February 20, 2024, Governing Board Meeting

001e W noes good evening we're GNA go ahead and get started the crane school district understands that our community of schools is located on the ancestral land of the oam D aimo oam people who descended from the hokam and have inhabited these lands since time immemorial the oath of whose name translates literally to people or a vibrant culture and Community sping countless Generations into the past continuing to thrive in the present and carrying a powerful Legacy for Generations into the future with this acknowledgement the crankton school district formally recognizes that the traditional caring keeping of these lands by indigenous people is an aspirational model of community stewardship that we are committed to honor with practices policy and human relations and Mr man if you can please lead us in the pledge of allege alance FL

002United stat States of America to the stand Nation indivisible liberty and justice for all all right we want to welcome everyone to tonight's meeting and remind the audience of the request to address board cards that must be completed and submitted to the board secretary if they wish to speak to to an agenda item board policy provides for two cards White cards to be submitted in order to speak to an agenda item and blue cards to be submitted in order to speak during public comments due to the open meeting law board members are not allowed to address items that are not on the agenda and that's per reference policy be DH I'm sorry I did thank you Miss wattis um we have Miss Gibson McLean here miss myself and Miss Micha and Miss MC cheffrey is

003not here all right that brings us to 2A which is approval of agenda I move the governing board approve the agenda as presented second all those in favor hi I all right and that brings us to governing board reports um Miss MB would you like to get us started um I don't really have much of a report other than I hope everyone enjoyed the three-day weekend and is feeling refreshed and everyone's getting through a Zella testing and getting excited to push through strong these last few weeks before spring break thank you U Miss SS I do not feel refreshed I could barely speak so I'm my board report for tonight I apologize that was my mistake you did tell me that you were feeling ill my apologies um Miss Gibson McLean um I don't the

004only thing that I'll always say is that we had a good meeting last week we are finally going to get to dress code at our next meeting um and so and I guess I'm talking about the student conduct committee so please uh submit come to the meeting or submit your public comment ahead of time if you have any comments about dress code I know it's a hot topic IC um and we'd love to have you in 10 in person or watch Along online thank you so much and I do not have a governing board report I'll wait until student outcomes and that brings us to Mr Man so I do have a few things but I'll try to be quick and um and I do need to give some props to miss Gibson mlan for

005working Hot Topic into the dress code you know like as a place you could get clothes sorry that was really I'll have you know that I've never purchased anything from that topic sorry yeah I should stay away from the humor today I'll go to the serious commentary um so uh one of the things I wanted to give a shout out is to the team that is working on our science adoption um I've had a chance to pop in on a couple of their sessions so Dr pombo and of course Martha Hernandez who who are kind of leading up that effort um it's just been really really cool to see um and if you go to our homepage on our website like I was like well how am I going to tell people where to find

006out where they can get more info on This I Gotta give kudos to to miss wasik like you can't miss it it is like a splash page of science so you like literally you open the website and you see graph paper and Geeks like me are like oh this is really cool so but um that team's doing a great job but we really are we're in that public review and comment period and we really do want participation um we had our uh uh kraton kids Congress a couple weeks ago we actually even got feedback from students but we want to make sure we get family and Community member feedback so please check out the website check out what's happening with science um tomorrow night is our Athletics fair for 6th through 8th grade at mon

007Vista school from 4:30 to 6:30 um very appreciative to the team that put that together so we can get a little bit more connectivity between the athletes in our district and the high schools that we feed to particularly Camelbeach um and then this one I always struggle with like really how to give a shout out for it because it is Black History Month but I think limiting our you know appreciation of black history to one month feels very artificial but that nonetheless one of the things that I am pleased is that um our curriculum team has a bunch of resources for our teachers to use any time of year and particularly during this month um and so I know Miss was Sol shared that out through the crate and connection last Friday maybe a couple

008of Fridays it's been and so those resources are available for use in our schools um Dr dup and Dr Lauren and I were able to attend the uh National aasa con conference last week and um I won't do a full report on it but just to kind of give a sense of the value of what we received from that um we were able to connect with Dr Tracy Benson from the anti-racism Leadership Institute and one of the things we've been looking for are some tool sets for anti-racism in the district and I believe we even had um in our uh draft guardrails a desire for the board to have anti-racism training so that was a nice opportunity to to get a look at some potential partnership there um and then another one that really really

009stuck out was a session um that was sponsored by or put together by the Durango um School dist district and so they were able to share with us their strategic plan which had some similar patterns to ours including a desire to have Outdoor Learning in their district and so they've put together something called the soil Outdoor Learning lab also very similar to us they did not have the money to fund all the things that they wanted to do with their soil Outdoor Learning lab so they put together a program where they identified the systems and and large scale components they couldn't afford looking for donors and as an example they recently had their community garden funded to the tune of $460,000 through donors and partners they're still looking for a food Forest an agriculture lab

010a soil shed an Inspire Center a hub and a grow oh actually their grome just got funded to the tune of 175,000 so really good folks for us to have some conversations with we're walking parallel Pathways they're very interested in in doing some partnership work with them but they also brought some of their Partners who will be very beneficial to us so the um there are two national organizations uh one is Project Learning Tree who has a bunch of curricular resources and materials available to us and even PD at no cost which should be helpful to our team that'll be working this summer on resources um for the new school but then in addition to that we were also connected with the naae which I'm drawing a complete blank on what the acronym stands for

011but they also have even more resources aligned with what we're looking to do um at Larry C Kennedy School for next year so um I think I think the uh Dr dupin and Dr Lauren would agree with me we got really high yield value of of access to some resources and information that was super helpful and while we were there students and uh staff members and family members from builtmore Preparatory Academy and I see principal dears uh here with us this evening had their annual trip to herio as well and so I know there were some touch Ando challenges to make sure that trip all went off well but the fact that Dr dear is back with us tells me that they had a successful and uh and delightful trip um real high filled with

012learning so yeah so we just we had some challenges with busing that it sounds like we're resolved so we were able to get everybody where they needed to be so and that's all I have to share this evening thank you so much all right that brings us to our next item which is the student outcomes Focus governance update and within this update I will give mine from when I went to Kentucky I was out in Kentucky for a three-day training on sofg work um myself um one person from Phoenix Elementary and one person from Washington Elementary School District were there and we were the only out of the whole West Coast a lot of people in the east coast were there um the beginning day was a really interesting rough day it was a whole

013bunch of 30 different adults in a room and we did a lot of mindset work and I'll just share this personal experience and reflection that I had when I was there so we got in we were doing our work getting to know each other collaborating blah blah blah um the instructor which is AJ or one of the coaches which is also the author of Great on their behalf which is this book that talks a little bit about the student outcomes focused governance work um which all board members have a copy and um cabinet as well um he lets us know and says okay do we all agree to be back in our seats at 11:48 because we were just sitting down in some seats and everybody says yeah sure so we come back 11:46 11:47

01411:49 1150 so people are still kind of you know talking doing their own thing and then the energy kind of shifts in the room I felt like I was in a classroom when the teacher kind of just staring at the class like you guys know you should be quiet listening so then when people started getting the hang of the energy in the room and everybody just gets quiet he decides to point at one individual and tells them why did you choose not to be ready at 11:48 it was just a simple question you know and it's a question that I Time and Time hear in classrooms us asking our students why didn't you do this why weren't you ready when I asked you know so for an hour and I'm not overreacting for an hour

015in this room full of adults about five different adults had every excuse in the book on why they could not be ready at 11:48 well you didn't tell us what be ready means well what did you mean by that did you mean sitting down did you mean not talking did you mean my phone put away and listening to you it was just an hour of going back and forth with the coach on why they cannot be ready at 11:48 and then it kind of goes back to the whole premises of this framework which is the first thing that student outcomes don't change until adult behaviors change we were sitting in a room full of adults we were given one simple instruction and for an hour our professional development time was wasted on arguments back and

016forth so then it he brings us to like this reflection what would you guys have done if that would have been a student combating you or going back and forth and asking you well you didn't tell me to be ready this what usually happens oh Behavior issue conduct issue send them to the office so it was just a really eye-opening experience on exactly kind of what was touched on the last board meeting if we're having a lot of contact issues in the district what's going on with the adults that are in the rooms with their students and it kind of fed into what was practice in that room too somebody couldn't just take the accountability and say I don't know next time I will be more mindful the time and be W when you asked

017me to be ready it was as simple as that so that was an experience um it was three full days of eight hours full of mindset work there were very many more situations that arose that way and those were the the same IND individuals that decided not to continue doing the program and these are all school board members that said on governing board members by the way so that should tell you something after they fed all the way over there and after the district already paid by the way so it was a really um eye openening experience it's really awesome to also get a little bit of more clarification on what our district goals are what guard rails really are um I had a little bit more understanding on especially what the guard rails are

018supposed to be and I think in this time I think if can we pull up the do we have the guardrail we have oh yeah the sheet the cheat sheet you can do the you can do the one pager for right [Music] now so the only reason why I'm going back to the guard rails right is because um for example I'm going to read the definition of a guard rail it says an operational action or class of actions usually strategic not t tactical the superintendent may not use or allow in pursuit of the school system student outcome goals guard rails are based on the community's values and should not undermine the school system's ability to meet the goals the guardrails will often require the superintendent to accomplish the goals in a different way guardrail monitoring

019guardrail setting and interim guardrail will all be in between so with the superintendent guard rails that we have right now um for example okay so for example the superintendent will not allow the district to operate without I'm looking at guard round number three without students having effective school-based wraparound support systems access to a Family Resource Center and access to a Community Education Center what happens with the super superintendent guard rails is that from what I I understood and took back today wraparound support systems should be enough but not necessarily naming a Family Resource Center or a Community Education Center because those are the intrum guard rails that could live within that guardrail of what that what repar round support systems means or looks like at that time um a good conversation that was brought up

020with this is and I'm not going to go into it there's a little bit of Community Schools things going around if that were ever to be an option if we're specifically tying our our superintendent hands down and saying these are the two things that you have to keep what if there were other options or we can turn something into bigger and that just kind of defeats the whole purpose of what the wraparound support system would look like for that District at that time I don't know does that make does that make sense um for example one could be the superintendent will not will have culturally relevant programs or curriculum at all times then it's up to the superintendent to come and tell us how that's going to look like within the system and that's where

021the interim goals go in and the accountability part of like okay what does that actually look like within the infrastructure at the moment so I think we need to revise some of our guard rails board guard rails too um the spefic specific one about the board will not operate without an annual self evaluation that is within the framework already so it's taking up space of a guardrail that we have to do within the framework already so it doesn't have to be a guardrail because that's something that's expected of us to do on a yearly basis if we're following the framework so that's probably going to have to be edited and the only reason why I wanted to bring this up is because we're going to go we're about to go out to the community on

022Thursday to this community council meeting and I want to make sure that we understand to a whole like why we're choosing certain goals why we're choosing certain guardrails that when we're presenting it to the community and they're asking us questions especially why are we so heavy on the test I know that's a big a big question that people have but it doesn't mean that Community Values and District goals cannot coexist at the same time and that's what the guard rails are for so for longevity sake when we were talking about adopting a frame the frame that's going to exist at a set of policies at a certain point correct that is correct so you're saying in those policies it will be explicit that this is a requirement and that's why we can get rid of

023the correct okay yeah um also this training because it's such a new framework right this this new training that I'm in that we all couldn't be on especially with it being election season and all these crazy things happening we don't know who's going to be on the board but um It's a 9month Long training so I'm sure as I get deeper into the training and I did open up a share drive and everything that's being given to us and talk to us or taught to us I'm going to be putting in there I'm sure the policy piece will eventually come into that it's just that we're in the early phases right now of getting Community input and we still have to go to each school and do all that before we can get into the

024policy side but yes it will live in policy somewhere okay so with that being said um I would like for just to for example that one um board guard rail do we have the sheet where we were typing it [Music] in yeah because I think the the board selfie valve for sure has to be taken off because that's something that we have to do on a year basis anyways and I don't know if you guys have any other um ideas on for example the superintendent gville the first one I think that's sufficient because gives it leaves a whole bunch of room on well what does that inability or you know what practices are you talking about or what does that look like what does that mean you're asking if it's like any other edits one

025oh okay I was like I just want to be clear on what you're asking right now I'm going back to my notes before because I know we have had more than five board ones so if we're looking to revise number three or replace it I was trying to pull up my notes to see and then while we're thinking that we dropped off you know so while we're talking about that and we're thinking about the board guard rails too um one of the examples that they gave us also when we're taking into consideration the board goals and this is something that we need to obviously discuss with the community too right is that the whole purpose of having these goals is that the superintendent there in return is going to give us a game plan at

026how to get to these goals whether that means he needs to repurpose funds other things need to happen that's going to be up to them to come and tell us and see if that works for us and then we approve it right but one of the things and scenarios they were saying it's like look at it as a one truck right you only have one truck and that truck carry 16 gallons of gasoline if you invite a buddy now you're splitting half and half so they try to make us look at it as a budget point of view too if you have five goals then your resources are going to be split in five different ways versus if you had one two or three goals all your resources will go to those three goals versus

027getting 25% here or 5% here or 10% there I'm cool with us just leaving it perfect and and that's another thing that when we were coaching with Dr Ramos too he said that because we're such a small District that these kind of goals seem attainable did you have something Lindy um I was just going to share some of the notes from some of the things that we either dropped or tried to weave in to the board guards um so some of notes from that conversation um people brought up like respectful professional public meetings um two-way communication preparation for meetings fing following procedures and policies um I had a quote that I think was probably one from the examples from the other school districts that was um the board will not engage in negative conversation or

028public behaviors that put District staff students or board in a negative manner um and then the other one that we didn't include is not oh no we did include that that's the only one I have that we didn't if that makes sense yeah it does um and I think I had like um some free speech uh concerns about that one oh yeah I remember you saying that but the two-way communication one kind of brings up a good point because looking at our staff survey Last Time Communication was at the lowest and um historically you hear community members saying sometimes we don't even know what's going on over there we don't know what's happening here so maybe having a guard rail on two-way communication with when it comes to internal employees and community members could be

029good a good one um and that gives it a little bit more room and I think that's a obviously when we take it to community council they'll let us know but that's something that's going around especially with the data that we just came back and said that that was our lowest grading that we had was the communication keep in mind that when we drilled down into it it was related to local work group um communication okay so I I'm not against it as a board guard rail but I I also don't want to create a sense that there's an issue with something that isn't a match for what the feed was telling us if that makes sense oh yeah and I meant that more like a superintendent guardrail sorry or even as a superintendent oh

030okay or we can leave this as is and as we're getting more information on Thursday we can adjust them but um I did drop some information last minute into the drive if we can just look over it and read it because after watching those videos and watching um reading a little bit more in depth it kind of made more sense on what the superintendent guard Rael is and how the interim guard rails and and progress monitoring would work for each of those did you guys have any other yeah yeah I'll try to get through um I just want to say that I think I think we should have something on there about Behavior because we talk a lot about how our Behavior our our adult Behavior should change first and I feel like we kind

031of glossed over that and just looking at this like you know they're based on our Community Values we want that and we want that for our community so I would really like um you know I would like to see it focused on that and maybe you know like you said it could be talked about on Thursday night um when you guys are I don't know who's coming that night because I already had something planned um but I would like to hear from them like what what they feel about that as well so do you have the copy of the one that you were talking about when it said board Behavior because that that's probably a good one to swap out with the self EV Valu valtion since that's something that has to be done already

032so like the way it was written I think that there are going to be some free speech concerns because it discusses comments made by people and so I think you just got to be real careful with how you word it is all and I'm not saying we have to have it the same words yeah I just would like to see something included with behavior so like once again when we're gone I mean I agree I think there a way to word it that it doesn't do that but the way it's worded right now it doesn't work um I have a couple samples that they gave us from different districts and I think I see that one familiarized with different so what I'll do is um H if we can take off for right now if

033we're all okay the self evaluation one just because that's repetitive and or maybe just yeah strike it through thank you and then I'll figure out if I can pull a whole bunch of different ones and then maybe bring it back to next meeting or have it ready for you guys on Thursday and then we can look over it and then I'll send it to you to see if we have different different ones um okay other than that I don't have anything else Mr man did you want to add anything else um oh I was gonna go ahead if you want to go first it's fine it's okay no I was just gonna say I had I had a um one of the other positives of attending asasa was I had an opportunity to spend about

034an hour and a half chatting with Dr Ramos who um you know kind of shared similar feedback to what you described which was you know while these there are a large number of goals in guard rails compared to what we may have seen other peer districts doing throughout the country that he felt that we were small and agile and capable of of doing a little bit more and then um very much the discussion this evening was aligned where we might want to see some some tightening of um of those guard rails in particular to take a look at um these components and then I'm really excited to see what community feedback we get but um also wanted to point out that we also have some student feedback that we collected at our um Katon kids

035Congress Miss MC cheffrey was able to be there and with some support from Dr dup and and uh Dr Palomo um really facilitated a great discussion um with our student representatives and we got some some what I thought was really valid valuable feedback that's awesome and I love that we include student voices you would think that's the first place anybody would start especially an institution that's meant for students but that very much so gets overlooked all the time so that was some I know I did see some pictures on Instagram that was really cute I love kids Congress those kids are so man they're going to be the next board members okay um perfect perfect do we have any other questions or comments all right and then other than that please come out Thursday at

036lalinda we're going to have food we're going to have child care and we would love to hear from you guys all right and that brings us to our next item which is 5A public comments and we only have one miss green I invite you up good evening uh I just wanted to talk for a couple of minutes about less than three minutes about um uh behavior in general um I really appreciate I'm serving on meet and confer this year and it was our top concern when we went through and prioritized interests and issues that we wanted to talk about this year on meet and confer and then we got presentations from all four I think there are of the different committees and groups and including the policy committee that you guys are working with or

037are spearheading and it was wonderful to hear all of the information and I just wanted to bring a perspective that I hope everybody in this room appreciates in terms of finding the balance I think sometimes we have an education in general swung from one pendulum to the other or we one side of the pendulum to the other and we really need to find the middle in lot of different ways but especially around um Behavior I 100% agree with you that we need to change adult Behavior if we want to have an influence on student behavior and at the same time I think when a student physically assaults another student it should be an automatic suspension I don't think that that's okay to have students that are physically being aggressive over and over again not be

038suspended sometimes because there might be a perception that having a high number of suspensions looks bad if the board finds out that there's a high number of suspensions and I think there is some of that happening in our district where some leaders are feeling that pressure and that's having an influence on the decisions that they're making now is suspension a Panacea no absolutely not but we also need to think about that student who's getting punched and who feels afraid to go to school and is hiding out in the bathroom or trying to find ways around campus that won't um bring them into contact with somebody that's that's bullying them repeatedly and the message that happens when students who are that extreme with their behavior are not being suspended the message that that has on the

039other students because they are paying attention and they notice things like that suspension should not be by itself it should be coupled with all kinds of other interventions just like if we were going to retain a student is retention ever appropriate yeah in some situations it might be appropriate it's not appropriate by itself as an intervention to help a student neither is suspension but there are other ways that we can do this I I think if we look at some other districts and how they are managing some of these things that can help us I know one of our neighboring districts has an in school suspension that is not in a school it's in one other one of the schools that they have extra room in and if your P if your student gets suspended

040and gets assigned to in school suspension they have to drive there and spend the day there so they're not on their campus anyway I just think that we really need to make sure we're being balanced in how we look at behavior and make sure we're protecting all students thank you thank you that was the only public coming we had right Miss what okay okay thank you all right that brings us to approval of consent I move the governing board approve can I pull g& yes of course um GNH I move the governing board approve consent agenda items a through F and I in accordance with policy bb- e second all those in favor I I don't get scared I'm not doing anything inappropriate I'm just bringing to light like some changes in transparency and so

041if folks weren't aware um I went back and looked through agendas for several school years and for years this me this these two topics have been voted on and um nothing no actual lists of names have been posted and so a big change this year is that we requested to H to have actual names list of names so that we're not just blindly voting on contracts and um non non-renewals um it feels weird that in the past that was just being voted on with no names known and you're just voting on something that you've never seen and so I just want to give an example of how we're already seeing improvements in transparency so if we didn't know that also means the public never saw those documents um because they were never on board docs

042for the meetings and so if anyone's curious if you go back to this agenda for today there's now ual documents with lists for the actual names of people for items g& in the past you would not have seen those there so just putting that out there and I appreciate the transparency Improvement and so I'd move to uh approve items g& from the consent agenda I second all those in favor I I thank you all right and that brings us to 10A which which is Esser budget transition plan part two so Madame President members of the board I just I wanted to give a quick frame for for why we have this item and why a part two but I want to start with a quick mayaula because it was brought to my attention that um

043it may have appeared at the last board meeting that comments that were made were dismissed by me and in my introductory comments and that was not by any stretch of the imagination my intent what I was actually attempting to do was basically recognize the concerns and talk about the fact that you know we're aware of what those concerns are and the goal wasn't to move forward as if there were no concerns but there was a without a doubt a need to not only address those concerns but make certain that we were staffed properly to deal with some of the challenges that we have around conduct and behavior um and that by Staffing those needs we certainly would not see an improvement in some of the challenges that we're dealing with and so um my sincerest

044apology to anyone who took my comments as not valuing what they had shared with us I highly value it we hear what people are saying we hear their voice and and really in no way shape or form is there an intent to just continue forward with things in their current state we are always in the process of trying to dig in and find out what's working and what's not and keep the things that are working well and improve the things that need Improvement so um I just wanted to make certain that I owned that and put that out there and sorry to hold you up Dr dupin but with that I will turn it over to you all right good evening president Kio members of the governing board um it's my privilege at this time

045to introduce to you um doc I almost said Doctor Mr Billy M Billy is one of our child Justice Advocate teachers on on assignment and he serves at the district level so um he supports needs across multiple campuses at different points in the year he's filled in for a longer on a longer term basis at different sites and he's really been pivotal to helping us um support the development that has occurred respond to the changes and the feedback that we have received and get ready to engage in this conversation with you tonight so what we're going to bring forward are the responses to the questions and requests for data that we think we heard uh from our last discussion and hopefully provide additional opportunities for conversation about the role of the child Justice Advocates the

046impact and then the potential for change moving forward and so Billy's going to help us out with that so wanted to go back to the to the kind of the timeline of development we did prioritize the child Justice Advocates as a role for the 2223 school year and started hiring folks in those positions so really that role has been in existence in for for about 18 to 20 months so that's the the window of impact that we're thinking about um in that first set of months we learned a tremendous amount so I wanted to highlight some of the things that we learned and some of the changes that were made as a result last summer so after the first few months and based on the feedback that we were receiving about some of the challenges

047the the needs for consistency and other things made some very specific changes to the role and those changes are highlighted for you here the first was that we piloted a common evaluation and coaching framework this tool aligns to the teachers evaluation framework which is the Daniel and the Danielson framework has rubrics and tool sets for a variety of different kinds of Specialists including um counselors and support student support professionals so we took that modified it so that it didn't in incur some of the responsibilities that would be attributed to a licensed social worker um and made it appropriate for the role and I have an example of what it looks like we also implemented a uniform time tracking accountability system that the team learned about last spring and Billy remind us of where it comes

048from this is from the American School Counselors Association so in terms of the use of time and the use of time to support very specific actions the team learned about and implemented this time tracking accountability system in addition the team expanded affinity group professional development for teachers so this year we've been serving about 52 of our teachers from across the district in two very very specific uh Affinity groups one focusing on child Justice and advocacy we had a third one and it was condensed when one of our um District level toas moved on to another role outside the district um now we have child Justice and advocacy and then positive behavior supports for students and those have met throughout the year and then and then finally we were able to gather comparative perception data using

049the Panorama survey you'll recall that we give the Panorama survey to teachers staff and students we didn't give it to students last year because we had the law changed and we had to get um uh parental consent for for students to participate but we did get it in the fall of 21 so this year we were able to get consent from families and offer students the opportunity to take the survey so we have comparative perception data from Panorama from 21 to 23 so it spans the the window of time before we had the role to to this recent U fall semester so those are the four big changes that were implemented as a direct result of the learning the feedback we're receiving about some of the challenges and issues associated with the role and maximizing

050impact of the role so these are the components we call this a smart card because it has the four big domains of the evaluation and coaching system it again aligns to uh the the teachers it includes domain one which is planning and preparation domain two which is the environment for learning domain three which are the professional responsibilities um sorry domain four is professional responsibilities and domain three are the delivery of services so we began to use that as a way to provide coaching and then evaluation that was common for all the roles all the people in the child Justice advocacy role and I know I'm talking fast so if you do have any questions please feel free to to dive in who evaluates them great question thank you member SS Miss gatu we are the

051role is evaluated by the principal and supported by Linda mckever who's the district level coordinator and that's the common approach that we use for everybody in that's in like a district or in a TOA role so instructional coaches for example are evaluated by their principle and then with the support of the director of curriculum instruction assessment special ed similarly thank [Music] you and um you said this framework was adopted from where I'm sorry this comes from Charlotte Danielson and the Danielson framework for teaching and it's based on oh okay it's the same one that we use for our teachers except she the Danielson group has different models for different kinds of professionals so there's a framework for folks who support who provide student Support Services as well okay she also has one for instructional Specialists

052like instructional coaches or other teachers on assignment and there are a variety of others I will point out again that we did adopt it a little bit so we took off items that were specific to school counselors because again we don't have Masters in Social Work level practitioners in the role so we wanted to make sure sure we weren't inviting the problems that could exist when asking people to function outside of the role thank you thank you so I'll reference back to the service provided and the Really the the time tracking system that was implemented we have categorized the work of the child Justice Advocates into four big buckets if you will and those are Direct Services which are provided directly to students indirect Services which are are the work that's done for students um

053program management and then of course we have to have the bucket for other because there are things that that arise from time to time not related to the core of the role so Billy and team went through The Advocates and the data that has been collected over the use of time for the first half of this year and he's going to provide now some more specific detail about what we were able to capture in these categories as far as the investment of time and support from The Advocates this year thank you Dr dup president cryo members of the board forgive a little raspiness in my voice I feel like Miss Aries maybe about a week ago right now so um what we see up here on the screen at the moment is a list of

054Direct Services that we Whittle down as a group with all the Advocates from all eight sites these services are ways that we work directly with students students who um or if we categorize our work in one of these areas it'll mean that there's a student or group of students directly in front of us at that time um these services will um often revolve around providing instruction or helping with Behavior Support either before or after a behavior incident might occur are there um requirements for certain Direct Services that aren't like incident specific so as far as how often these need to happen and in terms of like Community circles and other things that might like Lunch Bunch that sort of thing at this time kind of like ad Haw at this time they're not direct requirements

055for any particular category but they do um there are requirements based on behaviors and situations that arise that would dictate which service would be used okay the only thing that to that that I would add is that with any time a child does experience a suspension there is a requirement that a restorative followup be in implemented as a result of or after the the suspension itself so okay sometimes that occurs as part of a like a sometimes it's an in school plus a little bit of an out of suspension during that in school part at the end then they work on a project under the direct supervision of a child Justice Advocate or they work on it over time and those projects take a variety of of formats but that is one very clear expectation

056that we've put in place over the last couple of years so just to be clear there's no semesterly or yearly requirement for how many Community circles lunch bunches or seal lessons need to be conducted at this point that's correct okay and then um the pro as far as the restorative projects go um is that something that every CGA does or is it if you choose to do it cjas are brought in for certain Behavior situations and when they are brought in they typically brought in for that reason and so all of our CJ have been trained on restorative practices and projects and do all use them okay and from my perspective it would because we do have suspension incidents at all of our schools there is an expectation that these strategies would be implemented at

057any time if that were to occur we want the majority of the services to be proactive in nature the reality is that the the one that had the clearest expectation was the restor followups certainly okay and and if I could add I think the youth Equity Steward component also had a clear set of that's true expectations because there were a certain number of Youth Equity stewardship events throughout the year and so and and at least anecdotally because I would just randomly pop into events um every time I was at an event the cja from the site that was participating or sites plural participating in the event were present um one of the really cool things was a few of them our CEOs showed up too which was awesome to see so sorry to harp on

058this just on the Direct Services but is there any has there been any contemplation about for things like Community Circle or lessons like making a requirement of having at least two or three of those per semester or school year so that there's consistency and community building and um culture building in schools around this I would say absolutely yes there's a strong desire to create greater continuity around that work as part of the basic Foundation of a school and I'm I don't remember the number but I do know when we started the approach there was an intention around I I don't know if we said every class every quarter there was a a a framework around that but it wasn't something that we held tightly to but yes there is a lot of thought around that

059the other thing that I do want to clarify is that especially this year we established an expectation that 80% of The Advocates overall time would be dedicated to Direct Services to students and the way we talked about that was that that meant and it wasn't when I talked about it it wasn't quite as detailed as what began to get measured but it was things like providing those in-class supports through modeling co- teing or doing small groups within the classroom setting so that it built the the strength of the classroom community um doing small groups with students or working with students and their families so it was kind of broad but the goal was 80% of that time should be dedicated to those kinds of services and not the other bucket which we showed there kind

060of building on that um just because I am familiar with Danielson from a teaching and coaching standpoint so um you have the components here but like when you get into those critical attributes or like ranking I'm assuming you all use the same terminology you know distinguish proficient basic within the domains so is there anything that does kind of quantify you know like because if you're going to evaluate this kind of going on so if you click on the link on the first page it'll bring you to that where you can see for each domain the rubric I would say and it's probably the first thing I wrote down was that these to me I know I'm not Charlotte Danielson and she's been around for a long time I'm not dumb and I'm not an expert

061but I think that these the way this is worded I'm not sure a lot of the there's no like me some of these are not like talking about measurables obviously yeah they're using terms like demonstrates deep and thorough understanding like a lot of subjective language so I think that some of these things depending on which domain we're talking about could use some work but I was going to get to that later and to add to that understanding of the Danielson framework although there are some vague tendencies in the language uh she does stipulate about proactive awareness about a lot of these services and making sure that people are aware of them before and after they would be needed and that criticism or that critique of the Danielson framework is common across all the approaches so

062when we use it to to work with teachers for examp example the same kind of of thought comes up like well how do you know and to what degree and how much yeah and I think even just from Beyond the broader vagueness it could be also more catered to our needs as well depending on what comes up yeah like I understand the intent of the language when you're looking at it from a teacher because you can't quantify all of it but I think this might be an area where some of those pieces could be Quantified you know what's the minimum that we expect just to ensure that there is that consistency that you know the kindergarteners in one school are getting the same you know seal lessons and push in that the fifth graders are

063and at another school the area that we lean on heavily with instructional Specialists instructional coaches child Justice Advocates and I don't know if the numbers are the same across the board but in this example it's 1e which is planning the Intervention Program so the structure is based on the Specialists themselves designing what the Intervention Program is for their setting and then implementing that so their valuation is based on this successful design and implementation of of a plan which then allows for some variety of approach to how the needs are served that same variety of approach can be very effective and helpful but it can also create inconsistencies that are pro problematic so to continue with the services that we've categorized and identified on the screen indirect services or Services we're work working for students not

064necessarily with them this is more behind the scenes where we are working to plan gather information and communicate with others who would need to be aware of any Services students are receiving program management is similar sounding although more administrative in nature where advocates would be monitoring their own data by one inputting it also reviewing that and using it as a tool to help influence decisions also this would be lesson planning and then participation in site committees which multiple of our Advocates are participants in a few different committees sorry can we go back to the indirect Services sorry it's just my processing tonight's a little sure um so the areas that I thought were most interesting in the domains on just given my prior work if you go to domain 4 on professional responsibilities for the

065actual rubric I think for for me and the work that I used to do this seems more like um passive I guess in terms of our relationship with families and I'm hoping that these um positions take a more collaborative approach with families and so just giving information to I'm not saying that that's what happens but that's what's communicated on these documents right and so like if the expectation on these documents is that we're just delivering information to parents that isn't setting us up for um like a foundation of building a collaborative partnership with families and so that's more what I think we need to strive for if we're going to start really making some strides in this work as well we can't just be passively passing on information to people and expecting them to receive

066it the way we want them to or to jump to be involved in whatever it is um I think uh some one of the major things about the work that I used to do was like the relationships we were able to make with our families and so I think if we could you know work on because there's only two components in that section as well um if we could work on that I think that would help as well I don't know how that looks I'm just throwing that out there thank you that's excellent and helpful feedback um it makes me think about what we're doing with the learning walks and and our focus on learning targets and success criteria for example so they're not explicitly mentioned in the Danielson framework we've learned that having much

067more specific action oriented um practices are where the real rubber meets the road in terms of coaching and so I think that that to me the connection is that that could just work really well here to support that development yeah and even getting families to understand what what all of the Direct Services were given to their student or child and what that look like having getting families to have a true whole understanding of what's going on with these interventions so that they can take some ownership over it or even maybe Implement some of the same techniques at home I think would be helpful just a thought thank you I'm sorry did you finish yes a non CJ related task would just be uh any other task that we might get called into that uh basically

068it's when you're not wearing your CGA hat and you might just be filling in as a support person due to Staffing shortages or anything else going on and you'll notice discipline is highlighted in there and and that specifically is when we're talking about what we consider the administrative functions of discipline so if we're conducting an investigation um you know doing a threat assessment for example we we want those to be conducted by people who are administratively certified who have been trained in how to do those very specific things um so it's we we really do try to a line between the the proactive and intervention oriented support that the Justice Advocate provides and that's not to say that administratively certified people don't also do that but that the roles do have some delineation so on

069this side we see a breakdown of our data between quarters one and Quarter Two um these percentages represent the amount of occurrences that were delivered for each one of the services and so so as we had spoken about earlier based on the ASA model we have asked our Advocates to reach 80% in Direct Services for each of their quarters as we see up here on the board we did not reach that goal in quarter one but we were able to obtain it in Quarter Two what this data does reflect in quarter one is a lot of beginning of the year type behaviors and supports that would be called in to support them for instance students who are uh getting used to new schools and school in general will require more deescalation and students as the

070year goes on we also have more Lunch Bunch groups and instances of advocate supporting discipline so in a Lunch Bunch group it might be a way to make students feel more comfortable to begin meeting new friends at a new school a new building and then as schools years begin there's always going to be Behavior hotpots where Advocates are going to get called in to support discipline on a less Advocate related role the next two slides represent the actual numbers that were delivered by The Advocates in each district or for the entire District here we see a shift to uh services that are going to show more relationship building with our students as well as the teachers and staff and families so as we move into Quarter Two we see more regularly scheduled and plan services

071such Asal lessons and also more regular check-ins with students if we can go back to the py graph for one moment um speaking to this is a little easier than the graphs because you can see that comparison but I'd like to draw your attention to the amount of red in quarter one and how it's dipped in quarter two and then also how our green Services have shifted from a variety of different ones as we built those relationships and established more Behavior plans and such we've had more check-in opportunities with students on a more regularly scheduled and proactive basis so this table summarizes the change between quarters one and two so a couple of these that we just wanted to highlight were the 514 additional in occurrences of the check-ins and can you just describe in

072depth what a check-in is because it feels like it could mean a lot of things yes and to a degree it does a checking could be anything that is incorporated into a specific behavior plan where we want to have students checking in with an advocate an x amount of times during a day during a week or whatever it might be that the behavior calls for for instance a student who is having behavior problems and is learning new coping skills to address those problems and as we build their understanding of these skills we want to be able to check in with them to see if it's working or not and have the student be able to self-reflect on their own progress so as we call students in that might be once every period we've also had

073advocates who have had to set up check-ins with students every 5 10 minutes for a certain amount of time until the students can demonstrate and begin to utilize those skills on their own checkins could also be checking up with a student after maybe having a restorative conversation between two students who had a conflict and you want to follow up with them at a later date to see how that progress has been and so that one is not going to be as regularly planned but it is planned ahead of time after a restorative conversation where an advocate would check in to make sure that everybody is living up to the commitments made in that conversation and then another area where we saw an increase um was restorative questioning can you describe what that is a little

074bit yes so restorative questioning is a way that we want to ask questions using restorative language to make sure that students do not feel personally attacked or judged for their behaviors but are instead being led to understand what happened why it happened and how it can be repaired so restorative questioning comes into play anytime there might be a referral written for a student student where a teacher might submit a referral and after meeting with the assistant principal or principal The Advocate then gets called in to ask more deeply questions rooted in the uh the roots of the behavior excuse me um so restorative question is also going to lead us to ask students questions before having a restorative conversation we like to use the idea of an iceberg where restorative conversation is just the tip

075of the iceberg sticking out of the water and a lot of the leg work happens beforehand so we're going to ask a lot of restorative questions to students um on both sides of the conflict in order to understand their thinking and help coach them and help lead them to what they're going to say and share in their actual restorative conversation with their peers I think the sophistication of the learning that we've experienced over the last year is just how hard restorative practices actually are there it's it's not just say you're sorry and accept and forgive and move on there's a whole bunch of work that has to be done to actually create a relationship because you can't restore something that doesn't exist in the first place and so if the kids aren't if the relationship

076doesn't exist between the people involved whether the're big people or little people it's it's there's there is nothing to restore so it has to kind of be built and understood how what the harm was that was caused and then something can the restoration process can begin so that kind of stands out in terms of the data and the amount of time that is has been invested to do some of those things do any of you have any questions about any of the other items here or any of the numbers and what they mean so going not a question but more of a comment um I know that we were looking at a pie chart that had percentages for the whole District but as you scroll through I see the attachment with the breakdowns for each

077school I think like there's obviously concerning discrepancies in terms of the actual raw numbers of what's going on at each school um I hope this is an error that nothing's happened at excellencia in Quarter Two there's just zeros um but even so the numbers from quarter one are dismal um for anything really and so I'm just curious what the heck is going on there um additionally Gateway numbers seem Troublesome specifically there is some improvement but zeros on the direct Ser indirect services and everything except for Direct Services for quarter one um and then just like the numbers in general I go the the disheartening thing for me I think in looking at the numbers is it's the exact like if you were to ask me where are we seeing people um putting in the most

078work the raw numbers are going to be highest for Direct Services I would be able to tell you those schools before I even scroll down because it's the same schools that have the highest test scores and it's the same schools that have the highest percentage of white students and the highest socioeconomic background and so I think we need to be cognizant of that as we're going through this it's pretty obvious that the numbers are aligned with that and so I just want us to all be aware of that as we're moving forward um and that's just that's just my opinion but also I I don't know if there's numbers missing but yeah if you go down to quarter two for uh cja stuff there's only like two numbers total on there which is confusing if

079I could point out just in excellen specifically the child Justice Advocate was redeployed to teach social studies and language arts for the whole I think the majority of quarter two if not all of it okay her her that data is is definitely reflective of a near complete change in assignment for that person and we you know these are the data that we have so we wanted to be able to be fully transparent I think it speaks to a lot of the concerns that have been expressed that even have been expressed in this room you know like why is it different well the data affirm that difference exists and point us in some clear directions about how to address the concerns you expressed with regard to a focus on all students um making sure that services

080are consistent across the board and I also will acknowledge that um and this is I don't want this to sound like excuse making but I do know from my experience that documenting the work is a challenge certain some people are really good at it and some people are they don't prioritize it in the same way something that we definitely want to strike the balance on but also hold a high expectation for you know showing the impact of a role certainly certainly and I think you know if I I would get that totally more if I we were like looking at summaries of what happened or debriefs or whatever but if we're just talking about talles it feels like you might be able to go especially for some of these things that don't happen very often

081but we're still seeing zeros and I'm just like question marks especially I mean obviously we already know the data that exists for Mackin and then if you look at this it seems interesting as far as numbers go so just things I want people to be like thinking of if you're not already thinking of because that was first thing to mind was demographics and how this all aligns for me absolutely any other questions or comments just ditto to what you said um the only thing that I want to add um to this is that I I do have kind of a a problem now that I've been learning about more goals and smart goal format is that I think what I would like to see is if we're going to be spending all these dces and

082dollars on this specific program I want to see how that in return is going to be measured I mean are are the referrals going down in the schools I'm not sure what that looks like on that end because I'm not in that system but I do think that we need to have something measurable coming back to us and saying okay this is three months this is what the CGA or whoever has been doing and this is the data that we're getting I don't know if the goal would be to reduce the referrals re I don't know what that looks like but I I want us to start getting in the habit is that when we as the board are making decisions and passing budgets how it's literally tying into the not only the student outcomes

083portion of it but how we're going to be measuring if this is working or not it's not a good think I'm not saying it's a good thing I'm not saying it's a bad thing I'm not saying it's a right I'm not saying it's a wrong but sometimes if certain things that are in place are not working there should be enough alert for us to be like okay maybe this is where we need to repurpose or do whatever um I think historically when we don't have measurable goals this is why we turn into this and that and nobody knows what's do nobody knows what's going on nobody everybody's doing their own thing and this is why we get into the same positions and still get the same results even even though we're funneling all this money

084or these added on people or all these added on things because we're not keeping on track of what really the issue is and I think the issue is is obviously to bring down the behavior issues and how do Behavior conduct gets um you know looked at at a school setting is through the referral so if that it's as simple as lowering the referrals then I feel like somebody people have a goal to look at and then they start putting their energy and their resources to that versus well this and that and being all over the place so for me I would like to see that back either in a board update in an email or something on how we're going to start bringing some measures to make sure that our conduct is actually being taken

085care of and we're working on it and that we know that what we have implemented is actually working because if we can't even come up with a a a goal in it then that should be a red flag in itself if we can't measure this then something else needs to happen I agree I think that would help with the with the evaluation and then I think you could also like I suggested some other things but for example like every time a restorative project is being done by a student like there should probably be a required communication with the family about the process for that project why who what where when how with the family because that's a big deal and they should be like totally CL queued in on to why their kids spend all

086this time doing something like that and what it was about and what what the end result was I don't know if that exists already or if that's measured but like those two things should definitely be directly tied together um I think there's other things you can connect here that would be like you're going to do one thing you're going to do the other right um and so I think there's ways to like develop measurables out of these pretty easily I think another piece of data that and again maybe it does exist but we're not seen it here um well I definitely appreciate that we have input from the students on the impact um I think one of the other concerns that was brought up is like are the teachers are the classroom teachers feeling it

087and going back to the goals and how we measure this it's not just number of referrals but like how supported are they feeling when these behav you know reception data yeah so whatever that looks like I I really don't want to us tell you what to do but whatever that lives and however it lives I would like to have some kind of measurables to make sure that it is going the right way and we're not running into this topic every year and it's like well it feels like nothing has been done because that's kind of what it feels like and that's not in anybody's fault we don't have measurables we didn't take it as a board the responsibility to initiate that so that kind of falls back on everybody but if this is something that

088we feel is going to get sustained I want to know with those measurables and how moving forward it is actually going to match to those student outcomes to that 0% of black students being able to pass that math test at 8th grade yeah I think I think all of that's valid the one thing I would push back on a little bit is if we're going to change our human resources practices to base things on perceptual data of other staff I don't know that it's fair to do that just to the child Justice Advocates and so you know over the years I've had a lot of perceptual feedback on a lot of different positions and if we bowed to the will of perceptual feedback versus actual data I think we open ourselves up to a lot

089of liability you know in relation to how we're handling Human Resources issues a very much value that perceptual data and to be honest all of these measures even though looking at them now we're saying wish we had this wish we had that you know maybe this isn't the be all end all of what we would want to be looking at datawise all of this data was actually as a process implemented and the data was collected did based on perceptual feedback that we had received at the end of last school year so I to me the way to react to perceptual feedback is to assess Effectiveness and make programmatic changes to try to improve you know visible outcomes from from programmatic elements and you know there are other groups within our district where I could give

090you 20 years of data that says H maybe we should do away with this position it's looking in effective and we made decisions this year for some of those positions to bring in new curriculum and new PD to instead of assuming that the humans involved in the process are just choosing to not be effective to look at what might the root root causes of the program itself being in effective is and rather than sort of pitch it to the side you know look at how can we put in place a program that would give us something measurable where we could not only determine Effectiveness but we could also ensure that the appropriate support were there to help those individuals be successful I think if we are to move forward a lot of the things that

091were expressed by board members this evening which also align with a lot of the perceptual data feedback that we've received to date is that we really need to see an impact at the student level at the data level with some with a measure other than did activities occur in in a certain quantity let me just push back just a little bit on that one is I don't see anywhere in here where student perception results or Panorama data answers are factoring into anyone's um evaluations and so I don't know that Miss Michaela was necessarily suggesting that teacher perception data should factor into anyone's evaluation what I'm hearing is that if we're already Gathering student perceptions we should probably gather teacher and staff perceptions as well and if student perception data is already being considered in the

092totality of the circumstances we should probably include teacher and staff perception data in that as well not in like retaining employees or in their evaluations necessarily but in like overall program uh uh like efficacy and so I think if that's the case I think that it's very important to get that that information in that data from teachers and staff I understand that some of these things it it could feel like checking boxes when you start making requirements but at the same time I think we got to try some things on especially when we're seeing such a discrepancy in implementation of or either data collection is way off or the implementation is very bad it's one or the other and either needs to be fixed and so until then I think there probably needs to be

093some changes in requirements for what needs to be done on a regular basis because at some point there's going to be a threshold level for eff efficacy and so we got to figure that out before we just start really changing things up because if we haven't even tried some of these things why are we going to throw them out already um and so I think that plus what we don't know the unknown unknowns of the teacher and staff perceptions not saying that's going to guide the entire conversation but it's an important voice and we're hearing again and again and I think that like that's very I I you know that's not going to go anywhere and it's going to Fester if we don't listen to it and so I I that's just kind of how

094I wanted and I'm not pushing back in a way that's like what you said is wrong I agree with you I don't think that should be factored in but since I'm not seeing the student perception factoring into anyone's evaluation why not gather that data just to can I add to it too and just clarify because I there is a way to do it where you're not pit making it personal and we absolutely don't want that um but I was thinking in terms of like staff can evaluate if they feel their students have increased social awareness if they feel their students have increased self-management like if they're seeing impacts and changes in how students interact with one another rather than this person doesn't come into my room enough you know like um I think there's a

095way to do a way to measure Buy in we already know if teachers and staff are forced to do something that they have no ownership or buyin into it's not going to be successful and so we have to get a sense of where we're at with that or we're just going to keep running into the same dead ends over and over again and we need to get everyone bought in and on the same train moving in the same direction and and we do have teacher we have equivalent teacher Panorama data that that we could look at over the same period I guess the the reason that the student data was provided was that these individuals were not working with the teachers they were working with the students so what we were looking at was that

096direct work with students what was the impact on those students of that direct work but we certainly could take a look at the teacher Panorama data as well um and that is data that we do have we just didn't reflect it in the presentation this even so and I apologize because I misunderstood I didn't realize we were talking about similar Panorama data I thought we were talking about floating a survey should we have should we have these people yeah no that gets no not no just I think and it's always interesting too when you do like not even you know Behavior related but when you have perception data from the teachers and the students like it also gives like sometimes teachers think things are better off than they are or they think they're worse off

097than they are you know and students feel differently and so I think that's just also valuable information for the site leadership and the cja to see are are the teachers and students feeling the impact the same way and if they're not sometimes it's a matter of like going back to the inner communication right yep so any other questions or comments no thanks for dealing with yes thank you so much for the presentation appreciate it having me all right that brings us to 11a which is governing board asba policy advisories number 748 through 762 first reading [Music] um yeah the only reason why I say that is because last time we received this email I took it upon myself because I knew that this organization fired the attorney that they had so my valid question was

098if I'm spending all this thousands of dollars on policy who's the attorney that's giving us this advice because last I checked they don't have an attorney well apparently they gave us this random name that I've done some research can't find it no education background so I don't even know sometimes I take these with the grain of salt because who knows who's advising I I don't know but it is what it is so that's the most recent one we've received this one is actually from last summer oh okay so this is this is actually I think we received it in it's end of September so we we do we do know who the attorneys are that were involved in this particular set of guides and what I will tell you and I don't know if this

099is another mayaula or or exactly how to express it we held it back because we knew we had the student conduct policy committee that was ramping up and there were several things that were in here that were student conduct policy related what we should have taken into account and came to me because I missed two of the conduct policy meetings being out of town feedback came back to us well in the meanwhile we're out of alignment with state statute on some of these items and so what we really should have done was brought these forward put them into place in our under our current policy set which we know we're moving away from and then made certain that the conduct committee working on that policy had the same set of guidelines to make sure that

100they were appropriately integrated into the updated version of policies that we're hoping to see come forward to the community at Community Council in April that feedback taken into account then coming back to the board in May for first grade to make those changes for next school year so um got it good to know because we already found these discrepancies and we're like what is going on and I was attributing it to them and thought cool yeah no in this case I I would love to not have to own it but I am also somebody who owns what I own um had I had I had a diff the lens I have now back then I would have just brought it Forward at the time we were deep in conversations around launching that that team and

101so it was just like well why would we do this if we're going to have a whole team who and what what I don't think was evident at that time was the sheer volume of both policies and time that would be necessary to do the work so in my mind at the time I'm like by December we'll have all this sorted out and then we'll be moving on but you know consequently it became clear that that would not be the case and somewhere along the line had I recalled that we had set them aside on the back burner I would have been like hey we probably should pull these off the back burner but it wasn't until the committee brought it up that it was like oh wait a second these are all still sitting

102out there so um so I think these are the teams reviewed them we're not seeing anything like 98% of it feels like it's literal just drop-ins of statutory changes if you look at the the ship some of it's just grammatical fixing some of it is is definitely grammatical fix organizing instead of organized right right so like the the general Council every now and then at the legislature will decide they've adopted a new way to grammatically organize things and then they on every bill that's fast they'll just change the grammar to align with whatever their new decision is but then that then happens again like several years later the language yeah because some of these I'm just like yeah okay cool you changed it from you know present tense to present progressive tense right um one

103of the things that I've always been interested in discussing and maybe we can do this at another date even though this is the first reading but the board member conflict of interest policy to me most boards have or most districts have this exact same policy I know that this is the statutory minimum I have always believed that board should operate on a that school boards especially um should operate on a more um I guess strict conflict of interest policy and it's something that I've thought about just haven't had any time to put any effort into probably in my observations of Phoenix Union that's a bigger District but just I feel like this is the bare minimum and I think that there's more we can do to like ensure that future boards are not operating like

104shadily is I guess how I would put it and I I don't know of specific examples but maybe some would include like if you've been given a campaign donation by somebody you're going to abstain from a vote on the on the contract with that person or if you hold another elected office you're going to abstain from any votes uh with contracts with those entities Etc I think that those are all things we could add to this uh policy that people on other boards just don't even see as an issue at all and have been operating for years with what I think are shady politics it's fair also like is there a reason that that form always tricks you into saying you do have a conflict should they should put it at the bottom yeah like

105is that anything we have control over probably change the order and it very confusing form so the the form was provided by the auditor generals so that that gives you a sense um but yes I share the same concerns moving forward if we are to get policy advisories moving forward and maybe this is a future goes with the other future agenda item I'd like to be it's my understanding there are no attorneys employed and I would hate to take any advisories or recom I will not as somebody who has a bar number take a legal advice from somebody who doesn't have Bar number so I'm not doing it yeah I I think if what I think the next step for us with that next set of advisories will be to figure out like how we're

106going to have them properly vetted so um but for the reason I brought it up is for these at least I feel like there were two layers of vetting so we know who the attorneys who vetted them were and then there were actually one or two think cleanups that were caught by um a former employee of the um school boards associ assciation who used to do this this work and so I believe those changes are reflected here as well thank you so much cool and I did did our agenda because we had just revised our agenda so I fixed that in here okay cool added that um awesome whatever they wanted in there by having the boardroom 30 minutes out yeah I have already been doing because I had heard it at the log conference

107Co for Hilda all yeah which which is huge because that's the other place we get sideways sometimes is when our policy differs from standard policy so Hilda thankfully caught it and corrected it all right perfect um any more discussion awesome that brings us to Future agenda items do we have any future agenda items I don't have a future one but I'm just the employee handbooks has been on there for a while it's mine um and I was just wondering if maybe we could just meet um Jay if we could just meet and kind of discuss that yeah I i' like to pull Dr Lauren into it because I know it's something that's on his raar as well okay perfect I don't have any anybody else any future agenda items all right seeing none that brings

108us to our last item which is they move the governing board adjourn second although in favor hi hi thank you w noes have a good night thank you [Music] everyone not eating dinner at 11m tonight hey I bought this book remember yeah I went to see that guy I like him he