2023-01-10 PPS School Board Work Session

District	Portland Public Schools
Date	2023-01-10
Time	18:00:00
Venue	PESC Windows Room
Meeting Type	work
Directors Present	missing

Documents / Media

Transcripts

Event 1: Board of Education Work Session - 1/10/2023

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services website and on Channel 28 and it will be replayed throughout the next two weeks and check the district outside for replay times good evening thanks everyone for being here tonight um in addition to a discussion of the proposed 2023-24 school year calendar uh we're also going to be receiving an update on the most recent discipline data and voting on a consent agenda we are going to start with the consent agenda first and get that out of the way and move on to the rest of the work session so with that support we'll now vote on the consent agenda or members are there any items you would like to hold for discussion set those aside for discussion there was a change that was posted earlier this afternoon the resolution six six three zero there was a contract withdrawn okay that was uh six six three zero zero and it was posted um okay do I have a motion and second to adopt a consent agenda second I can't stand Mrs blooms and direct Passions [Music] it's over uh and with that uh any more discussion questions um thanks for the very detailed memo on the Harrison Park um Contracting just to clarify so this is just the app to um allow a different Contracting method and ultimately the contract will come again that is great thank you okay any other discussion or questions the board will now vote on resolutions uh six six two nine three six six three two with the exception of six six three zero it's been amended it's still there but this is so we'll vote on the resolution 6629 through 6632 as amended all in favor please indicate by saying yes yes yes indicate by saying no and student representative McMahon yes any extensions all right the consent agenda is approved by a vote of 7-0 with a student representative man voting yes oh and six to zero do we hear Gary oh yes great so 7-0 uh student representative thanks everybody next up for tonight's work session is a discussion of the 2023-24 school calendar and we're going to preview a draft proposal of that calendar superintendent Guerrero yes thank you chair and just as a point of privilege just uh Happy school board members month of the month of January we'll find I'm sure many opportunities thank you for your volunteer service and commitment here at PBS but one item that we're going to discuss next is one that has a lot of attention from our families and students and that's why we like to put out a draft soon after the winter breaks who are Deputy superintendent and uh Daniel folk who takes a lead for us you know inventing this out we're going to tell you a little bit about some of the features in this suggested calendar good evening Sports directors really excited to bring forward the calendar in the month of January this is an opportunity to really speak about how we are looking at calendaring for next school year and also looking forward to a vote by the end of January so that we can continue the process of notifying our families about our anticipated dates so many of the features of the previous year's calendar are included in this proposed calendar like last year there are three professional development days which are non-school days they've been added to the calendar to support professional learning uh these three professional development days are on October 13th January 29th and April 8th there are additional days added to the calendar and do not reduce the existing
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instructional games um professional Educators from schools identified or Improvement which are CSI or TSI schools are required to attend professional Educators from other schools May attend any teachers who attend will be paid for their participation excuse me at their hourly rate professional learning is critical um to the successful implementation of our newly adopted curriculum and the instructional framework and to ensure that we are providing opportunities to support our teachers enrolling their practice the start date of the group homes calendar is August 29th as the first day of school and with June 11th being the last day of school this before Labor Labor Day beginning to the school year is consistent with the past several years the following grades um have a staggered start right so the start date for seventh eighth 10th and 11th graders is August 30th to provide a jump start for 6th 9th and 12th graders um the start date for kindergarten is September 5th to allow for a ramp up to welcome kindergarten students and families and the district considered and after Labor Day start however decided against it postponing the start of the school year uh by one week will likely not result in better health and safety outcomes starting in September after Labor Day means going later into June which may create additional problems with heat and such so we are really holding to starting the school year on August 29th really maximizing on the opportunity uh to have instructional days padded in the beginning so that we could get our students off to a great start um So to avoid conflicts with major religious and cultural holidays to the extent possible the district and schools work uh to the to avoid scheduling conflicts but you know during these holidays uh that are recognized by various religions and and culturally specific groups so the school-wide events we're really going to try to work with our community school communities to avoid conflicts with back to school nights assemblies and other special events there is a list of major religious holidays that we've attached for you and cultural events identified and for uh to to avoid conflicts and we you know what's to ensure that they want scheduling accordingly as a part of the 22-20 as a part of the 2023-24 school year preparations we will inform train and create reminders to Educators School leaders and central office staff about the importance of these in the development of major schools classroom or District Water Events and finally at the next board meeting as I stated before on January 24th you will vote to adopt um this calendar it would be uh before you for your consideration for the vote and so with that I'm done with sharing and if there are any questions I have a quick question um thank you for the um it looks like the really broad stakeholder engagement did you hear from anybody that they were that they had issues with any of the calendar dates any any um did you have anybody uh that that didn't agree with these these dates on the I mean the dates are on the calendar but adopting them we was at 8 buy-in or was there some people that were like well wait a minute so so we have engaged stakeholders in the process and have received feedback and um with consensus of of what was shared during those engagement activities this is the calendar that we have represented here so is this the same number of professional development days that we have this year for both the majority of the schools and then the CSI and TSI schools yes the group of students who came and presented last year at the meeting in which we adopted last year's calendar with a part of the um where they consulted as part of the process of building this calendar those students specifically yes no no to um um some other questions
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yes so uh as I only just is there an increase of instructional time in this calendar or is it the same as last year it represents the instructional time that would be parallel to this year um if before we um the next week our company next week and we just get down of what by the grade level yeah I believe it would have been prepared for you but as far as the project projected instructional hours uh that we're looking at for this calendar kindergarten would have um 914 uh first through fifth grades would have uh 929 uh sixth through eighth grade would have 950. um ninth through 11th grades would have 10 19 to 10 22 depending on the adopted bell schedule of the individual schools and 12th grade would have between 800 981 to 984 depending on uh senior last day and the adoptive test and I'm going to pause and I'm going to reintroduce Daniel because as I am going through this I'm I I I'm leaning in a little closer to to check out how I'm doing okay yeah I think as Dr Parker said the the calendar instructional hours are parallel to the current year um the numbers she wrote offers are approximate for advance of what we expect based on how schools are scheduled but they've yet to schedule so those are not 100 of this moment the instructional hours on this proposed calendar meet all instructional requirements and in some cases feel a bit of uh so there's a little bit of margin of room for unforeseen circumstances when classes may be canceled with fish so for example the six to eight the nine fifty with the 700th graders weren't in that extra day the sixth right it's about uh five and a half hours at our middle schools uh that we would subtract for those grade levels and then we're cutting instruction hours that that's like classroom hours we don't count professional development so Middle School practices last year correct correct nothing's changed over the last uh several years that I've been involved in this so we say approximately 950 hours for middle school that in the in the five and a half hours per day middle school students are Bell to Bell in school for six and a half hours but we're only counting about five and a half hours of instructional time because we're not counting recess and lunch and actually thank you for the director Hollands and some additional questions and then we'll come to you directory director Hollins uh yes hi um merry Christmas happy New Year everyone you too yeah I went Quest a couple questions um when we talk about the CSI PSI schools um being mandatory to do PD days um I'm just curious on why is that not mandatory for all teachers to do PD days during those days as well and then my second question um is nationally um our instruction time where do we rank in our instructional hours um nationally okay so for your first question regarding CSI and TSI schools uh there is a provision within the contract that allows for us to add uh professional development days for uh select schools um however we're not able to make it mandatory for all and the second part of your question director Hollins I think I missed a part of it can you repeat it please um in our instructional time kind of nationally where do we follow that in instructional hours are we like at the towards the bottom of the structure hours or are we on the high and for instructional hours and you're asking I thought I heard you say nationally [Music] so I don't have that answer at this time but I'll be happy to look into that and see if I could come up with a good response for you close to Facebook great and so I just I wanted to throw this out there I don't know if everybody can hear me but and the
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um elected officials meeting that we had at mesd um I believe it was Denver uh had mentioned that a lot of the state leaders are state representatives and senators in at the State House we're looking or would be encouraged to look at year round school if a district wanted to take that endeavor on so I just wanted to throw that out there it's true that you know the standard in many states is is a 180 day traditionally sometimes 182 we're below that you know and we welcome any state leadership and wanting to resource or mandate uh a longer school year if there's resources for because if we were to add days we'd have to go through bargaining correct correct and then their you know budgetary resource implications that we would need to be funded fully for that yeah we just yeah yeah and I and I I mentioned that to him as well as far as you know it's a great idea but you know if we're not getting the funding that we supposed to get now how will we get the funding to do that as well so I didn't assume it as well thank you Gary yeah good question yes that was the point I was gonna make things right and you'll try and see if we can find some Nationals yeah I would I wouldn't be happy too you know I could easily say from the top of my head coming into Portland I did read results early on and we are on the low end we have approximately 174 uh instructional days where in other districts where I have worked it's been 180 um and that is is what we know right but I would love to be able to look a little deeper uh to give uh more at you know more detailed response to that National question it's a good talking point also as we we you know talk to the legislature this this session around you know what you're providing even with some of the additional resources lately still well as uh what is less than a lot of other districts in the country and our days are short I think the data has been found please thank you to uh Jonathan uh Garcia but yes um when we look across States um All State the states I'm seeing uh mostly have 180 days as we say across across the 50 states the state that is uh that's looking at like the lowest right now is Colorado with 160 school days which is extremely low I would not recommend that I'm sorry that was not my information [Laughter] Illinois is at 185 uh Kentucky 170 Louisiana 177. um uh Minnesota 165 uh there are some states with no minimum days required like Missouri um Montana sets it by School District school by School District um and the ones the states that I don't mention are all at 180 North Carolina is at 185. so these are days but that doesn't tell us instructional hours because like director constant said our our days are shorter than some places in the country so not only do we have fewer days sometimes have shorter days so our students are yeah also feeling that impact so thank you it would be great actually a link for the board yeah we'll send it out fantastic I think what's interesting is I think also the state of Oregon uh the rules are around hours versus in Most states are interesting so I was a little disappointed to see that September 25th and April 22nd were not days off school when we heard from our students uh a year ago when they came in that was one of the things they were asking is that I believe it was Yom Kippur off and then eat off uh Ramadan and we had talked about some of the value is a community to have those days off as part of a way to sort of begin a conversation about valuing other traditions and cultures and and lifting that up so I understand like we're in negotiations we're trying to figure out that but I really really highlight for us as we continue this process to look at those two days especially and again I have to apologize I think those students were asking for Yom Kippur but it could have been Rosh Hashanah but I think Yom kippur's the day of atonement yeah um both are important yeah but but so I just I was hopeful that we would begin to move in that direction and that may be where we're moving for 24 25 but I'd like to highlight those two days especially as being of significant cultural relevance and days we should consider taking off and I do want to
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highlight that we we provide a list of religious holidays for multiple cultures um not just see that on the list yeah so it's it's really interesting um and this is just commentary for me to say it's really interesting to really um identify one culture over another to say that we're gonna observe and recognize this religious holiday and and then you have other cultures that we're not recognizing um the holiday as well so um you know but I definitely think it's something we will continue to surface and continue to look at to ensure that we provide flexibility uh for families students and also look at the possibility of offering those days off and I know it becomes really complicated as we look at whose Traditions are we honoring by a dance schools that's right not but I think we heard from the students that testified last year was that the nature of those celebrations it would be helpful to not have schools on those day and I really do appreciate this calendar it's it's feasting on me but um yeah so that it's um this calendar is really helpful and I think I've heard you know how schools are trying to navigate it to not schedule things on those days and I think it's a great first step I would encourage us to look at can we add a couple days because we had two days um and I know then we're not celebrating Diwali or others but um to kind of move forward and how we look at that yeah it will definitely look at that and wait you know also with our 174 uh school day yeah I wouldn't want us to lose any days you have to look at the whole picture yeah but I would really encourage them and bargain bargain for the other pieces um I see like the um I was just looking at like this mod array of stakeholders I was wondering did we get like a chance to talk with students directly and if so like what was the response from them obviously we do a great job like I think there's great core balancing here and I was wondering if like there was any spaces where students had any direct commentary that you felt was notable or that maybe you took into account in certain elements I'm just or just I guess understanding how that feedback yeah we uh we did not get a chance this this round to uh to to speak to students um I think our goal was to really get this calendar out as soon as possible so we did we did reach out to some stakeholder groups um but I think that's a suggestion for next year to make sure last year my recollection I just wanted to build on um Ali's comments and slash my recollection was last year as because when the students came and presented it wasn't the first time that we had that presented I mean it's been a perennial issue for 20 years at least when during my tenure on the board and so I thought what we were going to do is last year overlay it so that last year people could see them and we could schedule around them but this year we would have that conversation so I that's why I asked a question whether we'd had the conversation with the this the students who presented because it seems like we're gonna now take another another year to talk about it and and we had a number of um conversations in the committee and about how we constitutionally recognize religious holidays and I look at it from the standpoint of if you're looking at the Christian holidays they're you know captured and they're always you always have them off because they're part of winter break or honest with like Easter on Sunday the major ones but the so they're already kind of taken care of and then we looked at the other from a constitutional standpoint how do you constitutionally do it and we looked at data on the major religions um based on our student population which is the population of Multnomah County please um this is the non-legal summary is um that we looking at that if we had a significant number or a number of students in that accept their religion we could consider it which is how this this certainly gotten built I think through the committee so I guess I'm I'm curious why why we couldn't uh have those two days be um is just I hate to have another year go by where we give a nod to it and myself I I do think some of the process that
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was undertaken by the policy committee to identify to use religiously neutral criteria to identify the list we'd need a similar process with this a similar process to identify additional dates that you're going to close through certain religious I think it's you need a similar process do I I thought that's what we were gonna I mean I I thought that's what we are doing things we were going to do over the over the this past year I I didn't understand that this there was a just there was action being taken coming out of the policy committee's discussion on this that was leading definitively leading to school not being Obsession uncertain that's religious holidays and if that's a work stream the board wants staff to undertake we should get aligned on that that was not my understanding no I I'm with director so my understanding was that last year because of the timeline and the way the calendar had already been created that we were going to send out the list this year and then for the 2324 calendar we were going to talk about what days um we were gonna how about that discussion in the policy Community I thought staff was gonna based on what the policy committee had given about the days off and the criteria I thought staff was then gonna discuss that as part of calendar development so that's where I think we had a I'm not sure exclusively I think our conversation about athletic calendars and some of the pieces but yeah it's an honest I think I think so I think we need to take that back to policy and have a conversation about what what it is that we want to to see happen with this other questions um well especially if we're going to move ahead out doing that a question I would have is I'm looking at attachment one and attachment two is this like all one the paper because um one of the uh that's that's that's the backside Okay calendar so I'm just gonna go back again of like continuously getting getting better um but last year even though we had some of these dates we still had um things happening that even I know there's things that we can't control but there were still like district-wide things happening on some of these other major dates um because it wasn't on the calendar and I know we talked about this last year like there's too many icons but I don't know any other way this this is like the butt put on your refrigerator right and so if you don't see it there if you're the PTA president you're wanting to schedule a meeting or you're the PE teacher in the scheduling field day or a teacher scheduling a test and you don't see like there's no it's not it's not overlaid on the calendar I think it just um we're going to continue to have we didn't mean to do it that way but it just happened so uh as we discussed at a previous policy committee meeting I think one of the things that we were going to look at as we come into this year is a three three-tier communication approach so because what you're pointing out to is that there are there have been Pockets I think you know uh our OSP team has done a good job of informing and working with principals so that school school-wide events are very are are not impacted but what we're noticing and what we realized is that that that may not be the case in the classroom or uh in the central office right and so we might do a district one event or we might do a uh classical event so one of the things that we're going to be moving forward is a tiered kind of communication uh one of the things that we learned Daniel from last year was the the the idea of constant reminders to these stakeholders right because even if we put it on this PDF you know this concept reminder of hey these events are these holidays are coming forward make sure that you're not uh scheduling so um will it be perfect I don't I doubt it but you know we're working towards that scaffolding of communications is there a reason why we can't put it on the I mean if putting a box around that date helps to signal and remind folks that that's probably a day when we want to avoid it these are a couple of ways it might even be an athletic event across districts we have to negotiate that um but but you know this is this is sort of the point of sharing a draft proposed calendar is to hear the feedback you know we're hearing you know let's also have opportunities for students to weigh in a little bit more explicitly and is there some way to illustrate it in a way that signals that one page on the fridge a little more clearly so the other thing is and I'm not sure
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there is an Allison coming or it's going to be a doctor through policy or more practice uh through the policy committee but for example like Fairfax County which is one of the policies that we looked at they actually were pretty clear about who had an accountability to make sure um like there was a designated person in the central office that was responsible for district-wide not having conflicts with holidays and then also there was a very explicit in the policy accountability for the principal to make sure that no school events were happening um and I'm not saying that people are intentionally scheduling things over holidays but um every every school in the community is different and there's different levels of awareness and um I am tired of apologizing to communities when we have scheduled something on somebody's importance holiday and seems like we we just need to be more explicit given the changing and demographics of Earth and I think that's what we told the students yeah I think my understanding was that you were going to put um highlight the dates on the calendar and operationalize it next year is that is that what we were talking about yeah that was my that's my recollection okay one additional thing is we also had talked about um the district sending something to OSAA um about OSAA events um on some of these dates and I don't know if um that's something that collectively aboard or superintendent of the superintendent of the board consent to OSAA um because they are beyond their control if enough districts weigh in eventually so I'd like to recommend me some way signal to OSAA that we'd like them to yeah and happy to uh partner with my colleagues here in the county as well given there's a lot of overlap with our events uh that they 've essentially two weeks great thank you for the conversation it sounds like there's a couple follow-up items not for the adoption of this calendar which will come back to us at our next board meeting but for a discussion about the 24-25 calendar is there any specific action item well I thought I heard Jonathan say that maybe there would be a way to I threw an icon or something so do some graphic design on our calendar right so that I think I do think that would bold box around the day yeah we'll work I also think just because I like won't be here obviously for the process next year concerning the calendar making sure that we're getting like at least some student eyes on it so that we can make sure that we're really ensuring that students also are getting voice in the processes obviously those are the days they have to go to school so yeah but that's all thank you thank you very much um appreciate the conversation and reaction account um as always next up we're going to move to disciplined data and we have an update on student discipline data sure Scott can we ask for clarification sure this last agenda item so we heard I think at least from three board members that the there's a desire to explore uh no school on two of these days so I just want to make sure we're right that's what I was I heard that for the 24-25 year calendar but I guess I refer to my colleagues again if there was a desire to change this calendar which presents a little bit of a time crunch but I think we're in the same boat we were last year where we have a calendar we would have to go to bargaining there's a lot that you have to be funded because we have to extend the school year by those so then the question would be would those be just holidays or unpaid date like all of that so that that's the conversation we I thought we were having this year I thought staff was having this year that we obviously weren't so that we need to to say we'd like to explore that of taking at least those two days off based on the student feedback we received looking at like Liz said through the what criteria are we using to decide that making sure that we're doing it in an equitable way that considers all of our cultures and communities um and then have that conversation about to be really clear that the board is looking at we'd like to be inclusive of these holidays as days off school based on student feedback um and and we did try to follow up with some of those students and a lot of them left college and so have not been as available but um I think that would be for next year because there are some major considerations yeah yeah um I'm just disappointed because I feel like we are where we were a year ago and
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there was a miscommunication or a ball drop somewhere between policy and staff and the calendar so we just need to make sure we're clear on looking at maybe including a couple of more days off school right in 24 25 um to honor some of those holidays that deeply impact students and I I know students can miss a day of school for their religious observances and um schools are flexible with that and we did talk about the power as a community of of recognizing and including different groups in our calendar process that there's an intentional effort to add a degree of awareness around these days and there's just one recognize there's multiple labor groups here to uh negotiate talk about negotiate and extended workouts yeah yeah just I do think if we lay out some really deliberate steps that are that move us Beyond where we were last year like a second letter adding some sort of Ike icons let it say laying out sort of a deliberate process so that we have activations next year that and the engagement of students that that is this year versus oh we just are doing the repeat of last year but I think we should be like memorialize it and thank you explicit and what we're going to do thank you and I'm going to say one other final thing which is probably very unpopular but there is another way to be more Equitable about the calendar which is to ignore religious holidays across the world yeah um and I think that is something there are members of our community that you know might go in that direction as well and I I just you know we can have that conversation that's a conversation about winter break isn't it the most conducive time to the academic calendar should we even winter break is we are a public school and what we should be thinking about religion in terms of our overall calendar I think is an interesting academic question what I won't push too hard but one that I think a perspective that should not be lost so say goodbye um now if you want to get rid of spring break as long as we call it spring solstice um with that we're going to move on to discussion discipline data superintendent career yes uh big agenda item this evening is continued conversations on a regular basis around all of our indicators student outcomes and make sure we're at the progress to monitoring so tonight we're featuring a conversation Dr Adams is going to walk us through a student display data so get something explicit understanding around uh particularly obstacle suspensions and expulsions as part of that conversation so um but the instructional time or the exclusion has an impact on learning and achievement so uh we'll get into that conversation but I'm going to turn it over to Dr Menards before he starts are there going to be Paul's breaks for questions because I I don't want to mess up what we got going on so is it going to be like every four slides the dinner pause what is that going to look like tonight concrete natural pauses around the types of disciplinary data we were presenting we can sort of pause for questions I'm learning I just want everybody know that I'm learning I appreciate that clarification when I went through I think you're right they're going to be so natural we'll open it up for quick conversations and then move on to the next section great when you use acronyms when you um say them out um when you get to that page there's there's some you just embedded in here but oh sure that'd be helpful absolutely all right so Jay and I are happy to be here with you this evening um especiating we intend to talk about um just briefly the Continuum of student behavioral support and Progressive discipline and PPS we want to talk about what our data are telling us right now and then what our ongoing response to our student discipline data actually is foreign a good reporter never buries the lead um and that lead our lead here in PPS is that our disciplinary data unfortunately mirrors National Trends and those Trends are very much unfortunate black students and PPS are three and a half times more likely to be referred excluded or sent to disciplinary hearings and are their white peers our native students are two and a half times more likely to experience this and our Latino students of 1.2 times more likely to experience the same what's more our students with disabilities are two times more likely to experience
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disciplinary action than are there known as agent theaters what's most troubling at our most troubling about our data is that we know from research that there are strong links between school discipline likelihood of dropping out an eventual arrest impossible incarceration I believe these data are an urgent call for change in action and we are working hard to make a difference tonight as can I share data Chief Bruno is going to close with our current action steps we attempt to interrupt these data patterns so um before we go into the data I'm going to talk about who we describe to be and our our natural team supports that we have in place um at PPS we are Guided by our community's vision a portrait of the ways our graduates will enter the world more confident optimistic prepared for the future and how we as Educators in the system as a whole Messenger to their Collective Brilliance our strategic plan outlines the roadmap for in which we will do this graduate portrait which surveys in our team-based the skills dispositions or graduation possess by the time they graduate from PBS our educator Essentials with the attributes knowledge skills mindsets and risk positions needed from adults to support The Graduate fortune and we lead with a commitment for racial equity and social justice because we recognize the creation of Education of racial inequities have been baked into the educational institutions and that racial equities across all indicators for here for educational success are deep and pervasive we believe in the fundamental right of human dignity and in the generating and Equitable World requires education an educational system that intentionally disrupts and builds leaders to disrupt systems of Oppression so the PPS Continuum of supports for student Behavior include specific strategies for prevention strategies for intervention and systems of response so important Public Schools is a multi-tiered system of support districts so mtss we provide a continuous support with with students at the center through our framework mtss is a framework that focuses on the whole child and supports academic growth and achievement and also focus on behavior and social promotional needs and and attendance mtss is focused on using Equitable evidence-based instruction intervention and assessment practices to ensure that every student receives the level of support needed based on their identified need attention is focused on creating and sustaining tier one or Universal supports in all of our classrooms tier two or targeted supports when students need additional time or instruction and tier 3 supports which are individual systems of help to eliminate barriers in learning and enable every student successfully reach their potential and I'll talk a little bit more about what that looks like in in PPS in a minute included within the system in PPS which is different than other systems it includes transformative social emotional learning which T Cell transforms social emotional learning is centered around providing instruction and opportunities to practice self-awareness self-management social awareness relationships skills and responsible decision making skills it's the process where students and staff build strongers that will last in relationships that facilitate co-learning to examine causes of inequity and developed labor solutions to that lead to personal community and social well-being in addition we we support restorative justice what practice is focused on building Community culture and relationships in our classrooms and all of this is rooted in trauma informed practices or strengths based on Service delivery approaches they're all grounded in in understanding the responses as an impact of trauma the office of students supports Services supports all of our buildings and implementation of this Continuum and and we are at different places in the implementation of the things that I've discussed um and we support policy in an administrative directive guidance professional learning and systems uh training and support restorative justice SEL and attendance strategies we we support data monitoring and targeting and responding to needs in schools and uh in leadership and collaboration through our school climate teams our instructional leadership teams our plcs and in Community Partnership and family engagement plans and then we engage stakeholders and processes and support policy the process for procedure development into our student conductive discipline manual I think so I'm going to talk a little bit more specifically about our the components of our mtss framework which includes the systems and structures of assorted uh Jessica so tier one or core instruction is where all students receive challenging grade level core instruction
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and have Equitable access to high quality Universal designed academic behavior and social emotional resources um it integrates cultural sustaining pedagogy and linguist in its leguistically responsive and and this is what's outlined in our instructional framework um tier one is universal access to essential grade level standards and behavior and instructional practices and support school-wide expectation wellness and climate and school community in each of our PPS classrooms this includes delivery of our core counseling curriculum school-wide social emotional practices delivered both in the classroom and by our school counselors and responding and supporting community and family engagement practices core instruction is supported by professional learning communities which are teacher teams that respond to student needs both behaviorally and academically and our school climate communities and instructional leadership teams in each one of our schools um support is provided by our classroom teachers our school couns are School social workers School psychologists School nurses for example in some cases and other service support providers that we've assigned to our buildings um implementation in these tier one systems are development improved outcomes for students improved academic achievement social emotional confidence and significant reductions in behavior when will we support it targeted interventions are the additional time and and support guided through our school our sip teams which are School intervention teams that focus on supporting key behavioral practice and social emotional skills in essence is translated into additional teaching time in a small group or or individual support for students um tier two social emotional interventions are delivered by classroom teacher or other service providers including our school counselors or social workers or psychologists that are assigned to our schools the tier two example of something that you may have heard about is is a evidence-based intervention called check-in connect um but these are specific things that we work each one of our school teams and our Sid teams on supporting uh how to respond to students when when the tier one or Universal supports are not effective um tier three supports or intensive interventions that includes individualized supports for students with lagging skills um and and focus on essential Behavior practices this includes Individual Counseling Services um maybe support from the external provider or Community partner mentoring with additional or mental health services care coordination safety and behavior planning it focuses both academic and social emotional and is organized and supported by our sit teams in addition to having external teams and you may have heard descriptions related to a rapid response team which is a team and districts supports providers that go to schools and respond when schools are struggling restorative practices are Incorporated across all tiers on restorative practices um improve and focus first on school classroom climate and community building and then promote and support social emotional skills development and increase safety in buildings through providing opportunities for decreasing conflict and de-escalating situations and repairing relationships as a result the community uh and or relationship being harmed or impacted um in PPS we focus significantly on building relationship doing community Circle and and providing accountability uh in support for students and our we have a team that works with our buildings to provide additional support training and even provide tier three or response through restorative conferences or circles and what our school teams need conditions effects foreign student support teams look like and how they work individual support teams and so when we when we when a Sit team identifies that a student isn't responding to have or the intervention that has been outlined um it'll it'll be members of that team what the viewers engage in the functional assessment of behavior and to to understand what it is that's creating um that involves bringing in family and
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community members uh talking and involving teachers just completing a comprehensive assessment and then they create a Behavior Support plan as a result of that and then implement strategies so it's it's for a student that may involve additional time with a qmhp uh involved specific reteaching or support of student it may involve accessing a community provider as a mentor the the responses are pretty varied but it's all based on the individual scheme versus where tier two is foreign are most of those resources that you just described within a given building or external thing I merely hear some using this this support services within the building um and then when our teams indicator identify that the beads are more complex we have structures and strategies for them to reach out and that's when our gay team our rapid response team or even members of our Special Education team come in and provide vision support coaching for kids and for teams he you had mentioned that it was green you would look at bringing in community members mentors different ones and then you also mentioned that um that for the most part these are programs that were already within the school system like within that school so because I'm a Roosevelt got everybody knows I'm just going to pick up Roosevelt because they're comfortable with me picking on them and they don't feel bad because I I still have their name no matter what so presuming that this is a kid that Roosevelt that's struggling are we saying that the the Sith team would identify mentors that are already in the world within the Roosevelt School or is this someone within the Roosevelt community that they have a influence on this student that might be coming in to Mentor Mentor this student and work with them to help get them on track it could be and should be false depending upon the deed and what the students responded to okay so that then that brings me to my the second part of that question are you serious because I was actually hoping that you would go there bro and so with that in mind because now if his program or this Mentor is not a part of one of our current resj partners but yet they're working with the student then how do they become an official leg to work with the student within the school system understanding that without an Roi in place that it's going to be hard to release information so now is this mentoring organization are they simply responsible for like if you work with a parent and you get the ROI so that we can get this release of information then you get that information back to us so that we know that you have an Roi on file then we can because what I'm trying to figure out is outside of outside of saying thank you how is this Mentor that's coming into the system going to know what the student needs where they need the additional supports where they is this an absenteeism issue are they having chronic absenteeism are they missing certain classes are they struggling is it is this a fantasy like meaning that they got in you know so how are they going to know that and at what point um does the the school form what does the school need in order to release the appropriate information to the mentoring program that's going to be working with the students so that we can get the results that we need because that's where we get crippled at right now we get a lot of people wanting to help but because they don't have certain things in place they get told oh I'm sorry I wish I could help you but you know you're you're not part of our system so I am wondering instead of trying to answer that right off the top of our heads and if we might not be able to provide you a written response as to how people can come into working agreements with schools in the school system is I want to make sure we aren't misspeaking in the moment I like writing um oh go ahead oh no before we're going like around them okay so um I have a question so you led with the racial um outcomes data how is what we're looking at sorry jump around on tabs how how are we taking that data into account and operationalizing like make working to change those outcomes right we're going to talk about that as we go through the presentation okay
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I'm wondering obviously we monitor like our discipline data is there any way do we like garter feedback from like principles and the school climate teams themselves to the members of like what's the acronym the sick teams um do we ever like get any feedback from them in terms of like on the ground how they feel the programs are successful or like from our school counselors Etc well I think we have staff in the central office like we have someone who oversees and supports all the school counselors and he meets with the school counselors on a regular basis we have our school supervision team the chief of schools the assistant students the senior directors who meet with principals on a regular basis and we also meet with a group of principals on a monthly basis to talk about how things are going into Opera operationalization of all the things and practices and supports that we need to have in place so there is and are mechanisms for us to have a feedback loop and what about for students I know obviously like in some of this like in terms of the policy but I especially look at like the social emotional learning and I do we ever hear from students back on like how they feel like the success of some of our measures are like whether they feel like the work that we're putting down is really affecting the discipline and a lot of no students directly or like the right person to go to necessarily I hear that you're obviously talking to principals but I just wonder if any capacity we speak with students at all in terms of like how we manage disciplinary action and what like we're putting in this you know so I I'd say that we primarily get that feedback as as the district office through the providers that interact and engage with our students every day and they regularly identify for us in these job-like meetings of doctor energy referred to the things that are being effective and things how it is that we can be more effective um in addition to that many of our schools do um and I learned this through um supporting you know these very same processes do like Affinity spaces and those type of things where we get feedback on how it is we are responding to in a disciplinary our social emotional learning instruction what I mean all of the things that you identified and we're here but we also really hear our student voices uh loudly uh when we do our successful School services and um we ask questions like you know do you feel like you belong uh you have a strong sense of community within your school and that really helps the student Support Services uh division on office community plan on how we can build programming to ensure that students feel um feel that they belong that their voices and ideally that is um tailored to the specific results from the individual building like in their school Improvement plan and stuff exactly and they're in their continuous Improvement plan and we offered to building leaders is don't wait until the next survey Administration if students have identified that they don't feel like they are safe or they don't feel like they belong start having focus groups with the students in your building to unpack that because that's the only way to really understand that and we tried to model that this year in August leadership by having a student panel and and reinforcing that idea with principles and so I'm hopeful that more and more taking that up as a part of their practice may I oh sorry go ahead I was gonna say where are we seeing this being effective like I know um when Richard Smith was at lent uh there was a talk right this is statistically significant drop in students being referred as part of some of the tiers of support that we're putting in place there um are we seeing other schools where we've seen some Effectiveness in reducing some of the discipline data that we're being that we're seeing I think okay um let's make sure I'm almost a good time as a as an example or I can hold principal Lathan chrysantheus I know she's into practice some procedures for her and her administrative team where instead of students being referred out they push into the classrooms so that the teacher can have conversation with the student and come to some resolution some restorative nature and that way and she's seeing a difference and where is she again yeah and we're seeing pretty compelling you can see that yeah
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practice I had a question about how we measure success I mean I'm sure we can do like a straight count of disciplinary referrals but are there other metrics of success that we use to I see so head nodding other metrics of success that we say we've done a great job in this building overall rather in addition to the climate survey who was doubting behind me [Laughter] a couple examples um so I appreciate the question there are a couple things um and there that one of the key pieces that came from the successful School survey that I think um I can speak to every High School built in a school Improvement goal around connection and a sense of belonging for high school students so we see it it's in every High School plan so what that shows up as is there are specific steps that they're taking so to go back to director greens Roosevelt High School um they uh part of the plan there's a there's a tiered approach but the first part was to do empathy interviews so they worked with students last spring to say what is working what's not um how can we get you engaged in classrooms and then they built strategies based on that that then they put into their school Improvement plan and they tracked and we are looking at and some improvement in attendance based on those strategies so we see where that is showing up and that follow-through that is happening in specific schools without intentionality that you're starting to see like how do you go from the general questions from the successful School survey into specific actions that then we track over time through the continuous proof improvement process and in a quarterly review of data the other piece I would say that we did with the school Improvement plans and looking at specific strategies uh was the principals presented those to each other and then also to leadership um and and and we're looking for it as you're describing promising practices that not only can we identify what's happening locally but what is going to be transferable to another site and then thank you and I'm just going to add that at the k5k eight level what we've done is um try to make sure that there is a sense of belonging at the school because our kids are so much younger so it is important for our teachers to know how to communicate with them to know how to wrap arms around them to know how to make sure that they feel a part of the community so what we ask our schools to do is to identify the Committees that they can be on where the students they can hear student voices they can also support students and families as they come on campus that's made remarkable changes at some of our buildings I can be specific about rap Elementary for example um they're just a remarkable job this year and that's one of many so where the Committees are working and the community is specific to the schools we tell them committees but we didn't tell them exact the exact ones for them to pick that was based on this happen it's become a community of our school we wrap arms around our young kids and we support our families it's book training what's happening there um we'll get it from uh maybe a woman from systemic um framework so in 2017 uh in 18 when mtss the multiple tier systems of support was initially being instituted um not all students had access to tier one and then in tier most students didn't have access to tier 2 and tier three and so um you know when I look at the data it's trending as um that is it still is um it's trending in the right direction and I'm assuming that's because the Investments have been made in these other tiers and having a more systemic approach against just looking back to 2017. so the specific question I'd have then is for tier one um can I'm gonna have this question for you cheers um or a little bit different flavor but do all schools have sort of tier one supports in place yeah so so uh tier one is uh actually all it's Universal and so all students have access to it regardless of
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additional programs and support so so it is translated into things like our school climate plan which supports I know it sounds like a strange question but in 2017 it like we didn't have well we may not have had at the time I I don't know anything yeah that's good to know that like that's because that's a change over time so yeah is for tier two and tier three would all because originally how it got rolled out is my recollection is that you prioritize certain schools for tier two and tier three um you know the places where we felt it would have the biggest impact currently is it accessible to all schools or is it are these supports or is it still are there still just selective Sports yeah so think of so think of uh tier one ads so that's our core instruction right it's it's what we provide in it all students have access to both in our instructional framework in our school climate plans we Implement strategies to reinforce and support both access radio construction and then also efficient export basic I apologize Behavior expectations for all for all kids so what tier 2 and tier three are are so tier two is it means that a student requires an increased amount of time and additional resource and so all of our schools are supported and trained in a sip process and then specifically identified strategies like checking connect and just other General ways to reinforce small group other supports small group instruction in the behavior expectations so the theory whether that was Markham or Saban or lent or Roosevelt New Day students would have access to tier 2 supports yeah they would have access to the beginning of which slightly different in each one of our schools because each one of our schools creates a climate plan and then each one of our classrooms has a classroom management plan and then all of our schools have various social emotional providers whether that be counselors in different levels of FTE social workers in different levels School climate Specialists and various other resources that are uh allocated to support students in addition to the core classroom teacher so so the way that it's approached or the increased intervention time might look slightly different at each school but they all provided the training and capacity to deliver tier 3 resources and sometimes through to three resources we are reaching outside of the school and we're accessing and District support staff or even as we talked about potentially other Community Resources um and I'm sorry just just to summarize because again five years ago all students didn't have access to it so that now within PPS regardless of your grade level or school it may look different but you'd you there should be all tiers accessible to a student to a student that needed it maybe another way to describe it is every school Community is always developing their capacity at implementing a multi-tier this isn't a plug-and-play you have it or you don't you're looking at the left side of the triangle or the inverted pyramid the other half is the academic multi-tiered and similarly core tier two tier three and so in 2017 yeah it was obvious that there sort of wasn't a conceptual understanding around how to implement these tiers and sort of the foundations that are required to establish systems expectations climate plans Etc and so we started by prioritizing cohorts of schools that we knew would really benefit at that time period as we rolled it out and we built Central capacity to actually provide that coaching and support as well so now we're here fast forward and so all schools at this point are developing and strengthening each one of these tiers all the time and we're able to work with the data indicates and say what I'm going to do to add sort of another layer to the menu of intervention in any one of these tiers as well but okay uh you want to go for you well no I I I want to know what it's seven times there's 17 more slides that you can go through student representative McMahon oh my God he's trying to move us along and not just present referral and explosion and disciplinary media I can't my question it's really important I just want to play Devil's Advocate a little bit because while you described that we have the structures in place in all of our schools and we have the expectations for
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their continuous Improvement plans and all that we have wildly varied uh Staffing levels in our different schools and our staffing levels aren't necessarily um tied to the exhibited need in terms of tier 2 and tier 3 supports they're tied to other things so you know you've got huge differences in terms of mental health providers and counselors and social workers among our schools and so that's a that's a big factor in how we're able to support students even though the structure is so I think that that's something that's really important to pay attention to it's true that we haven't evolved yet to a level of sophistication right now we've been allocating additional supports mainly in Via School designations and right we developed a parallel menu of supports that are allocated based on behavioral data right we would have different menu and we'd have sort of a parallel set applied supports or interventions as well so it's been a little bit uh last one for one I'm more than happy what I was gonna uh so I think let's go ahead and move on and my understanding I think the rest of the presentation is is data referrals and just and student exclusions and so forth maybe you can actually go through all of that board can hold questions then and come back at the end to either questions about specific data or um about this overall context great um I just need the instructions he gave them to me I followed him we're going to share the data on our referral data so a little bit about our referral data not all referrals lead to student discipline um so we we have stage one referrals which um are focused on things that are redirected and supported in the classroom um and then stage two or three referrals which can be repeated 16 inch One issues but then also can be more significant we keep track of both because it is one of the ways as a system that we respond and support our experience with with whatever needs is so so I'm sure so let's take a look at our referral data three year comparison this chart shows those three years most recent year is at the top we skipped the year of um continuous distance learning all referrals are shown in yellow stage one referrals are shown in purple stage two slash three referrals are shown in red additionally we've provided the rate of referrals per 1000 students and that is shown in green you can see that referrals decreased last school year as compared to previous school years where we had data a natural question might be does the decrease in referrals is that related to our decrease in enrollment and our understanding and looking at the data set is not because the rate has actually changed or as a percentage of at home students across when we look at percent of referrals versus percent of enrollment by grade level you can see very noticeably that uh most the greatest percentage and proportion of referrals are happening in the Middle grades even though the Middle grades are our lowest uh portion of student enrollment at the Austin District all right as I mentioned earlier our disciplinary data show a disproportionate impact on black and brown students this graph shows the extent of the disproportionality across all student racial groups student enrollment percentages are shown in blue a student referral percentages are shown in red in an Ideal World the red and blue bars would be the same size for all student groups but they aren't this is what we refer to as disproportionality for example here are African-American students are eight and a half percent of the student population and they account for nearly 23 percent of the student referrals on the other hand white students are nearly 56 percent of our enrollment and account for only 41 of our disciplinary referrals foreign we focus on our students with disabilities as table rather while referrals have also decreased since
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2018-2019 you'll note that students with disabilities are still referred at twice the rate of their enrollment 30.7 percent of referrals are for students with disabilities well last year they were just a little over 15 percent of the student enrollment this data pattern has been consistent over the last three in-person school years next we'll talk about exclusions some exclusions include uh suspensions in school suspensions and expulsions um being a student is always the last resort but there are times where it is necessary to to implement exclusion during discipline um our focus on establishing a welcoming School climate and supporting social emotional skills and having restorative practices doesn't mean that we there isn't a countability uh when a violations exists um and so the next set of data you'll see um actually similar Trends to referrals with across multiple years can I ask a quote clarifying question can you remind us where the discretion lies for in-school suspensions out of school suspensions and exclusions um so we uh in terms of teacher so the the discretion related to the implementation of the discipline of discipline it lies with the administrator and it's a result of the administrator's investigation and understanding of the unique circumstances related to that event the characteristics of a student developmental age in those various factors in addition to that we have provided us support to student conduct and discipline manual which has uh suggestions the strainers related to how to respond with a level of seriousness of behavior um here is before we have three-year Trend data on exclusions all all exclusions until tablet are shown again in yellow and school suspensions are in blue out of school suspensions are in um red and the rate of exclusions per 1000 students is shown in green as was the case with referrals a number of exclusions is down compared to 2018 2019 you'll recall that 1920 was a year that in-person school was interrupted he due to the pandemic so those counts only go through March and don't go through the school year which might be a reason why they look a little bit lower I also think it's important to note that as we look at this that 21 22 is when kids came back and we had heard a lot about behaviors and kids struggling to be in classrooms and so the fact that that data is lower than 1819 is fascinating I think one of the things I am um listening for when I'm hearing people say that is I'm hearing that the magnitude of the behavior or the intensity of the need seems greater um so it does not surprise me that we don't necessarily see that in an uptick in referrals yeah well and I'm wondering if students came back dysregulated um from the time away from their peers and their teachers I'm thinking there are MTS supports working right to help students recover and we also had more supports because we had our as our hmm if we look at this by great band again you'll see that most of our exclusions are having to our students in Middle School and when we look at the disproportionality it rings true again that um our African-American students eight and a half percent of the population in here nearly 27 percent of all exclusions again that's in school suspension out of school suspension disciplinary hearing referral for expulsion when we think about our students with disabilities again you'll see that they're at least twice as likely to be excluded for last school year while they were only 15 percent of the population they accounted for 38 of all the exclusions finally we're going to talk about disciplinary hearing data so um we we hold disciplinary hearings uh for severe incidents when this has been considered the hearings are being conducted by independent hearings officers and
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involved our building Administration and families and and the students often and this last year during the 20 21 22 school year there are 252 uh discipline hearings scheduled uh 42 of those hearings were related to either repeated alcohol drug possession issues or you uh or use or physical uh attack or harm uh 154 of those hearings resulted in delayed expulsion which means that an alternative plan was put in place versus an expulsion which includes some sort of safety process and then an intervention or multiple interventions from the student being some students accessing our Student Success Center uh 20 of the uh hearings did result in expulsion uh 11 of those uh involved weapons uh not including firearms and then four of the 20 were through appeal were modified uh and it turned into uh where the student was returned with an alternative plan um 100 of the 252 hearings included students for the night here at 504. uh uh 44 of those hundred uh did not conclude an expulsion 36 of them were determined to be manifestations of the students and then three of them didn't result in expulsion when we look at our three-year data around expulsion hearings it is a little different than a referrals and exclusions disciplinary hearings have actually increased um since 1819 by 10 hearings and um from you know 242 to 252 and also you'll note that the rate per 1000 students is also up a little bit from 4.9 per 1000 students to 5.5 what do we attribute that to I cannot say um exactly what it could be attributed to at this moment with any if I had a sense of service to share it um when we look at disproportionality along the lines of um disciplinary hearing so proposed expulsions again um you'll see that um our way students are underrepresented in these data are students of color our African-American students in particular also our Native American students are over represented as are our students who are multi-racial but have ancestries other than being white or Asian and so all of pps's disciplinary data are disproportionate and as I've said this is persistent it's generational it's not acceptable we must are taking steps to interrupt trying to interrupt these patterns and now Jay's going to talk a little bit about what our response is moving forward and we'll be ready to take questions yes so um students there's someone practices are closely related to student engagement and achievement the instructional framework for educational Equity is focused on Native level culturally and permanently aging and construction and learning in our classrooms and combining that with high quality instructions materials and professional learnings that will have a significant impact on security Student Response additionally um our student conduct for discipline policy identifies that these strategies uh are will be in are are to be implemented to reduce uh the need for disciplinary actions uh those being a positive School clear and consistent student behavioral expectations trauma-informed and effective classroom management strategies parent family or Guardian engagement culturally relevant instruction and developmentally appropriate strategies keep students and students individual needs at the center of practice and focus on prevention and proactive School discipline practices keeping students at the center means that the unique needs development and characteristics of each individual student and situation are constantly taken into account when addressing disciplinary responses versus universal responses or in flexible guidelines or specific requirements as a response to a certain Behavior of prevention and relationship is the most effective way of doing make disparities in school prevention can mean many things the research has shown that schools have fewer discipline issues when students believe the school is safe and the rules are enforced very well this is accomplished through implementation of tier one strategies that we've talked about our core support
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systems of climate plants and in building community and building relationships in the classroom within students further staff who work to prevent problem issues through implementation of our classroom management plan focused on positive behavior supports social emotional learning building community and establishing relationships with students as opposed to photo focusing specifically on school rules and the student code condom uh receive or provide fewer discipline proposed to students in addition we know the research supports a school and lower rate suspension are more likely to use restorative justice restorative justice within an mtss framework aligned with trauma transforming social emotional learning is a powerful approach that focuses on building community and relationships and repairing harm through inclusive processes that engage all stakeholders implemented well RJ shifts the focus of discipline from punishment to learning and from an individual to the community it's a holistic approach to behavior and and our focus is on building community and its social safety in our schools and addressing the root causes and addressing a harm when it occurs to restore the community and the relationship trauma informed strategies is a term frequently used but not always understood trauma-informed strategies are strengths-based Service delivery approaches that are grounded in an understanding of the response to the impact of trauma that emphasizes physical psychological emotions safety for students so we are in year three of our five-year implementation plan outlined in our strategic plan for implementation priorities outlined and mtss rjt cell and focusing and continuing that focus and development and support of our staff will have an impact um this fall in addition we we aligned our administrative director for student conduct and discipline with the boards policy and we updated our student conduct and discipline handbook which had not been updated for many years that Embraces and supports practices and last but not least engaging our families as they are an important a component of student discipline and we know that research identifies as schools with lower suspension rates have strong family community social Partnerships so with that we're take any questions you might have or just a discussion I have questions um all right so I'm gonna start with should I presume that all of the referrals are being made by teachers a referral can actually be made by any adult in the building any adult in the ability so then do we have data that shows which adults in the building are making the most referrals yeah we have the capacity to do that yes okay so then I want to see um the reason that that I'm bringing this up is because we often everybody especially now especially now everybody is you know harping on you know oh we don't want sros in schools because they're untrained and they don't know this and they're causing harm to the school and they're increasing capacity for you know the school to prison pipeline when it and although I'm not gonna fight them with anybody about that right now I also want to add another another thing to consider which is the officer in the classroom is called to the scene by somebody within the building and so there's somebody that's making the call is oftentimes the same individual that's making the referral to move black boys out of a classroom and this is being done out of fear so if we're going to attack the issue then we need to attack the issue all the way around and hold the party responsible for making the accusation about the behavior how are we making sure that they get trained and I'm bringing this up because we're in Pat negotiation and we need to start holding these white teachers accountable now it's safe for me to presume that the bulk of the the bulk of the people making the referrals are white because the bulk of the staff in our buildings is white and so therefore the person making the the claim against this black student is oftentimes a white person who is struggling with fear of this big black student that happens to be in middle school so if we're if we're going to to we need to call the baby ugly and the baby is just ugly and then we need to
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deal with it and so what are we going to do I want to see that I would like to see I would like to see the data around who's making the referrals the bulk of these referrals and then I'd like to see the data that around what type of training that we're making sure that those individuals are getting so that they're not consistently calling uh police to a bad situation or kicking black students out of a classroom we all understand the value of C time we just sat here and talked about we need 180 something hours and we're struggling to get there with 174 and yet we're kicking more black kids out of the classroom so they're not even getting their their 184 and so they go through a 74. so then you mentioned high quality learning does high quality learning include taking out the students in the class who are struggling to understand and therefore exhibiting a possible Behavior because it's I would rather be considered someone who makes jokes than to be considered someone who's dumb so I make jokes in the classroom and because a teacher is not able to to see that I'm really struggling you kick me out of your class which further limits my ability to learn and get a good quality education so again going back to accountability the first level of accountability has to be the individual that's kicking kids out of the classroom and then which leads to another thought that I had around and I pray that somebody else is scribing because I can give you my paper but that's about all of that yeah um it's recorded the Fantastic so somebody can go back and transcribe this is wonderful I love the system um with that being said the you mentioned restorative justice that restorative justice is a key factor in in the behaviors and the referrals and all of that so I'm curious as to what are we putting in place to ensure that restorative justice is more than just a term that we use and that all the parties involved are required mandated to stay at the table and take accountability for the role that they play because again restorative justice is supposed to be circular it's supposed to be about the circle and everyone at the at the party at the table had something to do with it or are we calling restorative justice make the kid say he's sorry for what he did without the teacher being accountable for the role that they played and the T the kid responding the way that he did because currently and unless things have changed our teachers don't always come to the table and stay there they they require a union rep and they require other things as where the the student is forced to sit down and eat this garbage and say they're sorry in order to come back to class so what are we putting in place again I'm bringing this up because it's contract time so what are we putting in place that says no you have to stay at the table and what happens when the teacher has to be the one to say they're sorry that I made the mistake that I shouldn't have responded to you the way that I did that the problem was not yours but that it was it was mine and then I gotta eat that in front of the class because you get it where you gain it so if you did this in front of the class you need to come back to the class and let everybody know that teacher John or teacher Susan or teacher whomever whatever it is I mess this up this was not their fault and I'm sorry and so what are we doing about that and then I can come back around because and then because Gary now I'm raising my hand for Gary And so because Gary has also got some some questions and so that's why I said that's what I'm saying I can I'm gonna come back around but when I raise my hand the second time it'll be because I got Gary questions and I really appreciate it director green you you're you did all you don't even have to worry about my question it says you your your statement was part of my question so you're good okay good so a lot of what I appreciate your statements director green a lot of what you talked about is under undercurrent there that needs to be in place are true relationships between teachers and students because when you have true relationships you can apologize to students when you've made an error in your judgment or you I told Haley she was doing something wrong and it wasn't able he was irony on that you know the most power one of the most powerful moments I've had as a teacher was when I had to apologize to students um and so but you have to be in relation true relationship and so part of what um I believe we're trying to get at through part of the system's instructors we're putting in place including what our
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teachers have asked for which is our antibiotics implicit bias and racial Equity training is helping people learn how to be in relationship with people better different from them and I agree with you 100 and what I'm looking at because we're in this season that we're in right now we're in an opportune season I mean I see it as an opportunity moment is in the absence of true relationship policy because if you don't have true relationship then if I have a policy that says I get to hold you accountable I have to you I'm if you don't want to come to the trough I will drag you here I may not make you drink but you ain't gonna leave the trough until you start figuring out whether or not this trough this space is for you or not so in the absence of true relationships what we need is levels of policy in place where we can hold people accountable for all of their actions why are you calling why are you calling for for this same issue that if we do a poll white students are getting a slap on the wrist because that's the other thing because when you talk to some of the black students and you talk to some of the the kids of color who have been who've been you know looked at and are dealing with this behave these behavior issues they'll tell you so-and-so did the same thing and they didn't they didn't do nothing or nothing happened to them so-and-so had their headphones in and they was just told to put them away I had my headphones in and they took them so-and-so had their phone out and they was told to put it on silent I had my phone out and they took it so what we're seeing what we're seeing across the board if I could be making this stuff I could be making this I could be lying and so you know don't I'll take it from me let's ask Let's go ask the kids Let's go ask the kids Let's go ask the parents let's go look at the you know I'm saying play the tapes back from some of the stuff from the the exclusion hearings that we're hearing and all the things that led up to that because you don't just get to an exclusion it was led up to it and so let's look at all the things that led up to it that could have got stopped here we're we we need to get back to the to the source and again I'm saying all this because this is an opportune time everybody is talking about it right now we want to hold the police accountable and we don't want sros back in the school we want accountability and and they're they're messing up our system and kids can't learn and they're and I'm not even going to argue and say you're wrong I'm gonna also offer that kids also can't learn if they're not in the class so let's hold the people accountable for making those or getting those kids out of class the same way that we want to hold these people accountable let's hold these people accountable now if we start talking about it from the same platform if we start talking about them with the same level of intensity the same level of urgency we need to do something about it we need to get them out and I'm the reason I'm bringing that up here is because when this stuff comes to the board it's going to come to the board as this is bad and y'all need to make sure that this don't happen we also need to make sure that this doesn't happen and so that the same level of intensity that we're going to be like no we can't do this we need to come right back around and say and we ain't doing this so if they can't do it you can't either if they can't intimidate the students you can't either if they can't call them or take them for no reason you can't either so I'm just saying make it level across the board I'm not I'm not jumping on either side I'm just saying what's good for the goose is good for the gander that's what the old folks told me and I'm done thank you yeah I was just wondering um and it was funny I turned over and I was like oh like obviously as a student I know what a referral is but when in this board perspective I was like I wonder if it's the same thing um I have gotten zero actually I've only been to the principal's office once in my life and it wasn't disciplinary thing probably because I'm with those so I'm gonna order this right now I was teasing um I was just wondering so do we have any information and hold on correct me if I'm wrong here I'll start from the top um referrals are supposed to help like you get one and then the goal would be that you wouldn't get another because we we put in this prevention of step and then like you know you get referred or then you know it becomes an issue so then we address that issue and students will no longer get them um do we have any information on whether that's true like when students get a referral is fit like they do get another one or what percentage of students get another one or what percentage of students move and you can also get like two stage one referrals or is it like you get a stage one and then you're immediately sent to a stage two okay okay and then I guess I'd also be interested then when students get one are they more or less likely to proceed like higher up on
01h 40m 00s
that like thing or do they get another stage one or are they then pushed up further because you know there seems a problem student or something like that like you know like how many would these numbers and I don't know if that's slightly interesting but I think that would be really interesting to see like how successful the referral process actually is no that's a that's a great question I mean I don't have that yeah of course and before we go into new director live just that by many things that was actually a question I had and it's funny um be glad I was not uh in your data because I got a lot of referrals so you're numbers would have been much higher um but I I sort of related to that from a policy perspective I think I know the answers but I just want to confirm have we eliminated all of the sort of um mandatory um Progressive discipline policies or procedures in our in our district like I guess what I'm getting is do we have the discretion if you have a student you get the referral and then gets another referral do we have the discretion at that building level to sort of determine you know these are these are separate items these are separate issues that should be dealt with as you know separate tier ones or or maybe they're not right and they are combined and what I'm getting it is is I I think that that you need to make sure that folks you know on the ground have that discretion and they're not being forced into something by a policy that says if a kid gets three referrals in two weeks then they automatically go to some some additional level of this I'm just curious so that's cool so we have eliminated from a policy perspective with the exception of possession of Fire um all required responses um from policy administrative directive and or student conducted physically me there are other agreements in place right now they do have specific responses uh for perceived behaviors if you watch any of the bargaining sessions you know you may have noticed that we're trying to um Sprite language around a minimum mandatory five-day suspension for certain actions that students may be involved in right so that's really the CBA is really the only place where the language some kind of directive where principles have shared with us time and time again as their hands are tied that's where that language currently lives but that's proving to be a very difficult conversation thanks I mean and I think eliminating eliminating those mandatory minimums does not eliminate the bias that we're talking about but at least at least it's a step I think in that direction so let's get back to my question that I'd asked earlier about what are we you started with LED with that racial and disproportionate impacts how are we addressing at night I appreciate them director is that a monologue I don't know what it was I need to get myself director Lowry had her hand up director Collins has his hand up and then director from Edwards I find the spread information that you shared with us deeply concerning and we've heard a lot from our spread community in the last a little bit and um I think the fact that you know of those discipline hearings 36 of them found that the behaviors were part of the student's disability is just and I know that our kids of color who are in special ed are than the most likely to be um punished um and I do think we need to have those conversations about um those Educators that are making those referrals and and I wonder do we when something like that happens especially with our sped students when we say this this discipline issue was actually part of their disability did we go back and offer retraining for those teachers because there's a lot of adults along the way um that were part of that and then um I just want to share a personal story from middle school which was that um a student in science class stole a rock like they were looking at rocks and it didn't come back to the teacher and the teacher's response was to have all the students stay until the guilty party fessed up so then everybody was tardy to their next class and um my child had a lot of anxiety about things like being late so I I went and addressed this with the teacher and said that that doesn't seem like a workable thing and the teacher's response to me was don't worry your kid is a good kid the teachers will know they were tardy and it's not their fault and I took that to the principal and but but there are Educators who have that mindset um of the good kids and the not good and and I think that's some of I mean I think we all do that we all tell stories about people and and effects but I was just stunned that like oh don't worry about it and it's like but I'm not talking about just my kid it was the whole class and then it sets them up to be like late to their next class already in trouble when they get there especially if they're a bad kid and it's some of those systemic things so I'm
01h 45m 00s
really wondering like how are we doing professional development I mean I know the MTS we are with those kinds of mindsets about how we look at students and and this was a first year teacher so you know learning still but um that kind of stuff just has a stunning impact on students so Matt that's my questions what what are the professional development we're currently offering especially around sped discipline when we find that a hearing has been around students discipline and what are we doing especially around Middle School teachers especially first year teachers around helping them sort of have a healthy mindset around who students are so um when a with a student that receives Special Education Service well I'll just say the disability because the the response the process is the same both in special education and for a student who has a 504 um so when a student that has a problem reaction um that has been determined by the IEP team that it is a manifestation of the disability so so in essence it's a symptom of so we would expect this Behavior based upon the disability what we do is we have and some of this is I'm not this is this law well we we convened an IEP or a 504 meeting where all of the service providers sit down and say basically with parent and say basically we didn't hit the mark we need to create a better plan to outline and support the students and so training and support through the collaboration with professionals peers family and parents to respond to and address student needs so that's that's our policy would there ever be like a disciplinary would a letter go in a teacher's file or a disciplinary note of any kind if if this happens that they have I mean we're talking about accountability I mean if we see this happening especially if we see it happening multiple times how do we keep a record of that to say we see a teacher who or we see a staff person at a school who's um escalating behaviors with students or um that is not responding to spread students in alignment with their IEP do we have any way to sort of track that um to see if we have folks who maybe could use some retraining creating even creating harm yeah so so we're jumping into yeah HR conversation so my answer is yes um and and I can provide probably not in this form of examples of ways that we've held staff accountable for things like not having IEPs even completed and or not completing other components of due process related to protections which includes things that are related to bias we don't we don't help our staff get better and grow and learn if we're not if there isn't a measure of accountability so I don't want us to like be punishing teachers necessarily but I want us to be having those heart you said we can do hard things having those hard conversations about the ways we've missed the market and taking ownership for that so we can continue to learn and grow as a school system and do better by our students I want to move on is that related yes it was just so our referrals are they like kind of up to the teacher's discretion in terms of what rounds they're made on are they up like is there a specific criteria we set out um so referral it is up to the teacher related to what I'm referrals before um so but not all referrals lead to to discipline no or remove um they're following up with by intervention team and or administrator depending upon content great director Holland said you still have a question uh that well especially everyone actually just was just asked um but I do have a couple comments um when we're talking about accountability one I want to make sure that for me accountability doesn't mean discipline because not that someone's in trouble because we hold them accountable right so they're they're not synonymous with each other accountability is not discipline it's just accountability you know and we're so I just wanted to make that comment um second secondly when we're talking about the mandatory um stuff that's in the pat contract right I think for us as a board we have to make sure that it is known that that kind of language is not going to be tolerable anymore period you know because once again when you use that type of language it goes all the way back to a systemic system that has not been kind to black and brown kids you know so I think we need to make sure we're clear on that right and we need to make sure that p18 and
01h 50m 00s
everybody knows that that is something that is uh for me is non-negotiable right also when we take the um you know and going with that when we take the the power away from our principles to be able to look at both sides of the story and come up with a decision then that harms both sides and the reason why it harms besides because if you have a teacher who feel the day has been harmed and are saying okay this key to this kid needs to be on this mandatory citizen piece well you're not getting the whole story and that not only harms the student but that harms the teacher because they're now that teacher credibility back in that classroom to where they you know you have some kids like well it wasn't like that you know so I think all of that plays into effect as well the other thing too and then and this is one of the things that we need to really look at is when we talk about um experiences with our our kids of color that comes in with having teachers of color who looks like them there when you talk about relationships you know when you talk about you know being able to reach someone if we continue to have a Workforce that is only made up of majority one group then that's where you get a lot of these disproportionalities at because they don't necessarily understand or they don't have those relationships with those kids so bringing in teachers of color who's actually in the classrooms is is it's important and I can't stress it enough you know so those are just some of my comments when we talk about the disciplinary pieces but I agree with my colleagues you know on on a lot of these issues thank you thank you thank you director Holmes um that's good record remember the trend so when since the policy is in place and more supports it's trending in the right direction and most in many many cases um I would be interested in seeing like the school by school data to see um what sort of range we we have across our schools and then so sort of the comparison but the schools on which um it sounds like this already happened like the schools in which um we're seeing less referrals uh not a disproportionality of the discipline like what's happening there and what kind of Staff do they have are they are they fully staffed um but it sort of supports do they have within the school you know what it is you know is that also aligned with what their school climate says so just doing a little bit deeper dive to I say this this is a big school district Trend but we know everything happens like actually in school in the classroom of individual students so I I think we have that data so I'd be interested in the board of getting that and then um a question I had on slide 15 that just had the um the grade level freak out I'm curious about what we've seen this year if we have anecdotal or like any initials um feedback on whether the investment we made in Middle School restorative justice um coordinators there were 10 schools that 12 schools I think middle schools that we identified for additional staff to so I'm curious like have we have we seen any sort of shift in the schools in which we made um bad investment in which case it maybe maybe all of our schools should have that or it has made a difference yet or it's too early to tell so that would be another question I'd have about the data and then um this is really 16 or 17 or all throughout it is um when we had policy we were having a discussion about developing the new policy um we we actually heard from them there was a significant amount of Engagement and um and staff did a great job of hearing from parents that we didn't normally hear from and one of the things we heard is just the impact of the sort of intersectionality between special ed and students of color um which tended to receive even more discipline um than if they were on the special ed or only a student of color and so I couldn't tell from that this data whether um it was the same students slice two different ways or if we have the ability
01h 55m 00s
to look at that intersectionality we can look at intersectionality I think what becomes challenging here in Portland is our groups of students of color are relatively small and so when we start looking at intersectionality we get down to such low numbers that we can't really talk about it publicly we can take a look into that to see how far we could go down but that would be for example you know we have some elementary schools where they may have only four or five African-American students in the building maybe one or two and so when you talk about school by school data it's hard to calculate disproportionality in that actually this is like a different data set so the Schoolboy school is more like what do things look like in terms of does one school have like a ton of referrals and lots of suspensions and explosions and then my second question is just in the the overarching district data do we do we have that um sort of the intersectionality we can look at an intersectionality I'm curious what questions you're interested in well what we heard from parents is that if you if you um that there was disproportionate discipline for students of color but if you were at an end special ed students and if you were special editing and a student of color it was even greater so I guess is that still the is that still the case or because I couldn't tell from the data whether it seems as the students just slips right it doesn't include that analysis effect so if we go back and have a team look at that Janet and we the special ed parents were pretty involved in the drafting the policies I'm just curious whether we I say I think directionally we're in the right direction it seems I don't know tell me if I am I reading that wrong interesting what's the exception of the rate which on that last slide like in other cases the rate is down referrals are down exclusions are down this year compared to specifically 1920 and 1819 I would want to see more years of them being down before I want to say that we have oh yeah no it's not Victory and it means but if you just look at the triple animals yes great director to pass yeah I want to know if we have a database or if we know which activities result in expulsions or exclusions for instance you know if if my kid throws a chair across the room are they is there a I would expect that that there's a list of things that have been regularly like there's not new um Behavior do we have a list of the behaviors that most often get um referred and then is there a way to I know humans are involved is there way too then if you know that there are a list of 50 things that happen in classrooms that get referred is there a way to address those literally by um by action and not by who the student is in other words if if a student throws a chair is that is the response the same um you know what I mean is it is the response always the same anytime a student goes to chair yeah response the same if a black and brown student and a white student yes which question you were getting at is it is it are white students and black students for the exact same behaviors getting the same talking with a colleague last week about having to present discipline data and colleague as a parent here and PBS has students in our schools right now and the colleagues child reports sitting at a table with a group of black males who often wear their ball caps in the classroom or their hoods and there are other males in that same classroom that are not black who often wear their ball caps and their hoods and the teacher has to this point been focusing on admin focusing um this table where her child and these black boys were sitting this colleague spoke to the principal spoke to the teacher and some things are some conversations are happening but I think it would be um as a black male growing up in this country looking at data for as many years as I've looked at it I don't need to slice the data a different way to
02h 00m 00s
tell you that we're getting different responses yes right and also there's no way to get to that data because you don't know what's not being reported that is always a barrier but my question was do we track the behaviors that are getting referrals because then we know what the behavior is regardless of who is doing the behavior I just I remember my dad coming into school saying what was the behavior like what what exactly explained everything that actually happened you have and then this kid needs more time in school now less so I will be not staying home for five days you do have more time we do have ways to understand what the behaviors are and which ones are most frequently occurring right so we could we could certainly take a look at that is there any way to use that though to make a change to who's being referred I guess is my do we have any tools that we can use I guess as my real question do we have any tools that we can use so knowing that we know about the disproportionate outcomes do we have a tool to track the behaviors that are we're seeing the most 50 frequent behaviors and a way to actually level up based on the data I don't know that it's so much about the behavioral infraction and how a referral is coded by infraction um moreover um the perception of the perception of the individual who was writing the referral okay so we're talking about bias solve for bias rather than solving for Behavior yeah and there's and that takes a different approach yes it does slicing data yeah to come up with a result like that that takes a different approach all together I I've got a couple one thing a couple things to say you know when we talk about trying to narrow the behaviors and I I get where director of the past is going um but um you know like Dr Adams was saying you know it's not necessarily the behavior sometimes it's just being black and that's not going to change you know and so I think we really have to just call it out for what it is you know if if I'm being black and I'm disabled I'm just being black period you know that's not our Behavior that's the behavior of others and that's why we see these dispersonalities and stuff because sometimes sometimes like I said all the time but sometimes it's just being black yes agreed chocolate um I just first wanted to appreciate what director Holland was saying earlier and recognized that that at this point we have a high degree of discretion in our system in terms of a teacher's ability to you know make disciplinary referrals and that's that's what we're trying to solve for right now in these discussions these contract negotiations is um there's a direct connection between the degree of discretion that individual Educators have and the disproportionate results that we're seeing when we say we need a relationship-based system though discretion has to be part of that so how do we get the bias out of that relationship like that's the it takes both it takes that it takes that work up front but it also um takes a culture of um trying to not Empower that bias because it takes a will right it takes an individual will right you mean you mean on the part of the individual educator it takes an individual yeah yeah it does so all the training and development but all the coaching and support for all the information you could share and data you can share for each and every one of us sitting in this room the question of bias is based on your individual will and take it one could do that for you and take it back to where Jay grounded us at the beginning in our our vision and our values for every Educator's ability to see every child's brilliance teacher in every child's work um the other question that I had um was I would be interested in seeing the connection between our investments and our external resj contracts and our
02h 05m 00s
discipline data and our our sense of belonging data because we have we have you know increased those Investments like bi-fold over the last several years and part of that is about to your point Herman part of that is about uh having having adults in the building that look like our kids but it's more than that it's about relationship building so so from a return on investment perspective as we're going into the budget process I want to see is that working is that working in in this Arena I'm gonna I'm gonna say one last thing and then I'm done you know when we talk about it's the will of the person I think that's part of it also it has to be a partner that if we see a teacher or know a teacher or have experienced a teacher that is not doing or continuously are being biased then we need to be able to get rid of those teachers period you know we we have to get you know when you have cancer you try to get rid of the cancer you don't try to talk to the cancer you don't try to you know do some professional development around the cancer you get rid of it and we have the ability to do that you know so that goes along with the will because if they know well it's the will of the board to make sure that we are getting rid of this stuff and if it's not it's going to be the will of the board to let you go then I think that helps with the will of that person as well and I'm gonna be quiet all right Byron you had your hand up uh yeah I think that at some level there could be some policy around like minimums right like what is what is something that like because I I feel like criteria is a little too um to it's really putting too much on teachers but I think that like because although I've never received a referral uh my marimba teacher eighth grade uh she he threatened uh referral because I chewed gum in his class so I think like at some level there's got to be like some sort of minimum like if they're doing this like anything above this you can give them referral for but at some level like I've you know if you need more that's what I was looking for the list of like positioning gum is it harming anything I mean because I feel like there's a lot of things like that like and his reasoning was well I've seen gum on the floor of the boy's bathroom before and I was like I promise you the gum in the boys bathroom and so I think at some level it's like that like maybe having some sort of prescriptive method or maybe some ways for and maybe it's already there but like for students to petition and be like well I didn't deserve it and like but I don't know if referrals are too low level maybe for a position but I think having something where students have has some sort of either structure to be like well I don't know if that was really deserved even on that low level or some sort of like prescriptive method for like teachers to be like well this is like anything below this just is not it's it's a challenge right because there is some latitude that's afforded our educators and everybody picks and chooses the battles I'm grateful that you survived a silly battle virtually yeah right you know I let my students eat in class because I wanted them in class and as long as they cleaned up when we kept the classroom clean eat away right because I certainly wasn't going to go without food either but um as I said every educator picks and chooses his or their own battles and what we want to collectively work towards is people raising sort of the level of where they're focusing their attention right is it about chewing gum is about you and I having a relationship in the science class where you're doing well and you're enjoying instruction and feeling like you're learning each and every day I mean and I don't know that in your example chewing gum interferes with them so happy parents probably my relationship with my marimba teacher I could talk him out of him um I wanna I wanna do a couple things to wrap us up tonight first a small um sort of addition to what my colleagues have said and particularly around accountability and I really appreciated director Holland saying you know accountability doesn't necessarily mean discipline right it can mean conversations it could be professional development one small thing I actually think a lot of accountability comes from even just knowing the issues and I'd be curious whether we already do this or if it's possible to be to be sharing that the school level data um not just with our administrators but making sure their administrators are sharing it with the teachers because I think sometimes you know I I love behavioral economics and behavioral insights it's very possible a teacher who did 20 referrals thinks every other teacher is doing 20 referrals and sometimes if you just say do you know every other teacher did like two that teacher may be like like I didn't even know that or a school right you might find a school with a significantly High number and you get everyone together in a staff meeting you say hey did you all know that we're three times higher than the school down
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the street and our demographics are the same and all those other things so I think sharing the data can be and maybe we already do that but I think that could be a really important thing second thing I'll say is that I'm uh I'm very proud to be serving uh as part of it the state is not good so let's be really clear data is bad but I'm proud to be serving on the board of a district that cares that's transparent about it that's putting it out there and I'm very proud to be certain with a board that's asking the questions and while I'm proud to served with all of you I'm particularly officer for this guy director green um who I think just clearly set a good tone early on about let's let's call this what it is and with that director green had three more questions and I'm going to read them not because I'm going to do a better job because you would do a better job but I'll do a quicker job show that most referrals come in so this is a general Point um what are the expectations for Behavior housing communicated school why it's a little bit similar to the direction to pass his comments and do the students understand those expectations and how do we clarify that and finally if negative behaviors are happening after lunch or I think really at any time in the day what is the activity that you know we might think about the behavior is happening if you know if we're having math right after lunch and you're having baby your music is better to have after lunch so I think I captured all of this all right I can answer the expectation one's really quick we're going to each school is required to put together a climate plan without which outlines behavioral expectations and then that's distributed examples um naked but the wrestling posted on a website yeah it made available in multiple languages that are supported in various ways so um the rest that I have to give more information that we're about 45 minutes over but I think it was an important uh conversation and I have a good conversation with a lot of questions so superintendent anything to close this up thank you for that information especially a conversation it's an important one obviously a few of us are like seeing better indicators our students they're engaged in class so we're going to continue having this conversation and I know we will as being here as well great we are adjourned all right thank you thank you

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 - Full Board Meetings (YouTube playlist), https://www.youtube.com/playlist?list=PLk0IYRijyKDW0GVGkV4xIiOAc-j4KVdFh (accessed: 2023-10-11T05:43:28.081119Z)

2023-01-10 PPS School Board Work Session

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Event 1: Board of Education Work Session - 1/10/2023

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