001okay now we are ready for Andrew so we are on to the feedback on the equity report so we'll start with that absolutely all right well good evening everyone do I need to unmute myself only no no no because it doesn't I know it's weird so folks here folks on Zoom good evening my name is Andrew nemucha I'm the dev director for CPS and ccrsd um today's agenda as you will see there we're going to touch on three areas uh feedback on the equity audit that was presented to the school committee on January 17th um I'm gonna give you all an update on the bias incident reporting flowchart and a draft Complaint Form and then we'll touch on our hiring efforts to date and then of course the additional updates there the various events that
002are happening um this month um we now have an active uh deib student advisory Council we held our first meeting back on January 14th and um a lot of the work is is you know is is beginning to evolve a lot of student voice student engagement a lot of students that want to have their voices heard and be um be courageous and and and really um bring in a lot of this work to their peers so I'm very excited to to start uh uh that effort with our students um the students in the advisory Council are primarily students at cchs and so um a lot of great work to come so I'm hoping to give you all an update on some of our work and some of the initiatives you're thinking about perhaps in our
003next uh the the administration uh as you will see there our card has a multicultural Food Festival on March 9th at 5 PM uh Concord Colorado High School Multicultural food festival March 15th at 5 PM Willard has a International Festival on March 26th uh at 3 P.M and as you just heard uh from Joyce Perot has also has their International Festival on March 17th at 5 30. so I just wanted us to um person the agenda I wanted us to just take some time to have a brief uh instead of a follow-up discussion uh regarding the equity audit um I know as I was listening to Dr Warner and Dr uh Blake I was taking notes and sort of uh listening in on some of the comments they were making and then also uh simultaneously
004looking at the equity audit findings and recommendations so I had a few moment uh a couple of moments of reflection and I will first like to just share those and then open it up for folks to just you know share a few thoughts um one of the and I'm just gonna rattle off a few items here because there's a whole it's like three pages worth of reflection here um one of one of the main themes that I heard from Dr Warner and Dr Blake is that it takes three years to change a culture okay example implementing a bias instrument Reporting System May literally take three years for our stakeholders to understand and Trust the reporting process so I want to make sure we are all on the same page on that um there was numerous
005times where Dr warn him and Dr Blake shared um some data around um some consensus around the data and one of them being that the district and I think we heard from students faculty and parents that the district should make ambitious goals even if we don't accomplish them during a particular time period it's a Time old period And I think that says a lot um I think we have been so intentional about the work and I think oftentimes we have humbled ourselves um while we're doing the work but I think this is time that we really do make those ambitious goals and make sure that you know the voices of all the stakeholders that were involved in the equity audit are represented and heard because this is what they want us to do um and
006I think we should do right by their feedback that they have offered in the audit um many teachers and I just want to highlight this on slide number 12. many teachers do not feel equipped to handle issues of deib when they when they arise in the classroom when asked when a sensitive issue of baiv arrives in the last classroom how easily can you think of strategies to address the situation I believe more than let me just slide over to slide number 12. I'm going to share my screen so folks see the data um when we look at that slide we will note that a number and this is broken out by demographics based on the responses as you will see for our white teachers teachers who identify as white you will see there that close
007to well over 40 percent um instead that it is you know neither easy or hard to respond um to to those issues and some even said you know it's difficult and very difficult right to respond to those issues and I think that speaks to the heart of the work um the work around deib is complex it is hard um but I do think the years of professional development that we have provided our faculty and staff we are seeing a breakthrough right in in our Educators um comfortability I guess around addressing some of these issues um we have a lot of Educators speaking up about their commitment and and and really taking that intentional approach to be actively engaged in the work um just yesterday we're over at the high school where uh deib teacher leads
008uh cricket McCaffrey Clark science teacher and Jamie Andrade art teacher facilitated uh very comprehensive discussion around microaggressions and the entire High School faculty were broken up into groups these large groups having these very vulnerable hard conversations around microaggressions that they have um that they uh have witnessed within the school so each of the groups had a list of scenarios that were generated from our students actually back in November when we held our ideas uh deib Workshop so teachers had a real taste of some of the microaggressions that have occurred with NC within the walls of cchs and they were very vulnerable in allowing themselves to have to engage in conversation around around those scenarios and I think that's powerful right um many you know in other spaces you would have had folks just completely remain
009silent and as I as we floated into different groups I mean folks were talking folks were having the conversation a difficult conversation right and and so I think that that's important so intimate you almost felt that you didn't wanna observed very long because they were so intensely communicating and sharing it felt like you should be part of the group or sort of not not participating it was it was really was that an exactly so remember we're using faculty meetings for PD um Dei sped in mtss and this was one of the Dei sessions that's great I also had the pleasure of bringing the equity audit to our deib strategic um steering committee last Wednesday and so we broke up into groups there were roughly four groups and each group had the task of reviewing each
010of the equity audit findings um and then to just have really high level discussions about some of the themes that they they gathered um and so you know I'm just going to share a few of that feedback that I received from them there's a strong need for us to create some form of a video highlighting a day in the life of a medical student I think we often talk a lot about and probably make a lot of assumptions about what the what our medical students experience on a day-to-day and it varies from our medical student athletes to you know the student who just heads home after school right their lives very much varies and so I know Felicia Paisley were CPS medical director is working on uh on this initiative and so more to come
011with that it'll be really powerful I happened to see one years ago that a student made us part of a class project and um it's a really powerful to live that five o'clock alarm all the way until they get home and the student voice narrating and selfies throughout the day I will continue with Medco there was also a need to go beyond advertising all the different buses that we offer for our bankroll students particularly our app to school buses and so you know families folks in the school system they have access to our medical bus schedule via our School site under the medical Department what page however I think it's important that we also make sure you know perhaps it's at the beginning of the school year that first opening day or the first packet
012to meetings that that our Educators get hard copies of that schedule right and that we we go above and beyond advertising that information and I think it'll be helpful for teachers now that high school is going to have a new bell schedule and flex lots and all that it will be important for us to make sure that teachers understand when our buses are running particularly in the after-school times and and really help perhaps help students reach students and have them perhaps stay after school for that additional help so more to come on that and then lastly um just from one of the groups I believe that was let me see here lastly one of the groups also mentioned is it possible to see each category how many students were interviewed for each of the categories
013and also to share data around um the breakdown of the different racial groups and how each of those racial groups responded to any other particular questions we have that data it is literally a massive binder that I think it's a summer project of mine and because if I attempt to do that now it will not be done uh uh with Fidelity and so I think we have a lot of time in the summer to really dive deep into looking at that data the raw data so more to come on that so I will pause there and just open it up for any thoughts on the acriotic in regard to the steering committee is there uh I assume there is is there an intersection between steering committee work and the Strategic plan work how does that
014get connected yeah absolutely so I think given that this is our first um formal establishing or not that of that uh deib strategic standard Community the approach that I took was really to inform the committee about all the work that is taking place from the implementation of our five-year did strategic plan to all the different initiatives right I think the more folks on that committee know about the work the better they are going to be positioned to practice uh being an actual steering committee where they inform directly how some of these initiatives come to uh fruition and so this year has been really about just informing folks about the work um bring in uh bring into the committee updates similar to what I'm doing now um and then having conversations because I am one person
015and I Rely heavily on feedback and input and I think the steering steering committee has been um extremely helpful in helping me think of other ways to you know approach a certain initiative or particularly even even this even uh these this this bias incident reporting uh tool um it's been helpful the committee has been helpful and to be able to bring in a presenter from from Belmont you know Human Rights Council to speak directly about their buyer supporting process and then to have the committee sort of ask these really um eye-opening questions really help inform me how I go about um making those revisions needed um to get us to a place where we have a solid plan in terms of our price reporting to it yeah I'm very interested in the reporting I'm sure
016everybody is you know somewhat of a majority of people who aren't clear on what the system is and yet the answer at the present time is there are many ways but if there are many ways and people don't know anyways then then I I think one of the strategic debates that you're going to help help or lead is how much is this reporting centralized so there's one very known workable system that yields results um and do we give up this multitude of other reported uh that might be necessary because sometimes people don't go to a system they go to an adult they trust so I don't know how how that's going to get fleshed out but what's going to be challenging let me come back to strategic plan for a minute and I know this
017is uh on Kristen's mind um we're we're about to reach this critical point where we're trying to put uh some real real measures next to our intentions um and I'm gonna guess now that the steering committee is not quite ready to weigh in on that to the extent that you and Kristen are would that be it accurate and when you say the committee the did commute or the strategic planning the scaring commit the steering committee okay yeah I think we are a few ways um we have a few ways to go um it's only March and I think we also have a couple of topics that we have to get through as a committee uh one of it being medical special education family engagement is one of the topics coming up um but I do
018I do see the committee informant um well number one reviewing the progress that we have done this year and and and and um review that against the accountability measures that the strategic planning committee put together last spring right to inform what we now have in the Strategic plan I think we have to there will be a time definitely before the school year ends to to review that that information and then of course I Thank The Next Step would be to then generate next year's accountability measures and try to align that directly with the Strategic plan and um our accountability measures that we will create together so essentially that piece is going to kind of catch up with this strategic plan and also now that we have the equity audit we've got the you know make
019sure that's in alignment with the equity audit recommendations and it's hysterically it's been great I mean there's been a lot of discussion um it's been really good and when the woman from Belmont came in to talk about the reporting system she's like this takes time you know you might get one report and then it just takes time and when you mention at the end of the meeting it's going to be three years and you record I mean it's it's are you going to go to trusted adult are you going to go to a forum on a website and I think that's all up for discussion and you know we want to take reporting any way it comes for now and and figure out what the best way to deal with that is but it's been
020really a helpful use of time and even um I think we have two people for the Human Rights Council in Concord on that committee and neither one of them have kids in the school so they've been great like they've been you know asking about like tell us about the PV tell us about this and it sounds great what you're doing so so they've gotten a lot of information which I think has been helpful so Andrew one of the recommendations was parent I understand the lessons we're asking parents Workshop what was your interpretation of that yeah um so I think that we already offer a person will second this uh we already offer a lot of professional learning opportunities for parents we're building Community Education um I think um we really need to encourage parents to
021seek out we'll learn opportunities it might require that we perhaps show up a few you know a couple of our advertising efforts so that if you have information reaches our parent Community but those those um learning opportunities those different workshops topics do exist for our parent community and I think in my opinion we need to go where they are right we probably need to go to especially the schools who don't have medical students in them I feel like that's really important um because there's that some families in Concord really don't know anything about the Metro program or our eib efforts I mean I know you've been a screening for the mountaintops I'm not saying you're not doing it enough but sometimes I think we need to like go to them instead of having them go
022come participate in um because I I don't know the numbers of people who've been participating in those opportunities I have no idea maybe they're high they do their mediums they do their low but um I think it's important that we really try to reach our families when they're younger or new to the community um it might not just be plugged into those opportunities so that's just my tooth then yeah I mean I think there are many ways to to go about regionals families and one idea that I have is you know for any new family that is enrolling their child perhaps in that um registration packet they're you know perhaps there's there's a pamphlet in there about the history of Mexico The Bell the eib ml you know yeah that way we sort of get
023families get them aware of a lot of the work that's happened right off the bat and ways to get involved yeah there's the PCG committee um but yeah it is excellent thank you I think that you know being a medical student is so unique um a form of medical student here in my standard form yeah um is it going how is it going to be um distributed like how are you going to see this and um is it going to include like you know you're gonna um interview like former medical students and so you know it covers the base from what a student you know after high school after you know just it follows everything through just so families and um fans in Concord I also can see like you know the whole life of
024medical student like how it it affects your whole life not just um the schooling yeah great question you know Felicia and I have not fleshed out all the details but uh we have definitely discussed the idea of having um perhaps like a film producer of what film producer follow the student rather than have the students themselves or rather you know have student volunteers follow their peers um because that might get you know might might get a bit so we're thinking perhaps we have you know trained film producer biographer uh follow the students obviously we have to get some some permission from parents um to invite you know that videographer into their household and so forth um and we also would love to equip any student that is interested in being part of this um uh
025video project we're about to equipment with a camcorder that they themselves carry around or use their cell phones or you know to document their own um experience from the moment they wake up all the way to the moment they go to bed right and we're lucky to have Minuteman media we're out of high school and um you know I've had great collaboration uh with them along the way for the time that I've been here in Concord and I know they'll be willing to do all the edit and work for us and so that's as far as we have going but we do want to make sure that there's a variety of students because each student's experience is very very different it depending on whether you're an athlete and academic yeah there I I know of
026one um medical student who is actually in a study film okay I do too you do too right you know that might work too and FedEx did a video I think yes last year or a few years ago something like that so yeah the student you're thinking of it is in my back pocket because I have seen him carrying around the camcorder all the time and he's so passionate about it and I actually I think there are multiple students yes yes yeah okay yeah we'll talk later yeah Andrew I haven't thought this through fully but I just want to share an idea with you or a hope and that is in addition to a powerful telling of the unique features of Life as a medical student it was also part of the story that makes
027very clear metco kids are kids um that when you arrive at that school we're serving uh one population not a bunch of independent populations that are side by side that's going to be difficult to do because you want to tell the uniqueness of metco but we don't want my personal belief is we also want to come through that all kids have some fundamental uh rights and needs that we're delivering to and we haven't forgotten that if that can come through we could even strengthen the Metro message is we talked about providing workshops to parents um I'll be working with the community because those kids move out into the community they have experiences with businesses and establishments that aren't always positive I'll be working with the community to make that experience yeah maybe if I could
028jump in yeah um because I should have said this when Cynthia asked her question as well I just remind the group that the center for parents and teachers came under the auspices of adult and Community Ed so we've expanded that role so training for parents I think is what you were really bringing up is now being developed we have a little bit right now but it's much bigger for next fall and then in terms of the community we're still running the can we talk series which is bringing in like Paul Martin and other experts to do different parts of training but it is a you know the word is out it but people have to select yeah yeah and I just add that the Human Rights Council partner should have is very strong that was
029part of the Martin Luther King Day event it was a community a wide event and we were a piece of it um so I think we're regrouping we had more we had a lot going on and pre-covered and it's on its way back to that same level of opportunity and I know that the community with the help of core we just wrapped up a community-wide screening of who we are and Chronicle of racism in America by Jeffrey Robinson and we've had various Community organizations hosts that screening and believe it when voters are core um so that again just speaks of the Partnerships that we have beyond the walls of the school around training parents raising their owners of parents a segue from New York question sharing there is a citizen petition in front of the
030Concord town meeting for deib director um so we can't forecast exactly where that's going to go but it's not too early to start to coordinate with those efforts because we have now not one but someday two D eib directors the coordination is going to have to be really good or somebody's going to claim we're over resourced which is not going to be true but we don't even want to discuss that we want that coordination I think they're very very strong um I don't want to put words in the insurance map but when I when I hear Community I also think of our students walking around downtown and that might not be people who live here that might be a number of different shop owners and restaurants and so forth um uh the town manager does
031have 75 000 in her budget not for Dev efforts not targeted at a director per se we also have a survey that's encompasses more of the experiences of people in town that the town is running and that's still open I believe um could have closed pretty soon and I think it will be useful to us as a community part of the community to to look at that it gives us more information and data um to look at really what the experiences are for people in Concord so but Sarah can I just ask a question like looking forward way into the future we when when we first started talking about the survey we talked about also having the ability I know you have the binder the ability to drill down um I think that we there
032were a few um you know questions about how kids identify or and things like that and so to what extent are you finding if you and I don't know if you look at into this side of the data at all again but um that there are takeaways about um as we as as the scope of deities you know looks at uh you know um okay lesbian and trans and different um different elements of belonging and inclusion and and equity and diversity so what extent are you finding that you could that there are takeaways from some of those answers that you can say oh look our you know our trans kids are having our support like you know disproportionately experiencing one thing or I will say first takeaway is that we are not doing enough around
033conversations that uplift the voices of our students faculty parents Guardians who identify with the lgbtq plus community that was very clear and one of the questions right [Music] um and that is feedback that if you spend time with the Spectrum Club over at High School they will reiterate that there is this level of uncomfortability we see that race-based conversations but when it comes to lgbtq plus conversations it's silent and so I think that is one area one area topic that we really need to begin to you know offer those training whether it is um affinity group based conversations just to break out that level of uncomfortability around having conversations that impact a population of students faculty staff and parents um that live and work right here in town so maybe I could just add because
034I know you're interested in the youth risk behavior survey that we see year after year for the last 20 years of course it's a nationwide survey but we participate in a group run by Emerson Hospital but we see it every risk and behavior there is disproportionately you see kids who are historically marginalized uh doing it and so you know depression anxiety suicide ideation you know all of those things at much better risk for bullying for harm I mean it's really really concerning no no I know I didn't know to what extent you were able to actually yeah and see like if through in our community or you know you know are we able to mitigate it to some extent or you know is this something that we can work on yeah and back to the
035Center for parents and teachers CCAC tomorrow night a month they're having one about gender pronouns right like how to navigate pronouns sorry I can tell you we decorated the Concord Bookshop uh yes I highly recommend all right we'll check it out check it out but um usually there's a hybrid yeah I just don't know about that particular one cool thank you for that so I think I'm going to transition to probably the meat of the conversation this evening uh by his incident reporting so I have with me okay thank you you will have the flow chart which is running back in the back is uh Evelyn Cube section and again I want to emphasize that this is a raft first thank you and the second page is the draft uh is the branch of Alexander
036second page is the draft of the reporting form okay so what you see there um on that flow chart let's begin with that is um this first and foremost I want to say that a lot of the information that we see on the flowchart the FAQ the incident reporting form um I used Boston College's bias related incident report form in Belmont Public Schools by its incident report form to inform the development of this flowchart and um the natural component form so I want to make sure folks hear that loud and clear um and then folks on Zoom I am simply going to share my screen so you can follow along oftentimes I have way too many screens open as you see here so let me run back all right sure and present this way all
037right so let's begin with the flow chart so what you see in front of you in terms of the flow chart is really our protocol to responding to um made crimes and bias motivated incidents and so the First Column under number one is the report that is where you know a report is generated and we have a victim or an impacted person or someone who witnessed um motivated incident they use our form and submit a Complaint Form um uh to us now us is defined as shift over to column number two where it says incident review um the building principle or their designated School administrators myself as a deib director will receive any incident uh any bias incident report that comes to us to us being the school district the building principle or the designee
038will acknowledge the report it within one school day and take the steps to restore a sense of safety to the alleged victim and the school community the building principle will inform the following School administrators and other school-based staff as appropriate and those individuals those other school administrators includes Dr Hunter uh Kristen Herbert and Bob Connery as our assistant superintendents the director of student services Debbie Dixon and Director of Human Resources uh Denise column three information gathering oftentimes we see that you know there is a possibility that an incident report form comes in and there is no contact information to follow through an opt-in that can make the job of the principal whoever is investigating the incident that can make that that process difficult right and so we want to make sure that before we launch
039an investigation that the building principal of Bulger or their uh designee is able to determine all the different people that are involved in the incident including parents Guardians um just to make sure that we are able to reach you know reach out to those involved parties column four is the investigation regardless of anonymity the building principle or their designee will investigate the bias more of a incident according to the district's grievance procedure or complaints of harassment or discrimination based on race national origin religion disability age sexual orientation and or gender those are the protected class classes uh under Mass General law and then the box that you see there highlighted in purple again was adapted from Boston College's hate crimes and bias related incident protocol and it really just illustrates and defines who the incident
040investigators are or for those who are impacted in comparison to the alleged aggressive so as you see there the principal or their designee have a huge role to play um within each of those scenarios that are Illustrated there I think it's important that the building principles or did or their designate play that role and and and by law they are um responsible for investigating any of these biased motivated incidents that occur in their school building and then of course in green number five is safety and support planning we must not forget that after an incident buys uh after a bias incident um that there is not only the victim that's impacted by the community is impacted as well and so the building principle or your designee will determine when or if to include other internal
041and external stakeholders in the response safety and support planning process these stakeholders include the administrative team mental health team director of student services Director of Human Resources local law enforcement and of course our legal counsel so I will pause there because there's a lot of information that I just uh rattle off and so I want folks to just take a minute to perhaps look at the flow chart if you have any questions concerns suggestions feedback this will be the time to share and I also want to mention that the this rap flow chart that you see is very much um the vision for um is pretty much geared I rather say that it was pretty much geared toward the adult community uh we are as of yesterday I gathered some feedback from our admin team
042and I think we all agree that it will be uh wise to create sort of an age-appropriate student-friendly version of this flowchart and of the complaint form as well so myself uh CMS principal Justin Cameron and and cchs principal Katie Stahl we are actually going to host a small focus group with student leaders across a number of student clubs and organizations ranging from student government to the intersections Club black student union with Asian affinity group Etc and really to leverage the students uh feedback to inform the creation of this sort of student-friendly version of this um of this uh response flow chart and of course the form as well so I'll pause there and open it up for this question so I just have a question so why does it say before you said before
043you would like someone to contact one of you which on which part are you looking at in the second paragraph says I believe you have been a Target or Witnesses okay so we do you mind holding on to that question yeah because I just want us to focus on the whole charts first and then we can transition right into the phone so so this is for teachers will parents also get this so that is the grand question I think I think I I will say that to answer your question yes the parents will have access hopefully we'll have access to this I think we have to make sure because the the the language that is within this flowchart within the Complaint Form it's it's you know it's it's language that I feel like a a
044student uh you know kids you know just sort of Boss over right and so I think if parents can partner with us to make sure that their child really understands this flow chart to begin as a baseline that's important um the actual reporting form is going to be different for the events and for the students I think that is what's in agreement with the admin team yesterday and I think that you know do you have a timeline for when you want to launch this yeah so it's not fleshed out however I think we need to myself Justin and Katie um we want to make sure we Host this focus group before the end of the month that's our goal okay um and then in addition to that we want to tide it emphasis on Pilot
045We want to Pilot this form this flowchart within one of our schools before the end of the year okay so that's possible I see that the person who initially if if it is reported if the contact information was provided and the person gets interviewed or you know reached out to contact them in some way in in the yellow part number three at the end of the investigation or they guaranteed a closure to the like this is where we've landed on because it's not clear on that safety and support planning right so what I did leave off and Princeton will back me up on this is our efforts around restorative justice right and so that is work that we are actively doing now and I think by the time we are ready to implement the different
046tiers over sort of Justice a person can get very detailed in what uh what those tiers are it will pretty much align with what our response like at the end of an investigation what that is going to entail and we want to take a restorative justice approach to how you restore that sense of safety um and in the case let's say you investigate and you say actually we don't think that this you know we think this was a big misunderstanding and it was or some you know whatever is the person followed up with to to put some closure up there just to say like we understand you know were upset but here's why it didn't align with absolutely you know absolutely there's repair world to be done whether you know yes because it'd be nice
047just it's not codified in that chart that the person there is closure for the person who reports and I think that's an important thing to I mean if you're trying to build the trust and utilization of this people knowing where it's going to go because nobody likes to put something out there and not know ever did someone read that you know like what happened with it so I do expand on everything you've just said on the floor side on the under FAQs okay uh if you read it goes and see everything you just shared okay um initially if you would have saw the draft that I had before this it this was the bag this was the paragraph that was in that um green box but it was just too long-sized okay you know moved
048that over to the FAQ section but I think what you're what I just shared around her sort of adjusted the sort of conferences I I sort of defined that a bit and under uh safety and support planning all right any other feedback from the flowchart before we go together yeah um if I'm correct some of this is going to be anonymous so when I look at the report which victim or third person or report recipient I'm not quite clear on what that means and then uh number four is uh we don't know Anonymous are known uh report recipient is that you would report this to yourself so report recipient as it was defined in some of the research that I was on is when a witness to a wise motivated incident reports it to faculty
049staff member another student that is how it was defined so it's essentially definitely I'm not it's a witness okay yeah uh witness uh but not a third person which normally in my vernacular will be right the same so yeah a little confusing to me yeah um okay uh what are you thinking sir I mean it's if you see some like the person that the it doesn't it didn't have whatever the incident didn't happen too they it was a bystander reports it so there was report recipient it was the bystander really we talked a lot yesterday when we went on this there's this other layer um we had reports from kids fourth hand that they just heard and we're trying to that was some of the language that was like okay how do you capture that
050I heard through the grapevine kind of report or how to document it report recipient it poses there might be a different terms I witness it I report it he's a rapport recipient over here type person yeah we'll go back but again look if this is school-based you know like this this is the lingo that you guys started right so so maybe that and we experience that with kids you know an incident happened and four or five kids yeah our witness says to that incident but one of the Witnesses are the one actually made in the report and not the victim right no I get that yeah but I hear you on the on the um because as a practical matter the category other is not something you're going to reject right you're going to look
051at it exactly and we don't want people to endlessly personally with the terminology on a forum like this maybe this is something I'm sorry Anonymous comes through uh implicitly and number one it comes through x uh or very explicitly and number three um uh and then again number four anonymity no surprise uh and then I I could ask this around any of the documents that we're looking at um kind of a rhetorical question for Andrew and for Carrie and that is uh to what extent and how quickly do we have uh policy implications considered because we want to make sure things are lined up less this gets inadvertently weakened or uh and there's reference to the policy on the back maybe we should there is there's a link to um absolutely there's a link to
052um there's a link to that policies there no but I mean I apologies misc doesn't dictate to us right right right I think part of the feedback process also would be to see the feedback of our legal Castle page told them certainly make sure we're in alignment so so as so my question still I know it's not on your full term but why isn't it on the full chart like so my question is so if it says we encourage you to contact any school administrators such as personal well before using this form why is that and my concern with that is that it would you would want to know prior to actually putting it pen to paper so it could be handled a certain way it just it doesn't it's not that doesn't that leaves
053room for it's not very transparent on the floor no I so you said we wanted to limit the questions to the flow chart but if this is what you would want to happen it should be on the full chart but this is what you want people to do before they report right under that First Column they're under report yeah I agree might there be a fear uh or concern that by going if somebody wanted to report it but instead you haven't had a conversation that it wouldn't then get reported yes because I know like um you know my son's been here for eight years and there's been several infants and um oftentimes it gets ruined or it gets you know the concerns of medical students and parents are are sometimes you know um reduced to
054oh that's just you just misinterpreted something or something like that if this is a physical concern if someone feel like they were a victim of a biased motivation or hate crime they should be taken they should all be taken seriously it should they shouldn't I shouldn't have to go to someone have a conversation that's the way I feel so they can you know reduce my feelings too oh you just misinterpreted something yeah this is what you want people to do it should be on this road absolutely so I think the edit there is we encourage you to complete the bias form and yeah yeah strongly encourage you to contact so I'll make that edit absolutely yeah so the Newton Public Schools next to take a note of this ties there reporting to policy Ace and
055it looks like it was just updated this year to include reporting thank you very much I would imagine Belmont has their policy they have they don't do Mass Masa so I haven't even looked at the reporting I mean everybody in Newton but I think the FAQs are excellent I was looking for that and then I turned the page um I found it a little curious that under hate crimes uh this it doesn't escalate to assaulting battery um from uh um intimidation and if you will more benign um so it does and great cash I think we may have to include what I have written on the front page of the reporting form um one two three four paragraph four um there is some language there around you know report immediately any incidents of vandalism physical
056with our weapon property damage Etc uh to school administries and concrete police so there is a level oh I understand that I understand that I I just wouldn't want the misinterpretation that the bar has to be really high oh right um if the first thing you read is assortment um right because that's probably not the majority of incidents that we deal with well an assault is defined as an abundant Mass General law I think that instills fear so um an assault you know an assault can be you know just a it doesn't have to be assault and battery it could just be an assault anything that is still spare International environment that pertains to hate crime I guess what I was getting at was what what's the right logic in terms of listing these in
057an escalating form or not yeah I don't know what the smart answer is noting that we're leading off with uh the one that is the most dramatic and potentially injurious and potentially Criminal yeah and again I'm not proposing anything here just I think this is why I think it's important to you know involving are you sure I just remembered your role outside of here yeah maybe contacted you and uh work in partnership with you in our legal counsel um so yeah okay I was just gonna have policy I pulled those up it says I may ASC and Andrew and I'll clarify there are policies it's just on the Mac server so there's a logo up in the corner but we'll clarify it's the Concord car lot of policies not mascs templates yeah yeah you can
058get channel Concord or Channel Mas yeah this is all channels and our our policy Paul separately yeah this year yeah this year yeah this is Ace that's in 2015 . just an observation and this seems like it's more geared towards adults I think if we want a student document that they're going to read um I think it needs to be simplified and maybe even provide examples of a microaggression a macro aggression um put that terminology in there so when they are reporting it they can they can have that conversation in a more meaningful way and maybe even mentioned hazing that that's something that happened could happen in their their world um I've got the other one I was going to make but examples just to help guide that examples and different so maybe that will
059come when you get your groups together um I do like that it's like what happens after a report and that's safe to support and I I think that those two pieces are extremely important and I would say you know but parents definitely need the FAQs definitely so the flow chart I I try to look at this is definitely school-based but I do think there needs to be a lot of parent education especially around we talked this year about you know kids that are 13. um you know because legally things kind of change I think that parents have no understanding of that and and I also think that you know what kids say in text what they say on their computers like all of that apparented yeah looking forward to that baby in the fall you
060know to just really help parents understand and I know that um the high school is doing they have a night uh kind of different lecture series that people can go to I would encourage everyone here to go to and I I am going to send out kind of a chart of what the rest of our year is going to look like and that's on there and one of the one of the workshops is on you know your social responsibility and it's the the police one about like social hosting I do think that the texting in the social media piece and everything else like parents definitely need that education at the middle school level in particular so that would be you know something I would look forward to yeah I'm an active conversation with Mr Cameron
061just because of some things that have happened and the police just sent me a presentation that they've put together that I can send actually literally two hours ago the chief is like would you like to look at this and push it out to the families yeah um we're reaching out to the Massachusetts aggression reduction Center out of Bridgewater which does presentations and training both kids adults teachers and they have a whole presentation on texting social media appropriate inappropriate use and we the other thing Justin and I talked about was the health curriculum we need to do more earlier so that the severity of certain behaviors is very clear to kids because we're not sure we're educating them enough they're still going to make mistakes but we're not sure we're proactive enough elementary school earlier right
062now we're talking middle school right now there's too much going on in eighth grade when it's too late and we need to back it lower yeah yeah so that's that's the starting point but I'd like to certainly Alexander of that world so I'd like to understand and this is going way off of this topic and I apologize but uh you know when kids are really uh able to have smartphones inter well parents decide that they're not allowed our observation oh yeah I don't I don't have information no no I'm just saying I know certainly middle schoolers have Smart yeah I'm not using them during the day six right but I have a feeling it's third grade now and oh yeah well I mean yeah well we've had to send a couple of letters home about
063you can't based on your smart watch either you're in elementary school yeah the world has changed I think this comes right back to your reference to examples too yeah and all that's in the strategic planning outcomes because you're so right we need to do more and Andrew you may have this but is there a way for it to be recorder to know where their report is in the system like you know we know where our packages are at UPS is there a way for them to determine where it is in the system because of kids if they don't see action or know about anything it's not important to get about it it's fair way to track we've received it it's now when the incident review is now and information gathering you know just yeah you
064know which we're working on it yeah we're knee deep in the whole data dashboard but if we really wanted to get robust with this process yeah I mean yeah that's yeah I'm not hearing that what I'm interpreting you saying is there's a flow chart within the flow chart that the that the investigators follow and you're going to do it whether you have a flowchart or not so sharing the same time what's happening at the end of each if it's at the doctor if it's ready to do an investigation I think if the students engaged yeah yeah and then like you know just for just an example like when an investigation is open like the police open investigation to the chain of custody so this would like you know lead to the virtual custody so that
065would be like a real life good point yeah that's a great question yeah all right do we want to transition to the porn sure um I think we probably should take I'd say take two three minutes and just scan through again the admin team had the pleasure of previewing this yesterday they provided a lot of feedback that I have already um their input have already been um entered on this form and so it was the most up-to-date five times [Music] your paragraph two there's there's um lessons all the information collected is subject to so to me that means it is only subject to if it rises to the level of forwarding to uh criminal investigation um my fear however this people won't understand it exactly that way and might fear that any report you'll actually
066trigger a criminal investigation and might then discourage people so I I would Advocate some way of saying um you know if if it is found to require that do you follow where I'm going I'm not like one applicable something like that because I just fear that a parent or a child is going to say if I say a word this is going to be uh you know my friend's gonna be hold off in the end of us or some such that sentence in that other paragraph will we keep incidents confidential to the extent possible unless it requires position like when applicable information elected to investigate allegations of hate crimes is subject to federal and state criminal investigators Incredibles yeah something like that yeah [Music] just tie it to the part that it's more connected to
067which is like if it rises to this occasion this is what is governing the yeah I'm not saying softer than this I'm just saying uh don't don't because there is a lot of reticence to report uh yeah by young people because of the uh the fact that they might be re-victimized because they reported it is that not uh known phenomenal yeah [Music] the words matter there um the next sentence we will keep incident reports confidential to the extent possible unless it requires judicial action we don't decide judicial action doesn't law enforcement decide judicial we decide law enforcement we take it to law enforcement is judicial following law enforcement am I correct Alicia right yes okay correct yes so I think it's all judicially yeah yeah or unless we're required to report it unfortunately unless we
068are required to report it right yes another mandated report I also just wonder in General on the report um because a lot there's it's really long and [Music] I feel like if you're if something like this has happened to you are you gonna are you going to go through all of this in moments like this I almost wonder if you get to get the report and then collects the information as part of the investigation yeah yep otherwise you might you might lose the courage to submit it by question two you know right that was the question I forgot this is going to be rolled out to the student is it going to be paper form is it going to be an electronic So currently the form is in um the Complaint Form is a Google
069account look I seriously wonder if it's just not even like like the the just tell us what happened right what is that initial yeah because I feel like when something is here and maybe maybe you want a little bit of caution to like say like do I want to do this I don't I don't know I don't know the answers about you'd be better to answer that but I just feel like if you're asking all of this I would I would probably lose my lose the courage to submit this by the 14th question yeah I think it's though it's the win who yeah like the critical information yeah yeah there are specific questions that are required yeah not all of them are required actually so I do want to emphasize that um I will say
070so the the date of the incident is required the location is required because that's going to determine which principle is investigating yeah um and you're going to need some of these probably if you do have a dashboard you're going to need some of these questions so even though it is eight questions say you're just checking a box you know where some kids are going to have a really hard time with you know writing about everything happening they might just say I want to talk about it you know and that could be an option too and then some somebody could type what happen if you're tracking that but um so I look at the first like 12 questions it's kind of like a checklist you know like they're just they're quick so any question with an
071asterisk next to it means it required okay just one more this may be over the top it's important to capture how they felt when it happens maybe back in the guys some of the conversations look at students later on how to to handle some of this stuff you know are they angry are they embarrassed and that can kind of give us regard and so on probably talk to them and what type of support [Music] you sort of get a little frame of mind yes Insight yeah and we feel that the questions are appropriate even for adults um and this is going to get more kid-friendly in another version too yeah so like this one meant for adults too this is and so this would be like a teacher reporting something they thought say again this
072is like a teacher reporting any adult in the in the school Community parents faculty staff yeah so I guess my I don't think an adult would be able to answer these questions it's more towards the kid not that it can put an answer them just so that's why we're piloting a focus group and all that just yeah users keep hearing us that three years right like yeah it's gonna take three years you know there's going to be a process through all this we're not going to get it right the first time but we gotta try as hard as we can I mean we heard from Belmont it had a handful of folks who have actually used right yeah so how long have they had it in place it's about a year yeah yeah there's nothing
073there's nothing magic about three years I think what we're suggesting with that idea about culture is if it works it takes that long for people to take policy practice protocol and absorb it as a belief system that this is the right way to do it yeah first it's a requirement and then second it proves okay so you and I believe it's the right thing to do and it's been internalized and then it's then it's part of our cultural fabric if we keep it up we're not done at the end of three years there's a lot of sustaining too that's why we're doing this decades after we started it we should have it have it right if they don't want them number three it says if you don't want this recorded select others yeah not only
074have you said it your expression to you Andrew Well thank you for getting this far this fast yeah yeah absolutely [Music] absolutely was a great model yeah absolutely um I think some of their feedback included you know making sure that the community is trained in understanding watnam why we're even doing this the process so the flowchart is a great way to sort of help folks understand uh to build that sense of trust transparency Etc um but also training around you know the laws um partnering with Aisha and perhaps our uh you know police chief and our legal counsel to come in and have that training for the adults and the students that's all part of this process um and I did share in our last deib meeting you know I submitted a grant to deci
075they had the hate crimes prevention grant that we submitted to when I did ask for substantial amount of money but part of our part of the grant narrative does include training um for this work so um and the goal is to hopefully buy by the start of the next school year that we are scheduling some of those trainings for the entire Community as a practical matter does this do anything or the work that's underway now do anything to change way in which uh victim and alleged aggressor would be brought together or be separated so I know that's one of the big fears on the part of some young kids yes if I report I'm going to be in the principal's office looking at the kid who bullied me um and that is a real disincentive
076and it's happened how many thousand times Across the Nation we always different we would never done that insist on it but I'm just asking you know does that heighten our our uh sensitivity to to that legitimate Fear Factor on the part of a uh of a victim yeah we don't we don't do it because um it's a possible cause for free traumatization well no question about it all the bullying training that we do like second step it's it's all clear you don't so it's baked in explicitly good thank you I have a question just to play Devil's Advocate maybe if it's not student to student maybe it's a teacher that a student has put in an incident how do we handle that yeah um I think how we handle it now we you know Denise
077on our HR director is our title I and Debbie Dixon is our other Title Nine coordinator um and so the needs oversees all the adult faculty staff related um incidents issues and then Denise handles the student side of things um I do think that um together they have to obviously investigate any incident that comes in um and also I think their collaboration and understanding all the details and nuances within the incident it's going to be key in how they come to a conclusion to best support the impacted individuals that they are helping move through that incident so I think that's really impressive training on how to work when we went through training business investigation and then the outcomes always dependent on the severity of the issue and the players involved and what's going to be
078best for the injured person so I will take all your feedback make those edits that you've all mentioned and we will put another draft in front of you very very soon I just have a couple more comments sorry um [Music] with another reporting if we could sort of educate the community with the difference between these mechanisms that happens kind of in the same place or I mean double pose but you can do that you're on a website but um what's the reporting for that um and sort of re-educate everybody about new things I know a question from the community is um what what an incident is reported and it is investigated and is truly a hate crime that you know how do we deal with it publicly if we think we do need to do
079that and I know I don't want an answer because it's a very tricky question um but I know it's something that's come up again a number of times from the community yeah I would actually be happy to answer because we've talked a lot about this and said what our expectation is and I think it's important we keep sharing it if we have unknown kids involved we're pretty likely to share that more you know this pickup topic swastika whatever um what we are sure of is that when we have known perpetrators and victims and we share it publicly we've done harm I'm just going to say it just like that to either one or both children and so we are not going to share those republicly I've taken very recent heat for that and I'm going
080to keep taking it because we've learned honestly the hard way and sharing all those and then watching watching it really disintegrate for for the kids involved and believing that transparency and student wellness somehow one oversaw the other and I'm now quite sure the well-being of the kids must come first um it might there might be a different situation if somehow we found something of the middle of the unknown unknown but right now that rule of is making good sense to us and serving kids well yeah okay Sarah is there a way I mean I understand not wanting to call out when a thing happens that we know something happened in the seventh grade class or whatever but is there a way that you you aggregate the information so that the community has an idea of
081the incident like not not specific incidents but of the incident rate so that like you know at the end of the year say okay this is how many of these kinds of incidents just to take away the that's what we're trying to talk ours yep that's what we're talking about is an aggregate reporting um and figure out how best to do that so I'm not saying no I'm glad you brought it up because it's a really important topic right now and I'm glad to get a chance to say it all of you as to how we're proceeding and um because it's that you said Middle Ground where all the kids go home with some story or another which may or may not be accurate and then you know how do you and I'm sure that's
082a constant you know as much as I just said everything I said there was one incident this year that happened so publicly in a classroom we did have to share more but um that's actually not the norm right thankfully or not I don't know but when it's quieter we're making different we're making the kids the priority I guess I'll leave it at that no might leave some gray but usually usually it means if we know who's involved we're not sharing it publicly and maybe to add on to that you know as an institution of learning if you uh out a perpetrator you take away that opportunity for their learning that they did something wrong that you know this is not adults we're talking about it's 12 year olds you know or whatever and they need
083that sort of safety to feel like I can relax so that I can figure out what I did wrong and how I can make amends so that's part of it is like this needs to be a learning opportunity and even adults can fall into that yeah yeah everyone wants to figure out who it was definitely made a few things when the kids are reporting and the first thing out of their mouth is you're not going to tell you're not going to send a letter home right and that you we had to stop ourselves and start to go wait a minute maybe they're not going to report if they think we're going to send a letter home all the time and just led to a lot of really really important conversations yeah but at the same
084time people not knowing that something that some things so if people know that things happen they get more courage to to report stuff right like there's actually action and but there's actually something happens yeah when you feel like you're the only one who's experiencing something you're much more reticent right so it's the how where you can bring it up because you're like oh yeah but I must be you know it's the house not um processing thing properly yeah we have this in front of us and then the only thing I think the last piece it's hiring and all I'm going to share is uh it's okay all I'm going to share is that uh Denise on again HR uh director and I are well let me first say that as a district Uncle Public Schools
085Concord Carlisle we are now members of mpde which is Massachusetts partnership report diversity in education um this is a sort of Consortium of whole lot of districts there are roughly 47 districts who are um bless you who have membership with mpde and so uh as part of our responsibility uh we will be attending this career fair on uh Saturday March 18th from 9 A.M to 1 p.m conquer and Conquer Carlisle will have a table at this fair and I just started to pull together um as I'm sharing now um sort of a few sort of materials that we will um have displayed at our table and some of those materials include all the anticipated job vacancies that we will have that we have available for the 23 24 school year um another you know document
086that applicants will have access to is our current strategic plan uh District strategic plan and all the objectives and initiatives of the 2018-203 plan um and then they will also have this one pager they'll be able to scan that QR code that will bring them to our strategic plan for deib and then they will also have access to our Equity audit finance and recommendations that is just the um PowerPoint presentation that droneman Dr Blake provided to the school committee and then lastly applicants will also have access to this the document that mecco Inc created for all 33 medical districts and this is just uh our District's metco profile so it talks about um it has some of our academic data out there with some of the sports extra curriculums that we offer what are medical
087structure is and the supports that are provided so those are just the the the documents that applicants will have access to we are also planning hopefully uh there is a a lot of applicants who attend uh this this career fair and so we are hoping to also conduct very brief screening interviews uh with any applicant that is interested in any of the anticipated vacancies that we have um so a lot of great work happening and and in terms of hiring um and lastly we are working um myself Chris and Laurie are working with the CCTA um they I think we've shared this in the past they have also established a hiring committee association's on there as well um they don't want to forget about you um and so I have been in touch with Wellesley
088College and we are hoping to host a focus group with some of their uh undergraduate and graduate students of color including professors of color to better understand some of the strategies incentives that they believe schools companies organizations need to be exploring as they try to diversify their Workforce and so we're working hard to to solidify a date for that focus group but that communication between myself and Noah who is the career services director I believe at Wellesley College we are we've been in communication practically every week since February and so more to come on that and that's really it that's great and you gave us the updates and all the Multicultural food yes so I encourage um everyone here to attend one or more of them the high school one is I think that's that's
089probably the largest scale one um but you know certainly they all do it different so might get some pointers on that and the high school one has not happened in two years it happened yeah that was a bad idea if anyone is interested in uh the onion Cuisine I will have a table please do a 10. tell me he was on folks online do attend all the international and Multicultural festivals that are happening not just a high school but um so thank you so much everybody just a couple of updates uh we have rescheduled our Boston meeting for April 11th that is official I'm going to uh yeah uh Gavin Devin Felicia we're trying to get at least an initial notice out this week so people would know um because I'm gonna do the bus
090stops oh great it's a regular scheduled it's a regular schedule meeting it's not an additional meeting April 11th um we do have a Time limitation of Kroc Center it closes at eight so we literally need to be done at 7 55 because those doors are closed at eight o'clock we all know that yeah um I have a couple of high schoolers I think my seniors um that need some community service that are going to help with child care and we'll talk more about child care Pizza Etc um all of our coffees are scheduled so I will be I'm gonna push out a schedule to everyone that's a uh five o'clock start I believe and the last announcement this is more so for parents um mecco advocacy day is March uh 21st so parents out there
091if you're interested in attending that will be at the state house um starting at 9 00 a.m on the 21st yeah um Liz Randall will be at the medical office on Friday right Liz lizard oh right right I saw that yeah thank you a lot of concrete I'm selling with a lot of Concord parents the campaign for her so she's like the driver no excellent parents wow great right so with that I'm gonna adjourn the crocodiles opening okay everybody oh yep of course go ahead before we adjourn next time around when you give us an update could you speak to uh the idea that was presented to us by a citizen around Exit interviews oh yes please next time around thank you yes and we have one last at eib worship meeting Workshop I don't
092know what we're calling them I think they're technically Workshop meetings um and I believe it's on May 17th I'm not mistaken but we will I'll get you up the schedule so thank you Andrew we'll see you one more time this year or any other time you want to come and with that I will adjourn Dr Carlos Gibbler thank you