001all right it is 1pm uh welcome to our work session um this monday afternoon may 3rd on um the s r and r um let me first take a roll and make sure um all of our board members have their microphones working um karen keys gemara i'm here hello there good afternoon abraham hello uh russia's size for hyzer hello megan mclaughlin i'm still waiting for megan to join uh melanie maron tammy during that perfect good afternoon i'm here hi there i'm cardi anderson hello karen corbett sanders carl frisch thursday afternoon laura jane cohen mclaughlin just said she's having some issues logging on but she is trying to be here shortly okay let me just run through the names i missed earlier i saw melanie maron come online hi there hello hi hey megan's uh technical
002difficulties karen corbett sanders miss holland she will now be with us okay thank you and laura jane cohen all right well hopefully we'll hear from laura james soon okay so we do have um i guess nine members that are online currently so we can go ahead and get started i'm just a reminder that the work session today is on the srnr i want to give a huge thank you to um to michelle boyd and her team um for reaching out and taking time to speak to um almost all of the board members um over the last week or so gathering information and um you know preparing for the meeting today thank you so much for doing that uh miss mclaughlin you see that you've just logged in with us yes uh i was having trouble
003with the link thank you welcome um as we discussed at our last board meeting um since we did not have a chance to work with the changes we made to the srnr a year ago we are trying to keep changes this year to a minimum um as we talked at the board meeting also and we're looking forward to working with our new teams led by dr boyd and dr williams over the next year to look at data trends best practices and other divisions etc to determine if we need to make further in-depth changes as to what our snr needs to look like and the types of future changes we might want to make um there were lots of board um comments and questions on the the role of the sro and um you know as
004we discussed at the board meeting also this will be discussed in much more detail in the future through a process um karen case camaro we know has a forum topic coming forward uh around sros and you know we will move ahead from there um and in an in-depth discussion around that topic and at another date in overtime um today's work session is available to members to ask additional questions and clarify any changes to the draft srnr that you will need to approve the srnr to go into effect for next year voting to accept the srnr will take place at our board meeting on june 17 2021 and we'll follow our usual work session format today with each board member having um three minutes for questions or comments and we'll have go backs of two minutes
005each if we uh require those after each board member has three minutes so what we would like to do is first start out with a brief presentation from staff um to the changes that they've made and work that they've done um since the board meeting and the presentation that they gave that so let me turn it over at this point um to dr boyd thank you good afternoon and i first want to um really take the time to extend a sincere and huge thank you to all of the board members who took time um to talk with us to provide feedback we know that um there are many tasks on your plate and the srnrs is just one of many things that we sincerely appreciate you're taking time um to give us feedback and in
006some person who even indulged us in some follow-up calls for clarification so i want to say thank you and we appreciate the ongoing collaboration and know that this is just the beginning of it we'll still have work to do following um our discussion on today thank you so much for your collaboration and input we'll go ahead and begin as we go to the next screen we wanted to i'm have a few items on our agenda for today the first thing we want to do is to review some things that we were able to ascertain via our dialogue with individual board members on their thoughts about the srnr and what things may need to be tweaked again as ms holland shared in our opening we have not had an opportunity to fully implement the srnr on
007this year due to the impact of kovic but we know that there was some things that board members wanted to highlight and wanted us to take a look at so we'll talk about those things next we'll look at the uh the revisions that we are have made and are proposing to make of within the document um we posted on today some documents a couple of documents for your review one we've posted an updated redline that red line has some of the changes that will be highlighted here um but the second document is probably the more comprehensive document where we've incorporated the listing of the recommendations and the feedback that we receive and the proposed revisions um into the srnr based on those discussions again we will ensure that the updates are incorporated into the red
008line but that table that recommendations document is probably the piece that will give you the most insight as to um upcoming changes and things that are under discussion following the review of those key revisions from themes we'll talk about some next steps review our updated srnr timeline and certainly we'll give the floor back to you for board discussion feedback and questions of staff as we move forward we want to talk about the five things that really came across pretty consistently as we engaged in conversation with you as board members about the srnr the first one um and it's no surprise we talked about it at the last meeting but was really that emphasis on the need for consistency and implementation of these students rights and responsibilities across our school division we know that we are
009a very large school division the biggest in virginia and as such we have a number of administrators not only principals but assistant principals and dss that are responsible for implementing um and monitoring the srnr but also the multitude of teachers staff whether it's bus drivers instructional assistants um that have to carry out these tasks and so with all of those personnel we need to really make sure that there's consistency in what we're doing with the srnr so we'll talk about some some steps that are proposed to address that thing the second theme is to ensure supports are provided so that all key stakeholders really understand the information contained in the srnr the student rights and responsibilities contains a lot of technical language um even with us trying to really streamline that language just the basis
010and the nature of the document is technical we know that we provide the translations into a variety of languages for our families but one of the things that we want to do is to really make sure a make sure we're providing that orientation is going to be beneficial um and informational to all key stakeholders and when i say all key stakeholders i'm referring to students our families our staff and our administration um so we will talk about that a little bit more detail in a moment the next piece that was a resounding thing was eliminating that discretionary language relative to information being shared with law enforcement as ms told and shared at the beginning we know that the board will be taking up the sro mou in a separate um forum following this uh keys
011to mars forum topic um but we know that there are some things now that we wanted to clarify so that there is no ambiguity as opposed as it relates to what information should be shared with law enforcement the fourth theme was um to identify needed changes to the srnr as it relates to the um upcoming change in legislation that it will be effective on july 1 regarding the legalization of marijuana we really want to make sure that there's we're not um there's there's not a disparate impact on students um and that we can be as supportive as possible with students and minimizing their interaction with law enforcement to the greatest degree possible in alignment with the code and really minimizing exclusionary practices to the greatest degree possible and again that'll be fleshed out momentarily and
012the fifth one is really more of an overarching theme that really speaks to a number of specific points that you pointed out in our discussion um and it's really around fostering a caring culture to ensure that historically marginalized groups are not unintentionally adversely impacted by our practice or lack of our clarity within this document so we'll take time to un unpack these five things and again these are um some of the the overarching things based on your feedback there are certainly as you can see in our document um a number of other uh revisions that were made but these were the five state five things that really really stood out um across um almost all board member discussion as we move to our next slide we will first begin to unpack our first theme and
013again that's consistency and implementation with the srnr we know that we are reviewing this document and we're making some revisions to clarify the language in the document but we all understand that we can't write our way into consistency of implementation that the key piece around ensuring that this document is a living breathing document implemented with fidelity across our number of schools is through professional development orientation family training student training all of those key stakeholder groups have to have this information and in a way where it's digestible to them um so we want to be able to and you'll see that this item is listed as i'm being in progress what we want to do what we're proposing is that we collaborate with various stakeholder groups um to enhance our srnr orientation so really sitting down
014with administrators talking about what our current practice is but what we might need to do to enhance to ensure that they are positioned and understand and have the resources to fully implement the srnr likewise we want to be able to talk with our families we have some ideas about what might be beneficial in helping our families to understand um the srnr but the only way to truly know how to help our families is to do what ask our families what it is that they need so we want to be able to engage in that two-way conversation and likewise to be able to talk with our staff we know that we have again a number of staff so it's not just teachers and instructional assistants we have a number of adults that are charged with the
015supervision of our students throughout the day and so we really want to unpack that to ensure that everyone each staff person has an understanding of their role as it relates to creating this safe and caring culture for which teachers can teach and students can learn next the other piece as we talk about implementation again is understanding and that's our definition again we know we have a lot of technical language in our srnr and some of that is code driven but we've really tried to add some key definitions to the glossary so that everyone as we read the document will have the same understanding of what a word means when it's used in this context um so you'll see that we've added a number of definitions and i'm sure that there there may be some additional
016ones that we need to add and we certainly look forward to getting that feedback but you'll see that we've listed in parentheses for your reference a couple of words that we've added and again this is illustrative and not exhausted as to what definitions were added and last but not least is looking at the difference between shall and should as we uh stand up and want to promote clarity and consistency and practice and implementation um those two words as small as they may seem a really really big a really big distinction shell meaning we must do it we have to do it should meaning is recommended and so again we want to take as much ambiguity out of the process for our administrators who are trying and our teachers um and students and families who want
017to know what they're expected to do and how to respond and so we want to be as clear as possible so that says in progress we've made some adjustments but we're going to go back through again to look at each time shoot is referenced in the srnr is that the appropriate term or should it be as we move to looking at our second theme and you'll see on this screen and i'll preference it and you might might be thinking michelle made an error on the slides we didn't make an error but these two themes are just so jointly coupled so before we talked about consistency and implementation and here we talk about understanding the information that's contained in the document and really you can't have one without the other so here you'll see the same
018things listed here but this is making sure on the first lab we talked about the implementation so that was really more or less for how our administrators and our staff apply the srnr but here now we're talking about all our stakeholder groups and that those same pieces of information are key so that our students truly understand what's expected of them what rights they have and that they know in advance how the division would respond likewise it's important for our families to have that same understanding as we know that it's very very important to have that home school communication and partnership to be able to support our students so i won't read that slide in details we've just unpacked it but those two things really really go hand in hand as we look at a third
019thing on the next slide um it's to eliminate the discretionary language as it relates to law enforcement um this this section of the srnr um is very dense and it can be easily misinterpreted and so we want to make some adjustments to really clarify it for all stakeholders so as it relates to law enforcement we really want to highlight that where it references reporting information to law enforcement and a number of our sections of the sr and arm is referring to reporting acts that may constitute a felony offense and so one of the things that we want to do is we first want to bold that piece so that it jumps out to everyone who is reading the document but then also being very very explicit and ensuring that we explicitly incorporate into the document
020that we would be expecting that administrators would get guidance from our division council as to what acts would constitute a felony because we know we have educators and administrators in the building and that may not be something that persons um automatically know what would constitute a felony or such unique uh nuances and that's something that the staff have done in practice but we really want to memorialize it by putting it in writing because we want to make sure that staff know which resource they should use and clarifying this piece is we do not want and they shall not and i intentionally you shall shall not seek that information from law enforcement officers so we will be incorporating that into the srnr and then again you will see us clarifying the shell versus should very explicitly
021as it relates to reporting information to law enforcement as we go to our fourth thing many of you may be aware um but on july 1 there will be new legislation regarding the legalization of marijuana um in virginia for persons who are 21 and older and there's a number of nuances around a number of caveats around that new legislation um but one of the things that we plan on doing and we've already begun that process is that council is reviewing the state code to determine what flexibility or autonomy we may have at the school division and you as a board um to make some a change changes and adjustment to our srnr as it relates to marijuana related offenses and again it's not that we're promoting or endorsing the use of marijuana but we're looking
022at this to ensure that we are not having exclusion exclusionary practices beyond that which we need to have and also so that our students are not again connected to law enforcement in situations where that is not required so where council is engaging in that review and the second piece i've kind of already jumped into just a little bit but we want to have additional communication with the number of stakeholders to determine what changes uh would be appropriate that would be permissible back home for us to really make some revisions um to our srnr based on this new legislation and again uh this information it goes into effect july 1. we know that we want to make sure that we've cleared that up as our new srnr's implemented for the 21 22 school year but we
023know that this is a huge piece this is this is very significant so again we want to make sure that we um get stakeholder feedback and i know that in our discussions with you we were able to really blame where you want to go as a school board um and generally as individual members i should say um but there was pretty much some pretty consistent consensus around us wanting to um make sure there wasn't that over criminalization as it relates to marijuana as we talk with various members looking at our final theme um and we're almost done so i know there's great um yeah we're anxious to have that discussion it's fostering our caring culture around our around groups that um historically have been marginalized and again not intentionally but sometimes what are those unintended
024outcomes and so some of the things that we've done and again based on your feedback uh is really highlighting hate speech um and wanted to note that the the response to hate speech ranges from level one to level four that it's really outlined what hate speech is in the srn r lessons um and other opportunities but we also want to incorporate some additional language uh as it relates to other groups in other sections of the srnr we'll talk about that um as we go through the discussion with you on this afternoon the next piece is support for our families who may be immigrants um and really determining uh their there was a desire to see if we could adopt develop a policy or to mirror um some protections in alignment with the the county's trust
025policy so how do we again make sure that we're supporting students um creating that safe and caring uh culture as it relates to release of information and things of that nature and finally release of directory information clarifying we've added language that persons can opt out of having that directory information released and again making sure that we're informing families so that um there's no uh ambiguity and making sure that persons aren't uncomfortable um in these situations so we've highlighted those five things and again those are just um the overarching sentiments that were communicated um from a number of board members and the document that was posted to the board docs list lists each specific feedback in their response to that so on our next steps um we are looking forward to receiving additional feedback from you
026on today and we know that we may also engage in some subsequent conversations based on the discussion today um again collaborating with various stakeholder groups around the orientation for students staff and families and also collaborating around the new legislation around the legalization of marijuana and finally finalizing the updates that are listed as in progress bringing those documents you know that information from the recommendations table into the red line so that they're memorialized there in the sr our timeline as we move forward so we've had an opportunity on the next slide you'll see on the next slide we've had an opportunity to present the information the initial information to you on the 22nd of april we have this opportunity for discussion and additional updates on today and as ms told said at the beginning we're scheduled
027for action from the board on june 17th and at this time that concludes our updates and again thank you for your time and we look forward to your input and your questions and discussion with you this afternoon thank you very much dr boyd okay at this point in time i see two of our board members have their hands up um why don't we start with karen keys gemara followed by mr fresh thank you miss boyd um i appreciate the collaboration and the opportunity to speak with you a couple of times regarding this and as you know we're always learning about what students experiences are and so i want to highlight just a few things that i didn't get an opportunity to discuss with you i know i mentioned the the the need to be very
028specific about the use of social media and our digital resources um i recently learned that there are new apps that actually allow people to locate and find fellow students in addition to concerns with respect to the transfer of images and sexting and things of that nature um in my work the combination of those two things could lead to some pretty significant concerns and so i wanted to make sure that i mentioned that in particular about the ability to uh if and forget the name of the the particular app i will get that to you um but this particular one would allow students who were communicating in these chat rooms to be able to follow those students and figure out where they are and and meet those people whether they want to be met or not
029which suggests to me that not only do we need to clarify that but this also needs to be included in that intersectionality we talked about with respect to um how we're talking about responsible the responsible use of our digital resources so i wanted to make sure that i mentioned that the other thing that i know is of particular concern right now because there have been higher numbers of certain groups of students who have chosen to be virtual who may need much more nudging with respect to participating and going back to school i'm concerned about absenteeism and how that may impact our students and how we can communicate to make sure that we're addressing those particular uh concerns um the other concerns i have i think we did talk about with respect to this proportionality um
030for you know how we can have the particular suspensions for uh longer periods of time for example vaping two days versus ten days again there's the educational piece that needs to happen but also where would the language be to make sure that we understand uh the difference between those and i'll take a breath give you an opportunity to respond and i think i have just a few comments after that thank you miss keys gamora that was helpful um thank you so much for sharing the information regarding the acts i think that that is something um and the the use of technology particularly now we know that we're hoping that we'll be more in person and we'll be able to put away some of the technology but we know that technology is here to stay um
031and from conversation with you and other persons um and even as we work with you know our discipline office we know that that social media um can become a world of its own many things happen in cyberspace so we'll make sure that we're incorporating those things and that language and providing detail so that students um are safer but also that they're clear about what our expectations are when they're using fcps devices fcbs internet and all of those things um but again even beyond just what happens within our walls and within our supervision just making sure overall that students are educated in the forum even when they're on their personal wi-fi's at homes iphones all those good things um for the educational piece so we'll work on that and the absenteeism again you know where in
032our document that was a question that came up a couple of times about unexcused absences um and even with respect to um the age combines we know that compulsory attendance is five to eighteen um but we want students if they're in school even beyond 18 we want to highlight the importance of being in school and the reason for being in school so making sure that our staff are continuing to follow up and even for our students who are engaged virtually um you know i know we have the discussion on tomorrow we're excited that the expectation is that the majority of our students will be in person but we also know that our next year we will have students that are engaging virtually and how we engage with them make sure that they're not only present
033in terms of checking the attendance box but also that they're engaged in terms of the instructional process so we'll follow up on that and find out if we need to have any additional language included um particularly as it relates to virtual attendance um with that regard and vaping that is a huge one um and not just the vaping but on some of our infractions that have that could be level one through level four um responses there's a huge uh difference in the response that an administrator can select an intervention that they can select um so again we'll have to provide some professional development because some of those nuances just make things so different um but we don't want again we don't want something that's just first time offense um minor impact for a student to
034be going before the superintendent and things like that if it's nothing that if it's something that's not required by code so i say all that to say that i think that our our orientation for those stakeholders is going to be key and so much of that because many of our infraction codes um span multiple levels absolutely and just uh to add to the concern regarding the use of our digital resources i think it's also important to clarify where you know an infraction on school property can meet something that's happening not off school property and how students can be impacted by that i think uh specifically with um our social media resources etc that line can be blurred very easily and parents in particular need to understand um i certainly think we need to have a
035partnership with our parents so that they do understand that these uh resources um can lead to some additional i don't see so i do have additional cons just one other comment but i will respect the bell i think that was for me um it looks like doctor presidio may have something you wanted to add okay yeah thanks for stolen just hopefully in response to ms keys gemara's uh comments about the safety and security issues related to you know electronics and electronic communication i do want everybody to just be reminded of the fact that we have a very comprehensive digital citizenship curriculum that we use throughout fairfax county much has been developed by our own internal team but also we use the common sense media digital citizenship curriculum as well and we train students on responsibilities
036and safety as well thinking about things like personal safety appropriate communication so a lot of the proactive training work that we do with students is part of our digital citizenship curriculum which teachers are required to be trained on and it's updated every year and we also do family sessions and we've continued to do those throughout this school year as well to educate families on the responsibilities and the risks around students using media appropriately so you know we can always we can always do more in that regard but there is a lot of work that's currently in place that our schools are doing uh proactively around the appropriate use of digital media and electronic communication i appreciate that i just want to make sure that people kids understand when they can get in trouble specifically in
037the srnr thank you thank you um mr frisch thank you um first i want to thank everybody for the work on on this draft uh especially the work done to uh reflect gender neutrality throughout the document i think that's a great step forward um i have a couple questions about outing dead naming and misgendering and just so that we're all on the same page i'll offer some basic definitions outing is when some uh a person's sexual orientation or gender identity are disclosed without their consent dead daming is when someone uses the former name of a transgender or gender expansive person and misgendering is when someone refers to a person using a word typically a pronoun um that does not correctly reflect the gender with which they identify so with that context i'm curious um your
038thoughts and and i apologize for not uh thinking to bring this up with you during our our call uh in advance um but i'm i'm eager to hear your thoughts on what the sr what we can do with the srnr to um further update it so that we reflect the rights of transgender and gender expansive students per fcps regulations especially when it comes to affirming their right to be called by their chosen name and proper uh pronouns absolutely thank you mr frisch for that feedback and um also thank you for um proactively defining all those times i think that um just so important and i'm going to let deb scott she and i had an opportunity to talk uh this morning after um we we discussed this question so she'll provide some details but i
039think part of the information as we talk about um our regulation 2603 and the orientation that we do with staff so that people understand what those terms mean and the implications of doing those things so thank you so much for bringing that forward but deb go ahead and um weigh in um in response to mr frisch's question um and then lisa williams may dr williams may want to have some information add on as well i believe when i was talking with dr boyd this morning we can do a little bit more within the srnr to make sure that the codes that the vdoe has described in the charts are also in our narrative and also that we list regulation 2603 is one of those regulations that we're looking at when we consider the srnr and
040also when we consider the training and the professional development and the lessons to students past the actual document you know we could consider some of those definitions uh to make it even clearer that those are definitions that are directly involved in our work with um and are needing to honor transgender and gender expansive youth so we could consider that as well those are some of our first thoughts as to how we meld those regulations together you will notice at the back of the of the srnr there are several regulations that we try to melt language into the actual srnr when it makes sense right it's one of the things that gave me the idea i i would say that i doubt many students end up reading any of our regulations or policies as a result
041of reading the srnr unless they get in trouble maybe um so i look forward and i'm glad we have a few more weeks to to address this and hopefully we can address um including some of the rights that are outlined in the regulation um i'd also like to make sure that we include uh something in the rights generally affirming all lgbtqia folks um right not to be outed on the subject of hate speech what can we do to address the purposeful outing or malicious dead naming or misgendering of transgender and gender expansive students i see the work and thank you for doing this under leveled responses to student behaviors section category c on page 17 that seems like the logical place to put something like that i'd be interested in your thoughts on that as
042well yes i think i think any time we can give examples then our staff and our students both know because you're right where our families students and staff are going to go more often is to the charts and the shorter version and not into the narrative i might let dr boyd and dr williams speak to because as you can hear me always answer this question it's really beyond this document what we do for educational instructional purposes so they may talk a little bit about that but i i for one will be entering this into the review of the srnr and why these terms are important and their impact on students and i would just underscore that it's not just the terms right um and you've done a lot of great work on this that it's
043the execution of of that regulation and um letting students know what their rights are under these rules thank you mr frisch and doc i think dr williams wants to add something and then go ahead dr yeah i just want to jump to jump in and and tag in and offer a framing that i think is really important in this conversation and we talk about it a lot in the equity space but it's directly applicable here and that is intent versus impact because for those of us who just heard dead naming and certainly outing is more popularized in the culture misgendering some people are googling right now to figure out what those things are right so if if a student is involved in one of those um actions and they don't know what they don't know
044then certainly our response should be one where we are doing that work to build that cultural competency for inclusion as opposed to purposefully weaponizing um which is akin to bullying so we have structures in place for that but we also have to have the nuanced understanding of not dumping every behavior in one bucket and then applying a response so i would often i completely agree i completely agree um that the intent totally matters and the impact of the usage um you know what i fear is a document that doesn't specifically spell these out because this is when you talk to lgbtqia plus students this is the issue right they are dead named they are misgendered regularly sometimes maliciously um and just pointing to um you know trying them trying to rely on different pieces of
045the srnr to get to seek their grievances doesn't necessarily cut it having it spelled out as when this happens to me this is what happens i think is a a good way of doing it so i'll look forward to having more conversations about that carl let's take your feedback we'll take your feedback back with the team and see what we can do as you said we've got a few weeks here before this comes back to the board all right appreciate it mr fresh are you done i thought i heard the bell no no oh my goodness no did we have our bell i'm sorry yes we did we have the belt okay thank you thank you all right all right thank you for that okay do you i'll put you down for a go back
046uh dr anderson okay i got confused there bella nobel i missed it to call first of all thank you dr boyd for all of this great work i i really genuinely appreciate this approach where we're trying to get in front of the feedback rather than behind it um a couple of questions that i had and then some comments i wanted to share i noticed that on page 8 the discussions regarding the directory talked about opting in i wonder i'm sorry we talked about opting out i wonder what space there could be for opting in instead because that means that families are making an intentional choice to be included rather being included by maybe forgetting to opt out can you speak about that a little bit um thank you dr anderson we can certainly um discuss
047um discuss this information with council just to make sure there's no code or any legal um stipulations and talk about how we will operationalize that but i certainly understand what you mean and correct me if i'm wrong but what you're saying is some folks may you know just in as we all know in the hustle and bustle of parenting just so many things you may forget that i want to opt out and so um would it be more appropriate to say i'm i'm actively saying you can release that information versus assuming that i want them that i'm okay with the information being released right that's exactly what i'm saying because i you know as a former principal i've gotten the same feedback with parents regarding family life education where oh my goodness i forgot the
048form but i didn't want my child to engage in this but the opting out it's it's just something that i would love for consideration and just kind of broader picture one of the things that i noticed in all the documents were some references to the trust policy in terms of mirroring and i know i shared this with you and my feedback with you uh mirroring what the county is doing um tomorrow actually mr frisch and i will be presenting a foreign topic to that end and i believe i sent the documents to staff last week but if i didn't i will be sure to do that again where we are asking for um the governance the ask is for governance um committee to take a look at looking at a policy for our jurisdiction and
049i wonder is there a space here for all of you who are working on the srnr if and when the board decides that this will go forward to partner on that work since much of it is showing up right now and the feedback and some of the uh documents that you've posted certainly we'll be happy to do that and support that okay well mr frisch as governor chair just please be sure that you're listening to that if we happen to move to that next step um one of the other things that i noticed as well i think this was on page five you talked about the procedures and distribution and i saw some language there regarding printing the srnr i was under the impression that printing the srnr is only her request it's not as
050if the booklets are sent to schools anymore is that changing i think i'm a little bit confused by what i'm reading do you want to clarify that piece regarding the the print access um for families and for schools i was under the question i i'm so sorry are you asking me to clarify i missed it no ma'am i was asking deb scott to respond to you your question i'm sorry we do not print a um copy for each student anymore so you are correct in that we do have it available online we do print some copies in reserve so that we will make sure we will be able to hand one a copy out if a parent so requests so the hard copies are by request and are those hard copies translated as well in
051all of the languages that the most frequent languages that we have in fairfax yes we try to make a guesstimate on the hard copy of how many we would need based on school population so we do some calculations behind the scenes you also can use qr codes on the online for translations but yes everything's translated into the i think it's seven most used languages besides okay thank you uh one of the things that i want to spend some time on is the earlier comment that you made dr boyd which is we can't really just um write our way out of the issues that we and get that we are presented with when it comes to the sr and r that focus on implementation making sure everyone's involved can you tease that out a little bit
052in terms of that what would that entail is it similar to those classes that dr presidio shared takes place have taken place with um with the other thing that he just mentioned give me a little bit of a better sense of what that would look like for our teachers for our principals and for our parents sure so we know that um the srnr is going to be critical because it's our guide it's our framework um but as mr frisch shared and you know even if we think back to what the booklet was called when we were in school or when your children school um it's not common place for kids to read the srnr whatever the division calls it from cover to cover um as shared when this document comes alive it's after the fact
053it's when it's too late um and even as parents with good intentions we have a lot of things to do um so between cooking and doing laundry and trying to help with homework when do you have time to read a 68 70 page document so with that we know that you know regardless of how many languages we translate the document into this alone will not be enough inevitably something will happen and families and students will legitimately say i don't know and really just did not know so what what i'm proposing and again it's you know we have a lot of discussion to to happen with stakeholders um because we we can't assume we know what people need um but that we would need to do something beyond print so might that be some pam family
054orientation workshops that are just quick little things that people can click play so while you're cooking dinner you're listening to this um how do we make it so that it's digestible for students where it's um you know we know that we provide information and training for our students but how can we make it more bite-sized and meaningful and really highlight those things that our data indicate have really been stumbling blocks for our students um and even for our staff how do we make sure we make put it in bite-sized pieces so they're lesson planning they're disaggregating data they're calling families there's just all these things to do so when do they have time to sit down and recover to cover the srnr um so really wanting to talk with them about what are pieces that
055you need and even with our administrators we know that the um law enforcement piece you you have to really really read that paragraph and some of you all know because we read it back and forth and called you back text you back um when we go through that information to unpack it and in the throes of the day-to-day in school we know that our administrators there's so many things going on they don't have time to just pause and just highlight read so how can we make that more simple in discussion um and scenarios and things like that so i think that it's this this work in the document is critically important but the piece that i think is equally important is that orientation piece and that's why we really want to make sure that we
056have the opportunity to dialogue with those different stakeholders um because one without another um i don't think that that'll get us where we want to go thank you i very much appreciate that i think that's really key and when we also talk about disproportionality when it comes to our staff it's really important that that piece be included so it's not just an awareness of what is expected but also the preventative measures that could be taken this may not be a popular thing to say but i know in my experience when you take a look at a school's discipline data it always converges into a very small group of personnel and so i i think it's was that my bell i'm so sorry i can't hear it was that the geez it was the bell again
057yes if we could just turn that up a little higher i'm totally missing it and i thought i was wrong so i will stop here and please put me down for a go back miss tollen so i could wrap up that piece thank you thank you dr anderson yeah we need our bill to be a little longer so we can touch it um miss mclaughlin [Music] great thank you i appreciate the comments my colleagues have shared to uh so far on a number of these issues um i first want to ask the question to john foster um john or scott um the prior boards we worked really hard to get a summary document that was going to be layperson language very easy to read sort of a highlight of the srnr and i don't see
058any reference to it here and i appreciate what all of our staff are saying and board members are saying but we had this in the past where did it go uh um this is uh john foster ms mclaughlin i um you know there is a chart as was discussed in the srnr that summarizes uh the consequences for various um types of conduct i'm not sure if that's what you're referring to or if there's a another um document in addition to that that you were sure prior versions there was the like the 72 page on the one side and then if you flipped it over it actually gave you like student parent uh you know helpful handbook that sort of gave you more layperson terminology layperson language it wasn't re it might have had some charts
059in it um but you know maybe some of my other colleagues who served with me during that time can speak to this but it really i don't want to lose my time today but i'll follow up with staff but that is a document we did have and it it it was really useful because as i shared with dr boyd in our conversation um 72 pages with mostly legal technical languages not an accessible srnr so i just i don't want us to miss an opportunity which i thought was a really great improvement in recent years we'll go back miss mclaughlin take a look at that i do remember that discussion i don't remember what the final document looked like but if we put it in before that's something we can certainly look at putting back in
060i think we just have to be clear whatever it is it is a summary and whatever that is people will need to go to the larger text that's that's probably the only uh piece but we'll we'll follow back up between now and next month great thank you so um excuse me megan did deborah scott did you have information on that i saw your hand up there sorry i i do but i didn't want to take miss mclaughlin's time um but yes we have the family guide we have quick guides for students so we have a lot of those supporting documents as well but we certainly will take a look at them and we take a look at them every year to make sure that they're more understandable so we absolutely take your comment ms mclaughlin
061but they do exist yeah they're not posted on the website dr brabrand and i i think the board um really would have benefited from seeing uh what those look like too so we can also help the public and you know what we'll put up what we have between now and next month so the new board members can see it um as you said this was something a couple of years ago and we'll see if we need to make any tweaks based on the changes that we have before the board now wonderful thank you um the next question i still have for john foster and it has to do with the freedom of speech case coming before the supreme court uh because it really captures ms keys gemaras and mine and i'm sure many others concerned
062that um how do we balance out making sure that we create a safe caring community but also um recognizing that we don't want to over criminalize and and have our school system getting involved in things that happen outside of school that really needs to involve families and working with with each other on this rather than now it's become under the the jurisdiction of the schools for for punishment um and for anybody watching in that case the young lady was using um vulgar language but it wasn't i mean the stakes were very high in terms of how the pennsylvania school chose to punish her and i do worry about that component of student discipline and the authority jurisdictional authority of schools versus jurisdictional authority of families and parents to deal with that sort of thing when
063kids get on social media and use swear words so uh john or is is that concerning it all to us as we develop srnr is that if the supreme court makes a decision will we you know then have to do some revisions or consider revisions yeah thanks ms mclaughlin um we're just gonna have to have to wait and see how the court rules and um i would not recommend that the board um you know delay or hold off on moving forward with its work on the srnr because it's just so hard to predict where the supreme court could land um as you noted the the facts of that particular case um it's it they're pretty um limited and because of that you know the one outcome could be a fairly narrow decision um that does
064not provide a lot of broad um deeper guidance to school systems but it we just don't know at this point and so my recommendation is the board proceed forward with its work and uh when the opinion comes down we can review it at that time and determine if there's any additional steps that the board needs to take one thing the one thing i'd add mr mclaughlin from everything i can read it looks like it'll be a late june early july that still gives us another month or month and a half and as deb scott said you know the work is virtual now for our srnr so we could make a tweak and bring it to the board either in july or the latter part of august if we needed to make a major change as
065john said mr foster said it could be a very very narrow ruling but at the same time this is one of the first student speech cases before the supreme court and really a generation so it could be a significant difference around how schools interface around this issue of free speech so whichever way it goes we think we will have time to make any necessary pivots to the training of our teachers and administrators prior to the beginning of the school year great thank you i i do before i lose any more time i want to just spotlight something that dr anderson said i really appreciate her concerns on the opt-in versus the opt-out of student directory but i have worked with um our pcas for a number of years and i worry that we know from
066the history of families surveys and um families opting in versus opting out i i can at this time support doing an opt an opt-in approach i have i have real concerns about that does the directory serve a really valuable purpose for our community and family connections and engagement thank you miss cohen thank you so much um i will just say i know a lot of schools um in the last couple of years actually went to an opt-in format so it'd be interesting to see what their participation rate has been um in in shifting to that it was definitely a big mindset shift from a pta perspective to try to deal with that that way but there were a few reasons why i know several at least locally here um went to it so that would
067be an interesting kind of follow up conversation um to dr boyden my first question a couple of years ago i had the opportunity to get to be part of the equity stakeholder group and i wondered if you could um give us a little insight of what their role in the development of the srnr changes might be and if if it wasn't much this year then kind of maybe how do you perceive it going forward sure thank you miss cohen great question so um this year again we propose very minimal changes or stakeholder collaboration will be around those two big things the marijuana and the orientation so we'll certainly make sure that we have um a very um diverse stakeholder group we have partnered with with dr williams you know since she's come we have had
068some conversations and i know prior to her arrival um other persons in her shop had been partnering with various persons from dss um i think that that's going to be well not i think i know that that will be a really really key focus for us as we're doing all of our work to make sure that we're approaching it with that um really really open um lens um there were a number of things that you know mr frisch brought up on today and other persons on on today um that we want to make sure is at the forefront of our mind and dr williams and her team certainly provide um a breath of information and experience um regarding that and again making sure that we're not out of good intentions having poor outcomes with um
069some things that we might incorporate and so um certainly i want to give the dr williams an opportunity to provide any additional details or input um with that regard but we're certainly appreciative of her feedback and her team's feedback and insight and we'll continue to seek that um and i won't belabor the point except to say that what we know is is that um the research is pretty clear that we tend to look at different bodies and make different judgments which in part lead to the phenomenology of representation um as on this conversation in this conversation we talked about nuance and how we deal with nuance because even if it is not um an infraction per se it could be a learning opportunity and so as dr boyd continues to to do this work certainly
070we will partner to interrupt some of those disparities that are known and certainly not create additions as we try in our best intentions to make a more holistic document thank you i appreciate that very much um it was pretty eye opening i think to get to be a part of that group and see exactly as you said that different different things impact all of us very differently and to get to to actually hear that from people who are invested in it makes an awfully big difference and nuance is awfully important in what we do um my next question is about support to administrators you know a few years when we changed i think absolutely in the right direction um with how we dealt with first-time marijuana infractions um there was definitely some feedback from our
071schools community that that it was great i mean that was a really welcome change but then we didn't really do the wrap-around support that we um probably needed to in terms of getting more physical bodies in a building to be able to monitor what became a pretty heavily loaded in-school suspension system with that infraction so do you anticipate any of the changes that that you see coming forward needing to have as we walk into budget pretty soon here um do you see any anything that we need to be aware of in helping support the schools support the srnr um you know again i go back to those two big pieces with the stakeholder orientation and whatever adjustments we make regarding the legalization of marijuana um we're in our infancy stages of collaboration collaborating with council
072you know as we comb through all of the nuance around the codes and what uh latitude we have as a school division for you all as a board um so it's probably uh too early for me to say on that end um because again we don't we want to make sure that we have that education component too you know there's there's a piece of wanting to make sure that kids aren't that the sanction isn't significant but we also want to make sure that there's an educational piece and supporting um healthy living and good decisions and those type of things as well um and around the orientation um at present i don't see budget implications for that however again we still have have to uh engage in some two-way conversation with the various stakeholder groups so
073um there may be some recommendations put forth from that group that we haven't thought of that would have uh budget implications but we were sure to be sure to share that information as quickly as possible um for those discussions that's helpful thank you and it was like you were reading my next question um which is you know that's one piece i noticed is when we tried to really work to do some education and almost restorative model especially when it came to hate speech um you know i think there were conversations about it was almost seen as an end so if a kid um you know called someone something that was racially insensitive we sent them to some sensitivity training some cultural competency training but it felt like that was the end and then if there
074was another infraction obviously there were disciplinary consequences but there wasn't kind of again to use the term wrap around you know there wasn't follow-through after those classes so i wonder how is the system how can we how can we further engage and keep that conversation going that it's not you call somebody that you get caught and you know your only consequence which is what you know i think some of our kids would say is just going to this class and then you're done how do we how do we further embrace that and miss miss mojito like really went after the longer bell i like it though actually they were having some technical difficulties it's not intended to go on and on like that though it's okay it's good it keeps me it's alleviated yeah it's
075good we heard the bell so let's go on um just very briefly to your last question we will um our data i think is going to inform um how we make sure that we're responding appropriately um i think we're all clear that one and dones for anything um really doesn't change outcomes it doesn't change culture culture and so while we can't you know you can't have a million balls in the air we have to look at our data and say right now what are really the key pressing things that our data is saying that we've got to address and be very comprehensive in addressing um to ensure that we have this safe and supportive learning environment for students and staff so um it's an evolution and ongoing breathing living work that we're going to have
076to do thank you miss rochester thank you actually um i'm really glad to hear what ms cohen said because that was one of my points around wraparound support so i i'm not going to repeat her part around sort of hate speeches and follow-up but i wanted to sort of bring it to special education as well right and we know the disproportionality affects our special education students also and so i'm wondering in terms of either wraparound or follow-up support what um space is there and perhaps dr presido may know this better to work with dr williams and you dr boyd around our curriculum review um in terms of where we have space to do some of this direct teaching wrap-arounds proactively as well as reactively um you know i'm thinking fle i'm taking social skills curriculum
077and opportunities not just for direct learning in small settings but also options to generalize that learning you know proactively so i guess that's my first question to try to do some just preventative work dr presidio to either give you the floor first to be able to speak about any uh curricular connections to some of those things that miss miss asmr heister this year and then it's new that mad on anything else yeah i mean i think those are really good recommendations those are things that we try to do currently but we can always take a fresh look at and see where there are additional opportunities i mean um we're certainly open to looking for you know ways that we can more proactively communicate with our students about responsible behaviors and um be happy to take
078a look at that thank you i you know just posit that perhaps looking at um perspective taking curriculum and you know so unders where students have direct training on understanding you know not just appropriateness but how what they may say or tones or other things they come across i think would be very helpful so which gets to my other point around looking at um intent in some in our srnr and really looking at our srnr and i've saw a few places dr boyd where that was changed i appreciate it i i'm not trying to flag it all out but there's a few places and i'm just going to kind of point out page 30 section 285 um seven there's there's a little space in there that i worry about intent so like for example interference
079with educational process or open defiance of authority right and i think this in this section here there may be some room to infuse a teasing out of intent or at least a recognition of lack of intent in these sections here um as well as you know maybe further defining um what is substantial interference with educational process what is open defiance of authority obviously we want to make sure that our classroom our teachers are able to manage their classrooms and not have to deal with significant behavioral issues but i also want to make sure that you know there is understanding of when this is intentional interference versus non-intentional interference um and then the other piece of it i wanted to mention around on prescription drugs on page 34 d there's a conversation um you know i
080appreciate the way the srnr has moved over the years in terms of recognizing prescription drugs versus you know and how we're treating those a little bit differently in terms of um severe um consequences but i'm wondering if there's space to look at students who regularly take prescription drugs versus infrequently take prescription drugs at school because right now the process seems to require a note from the doctor um i've heard from many parents that you know they get told by school staff hey just leave extra here in case the student forgets to take one at home or has to stay after school longer for um some event and therefore need to take medication when they normally would take it home and the barrier that just puts them and or have extra prescriptions sitting around which is
081pretty rare these days is a barrier to that so i'm wondering if there's space to look at how parents can um have a little bit of easier process bringing intermittent use of prescription drugs for their students on these occasional faces so you and i can talk more offline about that thank you we are right we've written that down and we will um certainly follow up on that and i think um just to to just add on that dr presidio shared about um um intentional defiance um versus you know things or intentional disruptions versus things that may happen or like you said um just students understanding what might those implications may be and i know we've kind of chatted offline about that um but that would really be some of the um the work that our
082special ed teachers and case managers are doing um because there may be some things that um some of our students with disabilities are doing as for one form of communication but it's perceived um socially in a different way that could result in potentially um some disciplinary action so really making sure that um you know that iep process is going to be critical there and understand the present level and and how we support students and again i know that's more individualized um but we'll follow up on that but i just wanted to share that piece um just to acknowledge that we understand exactly what you're saying with that regard i appreciate that and if i could go back please miss holland all right thank you dr boyd miss dernak compact [Music] thank you um i do
083want to speak um miss mclaughlin had spoken to uh the issue about the kind of the layman's language of the sr and r and i believe um miss mclaughlin since it's been so many years now i think we the old board did this probably in the 1718 school year and what i believe um is is the first really the first 25 or 30 pages of the manual now so i'm not sure i know staff who's working on this was not here during that time so you might re think that this is just part of the manual but this was all redone and done um early on whereas you know the srnr kind of technical language now starts in the middle of of of the book so is that your intent now to kind of keep
084it the way it was the last few years so at this time we haven't discussed um changes in the format we know i think um the information ms mclaughlin was referencing um there are some quick guides they're posted on the web that uh there's probably a four or five page document some that highlight some quick things for folks to reference and then we have our family guide and then there's sr um so thus far we haven't talked about um reformatting it um but really talking about um giving consideration to uh presenting the information in multiple modalities so there's very a variety of text so whether it's the quick guide the family guide the actual srnr um that folks can you know read and it's a visual piece but how can we um perhaps support that
085information you know auditorily and even more simplified language can we provide scenarios um or examples for things you know we provide definitions but sometimes examples or even non-examples are very very supporting supportive of folks comprehension and understanding of what we're trying to convey um so again we haven't you know there's no um master answer sheet right now we're really just really opening the floor and opening the possibilities of um what might we need to do we might get feedback that says that the information we have right now um is digestible to stakeholders and families and that they're good to go and don't need anything and we can move forward with that um but until we really ask that information particularly um because of those overarching things around consistency of implementation and particularly to ensure that
086our students because this is what this impacts them the most that they feel as though they understand what their rights are and what their responsibilities are when they're in school into a number of your points even how some of their behavior outside of the physical school rounds could impact what happens disciplinary-wise um for school so there's those pieces that we just want to make sure our students really understand right and and yeah and i'm sorry just to belabor this but that's that was kind of the whole point of the way it looks now and it didn't look like that before what i got when i was a parent and probably miss mclaughlin in the early years of her her kids as well is you just got the letter and then the sr and r started
087there was not that that great amount of information about what attendance means what bullying discrimination and harassment so while that can always continue to be enhanced and updated that was a big change that came within the last four to five years i would say so so i just wanted to because she had asked for that i wanted to point that out um i also do want to talk about and i i kind of would like staff doesn't need to answer this now but i am thinking a lot about our consistency across the board whether opt-in or opt-out um i i still do have concerns about um you know opting in to the directories as we're talking about making these changes but there were several things um the board um truly felt that an opt um
088inversion to family life education was not the best way to go for our students and we that's why we kept that opt-out version and so i think when we think about consistency the way we're looking at things um so i i would like you know uh staff to to ponder that and think about that um because then it does become confusing oh am i in this am i out of that but there were real reasons and i can talk um you know offline because i don't want to take up other colleagues timed about because it's a it was a different issue but we thought very carefully about that option so i think as we move forward um and making decisions um we need we need to think about that and um i appreciate your comments
089um just finished my thought i appreciate your comments in the chart about where where we're going to be um with the new law marijuana and and waiting on where we are going to be on the supreme court which were my questions during the last work session so thank you um mr carski is my fellow meeting manager today so we will save our comments to the end so ms mirren you're next on tech and then miss bakarski thanks miss tollen i just have some comments to share with my colleagues um i feel like you know the process last summer i remember being very immersed in it and i'm glad that the motion that i made has lived on to this one i really appreciate that chart dr boyd that shows where each school board member's uh
090comments are so thanks for that so um you know i think we did so much work last year i think that was the day of like our longest school board meeting ever i think it was almost 12 hours so i appreciate all the extra comments as well they they're very valid um you know a quick quick glance but um i do think that the comments i've shared you know about hate speech and some other topics have been incorporated so i'm feeling very good about this policy i think the biggest takeaway that i've i've learned through this process in the last few weeks and just talking with staff and my colleagues mostly staff and dr boyd and also dr williams is you know we can only write the policy so clearly it's going to be up
091to human consumption and human training so you know i guess i just say let's not try to make everything we want or we think should be in there be in there because so much of this is based on human behavior and there's a professional development component in the curriculum department and the family outreach component so i think this is a really strong document that hasn't had the chance to really get used to its fullest extent due to covid so you know we did a lot of work last year we're doing work now and i'm feeling very good about it thanks thank you miss marin uh miss bakarski yeah thank you i'm dr boyd and dr williams thank you for all the work um that you did ahead uh that was very much appreciated and as
092i shared with you really what my overarching um comment on this was the accessibility was the stakeholder consumption and understanding and how how do we make this into a document or um you know usable for our families so that they don't just get it at the beginning of the year put it somewhere and then when something happens because you know nobody thinks it's going to be my kid who is is going to uh you know have issues um it just is not the mentality that most of us parents have so i am i am really looking to see beyond the um the texts version of the srnr i like this idea of maybe some videos i mean just different ways easy ways for parents to understand some of this and then you know be able
093to maybe bring up the conversations with their kids and and i don't think that happens just from um you know the booklet or summary it has to be beyond the print form so so thank you for that um i did have a a question around this has come up a little bit vaping and non-prescription drugs especially vaping it says that our first infraction we send kids for intervention and help and maybe school uh disciplinary interventions um but then the second violation we have in school suspension and i'm really looking to understand how are we supporting our kids knowing that you know especially with vaping it's not a one and done oh oh we caught you you did something wrong now don't do it again i mean it's an addiction so how are we supporting our
094kids so that we're working with that you know that we're finding that that balance and that fine line between consequences and support so i don't know if that i don't know if there's a right answer to that or if you've given that any thought but um you know i just i don't know what the in-school suspension uh will accomplish sometimes and i see that deb scott has her hand up to provide something go ahead well as you're aware we have the county and the board has supported our substance abuse staff misuse staff members um in order to serve all of our regions and pyramids that said that also is a program that was interrupted by kovitz so we had probably a year and a half and then we have interruption but they are actively educating
095students about vaping our fairfax county health department partners right before covid that year before covid i think some of you saw a very well put together presentation by our fairfax county health department on the dangers of vaping the epidemiologists the public health nurses from there they really pushed out a lot of information to students and they continue to partner with us as they are able now and i expect as we get through the pandemic time they are going to partner with us even more because as you are saying it's the education before the sanction that matters um we encourage and ask that our principals seek out our saps after a student has had a vaping incident at school before if we if we see that they are inclined to be vaping or taking other substances
096so we do have a good program that has started and that was very supported by the board and i believe it really started i'm looking at miss mclaughlin because she can give me the date but i believe it was the year i came forward is when it really was started um and that's just two years ago so those are some of the things we do and that we push out if we were going to do more we need to push it out to a younger age that education going down into our elementaries with more education is something we need to do and we need to make a push on that so thank you and i agree i mean the education before kids start is extremely um important but i'm also very interested in what happens
097after because there are kids who are um addicted who for whom it is very difficult to quit who do have family support and i don't know that our current version of the srnr supports those kids instead of punishing them i will just leave that there i know dr boyd i didn't bring that up but it is a topic of interest and i would like you know hopefully to kind of give some feedback to that thank you and i think it's a good question and i think it may be an opportunity for us to see how we can connect with community partners um because you're right you know the class is in the class to um diverting against exclusionary practices that's one thing but if you're addicted you know whether it's vaping cigarettes marijuana alcohol if
098you are addicted one class is you know that's to check the box so you can go back to sports or what have you even if you have a desire to do so so you know i think we can all think about things we've tried to quit whether it's eating certain you know just doesn't happen overnight so how can we leverage um community resources um you know can we establish partnerships you know if we can't establish partnerships can we at least have resources to provide families with so they're not starting from scratch to say hey here's these resources in this area that can help and support those things so we can look at that um and if i could tag on real quickly um because i think that that's the exact it's the exact right question
099and now is the right time to be asking the question right because as we try to pull apart you know this larger question of you know what's the role and purpose of discipline the larger question of how we get kids connected to the right supports is equally as important right if it is a a problem that is involving socialization addiction etc then how do we leverage our mental health partners in a continuous way to get kids supports and understand the live circumstances that might be driving some of those behaviors and this is not unrelated to the conversations that we're having contemporarily about our um apparatus around so uh uh policing right which when should we call the police versus when we should call mental health clinicians etc etc so there's a corollary that actually marries
100these things but keeps them apart in terms of the schooling apparatus and outside but the conversations are very similar so thank you for raising that issue because it's really important deb scott do you want to add something i would just um beyond the sap program that we have rolling the sap program also allows for what's called a warm hand-off to our county partners the csb many students do take and families do take advantage of that the warm handoff is relatively new too because it allows it allows when we were in person it allowed that csv worker to really do an intake within the school with the family's permission and everybody on board with that so it eliminated the family having to stop get somewhere and that type of thing so there's a lot of details
101i won't take our time today but do know that that warm handoff because of covid is also trying to be duplicated for mental health services so a lot of exciting things have come unfortunately because of a pandemic but when you are faced with those things you move a little faster and you move a little quicker and we all did so yes i i like that you have brought it to the table today again um we have some more education to do and that what also tells me is we need to push again out to our principles what are all the steps and what's all available in mental health and in this arena of substance abuse did i run out of time i think the bell should go off yes bob your both staff and the
102board are out of time all right helen miss told this is megan and i have a quick process question yes thank you i just for the community watching i want to make sure they knew what we were referencing so the community service board is our mental health services that comes through the county partnership and then the saps are our substance abuse prevention counselors uh that again through the support of the board of supervisors um brought funding funded positions into our schools so i know sometimes we get used to our shorthand but i didn't want people in the public to not know um about these two agencies and and staff support now i appreciate that lots of acronyms okay i'm a semester i see your hand up so why don't you go ahead and now i'll
103conclude thank you so much um and thank you to staff for the overview and colleagues obviously for sharing all kinds of important points i did uh want to ask i know several folks were asking about you know how we import this on students as information or do we have videos etc um i was curious what ended up happening with the srnr update i know that we used to do you know a video explaining to students what the various things were in a more fun kind of way fun fact not so fun fact i was an anchor for it when i was in school but um just curious what where that left off i think so we have some of our principals here so this might be a good opportunity for our principals that are present
104to share how they provide information to their students and give updates to their students around the srnr so with any of our principals like to share no pressure dr nodo presentations for our students each year we do them twice a year so that they understand um some of the more common things that they should be aware of um like common offenses or things that might be new that they wouldn't know or wouldn't necessarily realize have changed like you said it's a 60-something page document they're not reading it cover to cover unless they're in trouble so we try to preempt that with we'll have like a lesson that we do during our advisory period [Music] miss phillips do you want to add to that yeah i was going to say in terms of the updates this
105year so typically what we started doing in the in the fall we do the video that is produced by fcps but we also at our school have each grade meet with their grade level administrator i think it's important for students to put a name with the face of the administrator that they're dealing with from the beginning of the school year so we do face-to-face meetings with all students to go over the document and also answer any questions and then is the updates we create a video or a powerpoint voiceover and so this year with everybody being hybrid or um you know in person or virtual uh we ended up doing a voiceover powerpoint that we shared through one of our learning seminars with all students where our administrators revisited some of the key points of
106srnr as well as some of just the simple rules around robinson in our community like how we do transitions in the in this environment would look like but each year we recreate that video based on trends and information and the behaviors that we're seeing within the school and things that we really feel as an administrative team we need to remind students of as we go into the second part of the school year thank you miss conley i would just add um that we also do that presentation the same as robinson we um do it at the second semester and then we're getting ready to do it again just because we've um brought in a number of students four days a week and just some reminders of you know some of the things that normally would
107not be things that we would need to worry about but you know just trying to also keep the social distancing some of those things in in mind um just for students who haven't been in school for a while so we tend to do two if not three or four just depending on what we're seeing um presentations throughout the year we also do it by grade level and administrator we bring our counselors as well and introduce all of our student services staff so that they can make those connections as well this year yeah no i appreciate that um you know i think thinking about you know from the administrative perspective what's being done and worked on um is really helpful we may actually benefit from leveraging you know nathan and some students and kind of better
108understanding their you know experience with this and then seeing what room there is um or what what potential disconnect or not there is i know for a number of students um this has been something that i've heard from them and so i just i don't know dr boyd if you've thought through maybe how we can solicit some of their input to think about better ways of doing this um i'm not saying that what we're doing now is not good i think it sounds great right from what i'm hearing from our principles but then why is that not being conveyed or received sure and i think you know to our earlier discussion um we won't know what we we won't know what's working or what's not working and the perception of those on the receiving end
109until we ask them and that's going to look you know different from elementary the middle to high school and things like that so we definitely will be engaging with students and we want to make sure to um you know i know we have a number of mechanisms we have student uh organizations and things like that we want to make sure that as we're giving feedback we're getting feedback from um a diverse student population and when i say diverse i just i don't mean just race ethnicity ses but just you know the the continuum of students so that our feedback isn't um representing just one glimpse of our school division i think one of the things mr mess you're talking about just going back i'm i i you know i'm not saying you dated yourself by
110talking about when you were a student uh because uh that's been that's been a while right i mean but you're talking about too when we do all of our the administrators are doing their presentations but there were there were a few years back or some years back where the kids sort of parroting saturday night live's weekend update did their own version of an srnr update with some commentary and some back and forth but help kids try to communicate to kids hey here's what's new in the srnr so something we can go back and at least certainly talk to dr boyd as we have our new um equity leads in each school is how do we help communicate all of these changes and this year we did a lot of changes but frankly we were so
111caught up in the pandemic the messaging about all of this change in the sr and r may not may not be as fully received by some of our kids i think that's one of the points you're making and can we use our kids voices as we keep focusing on elevating student voice to get the message out beyond just what the school is going to do so we'll take that feedback back and i'll see if i can uh pull up one of those older uh updates no seriously to show dr boyd and show uh uh miss scott what that looks like and uh maybe there's ways to recreate or do something new with the kids in a new way so that the message gets out through our students in addition to what our staff and administrators
112are doing at each school yeah no i appreciate that i mean and it might not look like that either by the way we thought it was kind of lame and whatever but um but when i say that to say i really think that when it comes to this piece bottom up is going to be far more effective than it is that's the nugget that's the nugget right that the kids had a role in it and they came up with something at the time it was that whatever it is and so that message maybe resonated more and this is frankly one of the most significant srnr revisions that we've had in a generation here in fcps so how do we make sure it's not just being communicated one way and bottom up is a powerful powerful
113way to do it through the students so thanks for that feedback yeah i know for sure and the the second piece of you know my question is more big picture as well i know in our regular meeting i had outlined three things that i look forward to kind of seeing in the presentation today one of those being our own reflections dr boyd for you coming in new to the system what things stand out to you what vision we can have moving forward that's beyond just kind of tweaking for compliance etc and i say that you know i know for this year it's what it is you know we're moving forward um for the following year i think we having covet and not having implementation is actually an opportunity because that gives us the chance to
114then rethink different pieces and especially i mean in advance enough where if we want to do some of the really you know deep rehabilitative work or if we want to rethink the for example the categories of what's more serious than something else like i was surprised to see for example how we compare substance abuse versus gender-based harassment or vi you know violence etc so that i would categorize that differently but obviously there needs to be some thoughtful uh look at that um and if we want to think through more rehabilitative restorative uh steps even beyond what we've been doing that's going to require structural sys you know changes we're going to think about resources just like multiple departments have to be involved in that so i'm wondering if you know if we can begin the
115conversations in a serious way now so that we're prepared the next year it's not gonna just be language changes right it's gonna have to be structural but i'd love to hear a response to that yeah thank you miss omesh um and you're absolutely right i think as we as we continue our data dialogues regarding discipline i think that it's going to um and also as we continue our work around equity um and the plan that's coming out of dr williams office i think it's going to highlight what our areas as we look at what's the root cause for somebody think these things areas for staff training areas for student lessons areas to engage our families that really go beyond just the um vdoe codes around discipline that really would be really going to be more
116supportive of really enhancing our learning environment learning climate and that's with this uh student rights and responsibilities overall is intended to do but as we dig deep and kind of peel back the layers of the onion and the data really informs oh i thought we were doing this but the data actually shows we're doing that and then getting to what's the reason for these things because we know just the behavior that's just a manifestation of something else that is getting to the root cause and so that's something that's not going to happen overnight and then we have to be um ready and prepared to engage in those courageous conversations that dr williams has helped us with um particularly as we look at our data if it is um impacting one particular student group more so
117than another and again i think that those are the ahas that we sometimes have to have to get the forces that push us kind of off off of our comfort zone to be able to engage upon that work and so um we're definitely this is not you know just a kind of keep driving along the same street um that we really want to evolve our work and make sure it's data informed yeah super quick but big picture miss omash something that continues to come up and dr boyd has said it multiple times today to do the proper implementation we need the proper training and we have still done short shrift for the amount of professional development that our teachers and staff need i don't have the answer for you today but i can tell you
118that we are having deep discussions in cabinet about what are some structural changes that we can make around how we've done professional development and we may have some ideas for you to look at even before the school year comes i don't have them now but we we can't do professional development uh on a shoestring or in the same structure that we've done and get the deep results that we want to see so um i don't have the answer yet and i'm not saying it's a return to stuff that we just did in the past but i do think it's looking ahead for the future and figuring out some new ways of doing our training of staff and we'll we'll have some ideas for this board i hope before the school year starts all right i'm
119very happy to follow that um last set of comments by dr bray brand um you know one of the benefits i guess of going last is i'm looking at i can really see how overarching and what a big picture um opportunity we have in working just on the srnr um dr boyd you mentioned earlier that not only do we have to train our principals our aps and our dss's but our ias and our office staff and our bus drivers and people in any situation that may come in contact with you know a student that is you know having a behavior issue um so i would really like it if we could go back and and really think about if it's professional development but then if we have an issue um what supports do those students
120need we talked about community partners and what other supports may we need in our school given some of the changes that we're doing and partnerships with agencies etc and there is probably a budgetary impact with that and as was pointed out earlier we're in the throes of our budget process right now so now is the time to identify especially you know next year moving out of code and getting our kids into the schools we're already talking about additional you know emotional supports and things we may need for students so how does this all tie together and you know how do we make sure that um you know we're being as efficient as possible but yet giving our students and our staff the supports that they need so i would really hope that the administrators that
121are on the call um you know other administrators are consulted you know in the next couple weeks as we think about what they really need to implement this um also just big picture too um i wanted to also talk about digital citizenship a little bit i know we have a great program in is for that but that is you know the the technology and uses of um you know digital devices and the apps that you know karen case gamara talked about is a concern and you know i'm hoping that i'm we're working from across our i.t department across is across special services to identify these apps and what they are and you know be out in the forefront in setting up additional digital citizenship coursework or whatever we need um in order to stay in
122front of that and stay on top of that and you know even you know making necessary changes to srnr as we move forward so um big overarching comments i guess um that and we can continue to talk about absolutely okay um i think each person um has had the opportunity for three minutes so we will start with two minute go backs and we'll just do as many as we need to do um i know miss picarski was keeping close track of um i think most people will want to go back but it was keeping close track of who i want to go back so i know miss um his gamer i wanted to start off with the go back so we can start with that thank you yes and thank you for mentioning the app
123because that was my intent is that there appears to be so much coming out that it's i could see kids getting into situations that they don't even anticipate because some of these things really for example could make bullying easier or something to that effect um i'll start with my comment on special education students on page 52 i believe it was the second paragraph it says this fed students may be disciplined in the same manner as non-disabled students for up to 10 days and the reason i wanted to bring this up is because i'd like to know how we are documenting this type of thing i particularly with any students school interruption is a problem but i think especially with special education students when you could have repeated interruptions um how are we monitoring that so
124that you know well while the child may not be having something over 10 days they could have several five days that add up to way beyond the 10 days which then impacts their educational experience and so this allows that to happen i'm wondering where the boundaries could be to try to make sure and we're not actually creating problems educational problems uh and inconsistency problems for these particular students sure so thank you miss keith demar for pointing that out i'll share some information again this is probably another good opportunity for some of our administrators on the meeting today to share some of their school-based practices you're absolutely right when it says that students with disabilities can be um disciplined you know similar to their peers if they have up to 10 days oss once we get
125beyond that when it talks about change and placement it could be a series of short-term removals that are within proximity and similarly related so two days here three days here two days here once you add it all up if it gets more than once we exceed 10 days and it does trigger responses regarding manifestations manifestation determination reviews the provision of services starting the 11th day all of those things and so um that is something that um and again i'll let the building administrators speak um particularly about the process in their building but when we have multiple administrators in the building we know we have the student information system we have case managers department chairs and secondary we don't have department chairs at elementary so that's a little plug early on um plug club club um
126at elementary to help with that um but that's very important because you have multiple hands and and you have the compliance piece for sure we need to make sure we're in compliance that even above and beyond and probably i would say more important is the support that comes from that regarding the what's the underlying cause for why these behaviors keep occurring that are resulting in out-of-school suspension how are we supporting students continuation or iep goals how are we supporting their progress in the curriculum um and so we have to have very clear processes and we have multiple administrators that could be um addressing uh disciplinary uh infractions um so i would like to open the floor for our principals um to talk about how they manage that and make sure that um we're we're in
127alignment with making sure that the right responses mdrs provision of work are in place for our students with disabilities um should they exceed that 10 days uh cumulatively or if they're even you know long time suspended so if you could speak to that any volunteers i like the way you ask for volunteers please go ahead doctor i wasn't ready to raise my hand yet but i will respond to that i just hesitate to respond i'll just speak for myself at herndon you know we have we we end up having a lot of discipline cases at herndon but we i staff an additional assistant principal there to help with it because we know that student behavior isn't just about the consequence right like it's so much deeper than that and that there's a reason that students
128are behaving the way that they are and if you really want to allow that level of attention you need to have people so for us i mean we catch it i mean there's fail safes in place yes the manifestation like the 10-day limit but i mean we noticed it well before that and um you know and i really think i mean that's for for me i feel like that's our responsibility i mean if i have a student who comes up on the radar a couple of times you know getting suspended i mean that gives us pause and it's a great conversation to have with a case manager or whoever else needs to be involved in that process so i mean yes there are rules in place and there are laws in place to help kids
129but i mean we just have we staff it so that we notice it a lot sooner i don't it does i mean it sounds as though um you have perhaps is this a practice you put in place in your school or is that something that is a part of our protocol so i mean i really really couldn't speak to each school everybody has a different level of behavior needs you know it really does depend on the student body and for us we have a lot of students transitioning into school who have not been to school for a long time we have a large number of newcomer students who don't understand like the normal structures of a school day so i mean for us we could spend all day just like doling out consequences if we
130wanted to so i just we just know we need another person to be able to manage it all but i mean i would argue i mean i don't know i don't really want to speak for my colleagues but i would say that we all are thinking about that regularly i guess i'm sorry let's keep them on yeah i think the purpose of my question is i'm sure we have excellent leadership in various in many of our schools and all of our schools but i'm looking for that consistency so that as these issues arise we're making sure that the child isn't losing that access to education and we that that is a circumstance that we have protocols for to protect that student so you know i i'm grateful to hear about and i have one other
131thing um to mention so at any rate that that is where i was that's where that was where my concern was thank you we'll put you down again one of the things yeah one of the things miss keith's gamora we do have from some years ago the sosa's at the high school level those systems of support advisors that can really double down on doing some of that work that flag kids to be that early intervention and we have continued to look at refining the job description for that so that there is best practices across all of our high schools for that and i know i see miss conley there i know one of the things pre-pandemic that middle schools were also talking about was wanting to see a sosa at the middle school level because
132when we look at discipline it really takes off after elementary into that transition to middle school so i know other board members are talking about the big picture of implementation i do think one of the proactive things to look at as we move back in is how to look at resources to provision sources at that middle school level and have conversations that help set those kids up for success as they transition again into high school which is the next big vertical jump in discipline situations that eight to ninth grade year is the game changer years those two years really define whether a kid's going to get on a discipline track or not so um it's certainly something we can continue to have conversations with principals i'll let them speak for themselves of course but with
133dr nodo talking about the additional ap we did uh put in the prior administration did put in a sosa and right before the pandemic this was something middle school principals were saying scott can we can we really take a deep look at this and i think that need is going to be there as we come out of the pandemic to take another look thanks i just want to mention to my colleagues that um you were sent the link to the next next step document um this morning from miss madeja so um please be using that document as well um and mr frish did you have a welcome elaine i did see that tracy and cindy maybe one of them i know you want us to keep it quick and i i talked too much on
134that one but i don't know so that's okay i'm seeing them now thank you so much yeah i was just actually it's funny i was going to speak to the sosas and dr ray rand stole my thunder um i do think that the sources are key and it is uh vital for the consistency across our buildings and i think that the training they receive they get centrally and so they're all getting the same training they're bringing it back to us and our administrative teams and we're learning from them on different restorative practices i will say the middle school sosa is key and that transition being in a secondary building i see it firsthand from that eighth grade to the end of ninth grade like which tracks they're going to go down and like uh liz
135we have not necessarily staff but kind of staff we've created a resource teacher position that serves as our middle school sosa and so he participates in all those trainings with our high school sosa because we have seen the need for it and the benefit that we're getting in that same work across both levels of the middle school in the high school so i think that that's a key piece in that consistency that you guys are speaking about and i would just add that through our mtss process we really do have almost them case managers as we start to see students who might be making some inappropriate decisions or not the best decisions as as we see them maybe amping up or making some questionable choices we work with their teams or their counselors or anyone
136in our student services department to kind of help guide them back on track we have a variety of interventions that we put into place so we do catch them through other case managers or more of an informal non-special education non-education case manager but we do have a lot of means to catch students before they fall too far i would say that you know i would love to advocate for the sosa i think that transition from elementary to middle and then middle to high we know if they're not successful in eighth grade getting up into ninth grade and and not getting at a ninth grade on time that graduation um you know chances get smaller and smaller so having the additional staff to support i will i just want to thank you for allocating the full-time
137um school social worker or school psychologist that has been significant in our building and i don't think we could have the mtss process that we do and intervene as quickly as we have without that so i do want to thank you for for allocating that in the budget over the last few years thank you very much for that input mr frisch i'm good for now i might want to go back at the end but i'm okay dr anderson thank you just very quickly i was talking about disproportionality and how that data is analyzed at the school sites so dr boyd can you give me a sense of what happens when that data is provided to the schools um with the principal how well maybe the principals can speak to that in terms of how that
138is um reviewed and discussed and what expectations how does this make it into a particular school's school improvement plan or does it um i would like to have some information on that thank you sure prior to the principal sharon would you talk about um the process that our former equity coordinator um stood up regarding the disaggregation of discipline data oh i think i'm frozen you're fine dr anderson okay then maybe somebody else froze thank you can you hear me okay i can now i i don't know if the laughs was mine but everybody had frozen for a while but please go ahead so yes so i was asking um deb scott to share uh the process that our former equity coordinators fit up regarding the disaggregation of discipline data um and then certainly want to
139open the florida principles to talk about how that data is used at their schools um perhaps what additional supports they need regarding that that process so go ahead dad yes we were able to um give buildings risk ratio data this year so that was a help to them i hope i know this was a different kind of year to try to look at behavior data but they do have the risk ratio data that was published by carrie williams before she left fcps we also have we did we're having quarterly data dialogues with raz and eps so that they could look at overall discipline data in their region and that was something that we implemented and carried out and then we added the restraint seclusion data with that as well so we have some data sources
140now and also keep in mind that we did pilot the referral system um that was purchased two years ago it is out in a pilot and it will be in all schools so that is going to give principals yet another tool at their building level to look by teacher by student and make some decisions about the supports they need within their school thank you did any of the principals want to share anything i think miss barnes has her hand up principal oh my goodness was i frozen again i'm not sure margaret did you want to make a comment i'd have to come back to margaret one of the things if i could just make a comment on that last piece and then we'll see if other principles let's just be candid with one another we
141had a decentralized data collection system for discipline we now have done for the first time ever in this system a centralized data collection system for discipline this is going to put power at the school level but at the system level to more quickly address discipline disproportionality and put the resources in place to do intervention and prevention so i am very very excited about this work and i think it is going to be a game changer 20 years ago we were talking about trying to capture the data uh when dr dominance was here in the 90s with target 9 i remember because i was a young administrator we didn't have the data systems then we didn't have them just a couple of years ago and we will be putting the data system in that will give
142us a chance to truly tackle this problem not just at a schools level but at a systems level and i am very very confident that our principals and our central office staff are ready to use this to help us drive down discipline disproportionality in an even more dramatic way than it has been done before margaret did you want to say something i see you video on yes yeah i don't know what's going on with my desktop today i um had to switch to my phone i'm sorry about that and i was in a faculty meeting which is why i was here at the beginning and it had to pop out so um thank you for inviting us to be part of the conversation um i wanted to speak specifically to this because we did do
143some of this work at homes this year and what i'm really excited about about that division-wide referral system is i feel like the the conversation with teachers is most powerful at the referral level because we were we looked really um deeply at our cis discipline like what we entered as administrators and how that broke down by gender by race by grade level but it was we were also because we had an internal referral system at schools we were able to break down the data by teacher and by gender by race by grade level so we were able to have data dialogues with individual teachers and found that it was really a small group of teachers doing a lot of referrals what were the some of the mindsets and beliefs that were underlying and leading them
144to the referrals what were the steps that they took before they refer to student and reminding of them of all the supports that we have in place so that's one of the reasons why i'm really excited about the fact that we will have a referral that we can also pull data from so that we can do that intensive work with the teachers and that was part of our tips this year thank you so much miss barnes actually uh code something that i mentioned in my first turn which is when we look at data and it's at its um micro level we tend to see that it is coming just from a very few uh um from a select group and so i'm glad that you were able to um at least at your school to
145identify it and to have some interventions and supports around that and i think that's something that we should be able to do all around fcps because you did you're exactly right the referral point that's the point at which everything begins and if we can manage i'm not saying to not refer to students but just to be sure that every other aspect has been exhausted when they need to be i think that's really important so thank you for sharing that um i i i don't think i heard the other piece of my question which is uh you mentioned at holmes it makes into a sip do we have any idea of what happens at other schools generally dr brabrand or are we progressing in this adventure since we now have a centralized system what were the
146expectations prior to this new system in terms of what the expectations in terms of what doctrine how school disaggregates and analyzes their data and how they and how they respond to it well what i would say dr boyd i don't know if you want to make a comment first and then maybe i'll make a comment afterwards yes um and and and again it's is miss scott shared um we're transitioning but i think the big piece is that um while some schools may be further along you know we're excited than miss bart miss vaughn she's digging into her data they're having a discussion she's looking at the teacher referral data and all of that good information but i think that now that we have this centralized system we will have to make sure we're clear about
147expectations but before we can be clear about expectations we have to make sure we're providing the requisite professional development we can assume that everybody knows how to do this work um and so we're going to have to partner very closely with our professional development office our equity office to really talk about what does it look like to unpack discipline data um we know there's a number of trends that we can look at you know types of infractions time of day or there's certain staff members that we're seeing that are certain things but it's more than just numbers and then once we peel back all those onions um you know who's being impacted by certain um disciplinary infractions so there's a lot of work that we have to do and have to recognize that our schools
148are on various places on this continuum but we have to be very purposeful and strategic about the guidance of the support that we're going to provide um to clarify those expectations dr anderson if i could bring in the rasp voice of becky bainig for a moment i think that would be very helpful for board members in the community to hear about what our region assistant superintendents have done around this issue of expectations and follow through on discipline becky miss banig are you here uh dr ivy uh did you want to make any comments uh about the rass i i know uh you know you uh have worked with them on that do you want to make any comments i don't see becky here oh okay i'm sure i can comment i would say that you
149asked what was happening prior and so um we were having quarterly data dialogues and were working with the res the region office staff and with the dss and the equity team and we were looking at discipline data and beginning to unpack that one of the concerns that came up was the inconsistency of reporting and that consistent discipline form which i think will be a true game changer we have not continued those dialogues this year because of um you know our current situation and we anticipate that next year we definitely will get those scheduled and we'll follow up thank you dr ivey if i may push back a little bit more dr boyd at the top of this conversation you talked about shall versus should um versus wood so i would love to dig into a
150little bit in terms of what is that plan moving forward now that we have opportunity to avail ourselves of this tool which is going to provide robust information for school staff to react to i'd like to get a better sense of what is that going to look like particularly through the pd lens that you just discussed the last comment that i want to make is i hear you the plug for the special education chairs this was something that i i championed when we first got onto the board last year and then the covet budget came and changed the outlook and and we have not been able to return to that conversation i even think this year's been a little stressful to do that as well but it's not something that's lost on me as a
151former elementary school principal this is this could possibly be a major game changer so thank you so much thank you okay thank you everyone i'm miss mclaughlin great um dr bray brand i appreciated what you said that this is a transformative srnr um but i do want to give credit to the two prior boards um and your predecessor dr karen garza when i joined the board nine years ago we did not have a mindset of of discipline was to teach it was disciplined to punish and it was the two prior boards that really focused on making sure we reduced out of school suspensions um that we really focused on parent notification um that we stopped calling our discipline hearings expulsion hearings where we know young men took their lives thinking they were going to be
152expelled that we really wanted to look at how we could get better on our first possession marijuana diversion like the juvenile court system was already ahead of us on we also looked at our our hearings office letters the culture of those letters were um very alarming and frightening frankly to families and um the focus on how could we have those letters um not be so traumatizing to students and families um and i do hope dr brabrand um we haven't really talked about it today but i know that our former hearings office director um did um retire or leave the system and i'm not sure who you hired to be and to take on that new role um but the restorative justice circles as well was another key change um and i want to applaud you
153again you have brought your caring culture mindset to this work absolutely and i do think that this board i'm so excited at how every single one of you has embraced the importance of how we really get to the point of discipline is to teach i want to applaud our principals who have joined in this chorus of understanding um that discipline is to teach and we certainly want um as a board focus on how to support your work and laura jane cohen really brought that to task today's conversation i i do hope dr brabrand you'll just let us know um finally how we can get back to having an annual hearings office report to the board and how we can get these quarterly discipline reports because the board also wants to see and monitor the progress
154thanks absolutely thank you dr raymond i'd asked about the hearings office um the hearings office we have we haven't uh we haven't hired the director yet the chief equity officer does have that is one of the things to do but she wants to take her time and get the right person in this moment that we're in and you're you're correct the prior boards have built a foundation but i think we're in the middle and is not just really a transition as much as an acceleration of the work that has started so you know i have been nine years on this topic and dr williams i would be happy to give you historical input on on how we can continue to get better yeah and as dr ivy just said a minute ago the quarterly data
155dialogues uh will return as we return to school fully in person in the fall and we'll keep you updated on both those matters of the hearing office and the data dialogues greatly appreciate it thank you you're welcome great um [Music] i'm so grateful for that hearings office um head update i i appreciate miss mclaughlin bringing that up um i had a couple of questions just to piggyback a little bit um on when we talked about disaggregating our data are we also using the information that we're getting from the fairfax county police department on arrest that's broken down by schools yes so we have that report um and and again our numbers and our reports were you know very very small on this year um but we will continue to disaggregate that data and to look
156at what are the things that our students you know looking at at twofold so we're clarifying our language so that the things that we have to report are explicitly clear and that we're only reporting those things which we are required to report and then within that really just to unpack or to say you know where are our kids where are we having to make those connections and then the community resources how might we be able to support that again even if it's things that are are happening outside of school how can we support students and families for the long term outcome of them being you know positive contributing citizens you know that don't have this um you know records and things like that so looking at those pieces yeah definitely not walking out of schools
157with arrest records would be ideal um but also to me i think it's really important in the conversations then that we have with our delegation because i think we were all able to contribute um a lot of information to helping get rid of this disorderly conduct um piece and code that just we saw routinely being used um you know in a very disproportionate way against our students of color and so i think not only does it help inform us but then we can help kind of inform in a more general sense on a legislative um in the legislative arena my other question was um what role do our students play in developing the srnr i just you know when we were talking when uh miss picarsky was talking about vaping and how we certainly don't
158ever want to be in a position to punish addiction um you know i look at what our students have been doing this year and particularly their advocacy around mental health and what kind of avenues and forums do we have for them to be able to inform what you know what we do around sr and r so we're going to be reaching out to our students um various student groups again for the initial um update of the srnr we hadn't recommended really many changes because you know it was still kind of like that last year's this one for lack of a better phrase but we will be engaging in student discussions family staff all of those different stakeholder groups as we address some of these more substantive issues that we're taking up on this year um
159because again they're this impacts them the most you know if it's who's the mo you know who does the srnr impact most heavily it's students um and so we want to make sure we have their voice and aren't thinking for them or thinking about when we were kids because things have changed yeah i think definitely some of those equity town halls that we had this past summer um in my mind were pretty illuminating for me even though i am the parent of teenagers it was you know hearing that and going back and having those conversations of is this happening in your schools and then saying yes and and helping that inform the process um i would love to see more of that if i can be helpful with any of that please let me know
160thank you i will do thank you russia thank you and um you know i once again this cohen takes some of my ideas i think it's wonderful that she has such great ideas and so i don't have as much to share so thank you miss cohen for sharing some of that um although she looks frozen to me now too so i don't know if it's just me or um or what so so anyway i won't take up too much time i wanted to sort of circle back i know we're probably going to talk about sros in a different conversation so i don't want to talk about the um the conversation but in on page 41 it does talk a little bit about for the role of sros and i wanted to um you know and
161stay on the same wavelength i was on before when it talks over um using sro for removal of an unknown substance um i think there's some room here to clarify at what point the sro needs to get involved in that as opposed to school staff first right and i bring this up from the perception of um removal of an unknown substance may or may not involve um physical touching of a child in that removal process and when you have special education students who react differently sometimes to being touched that can unintentionally there's a difference when that reaction is done with a police officer than with a school safety officer um and one of the ways that we have disproportionality in the criminal justice system is on those unintentional reactions that can be um well the
162police officer seen as assault and so i think there's there's space there for concern about clarifying um exactly you know when that happens as well as interference with the school process that impedes the safety of others i think that's a fairly vague statement and so i just think there's some room there when we're talking about um getting sros involved to make sure we're really clear on those pieces of it especially the anything that may involve the touching of a student that can lead to a reaction that may not be intentional um and then um i think maybe there's even some room here on sort of is there a first step in some of these places of school safety first and then sros and some of these processes um especially when it's unknown that was the
163extent of my time but um i'll follow up with the other other small things not but my specific things like that thank you thank you mister nico thank you but i i have nothing um additional at this time okay thank you so much thanks um you know i the only thing i'll add is this this theme of just the long-term thinking and what we're going to spend our time doing moving forward it might require us to actually consider ways that we come together as a board to think differently or to review things or you know staff if you guys have things as we move forward over the course of the year in advance of it being the official sr process where we're tweaking language to reflect kind of the more structural pieces that we're thinking
164about so i just want to put that out there because i do think in being intentional about it uh it's going to be more than just you know like fixing the language of a book right so that's all thanks we'll do them thank you okay so we have gone through each um board member miss um keith gamara i think you had one more comment i think that was maybe the only person that i thought needed some additional time um so miss keith tomorrow if you have an additional comment now would be the time and if anyone does need an additional go back they can just raise your hand this keys camara are you with us mr mace do you want to go ahead i see your hand is up yeah i realized i'll just finish
165my time um the other thing i was going to say to my colleagues i think in advance of the sro conversation which i know is not directly related but has come up obviously in these conversations um i'm curious about what work we're gonna try to do uh to inform ourselves of the issue i i'm i'm really um trying to preempt what may be potentially a challenging set of conversations based on different lived experiences maybe different you know facts factual backgrounds on the topic um and even maybe you know backgrounds and equity cultural responsiveness etc i'm curious dr williams if you want to weigh in here as to your thoughts on what you would recommend or encourage i do think we have to be proactive and intentional here as a board to kind of catch ourselves
166up to speed on what's really a national conversation um and potential move away from you know certain ways of thinking but please definitely of course um and actually thank you for the question because i think it is again it's a for me there are a lot of right questions being asked today um and what i would say is before we have a conversation about sros if we could spend some time thinking about like what is the function that we want sros to perform for our schools and for the division because my experience is that sros are are victims to a degree of creep right we brought them in for one reason and now they do almost anything under the sun much of which is not the intended purpose um to conflate that to go one
167step further rather um is to think about what makes the school safe and and be willing to hear the multiple perspectives of different stakeholders because different student groups perceive sros in different ways right and have different experiences and so this question of what is you know what makes the school safe and you know how how can what are the different ways we can go about ensuring that safety is another question that i think we should have some clarity on before we start to enter the conversation um about sro so i thank you for for putting that forward because i think if we came in willing to focus on those two things then figuring out the roles that we would want sros to serve in and then crafting mousse in a way that speaks to that
168and liaising with the um police department it makes the work a lot easier but if we're not clear um then we miss opportunities yeah no i appreciate that and and you know it speaks to i don't know dr anderson miss picarski you know as we plan ahead in advance of decision making on an issue like this i do think you know we're going to want to probably reach some common ground discuss what our values are around this and then as dr williams pointed out um what you know what we want to see what you know where certain things have deviated from the role etc what role we see to be played so i i just put that out there again colleagues and you know chair and vice chair uh i really think this is going
169to be one of those that we have to have some advanced conversation about this uh keith gamara okay miss mclaughlin i see your hands up i'm muting my mic um i i just wanted to reinforce something that um my colleague abraham said that and laura jane cohen also picked up on it that when we are talking about who we're serving and it starts serving students when we look at ways that other board members have talked about how do we address vaping how do we prevent vaping how do we provide interventions for vaping it is going to need to be that um two-way dialogue and and really getting those student-focused groups so students can say to us how do you best reach us to understand whether it's the digital citizenship whether it's the risks of social
170media and sexting um whether it is how do we make sure the kids say this is how i hear and better learn from what the srnr is and then also just what are the things we can do to have them be partners in that and i know dr bray brandu you were great in saying your support for that but i wanted to really put a fine point on it i'd like to see this be in in the upcoming year so that a year from now when we're sitting here talking about sr and r changes we really know how we've captured student voice through focus groups surveys and other things and then i just want to thank dr williams how well you spoke to the issue of sros in our schools um they the this always
171again concerned me that schools are there to teach and um we want safe schools but um we don't want the creep as you noted um i do think we need to know the history of sros when they were first placed into our schools um we should have all the details on the funding that's involved because as i said at the prior business meeting we spend all this money putting sros into our schools and we don't put this same level of funding for school nurses that often are trained to be able to identify addictions and um you know and other behaviors in students that that could be more preventative in nature so i look forward to more of that work and conversation as well thank you miss mclaughlin uh miss bakarski did you have a question
172yeah just quickly i i just wanted um we kind of talked about this and um you know i i brought it up with the vaping but another one that i wanted to include in the conversation is how we handle students especially our older students in particular maybe um you know having non-prescription drugs you know that can be something as benign as bringing to advil to school because they broke their leg and you know they didn't know their parents didn't have time whatever to um go to the office and and and do the form and now they brought it to school and i think if my memory serves me right the discretion that the principal has in a first time offense for something as benign as this i think is even up to two days in
173school suspension which just does not to me seem appropriate so i i don't really want to get into too much further because it's part of the larger conversation but i wanted to put it on your radar as another one of those points where you know are we really serving the purpose of teaching and creating safe school environments or just looking for reasons to to punish and and you know especially when you have that discretionary part of this a principal can say oh well so and so you know okay you get off with this punishment but or consequence but this kid you're gonna get the two days suspension so i i worry about that and it was you know it was in a few different places in the sr and r um especially when we were
174talking about drugs and alcohol so just wanted to flag it for you as another point for consideration great thank you um miss kisgamara i thought i saw your flash up did you have a remaining question oh maybe not um i just wanted to make a comment around the sro topic as well um dr williams i do really appreciate the explanation that you gave us and i just want to mention as part of that i would really like to see community input as well and community i'm using more very broadly um you know parents students you know our entire community and feeling safe around schools i think that's probably what you were talking about when you were talking about how do we define what is safe um so i appreciate that look forward to those conversations
175um with that i think we have um concluded our staff input i wanted to give our board input and questions i wanted to give a huge huge thank you um to our staff um for the work that they did putting this together and um i am going to turn it over to my colleague miss picarski to just kind of tie this meeting up for the day yeah thank you everyone just wanted to say thank you to everyone and again um to staff who's worked so diligently on this and the conversation is still continuing and i know dr boyd um will be in contact with us and be providing more information as we are working towards um you know voting on the srnr and please do direct any questions you have to her uh ms mclaughlin
176do you have a question just process wise so you it was mentioned the next step document um for board members so um you know i i don't like to click over to the next document during the work session i'm trying to listen to my colleagues and staff so can you give us an idea of how much time we have to uh review the next steps and add anything on there um like tomorrow at 9 00 a.m or something no that's a good question dr anderson if it's okay with you can we leave it open until um i guess wednesday morning before chairs so i guess maybe tomorrow night early wednesday morning thank you ms mclaughlin thank you everyone ms mccarson i was giving a thumbs up but please um there's one but there's one more
177piece it's not just adding the next steps but it's also getting consensus on the next steps staff does not work on them if we do not have a majority of the board identifying them so we need to cut off adding them and then we need to cut off for board members to act on them and i know ms smallberg and myself we've tried kind of maybe on tuesday night send a quick reminder go and offer your consensus because then on wednesday morning we need to be able to get started right away so i would say let's say let's remain with what we've done so far which is 9 a.m tomorrow so that by tuesday night people can offer the consensus because they need to see the entirety of what's being posted so they will need
178that time thank you dr anderson and we probably do need to stay consistent on this which i guess is something that we need to talk about yes yeah yeah ms mrs bakarski what i was going to say is it's great that we we all put in whatever input we want there i just want to make sure board members understand because i have seen this happen board members visit the document once and so they put in their input they vote on whatever is there and they don't revisit it when other things get added behind their own so i i do think we want to have that clarity of by tomorrow nine a.m put your ideas up but then board members really do need to look at it after nine hand tomorrow to make sure they've weighed
179in on all of the things that are there and either myself and oh i'm so sorry may i either myself or miss mulberry will send a reminder after 9 a.m for board members to revisit it because miss mclaughlin is exactly right sometimes we don't have that second piece um be uh here too by everyone thank you yeah and i think it's best was mclaughlin after a work session everything is still fresh in our mind if people can just go do it right away don't let it linger and then people have the chance to look at it and and we can um you know the longer we sit on things the less we remember what happened in a work session and the more creative we may get on what we want i think for next steps
180but anyway have a great afternoon everyone thank you so much bye-bye thank you all so much thank you miss tollin for this work session and thank you board members really appreciate it and i want to just thank miss dr boyd again and her team great job dr boyd and your team thank you well done bye bye everybody thank you everyone we'll see you tomorrow you