001behavior subcommittee to order at 6 35 pm and i'll call a roll thank you gail dr ammons here miss bishop here mr davis here dr stark's turner miss kraft here miss friends claus blue here miss gabby dawn mr johnson yes here miss jones mcloyd look load cloud here loud again thank you that's okay miss grimes miss perellas miss hardwick eric miss harris here miss nitschke miss mcqueen dr moore [Music] miss digger she's here i saw her yeah yeah me too there we go okay uh dr pruitt adams president mr martin here dr sanders here mrs dixon spivey here miss stefans mr waxler here we have a quorum thank you as permitted by governor pritzer's executive orders 2020-07 and 2020-33 the oak portland river forest high school board of education cook county illinois will convene a
002remote committee a remote culture climate and behavior meeting on september is today the 10th of the night night at 6 30 pm via zoom any members and staff may participate in this meeting for the information with the information below the state of illinois continues to operate under a disaster declaration related to the covet 19 worldwide endemic our schools have been closed since march 13 2020 with very limited access by only employees who are performing in social duties the health department continues to advise the community to practice social distancing or face mass and avoid unnecessary contact with others based on the current public health concerns i doctor joylin pruitt adams as head of the public body do not believe that it is either practical or prudent to hold an in-person meeting of the culture climate and
003behavior committee on september 9th 2020. i further believe that it is neither practical nor prudent for the public to be present at the public body's regular meeting location we will continue to hold a remote meeting with an updated practice that complies with public act 101-640 that is signed by that was signed by governor pritzker on june 12 2020 pursuing a public law 101-640 says the meeting cannot be conducted at the regular physical location due to the health crisis alternative arrangements have been made to allow any interested member of the public to hear all discussions testimony and roll calls as follows also we will not have a chat box please do not use it thank you dr pruitt adams um now we'll have visitor comments gail do we have any visitor comments we do not okay
004great so we will move on the agenda to welcome an introduction so first of all welcome to my dining room everyone um i'm very thrilled to have you all here uh i would like to say first thank you to everyone who's returning and thank you to everyone who's new this year uh to say yes to being engaged in this work from uh in the midst of what we're dealing with in the world um in addition to our work lives our families all of the things that you have going on there's no i have nothing but gratitude for your yes this year will prove to be uh quite interesting to say the least and the work of the culture climate and behavior committee really is foundational to providing input and feedback into what the board some
005of the board decisions that get made as well as some of the decisions made by the administration so i really value and appreciate each and every one of you i just wanted to start by saying that i'm gina harris in case i did not say that and um i chair this committee and i'm just thrilled that you're all here so we um have been in the practice of um that as the high school is becoming more and more restorative every year um last year and the year i think the year before we can correct you you all correctly belong but we began all of our meetings by participating in circle and by actually doing a restorative practice which is community building by circle together so that we can form the kind of relationships that we
006need to have so that we can do the kind of work that we need to do there will be times that our conversations may be um i wouldn't say challenging but definitely can get you know we're going to be talking about race and our racial equity policy we're going to be talking about it's in the impact of systemic racism and white supremacy culture on our students and we will be having conversations that might be difficult so it's important for us to have the kind of relationships that we need to have even as a large group so that we can move the work forward in the ways that most impact the experience of our students and as a graduate of opr hs 9th class of 1988 um it's i'm honored to hold this position and to
007be doing this work but more so to be doing it with you in community with community members with students here thank you students so much um and our our amazing staff at the high school so there's a lot um a lot to be to be grateful for with us coming together and a lot of work to do especially amidst all that we're dealing with so i want to move us into circle first and we'll do this virtually and for those of you who have not participated in circle either virtual or um or in person i'm going to go through a little bit of what our agreements will be so i believe that i don't know who's who's who's working the screen today can you put up the um powerpoint because i believe that lincoln included
008the slides hugo is working the screen thank you hugo can you put the um [Music] slides on please so i'll tell you the three important pieces of us being in circle foundational parts one well this four actually if i include the fact that it's an indigenous practice dating back for um many of our ancestors for many many years and we honor their presence as well as the process that was created that includes everyone's voice that we make decisions collectively and the first important piece is that we are all at the same level so although we're virtual tonight and we are and will likely be for a while um what we do in circle practice in everyone who walks into this space all of your titles have been basically equalized we're all at the same level
009everyone's voice is equally important if we were in the same space we would be sitting in a circle um the input and the value of each individual is critical what you bring to this piece of work is important and your voice is really really important the second part of circle is that we use a talking piece and how we're going to do virtual talking pieces i will say hey melanie i just saw that you got me i will do um i will call on each person as we go around the circle in this virtual format and that will be in essence passing the talking piece we've done a very cool thing in some of our classes as we actually like pass it to them on the camera if you have a talking piece near you
010feel free to do that um that makes sure that even if you pass and you don't have anything to say that you know that your voice is important that you know that your place your presence counts whether you say a word or not and the third piece is that we have agreements and those agreements um we're we've used the same agreements that we've used in a number of spaces in the high school we use them for america to me but they work really well in almost every space because it gives us the um ability to keep this space safe so that folks know that what they said here although this is a public forum and you all did your open meetings act training um but that we're making sure that we maintain some level of
011trust and confidentiality with each other around what we talk about even though it's a public space right we have these these agreements i'm looking for the slides but i don't see them yet each time you go to the next one it's the next one thank you yeah because we're going to approve the minutes after this right gail yeah what i thought thank you so much so our goal here is to create a safe brave space not safe that wouldn't no one here has a right to comfort i i hate to burst in anyone's bubble but we're um sometimes we're gonna need to say things you might be uncomfortable and that's okay can we go to the next slide please so i'll go through these very briefly the agreements are to stay engaged to do our
012work to not check out when the conversation gets tough to speak our truth right speak your truth from your heart not speaking on behalf i don't speak on behalf of all black women i don't speak on behalf of all women i only speak for me and we will do our work to not assign that to anyone else as well right if anyone's speaking they're not speaking for an entire group of people um experience discomfort and connect with your feelings because there will be emotions that come up whenever we talk about race and so that's a normal aspect of our conversation connect with your feelings accept and expect non-closure as much as i would love to say that this committee is going to solve all the things that need to be solved the likelihood that we
013will have ongoing work is very good maintain confidentiality i already talked about that it's being recorded it's a public forum people are going to hear what you say um move up and move back for those of you who are like me who tend to dominate the conversation i do my work to move back to leave space for others to speak if you know that you're getting long-winded i may at any point say okay we want to ensure that everyone has an opportunity to speak and i will cut you off in a very kind way uh listen resiliently which means really this is a practice this is our practice in all the spaces that we're in now i feel in the world but listening for understanding versus listening to respond because it's important to know that
014things will get said that may make us uncomfortable but i still want to see where we still want to be doing our work to see how we connect silence is okay it's okay if you need to pass if you don't have anything to add space for quiet is important and the last one is to remember to breathe if it gets tough or someone says something that you disagree with ah take a deep breath so for those of you who are not engaged in restorative practices that next slide is just really a piece from iirp the international institute of restorative practices that gives it a little bit of what restorative practices does but ours the goal of our community building circle here is that every person in this group is seen heard understood knows that they're
015respected and that they're valued and perhaps we may grow to actually like each other which is very likely considering this group already um so can we go to the next slide because i'm going to move us right into our question i believe it is yeah because that next slide is um is lincoln so i want to move us into our question because some are new here on ccb um and some have been here and everyone comes and says yes to this work for whatever reason that they say yes to the work i'm just grateful that you do i would like to ask that as we introduce ourselves to each other that you let us know what brings you to this work but you have to do it in one sentence so there we have a
016very large committee so in order for us to keep to time on one sentence so i'll model this my name is gina harris as i mentioned i'm a graduate of oak park and what brings me to ccb and keeps me engaged in this work is that i've seen our committee really have an impact on things and changes in the district so i'm grateful for that and i'm going to pass the talking piece to the person who's right to my right on the screen which is lavar dr emmons thank you gina uh my name good evening everyone my name is dr lavar j ammons uh i have the honor and privilege of serving uh district 200 as the executive director of equity and student success and uh what brings me to uh ccb is of course
017my work and uh the work of of ensuring that uh that equity is infused throughout our entire uh organization from you know the board uh the board of education down to our students and uh again ensuring that um you know uh academic outcomes are predictable by race along with those uh social uh outcomes and experiences thank you and next we're going to pass to laura my name is laura hardwick i had four children go through oprah finally graduated last year um i also work in criminal defense and so i and just know how essential it is to get climate and discipline and all of these issues right at the very beginning so i'm i'm glad to be here thanks laura shirlen good evening everyone my name is cheryl lynn jones macleod i am the assistant
018director of campus safety at oprf as well as a parent of a senior um my commitment to ccb goes along with my commitment to advocacy for youth voice and youth empowerment um not only at oprf but throughout the city to state the world so that's been my fire for a while thank you cherylin karen hi i'm karen grimes um i am a social worker formerly a social worker for the chicago public schools and uh currently in private office here in oak park i had two children go through oprs my passion is for youth for their educational outcomes and for the support i as a school social worker always made such a difference to their outcomes and hoping that i can be a voice here at the ccd thanks karen lincoln good afternoon everybody my name
019is lincoln chandler uh welcome back i serve as a facilitator for this group but i've been connected to the oprf community for about 15 years going all the way back and what brings me back is the community the resilience of this community and also the impact that i've been able to uh witness over the time i've been here thanks lincoln janelle i'm janelle bishop the lead dean of students at our river forest high school and what brings me here is sorry what brings me here is um looking for ways to ensure that student involvement and the discipline system of oprf is not predictable by race and we're all working from home so no worries about family or animals or noises in the background we can let all of that go no worries at all i'm
020here if my daughter would likely come over so yeah um jackie sorry i was muted um apologize for not being on video uh having some internet issues i'm jackie moore um in my second term on the board uh proud mother of four oprf graduates the youngest of which are now seniors in college and i have been a a long-standing member of ccb and i'm here this year uh to show the importance of social justice racial equity and uh in my last hurrah on the board i am feeling some impatience uh with our work so my my feeling about being here now is to be about action and going beyond identifying problems thank you jackie can we stop screen sharing so everyone can see everyone um calvin hello um let's see hi my name is kel
021davis um i'm from river forest i have a freshman at oprf and um i was drawn to this commit committee um i think everyone is equal start with the general idea like that let it branch out and um solve the world's problems thank you so much and anissa [Music] hi i'm lisa cabron um i am new this year i'm a psychologist in the special ed department um and i am here because i feel like the work starts right now with building confident resilient human beings not just students thank you david hello i'm david waxler uh director of campus safety uh class of 1985 and i had three children who graduated from oak park um and i'm in my third year of ccb and one of the things i enjoy is that um we bring things
022to the table and we work as a collaborative group um and equity is our name and we try to bring things um to people and and look at it in a different light and that's what i really enjoy um and again i'm david wagster thank you thanks david melanie okay hi everybody um melanie mcqueen president of apple uh which is african american parents for purposeful leadership and education um i am also a long-standing member of ccb i joined simply because of the mission no matter how great or how bad our school looks on the outside if we don't get the recipe right for the culture the climate and the behavior and what we expect from everyone within the building um it's never going to be what we're working for it to be and that's why
023i'm here because culture climate and behavior it it's just so important that we get it right for what it means as a person within the walls of opr high school thank you uh joy lynn good evening everyone welcome to our new members and welcome back to our returning members i'm dr joylin pruitt adams and i'm the superintendent here at oak park and river forest high school what drives me to ccb is i see ccb as a change mechanism for the district the work that we do has brought about so much change we still have quite a ways to go but this is the group that gets it done and it removes the barriers that currently exist for all of our students but more importantly are black and brown students thank you francis hi everyone i'm
024frances kraft i'm a former d97 teacher and had two daughters graduate from oprf and i'm with the e team i find that everything comes back to relationships when we're working in education between family students and teachers and i'm grateful to be back for a second year with ccb because i feel like that relationships are the focus here thank you good evening everybody i'm shelima francois director executive director of special education i'm here because i will definitely have to say that i have been this has been i've been termed to be a person who is definitely the one who will bring the invisible to be visible and to bring voice to the voiceless so i'm right i'm here to kind of absorb and learn what the uh committee has done on the part on behalf part
025on part of students and families for prf but also to be a contributor thank you kyla hi i'm kylo perales and i'm a senior um i am back again this year because i want to make sure that future students are able to feel as safe and as welcomed and open rf as possible and make sure that we build that community thank you roxanna good evening everyone i'm roxanna sanders assistant superintendent for human resources as administrator in charge of hiring and retaining employees i truly believe that equity and diversity are the cornerstone of our success and i want to take this opportunity to thank everybody who is back this year and to our new members because we're all facing a lot of challenges this year that became even more pronounced due to covet so we cannot
026forget about this important work and probably even need to put more effort into it thank you quincy hey um i'm quincy martin i'm a senior at oaktrf currently um and you know what brings me here is you know i want to you know have a positive impact on you know the community i live in the school i go to well now um the school i go to now and i also think that you know all students should feel safe you know living in oak park or living in room forest or going to opr thank you sarah [Music] hi everyone i'm sarah spivey i'm a board member and i took you know that for a year i think i took a one-year hiatus from ccb but i really missed it and i wanted to come back
027um i'm sorry um but especially this year given you know how difficult an environment we're all living in and all that our students are going through i wanted to kind of just be a part of this again and i missed it so it's great to see everybody thank you michelle yeah you might be on delay michelle we can't hear you now there you go there you go yep is that a little bit better no totally now yes weird i don't know what's going on but um i am a sixth grade seventh eighth grade middle school teacher i absolutely love um middle school kin kids felicia stark's turner hello um i have faith um but i'm here because um i i went to the high school there graduated in 2000 um and have always has always
028been enamored with the high school um and also have always been super disappointed in in some of my experiences um there and now i'm so hopeful that we're moving towards um making some changes for our students of color um and i want to be a part of the conversation um and be amongst you guys to help and and build and make some real changes that are long-lasting thank you great thank you that i couldn't tell how the circle was coming around when i saw it so i didn't get a chance to go oh don't worry i know felicia you can talk at the end don't worry i didn't i didn't forget you felicia um hi everybody i'm greg johnson the associate superintendent here this is my fourth year now in the district and um i
029am doing this work in general because um i taught english for nine years and it was really clear throughout those are increasingly clear throughout my nine years there that um the school systems that i worked in um and school systems in general just really didn't work uh as as they were intended to for all students uh particularly our students of color and so i'm gonna do administration and the whole idea uh that drives me is trying to make the systems that work in the schools more fair for all of our kids more equitable for all of our kids and um that's what i've been trying to do uh here at oprf this group has been a really valuable thing to be part of because it gives us feedback in ways that we don't otherwise get
030it gives us kind of a push as a district that we don't otherwise get without the conversations here last year um but our behavior education plan for the folks who are new but also the conversations that we've had on a variety of other topics so i'm really excited about continuing these conversations coming yeah thank you thanks grace and yeah felicia you came in last so it's you good evening everyone i'm dr felicia starks turner i am the associate superintendent for education for oak park school district 97 i am here partially selfishly because i have a sophomore at oprf but also i just have a love for this work um it is very similar to part of my responsibilities in district 97 overseeing student discipline and also being the district's ombudsman so it's very interesting to
031me what is happening at the high school since um we send our students there and um just excited that this type of work is of continuing in district 200 also so um thank you so much for letting me be a part of the group thank you for showing up again um and thank you everyone who came back thank you for everyone who's new i think i got to everyone i didn't miss anyone i didn't think so um we wanted to because there's quite a few new faces on the committee this year we wanted to give you some information but before we do that we need to approve some minutes otherwise gail will be like on me because i missed something so um i uh deal do i need to move it we need someone else
032to move it either way um i move approval of the minutes from the june 9 2020 meeting oh doctor um beckett thank you do we need a role for that girl or is it a voice we just did our first action friends we approved the minutes okay um so i'm going to turn it over now to lincoln chandler so he can take you through some of the role in the background of ccb so that you have a more well-rounded picture of what we're about to set out to do lincoln and um hugo can you put the powerpoint back up i think right thank you yes awesome okay great um hi every hi again everyone um and yeah i just want to echo echo what's been said thank you so much for uh coming or returning
033however your case may be to this very important work um just want to take a couple of minutes um just to say a little bit about um how we how we got here now what you see in front of you is the mission of the cultural climate and behavior committee there is a webpage on the main oprf website devoted and it kind of chronicles some of the things that we've done over the past but i just want to say that even as we heard in the introductions uh this is a a cross-section of the greater operaf community and what's very powerful about this is that it's going to give us an opportunity to see some of these ingrained issues from multiple different directions and get us on one accord and thinking about how do we
034remove some of these historical barriers so um this committee actually uh was built off of an existing committee called the parent teacher advisory committee um our mission and goal has sort of evolved over the years so i think it's helpful for folks who are relatively new to this committee to understand where we came from so once upon a time this group did come together but the primary goal was to take a look at the code of conduct and then make changes to it and then next year take a look at the code of conduct and make more changes to it but starting in spring 2016 the idea was that we could go deeper and start to really think not only about consequences associated with discipline but the routes that different students were taking to get
035there so we expanded our scope to take a general review of oprs policies and practices to figure out what this would be so that first full year of ccb was really about defining an explicit focus on what we were going to be so we started out talking very vaguely about equity and all the different forms of equity but we decided that it was very important to be very specific and focus on racial equity as that was one of the uh kind of most endemic things that we want to get at so in that first year it was about figuring out that focus getting a sense of past initiatives in the district regarding racial equity and developing that first initial set of recommendations for the board in year two um we were able to get those
036recommendations refined and then approved by the board and the superintendent i believe that was a dr pruitt adams first year around that time but as she came in uh she came in as a uh as a supporter and a champion of this work and uh we were able to kind of continue on by mapping it to the strategic plan and then identifying owners and timelines so taking it from recommendations to actual concrete deliverables with owners and so we were adding in accountability uh under the superintendent's leadership if you can shift to the next slide um in the 2018-2019 year that's when implementation became the focus and we had a couple of milestones for the district where they the board moved to adopt a racial equity policy which was a first and also we got um
037our first executive director of equity and student success who you're going to hear more from in a bit and these were first for the district so again these are some of the more tangible institutional changes that the district has been making in response to this work and last year our we even we grew the scope even more to say that um this is part of our strategic plan so why not bring those folks together so we actually absorbed several community members who were involved in strategic plan and that allowed us to have one conversation so we weren't talking about school strategy and then talking about racial equity we started to understand that racial equity lens was the way to think through our strategy so that integration work really began in earnest in the last year
038and among other things we're able to launch a public data dashboard and also we as was mentioned at the top we're beginning to expand our shift towards restorative practices and that's become a and that's led us to revise the code of conduct um which was now known as the behavior education plan uh just uh one more slide okay and so as we move into this year um again i don't think any of us thought that we'd be doing this remotely but um you know this organization in this group has been about resiliency and change and evolution and so as we continue to build um we want to continue our focus on the implementation of this racial equity policy across the full opr strategic plan and again dr amos is going to talk to us about
039this and the second thing we want to make sure we continue to drive is community building and shared accountability in the wake of this new normal of remote learning and also in support of our shift towards restorative practices so even though we're not physically in a building you know there's still a need to build community as a prerequisite to have effective restorative practices and so that's going to be continue to be an area of focus and then also the continued analysis of disciplined data and different uh indicators that we've come up with to understand how the culture and climate is and how it's evolving over time so if there's any questions about that i can answer them now or i can hand it back to gina i have a comment not a question you go
040when you're projecting i didn't want to interrupt while lincoln was talking can you make it a little bit bigger so that people can really see because i'm not sure about everybody's screen if everybody can read what's on there thank you i'm not sure about my eyes thank you dr pruitt adams [Music] melanie go ahead melanie um i was just hoping that and i thought we discussed this um last year and i wasn't at the the last meeting of last year but a unit of measure of all the work measuring from whatever baseline it is that we've agreed upon to make sure that the work we're doing is making an impact by a certain level of measure and i believe we talked about the reia tool but i don't see that in here specifically saying that
041we're going to measure um our areas of focus i i can okay go ahead doctor food ass i was gonna say um one of the things that lincoln mentioned is our focus this year will be on the racial equity work that the district is doing and throughout the scope of this year dr ammons will be presenting various components of the racial equity procedure each of those components was tied to a metrics of measure and this is our baseline year uh in his presentation today he will i think he's going to pinpoint those two key pieces for implementation this year which is the racial uh analysis tool and the racial incident reporting protocol right so i think your questions will be answered uh as we move forward over the course of uh this year and you
042will see that there are metrics tied to each component of the procedure yeah and if i could just add thank you for that melanie um one of the pieces of our work this year is going to be our continued analysis of those metrics our ongoing looking at it right because we a lot of what we discussed last year was like okay what is the impact of this right this is the policy what is the impact so this year we are looking at impact pieces so that's what those metrics are that dr pruitt adams was speaking to so i will actually turn it over to um dr ammon so that he can take us through the report of the um equity policy status and the pieces that we'll be looking at thank you all right thank
043you gina uh hugo uh are you able to give me um the uh the sharing uh right so i can share my screen there'll be quite a bit of navigating in a few slides actually levar if you just hit uh share screen it should give you the option to just grab it i think i have it set right all right i believe so and yes i have it all right can everyone see what i am currently sharing on my screen yes yes all right so again thank you for passing out along gina and thanks for getting me squared away chris with being able to share uh my presentation so without further ado we can uh have a conversation tonight about the racial equity policy and the procedure implementation plan i'm very excited to be at
044this point i know that it has been a long time coming for the district in terms of uh getting us to this point to make our racial equity policy not only uh uh being developed but to make an actual living and breathing uh document and we are right at that point now so uh we'll get into the presentation here tonight's focus or tonight's discussion will be centered around the procedure implementation timeline for the racial equity policy and procedures uh in specifics we'll talk about the racial incident protocol um as there have been a number of racial incidents uh historically and you know recently uh in our school community which is you know obviously not exclusive to the opr uh school community but uh we do have an opportunity to um address uh these concerns and
045these levels of disappointment with some fidelity uh there's also the racial equity analysis tool that that melanie was just speaking to we'll dive into that uh and and that will of course dovetail into uh the policy section about equitable practices programs and procedures uh and how our system works uh for students and how and what we can do to to mitigate and reduce and and eliminate some racial disparities there and then we'll speak about the equity leadership infrastructure and just the overall efficacy of us being able to uh you know realize our plans as we try to move that kneel to to realize it racially so for our uh new members uh and also uh not only new to ccb but new to the institution just a little background on the racial equity uh policy
046so in in september of 2018 the board of education approved the framework uh for a racial equity policy to be developed uh in the following year uh there were stakeholders so everyone from administrators teachers content experts uh parents students and so forth came together to create and develop a racial equity policy which was then adopted in april of 2019 a large part of the work of ccb as lincoln had already mentioned was of course the creation of the racial economy policy the creation of my position which came shortly after the adoption of the racial equity policy in april of 2019 and then uh last year in my first year 2019 2020 another group of stakeholders collaborated to then create the procedures for the 12 components of the racial equity policy and here we are today
047uh in the fall of uh with our initial implementation plan for the racial equity procedures and again just as a refresher of the policy itself uh the racial equity policy is comprised of 12 components just to give folks an idea of what we'll be looking to implement over time in this year and in subsequent years so the timeline as it stands for our initial implementation for this year uh for the fall we'll be looking at the racial incident protocol uh we've already had uh two um staff developments on those on the racial equity or racial incident protocol excuse me uh so people understand how to report a racial incident uh there's also the matter of a racial equity or the racial equity analysis tool that'll be used in a number of ways essentially for us
048as an institution to keep race at the center of significant decisions that we make uh and this tool is designed to do exactly that to really hone in on that intersectionality of race as we make decisions so we can mitigate the impact uh or mitigate racial disparities uh that that uh that come about in decision in decision making um and then again as i said before that racial equity analysis will dovetail right into equitable practices programs and procedures in terms of how we uh evaluate programs uh you know how we uh look at the impact that our various programs have on race and then in the spring of 2020 of course is the annual uh accountability and monitoring uh portion of the uh procedures or policies itself uh just so we are keeping tabs on
049those metrics and again in this baseline year uh highlighting those pieces and being able to you know set some goals for subsequent years around our racial equity work and then uh of course another evaluation component will be the the equity leadership infrastructure in terms of looking at our programming and looking at our racial equity work and making sure we have uh all the components we need to be as effective as we can and making sure uh these programs and this this document uh being the racial election policy and those procedures are uh certainly uh living and breathing in our institution from top to bottom so we'll move on to the racial incident reporting protocol so uh i will say in my short time uh i've had to uh deal with and resolve a number of
050racial uh instances of racial misconduct um here here at the school and you know you're you're kind of flying the plane and building it at the same time when you are trying to address and create system to address uh these uh these concerns outright but now i'm excited to say that we have a uh a protocol in place to uh not only address but to restore um any instance of racial misconduct and uh very excited to put that into into um and to put it to work uh and as we have unfortunately already a few times at the start of this school year so for students uh and adults there are um two different tracks to be able to report an instance of racial misconduct so for students they have a total of four uh
051options that they will have to be able to report a racial incident number one is uh coming directly to the office of equity in room 372 where myself and my executive assistant miss melody brown will start that fact-finding process making sure the student is safe physically and emotionally and so forth and just really beginning to uh you know collect our information communicate with parents so forth and so on uh to to come to a resolution uh the second um option is for a student to tell a trusted adult uh you know they may not be uh readily available to come down to the office of equity specifically now that we are remote but being able to go to a trusted adult that trusted adult then comes to uh the office of equity um and and
052gives us that report and we will go through again that process of documentation communication and becoming beginning to ultimately restore that situation uh there's an anonymous hotline that is available to students as well that is on the back of all ids so a student could then send a text message to this hotline which goes to a third-party company that company then connects or contacts or sends that information over to the deans once the deans determine that what they are witnessing in a report is that a racial incident or racial misconduct that has been forwarded to the office of equity so we can start that process of fact finding documentation communication and restoration and then last but not least for students there is a racial incident reporting form that is online so this uh link is
053actually um uh uh up and active right now on uh the uh public's facing side uh as far as student facing uh landing pages as well as our intranet landing pages for for uh faculty and staff uh going over to the adult reporting adults it's a similar pathway uh being that they have three opportunities or three different options they can use to report a racial incident again coming to the office of equity uh they can also report to the employee racial incident managers which are dr roxanna sanders as well as mr greg johnson and then also for teachers uh employees and staff members there's also the racial incident reporting forum so a part of the communication uh campaign around the racial incident reporting uh will be these flyers that you will see here can everyone
054see this flow chart that's that's up on the screen now so uh similar to the sexual harassment uh reporting protocol there are a number of flyers and flow charts that are posted all over the school in common areas restrooms locker rooms and so forth uh so students know exactly uh you know where and how to report uh an instance of racial misconduct so as i mentioned earlier here are the fro you know the four steps if you are a student uh you've experienced the um instance of racial misconduct here are the four ways again reporting to the office of equity telling a trusted adult uh there's a 24-hour anonymous tip line of the hotline and also being able to again complete a racial incident reporting form uh and with this qr code right here a
055student could or a faculty member or staff could scan this qr code and it would take them directly to the racial incident reporting form to be filled out once that form is filled out and submitted uh we get an alert in the office of equity um and then we begin just that fact-finding process and begin to take care of that situation and take care of the person who reported an incident uh on the right hand side you see uh if as an adult if a student comes to uh report an incident of racial misconduct uh you know coming directly to the office of equity or uh filling out the um the uh hitting that qr code to then fill out the incident uh reporting form for adults on the uh employee facing side of the
056our landing page uh a similar um a similar layout but uh highlighting those three options so again being able to report directly to the office of equity directly to our racial uh incident response managers for employees or again you know hitting that qr code to fill out that form and just to give you a visual of the racial incident reporting form on our intranet here if you scroll down if i can scroll down the link is already active here under uh quick links so again it's just a matter of clicking this and and that's on the uh both the district facing side uh student facing and uh employee facing sides under quick links uh folks can go ahead and click that and begin to fill out that form which will go directly to the office
057of equity for us to then go into action around addressing an event so then when we think about our response to racial misconduct when we uh think about our uh racial incident response team uh which again is the office of equity there is the uh the uh the uh adult uh racial incident report or responding managers in addition to the the deans will help us in this fact-finding process but number one we receive all complaints uh regarding racial misconduct so we want folks to understand you know where they can go how they can access uh the information to make these reports because ultimately we'll be able to house all of these reports uh as a data to see where these incidents happen how they happen who are they happening to uh so then we can
058put plans at a macro level uh together on how to better address to address uh what's happening in the institution relative to racial misconduct uh secondly we want to ensure that the reporting party and the responding party have access to school and community resources uh you know being a part of these uh you know fact-finding processes and dealing with people who are going through these uh moments of racial misconduct on either side there's certainly some psychological distress that uh folks are are experiencing during this time so being sure that they have access to uh counselors social workers uh community resources uh to make sure they are uh emotionally taken care of uh we're gonna ensure that that happens for anyone involved in reporting uh incident uh thirdly we want to ensure the reporting party has
059guidance on how to contact campus safety or law enforcement if that's appropriate if that's a need we'll certainly point folks in the direction of those resources um the next one just conduct the fact-finding process that is not only propped uh prompt but but done in the equitable manner so that's when we will uh lean in with our deans and partners collaborate with them in terms of trying to find out exactly what happened how it happened and just gathering all the facts so we can make uh our decision on what needs to happen next um and that leads into number five so determining whether or not a complaint uh is substantiated so are we uh looking at an instance of of uh you know explicit malicious racial misconduct uh are we looking at uh an instance
060of racial disconsciousness right uh being able to discern the two are critically important as we think about how we want to dole out consequences for what has happened and then uh next is just informing the reporting party of any outcomes to the extent possible so knowing full well we can't disclose uh consequent or disciplined information but of course folks who have been impacted by racial uh misconduct or racial incident uh we can assure them that you know done all that we uh can do and need to do to ensure that um you know justice has been has been brought uh to that situation and then we want to make sure we follow up um with uh with both parties you know uh give them some time to uh process what is what's happened uh and
061being able to again go back follow up and make sure everyone is is doing well emotionally physically and so forth so then there's the matter of racial healing so when we talk about uh that discernment right of are we dealing with a uh malicious uh you know racial attack or racial misconduct versus racial dis consciousness uh there's still a level of healing that has to happen and we've talked a number of times about this and it's been mentioned here tonight already that we are continuous you know continuously working to be a more restorative institution in in our practices so when we're talking about racial healing of course we want to focus on restoration and we've done that in a number of ways so uh in the times that i have had to navigate these situations
062i've been able to partner with um our care team leaders racial equity coaches uh our current circle keepers uh through the training with moja to do uh peace circles not only in classrooms but uh who've been impacted by an instance of racial misconduct but sitting down and doing uh face-to-face work with uh you know a reporting party and a responding party whether that be with students parents teachers and so forth uh we find that to be critical in this process to make sure we bring some sort of healing or restoration to the situation before we uh you know turn students and and teachers and so forth back over into their everyday uh grind of just you know working uh you know through their daily and weekly school uh activities um another piece as far as
063restoration that has been uh pretty impactful for us has been impact letters uh of course you know in the restoration process uh you know people who have been impacted by harm uh or racial harm may not be in the space to uh sit down and speak with someone who has offended them in such a way uh so there has been the use of impact letters where uh that responded reporting party will write an impact letter that will then be read uh to the um the responding party the person who or the group that uh committed uh the racial misconduct or committed the arm that impact letter from that person will be read to them and they can process um through that letter again with the racial equity coach with myself with a circle keeper um
064just so they can understand the impact of their actions and hopes of them not uh you know being not you know doing doing that again or or acting in that way again and of course reconciliation through apology is is another way to bring about healing uh although we've used uh all of these uh highlighted points here this is not to say these are the only or the the end-all be-all to to that work of racial healing but these are just some of the things that have been done uh to this point in uh the racial healing component of this of this uh procedure so then moving on to disciplinary action so of course restoration can be a consequence and also a healing property in these situations but when we talk about the three bullet points
065you see there racial misconduct in its explicit and again malicious form uh also retaliation from someone who is alleged to have committed racial misconduct or even intentionally dishonest complaints uh these can be subject to disciplinary action and this is a part of that fact-finding collaboration again with the office of equity the employee racial incident response managers as well as the deans uh as we kind of work through the fact-finding that will lead us to whether we need to be um to give specific disciplinary actions or if we need to uh move on to a more or in addition to a restorative approach so in terms of students and employees when it comes down to these three bullet points uh for students action of course will be taken in accordance with the behavior education plan and
066for employees action is taken uh in accordance with board policy as it relates to disciplinary reaction so moving on to the racial equity analysis tool so this tool again it is designed to provide us as educational leaders teachers and so forth to use common language and protocol when we are considering uh making our decisions that really focus on the intersectionality of race in those decisions so when we before we even begin to utilize this tool we have to just establish what kind of decision needs to be made uh who is going to be a part of that uh team of stakeholders to then spearhead that decision and then ultimately complete the racial equity analysis tool form uh within that form we have four steps and a total of ten questions uh and those questions uh
067are circled around ensuring racial equity uh making sure we are setting what are the desired racially equitable outcomes and how are we going to identify and engage stakeholders in this conversation uh of course we need to be uh data driven and be able to review data in order to inform our decisions and then evaluate success indicators metrics and so forth and find out what we learned and where can we grow uh you know in decisions around serving servicing students and families and community so we'll take a a look at the racial equity analysis tool and again as i mentioned it's broken up into four parts but um if we're looking to make our uh a department or we're making a decision or if there's a program evaluation review you would start here with this kind
068of demographic information you know who is the facilitator the department uh professional development and the use of this tool is critical so we want to know has there been any uh recent professional development in this tool and if so uh when was the last time you received that professional development um there's also the delivery of who is a part of the committee who's making the decision uh who's leading the decision for for this group um are we making a new decision are we reviewing a policy a procedure a program and then here we have a list of the type of decisions that can be made relative to operating here in our school and then we'll need a short description of of what this decision is what this evaluation or uh proposed uh decision will be
069and then what are the expected outcomes for the proposal uh you can see here the number of students that are impacted and what are the approximate associated costs and funding sources as we think about resource allocation we want to be mindful of that so the first step again we want to ensure racial equity so these first questions or yeah these first three questions are specific to you know who is being advantaged or disadvantaged by a proposed decision program decision whatever the case may be um you know how has this proposed decision is going how is it going to actively address any existing racial uh disparities that exist within our school community and what are the present uh potential negative impacts um that are produced or could be produced by this decision that is that is
070being made our second step uh in this process is you know understanding what are the outcomes or desired outcomes uh and identifying the stakeholders how are we going to identify who needs to be at the table so again what are the desired racially equitable outcomes related to this decision being made uh how are we going to identify and engage groups that are potentially advantaged or disadvantaged by by this decision and are we going to bring in those racially underrepresented voices uh to be included in the dialogue relative to the work that we're trying to do and filter through this through this tool uh our third step uh data review so we want to know what data has been collected and analyzed to determine the impact of the proposed decision or program evaluation and so forth
071um and how has leadership intentionally informed stakeholders um about the uh data review uh that will impact this decision and then lastly again there's the evaluative piece so how will we evaluate and be accountable for making sure that this decision ensures racial equity for stakeholders we also want to know about what resources are needed to make a change what are the next steps um you know as you work through this this form so those are the four steps for the racial equity analysis tool so then our policy section on equitable practices programs and procedures speaks to our grants multi-tier systems of supports professional development curriculum instruction educational technology and all the programs that exist within those uh sub areas there uh and the plan is or the implementation plan is to when we talk about
072uh program reviews and evaluations uh these programs will be uh filtered through the evaluation process themselves will be aligned with the racial equity analysis tool and all those questions that you saw will be will be brought to each one of these areas in terms of rolling out programming uh underneath these these programs and then our equity leadership infrastructure is an annual review uh just to evaluate uh our equity leadership infrastructure so again we have 12 components in our racial equity policy uh there's a lot of moving parts there so we have to be sure that uh we have the infrastructure uh and the uh personnel in place to uh you know bring about uh this document again being a living and breathing document in our institution so once that review is done at the end
073of the year we can uh begin to look at our system and see if there's a need for leadership acquisition uh what are considerations for infrastructure uh pd or professional development needs or various activity proposals uh that can again uh you know make us more effective in delivering um uh the work we need to do to again uh actualize or or come to a place of racial like so with that um i will leave it uh to the tcb for any questions i'm sure we have some and um you're happy to feel though i am going to open it up for the committee to ask questions um i have i have a ton a slew of questions but i will um i want to hear from the committee i haven't i i have a ton
074but i don't want it to be too crazy so this is just asking the questions this is not um necessarily looking for the answer at this moment um but i again i do have quite a few so um the first question that i have and again this is uh melanie with apple and i forgot to mention i do have a freshman here this year so i have been receiving communication and this is partly where my questions are coming from as a parent as well um i love everything that i've heard thus far however the first thing that i'm always looking for is uh layman's terms and understanding that's easy for students and parents and the oprif community to understand and i was looking for have we actually outside of our policy and procedure why i
075know we've extensively uh created definitions within our policies however have we defined racial incident for our community for oprf as it is understood and then is it also a different definition from a person filing a racial incident and from filing a grievance that's the the first question because you are able to file a grievance as well the second is is there a criteria for racial incident i heard extensively how you're going to make the discernment after it's been reported but again are we explaining these are the things that were that means it has been a racial incident or we're just taking whatever that person is feeling something that i heard was um you're offended people can be offended by anything so are we having people come to the office simply because they were or not
076simply that's not the right thing to say because they were offended or because they are and and this is just going to be a learning process for them or we're clearly outlining what a um what a racial incident consists of in all in all levels um the next is will this data that we're collecting of people now reporting a racial incident versus a grievance if there is going to be a difference um is that going to be part of the outward facing data tool for the communities to also see how many reports have been made is that or is that something that's only going to be internal as we're rolling out something very very new the next one is our counselors are part of this infrastructure as they're checking in with our students about what
077they're experiencing this year you know if they feel they need to utilize um or even understand what a racial incident is and if they need any guidance um through experiencing something and they have no idea how um to make this port um or comfortable a level of comfortability um to make this uh report and our counselors are part of this um in making sure that students are comfortable and talking about race and what their experiencing because they may not even understand that this is something that they should um be reporting and then lastly are we going to survey the people um the teachers the students whomever has that has made a report in finding out if they felt their issue or report was taken seriously if they felt that the outcome that happened was the
078outcome that they were looking for um and if not are they able to say what they expect the outcome to be um i think for a few years now we've talked about transparency um so letting the community know this is something that we're doing is something that we're serious about in my head i'm looking at um more messaging you know when people come into the school they understand right away this is this is not something that we take lightly and this is what our community is able to do but i don't think we also take seriously how the community feels when they don't feel like they've been heard or they don't feel like their issue has been handled the way that they feel it should have been handled and not that that's how it's going
079to be handled but to get that feedback and understanding of you know what people are looking for when they file something like this i think is something that would be helpful to discuss at a roundtable for the following year of what it is we're doing to combat this so those are my my questions okay so i will look to uh tackle those uh starting first with um you mentioned uh the definition of uh racial incident what is a racial incident correct um the question is is has that definition been defined for students to understand do they know what what that means is that something is that something that we've rolled out our students so so so in the communication campaign actually that has not been it has not gone out or reached students as of
080yet uh there are several um uh definitions of what a racial or what a racial misconduct or instance of racial misconduct could be that are listed specifically in the procedure of the policy itself uh but in terms of me sitting down with karen uh sullivan to talk about again the messaging and how we then convey this for students in a in a way that is uh digestible right for them so they can understand okay well what that is and then how do i report that communication is being put together currently so we can roll that out to not only students but to uh continued enrollment out to staff as well as to as well as the parents so they can understand you know how this process works to report a racial uh a racial incident
081uh i believe did i did i answer your question there yeah it has it hasn't been done yet because to me this is a campaign no different than absolutely you know what i'm saying go ahead for sure for sure as far as the the data tools so we've had some conversations around uh data collection we haven't spoken specifically to um the data dashboard and having uh that accessible but uh we can certainly you know open that uh open that door and have that conversation but um in terms of the data that will be collected in the office of equity would be once the racial incident reporting form is filled out and again it doesn't have to be necessarily filled out by uh the student adult teacher and so forth because any uh racial incident that
082comes into the office of equity that racial incident uh reporting form is going to be filled out uh let's say a student just shows up with something we'll have to fill out that form anyway and once that form is filled out it creates a file that will be stored both physically and and uh electronically so we can again be able to sort and understand you know what type of situations are we seeing are we seeing any uh uh instances of racial misconduct in a specific you know area or program or department or whatever the case may be so we can take that macro approach to um to to addressing uh those pieces but as far as the data dashboard we have in uh conversations as of yet and then to speak to uh the counselors
083um so i was in communication with counselors uh recently around uh not the tools not the reporting protocol specifically but uh technology uh issues and concerns but um you bring up a great point to make sure counselors uh are aware of making students comfortable right uh and knowing that they should uh make this report and also i would say that our counselors are unlikely to be a trusted adult to to a lot of our students right so a lot of these things land uh possibly in the counselors uh in the counselor's office who will then of course report it to the to the office of equity so uh of course there'll be more communication into your point uh melanie this is a campaign right so constantly giving people the information on how to uh not
084only report but also uh you know make students aware and comfortable uh as to you know how to go about this process and you know if they should uh report something and then the surveying of teachers uh you know surveying of teachers and folks who have been impacted uh by our racial incident just about the process and their experience in that um we've talked about kind of an exit slip of sorts about about the process itself so we can have that data uh stored as well uh but again that's still in a phase of development for those questions and then the difference of this and filing a grievance are because that is still going to be two separate things or um you know what i will defer now to either uh roxanna or greg if
085you want to speak to uh the grievance component if you could please the distinctions between uh a racial equity incident and something that would just fall into the category or regular grievance is that correct right yeah is that being explained to our community as well these are two separate things you can still file a grievance but it's not the same as racial incident because my concern is that you start getting all these racial incident things and it really is is a is a grievance or vice versa because people don't understand the difference yeah that makes sense it makes good sense um as far as understanding the distinctions between that internally yes something that we'll make sure we have to keep an eye on it's a good call but you're asking specifically are we sending this
086out to the community so they're aware of the distinction between these processes particularly for our students when that comes about so yeah we'll have to fold that into our communications when we roll that out thanks for that i i just want to glad that there is not necessarily not a strict distinction between the two and the reason being that you know for any reason um somebody could file a grievance using the uniform grievance procedure we encourage everything to be uh first resolved informally but for any any reason that any sort of complaint that anybody could have they can still follow that procedure so we don't want to discourage people necessarily from engaging in that process if they feel that they've exhausted other avenues and uh they they still didn't get the resolution oh for sure
087i see parents doing both i i mean i see them looking at this as another level of expressing their um not just their concern but their unhappiness with how things are being handled you know what i'm saying like i'm going through every single ad and i'm going to do this and i'm going to do this and i'm going to make it public too so that that's what one of the part of the role of going through the tool though is uh under dr ammon's work he will be able to discern if it should be grievance that's forwarded to the office of human resources if a parent does the racial incident protocol and vice versa that also will then serve as a learning component person filing the grievance when they are told this is really a
088racial incident that will be handled here this is really a grievance that will be handled here um do we have more questions or comments francis uh dr ammons thank you for your presentation um i only had one question about is there a plan to for professional development for all teachers across the district on restorative practices so they know how to build community in their classroom with their students because a lot of this i know it's specifically about infractions and how you repair harm but i'm wondering about a focus on how you build that community in the first place in a classroom yeah i know that we've um thank you for your question francis i know that we've done uh quite a bit of work with uh umoja and having i want to say our 23
08925 teachers and faculty members go through that the process of becoming resident circle keepers or advanced circle keepers so it's a matter of now uh how do we then uh leverage those folks to then be able to provide training uh for the uh for the rest of our staff to again make our restorative practices ubiquitous in the institution i want to also add that beginning last school year we furthered our staff in conjunction with some of our school improvement initiatives our curriculum work and some other things and we're able to identify four key topics that needed to drive our professional development moving forward one was assessment work and all these are i'm not going to unpack them all right now but one is assessment work one is culture responsive pedagogy and one of them is
090also of course creating uh as we talk about it here uh through uh some initiatives that linda parker has put together uh the cultural warmth that we want in each classroom which is centered around restorative practices we've already delivered professional development um to actually on both our our second day back on august 18th or 17th maybe my exact date's gone and also in uh this past friday uh we provided sessions on both those and we plan to continue that as a common theme every time we move through um pd in the district so we have a lot of work to do but we have the space to make it a consistent part of how we function also that in addition to that our first this focus for first semester and especially the first quarter is
091built on building that sense of connectedness between our teachers and students and we recently did a thought exchange where we asked our students for feedback on that were they feeling connected to their teachers and what could we do differently thank you that's all great i would just add along with that in terms of being able to report out to the office of equity if somebody actually has a positive interaction that they want to share that could be become a best practice or some you know so that everything's not only punitive but there's an opportunity to to take that information in as well sure we're getting pretty close to time but um if there are other committee member questions i had a quick question um and it it doesn't have to be answered tonight but um
092i was hoping to see in the presentation with the uh the racial equity analysis tool um i'm still not clear how it's going to be uh used so if there was a way to lavar if you could provide an example of like what's one of the things you're going to start with and who's going to be working on it and what um you know metrics will be collected so that we have some sense of if this is a tool that's going to work for us sure and currently uh right now i've been working with chris the theme and his team in educational technology around the um big ideas in tech and really that's uh surrounding and chris uh uh help me out if i'm not if i'm not uh landing correctly on this but uh
093it's around uh the digital citizenry uh and also uh information uh and digital uh literacy and how that's rolled out to our students and how that may uh potentially play out uh racially so we are filtering uh the decisions of what is going to be rolled out uh to students and staff for these uh big ideas and technology through uh the racial equity analysis there's also uh the matter of i'm sorry labar just in terms of that one what i'm not what does it mean what's the racial equity aspect of the digital citizen what's your lens on that uh my lens on that is and maybe chris you can jump in as well and we've talked a little bit about this but then uh you know how do how do uh again the dissemination of
094that information of of digital literacy or even what it means to be digitally digitally literate uh lands with uh various students so for instance uh with emails and communication right uh it's known that some of our ways of communicating with students particularly through email may not land uh or may not be emails may not be checked so what ways are we um looking to communicate with with students uh digitally to disseminate information is just it's just one is one thing we uh we've uh discovered that again some of our lower performing students who may also be black or brown students um we understand that you know those forms of communication may not necessarily work for them so what are we doing to then ensure that we are able to uh connect with those students in
095a digital sense it's just one example in in that realm do you mind if i've given it a an example of something that we encountered as we were working through this um uh just for example on um uh the term of literacy and how loaded that term in itself could be and so even looking at the terms we were using to categorize the areas of focus for digital citizenship um it it opened up a lot of questions and a lot of thought and a lot of scrutiny on some things that we were taking um for granted through the process so uh it's it just scratching the surface on what it means but it even applying it to technology there's there's a a big impact in how it affects uh what we put into our planning
096work to bring this forward so that we're not excluding groups in the process of bringing it forward but i hope that speaks to some of what you're trying to get it dr ammons yes that's helpful that's helpful we're almost at time um i want to um uh chris what you just shared that's what we want to hear right like so how did you take it apart how did how did what was he what was the impact on what changes were made to what was done so that the impact to the students was different that's what we want to hear um thank you dr ammons for your report i want to let the committee know that um all of our meetings very few of our meetings will be where we get a long report and then
097we have a little bit of time for questioning we spend um this committee spends a fair amount of time actually doing some work together so it's it's you know you all know i'm a teacher so we will be doing like way more interactive we have yet to figure out how to do the small group online um but with an open meetings act business here but um their your input as we move through these pieces and processes together is going to be really valuable so i what i would love to encourage us to do and especially because thank you dr allen's like there's a lot of information in that report and um i'm really interested i have a lot more questions about the racial equity analysis tool and the infrastructure i'd love to see a little
098bit more about that so um what i would encourage the committee to do as we wrap up tonight is to take a look at that report um see what additional questions might be you know because what we're wanting to what what our committee is going to be responsible for providing is feedback on to the school board right to the board around these metrics that they've laid out here so if there are pieces of that report that might have beg for additional questions i would love for the committee to be able to discuss that as we move into our next um and to our next meeting so i want to thank you again i'm sorry someone said my name yes i was wondering is there a way for us to share our questions outside of this
099meeting space because it's a lot to take in and then try and you know gather totally um can you gil is it okay with oma if they send their questions directly to you we just can't share them all together right absolutely okay so if you have questions that come up please send them directly to gail okay thank you yeah yes gina this is janelle hey janelle could i just say one thing that i really want to put on them on everyone's minds as we as we leave please do we're ready so when we talk about um the racial equity work that we're looking to do and thinking specifically when a child commits commits some act of racial racial misconduct against another and i i have to also be thinking about our desire to be more
100restorative the culture of warmth that we're looking to build the desire to be less punitive in our responses and in my experience when someone commits a pretty terrible um racial act calling terrible names you know what i mean there is often a desire for a very heavy punitive response and that is not in keeping with what we are saying that we are looking to do as a school community in terms of reacting to acts of misbehavior and so i just want to put that on everyone's mind because of the hurt and pain often caused by these acts of racial misconduct that while we are educating our young people and helping them learn and grow from these mistakes the desire can also be to you know string them up by their fingernails in the hallway and
101so with acts of racism that is often the desire because it is so painful i just want us to be thinking about both things and remembering that we are truly trying to be restorative and less punitive in our work yeah i appreciate that so much to know because a large part of us as a community transitioning to being restorative means that we have to actually be thinking about how are we doing all of these things differently and how are we having those conversations and in lavar's report there was a fair amount of disciplinary conversation in there which would be something that i would love for us to talk about further but i don't want to keep people beyond the commitment of the time that they've already set aside for us but i am but it's
102such a is such a valuable point that part of our work is going to be um in educating our community in understanding what does it mean to truly be restorative because you know and that i fear that i think still there's a lot of a belief that's still held that way um and we you know but there's another piece that i want to just toss into our conversation that as we're thinking about this is prior to us uh moving into disciplinary action there and francis touched on it a piece because what came up for me was how are we being preemptive of preventing how how are we being prevented right what kind of relationships are being built so that people feel as though it is this is not the place that space or is it
103ever warranted or accepted that racial incidences happen right so there's some preemptive pieces of conversation that i would love for us to have but honestly i'm just so grateful that we have um such an amazing committee that's willing to show up and continue this work so is um as i said if you have questions or any feedback or anything like that please email gail and copy me actually because that way um i want to make sure that we get um all the information and i really do i'm looking forward to hearing from you all but because of us being a public open meetings act i we want to make sure that we don't violate any of the stipulations of that um dr pruitt adams did you want to add anything i just want to thank
104everyone um your questions were for good and we want to hear more questions because this is going to be an ongoing conversation um that's our focus for this year and so we need your feedback in order for us to move forward but i also want to thank janelle for her comment as did you it was right on point it kind of brings us back to why we do this work in the first place yes exactly we're here for real change it's it's not easy right but thank you all so much for your time tonight it's 805. i'll do my best to not go over next time you know okay have a great week you need a first and a second to adjourn oh yeah we need to we need to move to adjourn somewhere second
105smell a new second thank you melanie thanks gail for the reminder you know have a good evening everyone good night nice to see everybody bye-bye bye-bye wear a mask thanks cal yes