2020-09-14 PPS School Board Policy Committee Meeting

District	Portland Public Schools
Date	2020-09-14
Time	16:00:00
Venue	Virtual/Online
Meeting Type	committee
Directors Present	missing

Documents / Media

Transcripts

Event 1: Board of Education Policy Committee Meeting 9/14/2020

00h 00m 00s
so this is the uh um if can somebody somebody who isn't muted can you mute we're getting some feedback okay thank you um this is the uh policy committee meeting for september 14 2020 um and um everything but we have some issues with uh materials being posted um i don't know all the details it sounds like there may be some issues with google um that are yet to be figured out um anyway um so some of us got uh the materials late and my apologies for that we're gonna be kind problem solve that so that in future everybody gets things with um with good notice okay so um we've got a pretty busy agenda um so i want to be as efficient as we can during this meeting um and a couple of people are going to be joining us late um i know liz is um busy until at least five um is she going to be joining us after that mary uh that's the hope i think there was a glitch uh in uh in her proceedings so she may be a little later okay okay well we're in your good hands so um okay so we have some updates for two policies before we launch into some discussion about revisions so we have a staff update on the student suicide prevention policy and the student conduct and discipline policy um mary are you going to be handling both of those i am uh and i wanted to to note um uh the we had requested the staff who were involved who are involved in the suicide prevention policy but they have um they informed me that they they were at a training and so they were unavailable but they will um but i did want to let you know that we met with them last week it was uh shanice and rachel oh wait rachel's not here well um to discuss um moving forward and follow and uh with stakeholder engagement they have they had already done some engagement um but they took uh they reviewed the guidance and with our assistance they are developing a plan which they will present to us at the next policy committee meeting um and by that time they will also have some information of what they believe they'll have some engagement already you know uh under their belt by that time so um we should have a full report from them at the next uh meeting with regard to the student conduct policy there's not a lot to add we're still as uh we're still in the same holding pattern as we were at the last um committee meeting we the district is working with pat to resolve some issues around as you know the safety provision which relates directly to this policy and so those discussions have not begun yet um i don't i neglected to ask liz when uh they were um scheduled to meet but um we can follow up later if we want if i don't know if liz has that information but i don't um i think that's all i have on those two policies so i think um i think we asked this question at the last meeting but um i don't actually remember the details of the response um do you know if um the since the call the new policy is in a band and the new policy language the proposed policy is substantially different from the policy that's on the book um where do we stand in terms of student handbook so the pat had asked us to return to the student handbook language from 27 and we're that's um
00h 05m 00s
and um or 2018 i'm sorry and um what we have decided to do this year in order to be able to make a quick move once we can is we have not created any hard copies of the student handbook it's all um it's all online and so it's the right now it's the old language it's none of the language that you see in the proposed conduct policy julia i know i can't hear you i see that you're talking but can you hear me now now we can huh that's so weird um anyway i was going to say um so fingers crossed we're going to return to in school uh learning at some point in time how how will i'm just thinking back to um the formal complaint that we had last year that was a violation of that was listed sort of as a as an aside in the student discipline handbook but led to an explosion and wondering like how you know how we're going to get the word out because i think i know as a parent like you sometimes have to tell people multiple different ways and something just like hey here's a link to the student handbook does not mean anybody gets it so i'm wondering how when we transition back is there going to be sort of like a grace period or are we going to just assume like hey everybody looked at that link and um you know are there are there's portions of it that are more relevant for distance learning that we should be like hey this should be covered in like all school emails um i don't know if there's a grace period i think that i will circle back with brenda and her team to find out how they're going to approach this i think uh what i am hearing and i don't have the specifics although we've been um you know kind of on a separate track of things the what what what we seem to be experiencing a lot of at this point in time is cyber bullying uh uh and some and i i i know because i've seen some of the guidance we're trying to get out to um our administrators and teachers ways to handle it we're also looking at how to uh we're going to bring in the office of teaching and learning to have that part of the curriculum because it really that we have seen a kind of a rise in this hate speech and you know given that we are virtual it's just easier to to do these days so i think that's what i'm seeing uh in terms of work it's not necessarily in the student i don't know if it's a i think it's in the student handbook i had to have to look at it but i know we are trying to deal with that is because that's a concern at this point so i'm gonna i think i'm gonna make a request so if we could get an update on the status of the discussion um at the next meeting but also can we get um can we get a report on a staff memo on um the impact of um holding the the whole policy in a ban pending uh and pending discussions with pat what kind of impact that has on practices at the school level and and whether whether the phe issues are separable from the rest of the policy like could we could we go forward on a policy um extracting out a portion of it pending further discussion and then we could return to the policy later but like can we can we get anything in place in the meantime because yeah and that may be um i'm thinking of it maybe two memos because i think uh the impact of uh the impact memo would probably be coming from brenda's department um but they are not directly involved in the negotiation so
00h 10m 00s
i will also ask uh probably sharon would be the best person to ask about the discussions of what the severability of of issues yes call out rita because the new policy really i think leverages and optimizes the racial equity and social justice lens in terms of um discipline so i hate to think that it could just go into sort of this never-ending discussion into a discussion that doesn't end or that we revert back because i think i do think mentally a lot of people have already like yes this is where we want to be so we're already going there um and if we say like oh by the way actually we're not there even though we spent a year working on it or somewhere else um i just think it would be it's a really important question to answer because they are substantially different okay and i'm going to throw something else out um let alone say this out loud but um what would just just so that we understand we as a board understand all of the implications of what we're doing or not doing um in the memo on um like the status of the negotiations um could we get an explanation for an explanation of what the implications would be if we went ahead and um and just considered this policy as a whole uh prior to some kind of negotiated resolution we can get that for you i i think we need to know you know kind of the full range of implications um okay any other questions about that okay all right um so i will look forward go ahead scott um haley and i meet with pat leadership um on a regular basis now and i can bring this up as a concern without we're that way you're going in and out scott oh sorry i can bring this up as a concern um without getting into any kind of negotiations talk but just note that this is really important to go forward with yeah okay all right thank you um okay um so we're gonna move on to the next item uh which is a discussion of the um a revision or some revisions to the uh preservation maintenance and disposition of district real property policy um 8.70.040 p um okay so we got um we got um a a redlined version with some uh red and blue actually um with some suggested uh um policy revisions from staff and my understanding is that um these these were kind of a combination of language revisions coming out of staff and also staff's attempt to kind of translate the discussion that we had at this committee last time about particularly around the criteria for any decision around um deviating from the the norm of using market rate for property decisions um okay so mary you gonna do this too i think you're mute i'm sorry this was not i think claire and dana we're going to be leading this
00h 15m 00s
up claire okay uh are they here this is claire and i'm on the phone because i was serving neil um so i don't have i'm in the car so i don't have materials in front of me and uh is diana not in the meeting not right now okay i'm wondering if we can move on to the next vagina agenda item and if someone that's not driving could text her to see um if she's planning on joining us or i just try to call and call back in okay so we'll move on to the um the next policy and then we'll circle back um in probably 20 minutes-ish um or however long it takes us to get through the complaint policy okay um so complaint policy um so there are two components to this one is uh suggested revisions um and and then the second is the a plan for engagement around revisions and um i wasn't quite uh is shanice you're on the phone now um are you going to be um are you going to be online visually at some point or are you going to be on the phone for the duration and i'm asking because should we do the engagement plan first or the policy revisions first do you have do you have a preference yeah apologies i'm just shuffling back uh to home from tubman um i know um i think uh lydia might be here today who he had uh asked to speak okay and then we can i can absolutely uh chime in with with uh what things as needed okay so how about we how about we do the um the suggested language changes first and then we'll get to the engagement plan and you know you might be home and it might be easy for you at that point okay okay all right so um there were some issues in in getting the policy um text out to everybody so um i'm hoping people had at least some opportunity to to work through to you know look through all of it um some of the some other changes are um relatively minor some of them are are relatively uh more significant um let me start with does anybody have any general comments about any of these suggested revisions and then we can go through um sort of line by line um but but if anybody has any general commentary um and is is lydia okay lydia's here um lydia can you walk us through sort of the general um orientation that was taken with the suggested edit revisions um yes uh so the the the three that um i suggested as part of the uh end of the year report um are notably there on how we at the beginning um where uh we want to clear up that only uh people that live within our district can file formal complaints uh the other one is the significant one is um section one uh a um there's some significant changes there [Music] and then i uh
00h 20m 00s
[Music] so this is stephanie can i jump in lydia yes yes thank you um just because i know i just glanced at it sorry to be late i was at one of the meal pickup sites um the first set of red line that you see in the um proposed revisions i think is cleaning up language that legal suggested for us so i just wanted to add that um now i can't find it where my document is and lydia i don't mean to speak over you i just wanted to no that's okay thank you um so looking through on page they're not page numbered i'm sorry director bram edwards but um on the second and third pages i still see red lines that looks like legal suggested um start starting on section b step 3 appeal to the pps school board we wanted to be clear that that when we offer public testimony to the complainants it's when the complaint is heard just to make that absolutely clear middle way through that page we had an um incorrect reference to the oregon administrative rule so we switched that up um in section d under other provisions um because we've had a complaint and ask for assistance um and we've shared the type of assistance we've given before but we don't explicitly list it out in this document we thought it would be helpful for members of the public to see different examples of ways we can help them as they write their complaint and please feel free to stop me if you have any questions um following on the next page number 12 we wanted to clarify that once a complaint has gone through the process um or the time for the appeal has expired that the same complainant cannot offer or submit a new complaint on the same issue and then lydia have i missed anything no those were the three that were suggested as part of the end of the year report um the other red lines like you said it was done by legal cleanup okay so we're happy to entertain other revisions as the committee wants to to talk about those were the those are what we wanted to come forward with so i'm wondering if somebody could send me or put the link or not send me actually the pdf because i'm online right now trying to use board books and like some pages aren't showing up i'll send it in the chat okay great thank you sorry about that i don't know why that's it's showing for me so yeah it's showing for me as well i've got like basically i went on the materials we're hosting yeah i'm going on a computer just part of it and i have a question um so uh i'm not sure i am supportive of re removing um just given the the nature of the um given the nature of the the content of the policy of removing that if the eb is changed that there's not any border view um the nature of the complaints is usually it's um a complaint about something that the organization has has done um so in some ways the board is sort of the third the third party uh versus so i don't know that i'm uh um anyway so i don't know that i would support uh removing that from the policy um julia i didn't hear what is it what are you referring to the very first um deletion on page on well the page that's the first page 1a
00h 25m 00s
which has the board reviewing changes to the administrative directive um let's see then a i'm not sure i guess the question i'd have is we also got the changes to the age but i'm assuming we should be focusing on the the policy correct that's my understanding i'm sorry can i can i interrupt um anybody who's not talking can you please um mute yourself there's a lot of background noise um julia i didn't hear what you said could you say it again oh i was just asking we we had there were two two red lines supplied one of the policy and one of the ad and my question which stephanie answered in the affirmative was we should be focusing on the policy right now because that drives the a.d so i guess also on and it's on d d5 and this maybe is a legal question um of what the the threshold of like retaliation and adding the word intentional seems like a pretty material change um to because that basically means hey we could acknowledge like somebody was retaliated against but it wasn't intentional and therefore it doesn't fit the definition so i'd be curious mary like why we'd add that it's like retaliation is retaliation whether it's intentional or not or is this like a legal standard that others use or why would we be adding uh i'd i could let me look up the legal definition but retaliation isn't an intentional act you can't negligently retaliate it's something you specifically do to somebody else there may be times when an action that you take might have a negative impact on somebody but if it was not intentional i don't know that you could frame it as retaliation so um i think and liz made this uh uh amendment and so she may have been trying to clarify what is retaliation it's not a random act that might have a negative impact it is something that is intentionally done uh to a person yeah so i guess my um in the past when i've been involved in things in which there was an allegation or looked like you know um retaliatory activity is um hardly ever does somebody say yeah that was retail i was i did that in retaliation um i mean most people say well that you're thinking it's retaliation i was just doing what a normal person would do or i just you know did x but it definitely wasn't retaliation and so i'm wondering kind of what that standard is because hardly i say hardly anybody ever admits to i did that in retaliation or used to hear something in writing so how would we you know i guess this is like impact versus intent also um let me as i said i didn't uh make this let me review what the with the legal definition is um um i think you're absolutely right that in most cases people are going to come out and say i retaliated and so what you're looking at in terms of the evidence is that is the the link between the impact i'm sorry sorry uh and that kind of the line right you're looking at the sequence of time you're looking at the you know the uh the directness of it things like i mean you're looking a lot of uh evidence to try to put together what and prove intent but i can um uh i can go back and do a little research on the legal definition both as it stands in because it is defined in the um for educational purposes as well so great yeah okay a clarifying question on the uh resources that we are offering for assistance is that a list of community resources
00h 30m 00s
solid lydia um feel free to add but i would say um it would more be a list of offering of services that we provide for example if someone would like their documents translated we do that on their behalf we pay that cost of a translator or interpreter um lydia do you have any other yeah so i also had a complainant um who didn't know how to write and so she basically was telling me what she wanted on the complaint and um i was typing it for her so we would come up with a more exhaustive list of ways that we make ourselves available it's not just lydia but we would have we'd want to think of a good comprehensive list just to be service oriented towards members of the public um i guess on the one hand i'd want to frame it as limited resources because it's pretty open-ended just to say we'll provide whatever you need and then have that for example list or they have that list of what we're actually willing to do spelled out um but also leave room for doing something else if we haven't thought of it yet if it's a reason if it's a reasonable request um but i think we should be careful not to i mean what we're the purpose of amending this is to say we don't do everything for you we're we're not providing you with legal service you know so so just to have that limiter up front but um but to have that that comprehensive list of what we are willing to do and i think that was a big one um this past school year i think people what people thought was that we would be able to provide them with legal assistance so what do we should we just say we don't do that or do we already do that i'm looking at that no we don't do no it doesn't specify it on the policy so you know i had to explain it to them but it wasn't it wasn't clear um so in the list of resources do we can we that are the links to can we just be explicit that that's not one of the things that we offer we could do that yeah i guess i'm just throwing that out to the the also the committees or the staff people whether that's like if that's what we're concerned about shouldn't we just state that like this is this is an illegal process right we didn't sorry go ahead well i was just going to um sort of piggyback on on this um are are we actually contemplating a list of resources or are we are there resources that we can identify now where that we could just name i mean if you're talking about translation or interpretation we already know that um and then because um i i i'm with scott i mean i'm i'm a little nervous about leaving it fairly open-ended because if i were reading this um and i had a click on a list i would think the list was going to be pretty pretty expensive um and it sounds like that's not what we're talking about yeah i think you're right i think the list is shorter than that probably indicates um by showing you would be clicking on a list so i think it's you know help actually drafting it if someone cannot write like lydia described we'd find a good way to explain that um and then as we mentioned translation and interpretation um i guess those were those are the first ones we came up with we wanted to also um i mean i'm trying to think back on what other people have asked for um we could just list it directly in the body of the of the policy if that's clearer and we could suggest we could work on some language to bring back to you
00h 35m 00s
i'm sorry the one other thing i would add is because we plan on doing community engagement around this it would be helpful to find out especially with some of our students and families of color that don't tend to use the formal complaint process it would be helpful to be able to leave this a little bit open-ended to see what would be helpful in terms of support they would need what would make them feel like this is a more approachable process for them to not only learn about if they don't know about it already but also access because i agree with rita that um by putting the here's a list of resources that if you don't have like a pretty extensive list of helpful resources that you will you will set expectations before the click so one way we may want to do it is just changing number two number two to number one with like the district will provide resources for complaints to request assistance in preparing a written complaint such as translation and interpretation services and inputting written information text into the complaint form so give like two really sort of basic examples um without a longer list and then then i do think we should have the delimiter of this doesn't include like because this is an illegal proceeding that's not something that's being offered but that way i think you are pretty explicit like there's limited support for it to do the basic pieces of it without creating a complaint industry um the the other thing i would say is i think i think that mini has an expectation that once the community engagement happens we'll be getting a report and if there are any recommendations for addition we can add it then um but but at least this gives it some sort of yeah i mean we need to be limited somehow um so i think that makes a lot of sense we can add in language um like uh director broome edward suggested and start with that as we go out with engagement because it sounds like the only resource not listed there is we'll we'll write it if you dictate it if if you're not versed in writing we already have translation called out so saying there's a list of resources i'd say scratch that entirely and just put in the um and i don't know what the right verbiage is if your writing challenged um will help with transcription you know figure out the right words there and leave it leave it be or or maybe include julia's wording about this is not a legal process um but i think if we if we if we're not promising resources then the whole legal thing drops out that makes a lot of sense we can do that i love you sorry i got a lot going on right here my my other question this is um a legal one on number 12 when we basically state that um you know if it's been previously filed investigate and responded to i just want to make sure that if most of these that that we can do that uh that we're allowed to do that in terms of division 22 whatever the division 22 rules are i just want to make sure that we're not like we're not creating something that's not allowed absolutely so um this came about i think from joy ellis and helping us respond to some complaints where um she said well you're not explicit but you can let you can you don't have to accept duplicate complaints and if we're changing our policy we should just be very clear about that up front mary i don't know if you have
00h 40m 00s
anything else to add to that that was the guidance that i understood as well my only question would be [Music] if new evidence comes up after the complaint has been heard and decided uh would that be grounds for a re-hearing i believe so i would think so but let me let me check on that so one thing um what did you say i'm sorry i missed it again if there is you know if new evidence is grounds for a re-hearing we should i think we should we should add that okay okay can you hear me [Music] okay all right um i i wanted to make sure that the students have an opportunity to make any comments or have any questions uh thank you rita no i don't um think i have anything other than um i agree with you scott in that if there's new evidence um that should make it uh that yeah that should make the process open to have a re uh rehearing okay anybody else yeah just one thing i the language in 12 is kind of unclear it just says that like complaints that have been filed and investigated can't be refiled but could you just file a different complaint then i mean it just refile just means you're filing this same exact complaint right i guess to me it's not very clear correct so if if a complainant refiles a complaint with the same concerns that the board already heard then they would not be able to refile it now if um if sometimes they phrase it in a different way um and so we need to investigate again okay but could it not be the same concern but different instances where that happened i guess so for example that would be a new complaint then if for example if something happened in october uh and there was a complaint made in october about that and then it was heard and uh and then another instance of the same thing occurred in december we would treat that as a new complaint because they're they're separate matters but if it's the same if oct if the november complaint harkens back to the same thing that happened in october and we had already addressed it we would we would refer them to the previous complaint and say we've addressed this i i tend to agree with jackson that we might need to um clarify the language a little bit about what would constitute a new complaint as opposed to uh a second complaint about the same thing i understand yep we'll work on it and we'll we'll get you some uh different language okay so i had i had one other issue in um b the step three appeal to the pps school board the the language says a complaint may submit additional written information to the board and may provide testimony when the complaint is heard so we've had cases in which um the well the complaints offered provided additional information but so has the district and sometimes that information has been provided at the act maybe the board got an advance or it's actually provided at the meeting where we're about ready to vote and it seems like um so that all parties have all the facts that are being presented to the to the board that um we should um i would suggest we should add language that said something like the complainant or staff may submit additional written information to the board um
00h 45m 00s
and you know staff and the complaint will have access to it so that we don't have cases in which only some of the parties have some of the information and it's it's not a judicial proceeding but it just seems like i think it's already can be somewhat of an intimidating experience for parents or students or parents with their their children to come into a meeting and if you don't know if you don't you haven't had access to everything that the board has been provided to the board i think it makes it uh more challenging to sort of share what your concerns are so i would just add i i would like to add something in there that everybody gets access to all the information before the board votes on it so that it's so it's kind of clear what the information is unless it's a student there's a student privacy issue what what the information is that the board is facing its so deliberations and vote on so do you see that as coming in under um a so under two if they if the complainant appeals that what or once they appeal to the board all materials that are provided to the board will be provided to the family yes or do you want it and b i think it makes more sense but it seems like there's already in that sort of introductory paragraph um a place where we're saying that the complaint can submit additional information um i from having talked to some complaints afterwards they they're like what do you mean there was additional information it was like well you know just like you were able to provide additional information and sometimes what the complainant provides an additional written information the district feels con staff feels difficult to respond to but it's just like everybody should have the same like when we walk in that room to make a decision everybody should know what information is going to be the base is the basis of the decision making so language that says both parties shall provide all information that is intended for the board prior in a timely manner yeah yeah we'll put a uh within five days because a lot of time i mean does that seem timely that seems like maybe unrealistic okay well so for example somebody submits something you know three days before and it's like oh we should respond to that because like i have some additional information um at least the day before yeah i mean that what what i'm was more thinking of and i'm open to what that time period is but i don't think it's fair when we say like hey you're going to come in you get 10 minutes to say your piece and then they come in it's like oh by the way the board got this you know a whole new proposal or here's here's what the district staff is going to do in response and then they're like oh well like my 10 minutes the things i was going to say you know i'm going to reorder it because i didn't know you were going to offer that and i think just in fairness i mean and if i mean one thing i may have the in the the impact it may be is maybe we avoid some board having having the even the executive sessions or the sessions where we're voting on it because that may be the way to get to the way we things are resolved not actually at the board vote um i think if it uh maybe the language uh at least a day prior and then that gives everyone the opportunity including the board to review what will be presented i'd say and the complaints and and this is more like an administrative directive or just even the practices but so that and i've had several conversations with stephanie and lydia and roseanne about this is just the complainants knowing what to expect in those sessions because most of most of those people that have to afterwards or even before it's a very intimidating not because we're intimidating people but just the nature of it i think a lot of times um when they've gone gotten to that point they've gone through a lot of different things and so i think the more that we can just share what the process looks like
00h 50m 00s
the more comfortable people will be in the proceedings we don't want people to feel i think uncomfortable or intimidated yeah i agree julia um maybe it's there's a reference to it here as you and mary have discussed but we also be explicit in the a.d because we do that um we do that now and um it's a practice but it's not necessarily written down but a lot of it based on the conversations you've had with us we want to make sure we do get the same information to everyone beforehand we don't want to set people up so they feel you know like they're missing some key information and walking into something without being totally prepared i mean i had a couple people i didn't know the principal was gonna be there it's like well of course they're gonna be there they're like you know part of the you know what what happened and so i say i think just minimizing surprises um so that we have a process that's respectful to staff and to the the complainants and certainly to students um but by the same token um it might be uh we we might want to clarify here that some of these hearings will be public and some will be an executive session um that's a great um ad rita because i think that's the other thing people especially with virtual meetings is never quite clear like are we in a public session or um or or not and then so it's clear like and whether we're going to vote in public or in private right and um and even if it's an executive session some of them you know under certain circumstances now um media can be excluded but generally speaking not um so some of that can probably go in an administrative directive but i'm thinking most parents most complainants may not know that there is an administrative directive and that they ought to be looking at that too um but if we could figure out what level of specificity we can put in in here in the policy i think that would be helpful yeah i agree that was really important to include and the ad is fairly simple because we line out the steps so comprehensively in the policy so um i would recommend probably doing it in both but that's a really good ad we could add language that some will be i mean more generally in the policy and then uh as we've done in some other policies at a hyperlink that will take you to the specifics does that make sense yeah yeah um so can i um i had a couple of questions and then i have a suggestion for some additional language um so let me ask my question first um because i think i know the answer but i want to ask you anyway um for a while we had a hotline for um for complaints about sexual misconduct um am i correct that we no longer have that i'm sorry so for a while we had a uh in a non a hotline that was available for complaints about sexual misconduct um am i correct that we no longer do that we don't have that we have instead we have just created a um a workplace harassment hotline so we have an email and phone and a direct phone line because under the new workplace harassment statute includes sexual harassment and so i'll go ahead but that's only for workplace right so that's only for employees right and then for uh under the in the title nine website there are uh two resources that are listed one going to directly to our title ix director the other one is safe oregon and those are both on the title nine web page okay so there is um um there is an ultimate mechanism okay we probably haven't we probably need to put that in here too um so it's you know we have
00h 55m 00s
there's a thing um so the list of types of complaints um uh it includes health and safety which in in our heads include sexual misconduct or abuse of some kind but and then we underneath timelines we say that time limitations under certain circumstances can be extended and one of them is sexual abuse or conduct but we might want to add somewhere um that there you know for certain kinds of complaints there are other mechanisms available as well and um and i would think so go ahead there there is a section where um it talks about anonymous complaints i'm wondering if we can add to that that's what i was thinking yeah um because they wouldn't necessarily i mean they might be anonymous but they might not um so you know i mean instead of labeling it anonymous i don't know make see something like other complaint mechanisms i don't know something um and we also might want to include in there the child abuse hotline just fyi okay um anyway um okay so the um uh just to i also have a few copy edits in here and i'm saying that out loud so that if i don't send them to you in the next few days somebody snag me um they're not big but anyway um the proposal i would make is um i'm not quite sure where this would go i think it would probably go at the end of other provisions d um and and i drafted some language it probably needs refinement but anyway this is i don't know where i'm headed and rita you wanted in you're thinking in b um so we can we can mess with the language but uh something like since the board acts as an appellate body in this process once a formal complaint has been filed individual board members should refrain from direct conduct with complainants or undertaking individual investigations or individual activities outside the formal complaint process i thought liz said that we're not this isn't a judicial proceeding nor is it an affiliate process well it's not and we might want to we can mess with the language but i mean we are hearing appeal so you do have i mean the board the board is the kind of the the designer okay yeah um i i think we need to have some level of distance from from the complaint process in order to be able i mean if we're supposed to be an appeal that means that we're not supposed to be directly involved with the thing that is being appealed i wouldn't agree with that language um so you can come up with some alternative language um why don't you um send it around but i know earlier when um we had this discussion that um liz is pretty clear it's not it's not a judicial process nor an appeal process it's just a complaint a complaint process but we say throughout that these are appeal so either they're appeals or they're not appealed
01h 00m 00s
right but they if their appeal then it's true it's not a judicial process but um any any kind of appeal is supposed to be to someone who has not been directly implicated in the thing that is being appealed and if individual board members intervene in the middle of the complaint process that kind of undermines the that distance that i think needs to be there if we're going to do if we're actually going to serve it as an appeal how would we um besides the half an hour meeting how would we get receive information from the complainant we have uh obviously ample opportunity to get information from um staff if it's they if the answers are provided um how would you see board members getting information that it does not reside with staff we get written information it's not our job to investigate it's not i'm not investigating i'm just saying asking a question which is different from investigating so can we get in from outside of the hearing well that's always good i'm saying outside of the 30 minutes that we have when we're about ready to to vote how would we get that information god did you want to say something yeah we get the written complaint and their response all the way up and then we hear from them and we know from experience that there have been times where we've said okay wait a minute um there's got to be a better way to work this out based on what we heard from the complaint so i i think there's plenty of opportunity for that to happen and that's we've seen that in action and i think if individual board members are conducting separate discussions with complainants then the issue that you brought up before about not everybody at the hearing having the same information i mean if individual board members are gathering information through sort of extra process i want to say extrajudicial but i mean like a separate complaint mechanism that means that the full board cannot fulfill its capacity of of having um serving as an appeal because we're not all going to have the same information well we'd all have to have the same information from staff then as well so this this goes to like my earlier point of not everybody having the same information so we've walked into an executive session in which a whole bunch of new information gets provided by staff that maybe some board members have and some some don't i completely agree with that i mean i yes i i want to have a a process where everybody has the same information so we all know we we can all individually and collectively make um a well-informed decision based on the same information so going back to the timeliness it seems like it there may be uh multiple facets to this where we provide as soon as appeal and appeal is requested we would provide everything it would be incumbent on the on us to provide everything we have thus far so the information and the responses from the both the district side and the family side and that can be done you know as soon as the the request
01h 05m 00s
to appeal to the board is made and then oh there are actual games okay all right we do that as soon as we can get a board confirm confirmation on the board date lydia and roseanne work together to get that communicated but we also have a board packet that is going to come out the thursday before the board meeting that there will be a summary of what happened and all of the materials um so there's there's it's a two-part process it's already in place okay so again i want to see the specific language um i will say that um is are you suggesting uh rita that it just be the actual complaint sorry i don't understand the question okay so here here's an example i'm trying to think without being too specific um we had a complaint um about something that was missing at a school and i'm kind of like wow you can get expelled for that um which seems interesting thing to be expelled for and i talked to a couple people we talked to a couple retired principals and they're like of course like here's how serious that is and here's what happens when you lose that item because it's so important and so that wasn't talking to the complainant but certainly gave me an appreciation of what it's like when i'm getting ready to vote on upholding a student's ex expulsion and i'm kind of thinking hmm i don't know about about this to me it was useful i wasn't investigating but i talked to a couple retired principals about well what would you know how would you have reacted if you had lost or this had been stolen from you and their reactions like gave me a lot of insights into this the serious how serious it was um and so i'm my question was are you talking about just like not talking to the complainant are you saying the only source of information [Music] is like your written record because the other the other thing just on that um on that particular issue i talked to a couple expulsion people who do explosion hearings for the district and the whole district process which i'm glad we're changing now about how people were under the impression that explosion office were officers were under the impression that those things were essentially expunged from people's records when in fact they um when in fact they're not um was also like i think helped me think through how i wanted to approach it and then from a policy standpoint some things that probably we needed to change but it wasn't from talking to the complainant about the complaint but it was having a better understanding of the process and actually i think coming up with some things that probably need to be changed so i would say um i think absolutely board members should not be having individual discussions with complainants once a once a formal complaint has been filed um i think that's completely inappropriate um in terms of getting additional information my preference my personal preference would be instead of individual board members asking individuals for some information which then does not get conveyed to the rest of us i think it would be better if we had a system where individual board members would send a a question to staff and then staff would come back with information um that would be available to all board members so that we can all walk into to a hearing with the same level of information so that we can all make well deliberate decision that would be my personal preference
01h 10m 00s
sometimes there's a culture of discouraging asking questions just saying what does that mean well i think it's like hey this is going to take a lot of staff time to answer your questions or you don't you don't get the answer before you actually have to make the decision so i mean it would just it would require that if that's that's the process then it then that's the process not that's the way we don't have questions asked well i mean i i think we ought to have processes in place that are doable and produce the kind of information that we need in a timeline that we need um i mean i i agree i agree maybe so maybe um maybe one way to deal with this would be um there's a 30-day clock when a um when an appeal um is made to the board so there's there's a 30-day window when everybody when staff at least know that there's going to be a level 3 appeal to the board right and presumably pretty much everything has been done already the only thing necessary at that point is to compile the information and compile a staff memo um which is required within 30 days already we have to we have to offer the appeal opportunity within 30 days of receiving it already right yeah so i mean that's already in place um we have been getting the materials um only what like five days in advance of a hearing how about we say we need to get 10 days in advance so that any questions that arise can be dealt with by staff instead of board members having to pick up the phone and call people that they may know through other means so and that wouldn't even have to be in the policy that could just be an adjustment of internal practices i mean it's helpful to get the information at the very beginning anyway because i mean we've had some complaints i'm trying to think there was one that was hundreds and hundreds of pages you got to the end of it and it was arguing about whether we'd offered dozens of meetings or you know whether it was actually dozens or less than a dozen but that was like you know something like i can't remember how many pages but it was something like four to five hundred pages it was some obscene amount so it would be good to get those in advance um anyway so i mean if if that's what we're talking about that would resolve your concerns about this um suggested revision um we can take that offline we don't have to do it at the committee not the committee level did you send the language around like i say i think part of it is process but also it's process implementation um because it i just want to see like how it actually okay would work okay so why don't we um we've gotten off topic in terms of the policy language and i'd like to see us go back to that and right so yeah we'll i'll i'll send around my suggestion are there any other any other discussion about any of these suggested amendments or anything else just uh just one concerning the most recent topic of discussion um in that i agree with you that no board member should have an individual discussion with a complainee however i don't know that discouraging individual research is necessary um just i i just don't think it's necessary to uh say that a board member couldn't if they wanted to talk to others well um okay i will send this language around and then we might need to have another
01h 15m 00s
discussion about this but um why don't we why don't we stop it here um and uh anything else on this complaint policy um so should i just circle back i don't want to re-raise the issues i raised later i just circled back i'll send it to liz and i guess we can discuss it at the next the next time or send around language um are we going to talk about the community um yes yes but um okay so so julia you send around any additional info that you want us to have um i'll send around the language plus some copy edit that i had um and then um we'll bring it back probably at the next committee meeting okay um we're in documents [Music] i'm sorry when we get the word document sent around the a word document and word um i don't have it in words so can somebody get us a word document yes we can do that okay okay thank you um okay the uh community engagement plan for the complaint policy um who denise are you gonna talk about that lydia who he's gonna talk about that yeah i'm happy to to start us off um so i know um a couple of weeks ago the process began with the user guide uh in looking through some potential um groups um especially folks who may have participated or have previously filed um or engaged through the process before so uh various kinds of groups to to think through in addition um to completing this user guide there's some thinking around how to bring the potential suggested revisions in those discussions to get further feedback on so and in terms of timing i think there's some finalizing happening with the plan and um i know lydia had some conversations with danny and others um as well um and i'm not sure what if we would add any more to that um in terms of where we are do you have any sense of timeline for this um engagement process so we we um based on our conversations well based on conversations lydia had with shanice and danny i'm not gonna take credit for her work on this um i we recommend to be pretty comprehensive actually the engagement especially like i said earlier if we want to learn and learn from but also introduce the the process to families and members of the public that don't really know about it and we know that's based on our demographics that tends to be our students and families of color so um it's kind of comprehensive we wanted to give you the list of who we were thinking of um sort of groups we were thinking of and we also talked about putting together some sort of survey just a general survey for um former complainants um to get some general feedback which we have not put together yet i mean this could well take several months it's not um as i'm learning it's not something we get to turn over to a team to go do it's really incumbent on the people who own the policy right so um i just see in this virtual setting we're in uh it would take you know i would say before the at least until the calendar end of the calendar year to get some of these conversations and information pulled together so we did we left it as tbd in the document just to get this committee's feedback before we proceed lydia please feel free to share too oh thank you you covered it you covered it all thank you so i think this is a really good plan i guess one thing that i um i'm worried that sometimes like the immediate um really um
01h 20m 00s
has a uh an outsized impact on on kind of what we're thinking about things so i'm thinking it's this past like the last four months of the complaint process that we shouldn't let that overshadow like all the other um complaints because i think we've had some unusual like you know just more unusual activity than normal um and so i think that's kind of like one bucket of sort of feedback we can get but there's a much broader set of feedback potentially that's available to us but i one thing i i worry about um that we might get um it might be hard for people or people might be reluctant to give feedback because they're i mean by the nature of it are you know potentially giving critical feedback to the the entity that they're being critical of um so thinking about ways in which we really can get authentic feedback um in settings um in which uh people don't feel intimidated or like they don't you know i'm just i'm giving feedback to the very institution um that you know that did this um and so shanice i don't know like what techniques your team would use to um really create a safe place for people to feel like they can share um sort of their experience in the process especially people who have been through the process because i do think it's pretty stressful on many people in the in the process and i think it might be hard for them to say like here's where i've i didn't feel comfortable or i felt the district was like giving me the stiff arm or we didn't get all the information or it was just some concern that i would have is that we wouldn't get sort of unsanitized feedback or people would feel safe providing feedback to the larger entity so i think maybe there's a question for chinese thank you director brent edwards um yes he can definitely continue to think through some of those considerations especially for folks who um are feeling satisfied with their experience in the complaint process to them have have meaningful ways to respond to what that could mean to address address it um now um and so um i think both um for folks who have participated um i think there's uh some data that will eventually be potentially talked about too a little bit more but um as we both reflect on folks who've engaged through the process and that's critical and important and also uh have uh some thinking around doing engagement with with other groups um students um and in diverse populations and what that might look like to think about um how to make uh make this both more accessible to folks who um are underrepresented maybe in accessing the service and also um what it looks like to address where we have uh maybe experience issues or concerns so that's something we want to be uh at the forehave at the forefront of our continued discussions and design uh of these spaces um and uh want to make them of course uh safe um for people um to show up with any perspectives or tensions or views that they have on on how we can shape shape this work okay um any other comments about the plan um so one um other group that i'm not seeing here listed um that it would i'd be interested in sort of getting their feedback um and i know we don't deal with staff complaints in this complaint process that's something else but i know lots of staff get involved in complaints because something happens at a school so you have the principal
01h 25m 00s
and i would be interested in knowing like for example if papsa had a point of view on like how this policy um plays out for you know principals and administrators who are you know the people usually who are kind of on the front line of what happened with the complaint or often is so i it would i think it'd be useful to get their perspective as as well that's a great idea so okay are we getting are we getting community feedback on the whole policy or on the specific changes so i would do it on the whole policy i mean um we listed the changes we were coming up with we were proposing you have others but i think because there are so many families that um really don't know i'm my guess is they don't know about this process and policy that we would want to get just general feedback as well we certainly wouldn't want to limit it to just the proposed positions my understanding was that yes we wanted feedback on the tweaks but also we wanted feedback on we've been doing this different policy for two years how's it working is that correct and that's why you want to such a comprehensive process yes okay yeah yeah i just wanted to just want to make sure that's where we're at [Music] okay um we're way behind schedule so i want to move us along um uh can i make one request um i know i know that it's difficult to um to really estimate how long anything is going to take these days um but i would ask and and i think in this case in particular we want to make sure that we have an engagement policy that um that really does give us a comprehensive view of feedback um at the same time we also need to be attentive to um you know we wanna if we're going to end up making any changes um we want to have enough time in the school year to be able to process those as well so i think my request would be um if you could um shanice if you could give us a um a kind of a status report say i don't know beginning of november maybe um just like how it's going you know what you've been able to do what you still want to do um and then um uh if you could give us kind of your best guess at that point about how long you'd need to kind of complete it then at that point i think we can we can set another kind of milestone i don't know beginning of january end of january for another status report or something like that does that make sense like just coming back to us beginning of november with um where we are and and rita i'm just going to technical point and i'm coming in late forgive me for being double booked um i think that what we're trying to establish with the engagement process is that the the subject matter experts for the policy will be responsible for updating the board not chinese on every policy will be consulting but that that role belongs to the subject matter experts okay that's fine somebody said who's that somebody come back to the beginning in november okay is that and then happening in lydia yeah okay so i think okay and then then we'll take it from there and see how things are going okay let's say that we're not going to use shanice's expertise to help us figure this out and work through it but yeah it's not on your team shanice to do all the engagement that's why i was trying to uh build in some time because i'm it's a little overwhelming to thinking of getting it done in our schedule but we'll do it yeah okay thank you so so let's um i'm gonna stop up here um we're waiting on schedule so i want to turn to the real estate policy and
01h 30m 00s
i think i saw dana and clay i i want to in fairness as the i want to not take away any of their subject matter expertise but i was the one who was merging the various level of input so i'd love to frame that and then have you have access to everyone that you need for this um rita um there there are three types of edits red line edits in the document that you have there are some technical edits about rights of way and short-term leases that came from the real estate team and as we you've seen these on consent agendas this is an effort for to to open up for discussion whether the board needs to approve each and every one of those as parts of development projects or if this modification would allow those to be uh processed more cleanly there are also edits that are my attempt to capture the ideas you all discussed three weeks ago at the last meeting about the below market terms and those are the bulk in the middle and then there are a couple of additional edits um that are two different terms and in trying to be efficient here with the osba uh comparison review process that we decided to put in for your consideration so to not have to revise the policy and then have the osba overlay review happen again to put those all in the mix together so there's it's a bit of a bouillabaisse of uh policy uh revision inputs sorry for the dog um but i think that's the setup i want to get you the the the below market term issue is really this is a discussion point for i think the board members on the committee to further chew on okay um okay um do we want to uh why don't we just leap into the discussion about the below market terms um because i think that's that's the really time sensitive portion of this right um okay so any comments questions got a question um in the paragraph leading up to the a b a to f the last sentence that says any express finding justifying less than market term shall consider the following factors does that um is that implying that the there would be a quote express finding by the board um like that you'd have some formal process like the board fines you know ac and f are in play and therefore um it can be you know below market firms and or less than market terms and then the staff can execute on that is that is that what how is that how it happens or so when you look up in that paragraph before that it requires maximum market value unless the board makes an express finding therefore staff can have a market okay it it seems like we might want to just say that because i don't know that um seems like a legal construct we can wordsmith it yeah i think but i think there's no ability the staff doesn't have the ability to deviate from the policy without the board allowing it to do so you you could simply approve a lease as a variance to the policy without making findings i mean you could do that that's that's another option of the way to structure it but my sense has not been that's the direction the board wants to go and and the findings language is is uh historical right so we added what it is but the the mechanism is something that's legacy language which it doesn't mean you can't change it but i guess i would just be interested with the plain english like translation of an express finding so like they adopt a resolution that finds that less than market terms based on these criteria you know apply to a particular property sure
01h 35m 00s
it was unmute um right below f there's a phrase that says the board may also apply these criteria more stringently in the case blah blah blah so those are factors but they're not criteria if i understand that right criteria would be an astringency implies that there's like some numeric value or an off on switch or something like that i i think this is a rough cut first attempt i think the criteria versus factors is distracting and just poor drafting on my part but the idea is that the hurdle like you you could make one decision it gives you permission as a board to make one decision in a lease and another on a sale and you might not treat this the same facts the same way because it is a permanent um disposition and one is for a limited period of time again you that that was what i heard in the conversation some strand of that in the conversation three weeks ago that uh again i accept um all critiques of how i've captured what you were talking about and uh so i think this is good discussion for that but that's the origin i'm not critiquing i'm just i am uh yeah um yeah if i'm critiquing anybody it's the board um you know i personally have not sure that i want to go in this direction but i understand that we're this is on the table and um so um that's i just gotta throw that out there uh can you i'm gonna push you a little bit can you say more about that what does that mean um i'm not sure we should uh ever sell property for example or it should be really really limited um i'm not sure we should ever cut anybody a deal on the lease just lay that out there because that has costs um and so i guess maybe what i'm missing from this [Music] where i would feel more comfortable if we specifically talked about a cost-benefit kind of analysis because if we if we just go through oh well they meet these criteria so let's um let's cut their lease in half i think c c tries to get to that in that list scott um but i think it can there are definitely ways to make it more explicit as that is kind of an overarching framework for how we proceed okay um i didn't catch that last part scott i'm sorry in case would be that there's some kind of net benefit okay net ongoing i would seconds what scott's trying to say like a long-term benefit not just an immediate benefit that lasts one to two years and then later down the line we find out that that disposition of real property doesn't really benefit us at all in the long term so um i also let's see i also didn't understand the next paragraph that says if reasonable attempts uh at disposing a property i'm just not sure what that means i i think it's an attempt to say if you try to sell it and you can't like it's an undesirable property it's hard to assess market value it's trying to give you an out for the thing you can't dump when you're trying to dump it and it's how i we we pulled that for some other sample policies to be clear that
01h 40m 00s
did not come from the board but that was that's a in fact i think that's from the osba model rule so it gives you you have market value disposition you have below market value because there's net benefit or however you define it or you might have somewhere they're like what you got rid of it for you know a song but that's all maybe that is market value and i think this is a rare circumstance but i i that was my understanding of what that language meant i we can clarify it or we can take it out but it's sort of that that just catched all there's a reason to get rid of this um and i presume it to be like a weird shaped parcel of land somewhere right you have some straggler piece that's less than a full something that's the kind of thing i envisioned when i read it but i'll i did not ask the people at osba what they intended i'll be honest so can i interject here um i think i want to go back to the legislative history of the um the policy that we're amending here um that the uh the intent was to limit the district's um ability and willingness to dispose of property um and the reason behind that was um pps has a history of disposing of property that they declared surplus during a period of low enrollment that um turns out you know would have been good to keep um and and i personally i agree with scott that we shouldn't be selling property periods um public property should remain in the public sphere um so i am not personally um i am not eager to enshrine in policy mechanisms for pts to um to dispense with properties or or get um less less than fair market value for the use of properties and it it feels to me like some of this language is kind of ex excessively permissive um especially that that second to last paragraph which is you know you know if you if you want to dump it we'll figure it out we'll find a way um which i think is what we did in the past with disastrous consequences i i don't want us to dump stuff so you know i i want this policy to be as difficult to uh manipulate it and i want to really defer to dana and kirsten and claire on this issue there may be technical transactions that they or think they think of with that language i again i want to be clear it came from the osba process as we're trying to merge this but i think their voices are important if there's something we should be thinking about that we're not you're asking is just about the disposition piece yeah i mean i i i i totally hear where um the board members are coming from and i'm not advocating i'm just making sure because it's that we're we're thinking of the kinds of transactions that come before you that you have to deal with with this policy does that language is that unnecessary i mean the board can always by resolution wave its policy anyway so i mean to some extent you don't even you can solve that problem but is there a different kind of transaction where that language is helpful or not just before because i before we got it i just want to make sure we ask that people actually do the work because i'm not at the front lines of that sure i at the disposition we we rarely see the only property we typically dispose of is in the rights of way and things like that are very you know like 100 square feet or something of that nature we haven't since i've been here sold except i shouldn't in washington high school i take the fact we did sell washington high school that was the agreement made several years ago so um we sold that extra piece of property so um we haven't had surplus property right this is a surplus question surplus that you can get sufficient return for
01h 45m 00s
i don't want to belabor the point i just thought since you guys actually deal with this we should hear from you yeah dana the one thing i would add is that historically we have disposed of quite a bit of property when we had a significant amount of surplus and i think the um current board raises a good point that um that it wasn't always to the district's long-term benefit in terms of at market rates and um so they they did make a change i want to say a couple of years ago that was um making it so that it needed to be market rates so i do appreciate the current sentiment and i think that um even uh you know a short uh reducing a lease is a little bit different than i think of disposing of it permanently um especially the one piece that sticks with me is once we dispose of it at a lower market value and then that other entity no longer needs it and then they sell it at market rate that's really difficult to have happen so i don't know how um that would be worked out yeah so i think um it's probably worthwhile to sort of bifurcate the the two issues because i think one is permanent and i think you know once you do it you like you can't undo it um so the question i had a similar question like that scott had of like about that specific um you apply these criteria more stringently because to me it then felt very um maybe subjective um the process and just like if we're gonna do something permanently i think i'd wanna have um much more sort of objective right criteria if we're gonna do it but for the sale um and so to me that needs to be really built out because to me that's a very different it's a very different concept than i guess when i look at the lesson left and marker terms i kind of think well there's like the hey somebody hasn't managed their organization very well and so they're short on cash and they're asking the district to like give them a break because they serve pps students and then there is like we're in the midst of a pandemic every session you know a whole host of things like a you know set of circumstances that may only happen you know once a century um and that to me is like a different set of circumstances than hey you misjudged your enrollment or you know or you're not running a program that's attracting people or whatever like say you're like you have your cash draft and you're looking for the district to bail you out or to give you less than market terms which you know could be any number of privateers versus a very specific set of circumstances which i think and the bar being higher but i do think like we're in a situation right now where like do we want to have an entity or organization that we work with um potentially because we insist on market terms in the midst of a pandemic in a recession when everybody else is making adjustments like we're going to be like no same set of terms even though there's a statewide eviction notice and everything else so that's i guess i think we should divide them a couple different criteria but the first set of criteria i think if we tighten them up to to me what i think this captures what i heard in a larger board discussion um not just this committee but like the other other board members of here are some things that we would consider especially in this pandemic recession can i ask if if people are not talking to space news there's a lot of background noise thank you i do think it's important to distinguish between a business that is into property management and you know you it's it's you're taking on risk and there's profits and losses and so on over time and the public entity um when a business might lose some money you know that's on the owners of the business and the in
01h 50m 00s
in individuals if we get less money that's on our students um so i think it's important to distinguish between a more market-based um setting of lease leases and rents versus what we're in which is it's that's why i thought your comments on the net benefit are really important because like if we are going to take less cash then what's the net benefit and if you can't demonstrate the net benefit then you shouldn't get less than mark market rate terms so maybe it's how do we drive into like more deeply or better distinguish like the net benefit yeah and um i would like to see some language in here that um that at least nods in the direction of um um below market anything would be only under exceptional circumstances um i i really feel like we need to put some pretty strict boundaries here given given camp history um um i think you know the bullet point b special circumstances particular to the other party um and that's i i think exceedingly broad um and i would be uncomfortable with something that open-ended um and yeah i agree that um i really would like to see a um a distinction between short a short-term uh adjustment and a long-term or permanent um deviation from the norm and i think for sales in particular um i would like that to be pretty damn stringent [Music] can you talk more about how to define the sale versus rent so we have a list of some criteria that needs to be more stringent for sale can you the three of you talk a little bit about that so we can get some language that's reflecting i wouldn't mind seeing the 100-year outlook as a as a frame for selling wait can you say that again yeah you know the the the cliche phrase we need to have a hundred year outlook when we're looking at buildings and property i wouldn't mind seeing that in there as again as a framing device when we say long term we mean long term um or leases i would suggest demonstration of specific financial need or specific demonstration of financial need or something like that um that if somebody's coming to us wanting a less than market rate lease um we need to be able to see their books basically or something along those lines so the other thing um it seems like the framing sentence before the a through f it needs to be some sort of com uh combination so you know a negative um you know a recession or pandemic and a benefit um because if it's just if it's just one you pick one of these things out of here and like we almost probably well first of all if you just have a in and of itself it could be all the people who are uh leasing from us so some sort of uh critical mass of the criteria and then this again for the less than market terms and and the um the application of the racial equity and social justice lens um i think it's the word application
01h 55m 00s
that's um so tripping me up um maybe it's uh what we find by applying the the lens versus um that being a fact because just the application of itself that can tell you like no that's not um something that uh impacts um historically understood maybe it's a different it's a different verb or is it in a different place or it's not a verb yeah i think it's at least in a different place and i'm not married application i think um i know what you mean but i don't think the words say what you i think means i don't think you want it to be this thing that stands alone either it may it may be better described as the thing that you look at throughout right not it doesn't back clean up it's that bad every time it's a bad analogy because you're gonna have two batters but maybe it's more like when the uh pps racial equity and social justice lens is applied the impact of students are because otherwise it's just saying the fact it's a factor the lens versus like what the lens i wouldn't want to redefine the lens in a lesser sense here right i mean if you're just redefining what the lens produces we can we can work with it i can reach out to danny too to make sure i'm not narrowing the scope of the lens by dictating the output from its use in a particular circumstance right that's and it's all conceptual i don't have any specific that's we're sort of word-smithing a bit but i like the point they make liz about pulling it out and maybe putting it in that preceding sentence um it should guide us and inform us but if we applied it and it only impacted like white middle class students we would apply it have applied it but when we apply it it tells us that maybe that shouldn't be a factor okay i get i understand where you're coming from and the application part i now get it so thank you that's helpful okay um we are at 6 p.m and um we could probably keep going on but i i'm wondering liz do you think you have enough at this point to do a next iteration on this i i think collectively yeah it'll take um i'll i'll take a first cut and circulate it and we'll um we'll have another i i think it's been very helpful from a drafting perspective so thank you are we going to require a recession and a pandemic or just one of them that's for you to answer a deeper recession oh god i knew there was something that hadn't happened this year well at least at least well i'm going to stop this right now because you're attempting fate and and i won't have it so okay um anything else we we have not gotten again to the um uh agenda for the for the rest of the year but i promise we'll do it next time um but i want to be attentive to everybody's time um so i think we've given you enough for the next version um is there anything else the students didn't get a chance to weigh in so before before we stop i want to make sure is there anything that you guys wanted to say um about this policy um i suppose just reiterating um what was scott and uh to and also what what julia said um keeping uh closely in mind the impact of uh less than market rate uh lease or selling property for less in market rate the long-term effect it has on students directly but but other than that nothing for me no okay anything else yeah so i know you're not going to get to the work plan discussion i have some things i can send you um there was one thing that i i wanted to raise um
02h 00m 00s
not for discussion but just if it was going to be something that we were going to work on in the end this was the place to do it versus the whole board um that we probably would need to get going fairly soon and that is if we were going to change the manner in which we elected board members it's just knowing how long things take if that was going to be something we were going to we were going to do that it seems like that would be something we'd have to either move up on the calendar or get it on the full board calendar i mean it seems like it makes more sense to do it in a committee to recommend something to the full board but that would need to probably happen really really soon so i just throw that out there as a i second that yeah well i mean it um until now it wasn't even on the list of potential topics uh for this year so so this would be a brand new proposal which we can entertain um but i we we have to talk about this agenda at the next meeting so um i'm just throwing that out there just because we're three weeks from the next or whatever from the next meetings i just want to introduce the concept right okay okay um okay so we'll um we'll probably put that at the top let's put the agenda at the top of the meeting next time so that we definitely get to it um and and i'll try to exercise some disciplines so that it doesn't take up the whole me um so okay uh we're now at 604 um any any final words for the good of the order i just want to thank all the cats and dogs the cats were very very showy and the dogs were for the most part on good behavior so that's why we're eating food in the kitchen [Laughter] so i want to thank david roy in particular because you know now i'm not the only one with a cat who is attentive to board meetings so we got the whole menagerie here rita the dog is now i can hear him snoring and we'll bring the rabbit out one of these days too so okay okay all right um thank you all um we will uh we'll stop here and pick it up again three weeks from now um thank you everybody stay safe be healthy do all the things we need to do okay thank you bye

Sources

PPS Board of Education, BoardBook Public View, https://meetings.boardbook.org/Public/Organization/915 (accessed: 2023-01-25T21:27:49.720701Z)
PPS Communications, "Board of Education" (YouTube playlist), https://www.youtube.com/playlist?list=PL8CC942A46270A16E (accessed: 2023-10-10T04:10:04.879786Z)
PPS Communications, "PPS Board of Education Meetings" (YouTube playlist), https://www.youtube.com/playlist?list=PLbZtlBHJZmkdC_tt72iEiQXsgBxAQRwtM (accessed: 2023-10-14T01:02:33.351363Z)
PPS Board of Education, "PPS Board of Education - Committee Meetings" (YouTube playlist), https://www.youtube.com/playlist?list=PLk0IYRijyKDVmokTZiuGv_HR3Qv7kkmJU (accessed: 2023-10-14T00:59:52.903034Z)

2020-09-14 PPS School Board Policy Committee Meeting

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Event 1: Board of Education Policy Committee Meeting 9/14/2020

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