001[Music] this is in compliance mister teaching plan 484 and district policy for color 60 and we wanted to bring this forward this actually really kind of Lordaeron our environmental consultant varnel consultant are the folks that based a very responsible to find any event stuff in the building so it's asbestos and ID everything so their job is really to work with us they don't actually do the work that the air the laws that that slope out the work and then they will actually help us put together the hope you die application they did a contractor event remove hazardous materials so the reason this every year comes up that's not included in the normal architect work which I'm typically that's all almost eminently is because the liability that's and holiness so the district typically it's easier for
002us to cement liability for both this work and employee removal work if we didn't do this the general contractors in this case the construction manager would assume much more like builder insurance would really allow to comically recoveries and that's why this count 70 so we've been using now for nine years and based on the work policy we thought that we had to go to the market and we really did do that and in order not to hurt and try to level the playing field we took a sample scope of work you some to 15 a scope of work and we also elicited proposals from various vendors we actually had three that responded one that did not respond and they said that smoke will work that long this was much much less expensive than you notice
003we looked at the reason I'm saying it's a lot of thank you Peck rods been with us for a long time so they really know the building so it wasn't really sure just yes what we have an inside track on it that's how it's not a perfect way to do it but it as it turned out they're significantly cheaper than anyone else that shows to us on tour bit we wanted to bring them on foot throughout the years hope of the somebody's master plan so that's why you see us from up there versus starting with the 2020 work that's coming up this coming June throughout the entire scope of the project one work and then on your father that's the 2023 2024 swimmers and the costs that are listening in here and the contract are
004about to receive costs you can see if you actually looked at the proposal which I believe is on page 2 in the packet you know proposal actually they both you know there's an extra forty three thousand that has to do with the demolition of the South Bay Area that is above and beyond the work that you're gonna be doing for us on a yearly basis that's way that was broken on a separate way so you see if the normal you're probably yours worth worthless this is $30,000 $3,000 contingency the $43,000 is looking as soft as you might imagine up a demolition is going to call a lot of work and this basically secondly these are now two receipt numbers so these are estimates of what the work will entail they will give this okay yes
005so you have a specific they salt cafeteria so does that assume that all of the other demolition or other activities associated with what's currently on the radar is included and what he's presented up in front of us yep yes it goes and in the year 2020 it's broken down where the capital improvement the separators from the project one because the project one is so involved that year with the tearing down of the building [Music] so there at the temple improvement portion of this 33,000 that includes a three thousand dollar loans and that is forty thousand five hundred additional in that year for the project one because it's so expensive in that particular year and also as you move forward into twenty twenty-one there in the design process with us as we start going through the
006other portions of the building they're already in the design process of working on the drawings to develop a good package for the next thing that coming year so it's very heavy year for them that's like that particularly yours 40,000 today I need your question I believe so the only difference is you referred to it as you said project one which is a little more expensive and you said the demolition in the South cafeteria so are they the same yes they are the bulk of the work happening is that involves that is really the demolition of this up here yes any questions Jackie any questions no I'm good thank you so then is the presentation of the emoji contract making this presentation it's great there so Superintendent Mike Ariosto chief operations officer at the conclusion of
007the presentation the recommendation is the home Development Corporation for meeting this item is included in the strategic plan budget labor under you mulch is supported by my with regards to the information about substitutes that's a separate line item and that's an approximate cost which is why I was not included in the involved applause still could be spent this item is in compliance with strategic plan priority to transformation of teaching and learning and district policy fourth : 50 at May 6 : 50 and 6 : 6 5 so based on the feedback we received from the board at last month's meeting we included some additional items in the Carmel we put information in there about the work that was we detail that those items all specifically in addition we also included more detail on what those
008actual what the actual work would be done and finally we put in some information about some accountability measurement and deliverables so since we've talked about this before I know we've had some questions we would be happy to field any additional questions you might hit at the snow boobies no.8 reduction with no to that little parker of course solution to be here to talk to everybody about this but she's a conference at the moment for greatest conversation so she's unable naked what what just know this is on the top of your head if you go we see the background we talking about to support our goal by June of 2010 why increasing our senators who fill up their welcome and belong in school to sixty percent across the quality logarithmic groups well if you know it
009fine but I don't know myself up in currently where that was kind of problem to this yeah so thank you for that we conducted a survey last year we were at that time partnering with handle the research and we did a culture and climate survey and welcome that we got 50 to 55 percent respectable expect some conversation the summer we decided that with our efforts we wanted to set a realistic yet you know office targets from that and over we had six intercepts I want remind the board though that we are not partnering the PI over this year partly because we are unable to disaggregate the Hanover's data demographically and so don't have a baseline for that across all of our demographic groups that's why the sixty percent was that kind of is just a
010target for this year with our initial efforts and we'll be able to be able to match where you lost target after we disaggregate that Dana this year what the surf bowl surveys will be given that he liked it the same time so we're talking about slugmonsters in 52 and 55 of those were successful years here Christine know those two questions so there was one feeling a sense of belonging and also safe and then he'll open the environment so they were very there were two separate environments right this is a welcoming environment and I feel like I belong here those are two separate things yeah and safe belong safe those are both separate items thank you at the end of this year how many of the staff will actually be trained to utilize distorted practices based
011on this you know I don't have a number on that but as I'm looking up I mean I could quickly kind of give a rough idea of presenting the entire English department all of our TCT Weir's as well as our Dean's and the work they're doing were easily over 50 at that point so we'll be and you include the other people who do the advanced circle training is probably going to 70 to 80 range I can work on getting a more precise figure but we're roughly in that range do you want to add that well those are the people who will be trained more people will be exposed to it because the TC teams and a certain leaders will be trained to do circles when they're doing their TCT meetings on the next or Wednesday
012so that will impact everyone that's in at ect and so why they like I said well they may not the actual training every staff member certified staff member because we did the figure out something all support yeah we'll be exposed to the concept of the story of Jennifer and to my question about the 60% also that if we're not at 70 of these members what you're doing you're looking at a 60% for all overall opening and belonging I don't know what 60% of the students actually going to get get this well with the numbers with a number of people we really admit that it's a bit up to want to target and he said for ourselves based off of the the survey David in the last year so as we got together and we knew
013that basically really because of what you're describing here we wanted to set us up the target they were going to prove it right up to five percent of seven eight eight percent for those but really once we're able to take a look at exactly what these practices are at the next years of training and rating look at this much better job able to say look it's reasonable to seek this type of we also just like Syria have data traffic yes that every student almost every student takes an English class so if you want the best bang for your buck with the division actually getting exposure to some of these at bigs and bringing them into the classroom that was the reason they were one of the groups that was brought on board I mean have
014to say whether that's going to make that much of a difference is unclear but the idea was to actually start getting it into the classroom immediately and that was what that division was was chosen to be part of I am going to see that thank you for that we're able to see that it's not only discipline the girls that we're looking at that we rounded it up and the way that seems more appropriate and I Evan and I just want to clarify that I don't like the board to think that or anybody to think that that was a new target that we came up with after we had a conversation last month this was part of our strategic plan goals be here be here so we're just clarified there's there's a link to those so
015she's pebbles so whether or not they meet the target is there a process in place to evaluate their delivery services to see correlations between they're getting or not getting that right and are they giving you any metrics to evaluate them by or they saying these are things you should expect etcetera etc so that we can review whether or not the performance was actually up to our expectations our theory of action is that restorative practices are going to lead to the outcomes of each other right and so when we go to practitioners who have a lot more about implementing restorative practices at schools this is what they recommend so are they we are not when we have about asked them to leave their exact practices economists said we are accountable for the school right how comes
016we are novel but with so that said we don't have those specific types of things from them and we have an asset for that but what your question ability points or is is our responsibility and we don't have to do that so we could go through this and say look maybe built so hypothetically right the work with the TCG leaders for examining this up right but really a feel for a look to work the TCT lers didn't really take off because they were working out some that they saw as really curricular oriented and emoji was approaching this from a much more effective way and we needed to do work in the school to try to imagine those TCT spaces as more ways to deal with the social-emotional so that's an evaluation that we're going to
017have to do as we go through it so what we're doing to monitor that it's kind of twofold we have for each of these trainings we have a professional development evaluation process that we have in place that's both quantitative just I don't run a language scale and also hold the door for feedback from those will be able to use those to make kind of predictions about how this goes and we'll just make the best choice if you're handling something intentional here the will have a lot of information when this is all set up I do want to end oh that based upon the training there is a understanding that once staff has been trained if we began to use some strategies with fidelity we should be able to see based on our data of change
018in not only practice of our staff but also the actions and the responses of our students so that that becomes a couple we said that venture adventures at but based upon the training we do have a concept of what that should look like if we're implementing it with fidelity and so we have a way to evaluate whether or not so we have a way to evaluate whether we are implementing with fidelity I think that's that's the key to the systems change they look absolutely I cannot ask the questions that I have had and I've continued to wonder how we beyond the survey of students which you know I mean our rates of how many students respond vary but how we're really looking at as I've always said our kids for the majority of their time
019in the classroom so how do we track if you know restorative practices are being used in a way that can change culture and I'm not I'm not clear yet if if the information we have allows us to than that directive given those metrics that are talked about have to do with survey data let's do this and that question also is what we we know how many we know how many teachers will be doing it how will we know if they're doing it consistently regularly and like dr. Boyd Adams said with fidelity like over a course of time like this they're awake I know it's almost restorative justice systems there is some tracking and like evaluating but in a way that just like it's like a touch base with the teachers to see how many circles
020did you do this term with this month or you know so that I'm curious about those kinds of pieces yeah there I guess are two ways thinking this is uh think about so we're thinking about two different things that actually help the exam I can't allow to be one observations right and then the other of course is we just feed that the teachers of mine exactly that's how you distinguish is a different type of survey feed that responsive how the PD work for you or to what's your intention so on so you know we can we can bring that feedback back to our I just want to emphasize I would imagine that in the training with the moment that you talk about how this can be used for curricular items as well not just social
021emotional relationship just make sure I understand so you know what I might think about this experience educators but they think about we have training and training gives us new strategies and then we don't practice those strategies in the classroom we do them and then we get results when we please we hope our causal to the strategy right so when we did this in manufacturing facilities we always had measures of activities and so that we knew the activities were actually getting implemented effectively and if and I think that's what I'm hearing here from other people and that's where my head is is over the course of the year how do you how do we monitor how do you monitor that activities are being done and that's that's the question in my head I was trying to
022get I think it's the same question at first yeah yeah I think so I thought the same I know we'll bring that back on we were a team meeting on Monday and then as a board member I said I don't care that I mean in terms of just see any of that I just want to know that the process is in place my clothes took ik technicals is to read the point out several times a year all the work we've done we do function okay so that could be important that next presentation thank you right now at policy which is the item for water education goals I'm going to turn it over to this all right so we have been working on our our goals for this current school year we've discussed a little bit
023but I would like to open up for an additional conversation I don't know if folks want to go through sort of month I want to discuss them where people might have a more global conversation about the old noodle way on this chart the number of one so I'm going monitoring of goals and activities that the strategic plan as a parent I saw the superintendent for the 19th 2019 2020 school year say they have any comments or questions about that goal number two monitor implementation of racial equity policy develop accountability framework that Ellen's outcomes to monitor and timeline for accomplishing outcomes just for clarity it's the board developing the accountability yes so the way I understood that I was a big proponent of this was what the board will do is identify some of the big
024outcomes we want to see accomplished whether it's you know let's take one that we've all agreed on the elimination of the statistically meaningful correlation between race ethnicity or any other innate characteristic and academic performance we want to see that eliminated so that's the outcome we want identify that's the framework and so the time period from getting that accomplished by the board say five years seven years whatever that we will look for measurable progress towards that goal in the interview period understanding that you can't achieve an outcome like that without at least one full cohort of students completely moving through a reform system right that's that's what I meant when I yeah yeah I'd know that's fair look I think that you know during this comment was the same as money which is a some kind
025of agreement with that but any questions okay so how or how did support develop the kind of that's one that we're set pretty much uncle the framework is actually relatively simple in this case it's here's the outcome that's to be achieved by the district the elimination of this correlation here's the time period in which it's supposed to be achieved so there's your framework that's done now then the exasperation right so we are now implementing it from the policy we're looking for ways to hold all of us accountable for achieving the outcomes in life so we have to set time periods and we have to say which measurable by which time period and then the administration reports to us on incremental progress and things that they are seeing through the different strategies we're using to see
026whether or not the needles so we have a time frame in which to hold them accountable they have a fair amount of time to accomplish the goal we can manage expectations but we're still monitoring whether or not we are moving towards achieving that so I'm just gonna make sure that I'm clear as well because it support a procedure development those 12 components the policy choices us to develop a metrics ready to those 12 compromise that we will be reporting out routinely what I hear you saying is the overarching broad goal of where the court wants us to be five years out correct budget of seven years I think so so I think on this table in this specific metric seven years of more rational metric but yes so and then it would be all just
027the board's role is really at that broad goal and whether or not the broad goal is being attained within the time period we set for attainment the development of the implementation procedures in the sub metrics you were talking about that's an administrative responsibility right there's anything any questions at that number too I'm still on that going back to the last going back to around statement in order for the board to do that there has to be some in-depth discussion whether that's tonight or at a future board meeting in order to make to develop that and three is this something that we think we wanted to do immediate order treat do you have any thoughts I know there you want to make this a standalone discussion or do we want to make it furtive or that's
028just this a discussion among the board I just wanted to point that out that at some point in time there has to be a cork out whether it is in the board meeting or whether it's in a retreat atmosphere but the time dedicated to do that I think that's that's completely fair and in fact it should be one where that's the whole focus of the the time spent together whether it's a regularly scheduled board you're a special meeting healthy to treat so you don't want to be distracted while we're talking about these things that we want to have the opportunity to have an open dialogue with the administration and whomever else is appropriate from within the building for ensuring that what we're doing through establishing these goals is something that makes sense we would it
029would it makes sense in that case it's a question it makes sense for a couple members of the board to meet with a couple members of the administration created this framework or a structure that could be then discussed at a retreat because rather than just be preformed I think that would be a helpful way okay action where did you guys have in this point and they're having trouble hearing I actually tried every song words that I heard I heard that we're needing to spend some dedicated time and we went to requested those comments as well and then Craig suggesting that we do maybe have a couple of board members with a couple of administrators the only concern I have about that is that it not be that we still have to have a conversation prior
030to that about what in terms of the broad goals and kind of not the metrics that we'll want to have but what we're anticipating to see over the courts both you know time and around point of a full cycle of students there's also intermittent things that we can about and I think that that's what means ample for clarity so I think that dedicated time and that may roll into some of our other goals in terms of how we're committing time and you know having retreats that deal specifically with how we're looking at racial equity that's us around the need to maybe have a similar meeting that I gave to this number three for development on accomplishing racial at big goals as per responsibilities artwork for racial equity lens will all work collectively through our ongoing
031discussions to deepen our understanding of race as a systemic and institutional racism implicit bias white privilege under school community be to individual work to increase racial literacy commit time when relationship building a partnership and understanding our role in affecting system change and modeling a culture of community this is there's a lot there's a lot here so I desert anything the initial comments you want me to break this into pieces I pull up my grass after more equipment or all the book that each board member received is it that tied to the accomplishment of this goal and heightening the voice level of knowledge and commitment around racial equity partly and hear me yeah yes I'm sorry I got a message this was not a balancing look I was partially but it also is requiring us to
032think about feature whether it's using our consultant that we used in the past baby gets in or if we decide to move in a different direction but dedicating time to talk about if our goal with our strategic plan is to view things our work through racial equity lens how are we individually and as a board equipped and committed to making that happen and it does require you know perhaps four readings that we can discuss but also I think some dedicated time and my hope is that we think about a retreat that has to do with our board work that ends the way from the school that still adult the meeting but in a setting that and it's I think it is certainly a Saturday that we put time to to start doing this work and
033that we dedicate time regularly at every meeting so that we can start asking questions and have some type of rubric for making sure that we are doing our work through that racialism so one of the ones I say hi when I was initially reading this and it came through earlier today any agree that the racial work in racial equity work is incredibly important and I'm all for doing retreats around it I just want to make sure that the wording that we're using though it's not alienating any person or community who might not be as far along there of racial equity paths as others so I want to make sure that we're we're trying to bring others along with us and do this work sort of not just as a for but also in conjunction with
034our community that's Julia I think it's a good time did you make there and so maybe to the degree that we can have retreats that our is interactive as possible and engage is that there's my thought as you say that so I think that's a good idea that this seven people on the sport will change over time two years at a time and it's most important to have this be something that's brighter than the board so agree over-over language I just I want to make sure that as we're doing this work that were not further fracturing our community but instead trying brand together and so that I just I'm trying to be sensitive about having to watch that or up recently a lot of those fear and anger frankly that it brings up for people
035while that maybe understand well I want to also think that we will get a lot further if we in the work if we are doing the work as as a community and not just in our silo is for members that make sense I totally discouraged specifically yeah so it's specifically the institutional racism implicit bias weight privilege and not I mean my feeling is that people are not necessarily don't really understand those terms and I do any larger members of our community and so I think that we need to be clear that this is not about carving up a piece of pie but really about moving together in the work as collective I guess I get to your point so one thing made it clear we were doing and went down this road across Harlem Avenue
036was we put language in our goals that said our equity initiative was designed to create an excellent and welcoming educational atmosphere for all our students so that there was no parent who could feel that it was a zero-sum game happening at the school board level something was being done to take away from Roubaix to benefit would be that's really not how equity work is done anyway but it's not how most of the world is a trained on how every work is done and so they will look at language and if language does appear and to be divisive rather than uniting we may not have the opportunity to reach them and explain to them what the equity work really is and what these concepts really mean or is so that that's the challenge right the community
037at large hasn't received training most won't and we need to bring the community at large along because any parent is going to look at anything we do in how it impacts their kid that's how any parent will look at it first and so we as a school board and I've heard nothing captured in this since I've joined the school board are committed to ensuring all our children that attend the school are welcome have the opportunity given from the school to them to achieve the maximum they can academically based on their skill sets we have to make sure somehow that broad message comes out as part of our equity concerns I guess is that the work sets of support meeting is modeling the expectations we have of our community and talking about rates will never be
038comfortable in a way that it's going to be this rough so feeling and bring up some feelings but we're talking about doing it as we and the part of those you know the mission so when we talk about a racial equity lens we're necessarily talking about race and I don't know how we it's a discussion about racial equity with literacy which necessarily means we're talking about using racism and by it the white privilege so this is one of the things that it won't come up being concerns about those that perhaps aren't as far along or are we you know setting ourselves up but part of the reason that I did forget those chapters in the book is that this is the time for us to wing and board members and it's not silo but problem
039that's how I have been interpreting this and I think that we passed the racial equity policy and we have to inform and continue to educate ourselves and that is how we model it and it is not ever detracting from overall goal of all of us idea to say that the goal to bring the community along in the work and I really value and appreciate that it's part of the reason why I continue to bring this up as a conversation is because that people so our community does not engage in this conversation in a way that allows us to come along together so I also am very very clear on the levels the different levels of understanding that people have when it comes to the term systemic and institutional racism as well as white privilege as
040well as words that are not in here like white supremacy ideology right in culture which if we are to move along this work along this line as leaders that Goldberg insists on being as an as a community we insist on being an integrated a community that is about us being able to work together your point to us being able to do it in community is extremely important so if we do this work in levels for ourselves and begin to as a board start to unpack what system that dimensions of racism so systemic institutionalized and then we can model what it means to have these conversations then I think that that will in essence be bringing the community along if the problem is the word terms specifically white privilege and we are afraid to say that
041word or afraid to use that term because it may be alienating then I'm concerned about our effect on this long term and a racial equity policy because that piece is going to be piece of it but in the interest of ensuring that everyone understands what we're doing and that the goal of this work is really to build community in new ways that we have not explored yet I would be willing for us to remove that term if it would make people feel more comfortable if the comfort is what we're going for here but the key pieces I think that are important for us and our work as a board is that we begin to have the conversations about systemic and institutional racism because as a school board we are representative of systems and systemic and
042institutional racism exists in our organization that we are elected to govern and so we just appreciate us being able to include the community in the conversation as well as bring the community along and understanding of what those terms mean and how we can more effectively work together to have the conversation and not in a way of alienating that is never my intent for alienation and I understand that everyone comes to the work in a different way but I think that what we're specifically talking about here is the racial equity goals and in order for us to actively evaluate look at and be change makers in racial equity goals we really need to know what racial equity needs and that's those are those are all big pieces of it certainly systemic racism and the institutional racism
043there's no question but that the data keep confirming that that's an issue in this very specific school and community and community but they know we're school board members are our responsibility is to create a school environment that's free of those things like I said we can lead for the community as we can't we can't necessarily change the community and that's not our charge I would like to get to our charge and I would like to finish my thought thank you so I have backing away from the words I don't think it's necessary I think being comfortable talking about that is I think we need to supplement it with an assurance that this is about all our students and that we don't issue the equitable system and one that through a race lends the longer has
044institutional racism against non-whites that that is also good in the beneficial for a white street said this is not moving away from a commitment to ensuring our white students are welcome that our white students are going to have a positive environment this is just addressing what all the data clearly show us currently is a systemically and institutionally racist system that a singled out black and brown kids for inequitable and there's no walking away from that and I think we have to lead on that so it's not necessarily from the words themselves it's I think we have to talk about all those things so I'm a little different path but I think we have to balance it with letting everyone know that we represent all the students that attend can I just ask the question just
045for clarification so as a person of color your comment about we want to make sure that our white community understands that their students are equally as important as the students of color is that what I'm hearing yeah because in our community there is a perception that if we have racial equity goals that we will lose sight of our white students and our our students of color will get some form of preferential treatment because that's a prevailing idea right this perception this misperception so I agree with that but the piece that I just want to make sure that we are clear on is that we are I understand that we are stewards of this board for this school but this board and this school does not operate independently of what's happening in the community and what's
046happening in the community is what we see happening in the school so this is not although yes that's where our purview is this conversation is not only limited to what we would be demonstrating as possible for the community so I think that's an important piece as well but the ideas of fear around loss especially when we begin to have conversations around privilege is a very important piece for us to address because it is deemed as a loss and so I appreciate your comment in that well it's just I don't want us to a don't us to lose sight of this larger thing that we're all getting to be a part of no and we went down that same path once again I'd be able to say to Harlem facing the same issue there's your stage
047voice microphones in the district do that so I completely agree with everything you know I mean what you said is is the process we follow but you don't you don't win the hearts and minds with very different worldviews and people who are trained if they are and I think that's important so like yeah we're saying the exact same thing and you know what you know I I belong through trainings I mean I understand it a very basic level in my my worldview white privilege is simple I never have to walk in and and assume that I might not get along because of the color of my skin and the rabbit and and I could I could forget the fact that I'm white from an identity standpoint because it's not going to disadvantage me in any
048way if I forget that that and my understanding from everyone through all these trainings is someone who's non-white doesn't have that privilege of walking into any situation and assuming their racism going to against them so it's a constant issue that's a big deal but most of the world doesn't gotta find a way to bring most of the world belong with us well I'm just different what I feel the need to say something and I am going to try to be as diplomatic and politically correct as I possibly can it may not come across that way but as I am sitting listening to the poor talk about the board goals at the end of the day when it comes to the implementation of their goals this administration we have to realize that we were together not
049just an old partner River Boys going to bring everyone along to our train of thinking we have to realize that not just a no-parking River Boys there are going to be people who are not going to be happy with whatever we do when we talk about the language and people feeling comfortable as a woman of I am often exposed to language but people in this community that is not comfortable for me yet no one's sensors that language or me my that language sensor my skin is color is what is that language issue to me by people who think that's okay so if we are truly in school district that is this is emotional for me and we are truly a school district that said that we are committed to removing the variance not purchased our
050kids of color but every kid that's what we say every single day conversations about race white difficult and it occurs to me and I hope I'm wrong that we are talking about soft stepping around that language to make others comfortable to bring them along with us when they could care less about making us comfortable or our children comfortable we're people to say to me that it is not the children in d90 that are bringing our scores down it's the students in 1097 and that it is not my job to educate them because they come to us like that and this is not a utopia to me that was privileged for someone to feel that they could say that to me as the person choice with educating every single child there was in this building yet
051I was supposed to maintain my composure so they not to offend them if we are truly committed to doing the work we say we're going to do I am NOT by anything to say we don't attempt to bring the people along with us but at some point in time we have to move forward if that only committed all the way sir thank you for sharing that I just needed to just say that and the person you hired to do this work and in my initial interview I said this work is gone so I just needed to say that because I know each of you are getting emails but were you're giving them too and I've had people want in my office and threatened to take you to the press I think my job I've had
052people to tell me I need to go back to the Missouri but they don't curb their language that to me is privilege and if we are going to do the work that's all I'm saying we try to bring them along but it's like would anything you never get a hundred percent have this conversation a 20-19 I don't appreciate even try to get a hundred percent and and and so that's not that's not the goal the goal is to change this system first within this building so that those kinds of things don't happen within this building or and the second is to bring as many folks and if you're going to be around to death as well and so we got unbelievable pushback in D 90 what we first started the equity initiative and I would
053say by probably close to if not a majority and I would say by the third year the equity initiative we had the substantial majority of the community behind us and that makes changing that building much more of a realistic goal to attain so it's it's important oh right the effort to get the community to come along mature learn I completely agree that there are those who are not going to get and I I would actually categorize the comment you've got not as white privilege I'll break or eat racist I don't see what do I see pure racism and we called that out when we needed to call it out 50 90 so you have to move forward for what's best for all of our students and the only thing that an equity initiative makes very
054clear is best for all of our students is that we eliminate those kinds of situations in this building thank you did you add something I I guess I'm wondering where we're landing on what we need to do because we have passed a racial equity policy we're talking about racial equity and it is something that routes and our point is we're trying to eliminate disparities but I guess what I'm wondering is are we all on the same page that that path requires us to increase our comfort and literacy around talking about race yes and that is the goal of a board and our school community and to Joy Lenz point and to Gina's point being concerned about how we come above I think that card is that cost is out of the barn and evidence that
055Orion is because we packed the racial equity public the work we have to do at the board to be informed and to understand what it's going to take to stay courageous in this work it is time and effort and it is my place what we what we meet our tardiness and our black and brown students to see that we are championing of cause that brings Amazon you ha but is it to join men's language stop peddling or backing away from hard conversation I'm just asking are we in agreement that we passed the racial equity policy and we need to do this work and there are going to be those naysayers those that have concerns those that wonder and part of this work will be to confirm and reassured that racial equity means that we are
056ensuring that all of our students get what they need and that we get it not a zero-sum game but we have that those conversations yeah I suggest you can see us so they don't think anybody would disagree with what you say my only thought process you brought up but they only thought is they just don't want us to start having putting barriers in our own way to getting the work done and I mean I think our commitment as a school board has been very clear and I certainly think that we have put a lot of steps in place to make sure that we are furthering our bowl of racial equity certainly aboard it too I just don't want us to get our own way trying to do it because that's right that was thing but
057I don't have personally any problems with any of the wording in here yes yes I will just from my perspective a couple of things and I don't want to go on for a long time but you know I respect you all the opinions that have been put out there expect you it was like the emotion that's in them I understand them but I also know that in my own experience down this path as as I learned as a white male I go through emotion just like everybody else and I have emotions that are different then some of the emotions expressed here and I think it is a very good point that well we have very important work to do that is hard that we have to use language to do it if we alienate people
058at the very beginning by putting language out there they don't understand we lose them before they get in the door so the best way chorus of people we're loosing I unclear are we talking about our students we're losing my neighbours who want to understand this who wants to understand but they don't understand the language so how does it get this understand the language simply don't talk about the language I think we need to talk about the language and we need to invite people in to a safe community to a safe space and we need to have a conversation about these things I don't want to invite them into a space that they perceive is a conflict before they walk into it and I am asking but what does that look like because we're boys talking
059about racial equity and rapes so what and in with I mean there's no attempt to to make this adversarial and you know fear and discomfort are very different things so I'm just trying to understand what works do we keep out or tow down in an effort to have a discussion about racial equity and it prepared me like I'm trying to imagine what that looks like and I don't understand I think we've talked about you know is is it necessary for my my own curve is it necessary to start this conversation with words like white privilege or white supremacy as a context of the conversation is it I understand that the importance of those terms in the conversation I just don't understand why I start the conversation that's how we start the conversation and if that
060tested the message to that is that wasn't it so I think writing that down in our goal as one of 15 or 15 words when somebody reads it out of context that is that those are the words that they really saying that the thing that people are zeroing in on fight privilege I think people do I think people like me who come to this uneducated and I know how I started yes so as a board though what would you suggest Thursday all right I don't know you know spending some time reworking on it but I would try not to lead I would try to take some of those words out the same issue in the equity policy try to make the language more palatable I don't want to say more inclusive because obviously taking it
061out makes it less inclusive and I get that but I want to make it more palatable I don't want to create an adversarial space before I start and when you say more palatable and I you know you all know that I meant this specific education corrected conversations about ladies conference so I've been think to this 8:00 to 5:00 Saturday and on to say that they make it more palatable we're talking about making it more palatable to our white both in our community correct maybe more palatable to the people who are educated or haven't spent eight supply of talking about it and developing their own ability to have the conversation regardless huh because we well I'm not sure that's accurate because those conversations that I've had with the black and brown folks in our community as
062well as the folks that were on our racial equity policy committee and that come to CCB and my you know with experience in Oak Park is that it feels like we're talking about the white people in our community and if we are need to talk about what that the folks that are representative of the racial equity work that we're doing and the disparities were trying to close our eye out for these constant our students have named and I'm asking as a board how does the movement to this work so that we're informed and appear that we're having about what people may think for those that aren't as part of all that this is our opportunity to delve into this work in a way that reflects the policies that we are in past and the work
063that we say we want to do and it is uncomfortable so I just want to make sure when we're saying make it more palatable that we are clear on what image you have of making a more powerful for hope and we need to put that [Music] I have a question what what we're talking about is our boards cool right and for our team right of seven who are going to be doing this work is the term white privilege okay for our team to do our work like independent of the community and the conversation and in light of you know I I appreciate that this is very hard for white people who have never had an experience of talking about these terms and having this conversation and I'm super appreciative having done trainings like this in
064southern Illinois of not turning people off and making sure that we have the conversation in a way that allows people to come into the conversation and I only reference southern Illinois because it's a totally different demographic down there so I know that there is a way for us to have a conversation allows people to come into it I'm also mindful of us shining away from some of the terms that were actually going to need to discuss as our team so what I'm needing clarity on is is our team willing to have conversations about institutional racism and white privilege and depend on our understanding of that in an effort to be able to be those people who have conversations with a larger community about what it truly means how it shows up and how it can
065be different or how how when we talk about racial equity we're not talking about eliminating anything for white students because that's that's not what we're doing so I'm just curious if our team it's able to have that conversation and do we feel like we could have that language in there or is having that language having the term white privilege the nr-1 of our board goals going to be too alienating for our team to get best because the community we can work on but like I just need to know for us suggested or our team me which is the only person I can speak for here I'm very comfortable with that language in there and exploring what that means for us and for me and for this board and for our students yeah when I made
066that promise I made it clear that I have no problem with those words in our board bowl what I thought should also be added to the board goals just the emphasis that we still this is a process about all our states that this is a process about all our students I don't want students to feel like they're being left behind their parents of students to feel like it's zero so because that creates a lot of unnecessary antipathy toward accomplishing the goal and as they work turns over a future coordinate runs specifically to overturn the ball what I'm trying to do is make sure the systems change actually takes place and we are effective and accomplishing the goal the stars using those words crossing even my prayer house I'm comfortable that from my standpoint yes I
067want to I want to weigh in I very much so as an individual and as a member of this board with the words so just to put a voice to it as I look at this goal I've got outline the equity lens underlined so so we've talked about to me there's amended in this goal is education and learning both collectively and individually which I support and agree needs to be done but what I hope to see out of this goal is what does the ratio what does it look like as a as this court to look at all of the work that we do through a racial equity that's what that's the target that I have but what would me what does that mean and all of our work and one lens that we're all
068looking through [Music] yeah I haven't spoken on this yet so I support the verbiage is oh hello and I support the verbiage you know I know that there's some thought it's been given about maybe inserting a phrase that emphasizes or underscores the point that this is for all students I not sure I feel you do that or not but the hoping to see some attempt at phrasing that incorporates that to make that abundantly clear that's kind of listen all that we do so maybe that's somewhere else in this document I don't think it has to be so next to a phrase here to you know overstate that point perhaps because you know the only thing I was wondering is whether the capitalized whites or not I mean that's a that's the grave or guy a
069me so I'll let other minds figure that one out and so yeah so I'm pleased we're good not in what's going to get on the bus we electric kool-aid acid test is that that we teach in the school yeah so yeah I agree that there's our seven member group and as one of those members I don't see any reason to back off any of those these words or phrases that I've also open to any additional insights on something here and I think it is it important important it is as close as you know that's where we wanted as possible at the same time this is a gateway for more so when acting okay I just want to add her point be do individual work to increase racial racial equity literacy I think it might be
070helpful for us to have a little bit more definition to that like what does that look like what sorts of individual work you know some straight guidance as to what effective individual work might look like it's not anything that would be horrible if you like you can imagine excellent continual oversight of district policy assessment and review and monitoring of policy set of policy many that was too common routes point about our reviewing in a more of I guess attention away not the Craig update policy have to the committee of the whole we had the standalone constants of it there was a little more impersonal I was trying honored that request though I don't know if it makes sense or not regardless the attend yeah I think it's workable as drafted I think he captures the
071essence of what I was talking about we need to have these procedures in places that we know top of your company yeah I mean you just kind of ammeter will proceed because this one is a process type goal which is that there needs to be we need assurance that the policies that we have in place are being monitored and being adhered to through some discipline so yes these words can capture it [Music] maybe one of the most useful IP guarantee - for Jackie did you want to add something to pay up you can't say it again I just want to make sure that it wasn't speaking over you so it sounds like we had at least commitment to do further every work perhaps at a retreat so let's try thinking about one would be a
072good time for that and what topics to cover images are everywhere [Music] Herman and I have in the conversations of an event dr. Emmons to help with that as well as Gina and from the standpoint of their areas of expertise and I do want to say that I appreciate that our board is willing to have conversations like this I have once again will reference where I've been the last few days and say that I'm practically and ever will and have our conversation because I've seen a lot of folks that are very very far behind human addressing these kind of conversations so the card but we do it with respect and integrity and I appreciate that in church and items right and yeah I mean I gotta be less to any others that have not dimensions
073just as the team went through them today trying to see what's been done what still outstanding there were a couple we needed quest clarification on the take we figured out some one was the act of talking points that came up in a meeting and it says that they're personally I know met you went to the I felt needed few months ago missile s when I was able to be huh and so we were just wondering because I grew up meeting I think they know their perspective is there's something that we need to bring forward to the board in preparation so I'll convey that so so sounds like you're asking me to ask those folks and I go and what is expected of you there are times were invited and times we're not and just trying
074to make sure they everywhere invited the other thing [Music] and that was tied to the recommendation from the track equity committee there was there was some discussion among the poor about the recommendations and that believe the board are reckless to come back and have a conversation to see where the other bullets work and so we just don't know how to proceed we are working on the data the data share the best that's also appoint is to teach a plant but was we weren't sure with those three recommendations I think that was out of the discussion where the boards or yeah you know the tribe or Deverick may now this is what the third unit I think that we are in now and I'm worried that there's not a whole lot of teeth right to some
075of these things that they're just for aspirational or suggestions and so a thing that perhaps our award especially because we do straddle both boards both both districts districts so and just I don't know how we do that and I was just more putting it out there to make sure that it's at least in our consciousness and maybe we can think of a way to be a little bit more proactive in terms of bringing everyone together the nineties have had never endorsed the correct so signing 8200 that endorsed anyway I don't have to check on that I'm not sure that that is accurate as to both sides the recommendations for your one in here too we also had the five essential interior goes behind a court in November along with an update on the state report
076part we're going to do those collectively there's a lot in progress that we're working on whether bequest was made to also have go back to three out of three course on each division and so we're going to try to get those scandal we know this is the year to renew meta and so that's going to remain the mentor program that's our house sign also for me is a different update on where we are since we're no longer ill at school but an update on our processes for getting more students in 18 we do have policy review and impact on students are here as well particularly on students with free and reduced lunch it's whether things as I said data share we're working on that and we're going to bring that the deadline that has a
077data share completed its in December so our goal is to finalize an agreement so if every word morning so those are just some the outstanding items and I know there was some discussion for the board about for work around the different circuits coorporate with Sarah you also asked about green into our construction project and so as you know booth on green image in addition more things so our update for that it's definitely late spring it's why there was a mentioned early I thought I heard the word chapters in connection with the book I there's some chapters that we should read first and foremost or is it the entire book one two three