001[Music] do [Music] good evening brenda good evening we recognize that the hogan administrative center occupies the land of the whole trunk people please take a moment to celebrate and honor this ancestral trunk land and the lands of all indigenous peoples will the secretary please call the mr abraham uh absent miss balman here ms cuomo here dr cooper stall here dr jimenez uh excused ms leahy here mr lee yeah mr korberg here mr spivey absent quorum of the board of education is present so the regularly scheduled meeting of march 7th 2022 is called to order we will now have the pledge of allegiance please stand and face the american plague i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with
002liberty tonight's agenda has previously been distributed to the board we have a motion from ms como and a second by miss leahy to approve the agenda as submitted unless there is a motion to amend all in favor say aye all opposed same sign and the motion carries uh i don't think we have any public speakers tonight so we'll go right into the superintendent superintendent's consent agenda items on the superintendent's consent agenda as presented the consent agenda as a mechanism used by the board to deal with routine business that must come before the body with a motion by ms como in a second by ms leahy the items on the oh i should ask first are there any items that members want to remove from the consent agenda now with a motion by ms como in
003a second by ms lee the items on the superintendent's consent agenda are approved as presented moving on to the board consent agenda i make a motion to approve the items on the board consent agenda as presented second the consent agenda again is a mechanism used by the board to deal with routine business that must come before the body are there any items that the members want to remove from the consent agenda with a motion by ms como second by ms lee the items on the board consent agenda are approved as presented we next move to the information part of our meeting and i think we have information from you dr engel thank you mr korberg so on our agenda tonight is operational expectation monitoring report oe10 learning environment this is a part of our routine
004business and monitoring the school board's policies and this evening dr harcy will be presenting our monitoring report on oe10 yeah good evening so tonight we're going to try something just a little bit different for the board i'm going to be trying to drive on the monitor as we go through this tonight um because there's some data i'm going to try to to highlight a little bit and mr levandusky for the audience members is going to try to do his best to follow along and be able to show the audience kind of where we're at so yeah so tonight summary of compliance status for oe10 there are nine measures within oe 10 7 are compliant two remain in an area in need of improvement i will just make a note that there are two areas in
005need of improvement from last year as well specifically oe 10.1 as a board we established a threshold that 95 of students would respond affirmatively to an annually provided survey instrument indicating feelings of safety belonging and engagement results indicated in all three categories that we did not reach that established benchmark safety came in at 77 percent belonging at 76 percent and encouragement at 89 we will kind of dive into that survey in a little more depth here in just a moment but first i want to talk a little bit about the other area in need of improvement indicator oe 10.2 indicator 3. as a board we indicated that we wanted the percentage of office discipline offenses and suspension so that includes both iss so in-school suspension and oss out-of-school suspensions for students of color we wanted
006those to be proportionate however based on the 2021 school discipline data our office discipline offenses and suspensions remain disproportionate for our students of color and again we'll dive into both of those areas as we get into the report as well now i know you've had this since thursday so um if at any point you feel like i'm dragging a plow a little bit you want me to get moving just let me know or if you want me to slow down just say that as well so in 10.1 one of the areas that we wanted to just take a pause because it's an area that we aren't compliant is i wanted to talk about this student climate survey for just a moment so this year we ended up with um 2848 individual student responses we gave
007this survey uh in early february to third through 12th grade students and again we were focusing on areas of safety belonging encouragement we asked specific questions in those areas those of you who were at the board last year know that and we'll show you those specific questions at the bottom here i just wanted to point out uh this area this kind of footnote um our 9th through 12th graders took the youth risk behavior survey the yrbs in october of we were hoping to have that in january have those results back uh that didn't happen we're hoping to have those in february that that that didn't happen so here we sit and the data comes from the department of public instruction uh we're kind of holding out hope we might have it before the end of
008march here the 21st when we meet again on this report but there's no guarantee we keep in contact with the department of public instruction and they basically are saying they're working on data quality insurance assurance and you'll get it when you when you get it so the reason we want that data and we'll show you again in just a moment but we do like to make comparative data to not only our district but the county and the state it does help us give a picture of what's happening on a larger scale all right so the question about i feel safe at school you can see this year's response in a in a pie chart we do like to give comparative data to the board year over year this is the second year with this survey
009so you can see 2020 21 compared to 2122 data in our vertical bar chart here below we start to disaggregate our data and so not to be i'll just take one line here so the question i feel safe at school you can see our total student responses and in parentheses 2848. uh the number in parentheses here is strongly agree of the number of students 200 or 728 coming out to 24.48 the agree 1573 again at 52.89 and then you can see disagree and strongly disagree at 469 responses and 204 responses and you can see that throughout as you go down this particular chart i will point out that students self-identified their race ethnicity special education services and language spoken at home that's kind of important i mean this is not perfect data but we did
010want to honor student response on this particular tool so for example a student could say could have checked that they are they identify as asian in black and if they wanted to prefer not to answer did that happen a lot we think not but that could have happened and we just want to point that out to you so some of the data could be you know not precise in that way the other column that we added this year that's unique to last year just because we have year over year data now is right here in the affirmative responses so when you look at this again coming across we had 2848 responses this year and so uh affirmative responses are those students who responded both either strongly agree or agree and that is just the total
011number of 728 plus 1573 gives us this 2301 out of 28.48 giving us 77.37 percent and so you can compare our affirmative responses in 2021 versus and what you'll see is a trend from 2021 to 2022 in nearly all of our questions in all of our categories of those numbers going down from year to year one of the things i'd like to point out to this group we do differentiate and pull out our 9th through 12th graders as i mentioned earlier with that little footnote it's because the youth risk behavior survey data is given to our high school students and so we we pull out our 9th through 12th graders because we like to compare once we get that yrbs data that data would be going into these empty boxes here so we have some
012comparative data with the yrbs yrbs asks a very similar question in fact the exact same question i feel safe at school so we're able to compare which we don't have quite yet i feel i feel like i belong at school as our belonging question same setup with the pie chart our vertical bar chart our breakdown demographically and our affirmative responses one of the things as you analyze this data a little bit you can notice things like for example here because of the cell size we actually had more affirmative responses 67 for for example uh those students who identify as hispanic or latino latina but the number dropped because there's more students more affirmative responses to 67 but that's out of a n sample size of 99. one thing i would point out here again you
013can see a drop from 2022 in 2021 and again we don't have the uterus behavior survey data yet to compare and then finally adults at my school encouraged me to do well same setup throughout the one thing i would point out in this particular set of data is in 2017 the youth risk behavior survey discontinued this question and so when i circle back with this the board later i have the opportunity to say where we might want to make some adjustments there is another question that youth risk behavior survey data has incorporated around support that might work well in this area but just know i'll provide that and we can all kind of entertain what we want to do with that later on questions around the this this particular survey and some of the results
014mr abraham thank you in regards to that i feel safe at school do you believe or what is your opinion or superintendent's opinion as to why the affirmative responses have dropped in every category yeah it's been it's complex i don't think there's any one one response right we've had a tough two years i think we're coming up on the anniversary of our shutdown i think that happened maybe march 18th of 2020. um you know i just saw that there's a hidden pandemic that the health science consortium is having coming up on loneliness um there was a family policy board meeting today they said there's five major issues happening in our community it started with mental health we saw that with our students right they've been coming and knocking on our door um aoda issues child
015care housing transportation all of which is happening in the adult community certainly translates and touches our children who walk into our schools one of the things that students could put in our survey is if they put disagree or strongly disagree with i feel safe in school they could put in a narrative comment and some of the narrative comments included hey look we just had a threat four days ago a bomb threat or you know that kind of thing i you know i can't like legitimately put i feel safe we just had a threat i mean so they were they were very thoughtful um in some of those responses and so i think there's a lot on our students minds in terms of um there was another student i can share that said i feel safe
016now but i'm also transgender and i'm worried about they're projecting i'm worried about if and when i do come out or somebody finds out i don't know that i'll feel safe then and so i mean there there are so many thoughts uh complicated thoughts going through our students minds and some of their thoughtful responses were um it just i think demonstrates the importance of getting to know our students um and all that they have i think going on in their lives currently um do you feel that removing two of the five school resource officers had any impact regarding the i feel safe at school i think one of the systems that we currently have that is super effective is handle with care and i don't know if everybody knows what handle with care is but
017that unilateral system for those at home or here who don't know it's a system by which law enforcement officers if they know that one of our students it's not just the school district lacrosse it's surrounding law enforcement agencies too if they know that one of our students has been exposed to trauma let's say it happens over a weekend or at night they can call into the school and just say you might want to receive this child you know gently because they've been exposed through some of the threats that we've received our sros and our la crosse police department has been invaluable in investigating those threats and so that partnership has been incredibly important and trying to investigate and solve some of the issues that we have had so the larger ecosystem of safety all of
018that matters and some of the students in those comments identified sros as a reason why they felt less safe right yeah there's comments both we had comments saying um don't remove sros what are you doing we've had comments saying listen to our bipoc students and remove sros so it is much like the debates of the last year and a half in our you know that we heard here at the table uh so it's uh much like a lot of things it's complex you imagine that the handle with care program who who brought that to the district or who i know kurt teff was instrumental from the district side and the la crosse police department i'm not sure who was working on it from the la crosse police department side but it's been incredibly helpful for
019for students and families for and for our staff thank you it's late when was this administered in 2021 because i'm trying to remember timeline when students came back from the pandemic when they were virtual and when it when this was announced great question february same same time frame in early february okay so so basically they were back in school for just were they back our elementary school students would have come back in january and then it was a couple weeks later our middle school students came back every other day and then ultimately full day i don't think our high school students were fully back until the fourth quarter so it would have been some out of school here okay any other questions dr you want to go on to the next extras yes okay let
020me all right and 10.2 indicator one uh our code of rights and responsibilities is actually in the next two areas um i won't click in here but essentially in july kurt teff brought the code of rights and responsibilities in front of the board and based on the board's annual work plan gc6e will be doing that again and in indicator 2 there is the code of rights and responsibilities and just know that we can supply that in multiple languages upon request and i'm certainly happy to do that for any parents guardians families who so desire uh indicator three is the other area that we are not compliant and if we could i'd like to take a moment just to just to dive into that data so what we're looking at here is um so this is
021our our 2021 uh discipline incidence and um by incidents i mean there's a variety of things that could fall under this umbrella it could be habitual truancy it could be inappropriate use of the the technology uh it could be um vacating a classroom and sometimes vacating a school um those kinds of things also subjective techno subjective kinds of things like disrespect all could fall under an incident something that's being sent to an office and it only becomes an incident when there's an action associated with it some kind so if a student's sent to the office and there's a conversation and sent back that may not be counted as an incident but if there's a detention or something like that then it could be put in skyward as an incident so uh what i wanted to
022point out here is uh just quickly so with our student population this is just our demographics uh that year so 6142 total students and then uh the actual breakdown of the demographics that year uh based on information out of skyward so um there were in in this case and we'll just use this students who identify as american indian as the example for the rest of the data so there's 25 students who identify as american indian coming out to 0.4 percent of this total of 6142 there are 408 students who had an incident uh and so in this example there would be two students who identify as american indian who had are part of that 408 accounting for 0.5 percent of this 408. so those 408 students accounted for 1255 discipline incidents so in this case
023uh again with the american uh those who identify as american indian uh two students uh what they had uh two incidents one one each in this case account for 0.2 percent so what would be important here is to look for example if we've got 5.2 percent of students who identify as black you'd like to see about 5.2 percent of total discipline incidents in this column as well we've got three times that amount okay so we are over represented uh same with two or more overrepresented and hispanic overrepresented and so those are areas that obviously uh is an area that we can't say we're in compliance when we've got that kind of disproportionality suspensions we'll see the same type of data but this is both in-school and out-of-school suspension data and so black uh the students
024who identify as black again 5.2 percent is this student population and we're at 17.2 percent two or more 11 percent we're at 23.1 percent and then hispanic while closer is still disproportionate at 8.3 percent what we've done down here and as um miss leahy was pointing out earlier with her question about when the survey was given it's difficult to compare 2019-20 and 2020-21 simply because of the duration of of time that we were we were in school um but that's what we're trying to do with the data in these two areas so you can see we're trying to give side by side data uh here and it's it's just a it's just a tough stuff you can see the number total number for example student incidents uh 4589 in the year where we were in
025school all the way basically through march and 1255 in the year where we were not face to face for very long but we will continue to do that longitudinal crosswalk you know and as time goes by we'll have a better picture as these years normalize just a little bit questions on in-school suspension or incidents as we look at our data here mr abram well first off i mean it's hard for the uh for the school district to um you know when you have an incident that results in a suspension you have to take action on it so i mean for example you know when you look at the disproportionality of it you know when talking about this goes back even into criminology you know a small percentage of people commit majority of the crime so
026my question on on the asian uh is they're well underrepresented do you know why that is yeah that's a question we're trying to unpack as well just like we're trying to unpack the over representation it's the same question that we're taking a look at uh with all of the work that we're doing with um our cultural humility work etc because yeah we're underrepresented yeah so my question there is are we doing something so much better with the asian community that we're not reaching the other bi-pac and how do we correct that yeah i mean when we're looking at all of the efforts that we're putting in place and so one of our biggest efforts like one of the questions we ask yourself is okay so if this is our data what are we doing and
027one of the biggest areas obviously is our is our strategic plan for educational equity which covers a lot of different areas including all of our disposition work um our curriculum etc and so through that process we're trying to reflect on why are we currently getting the results that we're getting uh and so those are the questions we're kind of and these are the kind of this is kind of data set that helps us reflect on why are we sitting where we're currently at um and to see this data uh begs the question of you know it we're upside down in some areas and it's not uh necessarily that we want to see our students who identify as asian rise up to 9.8 that's not how we're going to make this better data any other questions
028i would also just add that the problem historically as well in terms of disaggregating that data is when it comes to the asian category is that anyone who identifies as asian is lumped into one category so oftentimes when we break that out further and i'm not suggesting that we do that i'm just adding an important sidebar to someone who studies this that oftentimes there's far more nuance that's within that category then we actually see reflected so i just would add that as a point yes thank you thank you dr cooper any other questions dr hersky did you have anything else oh we can move on to indicator four if okay people are comfortable with that uh in this particular category and um mr teff is getting ready actually this spring he's just starting this process
029now there's a variety of groups that we take the code of rights and responsibility to for feedback that's just a list of the this last year's feedback and input kind of efforts and so that will be starting again here shortly we just had a kind of his template reviewed by the cabinet this last week in 10.3 indicator 1 the district will provide all primary guardians public notice of the types of information designated as uh directory information uh we did uh we follow what's known as is ferpa uh family education and it's a privacy act and so that was we provide like a three-week window and that happened from july first to the third week in september and we make sure that if something wants me to provide that window and then all new enrollees as
030well and we just make sure that if there's questions you go directly to the registrar and or the building principle i know there was some question in the past like if there is a breach what happens we want to make sure that building right at the building level that there's an opportunity to uh contact that building principle and get that rectified right away indicator 2 100 of research requests for student information are reviewed for alignment to district mission and vision and that happens uh dr lahocke chairs our r d for the district and does a wonderful job uh the number of research requests um we had uh probably about a third accepted uh this year compared to the year prior and so those are the three that were accepted uh this last year uh 10.4
031uh indicator 1 100 of formal reports of misconduct by an adult are investigated by the appropriate member of the administrative team or designee the attached compliance documentation letter indicates all concerns or complaints were resolved prior to a need for formal appeal this last year there was one that was reviewed it's a little bit different because it didn't come from an outside complaint it was internal we we discovered it and and and evaluated it um so this is a little bit different but that was from march 1st to march 7th of this year and so obviously handled that through all the proper channels any questions on that one in particular i know last time when we were talking about complaint procedures it's like there's a lot of policies how you know which one do we use
032and just didn't know if there's i know dr engel mentioned different laws and how but i'm just curious are we no okay um [Music] and um and 10.5 uh finally here indicator one more in the realm of policy policy and procedures for responding to concerns and complaints are in place on a regular and on a regular review cycle i guess the only part that i would add here is we're in kind of a monumental process of switching policies to uh what are called neola and so where we have we're kind of in a hybrid phase of all of our kind of legend historic administrative policies and we're changing over to this neola and so we're reviewing all of our policies through an equity lens and it's been pretty purposeful work and so questions around that
033particular any questions by any board members anything else not at this time thank you mr corbert dr engel uh nope just uh that's it we will move on then to the announcement portion of our meeting um oh go ahead we have uh general consensus oh gotcha agreement or not on the on the on the um so we are going we would be voting on this at our next meeting and so now is the time to provide any other feedback we had indicated in compliance with exceptions noted due to the two areas where we did not correct me compliance i i guess you know how how do we get to um that you know how do we get to where it's proportionate and it's it's hard because actions you know um justify the response by the
034school principles and then it's hard then to come back and say that we're not in compliance because it's something that's almost out of our control but i think that we can do things but what is it that we can do yeah i think there's two different things i think generally our goal is that you know we've changed our school environments we've changed how our adults in the building react to things uh such that it helps create a level of proportionality we're all we're eliminating the bias that leads to some differences that's some of the things i think in the short term because that's long term work in the short term one of the things that we're looking at is there are some offenses some disciplinary things where the there's a consequence that seems pretty direct
035from the thing if there's a intentional um attack on somebody where they've arranged for somebody else to videotape it those consequences as long as they're within you know our typical framework seem pretty logical and regardless of your identity or background those consequences would probably generally be the same there are some where there are some offenses where there's a lot more discretion and that's an area where i think maybe we can drill down into further to look for that proportionality some of those bigger things maybe that's related to larger societal stuff and we have a limited ability to impact that immediately in our schools we can impact it but maybe not immediately for all students where we can have an immediate impact of some of that discretionary stuff defiance disrespect disruption that is where our bias
036can often come into play and i think if we drill down and look at that we might be able to get a more nuanced view of some of this disproportionality and that's where we can have an immediate impact by examining our own biases by looking at our systems to see if we're causing some of those differences ourselves and so i think as we bring back recommendations for this data we might want to disaggregate for some of those things these areas where we have discretion in terms of discipline that your perception of disruption defiance disrespect is different for each person people have different thresholds people view that through a different lens based on their identity and the identity of the individuals in front of them and so that's a way we can make this report maybe
037more responsive in the short term while also keeping our eye on the prize that long-term proportionality as well and that's just an idea no when we refer to you and i'll go next i think that there's also something to be said in the sense of like we talk about this action piece and the reality is it's similar to criminality there's a lot of racial bias there's a lot of discrimination that happens with that right like if you talk criminality of course if you saturate one neighborhood with police officers you're going to catch more criminals correct and similarly when we talk about the school district there are certain biases that teachers hold against certain groups of folks and it plays out into how we do discipline right and so similar to what you're saying which i
038appreciate you saying that i think that um i don't know i'm struggling with that like the student has an action but then we're ignoring like there's so many other complexities that we address you know basic needs um things that are happening students come from they come to school angry right like there's so many complexities around that particular topic and also we can't ignore the fact that systemic racism is embedded into higher education or into institutional of education um and on top like i mean there's so much within that and then i also would say that then brings me to that idea of like do i feel safe in school or do i feel like i belong in school if you're in a system that was designed without you and or not for you period you're
039probably not going to feel as safe and you're not going to feel as if you belong there until the schools actually transform everything about it from curriculum to structure to everything right like you have to do a little bit more than is yeah i'm gonna leave it there so sorry um so what the what this discussion reminds me of is the report that you conducted last year that pointed out how these very disciplinary practices contribute to that school to prison pipeline so in your response to mr abraham it's kind of a 10 000 foot view but i would argue that this is part of the equity plan that has been developed for the district so there are action steps correct that have been identified in terms of how to address this that's correct and i
040would also uh like you to speak to how the pandemic may have impacted some of that work this year and then how what is our intention to get back to back on track if in fact that pandemic has pushed some of that work out absolutely so i think speaking to um some of the steps that we put in place so more proactive services you know law enforcement or police or or student discipline is a reactive thing right something's already happened and now we're intervening after the fact our goal is to be as proactive as possible so putting into place resources for students and families that include social services access to counselors access to mental health services and we've talked at length about all the things that we're doing along some of those lines we've developed
041partnerships with the county force community and school social workers we're also thinking about different types of reactive processes restorative justice being one that we have well established at the middle school and are in the process of expanding into our high schools so there's different ways to respond as well that wouldn't register here as discipline to so there is still a response we're still going to do something about it we're still going to hold folks accountable but we're going to do it in a way that is less punit not even less punitive it just approaches it differently through a different lens so that's one thing the pandemic has certainly shifted things you know when i wrote the report about the school resource officer program that was you know before we had returned to school in person
042before we really understood the impacts that uh this pandemic had on students and two years in we've noticed um increases in in certain types of disciplinary issues certain types of behaviors students have been you know pleading for more mental health services that we've been responsive to and tried to provide as quickly as we can and i think it impacts what we see in that belonging safety and encouragement survey and how they're um feeling at school and feeling generally probably and so our responses as a result have to shift you know so those proactive services we need to accelerate what we're doing and we've been fortunate to receive grants and get additional funding from local hospital systems and from the the state to help us do that but it also may change the intensity of what
043we do next year how are we going to respond to what's there and i think a lot of those proactive services that we wanted to put in place while we have ramped them up as quickly as we can we've also had to respond to a whole host of other things we had to build a virtual school out of nothing and now we have a virtual charter we had to provide ppe and other resources for uh students and families in order to have them come to school safely so our sole focus hasn't been on this this one thing it's been across a wide array of issues that has sapped our resources at the same time the state gave us no new funding for education so you know this last year we operated with a 1.3 million
044budget deficit this next year it'll be 1.9 million you know those things have limited our ability to even ramp up the things that we wanted to in a proactive way at the same time our kids need more than ever so it's it's i think it's a whole host of things and to address the um disproportionality i think we can focus on things where it's more obvious but we still need to fix it as a whole to your point mr spivey it's definitely an individual school-based system-based issue and we need to tackle it at all levels and uh that will take time unfortunately but we have a plan in place to do so we have a series of steps that we're uh enacting and uh in the meantime we're also going to be providing those more
045proactive services and shifting that way as much as possible as quickly as we can but you know we have students that are seniors this year they don't have the benefit of some of those proactive services that our four careers and our kindergartners will have for their entire career okay any other questions or comments the superintendent's recommendation is as option two that is in compliance with the exceptions noted and we have kind of consensus that that is what the what the report details i'm curious though as to why we wouldn't just say not in compliance if there's two things missing sure i don't i don't know that from the administrative perspective we've established you know is that 50 percent is that you know what is the point at which we indicate we're not in compliance um
046like from our perspective uh we've met at least a majority of the things that are there i i've operated in systems where it's you know go no go either it's all good or it's all bad that's certainly an option i think there's enough mitigating circumstances this year and we can identify all the reasons why maybe some of those things aren't where we want them to be it also begs the question can we achieve those standards you know but that's the second question for next month our next meeting not right now and so i think from our perspective we've met many of the benchmarks we are transparent about where we're not um and feel like there are exceptions noted so thank you i have no issue with option number two i think with the exceptions noted
047that means administration should expect that there will be heavy attention placed on those exceptions going forward to see if they are met in the future anything else and again this will come back next month okay now moving on to announcements uh ms bowman yeah i just have a brief one um the grants committee is reviewing 36 grants for the gold star grants this week and after this week we should have some you know ideas of what fun and exciting projects get funded that's all i have today thank you well we hope dr juventus is doing well i have no announcements by him we move on to dr engel one announcement national school breakfast week is march 8th through the 11th and so excited that the federal government has been able to fund breakfast for all
048students over these last two years during the pandemic has been a real benefit to our students we see increased engagement in school and less hunger at lunch even and so this has been a great thing for kids a great thing for our schools a great thing for learning we hope that the federal government continues this program and in particular we're thankful for our school nutrition staff for all that they do to provide that lunch every morning to be there to greet kids and help get them off to the best possible start and they have had to adapt and overcome uh continually throughout this pandemic constantly changing how they're delivering meals to kids and uh much credit goes out to them uh in each of our buildings and at the district level for making those adaptations
049and getting food to kids every single day so excited about this week and excited to go serve some food tomorrow morning myself i actually had the opportunity last friday to go and serve lunch at logan high school and that was because i i worked in the kitchen for the logan showcase for show choir and i am so amazed at how efficient they are how clean it is how you have to have a different colored pizza cutter for each type of pizza that you have like how they clean the ovens um like you talked about how they had to adapt and have to make up individual salads now instead of having a salad bar and they kind of pleaded with me like is it possible to make it so we don't have to have kids pay
050for their lunches because it does make a difference in those lives of those children who might not be able to afford it so if there's a way to help that's a basic need hopefully the future will allow that to continue but again yes absolutely they do wonderful and i thank them for all that they do and it sounds like they're going to ask me back to do some more stuff so we'll have a little fun sorry shonda did you have something no oh okay that's cool i can echo this a number of times that i've gone and watched help with breakfast or whatever i mean help is a a generous word on first part everything is is done well and and everything from you know welcoming the kids down to the safety part of it
051so we are our luck are blessed that we have have good nutrition staff and i'd like to point out that my fourth grader has noted that the mashed potatoes at emerson are excellent and i was pretty good there to the board it's a pretty high bar to me too okay agenda planning for the march 21st meeting i'd like to make a motion to approve the march 21st 2022 board of education agenda with any additions or corrections we have a motion by uh miss cuomo and a second by mr spivey to approve the march 21st 2022 board of education agenda with any additions or corrections is there any discussion all in favor say aye aye aye all opposed same sign and the motion carries next up is board debriefing dr cooper stone thank you mr warburg
052um the first thing i would note is i thought there was a lot of really good discussion and questions this evening particularly around the oe10 monitoring report in fact one of the things that i think i really appreciated was the complexities of having conversations around things like safety for example um if we were to go you know if we were to ask board members just like we would ask our students what does that mean to them some of us when we think about safety would immediately think about systems like law enforcement whom we might be required by state to call in certain circumstances others may think about what is it like to be a student of color in a majority white district or i think about the comment that you shared dr harsey about what
053if you're one of our lgbtq plus students and whether or not you feel safe in that environment and i think that if we can keep that focus on the importance of that complexity and the discussions i think that that always makes for a stronger board i would open it up to any other feedback about tonight's board performance any other comments okay hearing no objection this meeting is adjourned thank you mr corber for filling in tonight yes well done [Music] do [Music] foreign