2022-03-09 PPS School Board Policy Committee Meeting

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District Portland Public Schools
Date 2022-03-09
Time 16:00:00
Venue BESC Windows Room
Meeting Type committee
Directors Present missing
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Event 1: 3/09/22 - Board of Education’s Policy Committee Meeting

00h 00m 00s
okay um thank you uh and i did tell i'm looking at our agenda here and we have a a lot to get through although um they're all sort of either smaller i'd say medium-sized items um and i did talk to a director in the past and i'm going to move the future talk policy topic to after our discussion on um a couple of policies we're going to discuss today uh because it's a um introduction to a topic that um director depass would like to uh bring before both the policy committee and the board um so i'm i'm gonna um start first with um let's see i guess i'm just i'll give an update quick update on the district student council bylaws uh when we pass the revisions to the student representative and district student council um policy one of the requirements is that the board approve the bylaws so there's a process that's underway uh right now of some bylaws revisions so at some point in time they'll pass through our committee as a weigh station before they're just sent to the full board um likely to be a consent agenda item uh but they are not ready yet uh so the first topic we'll just jump right into is um actually if if if everybody doesn't mind we have three small four small items that i'd love five excuse me five items that i'd love to just move on out to the full board unless anybody wants to have a lengthy discussion we have the environmental sustainable business practices uh which is a policy that we're said that now that we pass the climate policy um we need to revise and if people have an opportunity to open it up they'll see that yep getting to the policy recipients is that what you're talking about no the the very first one is the um environmentally sustainable business practices redline roman 2 okay great thank you yeah and um and we will have some rescissions too that are pretty straightforward um the environmentally sustainable business practices um really most of the content in this this existing policy is now as part of the climate policy and so what we do have remaining here is a policy around integrated pest management best practices and the agreement that we had when we talked about the climate policy is that we wouldn't put that into the climate policy but we'd leave it as the freestanding policy so this is the sort of remainder um that we need to revise and to remove the now duplicative business practices section does anybody have any questions about those changes [Music] it doesn't appear i don't so this is for in indoor indoor use of pesticides or is it outdoor both it's both it's float oh and that was my question [Music] julia i don't know if you can hear us but your sound is coming in and out i wonder if you stopped your video if it would be any better yeah how's that better that sounds better what i was saying is prior to 2000 we had the use of a lot of pesticides and herbicides on our um school grounds uh for aesthetic reasons which is what how this policy was originally created but it's essentially um capsule capturing best practices
00h 05m 00s
any additional questions or can we move it out of committee i would be in favor of moving it off committee i support that as well any objection jackson no or danny as well no okay um next we have three rescissions and just given that i'm remote i'm wondering um liz if you could present the three that um we'd like the committee to consider to rescind or recommend to the to the board to rescind you bet i think there are four okay so talking about all of the ones on the agenda happy to do that my papers are in the order of the agenda so hold on i'm getting them in front of me okay thank you um i don't know where the resource is yeah the resource conservation policy uh which is roman numeral 3.1 and the policy number is 3.3 0.080 it's probably not helpful um it is just redundant it is it is a lesser version of the climate policy i think what was passed by the board after two years of work it completely supplants this one so that's why that one is recommended for uh rescission the term of administrative contracts um is covered by statute or or elsewhere and it was last amended in 1995 it's really just an unnecessary policy the administrative salaries uh which is on the agenda roman numeral 3.3 um again it doesn't really add anything that's not covered by other policies um that are already in place about how the board what the board authorizes what authority it's delegated to the superintendent for administrative contracts and structures and that there is a salary schedule in place so again it's just it's a remnant actually from 1979 it may be one of the older ones in recent memory that we've unearthed and then finally roman numeral 3-4 the public purchasing and contracting rules oddly this one is just redundant of a second policy which i think is it zero do you know anyway sorry i don't have the number in front of me but there is literally a virtually identical policy that exists emily courtney was um has verified that there is nothing in this policy that isn't already in the other one so that's that's a brief recap so they're duplicative um in many cases that we already have there there is one adjustment that the other purchasing contracting policy is connected to an ad and as liz described it the ad would just move from one um [Music] it would move from one policy to the other because it's currently referencing the the policy that we're going to be the duplicate policy that we're going to be getting rid of is that correct liz but yeah i mean i think when we say referencing another policy it's a little confusing it's visually sometimes the ads are generally and it's probably best practice to have them under the policy that they are providing guidance or implementation um so they they do apply anyway so yes but i i don't the reference stand it's more of a visual like how can i find it i think if i'm being that's one of the things but i also think it's actually it's the same number as it's connected to the other number anyway there's some housekeeping that needs to happen
00h 10m 00s
so happy questions if anyone has any there are any questions um are committee members supportive of recommending these to be rescinded um recommended that we have a first reading on on the rescissions of these policies yes yes danny and jackson yes yep great thank you okay the next item on our agenda um is i believe the complaint policy and we had a introductory discussion of this at the last committee meeting that we talked about the current complaint process and it has three steps and we talked about the consolidation from three to two um one of the benefits of that is a more timely resolution um of complaints that are brought to the board and there's some there were some questions that were raised um by committee members about um whether like how many how many complaints get to step one two and then three and um that data has now been um both circulated community members but also uploaded uh so people can see um over the last couple of years the number of um complaints we've had in step one step two and step three um so i think for me one of the questions is um you know what whether the board will now get more complaints um because we're consolidating steps because we're there's currently two staff appeal or two staff steps and then one board step and this would be one staff one board um in addition uh last committee meeting there was a reference to a survey that was done and by it was sent to all the individuals who had filed complaints on say since 2014 and there was about a 27 response rate and there's the power point in the um yeah that's been posted um that sort of gives at least a broad overview of sort of some of the issues um and what complainants um sort of felt about the process um and one of one of the issues um was like a timely nature of getting getting a resolution because when you have three steps and there's 30 days between them you actually build out a multi-month process um so those are the materials we we have available based on the discussion that we had at the last committee meeting they um so the the sort of the biggest change in this policy draft is um one fewer steps which should should result in um complaints being resolved um in what may be perceived by the complainances in in a more timely more timely way um because their final appeal comes in a shorter period period of time uh and there's also a number of other changes that have been built into um the revision draft and liz would you since i'm not there would you mind walking through just the major um proposed revisions i just wanted us to look at the data of the complaints year by year so we're talking like the board would see six or seven more complaints a year than we see now if you look at those percentage increases it's you know it's a 9 to 13 increase in in the complaints um so i think that's i think it's important that we construct a process that's responsive to folks but i think that's a good awareness that that we as a board are committing to show up for more complaint hearings and to to do that process i think one good thing to remember is that the when folks get to us for the step three it's not a problem-solving moment you know that's that's not what we're doing we're not there to solve that person's problem we're there to make a decision based on what the staff has done and so i don't know if it is helpful to have another problem-solving step in there because that is not the world on the board
00h 15m 00s
i don't know what the right answer is but i do know julia that we've been trying to be responsive to people especially around how long it can take and we want folks to feel affirmed unless this process works for them so i just i think that's all stuff to hold in attention yeah those are great those are great points because i kind of have the same concern that um you know are we um you know potentially um adding a lot more individuals and that you know i think we see over time over the over years you know sometimes uh people who do get things resolved at step one um but i also think that's something we can monitor um it does take out like right right now i think a very significant amount of staff additional staff work because when you read those complaints it's almost um you know whoever does the step two appeal is re-going through that sometimes new information gets added in and it to me i wonder like how additive it is to have all that second step in there if it's if it's just a staff reviewing a staff's response so um i'm gonna i'm gonna default right now on the side of it seems like it is um will make for a more timely way to resolve complaints um and also a pretty significant reduction of some staff work but i i also say that i have been very embarrassed the last several complaint hearings we've had because um board members have been significantly late to those and so like on the last one we had two board members no show i was virtual and we had this poor child a student that was going to speak and they were terrified and we started 10 minutes late because board members weren't there so i really want this like that that has been embarrassing to me that we have not been showing up well as a board to the complaint process either and that that put additional strain on maintenance and fairness to you all it was a special session an unusual time of day with heavy traffic and accommodation for the family so it was trying to accommodate the family but it was not the first time that we've had like folks not be there until after the time had started and we have people waiting and if the board is going to take on hearing more complaints i want us to be really clear that that we are going to show up for those and to take this process seriously because it has felt like the last couple of times yeah i have been embarrassed yes um i i'm concerned or have a concern about um i mean we have the data here that was i think pulled by people who have been through the complaint process and i'm curious about because we already know so many of our systems are are stacked against people that have less access i'm i would be curious about learning if people know where to go and parents you know i mean i know that i i'm always asking if i could add two more questions to that climate survey but i know that that goes out to every student or every household i guess um i'm concerned that we hear from we hear from the people that are most likely to complain and then we send them a survey [Laughter] you know and we expect to get higher than 20 percent on you know strongly agree that we did an awesome job and so i think that just our survey methods and who we're listening to is a little bit echo chambery if we don't know that we would want to know i would think well the quality of it whether people have access so we're wondering we hear from the people that understand the process and we do not hear from the people that don't even know how to engage they don't know that they can talk to their teacher and principal and we'll cheer to pass but if i may and uh i have a number of folks by including jeremiah uh to to connect with the families who may not be going who may not understand this process right this process is burdensome it's bureaucratic it doesn't actually meet the the needs versus you know and so many times and javon didn't speak to this uh he works with families uh who are who have an issue of a concern about bps before he gets sleep but i think that's an important note you know because you don't see all the positive work that's happening to address these issues so i just wanted to kind of give you that opportunity to talk so thank you thank you john um so it's one of those things where parents we've been able to turn other parents away from wanting to file formal complaints by reengaging with their school communities to meet with the
00h 20m 00s
principal and talk about the concerns at hand now i think the main i think the real concern is when parents want to follow from the complaint and they want to connect with uh their community so that's kind of the tussle that i'm seeing now that parents want both so i think that's something we're gonna have to figure out is that something we want to do is allow parents to follow complaint and to connect with their school for building that relationship or do we want to do one or the other i don't think we deprive them of the right to file the formal complaint and it would be odd to tell them not to talk to their principal in those instances so right so but then what i'm seeing happen though is with the with complaints moving forward there's still often that the concern of the school feeling like they're somehow being wronged when the when the parent wants to file that complaint still but then meet with them to resolve the issue so it's it's just an interesting place to be um is it possible to pursue i mean that's a parallel path where there's they're doing kind of both um but we're not there those people that haven't complained aren't reflected in our data either or or would have you know they mean that they're we're not surveying i think we're just surveying i'm sure i'm not sure who we're serving people so what i can do is um what i've had carl myself what we've been doing is we've been documenting all the families we've worked with that's excellent to because i knew one day would come a point here we already knew it that so so we can get that information too so what i thought i heard you say about the like doing the reconciliation work with the school while there's still a complaint in the process it's sort of that puts the school in a weird position where they're trying to work with the family right so they also know there's like an investigation happening and so it feels like this weird i think you know we live we all watch law order so we live in this world where we kind of like okay we don't want to mess things up or get in trouble legally while we're trying to resolve something so is that what you're saying is that if it's a school in a weird position so that that might be helpful with our complaint policy to really help schools understand like what is this how does it work so they can continue that really important community work while not feeling like they're going to get caught out or get in trouble while the complaint is also happening yeah because that that is weird as a principle if you're like well if i do this thing then am i going to get like this completeness happening and what i want to do i think everybody wants to do the right thing for the kids and not create more problems so if we can maybe our administrators so one of the things in the policy is that we're supposed to get an annual report that has some trends um so that um we actually can um you know are there are there ways you know ideally we don't have um our school community using having to use the having to use the school complaint process so there currently is a um like annual report just talking about trends and i think that's um you know as things get reset um as we come out of the pandemic and as we change the policy and we now have a much more robust sort of in informal uh process to help parents that hopefully we can capture that and see what other things we can do um to really you know because i i do think that actually the informal resolutions versus going to the formal complaint process usually leads to i think outcomes that are better for students and for our school communities um so hopefully next year that that's something that we can capture like how many how many individuals and and also how many individuals that didn't have to go into the didn't go into the formal complaint process because they had a more informal sport going through an informal process that led to a like swifter more satisfactory um solution and really welcome staff's you know perspective on the thing with other things we can do um michelle the other thing this this isn't getting to um i think the core of the issue you're raising but um our current policy doesn't have um a link to the formal complaint process on our home page which is one of the law's requirements so one of the changes is you know requirement that this be um on our district our district's home web page so that it's you know more accessible versus several clips in and then in all the languages as i'm sitting here sitting next to miss singer mari and so as long as that's in in languages i guess they complaint process the link to the complaint process should be if whoever is managing that resolution it's technically on the home page it's very small it's at the very bottom
00h 25m 00s
um liz do you want to walk and maybe we can walk through the mall and decide which ones that people feel they need to discuss or have questions about sure i think many of them are self-explanatory and um clean up efforts but i'll start on the the first page that's really cute you think that it is um it's this this policy is kind of like a puzzle you just keep finding more stuff it um so then you'll see a paragraph that's um deleted the district shall create welcoming environments we added welcoming to the paragraph before and they were really there was so much overlap between those two um which one are we talking about i'm sorry the formula policy that's okay so the idea is not to back off any of these commitments about accessibility or welcoming but acknowledge that they are that is already stated um in the policy it doesn't be there twice to each other um one a at the bottom of page one is again this issue that julia raised about the that our policy repeats what's required in the oer that the complaint policy is on the home it in fact is but we need to make sure that uh the policy language is actually uh aligned with the regulation um page two number one formal complaints this is just a tighter linkage to division 22 and so people understand that the this complaint process derives from that administrative rule there are and some other reason that's important is that there are certain other and we get to it later in the policy there are certain other types of complaints that are not part of division 22 that have their own appeal process and so it's an attempt to make clear that if you have this is this is division 22 which has some squishiness in it just in categories and subjects but then not all complaints necessarily come under the formal complaint policy special education is a good example you do not have to go through a division 22 formal complaint policy complaint in order to lodge a complaint with the department of education about your child's um the services that they are receiving were not received under the idea there is a separate process for that and we want to be sure that um for those individualized complaints especially that they end up through the division 15 i think it is instead of 22 if you have a systemic complaint about special ed like services are not provided of a certain caliber that has a division 22 component so it's very it's confusing but that's the the amended language is a nod to reminding folks that there are different paths and this this one is tied to division 22. so if someone has a division 15 complaint is there a separate process for that yes they go directly to the ode and then oh okay so that it doesn't it's not an us process no that's a great experience and that's also i think we covered at the end a little bit we do some examples yes um we deleted uh b because um it's also repeated earlier in the policy uh turning to page three what follows here mostly these are proposed amendments that would transform this from a three-step policy to a two-step policy so it would be 60 days instead of 90 days for instance it takes out the step two language so i don't we'll walk you through each of those but that's the those are the changes to make that see what it would look like decided to eliminate uh the the one of the steps um so the other thing in in b um there's some additional language that talks about providing a written overview of the structure and format of the hearing um and letting them know about sort of if they submit additional material because in my sort of debrief with some complaints afterwards um over the years and then also just looking at the survey this issue of like it's not fair and actually what when just listening to them it's it's less about i think what they've identified is not necessarily being fair but like not understanding exactly what that process is and so then it inherently feels a little bit unfair or unbalanced versus if we provide the factual information about how the hearing is
00h 30m 00s
going to be conducted who's going to be there what the format is like the timeline like sometimes i think well people might think 90 days is not timely if they're not told that in advance but in fact you know we with very few exceptions like meet the requirements in the law and it is timely but it doesn't seem timely if you weren't expecting you know 90 plus days to get a response so the a little bit in here is trying to also look at how do we um you know provide as much information as possible that's factual just about the process so that um people have an understanding of what they're getting into and what what to expect right and our current practice is when when a complaint comes in the complaint coordinator alex is here sends out an email acknowledging receipt attaching a copy of the policy and letting them know the date by which that first uh step runs when they'll receive a response by x date so everyone gets a copy of the policy this now says be sure you said that um and maybe provide some other information and then when we get to the board hearing um so this just codifies i think a pretty consistent uh practice um it's it also makes sure that the complainants receive all the documents the board has before them unless there's some reason that they couldn't be shared examples of that could be an attorney-client privileged document we don't have a lot of those in the formal complaint process but they can't exist it could be the discipline that was meted out to another student involved in an issue that was part of the complaint that would be protected by ferpa it could be an employment decision so most of the time those documents are pretty consistent on both sides of what the board receives and what the component receives this documents that um this also uh requires us to explain um what whether this will be held in an open public meeting or in a closed executive session two three years ago three years ago there was a new an amendment to a statute that allowed for discussion of confidential student records which is a lot of these individual complaints can be um made in in a session as you all have experienced um so the media and others don't you're not exposing child's private records you don't choose to to those audiences this requires staff to make sure that's explained i'm sorry this is just another case where you know sometimes people show up and they're like what's the principal doing here or why is that person here and so just you know and like why is the public here or i thought it was just going to be me and the school board so again just trying to we're not changing our process just being you know really sharing about what for what people to expect because most most parents are and certainly students are nervous going into this process um because it you know by its nature sometimes seems adversarial and so again trying to get families if they are in the process like comfortable about knowing what to expect um throughout the process but yes if i can add something so you were asking me about the translations so in 2020 we translated the policies into the five languages we also have a website that has an explanation of the special education uh versus the normal complaint process um and i'm happy to share that with everybody um that's great yeah i'd love to see that [Music] yeah yes did you have something yeah i think i was gonna just suggest i mean i think one of the things and i hear you remember this i think as as staff and as educators we're kind of stuck in a we want to use bureaucratic uh bureaucratic process to address issues that are about are human in nature right it's about the human experience it's about the student experiences about the adult experience and yet we want to go through this very rigid process you know for policy yeah uh that that that debilitates really i mean i think this is what jamal was kind of alluded to demolition the actual relationship between people that are going to continue to be in a relationship after this this thing gets resolved and so how do we actually work on a policy or shift the the process in a way that is human-centered versus your crowd or in the policy center and and i mean i don't know it means but
00h 35m 00s
absolutely i think that we've and we've talked about it over various yeah i think kobe kind of interrupts the some of the trajectory um and we had this conversation with your predecessor jonathan it's really it's a lot about training and consistency to make sure that the the rigid formal process that's required to a certain extent by od i don't want to overstate it but um it requires that you know 30 days and it requires you know a final decision and it requires formal language that revises you of your rights to either appeal the step one or appeal to ode at the end um that that becomes um you know that the experience of the families in there of being heard and cared for their child is cared for right is is part of the training and culture building i think it's very consistent with some of the strategic plan about a sense of belonging and i think we were we were headed down the path of some additional training for those who were working on the complaint responses i think adding jamal has been like huge right that's a big big work also but i couldn't agree more and we have if someone stays in the district with one child it's at least 13 years right and if they have multiple children i mean we can have decades-long relationships so i think that's a really important part it's a great point too in that i you know i think like we can trim down the time and you know but how can we change the experience the user experience or end user experience so it's more restorative some way to knit together you know these kind of hard requirements we know that the laws that were made around here you know haven't been um just for lots of people and so how can we knit together how can we create an experience for people within the confines of you know what we have to do you know that would be my question what i've been hearing anecdotally in the schools that i'm visiting is that tmall is doing that work that i've i've heard from folks a deep appreciation for you when you work when i've been in schools and that i think that listening and being present and building relationship is the first step of that but i do think that you know one key is to help our administrators that when we are in a place where someone has this right under the law how do they continue to then build their relationship and problem solve so that it doesn't feel like it's either or but it's built and how do we do that well and i think that that's a huge challenge and you're like right stuck in the middle of it tomorrow um so it's the question of how can we with the policy with the school board support both that restoration and relationship and i think two people have their their process that they can access because it's really important to not cut off that option either for folks yeah yeah yeah i really appreciate um jonathan your comment and um michelle and ali's comments i think the other critical role is the complaint coordinator and i i know that so we just recently had a shift and i know that lydia like families really appreciated um the communications that they received from her um you know even though they still like had to comply with the law and everything else there was a human connection um and i think parents felt um that it just wasn't a cold sort of bureaucratic process so i you know i i do think it's like how people inter interact with the people in the system as they're going through the process um and also ailee to your point about you know board members being present and on time that also sends another message about the humanness um versus like this is just something we you know required to do and we're going to show up to do i like alex who i think delivers a very personable experience to complaints in the process both on the phone and by email and is very responsive and brings some of those qualities that you described that lydia has every day to deal with yeah i was going to i was going to give it to alec yeah she she's on the phone trying to help listen and support folks and it it can be taxing i just said thank you i would just say the changes at the bottom of section b um refine a little bit the boards the board has decided to put in policy how the decision the options for the decision and added
00h 40m 00s
a last piece about um recognizing that sometimes matters come before the board and there's a conversation in the room that allows for this to be paused while a different situation is first a different resolution is pursued i can think about time specification that followed because in that hearing before the board that came to pass and was helpful so this just gives another option in policy for um thinking about how sometimes those happen on the fly the section c is uh simply the examples and the formatting is terrible and it's entirely my fault [Music] microsoft will do that sometimes oh it's google when you convert it to microsoft word and then then i'm done um there's this additional piece in d6 that talks about the closed versus open session i mean i think they're mostly conforming edits after that so i think that's the substance i'd be happy to talk about anything but i think that's a more than high level view so why don't um thank you for providing that overview um liz so why don't we if their questions take about five minutes for any questions and then also if if there's additional information that committee members would like um let's gather that up now yeah when i'm looking at the um on the slideshow on the third slide um it lists um please select all the people who work to resolve your concerns um the third top one is other who would fall in other are you looking at the complaint on the complaint form on the website danny uh wait is that the slideshow yes okay sorry hello it's the survey great so so one of the things i think um and you know any any data collection or survey is always a snapshot on time and um at this snapshot on time we actually had um an ombudsman and had a slightly different structure um i don't know i don't know the answer to your question danny but we also things were somewhat structured differently could have been lydia could have been ombudsman could have been a random person who was helpful yeah i'm sorry it's a good question danny i actually don't know any other questions or information that individuals would need or parts of any of this that um you um either don't support or would want to change one more question um something else i'm curious i know i would really like if this is possible um i'm interested in kind of like racial demographics um i'm wondering like can we see like the families who are like where it gets resulted like step one or step two because i would be very interested to see like is there you know are there spiking numbers among certain communities for getting resolved or if certain things among like certain demographics liz i i don't know i sorry i'm not the author of the the compilation of the data and i just don't i just don't know what we have it was compiled under a different entirely different regime we can go ask but i don't know today i'm sorry julia i just i know that you for a long time have been talking about this complaint process and trying to figure out ways where we can better meet our community where they are and try to make this you know a an easier process to navigate and i really appreciate the staff work on this and your work on this because i think that's what we're trying to get to is how do we help problem solve how do we help um deal with conflict in a way that's humane and also gives people the rights that they need um and so i really appreciate staff that does that work every day in our schools to try to meet needs and resolve issues and then also your work julia to try to streamline this for folks
00h 45m 00s
yeah this is a little bit of a thanks ailee a little bit of a mercy rule for staff because i just like sometimes when i'm reading through that just the amount of staff time um this seems duplicative and and and i also think that adds to the family's frustration so again um you know it we we have the just so people know we have the option to either have liz what one to three steps and we chose it we had chosen three so there's still two options and then also if it's a division 22 it can be appealed to ode so um this seems like um it's it will be better for the complainants and also from us staff time yeah i think time to resolution is is important um and i think it's you know concern raised about how many of these will board them you know i mean i think that's a real counter consideration um i do think there is some speed to resolution should make resolution easier i mean i hope that that gives us an opportunity to also have conversations at multiple places if something's particularly difficult to resolve but um yeah you could you can have like you said julia uh one to three steps no more than 30 days for each step you can decide to define where the final step is um some districts don't have it before the board um i think probably many do i don't know the exact numbers but anything once the decision is final under the district's process it can be appealed to ode if it's a division 22 um we didn't have this marked as an action item so it was just a discussion but if um what i would ask committee members if between now and the next um the next meeting because i'm not i'm not hearing um substantive um disagreement or i mean i feel like i'm hearing support for the changes i also will want to have a conversation with director green um but if people have anything they would like to change in the next or concerns they have will you let me know next week by mid next week otherwise i'll put it on the agenda for action at the following meeting does that work for the committee members yes yes yes that's fine okay um liz do you need anything else on aperture policy no that's good thank you okay um if everybody could just bear with me i'm just toggling between documents so are you are we not following the agenda we're skipping around you're not you're not why is that because we just decided at the beginning of the meeting you weren't here but we decided it was okay to kind of to move around a little bit so we're moving around for now i just would say it's really hard for me when we don't follow the agenda because i'm trying to flip between materials and figure out where we are so yeah it's also hard they're publicly posted and people plan to attend roughly based on where they think their agenda items are and when they're going to be addressed that's a good point i don't think this was i mean i think we're trying to get the quick things done first in the first half so yeah and i i apologize in advance unexpectedly um i um couldn't attend the meeting so um i um switched things and then i heard from her at the last minute you've been attending either um [Music] so my my apologies um about that i think the the primary thing that we moved is um a future policy topic by dr de pass that we're going to um have a discussion about um at 5 15 and um so we've moved through all the other um most of the other topics so the next topic um is first council bylaws are we gonna do that um i mentioned that that they're not they're not ready um they are not sitting being revised um i think actually the district student council is meeting right now uh just to discuss them
00h 50m 00s
uh trying to like flip between pages so great we can move to whatever's next okay um sorry and i'm just scrolling uh i'm sorry um [Music] so uh that the topic that i'm going to uh would be next would be the um parent groups and schools policy and um there is documents that have been uploaded um one is a conceptual draft and i emphasize draft um [Music] of a of a policy a pretty substantial policy revision and then also there's a budget heat map about the foundation fte that's been been purchased but as a sort of contact setting as individuals who on the committee last year know that um a parent group brought a [Music] proposal forth for consideration which they're allowed to do under the policy um the policy and policies um that would have um eliminated uh any purchase of ftes and at all um and it actually wasn't a change in our policy because that the current practice of being able to purchase ftes whether it's foundations or any other group um was actually um permitted by practice through a memo i think from 1998 and we can share that with committee members if they'd like that established um that if a school community raised money to purchase an fte that one third of the money would go to at the time portland schools foundation which then became all hands raised which now is the fund for portland schools and that that those funds would be distributed to um other schools and there's been a variety of um changes over the years to how the money gets distributed in an equitable way that one-third um but that one-third practice was always like say it was not was not in policy in district policy it was a practice that was outlined in a memo and then sort of became institutionalized i think it's worth noting that the year when it was that practice started it was right in the wake of ballot measure 5 and as the state was going through their equalization process which ultimately resulted in high funded districts high locally funded districts like portland um equally basically spreading their money throughout the state to districts that had fewer property property tax bases or lower property tax bases um so between those two actions portland had a pretty significant reduction so since that time we obviously have a local option the gap bonds the student success act arts tax so there's been a lot of other things that have happened since since then um so um i say the parent group it's i don't know if we have anybody present in the media today that pushed for this they introduced or sent a policy to us and asked us to consider it that would have eliminated um the ability for schools to purchase ft individual school communities first purchase fte um and we had some discussions in the committee about this and what we were trying to get at and some of the other ways which parents raise and community groups raise money um jonathan um made some revisions to a secondary policy which is um the 7.10.20 which is the one that we have amended before us and um [Music]
00h 55m 00s
that really um how i describe the collection of some of the the changes were to include more people in decision making um and to be more inclusive in community events that actually are tied to fundraising um and and also linking any of the the funds raised to um to our um linking it to our uh racial equity and social justice um work and our initiatives so um julia or michelle is there something that has prompted this item being on the agenda because this committee just tabled this like two months ago so i actually agenda now do you know michelle amy i didn't respond to that as the committee chair so it it never was table right um there was a request to have the fundraising groups tabled and i didn't agree to that and i'm not actually bringing theirs back in fact this is a different policy and we spent some substantial amount of time talking about the policy that had been proposed and other issues that were raised that needed to be that should be addressed and so what i'm bringing forward is a conceptual draft of a policy which i think addresses some of the issues that not only the parent group raised but also that we're raised by committee members that have been raised by staff and also school communities i have another answer another question to that and that's why wouldn't we look at this because this is this is an equity issue right here well because the last time that we talked we were talking about prioritizing policies it was the will of the committee and the majority of the committee to not prioritize this at this time but to focus on more policies that had more of a direct impact on our students and i believe that the reasons that we were tabling some of these things was due to workload and staff capacity and that was for a kind of discrete period of time do you remember those conversations like that's we said that i just want to be i want to be very clear that an item doesn't get tabled yeah i'm just trying to figure out why this is yeah why is there some reason that we wouldn't look at want to look at this in light of our our student outcomes and our racial equity policies no i mean i think we should look at it but the will of the committee last time was to prioritize things that had more of a direct impact on students and student achievement at this time and i just wondered if something had occurred in the last two months that now this is re-appearing and yeah that's your team have significantly more capacity now to address this than when you spoke to this issue the last time sure uh i'm happy to answer so uh so i think you know i've been working with the chair bremen and i have been coordinating and looking at this policy uh and providing some red red money i think um what we haven't had a conversation about is what the community engagement will look like uh around uh around this right we can imagine and suspect that there's gonna be uh significant desire uh by this board and this committee jdh a products state group of stakeholders uh and so i think that's kind of the next level of understanding you know how much uh time and effort we need uh and what that would mean for other areas of the work so i think we're i think this is an early on this uh conversation with this committee and i think we'll have more to say in terms of staff with us as we we have packed with what the leaders of this community okay okay so um i think we're living in the tension here of we that we had a group of people from the community bring forward an idea that this is an equity issue as we know and how do we think about it but i also think we've recognized that school-based fundraising is an especially complex issue and we want to do this well and right so i think that goes to some of amy's point about we have had a conversation a couple of months ago about this is something we want to get right we want to have our parents and families feel invested in their schools we want folks to feel like they're connected we want folks to feel like they can raise money and support their schools and other students throughout the district so this is a really important thing to do well and so i think it's that we thought we were taking a little break from it and then to see it back on the
01h 00m 00s
agenda is a little bit of a surprise so i think is that kind of what you're saying amy is yeah i was just wondering if there had been something that prompted it because it was pretty clear from the and i'm not remember that it was a majority of the committees i'm just going to go back to there was not a majority of the committee and the committee chair sets the agenda i've worked with staff um also community groups and we're we're going to work work through it and what the so i'd like to spend our time talking about the what questions people have um any suggestions or information they need um because we're not voting it out this meeting but i'd like to hear from committee members on what what questions or data um that this draft raises for you um because we're going to have another conversation about it the next next meeting again the draft that was put forward initially was to eliminate it entirely and from listening to staff and conversations um with jonathan and looking at the funds work that um this is a draft that is different from what was um raised earlier so with that um i'd like to just question anyone so my question would be i would be very concerned about us implementing this for um the next school year right so i would not want this to be implemented in 2223 because i just i did the math and based on the heat map and the 0.75 and it would be cutting about 15 for 14.5 positions and with the cuts that are you know the reductions we're experiencing this year i think that that would be a blow on our schools so i i would like us to consider yes this policy important and yes we need to do the work and how do we treat our school humanely and so i would like us to to not and staffing's already happening and so people are counting on some of these funds already so if we do this i'd like to have us you know think about implementing it in 23-24 yeah i really appreciate you bringing that up um ailee because um i think it was contemplated as a step in um and again i you know this is a hard conversation for those individuals who have been working on this for um you know several years of like it would there's a step in not a cliff and so i i think that's a very valid point to raise [Music] staffing has already taken place and foundations have already actually paid their bills i think we need to really also balance um you know there's a sense of urgency on my part of of like addressing some of the equity issues um and so i think we need to balance you know ailey what you said about you know people have counted on this money but we have severe um student achievement gaps this year um everybody knows that and and so at some point we have to do something differently we can't keep doing the same thing expecting a different result and so and and that's why i'm i i see it i see the inefficiencies i maybe it's not eve they're evident on the sheet i think and we have the data and and it's it's important to me it's a personal value that's why i'm here tonight and my biggest issue is and i missed my nap today the biggest institution that the community proposed policy was that would end foundations and schools ability to fundraise for foundations and right now the foundation is the only school-based funding that even has a glimmer of equity to it but our ptas are not you know they are stand alone they they do their own thing and so my concern is if we end our foundations those school communities that raise lots of money are still going to raise lots of money and that's going to go into ptas and there is no then funds for other schools so and there's no economy there's no equity then and we lose about 4 million in equity funding so it's we need to reform our school-based fundraising and this goes into what we were talking about at the last board meeting around field trips as well yes we don't have good information on who's raising money for field trips who's getting to travel um and i go back to i said this a thousand times you all know my story but i was on the lowell on pta we raised a lot of money we were able to send our kids to outdoor school twice in elementary school we were able to buy chromebooks for everybody my friend who was the pta president of with on that was not their experience they raised a couple of thousand dollars into the community night right and gave teachers ranks so they got five 250 to buy supplies for their classroom every year that wasn't happening at woodlawn so when we talk about school-based fundraising i know there's a lot of passion around the fce issue and equity there but i actually think there's a bigger equity issue in
01h 05m 00s
we're raising money in schools people should give to their kids education and support that and we know we have huge economic disparities in portland how do we get creative about pta partnering and working together and how do we stop this mindset of this is my school my kids and moved to this is our school system our kids and when i come to spread pta they're super excited about that like they want to do that work um so i'm always careful like if we if we change the foundation piece we have to be cognizant of the unintended harm we might be doing to the equity work by changing one piece and not looking at the whole system yeah i appreciate that a step of like let's start to reform the foundations but let's also talk about the bigger the field trips all of the larger how we can continue to have support for our schools and help bring more equity to the way we live as a system i think about the capacity of it to the issues that we need to that we need to um look at that would take some time on staff's part is like what would the impact be to the general fund if uh this went away because we see some of these schools that are raising a lot of money they are at the very very bottom of our per student spending um from the general fund so if those foundation dollars went away inevitably at least some of those positions would need to be shifted to the generation would they is that actually well unless they're right i my understanding is that anything raised for by the foundations is extra on top of staffing what do you mean so like when the staffing formulas go out those foundation positions are things that so like again when i was at llewellyn we we were able to add a fifth grade teacher so we had three units of fifth grade instead of two but the district staffing model was for two yeah i think principles that that you know the schools with the lowest uh so the number in the general fund would would disagree but yeah yeah but then the question is when we get the allocation and look at the numbers because there's a foundation staff position does that change what happens in october when restacking happens so i um what i'd like to do with the time is i'm going to go around to committee members and have you give me two to three either questions or wonderings you have or what information that you would you would like for the next round of this discussion and i'll start with uh whoever wants to start first on the committee so i'm going to take that question amy just asked about how the staffing formulas work and say what is the impact on the october sort of make right readjustment that would that would change uh with um the changes to the foundation policy if that makes sense or i guess does staffing allocation depend initially like we already know there's gonna be one or two ft in this well does it then say we can yeah so i want to be clear we don't we don't supplement uh things in the wrong group we're not replacing we're not so these are two director consonants point this money is in addition it does not have anything to do with the school district's staffing allocation whatsoever so i just want to make very clear because um so i don't want to get into a discussion about it so i appreciate jonathan the answer but let's get the questions out the question is what about in october when we're looking at where are there holes and where there are too many kids if you know if three fifth grade teachers but because you were only funded for two but the foundation bought one and now the staffing allocation would normally then give lowell and a teacher but you don't because there's a foundation purchased one i don't know what do we um what can we do in our budget season to um because what can we do it during our budget approval process where um that where we may be able to fill gaps for those schools that aren't raising the money but they're you know they get an extra ten thousand or twelve thousand dollars is there something to do in allocating our you know when we're looking at our general fund well those schools that qualify for the equity grants through their foundations are okay we're not answering our we're not answering questions now we're just
01h 10m 00s
asking them michelle what else do you have um that's it for now um danny or jackson um i think my questions are similar to michelle i'm also just curious like impact like you know the impact of this for like title one schools versus non-title one schools because i'm i'm wondering like what would it look like for this if this was alameda versus like you know georgia regular because those look drastically different did you look at the heat map danny um i have bought okay so the heat map shows like the csi schools and csi schools and the emerging tools that have fte and how much they raise so that answers a little bit of that okay anything else danny uh no i think haley just answered uh most of it it's like upside down which is like a little tricky yeah it's the second button on board books is like a little document with a settings wheel on it if you click that it'll let you rotate the document counterclockwise and that'll put it so you can read it like an all-service answer haley i had to ask roseanne i had to ask programmer earlier so um jackson my question is does just limiting it to one capital expenditures and then district staff positions does that capture all of the foundation spending is that only what foundations are spending money on yeah let me um because i know it isn't but like i just wanted to put that out there to make us like if we're really capturing everything with just having those that's okay okay so just honestly because actually we didn't really cover that so it's fte but there's also a potential um capital if for capital expenditures the district taking um a portion of that for again to move it around for um redistribute it for equity and in jonathan and i's discussion we were trying to think where where is where is the place where the district actually has some control and is involved in it and certainly buying fte or making a capital improvement that requires a permit or something like that does engage the district versus you know a pta or a foundation buying you know 100 bucks or 500 worth of books um which is a little bit different um so that's that's why those two pieces and again this is more of a step in versus gonna fix the whole thing or address the whole thing at one time but there were two places where the district actually has to cooperate in facilitating the either purchase of fte or the capital improvement yeah so i guess my question was more under registration because i know like uh magnet schools or like dli schools have foundations but we're not spending it on capital improvement we're not spending it on staffing we're spending it on like other things like community nights or other things like that is there's is it bad to like take into consideration those foundations for non-profits that's not currently contemplated in this draft again we're looking at the place two places where the district is facilitating uh purchasing something where there seemed to be a locus of control um but but that's a good question and if you have a point of view on whether they should be required to register or not you should um maybe uh you could at our next meeting show that but that they're currently not um one question i have is around data around capital improvements i had heard at the beginning this year that like some there were some significant contributions for covered um like eating areas outside eating areas um that were being facilitated and so i'm thinking also like all the playground improvements or things like that um and so i'm more interested in is like is this a big thing that happens or or not and so i guess that jonathan is then again not to be answered here but the question question i have my other question julia would be um so to look at the policy and contemplate like is there a sliding scale so it says 0.75 in in the kind of concentrated policy but would it work to do 0.75 for you know 50 staff like couldn't we size it up based on the size of the school community um okay because we do have a very huge range of staff sizes throughout our district
01h 15m 00s
is interesting about uh you know putting an absolute cap on fte without a cap on the actual spending is that what you know what are the what are they going to spend the money on then i mean how how what what could the unintended consequences be in terms of um other ways to invest you know like for a long time when people didn't think they could or certain schools didn't want to use general or certain principles actually didn't want to buy fte then um ptas and foundations would spend money on like after-school tutoring and things that were were similar but was workarounds so so this policy at the very end if you notice that the definition it's not just um pps staff it's also contracted staffing so um i think we're trying to address that okay i think we've captured a lot of the questions i appreciate everybody um peppering them out there and please if you have more that come out after you today's meeting please send them to me or work on getting them answered i'd like to now ask michelle or give the floor to michelle to talk about an issue that she would like to bring before the committee for for discussion and before you watch it i'm also going to just say um because we have limited time today this is an introduction we'll also ask staff to like inventory what's already underway on this topic so that the next time we come back together we'll have all that and we can also michelle you can identify other areas you want but um because there's work happening in this area that we'll make sure that we've got everything for every everybody on the committee floor is yours okay thank you so i um asked um edwards if i could introduce this uh concept of development of an anti-racist policy so that's not to say that we don't already have a um a racial equity policy it's to say that that racial equity policy that we could have deserves another look and could be strengthened in some of its language um this year i'm in the final year of a fellowship that offers coaching and policy development and understands the unique role of school boards in upholding um racist policies and and and in in direct uh impacts on student outcomes uh as a result of uh maybe not looking at these policies and so i wanted to just introduce a concept today that talks about um what what we would expect from um an anti-racist policy and why we should do it so why we should do it first of all because and i'm happy to share this out to the entire people that are here but i have a document that's just a framework for um development developing a racial anti-racist school board policy and some of the links in this document it's not live it's on paper um give me pause like anchorage school board has an anti-racist policy so let's let's let's let's beat them up atlanta public schools indianapolis seattle baltimore cincinnati and others around the country that that are within this fellowship and outside of it that have developed strong anti-racist language considering you know anti-blackness is a is a real thing and we see the impacts of of anti-blackness even if we don't name it so the policy and the goal would be to name um to name it and and so we can address it so we can't wish it away trust me um i'm just going to read a little brief paragraph from baltimore's policy from their board of school commissioners it says city schools must move to disrupt and dismantle inequities in every area of our work city schools will work to aggressively and efficiently eliminate inequitable practices systems and structures that create advantages for some students and families while disadvantaging others city schools will allocate resources to replace those inequitable practices systems and structures with new ones to ensure we provide racially equitable education and environments to children and families of color and and i i reference that not not because these other cities that i referenced um aren't strong but because that's an example of how we could strengthen the language that we have currently on the on the table i would i would hope to work with you um but yeah love your input on this um i i think we have an opportunity here to name what we're seeing we have 170 years of um academic data uh in this district and um it's never trended upwards so i think now is the time to
01h 20m 00s
let's trend it upwards but see if we can actually address our inequities through policy development so michelle is your thought to revise this policy or to create a policy i would like to create a new one um or i mean i think the first step would be to do a side-by-side comparison to to analyze where um where in our current policy uh we could strengthen our language and again i say that because when we develop um policies um it depends on who's developing the policy the comfort of whatever language you use some people aren't comfortable saying black people and or native american or indigenous and so if you're not comfortable saying it then you're not going to be comfortable writing it and you're not going to maybe even have any expertise in in addressing it or or seeing it and so i feel like i don't know i just feel like it's an opportunity and um to strengthen what we have it's 11 years old right it's from 20 yes it is our awareness continues to grow and our anti-racist work continues i mean i don't know that i'm still learning yeah i don't know that anti-racist was really a phrase 11 years ago so it wasn't some circles yeah and then people understand it wasn't my circle yeah so i think that that's a really good point of how can we strengthen this policy and sort of help it move forward to the very clear goals we have i think what i also heard you talk about michelle and i don't know how this would play out in policy but really about sort of um not just in our schools but like just how we in our governance models um and how how we do our work um so how does that what does that look like um because the the way that we do our work [Music] at the board level um can look very differently depending on how we we approach it and i'm interested in those things because i um i think in in schools there'll be a really robust discussion about what that looks like um in the broader community um but i i i think it would be great to look at just how we even you know how we do our work and our our agendas and um what's how that would manifest the stuff and policy of like the boards actually work um changing and yeah maybe it's already in there but maybe not so uh it isn't necessarily but at least um providing a document with new language that's updated to reflect the current nomenclature um it it it can help it can help the board develop and i've given a lot of thought to this over the last 10 months and how can we show up differently because we're all operating no matter who we are and no matter the color of our skin we're still showing up operating in in a racist structural environment everything from who gets to talk who gets to input who has access to information how are we onboarded what's the understanding of the budget process what about robert's rules who knows how to work the system i know i know ailey does because she went to summer camp i remember that robert's girls summer camp which i've never heard about but i think it's cool it's nerdy cool it's very cool yeah um it's i can see being a teenager and being like we're gonna go to summer camp is that before or after band camp yeah it's it's really it was um it's really the united in our st annual summer meeting so it wasn't actually a summer camp but it was our annual meetings where we run the business of the church we use robert's rules border and so every summer uh i spent a week doing robert's rules of orders and since i was about 16 and it's what i do now professionally every summer it's how we make the rules and decisions about the methodist church right and those those rules are also private organizations yeah and and they all dominated and um so and the quakers by the way have very different ways of organizing themselves and i i love um you know they're all friends you know for one thing when they show up so that's to say that are multiple ways of organizing our work they're multiple multiple ways of showing up and i think when we know better we have an opportunity to do better and this is for those things i i have a common kind of dance i'm trying to raise your hand i'm just going to say this is not to respond to anything but i just wanted to let the board know that this is this comes at a really good opportunity so in our community we're going to be hosting the gare which is the government alliance on race and equity conference which is uh beginning in mid-april um and so i along with other sort of
01h 25m 00s
like equity directors across the region or sponsoring pps is a sponsor of a conversation with elected officials and john powell and so um tomorrow's when we're going to try to announce this to you but i think it's an opportunity for not only um other elected school board officials but other elected officials throughout the region to kind of hear from john powell targeting universalism and to address some of these things so um april 18th is the event time and so we'll uh we get a certain number of slots and so we we ask that before we get all of our all of our thoughts oh that's fantastic um so just one i think it's a it's on everyone's mind so i just heard about this again conference um the city of portland are members as well so yeah it's a government um alliance on racial equity so they've got a toolkit i really appreciate you raising that danny um and i know that staff um has been doing lots of work in this area as well so we really will um will appreciate being informed by and um having our work sort of aligned and integrated with um the great work that's usually happening at the staff level um michelle i appreciate this and there's just so many places it could go like at the very least you know when we talk about committee prioritization the very least want to refresh our language we want to refresh our commitment um but when you really talk about okay what do anti-racist structures of governance look like i mean that's a really exciting opportunity and it's kind of coming full circle in this conversation today because you know we're talking about shared agenda setting and collaborative leadership and collaborative decision making and allowing different points of view to to not be you know overruled or spoken over and so how i would be really interested in seeing if there are some other good examples of more enlightened governance policies and practices because i think how you do business has a big effect on the business that gets done yeah i've um i've had a couple of experts uh i would say watch our board meetings and provide um very interesting information and feedback on based on observation yeah um about who holds power and who shares power who talks more uh literally if you want to see it by minutes you want to see it broken down by male female um or by race so um this is this is this is something that's been on my mind and it's not to say that you know we don't have an awesome policy because we do it's an opportunity to expand on and i mean maybe we go to a talking stick model where one person talks at a time or something i don't know but there's other ways of organizing ourselves that are better for 21st century you know i know that micah ali who's the chair of the compton school board uh is doing some of this work as well who is he's the chair of the compton school board oh black man very dynamic yeah he's doing some of this work as well and and he's the president of an organization of squad leader of color i can't remember the name of it but he's he's incredible so i've seen some uh it's it might be i think it's pronounced mckay but it's spelled m-i-c-a-h like micah oh okay okay so he might be another great resource to talk to about how they're organizing in compton as a way they're thinking about um being an anti-racist foreign system and if they need it in compton we definitely need it in portland so like it's it's a majority black city i believe or maybe it maybe it's not anymore but it was a long time ago 20 years ago well their entire school board is black so it's cube is the name of the organization cube is part of uh the national school boards association yes they're urban districts yes so thank you he's the president of cube as well as the chair of the company so i'm going to make him a really interesting work thank you that's awesome anyway i'm going to stop talking right now to allow other people's i think this is a great idea michelle and i think it's needed thank you i really appreciate you like this this is the beginning um of like the socializing the concept of um just bringing it forward um so that everybody in the committee sort of knows it's out there if you're interested in working on it or you have resources or you know something is happening we also again will do an inventory and provide those policies um we passed one also last year um relating to this that we'll put that together and um michelle i'll talk with you about what the agenda um what the agenda item would look like
01h 30m 00s
whether it's actual uh you know like a conceptual draft or this the next phase of the discussion but we can um allocate some time on the next meeting for that um with that we have one more some of these are by the way are resolutions and not necessarily policies so you know that maybe beg some discussion exactly because resolutions can be filed away um and they're not um they don't have the same lasting quality necessarily um they have different forms so that's a good point like what form do we need to do it in um so we we have one last item on the agenda that i want to just uh flag with a question for committee members it's the field trip policy um so this committee uh recommended first reading the full board to change the approval process um and an incidental to the first reading at the last board meeting we had quite a bit of um discussion about field trips and equity and um sort of how their how they're paid for you know what the district pays for and so my question for people um for the committee members are was there anything in that discussion that has policy implications or are we it because it just happens to be happening at the same time or do we um [Music] want to continue to head ahead that uh how that policy to be heading for a second reading and approval um or was there something from that discussion that prompted a re-look at the policy that somebody wants to raise as an issue and i just want to give people that opportunity because it wouldn't want to be like hey we had this long discussion and then we just passed the policy without any changes relating to it i think there was a lot of interest um and conversation in our last board meeting um because and we didn't get any answers i don't think either on on how the answer i remember getting was that we were the funding comes through different channels like it could be parent fundraising or could be a little bit discretionary from the principals and so i think there was interest in learning kind of how how these are funded but just as a for instance it says you know special activities outside the classroom are important part of an educational experience and then we say oh great so does that mean all of our you know 48 000 kids get this cool outdoor experience or this out of classroom experience and we we know they don't so um it could be our language there needs to change or it could be that we could try to ensure that all kids have access to um experiences outside the classroom so so i mean it's a big it's a big point you know do we send everyone to vienna or to china you know so i appreciate that remember you go around to like to the zoo some once a year you know what i mean so yeah i mean so i i don't know that i have specific language to change although i you know i think um michelle reid is a good ish issue but thing i would ask michelle is can we hold off having a second reading of the policy until i have a chance to talk to um both director hollins and director greens who were very involved in that discussion before we just send it on because what i wouldn't want to have happen is we send it to the full board well like we have a second reading our approval of it and we have unanswered questions and it's like oh we just you know or people want to change the policy and we just approved it yeah so you're um asking for more time to yeah to have conversations about what what what a better policy looks like because my understanding was that the things that they were looking at were not policy related but i would want to double check that just i mean we had almost a 40 minute discussion about it at the board meeting um so instead of just moving ahead kind of ignoring that we had that conversation i would like to check with them so if we could hold off the second reading um until that happens yeah so we can be a little bit more intentional yeah i think that's great they have a lot to say and i think they're their input's really valuable i say it may not be policy related but i just want to double check um to say one thing because i none of us may remember there's a very small in section 3b this is something guadalupe caught at
01h 35m 00s
the dais while it was being first read that we needed a supervising area assistant superintendent and changed up the principal supervisor so it's a non-subject change but i don't want to not let everyone know it's in there after something's been first present so i've not done that any objections to the uh the change i don't see any um so with that liz is there anything else that we didn't cover we didn't cover the weapons policy but i think we don't have time and we need director green here for that conversation anyway because the changes are responsive to the concerns he raised yeah um and i apologize for molly or kyle like if you're there and um hanging out in the ways but we'll explain what happens okay uh yes i think director greene is going to be instrumental to that discussion so um we will carry that over to the next the next meeting all right thank you everybody thank you everybody thank you too yeah are we adjourned julian


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