSION.
THEY ARE AWARE THAT IS THE NEXT STEP AND PROCESS.
THAT THE TIMING PIECE IS IMPORTANT BEFORE IT GOES TO THE FULL BOARD.
SO, THAT YOU ARE ABLE TO SEE A CLEAN DOCUMENT.
[02:05:04]
I DO WANT TO CIRCLE BACK FOR A MINUTE.
GROUND IS A LITTLE BIT ON WHAT OUR NEXT DAY WILL BE.
I JUST WANT TO CLARIFY THAT WE, YOU HAVE THE DOCUMENTS.
YOU HAVE ALL OF THE PROCESSES IN THE DOCUMENT.
YOU ARE GOING TO REVIEW THOSE ON YOUR OWN AND ADD COMMENTS ON YOUR OWN.
AS YOU THINK ABOUT YOUR SCHEDULES TENTATIVELY IS THERE A DAY OR TIME OR CIRCLE BACK VIA EMAIL? DO YOU WANT TO LET US KNOW WHAT A GOOD DAY AND TIME WILL BE BASED ON THE THREE OF YOU?
>> CAN I PROPOSE SOMETHING? WITH THE NONLEADING STRUCTURE REVIEW.
WHY DON'T WE GET SOME CLEAR GUIDANCE FROM THE CLERK AND WHAT NEEDS TO HAPPEN? WE CAN SEND THAT OUT BY EMAIL TO THE THREE OF YOU.
THEN WE CAN LOOK AT THE BOARD CALENDAR AND PUT SOME DATES OUT THERE.
SEEING IF EVERY COVER THURSDAY IS AN OPTION FOR US.
I WOULD FEEL BETTER MAKING SURE WE ARE NOT BREAKING RULES OR ANY OTHER COMMUNICATION THINGS.
SO, WE CAN SUMMARIZE AND SEND OUT TO THE GROUP AND INCLUDE SOME THINGS FOR THEM.
>> SO LONG AS BOARD MEMBERS DO NOT REPLY TO THE GROUP THEY CAN JUST REPLY BACK TO YOU THEY WILL NOT BREAK ANY RULES.
YOU CAN EMAIL THEM AS A GROUP AND THEY HAVE TO REPLY INDIVIDUALLY.
>> FOR MY LATE-NIGHT BRAIN, WE ARE TALKING ABOUT EMAILS TO SCHEDULE A DATE, CORRECT?
ANYTIME YOU HAVE MORE THAN TWO BOARD MEMBERS REPLY IN A GROUP EMAIL THAT IS A MEETING SO YOU CAN DO THAT.
OKAY, AS FAR AS THE RULES AROUND HOW THEY REVIEW THE DOCUMENTS OUTSIDE OF THIS SETTING? CAN YOU CLARIFY THAT FOR US?
>> IF YOU HAVE SOMETHING IN A GOOGLE DOCUMENT EACH ONE OF THEM MAY GO INTO THE GOOGLE DOCUMENT SEPARATELY AND LEAVE COMMENTS.
THAT WOULD BE IDEAL IF THEY LEAVE COMMENTS.
SO, IT IS EASY TO ATTRIBUTE THE WORK TO WHOEVER MAKING THE COMMENT.
UNLESS YOU HAVE A WAY TO DOCUMENT WHICH CHANGES ARE BY WHO.
I THINK THE EASIEST WAY IS THROUGH COMMENTS.
>> THROUGH THE COMMENTS AND SUGGESTIONS.
THE SUGGESTIONS WILL NAME WHO MADE AND MARKED THE SUGGESTION.
SIMILAR TO WHAT WE DID TONIGHT.
WE WILL TAKE THE INFORMATION AND SEND OUT SOMETHING JUST SUMMARIZING WHAT WAS JUST SAID.
WITH A COUPLE OF POTENTIAL DATES.
IF YOU ALL RESPOND TO US, WE CAN BE GOOD TO GO.
>> I WILL ALSO SEND YOU SOME AVAILABLE DATES SO YOU CAN SEE WHAT IS ON THEIR CALENDARS.
>> THANK YOU, SUSAN THAT WOULD BE VERY HELPFUL.
>> DID WE GET ALL OF THE ITEMS?
>> CAN I GET A MOTION TO ADJOURN?
>> ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.