001thank you all so much for coming out to our second uh meeting of the uh Committee of this uh school year uh so it's great to see come back out uh we actually have some new uh faces in in the group including uh some of our Rockstar students who are joining us so uh we're super excited to have you all uh join us as well so our agenda for um just some quick welcome and introductions I want you all to know who you're sitting with so we'll spend a little bit of time with that revisit our uh committee Norms uh discuss the draft Dei policy and solicit feedback is our number one priority for this evening spend a little bit of time with uh Mr Jason uh going over our purpose and some next steps
002um so I'll intr uce him at that time review a few data um points pertinent to our uh preference groups and then um if we have time begin to discuss some of in our district as we look Norms that [Music] we [Music] e uh they're by preference group student discipline teaching and learning family engag Hi how are you so um student supports is here teaching and learning family and Community engagement diverse Workforce and diverse schools yeah all right all right all right I'm going to bring us back just to make sure we're on the same page with regards to um how this work got started uh I establish goal for the year um to um establish a cc more div number so I want to be uh really transparent I had my evaluation and something
003I expressed to the board at that time I exess to you as well I'm trying toate super awesome diversity Equity inclusion group for you you're ready to Dive Right into action my job is the policy that I sent out to you that part of the policy would say action so I don't want us to get too far ahead on thetion to make feedback about the policy for the betterment of our district but we can't jump right to developing a plan that's going to go my best to keep us actively engaged next next steps um the top priority for tonight is discussing um that draft policy um I sent it out via email to everyone in the um distribution list there's also hard copies uh at each of your tables decision making process um what I'm
004going to uh get all that feedback we're going to be on a Google doc literally capturing feedback from uh this evening it won't be scripted it will be if you speak on a certain topic really getting the essence of that feedback and we're going to capture it up on the screen so if you see something up on the screen that doesn't represent what you were actually trying to Capt capure you'll be able to see it and say uh Mr D that's not what I was trying to say and we'll capture that feedback there is not going to be a vote of the committee or because it it it's I told you how painstaking this process is in development of process because we're going to be talking about words and phrases and philosophy and and things
005of that nature there's no chance that we're going to get to full agreement on what the draft policy should look like what my responsibil is is to gather as much feedback um and and input as possible and I put the policy forward to the board that's again while I I want to say eight different times tonight you may speak really really passionately about something that needs to be included or excluded in the policy and you may not see it in the draft that I put forward to the board but guess what you can show up at a board meeting when this very policy is being discussed and saying I was at the Poli committee meeting Mr Dade already knows my position on this I want to make sure the board knows my feeling on the
006matter because they're the ultimate deciders of this so I want to make sure that we're clear that there's not going to be like a I send the draft out click yes or no if you like the policy but I really have that responsibility of making sure I include as much feedback as possible in the draft policy um also knowing that um I'm looking for board approval does that make sense so that's why that second bullet is is really important okay the draft policy then goes to that policy Committee of the board by regulation if there's um full agreement from the policy committee then it goes to the board with a note saying the policy committee agrees with the policy as presented if there's disagreement and it is not approved by the policy committee I will
007then take it to the board the full board on behalf of the Dei uh committee with a note that the policy committee was in disagreement about this um about this policy does that make sense so it's really in the weeds but I don't want any surprises you know as this process um kind of unel um unfolds so I get the feedback I'll draft the policy based on all of um the feedback that we gathered tonight I as you know when um the last meeting ended I sent out an email to the full committee even those that weren't in um in attendance to make sure that they also have an opportunity to provide feedback and then there's also a feedback form in your folders where you can actually write what was missing in your opinion from
008the policy or what needs to be changed I'll be gathering all of those uh forms as well tonight the draft policy is also going to be reviewed by our District's attorney just to make sure that there's no no phrase um phrases or things that um are against what we're permitted to have in a policy and the two dates that we're looking at are March 18th um so mark that on your calendar I do expect to see some of your faces uh there would be the first reading um from the Board of Education and then the full vote on the um policy um notice how I say possibly vote if they send it back to me that hey we want more revision then that date might not happen but March 18th is the anticipated date for
009the first reading I'll send a message out to the um committee so that you all know whether it's a a go or or not um and then same thing for April 8th if um if I know that it's going to be a second reading and a topic of conversation at that meeting I will make sure that this committee um is informed okay any questions about the process yes yeah um So my answer is the same as last time the the question was would we review data to veloped the policy and it and is no um I'll say I'll give a couple examples of why we have a um no discrimination and anti-harassment policy we didn't review data of incidents in the district we just have a policy that says that you will not harass each
010other bully each other things of that nature um so that's how we approach um the policy what we really want to focus the data on because data is really really important is when we get to the plan the plan of action is based on data what is our current data and where do we want to go um that's where the data will really be um important but stating that we believe that um diversity is important and valued I don't need a data point for that uh it's just what we believe as a district hopefully and we would put that into um into policy but that's said if we have time after the policy discussion I do have some data by um achievement um uh for our students discipline referrals to share uh tonight um our
011um Workforce diversity I'm already ready but that's not pertinent to why we would be developing um policy so we do have the data but it's going to come after the policy discussion any other questions about the process yes yeah oh I'm sorry I'm sorry hello everyone um just question about the board um and the board interaction I know that there are a few members the board here today and they're contributing I'm assuming to this process um how does that work within the board's structure in terms of Who's involved who's not um who's contributing and um just how does that lay of the land work within the board if I may ask so there's numerous committees uh throughout the district there's a instructional technology um committee where there's board representation there's a health Safety and Security
012um committee where there's board representation this Dei committee they're there to um provide input um based on their board hat their parent hat what have you um but when I uh When We Gather feedback it's not from a layered approach of well board members feel this parents feel this students feel the other is is to really be engaged in um the process contribute uh feedback and input um but we have numerous committees throughout um throughout the um district one of the thing that you'll notice about board member contribution on committees you notice that it'll never go over um four members because we never want a meeting to take place where it's seeming like the input from the board is actual board action so the number is is um deliberate that that's why we have two
013board members um here and not five um there's tons of interest uh from the board but they uh kind of gather all of the Committees at the beginning of the year and they um both Christian and um Christine signed up for this one yeah I question my second question well it has to do with the policy and the question that was just asked in terms of data and metrics when I read the draft policy it read to me in certain areas that there were things that were being done because they are a certain way in Cornwall um um of course we're all here because of our interest in diversity um but it reads like it's addressing a problem so as a member I want to know kind of are we doing this just to put
014it out there as we should or are we doing it in response to a problem is Cornwall doing is Cornwall doing something that uh is bad you know that we need to know uh so be uh yes no um the policy again I I just developed a workplace violence policy for the entire District it is not because there are tons of incidents of workplace violence there's none since I've been here but it is our responsibility and our requirement from the state of New York to have a workplace violence um policy it's not that we're doing anything wrong it's to protect our all of the employees in our district from what would happen what is the process if something were to take place in one of our buildings and then what is the board and superintendent
015responsibility so again no data sparking that policy there's no specific data sparking this um policy we talked about on your um on your table um uh there's the Board of Regents um policy um statement stating that uh we as the New York state regions believe that every school district should have a policy on diversity equity and inclusion and it should contain these elements and that's where we started with kind of the policy development how we came up with the sections uh in the light so it's not sparked by data the way I the reason I said yes no myself as a dad in the district I have examples of why we need a Dei um policy and I have examples of why we need some additional improvements in in our schools I I have a
016student in our district with lived experience that state that there's work to be done are we a bad District No these incidents happen all across uh the country but it's Inc Comon upon us to examine the um examples that are taking place here and and come together as a entire stakeholder group to figure out what that plan might be based on data once we get to that point but right now the policy is about what would we expect all of our students be able to to um experience how do we support um our students staff and families and then go from go from there okay all right so I I kind of hammered this point because I wanted to make sure you know that key result number three it was um me getting feedback from
017this committee to then develop the policy that goes to the uh to the board so what that is going to look like um I'm going to facilitate uh the discussion making sure that we hear as much feedback from um our group tonight about the actual um policy you also have feedback form forms that are in those folders I would ask that you don't fill that form out until after the discussion because um the feedback form is really censored around you know was my feedback considered in in the policy and listing um what you would like to add have removed reconsidered uh things of that nature um and then I talked about the other way in which you can engage in this process is really being at the board meetings where this is the topic of
018conversation so again if you believe data should have driven the policy development come to the board meeting and and state that that's that's every every parent right um every Community member's right so that's that's another opportunity to make sure that your opinion your feedback is is heard by the decision makers the Board of Education okay all right so um um has everyone had enough opportunity to um review the policy and ready to um start our our conversation so um I'll go ahead and uh open it up but I want to make sure I get our um Google doc up and I'm going to start with voices that I have not heard yet um this evening so again one of our Norms is making sure that we're um providing um everyone with an opportunity to speak
019uh so uh who would like to begin it could be something that you really um like about the policy something um that um you would like for the group to consider with regards to revision um anything that's on your mind with regards to the actual Dei draft policy can I give one more um piece of information so I wanted to just share one more um piece of information we didn't just start from scratch with regards to the development of policy policy development is not fun um so we always look for examples across the state um what you see up on the screen is um anytime I bring a new policy to the Board of Education policy committee it's usually as a result of something from the state school boards Association that will send District's boards
020and superintendents a draft of the lawyers have reviewed it here's all the important components of the um policy so as you can see here this is from nisba the state school boards Association that's why you see some of these headings like generally accepted beliefs and agreements the [Music] goals accountability transparency and review communication and enforcement so I didn't just make those up these are you know from nisba what they believed were important components of um the policy and then secondly our neighbors in [Music] Washingtonville had a policy that closely resembled um the state school boards Association policy with added items that were important to their Community like defining diversity equity and inclusion so we used examples all across the state and kind of honed in on some models to kind of draft uh this policy
021yes um the question was how often is the nisba policy reviewed um they're not unless it's sparked by a a revision to State requirements and uh things of that nature so usually we'll get an update from nisba saying there's a change in legislation so on policy 5130 consider adding this um paragraph to your your policy would kind of be the alert to to districts all right don't be shy group come on yes so I guess since nobody's saying anything I can uh I can say something um I just thought that I really loved it and I was very proud that our school district is uh is considering this it's very comprehensive and I think very well written uh we could of course word Smith like specific pieces of it I thought maybe some people could
022get together I sent you some suggestions for the first like the very first paragraph just to kind of make it very inspirational but as a as a whole it was a great document so thank you thank you all right I think this is live um so I went a little nuts with my highlighter um just I have to interact with what I'm reading and um so all of the purple is the good stuff there a lot um and I also had some notes with questions as to how those things would be done so the purple highlight and the underlining was all of my um all the parts that I loved best and then I also had my questions so it almost feels like I realize we're doing feedback right now but if other people have
023feedback that they wanted to send that we could always um maybe not edit the document but make comments and send it back to you if we have a lot um so down under generally accepted beliefs and agreements um I loved the part where it said the district also recognizes that students have been historically marginalized due to inequities associated with aspects of their identities and then goes into detail um moving forward the next sentence racism discrimin ation and marginalization of any people or groups of people whether intentional or not have no place in our schools our district or our community and I thought the whether intentional or not was it was very comforting very comforting um let me see what else um on the next page under inclusion the sentence that says inclusion extends Beyond mere
024tolerance and strives to celebrate and value the unique perspectives and contributions of each individual within our district um it often involves adapting teaching methods curriculum classroom structures and supports to accommodate diverse learning needs ensuring every student feels welcome and supported I thought that was fantastic um let's see as District staff um I really loved letter e under number four general statement of policy that the district is committed to systematically and thoughtfully developing the capacity of all Cornwall CSD staff who have direct and indirect contact and influence on students which another excellent point and the last one I'll leave you with um was regarding the data um on on the third page second paragraph it says the district will identify the multiple indicators necessary to monitor student outcomes engagement and school climate and specific data that
025will be used to ensure accountability for student school and districtwide performance and so um yeah there's the data right there or there's the commitment to the data hi good evening everyone and so thank you for pointing out some of the positives in this um draft but again I think it was the gentleman who mentioned earlier the action and I know you said don't jump too far ahead and I definitely appreciate that so I think at this point we should probably be thinking at the back of our minds how would this what is the expectation of as parents being beautiful words sorry about that being put into action I think it's very key that for the sake of our children that we do see some kind of um progress versus just something on paper so just
026wanted to add that so um there were two comments in a row um on that you know so how do you actually get this done which I think is really really pertinent that small group that I've been meeting with with um different stakeholders have pointed that out as well so if you look at uh District policy I'll give an example there's a policy around professional development but in that policy it doesn't say guided reading rigorous math instruction it doesn't outline specifics that's really up to me and my staff and things of that nature to ongoing um look at that but then there's a professional learning plan that's developed every two years that is the meat and potatoes of what we instruct our students every day it specifically outlines a focus on enl a specific outline
027of what Cod teaching and things of that nature look like and that plan actually gets approved by the board so think of that same kind of balance of policy sits here in policy it's directing the superintendent to develop a plan with you all that will have those specifics of you know where what are we looking for as parents what should we be looking for um with regards to progress of our students our staff and and um the like but great points from both of you um that that we Tred to keep those specifics out of the policy because they really go into the actual plan thank you so I want to address something on the second page and the third page about about outcomes and disproportionality so uh under 4A you have increased access opportunity
028achievement of all students with a targeted focus on identifying and addressing dis proportionalities as early as possible and then the following page in the second paragraph you have reduced variability in outcomes and then this sentence I didn't quite understand Ure the AC that academic outcomes will be predictable by actual or perceived personal characteristics so this worries me because it suggests that the goal is to have like uniform outcomes when I think what we want is to provide as much opportunity and access to Quality education to everyone but the assumption that everyone will be performing at the same level seems very patently false and I don't think if there's disproportionality the the necessary conclusion is that you know bigotry or racism is behind it or whatever whatever it is but um I think it's one thing
029to look and look for disproportionalities and then offer support where that's needed but what I would fear is that you would an attempt to reduce variability lower standards so how exactly I guess what's the value what what do you mean by lowering variability um so this is going to be a really important um piece that you know um part of the plan uh process is going to be making sure we're all educated on uh terms like disproportionality and how that leads to questions so when it becomes an issue is if you look at at the demographics of cormell Central School District and um and I will say there's a 12% um there's a 7% uh black population if we look at our discipline referral data and 45% of discipline referrals are black students there's a
030question there it doesn't say it's because of X Y or Z I would expect the student wellness and discipline group to take that data and dig deeper what question should we be asking what focus group should we be pulling together from parent perspective um our student perspective and things of that nature but disproportionality means there's a significant variance in what is being shown by your percentage of students to um what is actually um happening um so I want to show just a few examples because this keeps coming up um and I think it's a great question so some of our data that um I just pulled just by way of conversation so this is our Cornwall School District student population 7% black 23% Hispanic 6% Asian 60% white 4.6% around 5% multi-racial that's like the
031basis of if there's equal outcomes you would expect it to look similar as you're thinking of graduation rates you wouldn't expect to see only um x% of Hispanic students 10% of Hispanic students graduating and their 23% of the population would be um a question that we would um ask not jumping into conclusions that's why we're here to ask those questions and really figure out why and then what action steps would be put in place to improve here's New York State um um student ethnic data so um New York state is um uh the data that you see there our Workforce 98% white and 2% everything else so that's a that's a question I don't jump to any conclusions the work of our various stakeholders in the diverse Workforce group would take a deeper dive into
032why is this the reality is one of our goals to improve that to better match our students um for me again no one else gets to speak my truth it's important that my daughter sees someone who looks like them in a profession that I think is valuable um and an asset to um our country so it's it's something that I speak as my my truth and I get to as a dad that's it's important to me that this would change for Cornwall as the father of a multi-racial uh student yes oh is ethnicity self-reported yeah yes this is our director of HR so and then this is the data by state so again I would go to the workforce group to say this is the teacher Workforce by ethnicity at the New York state level
033compared to Cornwall use that data to um dive deeper into what might we um think about in our action plan moving forward in teaching and learning um for reading grade three through eight the achievement um gap between white and black students is 17 uh percent white and Hispanic is 16 uh perc similar Gap in um math now again when I would work with the teaching and learning group just to provide data and then all of our parents and staff members will do their own data digging um the research shows that you should not be in double digits with an achievement gap for any subgroup our special education population our um ethnicity uh subgroups are male female there just should not be that Gap um in achievement now you would look over time there's tons of
034things that we're just not going to but we keep getting asked about um data so I just want to share a few our student support so our special education population we have approximately 400 students so when we look at something like disproportionality this is disproportionality we have about a 20% um free and reduced meals population and 40% of our special education students are on free and reduced meals double the number of students that we have on free and reduced meals are um in our special education population that's a question 63% of our special education population are males I'm not I don't I don't have any solution I don't have any rationale for why that is but when we talk about disproportionality that is disproportionate 2third of our special education population are our males and these
035are all by your group so I'm just kind of giving a teaser for each uh each subgroup student discipline um as a as a reminder about 23% of our population is Hispanic yet at the middle school and high school level it's almost 36% of the discipline referrals and then 77% of discipline referrals are male if that doesn't spark a question um I don't know what would but but there there's questions I would ask there um about the way we approach um certain things in in the district so um and then family and Community engagement there wasn't like an easy data pull uh for me but the great thing is the board is just at the last meeting um given authority to kind of move forward with an engagement survey in then engagement survey we would
036send it out to all of our parents our students at certain um grade levels to get their perspective on uh the district so a lot of the data that I think this group would be looking for may result from that engagement survey which is going to happen um soon in the in the spring so that's some of that's some of the data points other data points that I would um pull are um percentage of students by subgroup in our accelerated program at the middle school higher higher um rigor courses um at the high school those are just things that again I don't make up if you look at any school district who has like an equity plan um and they have it in like their strategic plan those are things that folks look at as
037here's where we are set a goal as a as a community and then kind of go from there um so if we could have him speak first um I know as far as data is considered when you look at things in a bubble it's doesn't pain a broad picture have we ever considered looking at percentages from year to year from like five years AG 10 years ago 15 years ago 20 years ago to see where those numbers line up because it's easy to paint any picture you want with just one data point um and the other thing was May I for um can I can I answer the first question first because I don't want to lose it um in in the policy um so my as you all know I didn't even want to
038my My Philosophy is data doesn't drive the policy the reason I brought up the data is it keeps coming up so I I read a room and thank you let let's sh let's share some data what I don't want um that to be is I have two hours with you today if you want to talk about the data geek that I am I know the data points that I would expect each of these groups to pull over time how you disaggregate a black population who's also free and reduced um meals there's lots of different ways that I know how to dive into that um data so it wouldn't be in a bubble I would really trust this group to ask the right question questions ask me for the data that's going to support um your
039next steps and we would just rock and roll from there so this is just an example that I knew I would have to provide um if it if it was questioned okay um and I just divided just one per per group what was TR uh in number four part A it says increase access opportunity and achievement of all students do we feel like we're currently limiting access opportunity or achievement that we need to increase it or is this just something to put on paper so um that's that's a really good point that I think is going to be what we need to really make sure that we capture in in the feedback so if it's not driven by data the whole question like is do we have something to um that we need to improve
040if it says something like increase access opportunity for our students just right there is is a revision that I could see us easily making is ensuring that there's equal access and opportunity for all students in our district period that's that's an easy revision but really really important um point that I think you and um Mr pelota uh raised so thank you yes I just want to follow up with the variability and outcomes it just it seems like the policy has to take a position on that it wants to reduce variability and outcomes and there's two ways you can do that you can either support those who are falling behind so that they meet meet a standard or you can lower the standards so that there's less variability between you know people who are underachieving people
041who are overachieving and I would like to see the document state explicitly you know which approach it's going to take because obviously I would prefer that you know that the people that that this doesn't limit anyone including the students who who have you know high potential or performing well yeah so you're getting into the plan which everyone in the room wants to get to so if our goal is to decrease variability um one I'll just say for the record I never I I'm a parent in this District I don't want lower uh standards that would never survive any mention in the Cornwall Central School District we will not ever lower the standards of our students um in this District the goal is to make sure every students has what they need to achieve any outcome
042that um we deem is um right by our our students so not lowering standards but making sure every student has what they need to achieve at the high level that we would expect of our I think it's just worth saying that in the document so there's no confusion on that score okay if I could go to her person thank you so much um this is just a thought um just because looking at general statement of policy you know B and C I know it's policy it's General um I'm coming from a special ed perspective um as a speech pathologist at the high school and I just see the disparity um the disproportionality between my students you know just kind of looking at it so looking specifically at letter C revise and reconfigure District policies and
043practices that contribute to the Persistence of inequalities I don't know if we need to specifically list like in special education you know if that's part of the plan I'm just speaking out I'm thinking out loud is that a plan or a policy that as a goal in Cornwall we're going to look at special education and see how are we evaluating students and identifying them as special education students or cultural differences that's just a thought but I was I wasn't sure if that's policy or plan but so uh I can't remember I think you mentioned the part where it states specifically in the policy that there's going to be data and metrics so I would anticipate that that would go into the plan so what special education as a specific metric the identification of our students
044I could see as a without a doubt it will be in the it will be in the plan because there's definite gaps there's defin definite disproportionality there okay so um first of all just um two points one is just kind of a comment on data and the second is just my concerns with the policy as it's written here and I understand that this is a draft uh the first one is in my classes I do data for business and I look at the data for Village of Cornwell and Hudson in the village of poers Falls and my students see it every single year for the last 10 years so I know how their unvarnished view of it is and it's more or less in line that you know there's quite disparities and if you compare
045those two Villages that are 30 miles apart there's a lot of differences and they know what their learning experience is like and um they have interesting opinions about what the learning experience must be here so as far as the data goes as far as a description I think it's fairly accurate um my concerns with this is mostly coming from the perspective that I want a policy that is going to be enforcable and clear and will be able to improve our ability to achieve the goals so my concern is that I actually think the nisba Exemplar is better than this and what I mean and I think they're both aimed at the same thing but I think if you brought the nisba examplar and I can only speak for myself I think you would it would
046pass the board um can't speak for the other eight members but that's that's just my sense of it from having some conversations with people um my concern is that the definitions don't really Define sometimes there are statements and commitments to doing things and not actually defining terms and I think you're hearing that in here where when people have different views on this if the definitions don't really limit the understanding um that's a concern to me in terms of like as this is a policy how people are going to pull parts of it and have very different views of what it's doing but where I see that when I read it read this is that some words are not used consistent some terms and concepts are not used consistently and like any committee document I see
047multiple Minds at that pulling in different directions and I'm concerned about how that would actually actually work as a policy and I've read all of our policies and I've read Washington Bill's policy and the nisba policy previously so those are my concerns so if this is something that's going to before the board in a month it doesn't seem like if you want a policy I think the nisba example our passes I would and the point is we would have a policy and we can always work on it from there through this committee and whatever and we would have something in place as I said I'm I'm speaking from just what and I think that there's some things that can be improved in terms of language to make this a policy that is not just a
048policy but as someone said would have the impact that we all all desire all right so uh just a a few points so one um our our little small uh subgroup really tried to keep keep with terms and definitions that are already agreed upon by New York state so you saw diversity I pulled it directly from the Region's um definition of diversity Equity right from the region and inclusion so I I really tried to keep it not what my definition was but what's actually in our cultural responsive framework at the state level and and things of that nature um and then secondly like if you have any specific feedback like um Mr berell just make sure that uh you provide that but really concrete so just saying um I like Highland Falls better than the
049one that we drafted won't help us move the process forward it's really the specificity around this section of the nisba um policy is is what I really believe should be included this is where I think um something should be um discluded so my job is to kind of take all of that feedback and move it before the board but something that I committed to in our first meeting was not just taking a a policy off the shelf and saying this is Cornwall um so that group took all the feedback that you provided um that first meeting and we really tried to incorporate it into a policy that um is actually um represents uh Cornwall so keep your um feedback when you send it to me as specific as possible um and I'm sure we'll we'll
050get to where where we need to go any of our students have anything to say you don't have to I just want to make sure that I give you that space all right okay hi y'all I am Melissa I'm an 11th grader at Cornwall Central High School um all of us are actually students from the AP Language and Composition class that Cornwall offers um one of the issues we had with the policy although we appreciate that it was drafted and you guys are asking for our opinions with this we did notice that the policy is incredibly vague it lacks specificity and I think that's one of the issues that makes it not being able to be enforced it often sounds like frivolous for it but um specifically I noticed how you guys like to mention
051ensuring equal access to opportunities but one thing we noticed as 11th graders and prospective college students is the sat courses that Cornwall offers specifically ones that cost hundreds of dollars and are often Out Of Reach for certain people of socioeconomic status so um one thing we figured we could offer as a solution potentially with the drop schedule and how we can include more classes is essentially a SAT prep course that's available for students to add to their schedules as is um and I can speak from experience my cousin attends West Orange in New Jersey and they actually do provide sat classes in which students are just welcome to add to their schedule so that was something we noticed hi my name is Ava I'm also an 11th grader we also had a concern that this
052policy we drafted here is very similar to the dignity for all students act and we just wanted to make sure that there was a clear difference in this policy that's being drafted today um I'm zna again also from 11th grade what we noticed and kind of like of course the draft is amazing and I really appreciate what it's trying to do I just feel like a lot of the stuff goes without saying like how all children deserve to have equal access to opportunity I just feel like that's kind of what's already expected that's already what's in our handbook so I just don't really see the difference like AA said and what this is going to do um compared to what we already have in place excellent so incredible um viewpoints uh so one of the
053things that you're you're hearing continuously is the struggle between the details that some of us are looking for including our amazing students and what goes in policy so it is an incredibly tense uh back and forth that the board's going to really um engage in of of what to what specificity um does something that we might Garner in our feedback tonight should be included in policy there's there's another piece and again I don't want to bore you with kind of um what we go through as a board and superintendent the other piece that was raised that was really really important is we have certain policies that will reference things like our code of conduct Dasa and things of that nature so it's a here's our policy here's what we believe you will not discriminate against
054someone based on their age race religion Etc then it will say C Arda um regulation and and things of that nature same with our code of conduct it says we will um approve a code of conduct every year very very vague and then there's a separate section for the actual code of conduct so you all each bring up really important um pieces um Alyssa Alyssa brought up one of the things so as a as a dad coming from Rochester it's a Cornwall one of the things I noticed immediately was something that Alyssa stated in Rochester you would not have students pay hundreds of dollars to participate in something after school it was absolutely forbidden because it immediately cut off opportunity for a large group of our population in the community when I got here I
055was like huh this is quite interesting because I was writing the checks so as ado was participating in XY or Z I was like this is really really interesting what's accepted here versus what is actually absolutely forbidden in another District so something like accessing an SAT just think about that about access to equal opportunity it's not lowering a standard and saying nobody can take the SAT um prep course it's what do we need to do by way of our practices to make sure all of our students have that equal access not based on their income or their background or um what have you so that is an absolutely Salient example that I think we need to really wrap our heads around when we say we are not a bad District but that is one key
056point that we as a committee could say that's really really important as I look at the cost of EX Club I know families that were not able to participate because they couldn't afford it so those are just things that we just really need to think about about why we're here what those details might be in a plan that you just will never kind of see in a policy you'll see that vague we commit to equal access and opportunity for all students and then we look for those examples of where are we not meeting that and then we come up with the plan of how we're going to make sure that that's uh corrected so you all did not disappoint uh thank you for your uh feedback um really really uh appreciate you yes Mr Rivas
057hi I have two kids here in the district and um my first time in this meeting and uh seeing all the policies that are being talked about and I think they're really important um I think uh a lot of the stuff that's being written here is really great um one of so guess this policies are aimed at teachers administrators and the like and parents I guess who will take the time to read this but my question is how do we're going to encourage our students to implement some of these things that are being talked about here because yeah we all some of us will read the policies the people involved are going to read this policies but kids are not going to read this they're not going to be interested in this so I guess
058it goes down to the teachers to explain this but what else can we do to teach our kids to be more inclusive and also for the high school students they're a little bit more mature they can understand some of these things a little bit more but then we have kids in elementary school who have no idea like what they're talking about and things like that so how can we get maybe like speakers to come in and talk to the kids about it how can we have special sessions or programs where we can illustrate some of these things so that because they're the ones that in the school every single day and they get to deal with each other so how can we help them navigate this Waters that are not just in terms of like
059sexual orientation or how they prefer to call them themselves sometimes it's like a matter of Interest or whether or not you have the right score on fortnite or whatever someone clicks are being created just because of random things how can we help them understand some's policies y great uh question so um andan a lot of that's going to be developed in in the plan of what's kind of age appropriate grade appropriate things of that nature for anything that we would want to move forward for the education um uh component so that would be at the staff level uh the teacher level um our our counselors social workers um all across the board really kind of implementing whatever plan we would develop to really make sure that it gets down to our students any other feedback
060on the policy yes my comment's not going to be well articulated but I just wanted to share that I'm extremely excited about the student satisfaction survey that might be administered because I think it's important not just that we focus on their academic academic success in regards to test scores but how they also engage and their satisfaction in how they belong at the schools that they go to um just to share too that at the community college I work at we spend a lot of time and look for a lot of money to support um and to provide resources to students so they have a sense of belonging and that more than anything has really shown to be able to increase their test scores um get them through remedial education and get them College ready faster
061so I think that that maybe the data coming in through that survey and some of these other efforts will be helpful in that but along those lines and kind of what you were saying it is very heavy um in how it's written focused on Administration and uh faculty staff and maybe a little bit of parents but how could some of the language maybe be more student focused or student centered that they have a a part and a role in this um not just that they're re recipients of the policy but that they're um proactive in it again I'm not really using my words well but no you uh you hit the nail on the head again um just to geek a little bit um there's something called uh Street data as you as you engage
062in this important work so I can throw all the test data I can throw all of the big picture data but if we're not actually speaking to our kids all of that is for not so I'll give an example we um continuously struggle with our attendance um rate and those students who are um chronically absent you can I can throw numbers at you but it won't get we could as old people just sit around and like oh it's just if they would just get out of bed and things of that nature and and none of us spend any time with those students who might give you examples of why they're really not wanting to come to school that may be a little bit more than them being lazy or something that we would jump to
063that they would give you some real information that's called Street data about at my level this is why why I'm not coming I don't want to come to school that data is incredibly important as you stated that we wouldn't leave that um behind but how do we fold that into the plan process of here's the issue here's where we want to go what do our students um say about it what do our staff say about it our parents say about it and then make a plan uh to get there so could not agree um could not agree more hi um I had a question about number four G intentionally seek to attract recruit hire cultivate and retain Personnel who better mirror the diversity of the student body we serve um I saw where 80% of
064teachers in New York state are Caucasian um that would leave a pretty small pool of diversity because the City uh consumes the majority of that um and almost 70% of New York uh State teachers are female so if I understand G correctly that's a group that we want to kind of thin out so the the wording is really really important here so so if you're intentional intentional about how you attract a diverse pool there's no one who could sue me in any means fashion or form because I can go and attract anyone um that I want to apply to the Cornwall uh Central School District it's when you um engage in choose this person over that person where you get in trouble but development of a pool is all within our right as a as
065a community um so what we would be um looking at is um and this is something that I'll just share with you is already happening so we're already pass the plan level because it's something that I have paid attention to with Dr Herington we've never participated in um hiring fairs in certain locations across the state and it's it it has limited our applicant pool for the cornall Central School District full stop so by participating in certain hiring Fe years you might have a a more diverse group of candidates take a look at your uh school district and then you they you plug them into the process of the resume screening interviews and then you make the selection of the best most qualified candidate but if they're not even in the pool they have no chance
066of coming uh here to Cornwall so the if you look at that um G that's getting a lot of attention it's the intentional um Recruitment and attraction um of candidates um for our school district that um we would hope would result in a more diverse um Workforce by the sheer fact that we we've in my past District we looked at how many candidates um in certain uh subgroups are actually even submitting their resume um in my school district in Fairfax if you as then as soon as we went to a few different fairs then we looked at the pool and ran the same numbers and that was our data point and then two years later we looked at the same slide that I put up to see in 2018 what did it look like and
067then in 2020 what did it look like so that's what it that's what it it's intended to be is the intentionality around um our pool of candidates not thinning something out and things that nature it's if if folks don't even know about how great we are as a school district then they're not even going going to apply um apply for a position yes um Dr Harrington and I can't speak for what's happened in the past it's just something that we kind of identified um uh recently as something that we wanted to do so um March t uh this is my fourth year yeah absolutely and um unfortunately I'm one person so there's uh a pandemic that I handled when I first came in and um some other things along the way so you know I
068I tried to be intentional about when I um put certain things forward um as a district I I will share I I can't remember if I shared my my second week on the job alumni from Cornwall met with me and said I don't have a single teacher that looks like me in the district I've never had one from kindergarten all the way through 12th grade what are you going to do about it and I explained to this group at that time you that's not something that you can necessarily tackle when you don't have the relationships that I now have um I now have three years of being a parent in the district to kind of look at what are my priorities year by year so no excuse but there's only so much I can do
069um what I'm proud of is well before I got here we weren't present um participating in things like this and and we are now so March uh March 9th uh we already signed up to participate in um a diversity faar to attract candidates from for all of our our vacancies that will contribute to the pool that we already have um as we go through our normal recruitment uh process um Christine you were first um thank you so I think there's been some really great um points brought up and we could word Smith to make it more um accurate or more in line with you know achievement and not lowering it or making it you know better I really want this to pass at the board level um I'm committed to it you know wordsmithing it
070and everything else aside I think fundamentally philosophically it's what we believe in I think the students even said like this goes without saying we would like to think so but we need a policy and my for consideration to tighten up the policy part and maybe have a charter document or something so that it can get through the board and and be a very fair policy but not get hung up on some of the other language that won't be a policy but it'll be more of a commitment from this committee and then the district as a whole yeah yeah well stated and I I think our group uh kind of uh batted that around um we kept going to different um examples and like Ah that's just way too much there's no way in hell that's
071going to pass the the board because we're going to get tripped up on a lot of language um so we actually went from a lot of examples that were in the page range uh to get it down um to four um but since that time since sending it out I think that's probably the most frequent uh comment Christine is you know less is more I don't want words on a paper to stop the progress I will tell you words on a paper even if it doesn't pass we're going to do this work like I'm doing with Dr Harrington there's there's work that needs to be um done um but you know how do we really tighten up on that um the policy policy um piece that would more more resemble what we what we see
072in other um policies and I I keep zeroing in on my small group I keep throwing in the board directs the superintendent to work with this fabulous uh group to develop a comprehensive plan that would be based on metrics and that's the work polic we we won't even reference the policy at that point we would we will be kneee in in the important work of all of these different um preference groups and and setting up a plan uh to move us forward thank you yes um think trying to as we look at the policies and you going to implement the plan and how to make this all happen um C few years ago I think before you were in the district there was a safety meeting and we talked about you know kids being able
073to express where they're being bullied or whatever things like that and at the time I have mentioned maybe um there are several platforms or portals maybe that the school can Implement where can make it very easier for kids to find access to information I don't quick question for the students how many of you go to the website on a regular basis at all or to find information that you need to check the grades and stuff like that I'm wondering if there's like a newer modern version of an app or a portal where students can feel comfortable where they can find information about each other if they have group projects feel comfortable as easy ways to reach out their counselors or as a way that they can express some of their feelings about how they're being
074discriminated against or things like that make it easier for them to get those to the right people and also that'll be able easier for you to collect that data and be able to analyze it and pro process it in the future um so maybe maybe looking into that when you look to implement a plan for something like this I don't want you to have to repeat yourself so I hope this isn't one of those but just to piggyback on what some of these young people so eloquently stated is it worth adding somewhere that this should not just apply to because you know let's say in this paragraph here on inclusion you know it's specifically stated oh boy now I lost it but it's it talks about curriculum classroom structures is it worth it to mention
075that after school PTO outside school extracurricular activities should also be adhering to the policy just um I'll just say a lot of disparity not just in the state or the district but across the country happens in those after school programs yeah awesome Point we've definitely um captured that and if it's not there I I would want that to be you know the intent of the policy is that this applies to all after school before school things of that nature because that's where we do see some um inequities uh pop up what else all right so two different ways that we can still if you didn't feel compell to speak but you're driving home and like oh I wish I had told da this send me an email you all have my email address I'm I'm
076going to capture all feedback that form in your um in your folders um is really really important because I want to be able to share um with the board specific feedback captured from you so as we engage in the last part of the meeting make sure that you're filling that out and leaving your form I don't need your name I don't care who says what it's really getting feedback back based on our committee um that I'm going to look to fold into the policy and also I'm going to be um really strategic about making sure that the board understands you know this kept coming up and this is why I made the decision for XY orz so really providing them with as much information as I can share from uh this meeting so that they're
077well informed about kind of the sentiment and back to the role of the board members we have two board members who have been to both meetings so they can share firsthand this sentiments from the group process and and things of that nature right at the board um table so all of that's really really important as we um move forward all right all right so my um growth area one of my many growth areas my wife will tell you but uh a growth area I'll share tonight is I'm if I was sitting at your table I would have been the the one raising like when are we going to get to the plan so um that I I like to jump right into action I don't I don't waste time if if there's something presented to
078me of hey we have this interest in getting this done I'm going to set up a plan and and uh make sure we get there but taking that step back to key result number two and making sure that we understand that this is a a bigger process than we're going to be mired in policy development for a little bit as the board deliberates and Wordsmith and things of that nature but starting to set us up for for that important plan work is kind of our next um Step so um I've been having numerous meetings with uh Jason Burnham who's one of our uh community members he happens to do this kind of work not Dei specific but galvanizing Community coming up with action plans implementing those plans with large groups so he's been kind of
079my um thought partner in in some of this to make sure that I'm not just kind of ram riding uh forward uh in some of this work so um I asked him to spend just like 10 to 15 minutes on um how this uh has played out in other areas and where we're looking to go then we're going to spend the last um part of the meeting the last 30 minutes in your uh table groups to really start to have that conversation as parents sitting with students sitting with staff about what are those growth areas like Alysa Shar as a specific example of where we might see that group focusing in on pulling data metrics and developing the plan moving forward okay thank you Mr D it's a little too loud very loud I don't
080know if I need this um well thank you everybody um actually can everybody hear me right if I talk like this I have a very loud voice and I know everybody's the one to hear my voice that much louder um but just a really quick background so you guys all understand who I am who is this guy what's he here doing what's his role um my day job I do cultural development Innovation uh and um organizational transformation for large Global organizations um but how I got into this particular work um so probably about gosh 10 or 12 years ago um I spent about five years volunteering at the United Nations as a social Innovation strategist um during the time when maybe some of you are familiar you heard of the United Nations sustainable development goals
081okay great um so I was a part of those early workshops that led to the development of these goals right now when Co hit in 2020 um you very quickly I realize that gosh it's going to become harder and harder to start to solve for a lot of these goals just given all of the changes that were happening in the world right and the reality is the reason I'm very passionate about the Dei work is that Dei you can't really see it here but just by implementing Dei within organization and institions alone starts to solve for seven of the UN development goals right so it's really critical work okay um however thanks um we have a lot of challenges that we're being we're up against right now and don't get me wrong a lot of
082these challenges have been evolving for years decades but we've seen an acceleration since 2020 right with the pandemic and also with how social media is being being uh weaponized right to drive misinformation and disinformation around a lot of things how many of you have heard the term vuka before if you haven't you will so as you can see here vuka stands for volatility uncertainty complexity and ambiguity that's essentially the world we're living in right now and what's really driving a lot of these systemic problems is we're dealing with disproportionate shifts in Power Balance and structure right we're seeing shifted to just a few we're seeing multigenerational needs values and aspirations that need to be satisfied right we're seeing massive disruptive change that's rapidly increasing so whether it's a global pandemic whether it's an economic collapse
083whether it's War right we're seeing just a lot of a lot of tumultuous change happening in the world that we need to be very conscious of and all of this is really being exacerbated by misinformation we're all living in fragmented realities right now in terms of how we believe the world is and how we believe the world should operate and behave we have to be very mindful of that as we start to dig into this work that Dei specifically right is being weaponized now and when I say weaponized I mean it's to some extent on both the left and the right both politically and also how media is using it as a means to drive people just to get people angry and fearful of things that are happening in the world and if we really
084want to see this be successful we need to complely transparent with our intentions our policies our practices making sure that we're socializing it with the community at large understanding what their concerns are right where their resistances may be and making sure that we're meeting people where they're at right and so that we can properly communicate educate what our intentions are and what our plans are ultimately going to be um I'm not going to get too much into the rest of these but essentially we have to account for the fact that there are all of these big problems that are trickling right down into our local communities um and need to be prepared for resistances to any types of policies and practices and making sure that when we talk about inclusion we're also including those that
085are opposed to us too right so we have to listen to those voices and we have to understand like why are they resistant because a lot of it is because of misinformation or miseducation right it's going to be our job as a committee to make sure that we are doing that education and as I mentioned these problems are systemic right systemic problems mean that these problems are interconnected and that in order to devide solutions to them right they they are inter interdependent so there has to be a different approach to how we manage F right and that is why there's a difference between as as Mr dve mentioned policy and the plan because as we start to think about our policies we also want to make sure that they're flexible enough right so that we
086can be much more agile and adaptive to the world that's emerging before us there's going to be new needs new priorities new expectations right and we want to make sure that we see how challenging it is just to get everybody aligned to a policy the policy itself really should align to like a v a set of vision and a set of goals the practices and the behaviors right and all the things that we're going to do on a day-to-day basis that's essentially where the where the the committee comes into play in combination with the Board of Education to really think about how do we start to build a governance model around how we innovate new practices right and new behaviors and new activities that support our vision and goals so don't you know and I
087say this because I know there was a lot of lot of things that people wanted to build into the policies but the only thing I would I would recommend is be conscious about what really needs to be in a policy versus what really should be part of an ongoing governance model right and because you want to make sure that as we're testing out new practices we may find that the ideas that we bring forward here once we Implement them maybe some of them won't work right and we want to be able to change them we want to be able to switch out practices in and out policies are very hard to change once you start to Institute a policy so we want to make sure that the policy has a bit of that flexibility to
088allow us to be able to adapt adapt accordingly now some of you I know some of you may be familiar with some of the work I did here I am actually sitting on the economic development advisory committee for the town some of you may be familiar with the New York forward grant that we won last year four and a half million doll so the methodology that we're kind of proposing here today is the same methodology we actually used that one right um so it's part of the economic development committee which is now a broader initiative that we're kind of calling the Cornwall Cornwall forward if you will um but essentially it's instituting participatory governance and participatory governance means that how do you start to engage the community right and being able to co-create new policies
089practices as a means to really govern towards wellbeing and quality of life okay and the idea here is not just about right we want to officials who support our values and support our belce of course we do but also recognizing that in between elections there's a lot of things that happen right and because we're dealing with this rapid you know rapidly pace of change that we're all up against we have to take into account that hey wait we want to be engaged in between elections and we want to be engaged you know in the decisions that are being made that are directly going to impact us on a day-to-day basis right and that is where disor governance comes into play and while we've instituted that you know at the the municipal level that is something
090can also be instituted right down into the education experience within the school system and really thinking about how are we co-creating with parents with students right with teachers and faculty right so this is where co-creation really becomes asset to making sure that we are including all of those different perspectives and diversity becomes really important because it's about also diverse perspectives making sure that we are hearing what is your truth what are you experiencing right and making we are creating those safe spaces whether it's an app or another channel to make sure that that students can come forward and feel comfortable about speaking their truth but also for faculty and staff as well right we want to make sure this is also a holistic policy that is all encompassing and then the idea on ongoing basis
091is we start to think about this committee right really starting to use these sessions to start building those practices right start instituting new ways of doing things and that will be where we really shine and there's going to be a process that we're going to start to go through if any of you are familiar with design thinking you've heard that term before um essentially it's really the process of being able to empathize with people's needs values expectations and aspirations and taking all of that understanding and designing an experience that really delivers to those needs values and expectations okay and then of course you know as Mr Dade mentioned from a from a development standpoint you know we have you know one of the things we're doing within uh with the the at the municipal level
092is thinking about leadership development so what are those kind of Future Ready skills and um behaviors and practices that we need to adopt to be ready for future that isue for us and so I think that go that's going to hold true also for our students as well as for our staff so how do we start to think about those curriculums that are really going to help to solve for a lot of these issues um both in within our curriculums as well as in our in our employment agreements if you will the staff what have you so I want to bring this up I think it's important to recognize that this is also all part of a bigger initiative which is how do we really come together to really design and develop the cornal that
093is for all of us right not just for any one particular group of people um and so that is going to be really critical to how we start to move this forward and really thinking holistically about this work how it feeds into the entire education experience here at Cornwall and then how that really feeds into the community that we're all trying to develop together and that brings us to the education experience right so about you know the education experience it's important to recognize that you know it's not just about the education experience for the students it is about the staff right it is about you know recognizing that you know who we are as a committee what we're have what we're up against right so what you're seeing here from an education experience we always
094think about it in terms of the students but you have the students you have the staff then you have our different schools you have different departments right you have different leadership across those schools and then of course we Al know when it comes to Dei work and how it's being uh perceived in the community we have to account for the community at large we have to account for legalities in terms of government policy um and that's another issue that we're gonna have to bring up around the Dei policy too to make sure we're not trying to Institute something that potentially be deemed illegal um and then of course how media is talking about Dei right from a media standpoint we have to be conscious about how it is being weaponized and how we how they
095are framing the narrative around Dei because we have to be very how that's going to impact our efforts on a day-to-day basis so we're up against you know two different types of culture cultural challenges right there's the organizational culture which is the culture within our schools right how do we start to shift the culture within our schools to become much more inclusive right and and and build more Equitable opportunities for both students and staff but we have to be conscious of the popular culture right we have to be conscious of how people really think about this type of work and what it means to them how they're interpreting that information and making sure that we are being completely transparent and open so there's no question about what Our intention is and what what what we're
096going to be putting into place and so as a committee when we start to think about the planning process we really have to consider why does this committee exist in the first place right so we do have to really understand what is our why and what is Our intention and what are we looking to accomplish with this committee specifically beyond the policy one thing Institute the policy the real work going to come in start to develop a lot of these practices and as we're developing practices we need to get crystal clear about who are the actors that are going to be delivering against those practices right whether it's whether it's faculty whether it's teachers right whether it's Administration whether it's parents and then who are the stakeholders that are going to be the receivers who
097are going to be the ones impacted right by by the practices and policies we put into place and when I talked about the empathy right being able to emphasize with people's needs and values that's where we get to what kind of experience students and staff want to right and families want to right and what is the community want to so we want to make sure that we are including all of those voices we are getting everyone's feedback and really shaping and designing the experience that you all want to see but let's hone in on where we can actually have the greatest impact right I mean let's be clear there's a lot a lot that's being dumped on people these days listen we're all coming out of a pandemic right we're all dealing with a lot
098of just bua right a lot of volatility uncertainty complexity in the world and ambiguity and all of us have to really think about um what do we want to prioritize what can we actually manage right and that's really what's important is understanding whatever we're trying whatever outcomes we're trying to drive we have to make sure that the policy and practices we're putting into place we can actually deliver it against right do we have the resources do we have the budget do we have the knowhow do we have the need do we have the desire even feasible these are all questions we need to right so it's not as simple as just kind of coming up the ideas we've got to think about how we start to implement those practices and then ultimately determining um you
099know how we engage our different stakeholders to deliver to those outcomes and so we have want to think a little bit holistically about how Dei fits into the overall education experience and this gets us right at the heart of experience Innovation which is like desirability VI uh desirability viability and feasibility so what is it that students and staff uh uh need in value right will it help achieve our our goals and our outcomes and is it economically and technically feasable so what we want to do is we want to kind of go through this process right so we're talking about as participatory design we're co-creating the policies and practices to achieve our our shared outcomes right that we're trying to accomplish so we want to make sure that we're procuring the board of education's commitment
100and making sure that we're securing initial resources for whatever practices we want to put into place supporting that with communication and stakeholder engagement plan Mak we're socializing all of our Dei objectives and processes to make sure that we're aligning and validating our approach and then we want to reconcile whatever practices and policies we do come up with and we reconciled that with our with our CCS our district um comp plan and then ensuring that we're engaging you all to bring in all of those qualified stakeholders to really help close the gaps that exist within the education experience within the Dei within Dei and then working on implementing some sort of collaboration and feedback not just this platform here but thinking about how we start to engage the community at large and as we heard data
101data data I'm someone who believes anything we put into place we should be measuring and we should be assessing the impact of that figure out what's working and what's not here's the thing not everything's going to work we're going to make some mistakes there's going to be some bumps in the road that's why it's important to have flexibility to make sure that we can adjust on an ongoing basis and that's the whole point of instituting continuous Improvement and a participatory governance platform to allow us be able to continuously improve so just to kind of wrap up here this is kind of what our 12mth road map is going to start to shape up look at right so consider this a design Workshop right we're coming in here we're co-creating the policy Next Step will be
102to co-create some practices but from here we're going to then synthesize everyone's feedback or I should say input into a policy and governance model that we can now start to use to develop new practices on an ongoing basis and once we've designed those those Poli and practices we need to socialize them back to the community at large Beyond just our committee to making sure that everyone is brought into what we're doing and how we're actually going about doing it and then we're going to implement those practices and then of course making sure that we're supporting it with some sort of impact measurement um to be able to measure the effectiveness of both policy as well as any practices that we do want come into place so I know it's Our intention coming out of this
103session is that over the course of this year we'll start to lay out a calendar of all the different activities that we'll do between now and then to start to really get at what everybody's pushing at it's like what's the plan what are the practices how do we get those into place the reason you know as as Mr D opened up the reason we want to try to adopt this is what we're starting to see now is because things are changing so fast right companies are even moving away from like five years plans right because by the time they develop plans things are changing already they have to change the strategy so it's about being agile and being adaptive and allowing the flexibility around strategic development to be able to to to be permitted if
104you will and so that's where we're going to kind of take this taking this in a much more agile approach where we're finding practices going through this process instituting practices ideating new practices right and around and around we go right so I just want to leave you with that so as you're starting to dive into evaluating the policy start to really consider what has to go into the policy versus what are really things that we should be co-creating and Diving deeper on that are going to be the real practices and that's where the rubber really Mak grow so I just want to kind of you know kind of adopt that kind of thinking as as we're going into all of this so thank you all very much I really appreciate your time AP for Le
105thank you for coming appreciate you oh okay all right just taking a couple of minutes to kind of read over what teaching and learning looks like under this and then we'll discuss inst devop e I e be here e AG e really what than usually one that e Le you have two minutes in your groups two more minutes and then we're going to close out two minutes all right I'm going to slide back in to make sure we get out of here on time so thank you for um engaging um again tonight just some next steps for um us to remember as we as we close out um very first point um I'm going to be collecting all of the feedback from uh this evening please do not forget to leave your feedback forms in
106the folder on your uh tables our group is really going to go through every single piece of feedback including what Dr Herington um captured during our group um conversation I'm going to do my absolute best to take all of that feedback into consideration revise it and it goes to the policy committee which is going to meet the very first week of March I would love to see your beautiful faces on March 18th um at the board meeting one if something was not reflected in a policy that you feel really really strongly about please come up you will not I I have armor as thick as you wouldn't believe so you will not hurt my Fe my feelings at all make your voice heard that's what our board of education is here for to hear your
107authentic opinions about what we should be doing moving forward but also um if you feel strongly that we should be having a Dei policy that it's important for um our community and you as a parent a student um or a staff member come on out and make sure that your voice um is heard um on uh March 18th I will send an email out to the committee if anything is arve with the timeline otherwise I'll send you a reminder that g we're on for the first reading um on uh that Monday March 18th moving forward I'm really relying on uh Jason's expertise that is not my expertise I'm really good at a lot of things but facilitating this large group of passionate folks is not my um not my uh strength so walking through that
108process of how do we really take um data feedback your own lived experience who do we need to engage Beyond ourselves because just like I try to do my best for the district we always hear you forget about X Y or Z you're going to feel that same experience as our students um try to speak for um the student experience staff try to speak for the staff experience and us as parents we're always going to find someone in the district that wants to engage to make sure that we're representing all um segments of our uh Community which is going to be really important um to that process that uh Jason was um speaking to um so thank you thank you thank you from the bottom of my heart for remaining engaged thank you so much
109to our students for joining us um this evening um we really appreciate you um um so with that I bid you good night and we'll see you soon