001stand for pledge of the United States of America and to the Republic for which it stands one nation under God indivisible with liy and justice for all all right uh not seeing anyone in the audience all right review policies for first reading equity and diversity 0523 okay we kicking this one off um this is going to sound hauntingly familiar to you um but what we've done is take the greatest hits album if you will um changed you know implemented some of the uh feedback that was provided through various meetings and emails to the board uh some conversation and um we've revised the policy I know we just shared it with you recently the updated updated so I'll give you you know what might want to just take a few minutes not super long to review
002it so is this mirrored um the Coventry one Canton Canon it looks a lot like Canton a lot like it's been updated in uh you know the some of the more significant enhance enhancements um the Canton policy uh was very anti-racism um where this one is more Pro diversity I would say um not that it doesn't have language about what is racism things like that but it's more aspirational uh in language the other one that we talked about like if you recall when we went through it we looked at stuff like um for example the Canton one said you you know we're going to have a special uh report quarterly about um black and Latino and Asian nonwhite um elements of the school where you know when we talked about it last time the presentations
003that we give about everything that we do we break that down anyway already um and we'll certainly be more conscious to doing that rather than just create generating more reports um and then some other districts have somebody whose job it is to be the diversity Equity inclusion coordinator that's not something we have in this District so to add um like reporting on is pretty burdensome when we're doing it anyway in just different different approaches um I really like the language because it is more Pro than con the the I think we liked the can one generally speaking um we also were looking at Aces version and we pulled some language from both but the The Canton one was about we're here to combat racism yeah was kind of which you know that's just a semantic
004difference between us saying we're going to do the same things um but we're just going to approach it in seeking the benefit of diversity yeah um and making sure that we're holding to those tenants now that was something that came out of feedback in the last meeting we had which is why I Incorporated that but you know certainly we can take a look at [Applause] it and there should have been um just as you're reviewing that two more of these I think I don't know if Adam got one already you have Oh I thought there were three different oh no no no so sorry so Adam I'm just sharing with this isn't necessarily for this meeting per se this is there's no approval of this there's nothing like that in this meeting we'll probably have
005a um uh remote Personnel committee meeting soon to to discuss this but um the um state is requiring every District to put together an increasing educator diversity plan template that has to be reviewed by the board and put forth kind of paralleling some of the stuff that we have in here this this the state doesn't give you this plan I mentioned it um at a board meeting recently that uh we have a committee we to have a committee I have to have a vision mission of the plan or theory of action and then a draft of the plan so this is just for you guys to have I'll be sending it to the board tomorrow so can I ask you on this uh does every school have an equity leadership team no uh the district
006has an equity leadership team that made up of members of people from buildings and they've supported some of the PD and uh stuff that we we've had had to do or done and are we required to have a certain amount of professional development in this area not yet no no but um yeah yeah there was a yet in there picked up on but um you know we have provided professional development and and we think that it's beneficial to provide professional development um unfortunately a lot of our PD time has been eaten by uh requirements from the state like you know the sex trafficking and the DCF mandated reporting not things that aren't on their own bad things per se you know it's just the the volume is pretty cumbersome yeah and the frequency like watching
007a bloodborne pathogen video every year to know to wear plastic gloves when you when you have an individual who's bleeding you know hopefully you know people do that or if they've seen it seven times would remember to do that seems like you should be able to go three four years before they're you know they're reviewing legislation to to consider stuff like that but I I'm not you know sharing this really just part like part and I guess like a sidekicker of the I wanted I figured it would be a good time to bring it up to you three yeah seeing as we have to do it and uh we're discussing the topic so y uh this is a first reading which means if it's forwarded for a second reading we'll send it to the board
008they'll review it again um they'll review it for the first time this new version but they'll set eyes on on it and um discuss the topic again and then in uh may we would come back and take a second look I feel like it's ready for a second reading are you looking for well it' be a first reading first reading technically yeah yeah for this time around it's a first reading but I like that the you know teachers are expected to address any incident is immediately inform the staff and try to use it as aach teaching moment thoughts yes I have several um so I was wondering why you added um in the definition of racism to include implicit bias conscious and unconscious in there why was that necessary [Music] um this part here under
009yeah the definition of racism yeah um I don't believe I I I don't think I changed that so it might have been part of what the the part of the the new one yeah so I wasn't sure if that was was it in the Canton one yes Adam it was yeah so it wasn't in the one that the the version prior the one that I guess that you had written or staff had written okay so there were we looked at like three different versions yeah there was one that your you and your staff had written yeah h on the on the bones of this is pretty much the Canton one um some so that one may have had had that in there it wasn't something that I attempted to add or anything like that so
010certainly something we can highlight for discussion here what does the cave one say go grab it in their defition um yeah I have it their definition of racism have a definition mov in they they don't have a definition titled racism they have a definition entitled institutional racism which is something I think we were not embracing necessarily the collective failure of public private organization to provide an appropriate and Professional Service to people because of their race color culture ethnic origin uh which can be seen or detected in practices processes systems attitudes and behavior it looks beyond individual acts of prejudice to the systemic bias that may be built into institutions these systematic systemic biases discriminate against and disadvantaged people of color through unwitting Prejudice ignorance and thoughtlessness or racial stereotyping yeah we have that one yeah
011that's in there was that yeah I'm looking at I don't think we had it in the CPS one yeah the CPS one um did not have it only had diversity District staff and educational Equity as the the definitions so allergies are killing me just the season today last actually last couple of days different so those are I mean obviously we're open to play with and include whatever definitions we want or exclude whatever definition modify the definition you choose I mean I would propose to remove institutional racism altogether I don't think it's in the spirit of the rest of the policy um and then in racism uh I would I would propose removing the entire second sentence um and just leave it ASE judgement bias or discrimination on individual uh by an individual based on race
012and then maybe add in action towards others which I think is like the last part there so you kind of cut out everything after the period and then and action towards others having my proposal at least for this section so what is it that's in your mind problematic about those words um so much uh let's see uh well firstly conscious and unconscious bias is more of a belief system in my opinion than any kind of fact um and the same with uncon with same with institutional racism that is a uh a matter of opinion um from my point of view well I don't agree with that right going going back to the racis ISM peace I think you know unconscious to be unconsciously racist is it's a pretty heavy I think you know I hear
013that it's a pretty heavy label to put on somebody that you said or did something that you were ignorant about um racist is a a heavy label to place on that um ignorant is you know where where I where I think we we would typically start with somebody who might make a comment that was not intended but was actually you know racially insensitive or hurtful um I understand what you're saying about the unconscious being labeled a racist part is I mean at the first sentence at least is is focusing on more action that someone may have taken the second part is um to use a a religious term uh impure thought as opposed to uh um an action necessarily uh you know I don't know if it it's meant to be impure thought um well
014I don't know how other how other you can be you can say something that's unconsciously you know inappropriate okay but that would be or racist I guess you could say something but I mean you can look at it also as I mean we're we're Educators just your public schools education I mean there are things that people are ignorant of and that have just come through their lives but they are racist and you know by pointing it out and offering proper instruction and education on why that's racist that's part of making people aware of their unconscious spices I think there's fear and frustration on both sides of this equation that are is really fair on one side of the equation that we don't do enough to educate our kids about statements that are H hurtful in
015nature and sensitive on the other side of the equation I think there's a uh understandable fear that is is gone way too far in the sense that everything you say or do could be considered racist um that's the fear and and I I'm not saying that either side is is spot on accurate what I would say is that both sides there's probably some legitimacy in both sides um that we don't do enough and that you know we don't want to um over identify people as racists maybe because of sensitivity and not you know something more significant well this is this is a definition it's not a here's what we're going to do if we encounter MH an incident of racism but it's a definition in our policy so that carries quite a bit of weight
016well it should but if the if the action that one that we take is to educate then I don't see why there's a problem with sort of pointing out that biases can be conscious or unconscious well I guess that leads to the question of what's the purpose of the policy in the first place it's not required by law so looking at implicit bias just to go back I'm not trying to avoid your question but just to answer the uh initial question unconscious Association belief or attitude toward any social group that's implicit biases are one reason people people of often attribute certain qualities or characteristics to all members of a particular group other otherwise known as stereotyping almost entirely on an unconscious level Prejudice prejudices uh Prejudice uh are intentional and controllable implicit biases are less
017so so if you have a Prejudice it's that's like the conscious stereotype bias and your unconscious stereotyped bias well I mean the mere fact a lot harder to educate that I mean according to some definitions of that by the mere fact that I'm opposing the wording makes me a racist no it doesn't no well because maybe I'm not un I'm unconsciously not understanding something I I think what you're voicing is the the fear right there that are going be labeled the racist because only because I'm well on a broader scale not not your specific fear but like you know I think that's you know some people have that fear that if I do so much as voice uh a concern or what I perceive is an improvement to this is am I going to be
018labeled a racist you know that's that's a fear that some people have with an an existence of this policy certainly makes it easier um I would disagree with that CU I don't think what you're expressing is a conscious or unconscious bias I think you're just expressing a point but then again you know I consider myself pretty reasonable you know so it's a it's an eye of the beholder type uh it depend depends on who's deciphering the definition which you know is is built into some of the things that we do later we're going to talk about harassment you know hostile environment sexual harassment that's uh can be conscious and unconscious I mean it's not like there's not room for that interpretation and anything else that we do but well I mean there are laws for
019that though it's right well and it's there's racism too you know if depending on what you're doing yeah court cases MH yeah and it's the whole problem with um identifying um hate crimes how how they're different from just a crime what makes it a hate crime right but it's but there is something there to it and you know and they have tried to to Define it so in answer to your question about why have a policy at all I actually after the first round with this I went out and talked to a lot of people a lot of people dozens and asked them do we need a equity diversity policy for Cheshire Public Schools and I didn't get anyone said no we don't need one I got a lot of we don't have one and
020then I I pushed a little further and I said so why do we need one and I got a wide variety of reasons some of which policy this policy is not going to do um but I got a lot of good reasons too you know people who really feel that they um that a policy goes a long ways in making them and their families feel more secure um making them feel more secure about sending their kids to public school knowing that we're making this effort and putting it down in writing to address inequities in our systems so um I am convinced that we do need a policy um mostly based on that but it's from talking to people people in our district but nothing changes if we don't have this there's a you know multitude
021of law that we've dealt with for years that have protections and place we we have other policies also that that uh protect students in different ways if uh they were to run into a problem but that makes any action that's listed in this policy unacceptable so I mean I would argue that this is merely a political document political in what sense making people feel more secure about that we're addressing in my opinion this represents a certain belief system let me ask you this how many of how much of this policy would overlap with existing policies I don't I don't think that there's necessarily say a lot of it much I where would you say that Adam well I mean a lot of it deal deals with discrimination right and we have laws and policies that
022deal with that already a lot of the wording that that is in this comes comes directly from other policies and laws that we already have on the books policies here yeah we have anti-discrimination policies we have Title Nine we have so like just going through going through the implementation and responsibilities um plans and procedures accomplished purpose and intent uh you know that's specific to this so that really doesn't exist number two I would say exists various means for students parents to report incidents of racism other forms of discrimination um Employee Staffing processes that support and gender racial and gender diversity and its staff I just shared with you something that we're required statutorily to do um which you know I think regardless of whether or not we're required to do it I think we'd be
023in my professional opinion stupid not to prefer pursue a more racially diverse staff about it for years there's a lot of yes we have there's a lot of research that speaks to the benefit for all students that you know we' just be crazy not to um District shall provide periodic professional development um that's not built into our existing policy um six address any incidents racism sexism um the second half of that where the individual is trying to coach I mean that's not I don't want a teacher who's not skilled and comfortable coaching it on the spot you know but working with staff members to do the right coaching um which I think that says uh District shall ensure counseling restor to practices uh that's not necessarily written into our policy uh verbatim but is what
024we do um that we do very much engage in restorative practices um we you know this is specific to this policy so we don't do number eight um I was ask about that but that's not this policy right we wouldn't I um District shell establish organization committee students promote equity and diversity um we we don't we have a student by student groups that that do this um I don't think it's as formal as it could be with uh central office administration um and then this would be included in the the I think you know looking at these things there is a fair degree of overlap broadly you know in terms of messaging um you know does it support our ability to recruit people does it send a message yeah so do you want to it's
025up to the board as to what they want to do I to to Adam's point will the world fall down tomorrow will we be doing things dramatically differently if we do or don't adopt this probably not we'll be doing a lot of the same things what what did you say about number eight all students will be educated about the implications of this policy throughout the school year well as it relates to this policy you know we wouldn't we would do it if it got adopted but we do talk to kids about okay you know disciplinary stuff throughout the year Well usually it's at the beginning of the year and after the holiday break it you could almost bet on it yeah I spoke to some high school teachers who they encounter this stuff they encounter
026stuff with students and they would appreciate also knowing that there's a policy that backs them when they when they talk to students I mean I I do think it's you know something that we've worked on and I think this is language I can support in that sense and like this policy but you know at the end of the day it's obviously not my decision all right so addressing Adam's concerns with the conscious and unconscious why don't we highight like that mhm and let the rest of the board talk about that the institutional racism part I think that's just a definition definition and it's not necessarily implying much you know uh he's just explaining what institu racism is and that's in the K that's right out the C version right um yeah can so would that
027mean that we would have to educate the students on institutional racism what and what conscious and and unconscious biases potentially yeah I mean if you're talking about um that says about the implications of this policy so I don't know that you're talking yeah I guess I mean if you wanna broadly interpret the implications to mean that piece of it someone argue that' be a very important part of it where where would we do that what would that look like do we have an advisory program yeah I think that schools middle and high school that would be a great it's an appropriate venue for that sort of thing Avenue to use that you want me to highlight this part twoo for feedback or yeah let's do that anything else or do we want to jump to
028Adult Ed so do we have to do anything further to push that to the rest of the board do we have to you wouldn't you would make a motion at the usually at the end we'll do the Motions for first second and third readings okay so Adam's got a question are you good I just had a couple more questions I I didn't wasn't sure if this was left on there which was the uh uh on the what Coventry which one Coventry there was A1 Canon Canton sorry I'll take C districts for a th000 um there was a0 11 about establishing an equity needs assessment yeah that's is that what this is here or is that okay was that part of this it's not there so that's G um and then the organization or committee right
029okay an organ ation or committee so is that a club that that would that be transforming a club that we already have and would that club be elevated above other clubs as almost like a governance a student governance body but where no number number nine we already have clubs that do this um but it's an ad what an advisory to the administration or because it's it feels like it's might be more so Ser as leaders and spokespersons within the school is that I know we have a do we have a a club like that at the high school already yeah and they perform yeah I would argue we have that yeah okay yeah so I was just wasn't sure if it would sort of codify in a way that's not intended um it says that
030we shall establish an organiz we do have uh organization we have multiple organizations that promote equity and diversity um I mean maybe if we wanted to look at the language here um the district shall consult um student organizations or committees that promote equity and diversity you know to serve as spokesperson or schools in the in the district as needed something like that because we do our already have it we is not an organization we have several you know that right so yeah what it be Consolidated into one know like is I I wouldn't I wouldn't think that's good I mean how about how about coordinate with students Student Activities support Student Activities I think just the support is does that read okay well you might need to take the s y just saw this a
031that or who organizations yeah that does that work better yes any other questions or thoughts ad that's it fit to print at the moment I mean I don't support any but I but as it goes these are the the pressing questions to you number two was adult continuing ed our I should say our second policy for review tonight was adult continuing at and we're just striking uh a paragraph where it says adults in secondary school programs adults in day secondary school programs adults who are residents of the school districts may may enroll in day classes at cheser High School uh or at high school level on a space available basis the selection of classes available to adults will be determined by the high school principal in conjunction with the superintendent a registration fee will be
032charged so if I'm an adult in the neighborhood I don't know that I feel real comfortable with you rolling in and sit next to a 16-year-old and class so I think we're going to strike this way is that from 1997 we have did we ever have anyone up in my history oh it is from 1996 yeah yeah it was and then revised in 2018 I can't believe in 2018 we didn't strike it but um oops Yeah but uh I I can never recall in my experience in the Treasure Public Schools anybody taking a class at Treasure High an adult taking a class at Tre one of those movies yeah exactly uh back to school with Rodney Dangerfield or something at college to get you fired wasn't there the the woman who went undercover well I
033guess that 21 Jump Street that was the whole PR and there's the one oh no there's the girl who pretends she's a guy to make the soccer team or whatever there's all sorts of movies on these sort of ideas so so striking that all of that going to affect any of the legal references that you have down below probably not I mean I'm just wondering where that came from the language in that well why it was there in the first place I I'm not sure why it got there in the first place but because this is all covered under our adult education program right yeah we have a The Adult Ed programming has become more robust Statewide and the requirements for adult ed have become more comprehensive and we have a very comprehensive adult ed
034program through wingford which includes sort of elective classes but you can't just drop in on apus history and I'll tell you I can never en I can't Envision a situation where the high school principal would be okay with a 25-year-old coming in or a 65y old maybe sitting in on the class for tuition just uh we be using our skills of persuasion to shepher them into the CCT program yeah yeah now we won't have to worry about it y yeah all right that so we're sending that to a second reading too first read first it's our SEC it would be our second reading when we review it the um last formal reading is the third reading of the status Level Sports programs this is the one that we spent a little bit more time on
035then we had the EV the other link here is the evaluation form that we reviewed I like I thought this looked a little short there was a yeah this is the application if you want to join so in the opening paragraph is this final determination will be made by the superintendent of schools and the board of education does everything come we're talking about like creating a new Varsity Sport right program right so that always would come to the board yes because it would it would require substantial finan more than likely okay so it has to get has budgetary implication yeah which is why we have October 15th is a deadline to submit on an annual basis so you you have to submit this to the ad and superintendent by October 15th of Any Given year
036to be considered for the subsequent year because if if you submitted it on January 15th for a Spring sport me that really doesn't give us I guess the board could theoretically try and approve it in yeah February and then come up with $35,000 somewhere to play the Spring sport I don't know pickle ball must be in like crazy demand or something for us to do that again this was not just Ed by you three but our athletic director other athletic directors in the state have reviewed this as well and just because nobody else had a policy and they it's got got really good reviews from them as well you most of the feedback they had got Incorporated before it got to you and remind us remind me please this uh attestation part yeah so basically
037what we're saying here is that there are a couple of things that we need to make sure that the kids who are saying oh yeah I'm going to play on this team understand and their families that you know you're going to be subject to academic um expectations to play that you're going to have to play pay a u participation fee uh you have to adhere to school rules you can't play on multiple varsity teams for example so if I'm on the Fencing Club and I want to play high school basketball I can do that but if you're on a varsity team you can't you can only play on one varsity team at a time so they're you're attesting to these uh expectations that are set for Varsity athletes uh so what I'm wondering is do
038all students do this at this station when they no get on team no because they are given these rules when you're starting on the team but I would hate to see a situation where 40 kids say they're interested in pickle ball and then they find out what all the rules are after we set up a pickleball team and they're like yeah I'm not doing that and now we got okay seven kids that are interested in pickle ball we got a problem okay so it's only for the initiation of it they wouldn't be expected to do this annually Lish you know that you have exactly yeah so it's it you have to demonstrate 3 years prior to application and then you're on probation for three years right before you're a full vars you're certified as a
039full Varsity Sport yeah I think we're going to stop chasing you down after three years of having legit enrollment and participation now for those three years do they do does do the coaches I guess the coaches would have to to fill fill these forms out every year for those three years or yeah the coach would coordinate it right yeah but I mean like the roster part um a lot of that information we're going to have after the first year it's just about new kids enrolling all right so it's just about the the like basically the title analysis and that sort of thing at the beginning yeah okay making sure that once we are established that you know there aren't dramatic shifts right in participation or anything like that and like in the in in the
040example of fencing that's assumed gez I catching up with me assume that uh it's going to be a co-ed team it's not just boys or girls right right now it's a co-ed team yeah right and that's part of what they're and they like they all are there uh men's and women's uh do they do they F can they fight can they Spar against each other or is it strictly uh each sex um that's a good question because I know that they have like a boy competition a girls competition but I also thought they had a mixed team competition sort of thing so um unfortunately that might be unique defensing I it is generally unique defensing um I mean I like on the Olympic level I don't think it's mixed no I don't think so either
041yeah that's my knowledge I really like having this yeah that's good I think just makes the process so much more clear-cut rather than just storm the board at the next meeting um there's a pathway yeah and it's established and it makes sense and I think a lot of other folks like I said the other ads around the state are like yeah this would be really helpful so um the only thing that my eyes are picking up on is the top of page two okay that first bullet point is not aici sized like all the others are which kind of bums me see just bums me out provide letters of interest that one yes I don't know why this is doing that it just iodic like you highlight it and then it just like disappears yeah
042and it's only going to do it like there you go see it does it sometimes and then other times it doesn't new battery or something who knows all any other questions on new Varsity program evaluation and this this last page is the uh attestation page yeah the the policy that you're approving is is just the policy sport uh status level sports program but I was asked you guys had asked me yeah at the infamous Mouse meeting um if there was an evaluation form and so we created the evaluation form so you guys can review that so this one is being already had this will be going for the third reading third reading okay um civility policy this is just I I apologize that I have not been able to invest time into that yet um
043I've just been on overload with everything else and so what you see in the link is basically what we've had in the past there's no new information there I you know I don't there hasn't been a change to bring it for a first reading unless there's been this change of heart where you feel like that's appropriate and you want to go there with the first reading next time around but uh yeah I've been uh little overrun um and then the last item uh came about with a question regarding our bullying harassment discrimination and Reporting information and so this is a link to our website this is one way in which you can report inappropriate behavior um it's uh for if you go on our website for parents and then it says reporting inappropriate behavior um
044and this link here is really comprehensive but you can report through speak up as well via an email or a phone number on an anonymous report that gets sent to us um so this is a document that we put together several years ago so that all the information that you could want on any sort of I mean this kind of speaks to Adam's question from earlier bullying harassment discrimination um is on this page that we created so it has you know the the um Board of Ed policies definitions this is if you want to make a report you can go here and you know fill out a form about bullying there's so that could be the victim or someone who witnessed it correct you yeah could be either and if you know just in case
045anybody is watching you know or watches later you don't this isn't the only thing you could do like you could call the administrator and they can walk you through this um then there's um it shows like what we use on our end for investigations and all this is really dictated by state law so this is what we would complete if we thought that or the a complaint came to us so you this has all the information I mean I can't oh my goodness read it all to you but it's it's very involved the process um we conduct numerous interviews um We Gather a lot of Doc documentation you can see you know other documents that might be considered as part of the investigation process like attendance medical nurse referrals uh disciplinary history is there a
046police report surveillance video um things like that then we summarize the investigation and make it a termination um and then there's you know just different uh considerations that we have when we initiate a safety plan for students and this does happen um it's not something that happens with uh tremendous frequency but it's something that does happen um and do you need to make a a referral to District civil rights coordinator you know so like uh Robin Anne would do all of our Title Nine stuff she works closely with uh Marlene if those things come in harassment various protected classes uh it can take many forms here's our a link to our Board of Ed policy on it which provides more detail if anybody has any questions about our Board of Ed policy those are available
047on the website uh you'll see at the top Board of Education and then there's Board of Ed policies as its own link so just like we have for bullying here's the sexual harassment reporting for you know pretty similar design this one's a little bit more straightforward here's a sexual harassment claim form so when we received that um the discipline report that I think that we received a few weeks ago do are are when an incident is elevated to have these forms filled out and in investig is done is that part of that um yep that would show up on the form if it's a verified act yeah now so that's so that's under that falls under the category verified act yeah so if if if a complaint is made and there's not a verified act
048then we usually we wouldn't take discipline on that um you know we might but there was a category think that verified act right yeah bullying it just says bullying probably oh oh okay all right and uh those are all verified acts when they're on there though okay um so each one of those would have a form yeah CPS harassment this guides our investigations for harassment sometimes you're filling out multiple forms for the same set of behavior which is is pretty cumbersome but um is required required by by our policies uh more statuto I mean it's not they don't say you must have a separate form but if there's a claim made you need to demonstrate the the right questions have been asked in the course of the investigation which the forms ensure that we're asking
049the right questions so our attorneys tell us to go through both forms uh non-discrimination policy if you know you feel like there's been discrimination against you based on race color age national origin sex or handicap so this this goes through our um the the claim is is made and then it getss investigated through usually the building Administration with the support of Robin an okay so Robin an is actually named as the yep I mean usually it goes through the building but at the district level uh gets reported back to her and in some cases investigated by if it's um there are stat she's also the there was another a civil rights coordinator yes is that the same thing or is that different no no that's different but they do a lot of the same stuff
050is that or there's an office of civil rights at the state level um but most like Title 9 that's federal law a lot of these things overlap in both places uh so we'll also have the commission of Human Rights yeah I was going to say now right or is that different is that something else they cover a lot of the same things it's just a there are different paths that you can go based on whatever your grievances so the commission on human rights is typically what you'll see first in Connecticut if there's some sort of grievance about discrimination or um and just broadly I would say discrimination not could be harassment but usually it's discriminatory and that would go to the commission on human rights um it could go to civil court it could go
051a lot of different places so we that's why we have pretty extensive paperwork to ensure that we're doing the best job we can to investigate pretty serious allegations and make sure that you know we're addressing it appropriately it's it's very laborious though you know it's a lot of lot of work you know and um you know it's not like what it's not like quite like an interrogation that you might see on First 48 but you're bringing people in and they don't always tell you the truth and you know you got to talk to a hundred other people to get the truth and review videotapes and it's uh it's a lengthy process but we we do engage in that to try and get to the best solution for the students involved and um and it is
052both students I mean certainly if somebody's a victim of one of these things that's terrible we want to try and um address that for both parties benefits but we also want to really educate the other student to make sure that it doesn't repeat itself with the initial victim or with anybody else or you know you make these mistakes as uh Youth and their significant problems you make some of these mistakes as an adult they're even more significant so you know life altering so um we want if it's going to be a life alter we want to alter their everybody's lives for the better is's a learning experience through this um and we're often successful in that respect which could be 100% so this is just kind of an overview and Adam will tell you I
053mean you were here when we we're going through a lot of these policies um about six years ago and so I think it's pretty comprehensive and readily available today right there on our on our website do this so again that's um for parents rep reporting in appropriate behavior and it's right there um I will say too that you know I think we're uh in the process of reviewing it again our uh disciplinary protocols with our representative from beram and Moses they they've been helpful with us in the past kind of outlining some different things and um I'm just in the process with we haven't finalized the date yet for the high school administration and myself to meet with her so we're always looking at these things to see there's been revisions and changes since well
054the law is kind of always changing so we just want to make sure that we're entirely up to date from the legal end of things I think we are but want to make sure that this all reflects that as well and you know pretty sure we do but things change so often I mean just this year I I can't tell you how many bills were thrown at the wall in the legislative session and I'm sure some of them will stick and some of them are so obscure like they don't receive a lot of air time and we just want to make sure we have every nuanced piece nailed down so so that was all I had so you motions yeah do they all need to be separate I was going to give the opportunity to
055vote against one separately so you didn't have to vote against no I'll vote for them both okay the first raing let everyone consider it okay uh so appreciate the courtesy though okay um motion to move the 0523 equity and diversity and 6200 adult continuing education for a first reading all in favor unanimous and motion to move 6145 point21 status level sports program forward for a third reading and approval second Adam um can I 21 is what I have on the form itself it's just2 should it be 21 21 okay I'll fix that very emotional over this holy CRA man what do you usually do you take like a Leger or something yeah it's like I take uh Clarin and then zador for my eyes this eye drop stuff and I'm 12 hours now actually 13
056hours I'm supposed to take it every 12 so as soon as this I will take yeah like hit me like a ton of bricks soon as the 12 hours ran out there truth and advertising there well let's move these long R okay I've got 2021 on the policy on the evaluation form at2 fix it yeah she found it on the evaluation it's okay you good I'll it all right so we'll do that again all right motion to move 6145 point21 status level sports program forward to a third reading and approval second Adam all in favor unanimous that it's just a motion to adjourn and everyone has already seen the The Varsity oh yeah evaluation form right yeah okay it's been linked twice already so one question before we adjourn this form here this is you're
057Distributing that to the board forw okay yeah tomorrow and then we'll probably have a personel virtual Personnel committee meeting before April 21st well I'm going to give it back to you then okay I won't be hurt we're going to get it again yeah probably if you want it digitally or paper it's up to you digital's fine okay okay we good that goes bad okay moved second I'll second there you go all in favor yes we are adjourned all right