WEBVTT 1 00:00:09.900 --> 00:00:10.410 Board Room: This 2 00:00:12.120 --> 00:00:18.900 Board Room: One will Seville school board and with night's sleep take Raul 3 00:00:19.980 --> 00:00:21.780 Kelly Douglas: Certainly regen whole tour. 4 00:00:23.700 --> 00:00:24.630 Kelly Douglas: Chelsea King 5 00:00:26.490 --> 00:00:27.570 Kelly Douglas: Dylan heights. 6 00:00:29.400 --> 00:00:30.540 Kelly Douglas: Christy Thompson. 7 00:00:31.380 --> 00:00:33.480 Kelly Douglas: Here ginger Fitch. 8 00:00:35.160 --> 00:00:35.730 Kelly Douglas: Thank you. 9 00:00:37.980 --> 00:00:53.430 Board Room: Alright, and it is now that time where we take communication and in comments from our community for public comment time and do the client of ours and seek my research in keeping with the efforts of 10 00:00:54.630 --> 00:01:00.990 Board Room: Things reduce the spread of coronavirus our public comment is being taken. 11 00:01:02.160 --> 00:01:14.070 Board Room: By me all that is similar to our board Secretary Hillary Douglas in advance of the meeting. And as part of that process is being able to accept public comments. 12 00:01:14.610 --> 00:01:22.800 Board Room: By email or Georgia teams to recognize that it received public comment and had the opportunity to review that public 13 00:01:23.370 --> 00:01:30.030 Board Room: Comment in advance of the meeting. So am I seeing everyone shake their heads that they have the opportunity to do that. All right. Thank you all. 14 00:01:30.750 --> 00:01:46.920 Board Room: And I also wanted just to address those a wondering about public comment and who has the ability to give public comment and public comment is just that it's open to the public. If anybody has the opportunity to 15 00:01:47.460 --> 00:02:03.240 Board Room: share their thoughts with the board and really to give a comment does not discriminate on who gets to do it however is board. I said that it weighs public comment differently. And we do ask she trying to 16 00:02:04.230 --> 00:02:13.860 Board Room: Get me an address location of people providing public comments so that the board is able to give commenting weight and has acknowledged that it typically 17 00:02:15.600 --> 00:02:28.050 Board Room: In our district with greater weight. So I just wanted to share that as well. And we did receive a couple of public comment more than a handful actually about 18 00:02:38.250 --> 00:02:57.420 Board Room: 30 people reached out to us with comments that work in support of our school resource officer program and the comments received we're premiere date priest Melendez Michael millas Joanne masters Mackey grayer bail Josh 19 00:02:58.890 --> 00:03:06.690 Board Room: Under Adam soon as possible Hauser Joey Vanden McHale L'Oreal 20 00:03:08.370 --> 00:03:11.040 Board Room: Darcy Hansen your ISA 21 00:03:12.060 --> 00:03:31.350 Board Room: Sure Roche Gonzalez machine code Walton Lawrence Nelson Tracy normal Diane that event we break Cindy Williams James and Carrie monkey a Laker at heart, heart Herrera 22 00:03:32.610 --> 00:03:49.230 Board Room: Sean Sullivan Lisa Hedberg, David Thomas Jennifer coconut meat Seymour Trisha Britain Ryan Flannery. A order married arm bloom in a cracker. So lender. 23 00:03:51.540 --> 00:04:12.480 Board Room: Sorry I land that zuhri Karen brown and then Richard haunting also submitted comment, I have to say I had trouble determining whether he's in favor or against the Sri program in particular stressed role definition and coordination of patterns. 24 00:04:14.010 --> 00:04:27.540 Board Room: In relationships with up please. Perfect. We had received two comments on not supporting the school resource officer program. Those were from Jacqueline Miller and Debbie meter. 25 00:04:28.620 --> 00:04:44.520 Board Room: And then we had some comments with regards to comprehensive distance learning and individuals asking for kids to be back in in person learning and that was probably 1234567 or eight of those 26 00:04:45.360 --> 00:04:56.730 Board Room: From playing masters Joanne masters Fred Jackson Jeff Dean Tracy normal Bobby powerful 10 Monica was sick and Barbara Haas 27 00:04:57.360 --> 00:05:13.920 Board Room: And then we just run one public comment. With regards to are designing and upcoming construction projects around gender neutral bathrooms and one person was not in favor of this design and that was Allegra our era. 28 00:05:15.360 --> 00:05:15.870 Board Room: Alright. 29 00:05:17.580 --> 00:05:20.580 Board Room: So that is the conclusion of our public 30 00:05:23.040 --> 00:05:38.940 Board Room: And I will move on to our agenda topic for this evening he had two hours tonight agent this discussion and in light of public interest and its 31 00:05:40.050 --> 00:05:47.040 Board Room: members of our community to tuning in. More recently, rather than being engaged alongside of stimulus whole process. 32 00:05:47.580 --> 00:05:59.460 Board Room: I just wanted to take a moment to share and how and why we got here this evening, and while the sport has been engaged in this work for a few months, and our staff before then. 33 00:06:00.270 --> 00:06:06.630 Board Room: We have a community members to subject. So I thought they might want to know the work is taking place today. 34 00:06:07.440 --> 00:06:22.170 Board Room: Here needs a continuation of a board commitment that we created during August board retreat and then finalize that commitment at the beginning of September regarding our school resource program for SRO program. 35 00:06:23.700 --> 00:06:35.400 Board Room: Before the boards creation of the commitment, our staff and began an internal review of our SRO program in the spring and had continued that review into the summer. 36 00:06:36.000 --> 00:06:43.950 Board Room: As national events during this time focused on the police and policing systems and as protests across our nation occur. 37 00:06:44.520 --> 00:06:54.330 Board Room: And our board and community members alike became more inquisitive about about interested in the functioning of our districts as our own progress. 38 00:06:55.230 --> 00:07:08.490 Board Room: Over the summer this topic became a larger discussion culminating when our board asked him to be more involved in the SRO programmer video rather than leaving my process up to our staff a lot 39 00:07:09.810 --> 00:07:20.790 Board Room: The board commitment that we created, said the board will examine the school resource officer program to better understand in how 40 00:07:21.210 --> 00:07:36.780 Board Room: The program supports the district's goals, depending on the outcome of this examination. The board will conclude this process with an evidence based decision to maintain change or end the SRO program. 41 00:07:37.650 --> 00:07:43.950 Board Room: It is this commitment that is the focus of our inventory and discussion this evening. 42 00:07:44.940 --> 00:07:58.920 Board Room: Our district administration, along with the board liaison Christy Thompson and Chelsea King have gathered information from a does diversity comprehensive group of resources over a relatively short period of time. 43 00:08:00.270 --> 00:08:15.240 Board Room: The sources of information utilized are outlined in the recommendation by our superintendent and a joint message from the board chair and the superintendent to our community and the lizard message sent on sep tember 28 44 00:08:16.230 --> 00:08:24.840 Board Room: The documents containing the information for this review were provided to the board. A little over a week in advance of tonight's meeting. 45 00:08:26.040 --> 00:08:36.990 Board Room: Our board policy BB, I said that the board will recognize the superintendent and the board advisor and take action. Only after hearing the superintendent's recommendation. 46 00:08:37.470 --> 00:08:45.300 Board Room: In addition, our board operating agreement will reiterate or reiterate that the board will recognize the superintendent as the educational leader of the school district. 47 00:08:45.900 --> 00:08:55.440 Board Room: Including prayerful consideration the recommendation made by the superintendent. As a result of these policies and practices are bored. 48 00:08:56.430 --> 00:09:09.180 Board Room: In working with a super internet high simply awesome super intended to conduct a review this program with more involvement and to provide the board with a recommendation on the program. 49 00:09:10.410 --> 00:09:25.800 Board Room: Christine Chelsea volunteer to serve and board liaison to this process and each involve themselves in different ways, but it was helping to crack the survey to our community or two resources as to how our programs are run elsewhere. 50 00:09:26.970 --> 00:09:33.240 Board Room: And as we begin our discussion this evening, I would just get a reminder to our board that 51 00:09:35.190 --> 00:09:42.900 Board Room: We need to focus our discussion on an SRO program and that individual officers, we need to ensure that 52 00:09:43.440 --> 00:09:51.090 Board Room: If we have a program in place that that program supports officers any officer who's appointed to the decision. 53 00:09:51.630 --> 00:10:11.160 Board Room: And working alongside the district to support district goals. So we just need to be thoughtful and how we discussed the review our programs are to not unique strengths and weaknesses to individual officers, but to program as a whole and thank you for listening to that and then I will 54 00:10:12.300 --> 00:10:19.470 Board Room: hand this over to you to introduce the guests with us this evening, my closest friends tonight from work perspective. 55 00:10:20.820 --> 00:10:22.830 Board Room: Great, well thank you so much. 56 00:10:24.000 --> 00:10:25.950 Board Room: First of all, I want to 57 00:10:27.120 --> 00:10:37.050 Board Room: Thank a number of people that made it possible for us to meet in person with safety protocols in place as a board. We haven't been in person. 58 00:10:38.190 --> 00:10:49.920 Board Room: For quite a while. And this work session was an opportune time to have an in person discussion as well as try out our technology. 59 00:10:50.310 --> 00:11:09.030 Board Room: And for those of you viewing from home. I don't know if you can see but we are all socially distance appropriately. There is Plexiglas between each member at the table. I want to thank Joe way that the Curtis Nelson for setting up quite a bit of technology to make sure that 60 00:11:10.230 --> 00:11:16.890 Board Room: We folks at home can view us together. There's a sophisticated camera system in the middle of the table. 61 00:11:18.000 --> 00:11:25.800 Board Room: And in terms of staff who are here to present I have Dr. Aaron down to see assistant superintendent for our high schools. 62 00:11:26.250 --> 00:11:32.520 Board Room: And then an additional panel at the back. We have Andrew pills from our director of communications and Dr. Maya Gomez. 63 00:11:32.850 --> 00:11:44.970 Board Room: Our college and career readiness director and when they are invited to speak for questions for them, they'll use the podium, which also has a Plexiglas. 64 00:11:45.900 --> 00:12:02.010 Board Room: Cover at the front. So you can see at home. We are doing our best to lead by example and show me that when we meet in person. We are taking safety precautions very seriously, on behalf of our school district in our community. 65 00:12:04.050 --> 00:12:08.970 Board Room: As Chair Molly mentioned this review was multifaceted 66 00:12:10.170 --> 00:12:18.450 Board Room: In the binders for our board. We're also reports that each police department gave of their overview of the program. 67 00:12:19.980 --> 00:12:24.600 Board Room: extensive survey was conducted at 2400 respondents 68 00:12:26.130 --> 00:12:33.720 Board Room: Which I'll be introducing in research, a little bit. Additionally, they were focus groups this summer and 69 00:12:34.170 --> 00:12:53.130 Board Room: Early fall of student groups. Those were conducted by Dr downs and Dr. Gomez both skilled facilitators with high school students high school students and other students score invited to also take the survey. So they're represented in the survey, as well as in the focus groups. 70 00:12:55.050 --> 00:13:10.140 Board Room: Articles were submitted by board members as well as staff. And so really, there was an attempt to look at this from multiple angles and then tonight will be a very worthy discussion of what we've been learning 71 00:13:11.190 --> 00:13:19.980 Board Room: So what we thought we would do. Because it's important to hear the voice of our community is actually start with taking a look at the survey. 72 00:13:20.700 --> 00:13:34.950 Board Room: And I invited nice image, who is the Vice President Patinkin research strategies to give us an overview and for those who are at home. She'll share her screen. 73 00:13:35.430 --> 00:13:51.480 Board Room: Of the analysis of the 2447 survey responses and how our company analyze the data. It was not only selective responses, but there are also open ended questions. 74 00:13:52.290 --> 00:14:01.110 Board Room: Of which quite a number of filled out and took quite a while to go through the and categorize them into the themes and categories for us. 75 00:14:01.830 --> 00:14:11.340 Board Room: So I thought for tonight we start off hearing from bag assemblage when she's done. She's available for questions from the board in terms of 76 00:14:11.820 --> 00:14:19.740 Board Room: The analytics and the statistics. Please keep in mind that it was our staff and board liaison, who wrote the survey. 77 00:14:20.160 --> 00:14:37.050 Board Room: who submitted the survey was not taking research, they just did the analysis of the outcomes. So any questions that have to do with why was this question asked or put a follow up question has been asked to be directed to this side of the table. 78 00:14:38.490 --> 00:14:46.140 Board Room: respond accordingly. But Maggie is willing to stay on and address any questions involving the statistics and analysis. 79 00:14:47.340 --> 00:15:07.350 Board Room: And then we'll let her get on with the rest of your evening, and we'll come back together as a group, so I can see on the screen that Maggie is showing her PowerPoint, although we lost nice picture of herself, but perhaps this is what we're seeing. And folks at home conceived ideas so 80 00:15:09.180 --> 00:15:11.700 Board Room: Now you can hear us. I'm turning it over to you. 81 00:15:12.510 --> 00:15:14.610 Maggie Simich (Patinkin Research): Can thank you so much for that great introduction 82 00:15:15.900 --> 00:15:22.230 Maggie Simich (Patinkin Research): Um, so yes I'm mad. You so much for putting can research strategies and vice president and I'm going to be running through the 83 00:15:22.710 --> 00:15:30.840 Maggie Simich (Patinkin Research): Data from the survey as Dr. Like outlined the beginning. So to start out a little note on the methodology, as I 84 00:15:31.230 --> 00:15:38.280 Maggie Simich (Patinkin Research): Noted. This analysis is based on a survey of N equals 2447 Westland Wilson bill school district members. 85 00:15:38.730 --> 00:15:44.580 Maggie Simich (Patinkin Research): Which includes parents, students, staff members and then also just general members of the West and loss and build community. 86 00:15:45.240 --> 00:15:52.200 Maggie Simich (Patinkin Research): And the survey was developed administered and distributed by the Western wasn't Bell school district in a bilingual format. So it was in both English and Spanish. 87 00:15:52.650 --> 00:15:56.400 Maggie Simich (Patinkin Research): And it was in the field from September 28 of October 4 2020 88 00:15:57.180 --> 00:16:02.580 Maggie Simich (Patinkin Research): The margin of error for the sample as a whole is going to be plus or minus five percentage points at the 95% level of confidence. 89 00:16:02.970 --> 00:16:11.880 Maggie Simich (Patinkin Research): Anytime I'm talking about a sub groups. So students, people of color, anything like that the margin of error is going to vary and be higher because there are fewer responses behind each self. 90 00:16:12.570 --> 00:16:16.620 Maggie Simich (Patinkin Research): And there are some instances in this analysis where the totals do not add to 100% 91 00:16:17.010 --> 00:16:25.050 Maggie Simich (Patinkin Research): And some of these instances are due to rounding. Others are due to respondents choosing not to respond to every question and some are due to a multiple answer format where 92 00:16:25.500 --> 00:16:30.840 Maggie Simich (Patinkin Research): Folks are allowed to select all that applied, which obviously results in total is greater than 100% 93 00:16:31.410 --> 00:16:41.160 Maggie Simich (Patinkin Research): And we've also included verbatim responses from some of the open ended questions just to add a little bit of context for how we coded some of their responses and just get books like a good understanding of what 94 00:16:42.360 --> 00:16:44.130 Maggie Simich (Patinkin Research): What folks were saying an open ended response. 95 00:16:45.480 --> 00:16:48.210 Maggie Simich (Patinkin Research): So starting out perceptions of the school resource officer program. 96 00:16:49.260 --> 00:16:55.950 Maggie Simich (Patinkin Research): And the in the survey question was asked, how frequently have you interacted with the school resource officer and Western Wilson bill schools. 97 00:16:56.250 --> 00:17:03.480 Maggie Simich (Patinkin Research): It's an can include a simple greeting, all the way to a formal meeting. As you can see it bracketed at the bottom, n equals here. Let me pull up my 98 00:17:03.780 --> 00:17:16.410 Maggie Simich (Patinkin Research): Laser pointer and equals 2184 people responded to this question in particular that percentage 46% have had no interactions whatsoever with an SRO in this school district. 99 00:17:17.310 --> 00:17:23.940 Maggie Simich (Patinkin Research): 33% have had a few interactions. So somewhere between one and four interactions with a school resource officer. 100 00:17:24.360 --> 00:17:38.370 Maggie Simich (Patinkin Research): And then 20% of respondents either have had between five and 10 interactions or regularly or even weekly interactions with a school resource officer and you can see only 8% fall into that regularly or weekly category. 101 00:17:40.890 --> 00:17:46.590 Maggie Simich (Patinkin Research): Looking at how some subgroups breakout on this question. And as you can see the totals at the bottom. 102 00:17:47.310 --> 00:17:58.470 Maggie Simich (Patinkin Research): But 33% of students so that they've never had an interaction with the school resource officer 52% of the parents or guardians who responded to the survey so that they've had no interactions. 103 00:17:59.280 --> 00:18:07.440 Maggie Simich (Patinkin Research): 34% of staff members have never had an interaction with an SRO and a quarter of community members have never had an interaction with an SRO 104 00:18:08.070 --> 00:18:16.680 Maggie Simich (Patinkin Research): So overall, there's a substantial portion of all demographics of groups who just frankly know very little have not had a personal interaction with an SRO 105 00:18:17.550 --> 00:18:21.690 Maggie Simich (Patinkin Research): And we also broke out respondents based on race, ethnicity, so 106 00:18:22.260 --> 00:18:30.900 Maggie Simich (Patinkin Research): Of the respondents of color who participate in the survey 52% of had no interaction whatsoever with us arose as compared to 46% of white respondents 107 00:18:31.350 --> 00:18:42.180 Maggie Simich (Patinkin Research): And then looking at students in particular, broken out by race and ethnicity 44% of students of color have had no interactions with sorrows as compared to 29% of white students 108 00:18:44.970 --> 00:18:55.650 Maggie Simich (Patinkin Research): And we then asked a question, how would you rate your interactions with sorrows and then we limited the responses to these questions to the only those who reported having at least one interaction with an SRO 109 00:18:56.070 --> 00:19:13.650 Maggie Simich (Patinkin Research): And of those people who have had at least one interaction with an SRO 79% characterize our interaction is very positive 9% characterize that interaction as somewhat positive 10% say that it's neutral and then 2% say that their interaction was negative either very or somewhat 110 00:19:16.920 --> 00:19:27.420 Maggie Simich (Patinkin Research): Again, you'll, you'll see that total and number that responded to this questions bottom here we limited to those who report interactions with SRS, which is a total of 1171 respondents 111 00:19:28.350 --> 00:19:34.920 Maggie Simich (Patinkin Research): Overall across all these demographics of groups folks overwhelmingly reporting very positive levels of interactions. 112 00:19:35.400 --> 00:19:43.980 Maggie Simich (Patinkin Research): And one data point I want to point out on this slide is that students of color are less likely to report positive interactions and white students 113 00:19:44.310 --> 00:19:50.790 Maggie Simich (Patinkin Research): And as you can see 61% of white students they they've had very positive interactions 55% of students of color. 114 00:19:51.240 --> 00:20:02.400 Maggie Simich (Patinkin Research): But that's mostly function of students of color, being more likely to have neutral interactions as compared to white students so 31% of students of color, same that they've had in their experiences are overall neutral. 115 00:20:02.850 --> 00:20:12.510 Maggie Simich (Patinkin Research): While 19% of white students reading. There's as neutral. As you can see both groups have pretty statistically low levels of negative interactions. 116 00:20:16.080 --> 00:20:25.680 Maggie Simich (Patinkin Research): And there. That was an open ended opportunity for respondents who wanted to share an experience that either they or a student have had with an SRO or THAT'S OUR PROGRAM. 117 00:20:25.950 --> 00:20:33.420 Maggie Simich (Patinkin Research): As you can see, it was an open ended opportunity and 479 survey respondents chose to respond to this question. 118 00:20:33.900 --> 00:20:41.070 Maggie Simich (Patinkin Research): So of those n equals 479 who responded to this question 63% chose to recount a positive experience. 119 00:20:41.670 --> 00:20:53.910 Maggie Simich (Patinkin Research): Those are sort of sub divided us to some additional categories so 23% had just sort of a general positive perception, the SRO program. So as this person said, as far as in schools can be positive role models. 120 00:20:54.180 --> 00:21:07.650 Maggie Simich (Patinkin Research): They can also serve as a monitor teen activities often concealed from parents, and there's another 14% who talked about a positive interaction with a specific SRO so you know they they referenced a name of an SRO element said that person is my friend and I missed them. 121 00:21:08.670 --> 00:21:14.520 Maggie Simich (Patinkin Research): 15% talked about an incident where an SRO hope to respond to either a crisis safety concern. 122 00:21:15.360 --> 00:21:21.990 Maggie Simich (Patinkin Research): In this instance. This person says a crime was committed against my daughter and her property in Sri was very responsive professional and helpful. 123 00:21:22.560 --> 00:21:25.560 Maggie Simich (Patinkin Research): So those are sort of the things that went into those positive responses. 124 00:21:26.130 --> 00:21:36.450 Maggie Simich (Patinkin Research): And 27% so that they didn't know where they had never had an interaction with an SRO so of those people who chose to respond. There's a portion to say, I don't really have anything to contribute here. 125 00:21:37.290 --> 00:21:43.410 Maggie Simich (Patinkin Research): There's 3% who say that they had either a mixed or you know combination of interactions with sorrows. 126 00:21:43.830 --> 00:21:51.300 Maggie Simich (Patinkin Research): And then 7% were counter the negative interaction. So an example of that as an SRO was president at a meeting my son and I had 127 00:21:51.570 --> 00:21:57.900 Maggie Simich (Patinkin Research): The SRO was in full gear, including a weapon and made serious running on March 27 grader was uncalled for made my child scared. 128 00:21:58.140 --> 00:22:08.790 Maggie Simich (Patinkin Research): And instead of building trust if kids are to build trust with law enforcement, this isn't the way to do it. So 7% of those n equals 479 people who chose to respond talked about a negative experience like that. 129 00:22:10.890 --> 00:22:18.750 Maggie Simich (Patinkin Research): Again, looking at some of these key subgroups and how they break out in terms of how they they categorize or excuse me, the open ended response. 130 00:22:19.500 --> 00:22:32.580 Maggie Simich (Patinkin Research): Experiences they chose to share about an SRO overall. You can see 62% of students chose to talk about a positive experience 24% said they didn't have to have never had an interaction. 131 00:22:33.030 --> 00:22:48.420 Maggie Simich (Patinkin Research): 11% other and 3% negative parents again overwhelmingly positive at 64% staff members 47% talk about a positive experience. You also have a significant portion 31% say that they've never had an interaction with an SRO 132 00:22:49.380 --> 00:22:59.160 Maggie Simich (Patinkin Research): Community members 61% chose to share a positive experience 28% so that they hadn't had one similar levels across respondents of color and white respondents 133 00:23:00.000 --> 00:23:10.440 Maggie Simich (Patinkin Research): Students of color actually more likely to be reporting a positive experience and then white students with white students actually reporting mixed experiences and a higher rate. 134 00:23:14.400 --> 00:23:18.870 Maggie Simich (Patinkin Research): There was a question. And that was a multiple answer question and which 135 00:23:19.230 --> 00:23:24.660 Maggie Simich (Patinkin Research): respondents were asked, what do you think is the purpose and function of school resource officers in the West Lemelson middle schools. 136 00:23:24.930 --> 00:23:36.420 Maggie Simich (Patinkin Research): Then there were a series of options that they were able to check all that applied. There was also a comment box at the end where they were able to add any sort of additional comments they might have about the purpose and function of school resource officers. 137 00:23:36.990 --> 00:23:49.050 Maggie Simich (Patinkin Research): And these are the items that really rose to the top. When looking at respondents as a whole, and then also students and staff members in particular and overwhelmingly they center around two things and safety. 138 00:23:49.860 --> 00:23:59.400 Maggie Simich (Patinkin Research): Whether terms of personal safety or safe learning environment and then dealing with crime in schools, those are sort of the key takeaways that across those subgroups rose to the top. 139 00:23:59.880 --> 00:24:12.960 Maggie Simich (Patinkin Research): So as you can see, providing assistance during crisis or emergency response a lockdown lockout evacuation 84% of all respondents believe that that's a purpose of an SRO 67% of students and 73% of staff members. 140 00:24:13.770 --> 00:24:24.330 Maggie Simich (Patinkin Research): Building positive relationships with students and staff that contribute to a safe and welcoming school culture. As you can see 83% of all respondents 75% of students 76% of staff members. 141 00:24:24.750 --> 00:24:31.320 Maggie Simich (Patinkin Research): Investigating and responding to criminal behavior on campus, serving as the liaison to Westland Wilson bill police departments. 142 00:24:31.590 --> 00:24:39.960 Maggie Simich (Patinkin Research): And then also providing law enforcement and crime prevention and schools and those are the the purposes that rose to the top. As you can see, 143 00:24:40.590 --> 00:24:45.090 Maggie Simich (Patinkin Research): Folks have opportunity to add some additional comments if they wanted. And here were some that sort of 144 00:24:45.360 --> 00:24:53.730 Maggie Simich (Patinkin Research): Underlined these these things that rose to the top. You know, so that they they're meant to protect students community faculty and staff in case of an emergency. 145 00:24:54.210 --> 00:25:04.800 Maggie Simich (Patinkin Research): That they determine the distribution and useful a legal drugs on campus and that they establish trust between students of all kinds, and law enforcement community helpers. And so those are some of the things that folks thought 146 00:25:05.460 --> 00:25:08.730 Maggie Simich (Patinkin Research): Were the purpose of sorrows and less and less and those schools. 147 00:25:10.380 --> 00:25:18.600 Maggie Simich (Patinkin Research): And then there was a series of items that were lower tier purposes and that frankly just fewer overall participants felt were the purpose of sorrows. 148 00:25:19.020 --> 00:25:29.490 Maggie Simich (Patinkin Research): And so, you know, providing law related counseling and education only 49% of all respond and thought that was a purpose of an SRO and 39% of students and 50% of staff members. 149 00:25:30.090 --> 00:25:46.380 Maggie Simich (Patinkin Research): Also promoting student health and wellness I'm fairly low folks ranging 40% around 40% believing that that's accurate facilitating groups circles and sort of 13 and engaging and restorative practices also seen as sort of a lower tier 150 00:25:47.850 --> 00:25:52.950 Maggie Simich (Patinkin Research): Item in terms of what people think the purpose of function of sorrows and Wesson well symbol schools are 151 00:25:55.890 --> 00:25:59.880 Maggie Simich (Patinkin Research): Again, when you look at these sort of major sub groups that we broke out, and how they 152 00:26:00.600 --> 00:26:04.080 Maggie Simich (Patinkin Research): That the top three purposes that were selected by each group. 153 00:26:04.470 --> 00:26:14.520 Maggie Simich (Patinkin Research): Overwhelmingly, it's those safety and crime purposes. So, you know, amongst parents and guardians is providing assistance during a crisis building positive relations. 154 00:26:14.820 --> 00:26:20.160 Maggie Simich (Patinkin Research): And responding to criminal behavior on campus. That's the same top three for community members. 155 00:26:21.060 --> 00:26:33.840 Maggie Simich (Patinkin Research): For responded. It's a color. There's also providing law enforcement and crime prevention in school, so that crime piece really popping investigating and responding to, as opposed to investigating responding to criminal behavior amongst white respondents 156 00:26:34.950 --> 00:26:44.490 Maggie Simich (Patinkin Research): Students of color, their top three are investigating and responding to criminal behavior on campus, providing law enforcement and crime prevention and then providing assistance during a crisis. 157 00:26:44.910 --> 00:26:53.220 Maggie Simich (Patinkin Research): Whereas white students, their number one is building positive relationships, followed by providing assistance during a crisis or providing law enforcement and crime prevention. 158 00:26:54.120 --> 00:27:02.130 Maggie Simich (Patinkin Research): But overall, again, that safety and crime aspects really rising to the top, in terms of how people frame up sorrows, in terms of their purpose in the schools. 159 00:27:04.380 --> 00:27:15.540 Maggie Simich (Patinkin Research): So I wanted to pull out a few additional comments that were sort of a trend in terms of that additional comment box where people had an opportunity to say what they thought the purpose and function of school resource officers were in addition to the 160 00:27:16.110 --> 00:27:26.310 Maggie Simich (Patinkin Research): closed ended responses that they could select and there's definitely a portion of respondents who either are one and familiar with SRO they're unsure what their role is 161 00:27:26.850 --> 00:27:35.850 Maggie Simich (Patinkin Research): Or two, they believe that their role is actually negative one. So you can see some examples of some of the negative roles that folks thing. You know, I think police officer should not be in schools, period. 162 00:27:36.210 --> 00:27:43.770 Maggie Simich (Patinkin Research): as negative as it sounds, and I am in law enforcement, it feels school resource officers are used to normalize police presence in places that they are not needed. So 163 00:27:44.460 --> 00:27:47.370 Maggie Simich (Patinkin Research): A category of folks who believe that their impact is a negative one. 164 00:27:47.730 --> 00:28:00.390 Maggie Simich (Patinkin Research): And there's also a category, people who just have have no idea what the purpose of an SRO is so I've never heard of them. I'm not sure what their role is, I'd be interested in more information about an SRO officers rule. So, also a portion 165 00:28:01.080 --> 00:28:05.520 Maggie Simich (Patinkin Research): Of respondents who just are unsure really what the purpose of an SRO isn't school 166 00:28:07.410 --> 00:28:24.240 Maggie Simich (Patinkin Research): And there was also a question was asked what elements of SRO program should the district improve or remove that was an open ended question. So, just a comment box where people could respond an overall N equals 737 respondents chose to respond to that question. 167 00:28:25.620 --> 00:28:42.990 Maggie Simich (Patinkin Research): Of that N equals 737 who responded to this question 18% wanted to reiterate that they did not want the program a limited eliminated, excuse me 15% of that N equals 737 so that they do want that sorrow program to be removed. 168 00:28:44.250 --> 00:28:53.160 Maggie Simich (Patinkin Research): 7% think that they the program should build better relationships with students and 6% believe that the program's resources should actually be expanded. 169 00:28:54.030 --> 00:29:07.980 Maggie Simich (Patinkin Research): 20% call into the other category that was sort of a grab bag of other suggestions and then for 35% they either had no suggestion changes or they just didn't know what changes to suggest 170 00:29:11.640 --> 00:29:22.380 Maggie Simich (Patinkin Research): There was also an opportunity for for respondents to offer any additional comments that they might have about the program. And as you can see 710 folks chose to respond to that opportunity. 171 00:29:23.250 --> 00:29:29.670 Maggie Simich (Patinkin Research): Of that 710 respondents 63% had a positive comments that they wanted to reiterate 172 00:29:30.240 --> 00:29:37.980 Maggie Simich (Patinkin Research): emphasizing that they wanted the SRO program to be maintained as this person put it there so many in our community who are highly supportive of the SRO 173 00:29:38.220 --> 00:29:47.610 Maggie Simich (Patinkin Research): And I hope that the voice their opinions through the different measures the district has outlined, we cannot let a small noisy movement impact them and benefit having an SRO in our schools has on our students in our community. 174 00:29:48.660 --> 00:29:54.330 Maggie Simich (Patinkin Research): 15% either said, You know, I don't have anything additional to add or I don't know or you know not applicable. 175 00:29:54.810 --> 00:30:03.810 Maggie Simich (Patinkin Research): And 10% had sort of a mixed comments so I like some things about the program. But there are other things that need to be changed, you know, their, their pluses and minuses at play here. 176 00:30:04.290 --> 00:30:10.500 Maggie Simich (Patinkin Research): Is this person put it. This is a tricky one. You need to make sure that the Astros in our schools are doing the best things for students and staff. 177 00:30:10.920 --> 00:30:18.360 Maggie Simich (Patinkin Research): Cracking has been being a tough guy doesn't provide any value and then 11% of those 710 people who responded to this question. 178 00:30:19.020 --> 00:30:22.830 Maggie Simich (Patinkin Research): Said something negative about the program and talked about how they wanted the program. 179 00:30:23.160 --> 00:30:31.560 Maggie Simich (Patinkin Research): And to be ended. So these precious dollar should be spent more mental health care counselors and students in special education, rather than contributing to the school to prison pipeline. 180 00:30:31.860 --> 00:30:41.310 Maggie Simich (Patinkin Research): It's a police are they are they will be called on. For instances where someone else a counselor, a teacher or a nurse will be better utilized. I don't want someone armed with a gun and trying to talk to them mentally upset child, etc. 181 00:30:44.940 --> 00:30:50.610 Maggie Simich (Patinkin Research): And then just wrapping things up. I want to run through some of the demographics of who responded to the survey. 182 00:30:50.910 --> 00:30:58.530 Maggie Simich (Patinkin Research): As I did at the outset, this the survey was administered and distributed by the district. So I just want to run through sort of who these people were, who responded to the survey. 183 00:30:59.160 --> 00:31:15.000 Maggie Simich (Patinkin Research): And there was a question asked, what is your role or relationship to the school district and respondents can select all that applied 74% of respondents were parents 14% were students 12% were staff members and then 11% more general community members. 184 00:31:17.370 --> 00:31:31.620 Maggie Simich (Patinkin Research): And we also asked a question about what school level school level, they are associated with and again they could select all that applied 56% are associated with the high school level 41% with a primary school level 32% with the middle school level. 185 00:31:33.420 --> 00:31:43.140 Maggie Simich (Patinkin Research): Regionally 62% of respondents were from Westland 33% were from Wilson bill when asked out which city, you are a student live or attend school 186 00:31:44.970 --> 00:31:50.670 Maggie Simich (Patinkin Research): In terms of race and ethnicity. And we asked folks to please describe their race and ethnicity 83% of respondents were white 187 00:31:51.030 --> 00:31:58.680 Maggie Simich (Patinkin Research): 25% or responsive color again folks had the opportunity to select all that applied, which is why that adds up to more than 100 188 00:31:59.190 --> 00:32:13.440 Maggie Simich (Patinkin Research): So responsive color overall we're 25% of respondents 7% were Hispanic or Latin next 7% multiracial 6% Asian 2% Black or African American 2% Native American and 1% Native Hawaiian, or Pacific Islander 189 00:32:15.420 --> 00:32:21.930 Maggie Simich (Patinkin Research): And then lastly, there was an opportunity to indicate if they described themselves or their student is fitting into one or more of the following categories. 190 00:32:22.380 --> 00:32:35.250 Maggie Simich (Patinkin Research): 12% of respondents self identified as a student or parents or by special education 11% identified as a student or family of a student experiencing mental health needs 10% student family or color 5% 191 00:32:35.700 --> 00:32:54.210 Maggie Simich (Patinkin Research): Were LGBT Q either themselves student or family member 2% my migrant 2% navigating poverty 2% were emerging bilingual students 1% were first in their family to graduate from college 1% from foster care and then 65% so that none of those categories applied to them or their students. 192 00:32:55.800 --> 00:32:58.890 Maggie Simich (Patinkin Research): So with that, I'm happy to take any questions that folks might have 193 00:33:02.670 --> 00:33:04.230 Board Room: Thank you, Maggie. So 194 00:33:05.340 --> 00:33:09.930 Board Room: Board members have had the research analysis for over a week now. 195 00:33:12.060 --> 00:33:16.080 Board Room: We have made the call with us. Anything you would want for 196 00:33:17.220 --> 00:33:19.110 Analysis for 197 00:33:20.580 --> 00:33:22.350 Board Room: We before 198 00:33:27.540 --> 00:33:35.820 Board Room: I i'm curious with two thirds of the respondents coming from what half of our desperate. 199 00:33:37.980 --> 00:33:43.050 Board Room: Did you see any differences in the analysis or did you run it differently for 200 00:33:44.940 --> 00:33:46.170 Different population. 201 00:33:47.550 --> 00:33:53.970 Maggie Simich (Patinkin Research): We did not break the data out by Westland versus Wilson Bell, but that's that's data, we could definitely get to 202 00:33:54.690 --> 00:34:11.130 Board Room: The same question. I understood that they could select all that apply. But, do we have any sense of whether the responses were significant difference for people who were associated with high school safer since primary school 203 00:34:14.490 --> 00:34:15.810 Maggie Simich (Patinkin Research): Something we can also 204 00:34:26.250 --> 00:34:33.690 Board Room: Couple questions. First, it looks like the survey included 306 districts things and 205 00:34:34.740 --> 00:34:39.120 Board Room: Select 3% of our student body. In fact, a little bit about 206 00:34:40.620 --> 00:34:48.420 Board Room: What efforts for me to reach out to all students. And if we have an idea of what sort of students are the take the survey versus those who denied. 207 00:34:53.640 --> 00:34:59.130 Board Room: We can talk a little bit about the students as a team here probably better than or maybe 208 00:34:59.790 --> 00:35:08.760 Board Room: Dr. Dallas can describe how we did the focus groups and then students who took the survey during class time you wanted to make sure we have 209 00:35:09.480 --> 00:35:27.120 Board Room: High school boys are presented to you and talk about increasing search. So the specific response to your request on the students were asked for in the high school all three of our high schools were asked to select some different classes of different age groups. 210 00:35:28.200 --> 00:35:36.090 Board Room: And we asked the students to take and participated in the survey and we have a great representation from them at the same time not 211 00:35:37.530 --> 00:35:46.890 Board Room: Knowing that many of her a handful of them actually also participated in student focus groups and the student focus groups that we also talks about later, not in this 212 00:35:48.090 --> 00:36:01.440 Board Room: were invited by teachers, counselors, administrators, and with great intent to have a great range representation in our groups and some of those students also were able to 213 00:36:02.010 --> 00:36:14.640 Board Room: Take the survey, especially if they were in the classes that were asked to take the survey. So we tried to get a wide range of ninth through 12th graders at all three schools at arts and technology we have juniors and seniors and so 214 00:36:15.990 --> 00:36:27.180 Board Room: Students had opportunity to do that. We also made it available if a student didn't want to take it. We shouldn't say anything couldn't take it. If they chose to do so, we did have students that said you know like 215 00:36:27.900 --> 00:36:32.460 Board Room: You know, we would send it out and students chose to take it on their own. Outside of any prompting by us. 216 00:36:33.480 --> 00:36:44.610 Board Room: So just to clarify, it sounds like what happened is literally like schools selected a couple passes, like maybe ninth grade language arts and everyone in the class took that survey. 217 00:36:45.210 --> 00:36:51.810 Board Room: ETFs sometimes what we experienced if we throw out an open ended survey, especially the high school students. Number one, we're 218 00:36:51.990 --> 00:37:09.060 Board Room: Hoping they check an email that we would send. And so we want to really make sure we hear voices back. And so we did more of a targeted reach out and it was bandwidth, you know, great, except as a teacher said, You bet. It sounds great. And, and then we asked certain classes to do that. 219 00:37:10.260 --> 00:37:16.800 Board Room: So the question for Maggie, Maggie. You feel like that methodology and the 3% sample size. 220 00:37:17.970 --> 00:37:20.220 Board Room: provides us with a basis to reach 221 00:37:21.390 --> 00:37:23.490 Board Room: The goals that we can inaccurate. 222 00:37:25.650 --> 00:37:27.810 Maggie Simich (Patinkin Research): That's a great question and I 223 00:37:29.100 --> 00:37:33.810 Maggie Simich (Patinkin Research): Will say that this survey is not necessarily 224 00:37:35.730 --> 00:37:37.980 Maggie Simich (Patinkin Research): The best representation of students opinion. 225 00:37:38.520 --> 00:37:48.930 Maggie Simich (Patinkin Research): It's definitely a small that proportionally students definitely make up a very small percentage of the survey. And so the margin of error for students within the survey is much larger 226 00:37:49.230 --> 00:37:57.510 Maggie Simich (Patinkin Research): And so if if what you're interested in evaluating program on is based on student feedback. This surveys, not the best tool with which to do that. 227 00:37:59.910 --> 00:38:01.890 Board Room: You share with students that 228 00:38:03.090 --> 00:38:05.940 Board Room: Were the ones versus the ones that 229 00:38:07.080 --> 00:38:16.830 Board Room: I'm just thinking that it is an important question because students that opt in or Gandhi, by definition, be more interested either pro or against being in that much. 230 00:38:18.030 --> 00:38:18.270 Board Room: Pain. 231 00:38:24.600 --> 00:38:32.280 Maggie Simich (Patinkin Research): I don't know that information, sorry that the distribution pieces on that on the district side so i'm i'm not aware of that information. 232 00:38:40.800 --> 00:38:41.910 Board Room: Questions about 233 00:38:43.020 --> 00:38:45.270 Board Room: Survey data particular 234 00:38:48.300 --> 00:38:48.810 Board Room: Right. 235 00:38:50.460 --> 00:38:57.240 Board Room: Well then with that we have one one. Okay, perfect. And probably 236 00:38:59.670 --> 00:39:03.900 Board Room: Done our survey responses is consistent with other surveys and 237 00:39:05.010 --> 00:39:06.210 This is by far that 238 00:39:09.660 --> 00:39:12.630 Board Room: This is by far the largest survey response we received 239 00:39:14.970 --> 00:39:19.290 Board Room: The most comparable in terms of size was RSI a survey. 240 00:39:22.050 --> 00:39:22.680 Board Room: That was 241 00:39:36.750 --> 00:39:45.990 Board Room: making an assumption that the SI survey was probably most parents feedback at sleep at all current. Yeah. 242 00:39:54.300 --> 00:40:05.940 Board Room: Just, I don't know, just to make the public aware, in addition to the survey we ended focus groups with about 51 students making sure we did have voice from 243 00:40:07.230 --> 00:40:15.450 Board Room: A range of students representing different race, ethnicity, and hold situations and gender identity. 244 00:40:16.050 --> 00:40:30.840 Board Room: And the question is more different, but still about programming, do you have that information. So you have more comments than available and another one sound could have been the same, but there were some who are different. 245 00:40:32.400 --> 00:40:39.180 Board Room: And so paired with the survey of this what you see with students, you also have some information from focus groups. 246 00:40:40.770 --> 00:40:46.560 Board Room: And that's something that you'd be addressed separately later this evening. Our job. Basically, this 247 00:40:47.820 --> 00:40:58.080 Board Room: Week. We did not give that data to the particular research. We just dealt with it as qualitative information and not quantitative because he was 51 248 00:40:58.560 --> 00:41:09.420 Board Room: And we just showed you the questions asked. And we showed you the responses that space and a lot of support to make any kind of connection or determination is boring. 249 00:41:10.500 --> 00:41:16.380 Board Room: So did not ask ladies TV today. No, I'm processing. 250 00:41:17.670 --> 00:41:23.850 Board Room: What I was going to be collaborative here, but just as we're working our way through this discussion. 251 00:41:25.980 --> 00:41:29.040 Board Room: We need the Christmas December research, but because we're 252 00:41:30.270 --> 00:41:30.900 Board Room: Here. 253 00:41:32.310 --> 00:41:41.460 Board Room: I'm going to start a good our questions in any place around the survey. Once we've had success with that, let me go. So we will lose that 254 00:41:41.910 --> 00:41:56.940 Board Room: source of information, then we can go through and I'm going to take these by other ones. I was like, okay, so the reports are these different. What are those questions and wondering, what about our focus groups, what were the questions and just kind of process through 255 00:41:58.080 --> 00:41:58.320 Board Room: That 256 00:42:01.140 --> 00:42:07.050 Board Room: So are there any more questions for putting into research strategies, the staff there for Maggie. 257 00:42:11.100 --> 00:42:14.580 Board Room: I'm not seeing any further update. So with that, 258 00:42:15.600 --> 00:42:30.720 Board Room: Maggie, thank you tremendously. I just want to also recognize that we probably couldn't have picked a worse time of year to ask a research company to analyze our data because it is election season. 259 00:42:31.950 --> 00:42:40.020 Board Room: They have been contracted, not just for local races in Oregon, but actually nationally. They've been involved in 260 00:42:40.410 --> 00:42:50.850 Board Room: Places in Pennsylvania and all across the United States running total and responding back to different groups and they squeezed us in which 261 00:42:51.510 --> 00:42:58.530 Board Room: Were tremendously grateful. If you recall, to take and research also did our, our bond polling. So they are 262 00:42:59.370 --> 00:43:05.460 Board Room: A great company that we've contracted with in the past and know our district as well and 263 00:43:06.270 --> 00:43:21.750 Board Room: Said yes without hesitation. It was a tight timeline for them. But Maggie. Thank you so much into been taken as well. So we are incredibly grateful that you were able to run our name for us and get this back for us tonight. 264 00:43:22.620 --> 00:43:24.030 Maggie Simich (Patinkin Research): Alright, welcome everyone. 265 00:43:25.050 --> 00:43:25.680 Board Room: Thank you. 266 00:43:28.620 --> 00:43:33.870 Board Room: Before I turn it back to use your mama tour and for those viewing at home. 267 00:43:35.190 --> 00:43:47.850 Board Room: As we've mentioned a large part of our review was hearing from the community. We wanted to hear from students, but we also know that our parents are invested in the program, one way or the other. 268 00:43:49.230 --> 00:44:03.840 Board Room: As a parent, myself, I know there's an SRO program where my kids go to school. I've never met those officers, but I have an opinion about it. So that'll be when I want my children to speak, but I know that I would want the opportunity to express 269 00:44:04.980 --> 00:44:09.420 Board Room: My opinion is apparent. So with our survey. We were able to do that. 270 00:44:11.700 --> 00:44:12.690 Board Room: In our community. 271 00:44:13.710 --> 00:44:24.060 Board Room: From that, we also do mentioned, we had articles and then we had focus groups and then conversations with our police chiefs and our sorrows. 272 00:44:25.200 --> 00:44:34.260 Board Room: They were able to also review the data. We had a follow up meeting with them after the results of the survey in which we brought together. 273 00:44:35.130 --> 00:44:41.880 Board Room: The police chiefs, the SRO the three high school principals again another group of eight students 274 00:44:42.420 --> 00:44:51.240 Board Room: And for two hours we together. Look at the outcome of the survey, the first hour was dedicated completely to the students. 275 00:44:51.810 --> 00:44:59.730 Board Room: processing information, giving us feedback on answering more questions and then the second hour after they went back to class. 276 00:45:00.120 --> 00:45:08.370 Board Room: For the second hour was spent the briefing which police chiefs, what they saw in the data. What they notice what stood out for them. 277 00:45:09.120 --> 00:45:22.110 Board Room: And a conversation with them and the sorrows and then a few days later, we just had another recession, just with the three high school principals. What did you hear from students, what did you hear from our 278 00:45:22.530 --> 00:45:30.210 Board Room: Partners with our police agencies, law enforcement agencies and what is it that you wish to let us know. 279 00:45:31.950 --> 00:45:33.030 Board Room: From their 280 00:45:34.200 --> 00:45:42.600 Board Room: Staff and myself identified some key findings and reduce the recommendation to the board and in your memo. 281 00:45:43.140 --> 00:45:50.460 Board Room: You'll see that for finding stood out for us there's likely many more. We just identified four key ones for ourselves. 282 00:45:51.180 --> 00:46:01.770 Board Room: Finding one the Western Wilson both SRO program needs additional definition and clarity that didn't come up in comments as well as in the survey that focus groups. 283 00:46:02.670 --> 00:46:20.580 Board Room: That are values could do a better job with describing job description clarity of roles and responsibilities scope of involvement of the officers range of trainings and an annual review of the data and communication better communication to staple 284 00:46:22.110 --> 00:46:23.220 Board Room: Finding to 285 00:46:24.240 --> 00:46:35.490 Board Room: As you heard from the survey we felt there was a majority, we saw a majority of Western will still community reporting positive interactions with our SRO program in general. 286 00:46:36.780 --> 00:46:43.680 Board Room: More positive interactions with sorrows in the prioritization for St. Bernie environment and building positive relationships. 287 00:46:44.700 --> 00:47:01.470 Board Room: There was a smaller percentage who call for removal of the program a larger percentage culture retain the program and improving it. The student focus groups, lean positive and provided recommendations and we also took a look at the board Safety Advisory Committees. 288 00:47:02.760 --> 00:47:04.440 Board Room: Comments from two years ago. 289 00:47:06.000 --> 00:47:24.750 Board Room: In finding three we did want to acknowledge that what we read in some of the literature, what we've heard from some of the survey comments to the focus groups is that some SRO programs may contribute to the school to prison pipeline. It is a real concern. 290 00:47:26.370 --> 00:47:43.020 Board Room: And so what we glean from the literature in the comments, is that this can happen when there are certain conditions for these were the predominant ones that surface when the philosophy of the STAR program is only law enforcement. 291 00:47:44.340 --> 00:47:57.510 Board Room: When school districts and law enforcement operate as silence when roles are not clearly defined. Probably the biggest funding when trainings are not adequate. 292 00:47:58.530 --> 00:48:01.530 Board Room: And when involvement is reactive 293 00:48:04.110 --> 00:48:13.500 Board Room: Likewise, finding for stood out that some model as our programs may contribute to student success in school and in life. 294 00:48:14.970 --> 00:48:21.930 Board Room: And in that case, these were the highlighted factors when the shared philosophy is restorative justice. 295 00:48:22.740 --> 00:48:39.690 Board Room: When school districts and sorrows collaborate on and review the program regularly and this is with always intent of making improvements or correcting bias when roles and responsibilities are clearly defined. 296 00:48:41.070 --> 00:48:43.680 Board Room: When training is multifaceted 297 00:48:45.660 --> 00:48:48.600 Board Room: When involvement is proactive. 298 00:48:50.580 --> 00:48:57.720 Board Room: So looking at everything we reviewed this emerged as our recommendation to our board. 299 00:48:58.590 --> 00:49:05.610 Board Room: The Westland Wilson bill school district superintendent upon review of the Westland and Lissa go Sri program descriptions 300 00:49:05.940 --> 00:49:13.860 Board Room: Review of input from stakeholders, including students, parents staff and community review of the research and look at your submitted. 301 00:49:14.340 --> 00:49:24.780 Board Room: And in consultation with district office meters high school principals students Westland and Wilson police departments and district legal counsel. 302 00:49:25.200 --> 00:49:44.970 Board Room: Makes the recommendation to the school board to retain the STAR program and implement improvements identified finding one which is about adding definition and clarity and finding for making sure that our program is a model program contributing to students success in school and like 303 00:49:46.260 --> 00:49:58.380 Board Room: The remainder of the MO you outlines for you. The board areas where we see a need for improvement, particularly in drafting new memorandum of understanding 304 00:49:59.310 --> 00:50:15.750 Board Room: Using a document drafted by the ACLU of California as a bottle memorandum, it serves as a template and with the guy and make sure that our program is equity based and serves as an exemplar 305 00:50:17.010 --> 00:50:22.050 Board Room: And there were delineated some points that we want to make sure our in our memorandum of understanding 306 00:50:23.610 --> 00:50:32.910 Board Room: Additionally, we wouldn't hire a stop another social worker 1.0 feed together. That would make before social workers in our district. 307 00:50:33.510 --> 00:50:47.310 Board Room: And we would distribute them in a way that allows for point eight FTP at high school this a considerable increase instead of equal distribution we want to do a weighted considering to the high school 308 00:50:48.390 --> 00:50:51.180 Board Room: This would be funded by our si grant 309 00:50:52.650 --> 00:51:06.480 Board Room: And each high school assigned social worker would then work with the school leadership team school counselors and scientists and psychologists to provide support to students, particularly what involved, social, emotional, mental health situations. 310 00:51:07.860 --> 00:51:18.660 Board Room: And the social worker and the sorrows would be provided. Time to jointly establish systems for collaborating supporting collaboratively supporting students 311 00:51:19.200 --> 00:51:31.500 Board Room: And distinguishing carefully between each other's roles. There are roles that should fall the social worker and not the SRO and we want to make sure that we have those distinctly made 312 00:51:33.390 --> 00:51:41.190 Board Room: And then, of course, to further our districts goal number one of disrupting systems of racism. We want to continue with their involvement. 313 00:51:41.580 --> 00:51:54.690 Board Room: In our equity summits equity trainings and cultural events expand and support relationship building opportunities, particularly those events and activities with historically marginalized groups of students and families. 314 00:51:56.220 --> 00:52:03.480 Board Room: Involvement in the classroom and restorative practices and circles and engaging in a wide variety of events. 315 00:52:04.410 --> 00:52:14.010 Board Room: Continuing our involvement in our safety meetings in our committee meetings and supporting the mission goal and the district's mission and goals. 316 00:52:15.000 --> 00:52:25.440 Board Room: It is our belief as district leaders that Westland Wilson, the school district. This is not just a platitude. This is, this is a belief that we're excited about as we get this review. 317 00:52:26.400 --> 00:52:34.560 Board Room: That our district can provide a model as thorough program, which contributes to student safety and student success in life. 318 00:52:35.730 --> 00:52:43.080 Board Room: We are mindful of the heightened concerns Ronnie law enforcement involvement schools, particularly the concern regarding the school to prison pipeline. 319 00:52:43.530 --> 00:52:52.380 Board Room: And we are committed to a program that supports the positive development of all students and a shared philosophy of restorative practices and restorative justice. 320 00:52:53.610 --> 00:53:00.300 Board Room: We already have a strong SRO program with many positive experiences reported by our students, staff and families. 321 00:53:00.660 --> 00:53:10.800 Board Room: We already have strong collaborative partnership with our city police departments including a shared philosophy of restorative justice and a commitment to equity and anti racism. 322 00:53:11.640 --> 00:53:18.600 Board Room: There is a commitment by both the district staff and the city's police chiefs and sorrows to strengthen our program. 323 00:53:19.170 --> 00:53:30.930 Board Room: And there is a commitment to make improvements based on the key findings of this review, including the comments and recommendations provided by our students, staff, parents and community members. 324 00:53:33.420 --> 00:53:51.300 Board Room: Our review of the best practices and practices that mitigate disproportionate referrals or harmful effects and provide us with an equity based philosophy framework structure strategies and the confidence to implement a model SRO programs for our students at school community. 325 00:53:52.680 --> 00:53:59.070 Board Room: And with that recommendation offering back over teacher mentor and staff is available for any questions. 326 00:54:00.780 --> 00:54:12.390 Board Room: For your discussion right. Thank you. And because we have our guests from 13 can we would organize it for 11 would have lived with her recommendation and moved in. So 327 00:54:13.230 --> 00:54:25.920 Board Room: Thanks for being flexible today. And so my idea enhances your tendencies typical challenges are in the late for work and our in so we can just kind of 328 00:54:26.730 --> 00:54:34.290 Board Room: One approach and he can speak up her shirt, we think would be more effective is kind of going through these these kinds 329 00:54:35.280 --> 00:54:45.090 Board Room: Of data seeds and we could just be okay with diverse information received from the police are there any outstanding questions and work through it that way and then move on to 330 00:54:46.590 --> 00:54:49.950 Board Room: Our focus great feedback and work through it or 331 00:54:51.480 --> 00:54:55.020 Board Room: I don't know if you just want to go after whatever remaining questions you have. 332 00:54:56.130 --> 00:54:57.750 Board Room: A process for background. 333 00:55:02.430 --> 00:55:14.130 Board Room: I don't think that time you have Dr. Romantic down for the qualitative research and useful just to hear a little bit. I know we're ready to set a high level overview of 334 00:55:14.550 --> 00:55:29.280 Board Room: That process and the results were kind of piggyback on the quantitative data and then I would think they'd rather than go through the binder. Some people have questions about the okay we need a little more organically. 335 00:55:35.820 --> 00:55:36.120 Board Room: Alright. 336 00:55:37.170 --> 00:55:40.890 Board Room: So please. Yeah, move them towards me. 337 00:55:41.940 --> 00:55:44.670 Board Room: To focus group information and 338 00:55:47.310 --> 00:55:51.780 Board Room: The Zynga Dr downs with you or maybe becoming 339 00:55:52.830 --> 00:55:55.710 Board Room: Like to just kind of give us a little insight. 340 00:55:57.120 --> 00:55:58.620 Board Room: So to not work and 341 00:56:00.330 --> 00:56:11.880 Board Room: We can ask questions. You bet. And please stop us along the way but I first want to just start by saying how appreciative. We were students willingness to rely on a date with 342 00:56:13.260 --> 00:56:24.090 Board Room: Administrators teachers, counselors, Dr. Gomez and myself, and we call them and try to connect with them and then we continue this through when we came back and we wrap it up from the 343 00:56:25.260 --> 00:56:32.430 Board Room: Right, beginning of October, is it mentioned in here. And we are so appreciative of students passionate and committed to 344 00:56:32.790 --> 00:56:45.120 Board Room: Getting feedback into sharing what what's been on their minds and what's been a part of a community conversations in both communities and the opportunity for safe place for them to share 345 00:56:46.200 --> 00:56:53.520 Board Room: When I let me know that some students felt more comfortable to say I'm more comfortable just talk to Dr. Gomez one on one. 346 00:56:54.180 --> 00:56:58.440 Board Room: Or 211 instead of a small focus group. And so we were very flexible with 347 00:56:58.650 --> 00:57:03.780 Board Room: With basically, how did you want to give us the information we had other students that said, Why would more comfortable. 348 00:57:03.960 --> 00:57:12.510 Board Room: emailing a counselor and just giving them a response that when you say, great, so when you see this group of 51 students there was a variety of street focus groups. 349 00:57:13.470 --> 00:57:26.550 Board Room: And then one on one conversations and some written communication, but what we decided to do is just to give you the data in the format of is, and then another goes to kind of share maybe your specific focus your brain. 350 00:57:28.170 --> 00:57:29.850 Board Room: And I bright students 351 00:57:32.850 --> 00:57:36.660 Board Room: Time way to say this is 352 00:57:38.970 --> 00:57:41.700 Board Room: That they want your definition of what 353 00:57:43.560 --> 00:58:02.250 Board Room: What are they, where are they there to protect us from outside. Are they there are three best shootings already there, are there to teach formulations. We've heard about us to say that they like it when they leave the classroom and 354 00:58:03.720 --> 00:58:04.800 Board Room: Education workshops and 355 00:58:06.840 --> 00:58:14.760 Board Room: We also heard that they wanted to have someone to talk about current events. And when we speak going out and they want to hear first 356 00:58:18.150 --> 00:58:19.800 Board Room: They also mentioned that we do. 357 00:58:21.900 --> 00:58:24.630 Board Room: Around our campuses in in what 358 00:58:26.100 --> 00:58:26.490 Board Room: They will 359 00:58:29.520 --> 00:58:38.820 Board Room: Be mentioning, you know, having a walk around three to have a soft. You know who they are, without being annoying that they can 360 00:58:42.210 --> 00:58:58.830 Board Room: be heard and that they want to keep our school safe, whatever that means. So they know that safety for unity is different that we can get down to our families to minister to see if that was something that 361 00:58:59.910 --> 00:59:04.230 Board Room: So even if you are interested in here for for parents, they would be interested 362 00:59:08.160 --> 00:59:12.060 Board Room: We talked about what is this look like what 363 00:59:14.490 --> 00:59:14.640 Board Room: Are 364 00:59:20.190 --> 00:59:27.900 Board Room: They, they also were able to describe some face and we, it was stories. It was there's a lot of personal 365 00:59:28.890 --> 00:59:35.130 Board Room: connections that they made where they were either sharing something that happened to them or something that he heard about someone else. 366 00:59:35.610 --> 00:59:44.220 Board Room: And they were very honest, they would share some tough situation and it was handled perfectly or didn't go so great, or we had a bad experience. 367 00:59:44.820 --> 00:59:49.080 Board Room: But we knew what they were taught you know what we do, how they were processing it. And one of the 368 00:59:49.830 --> 00:59:57.570 Board Room: Things I took away from this was this honest feedback for students that they were they said that we know sometimes as students, you know, we make mistakes. 369 00:59:58.380 --> 01:00:09.510 Board Room: And what we want. We want someone there that's going to be alongside of us that he know and then we kind of trust and we know that happy note that isn't out to them watch us the next 40 years or 370 01:00:10.530 --> 01:00:25.650 Board Room: is out to get us, but rather someone that says, No, we don't. We got to get you back to making decisions get you back on a winning streak. And so when we appreciate it was this honest feedback from from from the students and they're vulnerable to to to share. So we often 371 01:00:26.940 --> 01:00:29.460 Board Room: Say when you have a 372 01:00:30.540 --> 01:00:35.880 Board Room: teenager when they reach my first question is, like, where there's multiple times. 373 01:00:36.930 --> 01:00:50.790 Board Room: In basis like a general staff for the kids always say, but they need to. I want attention right by the impact is still there. 374 01:00:52.440 --> 01:00:59.040 Board Room: So to me for us within the training with our staff ourselves that 375 01:01:00.060 --> 01:01:07.650 Board Room: Is there so that essentially kit and that they shouldn't have to excuse us four hours because that is 376 01:01:15.780 --> 01:01:18.300 Board Room: Be with any more specific questions or 377 01:01:21.840 --> 01:01:23.910 Board Room: I have one. Oh, please do. 378 01:01:25.290 --> 01:01:32.190 Board Room: So when I look through your materials. My takeaway was your anecdotal information. 379 01:01:33.930 --> 01:01:34.380 Board Room: Was it 380 01:01:40.080 --> 01:01:41.790 Board Room: Was it was 381 01:01:43.500 --> 01:01:44.550 Board Room: Alright, so the 382 01:01:48.600 --> 01:01:49.890 Board Room: Question was, 383 01:01:51.540 --> 01:01:56.910 Board Room: What's the anecdotal information consistent or was not inconsistent. Gosh. 384 01:02:01.020 --> 01:02:01.560 Board Room: Yes. 385 01:02:02.700 --> 01:02:13.200 Board Room: It does follow Dr. McGuire mentioned that we have a follow up where we did interview eight additional students and we asked them, they were presented the 386 01:02:13.560 --> 01:02:17.880 Board Room: Survey results and then you were in the top a little bit about the student focus groups and just said, 387 01:02:18.210 --> 01:02:31.710 Board Room: Is this sound consistently with what you hear. So was another kind of a third group and they said, Yes, I think that's fairly accurate. I think that that makes sense. So that was another group that was able to give us feedback. Yeah. 388 01:02:33.390 --> 01:02:33.870 Board Room: Yes. 389 01:02:37.560 --> 01:02:47.790 Board Room: And one final piece and this is something that I think we are have talked about is as the role as a student progress as you know K 12 or pre pre K 12 390 01:02:48.660 --> 01:02:54.600 Board Room: What, how do they view the role of an SRO maybe as a second grader, they, they, they saw the person at a wheel upon 391 01:02:55.590 --> 01:02:57.780 Board Room: And they think, well, that's the police officer. 392 01:02:58.200 --> 01:03:08.670 Board Room: And then we were really curious to see how does that progress and how do they see them. So how do they see a school resource officers during middle school year right and and how did they see them during high school years, and 393 01:03:09.150 --> 01:03:15.300 Board Room: And one of one of my takeaways from this is that a lot of our students actually they may remember a 394 01:03:15.600 --> 01:03:26.160 Board Room: Officer who showed up or was riding around a little Tyson Cole having some fun keeping our car for 10 days and I didn't really kind of know that they actually worked at full time with us until 395 01:03:27.150 --> 01:03:32.760 Board Room: It was just a good reminder for us as we think about how does that progression look like for all our students be 396 01:03:33.960 --> 01:03:34.290 Board Room: When 397 01:03:36.300 --> 01:03:37.470 Board Room: You want to be happy. 398 01:03:39.660 --> 01:03:40.860 Board Room: What kind of relationship you 399 01:03:44.850 --> 01:03:47.580 Board Room: May they wanted to know whether 400 01:03:50.580 --> 01:03:52.410 Board Room: They have or are 401 01:03:54.390 --> 01:03:56.040 Board Room: They doing a difference in their positive 402 01:04:01.770 --> 01:04:12.330 Board Room: I think, for those who may be tuning in, or watching as well. Just a reminder that we we don't. We have to have sorrows, or a district close to 10,000 students 403 01:04:13.410 --> 01:04:30.150 Board Room: There are some other neighboring districts smaller than ours that have the same number. So it's one full time SRO at the only High School in that district and then one full time SRO to go between the two or three elementary, middle schools. 404 01:04:31.530 --> 01:04:45.240 Board Room: And our sorrows did express they'd love to be more of a presence there are assigned to quite a few schools with predominantly most of the time building relationships at the high school because we share it because it. That's our priority. 405 01:04:46.290 --> 01:04:51.000 Board Room: And there's many more high school events and activities, a larger population. 406 01:04:52.980 --> 01:04:54.990 Board Room: But there was an expression of 407 01:04:56.250 --> 01:05:11.220 Board Room: After looking at the data. If we could have time to be at more primary schools and be in classrooms and more middle school in the classroom, all the time, they would love to do that. So, can I ask a question about that. I just like to get 408 01:05:12.270 --> 01:05:20.370 Board Room: Some of these certificates to as our officers did you say that each of them is assigned full time to be to the high schools. 409 01:05:21.510 --> 01:05:44.910 Board Room: So we divided our sorrows and Dr downs this as well, because one is through the city of Wilson bill they that SRO works, mostly with little pseudo high school and arts and technology high school and then the primary and middle schools that would be to that high school as well as because 410 01:05:46.020 --> 01:06:04.230 Board Room: Stafford and at are in the county unincorporated County, the SRO for Wilson bill also assign those two schools as part Clackamas COUNTY SHERIFF'S OFFICE AND THEN THE sorrowful voice Lynn is assigned to the schools in Westland, so when you see 411 01:06:05.730 --> 01:06:15.960 Board Room: There in each of their pro very busy described with schools they work with. It's mostly because of the police departments that helped to fund your position with the arrows are not 412 01:06:16.590 --> 01:06:29.490 Board Room: That high school. Correct. Correct, correct. But they also historically when our original agreement with the cities, we did have some understanding that both cities had 413 01:06:30.090 --> 01:06:41.550 Board Room: Some requests that said any given Sunday that in a day. The largest amount of people in one space is actually the city of Westland to be in less than high school and exclude staff and students. The same thing with 414 01:06:42.000 --> 01:06:51.240 Board Room: Them. And so there was this sense of, you know, can you can you have an office there that they could, you know, come and go from, and so they are not there full time. 415 01:06:51.750 --> 01:07:02.220 Board Room: But they wouldn't consider that there check in there. They do spend them of their greatest amount of time, it is better for high schools. And that's kind of where they do have offices full time. 416 01:07:06.750 --> 01:07:24.390 Board Room: I think just to share some of my thinking and see if you know that moves us forward slash run and I presume, I have one question for john to get her son from my mobile number where I'm sitting right now. Can I ask a question before you are, dude. Is that okay, as far as I still had and 417 01:07:25.650 --> 01:07:34.230 Board Room: It has to do again with the elementary schools and just as I, you know, just a thought that just came to me and as looking back at the 418 01:07:35.820 --> 01:07:46.380 Board Room: At the recommendation is that something going forward that we're going to redefine not that their roles as far as how much time to spend in elementary and 419 01:07:48.000 --> 01:07:51.690 Board Room: Middle School and such as well. Would that be part of 420 01:07:53.550 --> 01:07:55.410 Board Room: Just out of curiosity, and 421 01:07:56.850 --> 01:08:09.090 Board Room: Just because we have talked about the, I think the positive benefit of starting that relationship at a younger age and then continuing and so that was just a great. You don't have to answer tonight, but just something 422 01:08:10.800 --> 01:08:23.940 Board Room: Yeah, I think that's something for us to take a look at within that triad model that are investing so much of those two components that help us to be proactive and build relationships and preventative work. 423 01:08:25.140 --> 01:08:27.810 Board Room: That were and how does that begin with intention. 424 01:08:29.160 --> 01:08:35.430 Board Room: One of the comments I could make to the police chiefs of St. Rose after we heard the survey is 425 01:08:36.090 --> 01:08:50.250 Board Room: The outcome of this is not to give you more work to do an edit to your places as to people who are now thinking, Oh my gosh, I've got to do even more. But to take a look at what have we asked you to do. Are you doing the things you should be doing. 426 01:08:50.880 --> 01:08:58.410 Board Room: Where can a social worker. Now maybe do some of the components that you weren't fulfilling. So how do we better with intention. 427 01:08:59.550 --> 01:09:15.780 Board Room: give clarity to those roles and responsibilities, so that we can discover places that bring you up to do that restorative justice for to build more relationships primary middle and high schools get into the classrooms for 428 01:09:16.920 --> 01:09:29.820 Board Room: Students at all focus groups didn't comment on wanting to see the sorrows more feeling like if they knew them because students said if we knew them as more of a person and not just a cop that would be better. 429 01:09:30.390 --> 01:09:40.530 Board Room: And so the sense of how we get time to do that kind of work in the school so that as another student mentioned in our consulting group. 430 01:09:41.340 --> 01:09:50.460 Board Room: If we have a good relationship with them. Then when the critical time comes. We're not afraid of them, and we know they're there to help us. 431 01:09:50.970 --> 01:10:08.400 Board Room: And so this idea of we say they're a trusted adult. How do they become a trusted adult in the life of a young person and not for if they make a mistake, but when they make a mistake, because we know that that's what happens in our lessons and so 432 01:10:09.480 --> 01:10:19.380 Board Room: That will be part of the review is to see what is their understanding of what they're supposed to be doing all day or a week and where can we make some shifts 433 01:10:19.890 --> 01:10:28.080 Board Room: Yeah, I just feel like I kept hearing relationships relations relationships with such a huge part. And I think you can form more positive relationships. If we start 434 01:10:28.650 --> 01:10:40.380 Board Room: You know, they can form those relationships when you start in elementary school to middle school and then by the time they're in high school and those relationships are established. So that was exciting. 435 01:10:45.360 --> 01:10:45.600 Board Room: I know 436 01:10:46.830 --> 01:10:50.760 Board Room: A lot of what we've been doing is building relationships with our families and our 437 01:10:52.380 --> 01:11:00.570 Board Room: Students and so the doctor downs with while I appreciate that qualitative narrative that you added to the Members who received from 438 01:11:01.470 --> 01:11:06.720 Board Room: Research. So on the online classes, featuring to me. 439 01:11:07.320 --> 01:11:19.230 Board Room: I do appreciate this recognition that the pre school to prison pipeline is a thing. It's not something they may not care in less than a little belt. I've been hearing about that for many years. 440 01:11:19.860 --> 01:11:27.540 Board Room: I've already school board Association classes and beyond. So we know that that's a pain that exists outside of our community. And so the fact that 441 01:11:28.230 --> 01:11:34.440 Board Room: We recognize it here and it made it clear that we're not blind to it. I appreciate that. 442 01:11:35.400 --> 01:11:41.430 Board Room: And even just what you said, Dr comments about that students saying that, you know, sometimes micro aggressions do apart and 443 01:11:41.700 --> 01:11:54.030 Board Room: That might be coming from our restaurant and like becoming more teachers, it might be coming week parents, you know, and we all need to be responsible for learning how to replicate those systems and what our responsibility is to 444 01:11:54.600 --> 01:11:59.130 Board Room: No longer replicate them. So I appreciate that the recognition there. 445 01:11:59.520 --> 01:12:11.010 Board Room: And just the fact also the SRS can be intimidating. You know, I'm a law abiding citizen and I sometimes I'm intimidated by a police officer in full uniform and a weapon. So that's a real thing. 446 01:12:11.610 --> 01:12:26.340 Board Room: That all humans will experience some more than others. So I think just the fact that we're pointing to that we're recognizing those are real things and helps me to know that we're actually a blind eye to significant factors this program. 447 01:12:28.050 --> 01:12:33.810 Board Room: I after reading all the data here reading all the comments and all the public 448 01:12:34.230 --> 01:12:40.350 Board Room: Testimony. And then the own my own research and reading the research that other fellow board members who have submitted. 449 01:12:40.740 --> 01:12:53.580 Board Room: I also had a conversation with Chairman marrying school board, who is also the chair of the Oregon SCHOOL BOARD MEMBERS OF COLOR pockets about prominence districts handle that I feel 450 01:12:54.690 --> 01:13:00.990 Board Room: Confident and the recommendations that are made by the superintendent in the memo. 451 01:13:02.040 --> 01:13:16.050 Board Room: Largely because I think is everything I just articulated and as I see so much alignment and what the research says and what we're seeing in our own district and what the recommendations are so does the you know the dramatic. 452 01:13:16.800 --> 01:13:28.950 Board Room: Need for clarity and roles and that's what a difference. And that makes what is the sorrows responsibility. What is the administrators responsibility and you know that's that's a good one. And what 453 01:13:29.610 --> 01:13:35.790 Board Room: trainings that needs to be in alignment with our district philosophy and vision that's a, that's a 454 01:13:36.870 --> 01:13:45.570 Board Room: Solid recommendation and then also to the addition of the social worker, because we know oftentimes these guys are 455 01:13:46.020 --> 01:13:59.970 Board Room: Doing the work that administrator to social workers might be doing it. So in what ways can we create interdependence for social worker and SRO I have clarity with the roles there so I I feel confident in those recommendations. 456 01:14:01.260 --> 01:14:02.970 Board Room: I think that the one 457 01:14:05.430 --> 01:14:15.720 Board Room: The one thing I'm still wondering about that. I don't see the memo. And then I had questions or concerns about what I see, to be 458 01:14:17.400 --> 01:14:22.500 Board Room: deficit and the process and that is a selection of the SRO 459 01:14:23.280 --> 01:14:34.860 Board Room: Because of the importance of the relationships, particularly between the teachers and the administrators and the SRO does there need to share and their role guiding our young people. 460 01:14:35.400 --> 01:14:48.180 Board Room: And intervening as necessary. So I'm really curious about the role that I'm school communities are playing in the selection of the SRO what already exists and or what else could we do to improve that process. 461 01:14:49.830 --> 01:15:05.940 Board Room: So let Dr downs respond to what it looks like. Currently, and we need to talk. Since then, about what we would adjust with that. So currently, our selection process. So currently, the we work with both cities and police chief 462 01:15:06.630 --> 01:15:25.080 Board Room: And they invite a high school principal to come represent community teachers, administrators counselors and student voices and they are part of the job interview process and part of the job. So Earth is around selection process. They also work. 463 01:15:26.280 --> 01:15:36.810 Board Room: With us as a district and the school police chiefs work with, you know, going to their advocates and they go through that process alone. 464 01:15:37.410 --> 01:15:44.340 Board Room: I think when we think about this and I talked about this in terms of next steps and moving forward. We would like to 465 01:15:44.910 --> 01:16:01.350 Board Room: Decrease voices at that table of uncertain selection in a natural process because it's all also welcoming somebody into a position. And again, I think that clarity and that definition for just be a good entry point into it. 466 01:16:02.940 --> 01:16:13.260 Board Room: Times, and so we have worked with police department when they know there's an SRO vacancy that's going to be happening, we usually try to 467 01:16:13.650 --> 01:16:23.400 Board Room: Connect basically try to post this position pretty early, and it just is dependent upon their departments on interest level and knowledge of the Department 468 01:16:24.030 --> 01:16:32.730 Board Room: Or knowledge of the position. And so someone has had a good time with the current NASA row or maybe been an officer and has bandwidth am on several different 469 01:16:33.300 --> 01:16:39.450 Board Room: Events or they understand that position. We've noticed that there's been a higher percentage of people interested in it. 470 01:16:40.290 --> 01:16:56.880 Board Room: The same has been true story, and I'm talking over the last 15 years or so, at both sides of the district and the opposite side has been true of event, maybe hasn't had a baby with them. We noticed that that can pools been smaller for interest in the position of a school resource officer. 471 01:16:59.160 --> 01:17:04.260 Board Room: So going forward, we, we got in conversation with the police chief not only broadening 472 01:17:04.740 --> 01:17:14.160 Board Room: Our involvement in that interview process right now there's one voice, that's the high school principal. But how do you get to be a student there as well. There 473 01:17:14.580 --> 01:17:24.240 Board Room: Hasn't been somebody from the district office. So who gets invited into that interview process. People are voices representative district, but we'll discuss 474 01:17:25.140 --> 01:17:33.660 Board Room: I think that piece of how do we also build capacity, there can't just be one officer, the police department, who's really good with kids. 475 01:17:34.500 --> 01:17:46.860 Board Room: And gets all gets the only training, but how do we encourage Qadri of people that go to events that might come along with the SRO to teach a class or 476 01:17:47.400 --> 01:18:00.810 Board Room: Get the training together so that, in the event, the SRO is absent for a week or two. For some reason there's a natural person who fills in that knows best kid in the district. 477 01:18:01.620 --> 01:18:07.440 Board Room: And could be someone who says, I've been coming alongside that after a couple years now. 478 01:18:07.980 --> 01:18:20.790 Board Room: I'm hoping. When the position opens or so. So focus on to another position that you know I'm interested in applying. So how do we build this capacity is also some of our interests with the police chiefs around 479 01:18:21.360 --> 01:18:41.760 Board Room: We're happy to do more invitations, because we think it benefits during yes arose engagement and have a car. Great, as well as future applicants to know more about the role. So those are a couple of thoughts. We also have around selection and delete past or future 480 01:18:44.220 --> 01:18:51.960 Board Room: For future campaigns and one question that I just haven't wanted to ask about this, about the uniform and I know that some of the comments. 481 01:18:52.470 --> 01:19:02.010 Board Room: Were to the uniform and and just the uniform. Can you, is there a certain requirement or I mean, is it the kind of thing where r s rose can come dressed 482 01:19:02.760 --> 01:19:15.390 Board Room: You know in a in a way that might be less intimidating, but still have the stuff on them. I don't know. So I'm just wondering if that's something that is part of the consideration or is that there's not much 483 01:19:16.830 --> 01:19:17.580 Board Room: Yeah, the 484 01:19:18.660 --> 01:19:34.500 Board Room: Conversation is Ben. This is not a new conversations been around a little bit. I'm going back to my principal half days. I know we took the time where we asked if the school resource officer be previewing and what they call soft uniform essentially a polo maybe a vest underneath. 485 01:19:35.910 --> 01:19:36.600 Board Room: And then 486 01:19:38.160 --> 01:19:44.940 Board Room: There was a small period that was approved and then they're actually unfortunately there was a school shooting in the nation. 487 01:19:45.390 --> 01:19:56.640 Board Room: And that kind of went away, but I was a couple week period we talked to students and staff members and we noted in the beginning that there was a sense of appreciation for different uniform 488 01:19:57.480 --> 01:20:10.020 Board Room: At the same time, they also appreciate when they went back to another uniform right now the way we have contracted with our cities is that they are also I'm at any moment could be called to an active 489 01:20:10.470 --> 01:20:22.710 Board Room: Situation in the cities and so they do it is very, it is very prominent from, from what I've learned from other schools and as her grows so they can be in our school at, you know, at lunch, talking with kids. 490 01:20:23.040 --> 01:20:38.160 Board Room: And then all sudden get a call and they need to go to that call. And so it's definitely been something that we've talked about and that we've explored. But at this point, they are asked to be careful what they consider their full uniform and that includes with with 491 01:20:39.510 --> 01:20:39.990 Can ask 492 01:20:41.610 --> 01:20:51.840 Board Room: So Lynn and the officers are coming to talk to any level of a classroom so that other triad part of their role or they always in full uniform 493 01:20:54.690 --> 01:20:55.650 Board Room: Currently, yes. 494 01:21:00.390 --> 01:21:00.930 Board Room: This was 495 01:21:02.910 --> 01:21:11.550 Board Room: This idea of the barrier of the uniform we're noticing the uniform and you've mentioned it to director King 496 01:21:12.000 --> 01:21:24.600 Board Room: We just had a reaction when we see a new form I have reacted when I pass a police car go down. I wasn't even going fast. So there is this, this kind of societal reaction to law enforcement. 497 01:21:25.950 --> 01:21:33.720 Board Room: And in the consulting group where we had eight students after they've heard the research of a comment came up about 498 01:21:35.100 --> 01:21:53.910 Board Room: You know, I'm just think if they didn't have to carry a gun. So there wasn't really a lot of conversation about the uniform the clothing. It was about. They have a gun on them and the students engaged and probably about three to four minute conversation around 499 01:21:54.990 --> 01:22:06.570 Board Room: Yes, but it always. It also serves as a deterrent because someone who might want to come into our school and do something bad knows that there's a police officer with the gun. So how do you reconcile 500 01:22:06.930 --> 01:22:17.640 Board Room: The feelings you have proposal knowing and actually a students that almost verbatim quote that I ended my mo with we have to kind of think about doing one of these say for feel safe. 501 01:22:18.570 --> 01:22:28.140 Board Room: And we give up a little bit of feeling for knowing that we are because our s or has a weapon, the conversation that ship it to 502 01:22:29.160 --> 01:22:40.260 Board Room: So how did we maybe mitigate that they didn't use that word mitigate but in essence is what they were trying to get at. And then there were some suggestions, could they lock it in their office. Could it be more concealed. 503 01:22:41.880 --> 01:22:54.690 Board Room: Could they not carry it all the time to be in the car. So in that group, while they were talking about the uniform, they really were talking about the gun and not so much the clothing. 504 01:22:55.680 --> 01:23:04.650 Board Room: And this idea of what do you do to help mitigate some of the feelings about retention that could come up with just seeing that the officer carries it 505 01:23:06.210 --> 01:23:15.750 Board Room: So it did come up for our students and they immediately went to kind of problem solve the situation and think about where the gun could be stored the east or easily access 506 01:23:16.380 --> 01:23:35.250 Board Room: And then the police chiefs who are able to debrief after the students were excuse went back to class brought up again, you know, how do we break down this barrier, but a uniform we needed on. But how do we mitigate and understand those feelings are there and what can we do 507 01:23:41.010 --> 01:23:49.650 Board Room: Right, and that's where I'm just wondering if they're used to that uniform from the time that we start that relationship in primary school that 508 01:23:50.700 --> 01:23:59.790 Board Room: That the uniform cannot is seen differently, it's seen as the protector and the friends and the helper and the counselor and the teacher versus 509 01:24:00.300 --> 01:24:09.810 Board Room: Just the law in, you know, the negative implications. They might suffer loss. So, just wondering if that then is, how were you know we can't do anything about the uniform or changes so 510 01:24:12.420 --> 01:24:16.080 Board Room: Just a quick time check. We're a little bit past 630 511 01:24:18.180 --> 01:24:26.520 Board Room: Y'all want me to make a motion, and then we can see what our questions are special people want before emotion is may 512 01:24:32.910 --> 01:24:34.110 Board Room: Be running before 513 01:24:37.080 --> 01:24:52.890 Board Room: So, I mean, really, if I can. What that does is a reason. A question for me. Why don't. In particular, we heard a lot of positive information about one officer, so like that raises a question like, 514 01:24:54.150 --> 01:25:06.240 Board Room: If we had hired if we hire somebody, and it was exclusive to us, we make those on rules about uniform, they're not going out on calls and dispensers with need 515 01:25:07.320 --> 01:25:17.700 Board Room: We know who we're getting we have, you know, our selection all. So obviously there's a reason why we don't. And I just think it's important to talk about 516 01:25:18.270 --> 01:25:31.650 Board Room: Is the best that of having someone's embedded in a city police force greater than the benefit that we would get if we know that we are 517 01:25:33.150 --> 01:25:46.830 Board Room: Well, if we had our then they wouldn't be working in conjunction with that. I don't know. Like, it's an inner agency thing because when when I emergency situation. 518 01:25:47.850 --> 01:25:59.310 Board Room: Well, we have one officer from the Roosevelt police department and one school he calls to his local police department for all the backups, where you wouldn't have that you would have 519 01:25:59.910 --> 01:26:07.350 Board Room: Is that still at all. Yeah, thank you. Wouldn't they wouldn't be working together. This is an independent agent agency. 520 01:26:08.760 --> 01:26:12.750 Board Room: We're now you have the full force of the agency behind the one pager, but that 521 01:26:13.920 --> 01:26:24.570 Board Room: Is what makes sure that that's true, that that is the benefit of having somebody who is part of the police department they know all of 522 01:26:25.200 --> 01:26:46.830 Board Room: The key players the roles. The definitions, who's working what their strengths on staff at the police department and they know our staff, our school locations, inside and out, and a majority of the students and so that conversation happens quickly instead of 523 01:26:48.120 --> 01:27:07.260 Board Room: But to give you some background. Here's what we need to know about our building, they immediately know and the right way is super short in terms of response time, particularly for emergencies and crises, but also just in the life of something happening, particularly traumatic for a student 524 01:27:08.550 --> 01:27:27.780 Board Room: And they're particularly into the dignity of students responding to them in the way that we asked them to there's been a lot of conversation about how where I have conversations with students. If an interview needs to happen a search needs to happen, how to do it with care. 525 01:27:29.190 --> 01:27:31.410 Board Room: And having someone would work with regularly. 526 01:27:32.820 --> 01:27:49.590 Board Room: Instead of just calling and getting a response from a company or please, but I think I hear you saying hierarchical officer those things would still be in place, but they're not connected to the police department. I think it was critical knowledge there. 527 01:27:51.150 --> 01:27:57.510 Board Room: Was one other quick thing, Turkish, we also rely on that concept and Malaysia. 528 01:27:58.530 --> 01:28:00.900 Board Room: I think this communication between 529 01:28:02.160 --> 01:28:13.410 Board Room: One another. Pretty invaluable for us as school communities because most many of our schools are, you know, house alone of the neighborhoods of their cities have, you know, they are 530 01:28:13.800 --> 01:28:22.920 Board Room: People know and go to the, you know, go there for many other reasons. And what we have appreciated. Is this liaison with the police department and 531 01:28:23.280 --> 01:28:34.200 Board Room: I was just thinking of this one example that it was. Yeah, nothing emergency it but but for the student who had to think we got it a little fender bender. It wasn't pretty big emergency and within 30 seconds. 532 01:28:34.470 --> 01:28:43.500 Board Room: There was a call that literally said to block off this little thing in three other cars that showed up real quietly literally got the student away of a side thing. 533 01:28:43.800 --> 01:28:49.920 Board Room: Everyone else no one else we let this happen after lunch. And that was an immediate support that the SRO 534 01:28:50.610 --> 01:29:04.380 Board Room: Without that, so it will be there. It was an immediate and that will help that student in that family and they let us know later how appreciative. They were on something like that. And so there is that community connection. They also do rely on 535 01:29:05.520 --> 01:29:10.830 Board Room: The Sri rose to a non school times the weekends summertime. 536 01:29:12.060 --> 01:29:25.080 Board Room: You name it. They rely on our connections and the relationships that have been built and so that they spend time learning and spending time in the community. They also get their trainings and kind of stay up on 537 01:29:26.400 --> 01:29:29.340 Board Room: You know what police training they need to be a part of. 538 01:29:31.110 --> 01:29:42.930 Board Room: This. So I want to share a little bit of my thinking. But my final my final concern and I'm going to share this with my phone number. So I did have a long conversation with cheap works. Some months ago. 539 01:29:43.950 --> 01:29:48.150 Board Room: And it was my second conversation I had with him and 540 01:29:50.310 --> 01:30:06.690 Board Room: We already know that the city of Westland police department has issues with acting in racially in equitable and probably a multiple ways. So, um, for me. 541 01:30:08.250 --> 01:30:21.060 Board Room: Because they are the ones selecting our sorrows. They are the ones collaborating. They're the ones we are probably trying to persuade it when we're, we're trying to work with them with our students. 542 01:30:22.050 --> 01:30:35.610 Board Room: They're providing the training and the criteria equity racial bias, those kinds of things are a big concern to me. How are we going to going forward address that and I 543 01:30:38.760 --> 01:30:50.040 Board Room: I appreciate the recommendations from the superintendent. I like the the sample the model memorandum of understanding 544 01:30:52.620 --> 01:30:56.370 Board Room: I think that heads in the right direction when I talked to 545 01:30:58.110 --> 01:31:23.070 Board Room: Some of my colleagues who work with juvenile delinquents. They are concerned that when there is an SRO that the outcomes for students can be wildly disparate and sometimes harsher and so the statements made by the superintendent that when you have these protections in place, or these 546 01:31:25.260 --> 01:31:43.020 Board Room: Structure that you don't get those outcomes that you're worried about and that that sometimes my knowledge is that whether that sorrow and, particularly, we've learned that when we got very specific positive feedback about one in particular that that is 547 01:31:44.760 --> 01:31:53.940 Board Room: That's correct. That's the kind of outcomes we hoped for. And that's what we see reflected in our responses on both from the focus groups and the surface. 548 01:31:54.510 --> 01:32:03.510 Board Room: So I think that's all encouraging. What I didn't see in the materials that concerns me and I did not hear in my conversation with Chief works. 549 01:32:03.900 --> 01:32:23.940 Board Room: Was any acknowledgement that there is implicit bias and what to do about it and that their training and they're, they're looking for it. And so I think that idea of data as provided and that is really important. I'm glad we're starting this conversation. But I absolutely do not 550 01:32:25.320 --> 01:32:35.430 Board Room: Have faith that on their own, that it's been done to the extent that I would want it to be done. So I think that question asked by 551 01:32:37.080 --> 01:32:41.160 Board Room: Dr. King, the deficit of being the selection of ASR is huge for me. 552 01:32:41.610 --> 01:32:54.270 Board Room: And there are 19 officers and Wilson build one of them as a school resource officer. It's hard to believe how much difference. We're going to make when there's a police department at 19 and multiple. I don't know how many there is one 553 01:32:54.990 --> 01:33:06.210 Board Room: But I think there has to be any and I think we, the city of Wilson bill. And when we meet jointly with our cities, we need to take this as a huge priority for us. 554 01:33:06.570 --> 01:33:19.920 Board Room: That if we're going to continue to contract with the city for us arose. You need this kind of training. I guess that's a whole pilot have. And I think when we're looking at systemic disrupting systems of racism. 555 01:33:20.280 --> 01:33:33.690 Board Room: That's something we can ask our counterparts on the city. So we're not just relying on the chief of police, but that we are saying this is what we as a school board expect from you as a city that's something you can deliver 556 01:33:35.100 --> 01:33:42.180 Board Room: Those that's my thinking that those are I think those might be thinking in regard to 557 01:33:45.960 --> 01:33:47.400 Board Room: And, and, I would add, I 558 01:33:48.720 --> 01:34:04.710 Board Room: My other thing is I think people falsely believe that the police officer should be doing social work and mental health work and I'm much really that we're moving in the direction of providing those services, separate from on horsemen, because I think that's tricky. 559 01:34:07.440 --> 01:34:08.490 Board Room: One of the thoughts that 560 01:34:09.540 --> 01:34:15.720 Board Room: Came up for our group. And again, as we are working on this memorandum and recommendations is 561 01:34:16.410 --> 01:34:34.320 Board Room: After the train at the top of your trainings. How do you create a professional learning community in which to practice what you've been trained in and our SRO have for many years been a part of a lot of the events that we do and meetings and they 562 01:34:35.370 --> 01:34:50.130 Board Room: That language, but there are also these monthly meetings with other sorrows and our understanding from that is that the agenda can vary. They can be about some other trainings, or how do you 563 01:34:51.120 --> 01:35:05.040 Board Room: Write a ticket for something. Our wonder is in establishing a PLC for SRO with other school districts that are doing the same review, we don't or slack message with the equity lens. 564 01:35:05.400 --> 01:35:16.950 Board Room: Be version is tiger Tualatin Lake Oswego is starting one if there's a cod ray or PLC of sorrows and they bring on high school principal with 565 01:35:17.370 --> 01:35:32.550 Board Room: Them to those monthly meetings or district staff member, then you could do a tabletop exercise a case study and say, how do we interact with a student in this situation, how do we do it in a way, when we're checking for implicit bias. 566 01:35:33.630 --> 01:35:46.980 Board Room: And they can move to that kind of a meaningful PLC that the kindness described by the experts of PLC before and there's interest in that everybody wants to go to a meekness meaningful. 567 01:35:48.330 --> 01:36:02.610 Board Room: And so we we've talked about urging for maybe a cod ray or PLC among those school districts with data review now and have elevated the standard around what's expected in terms of 568 01:36:03.540 --> 01:36:20.520 Board Room: That kind of interaction with students. So there's a lot of opportunity for not just getting that training, but then growing that mindset and that culture and maybe even inviting a colleague or two to those kinds of sessions to continue to build capacity. What I hear you saying 569 01:36:23.460 --> 01:36:23.820 Board Room: Done. 570 01:36:25.380 --> 01:36:26.670 Board Room: Dr. London said today. 571 01:36:28.050 --> 01:36:29.640 Board Room: He does not have questions tonight. 572 01:36:35.910 --> 01:36:42.270 Board Room: We have the ones that you are referencing and we are both willing to prevail over. Yeah. 573 01:36:48.750 --> 01:36:56.460 Board Room: And while we're doing that for people watching at home or they have to submit questions in advance of the meeting so that whatever 574 01:36:57.510 --> 01:36:58.680 Board Room: Questions in advance. 575 01:36:59.820 --> 01:37:02.550 Board Room: That your answers are English and honestly 576 01:37:05.070 --> 01:37:05.550 Board Room: We can 577 01:37:07.200 --> 01:37:09.330 Board Room: First question with regards to 578 01:37:10.380 --> 01:37:15.930 Board Room: Your transmitter. I'm on the right set of questions, I believe, is around just pastoral costs. 579 01:37:17.670 --> 01:37:33.030 Board Room: That people will still answer customers per year and the memo says we pay 5000 per year for westlands as through and for us is the difference in how we're built for the city to cost us her own to 580 01:37:34.980 --> 01:37:42.660 Board Room: From the city of westlands based on our building. And so we projected out into the projections about 55,000 581 01:37:43.680 --> 01:38:01.080 Board Room: And then we also noticed there's a difference of that we're actually charged for overtime. So imposter. It's a school resource officer from westlands stays and works and night event that we will be charged that event and you can kind of see that in the two different charges. 582 01:38:03.090 --> 01:38:13.230 Board Room: The city of Wilson build a difference in Michigan, the shares is they have assumed cost in there. And so for instance overtime is assumed in that cost that we get from from Wilson bill. 583 01:38:14.430 --> 01:38:21.270 Board Room: And they also add in Moscow ads and cost for uniforms vehicles fuel and trainings. 584 01:38:21.780 --> 01:38:36.360 Board Room: And then we split the cost and the City of West ladies is done a little differently. So the 55,000 is kind of our, our base projected and then we know that we're going to get a little more with overtime and it is year to year dependent and so that's 585 01:38:37.470 --> 01:38:42.630 Board Room: Kind of one difference. Yeah, mostly said I submitted probably 20 questions. Yeah. 586 01:38:44.400 --> 01:38:54.930 Board Room: Points. Okay. Sorry. People like two or three that. Absolutely. Absolutely. I know. And I bought. I thought you asked for me to go you know that all good. Okay, great. 587 01:38:56.190 --> 01:38:57.060 Board Room: Yeah yeah 588 01:39:01.380 --> 01:39:12.030 Board Room: Yeah, but the questions that he asked was, do the typical time cold day, otherwise churn. So, and I have no idea what next time you should be good work. 589 01:39:12.720 --> 01:39:30.000 Board Room: She's done how that time. Absolutely. Thank you. So I don't want to speak for them, but I can't because I want different hats and, you know, I've worked directly with them as a teacher in our district administrator. And now, and my role here. So an SRO going to their 590 01:39:31.800 --> 01:39:39.690 Board Room: Their departments in the early morning they do it early morning call with their departments and they're in their early before seven, then they 591 01:39:40.080 --> 01:39:49.530 Board Room: Do a gigantic, you know, just like we do. And then they go off to school. And so our as far as I just want to share a little bit of Day in the Life or we can apply for Vanessa row. 592 01:39:49.860 --> 01:39:58.530 Board Room: So most times the SRO does start at a high school and then we'll check in with administrators high school and be around in the parking lot and 593 01:39:59.160 --> 01:40:10.200 Board Room: In the hallways and connecting with students and staff members doing what the administrators do which is there's a really good time to check in with people before kind of the madness starts 594 01:40:11.610 --> 01:40:26.550 Board Room: They may be also asked in a week to attempt the district safety committee which needs of the district office and Operations Center and what they'll do is connect with other district leaders and share their vantage point, and they bring such a unique lens to that to those monthly meetings. 595 01:40:29.580 --> 01:40:40.410 Board Room: They may have any gas to attend to like them grow and asked to run it and then they they're the ones who sit and debrief with the principles, along with our CEO Catholic off and others. 596 01:40:41.190 --> 01:40:46.320 Board Room: To say, how did they know what went well, what didn't go well make again give their law enforcement lens. 597 01:40:47.310 --> 01:40:56.040 Board Room: They are all day long, engaging interacting with students if they are you know in the hallway to the outside of passing times, you won't find them in the offices there. 598 01:40:56.370 --> 01:41:05.790 Board Room: There are making connections with students. One of the things that I noticed is that something would happen in a typical day is a student would come up with a hypothetical high schools in particular love hypothetical 599 01:41:06.300 --> 01:41:13.860 Board Room: So just hypothetically. What we do to get someone outside of the curve you. What does that look like one of the things that comes out of that are these 600 01:41:14.640 --> 01:41:22.170 Board Room: Informal interactions that build relationships. They may also then after that hypothetical get called by the counselor to say 601 01:41:22.620 --> 01:41:38.490 Board Room: Hey, since you're here. Can you help us with the family situation. I think you've worked with them. Last year, we want to run this by you and they will connect to the counselor administrator, they may be asked to be a guest speaker in the class, all the while they mentioned, I talked to 602 01:41:39.570 --> 01:41:54.900 Board Room: Principal and Maya earlier today and you know the SRO I could be at the wheel of thought and then they have to hustle over to Maria Creek because they're going to be a part of the assembly and being part of a karaoke lip sync, but for an assembly as the running freak. 603 01:41:56.520 --> 01:42:06.570 Board Room: We also asked our sorrows to lead some restorative circles and so they may come back to a high school and are leading a circle. After lunch, or during lunch. 604 01:42:08.790 --> 01:42:23.670 Board Room: At the end of the day, typically, if they don't have a night event it's around, you know, after the kids leave campuses and and it's around three 334 o'clock at the high school level and then many times they're asked to come back for a night event mainly 605 01:42:24.690 --> 01:42:32.400 Board Room: You know, it's about relationship building. But to be honest we. It's a lot about supervision as well. Many times the local police department actually asked for. 606 01:42:33.240 --> 01:42:45.720 Board Room: Authors to be a larger events on our campuses. So the typical day again seven to 334 very active most likely they you see that in and out of there. 607 01:42:46.110 --> 01:42:57.480 Board Room: Are several time running from less than high school, the roadmap, then the Bolton, then back to us on high school then at lunch there out wave and it gets slowing people down or making connections with students. 608 01:42:58.380 --> 01:43:09.330 Board Room: And then I also notice that a typical day, the text messages from principles, the check ins. They have 10 seconds to say I'm working through something. Do you have a minute. 609 01:43:10.020 --> 01:43:18.300 Board Room: Did you ever follow up with that family or that student. And so these check ins are frequent, I would say three and in communication with 610 01:43:18.870 --> 01:43:28.380 Board Room: Principles at all levels, one of the things that I consistently heard was someone that you know they they are site. We just want someone to build these mutually beneficial relationships. That's consistent for us. 611 01:43:28.680 --> 01:43:39.840 Board Room: We know them we trust them, and we reached out to them and they find that when times in a row is on vacation. It's Dr. McGuire mentioned, or was not there that they were thinking 612 01:43:40.410 --> 01:43:47.760 Board Room: They wouldn't share with another police officer right then they went to last a robot back into town, unless it was something emergency film. 613 01:43:49.260 --> 01:43:49.770 Board Room: And then 614 01:43:51.510 --> 01:43:59.280 Board Room: I think that's kind of it. I just want to give a maybe a broad sense there's a lot more to it. There's a lot of intangibles. There's a lot of conversations that we 615 01:43:59.460 --> 01:44:07.020 Board Room: We've heard that students would say, why wasn't going to tell someone so but I made it to Monday you took me half of the weekend, but I'm waiting for somebody to talk to. 616 01:44:07.620 --> 01:44:16.560 Board Room: Our school resource officer about this. And so our officers mentioned that usually the beginning of the week. There's this connection point with students in particular. 617 01:44:19.020 --> 01:44:20.370 Board Room: I don't know if that helps. That was 618 01:44:21.390 --> 01:44:24.450 Board Room: Kind of a week in the life. Can I ask a follow up question. 619 01:44:25.290 --> 01:44:42.390 Board Room: Because I know part of that trade is teaching just adequate and you may not know the answer to this, but how much how maybe it's how often a week do you think they end up in a classroom so probably just a couple for guess speaking and it will be cyclical, it will be like a certain 620 01:44:43.770 --> 01:44:53.340 Board Room: Region teachers has a unit on something that they're going to become an interview guest speaker on they know the family come in there for first, third, and fourth period, we don't make it easy on that for 621 01:44:53.670 --> 01:45:06.540 Board Room: Whatever period we need them to be in there for. And so in a typical week probably just a couple. There are weeks where they are literally like feeling like I am the guest speaker for this week for multiple classrooms and so 622 01:45:07.980 --> 01:45:22.830 Board Room: We try to be smart and spread that or, you know, communicate about who needs the SRO to be a guest speaker. And there are times where we, they just have to tell us we don't. We can't make it work, we cannot get to I would buy, you know, for period there. 623 01:45:26.010 --> 01:45:33.030 Board Room: Was the questions I had additionally was in the three roles that they have educator for informational informal counseling enforcer. 624 01:45:33.540 --> 01:45:44.010 Board Room: Roughly speaking, what we're sending to their time is spent doing those things and analysis. What percentage is spent doing other things, like for example, it seems like to travel time between schools that way to do it. So, 625 01:45:44.250 --> 01:45:50.760 Board Room: He gives a sense of how much time is spent into those categories, percentage wise understanding that every single different 626 01:45:53.940 --> 01:45:56.070 Board Room: Yes. So, you know, in 627 01:45:58.500 --> 01:46:00.780 Board Room: In our experience, that 628 01:46:02.250 --> 01:46:11.940 Board Room: It's not probably proportional right now as we would like, as we as we could decide this. There's a lot more law enforcement investigation. A lot of called out to do. 629 01:46:12.630 --> 01:46:21.570 Board Room: A follow ups, we noticed that sometimes our sorrows in their own departments end up getting calls for anyone between the ages of five and 80 630 01:46:22.080 --> 01:46:33.570 Board Room: And so this conversation for us of helping to narrow the scope, I would say that over half their time is spent or even a little bit later than that spend on the law enforcement side of it. 631 01:46:33.930 --> 01:46:47.580 Board Room: And right now, and the other two branches that probably again under you know 15 to 20% and you may take a percentage is work. But for us, we through this process. Actually, it's been extremely helpful to see 632 01:46:48.330 --> 01:46:56.700 Board Room: We do feel good about using a triad model. And we've done that and we still like tweaks to it. We still need to make some some effective tweaks to it because 633 01:46:56.940 --> 01:47:03.810 Board Room: We actually think it can be shifted in order to help support the relationships and the long term sustainability of our work with 634 01:47:04.770 --> 01:47:15.270 Board Room: All that stuff is that it's kind of hard to quantify. I tried to do it. And I tried to give a better percentage, but it's definitely over half their time on, go on law enforcement side and 635 01:47:17.730 --> 01:47:28.200 Board Room: I would just add our, our belief with that is to Dr. Dan's point when you have one person that the department gets to know especially when a person has been in that role for many years. 636 01:47:28.590 --> 01:47:36.090 Board Room: And I do want to say, you know, one of our services only been with us for a year and then after that was covert or third of that so 637 01:47:36.570 --> 01:47:48.540 Board Room: You know I longer there sustain in the in the program, the more they build positive relationships and we know what happens is that when it's called police department has anything to do with 638 01:47:49.470 --> 01:48:09.330 Board Room: That age. It's like maybe the SRO can look into that one. And so our thinking is with this cod ray of how do we do for capacity. Why does it always have to be SRO that looks into any call that has to do with school age children or parents of school aged children potentially 639 01:48:10.380 --> 01:48:16.260 Board Room: But to build more capacity freeing up and bringing down some of those ratios. 640 01:48:17.430 --> 01:48:32.340 Board Room: I could technically just benefit the department, as well as for us knowing that if that SRO happens to be out for surgery or vacation that we have someone else who's been also working with students and families in the community. 641 01:48:33.630 --> 01:48:42.450 Board Room: So as we were kind of looking at those percentage Institute. It was an interest in I just become more more equalized. Why don't we try it. 642 01:48:43.080 --> 01:48:52.980 Board Room: One of the questions I responded to, to remember was also if an active investigation is going on, or even a couple. Sometimes it can really consume. 643 01:48:53.760 --> 01:49:11.730 Board Room: Phone calls looking into something and all of that week. It might be off kilter terms of proportion. And then another week a tremendous amount of time just being with students in that game before one teacher role and probably any time doing what we might consider in the law enforcement. 644 01:49:12.990 --> 01:49:15.960 Board Room: So it can vary as well, especially 645 01:49:18.930 --> 01:49:25.440 Board Room: And last question number drums. Can you may hear the percentage of the time split between high school, middle school and primary school 646 01:49:25.740 --> 01:49:41.910 Board Room: But yeah, so even though they're slated in the high school and they have an office there they are not, they're probably there again, it's a percentage around 60% and then let's say they're in the middle schools 30% and then remember we feel the large number of primary schools that have 647 01:49:42.960 --> 01:49:47.520 Board Room: The rest of the percentage here for us but you know we we probably see it like that. 648 01:49:48.360 --> 01:49:55.680 Board Room: It is depending on the year. So for instance, we didn't when talking with our school resource officers and just kind of double checking some things that 649 01:49:55.980 --> 01:50:01.050 Board Room: They do spend a lot of time beginning of the year, making sure they're visible that they're at primary schools. 650 01:50:01.410 --> 01:50:07.410 Board Room: Middle Schools as much as they can. And they really have a desire to be there to do that. And so 651 01:50:07.740 --> 01:50:18.390 Board Room: I know our high schools are consistently pushing, and prodding say, you know, please. Your to who you know rose months assembly. That's excellent. And you know and and they do. 652 01:50:19.230 --> 01:50:27.990 Board Room: But in the beginning. And, you know, for us, for the majority of the year, they probably are just a little bit over half the time of the high school mini split it the rest of the way. 653 01:50:28.560 --> 01:50:36.390 Board Room: On both sides of the district. It just gets a lot. It really is. It's a lot to big asked for. But what they've done a great job on is being accessible. 654 01:50:36.840 --> 01:50:51.060 Board Room: And that accessibility is helpful for everyone in the system and they have a desire and we've heard this for two years to to get more connected with our middle and primary schools and not in a reactive way. But at the very proactive way. 655 01:50:52.380 --> 01:50:57.000 Board Room: Just one last thing I misread guest speaker, but you reminded me of this like when 656 01:50:58.620 --> 01:51:06.870 Board Room: We their guest speaker. One thing that we hear from students is they actually appreciate the ability to do a follow up because they actually will see them later that day or 657 01:51:07.410 --> 01:51:14.370 Board Room: One of our sorrows has a great thing. That said, you know, if you ask me a question later in the day you know I may or may not have candy upon me or something like 658 01:51:14.730 --> 01:51:24.570 Board Room: There's a, there's a, there's an ongoing relationship that they they have with that guest speaker that we really don't have another guest speakers and so that's been kind of a 659 01:51:24.990 --> 01:51:31.830 Board Room: Unique outcome that we've actually used our sorrows as guest speakers more. So the last seven to 10 years and we did previously. 660 01:51:34.950 --> 01:51:46.440 Board Room: Right. And just as a time check here at seven o'clock, and I'm not in the direction of our discussion, thus far, I see indications that we could actually make a decision to see 661 01:51:47.700 --> 01:51:48.090 Board Room: So, 662 01:51:49.980 --> 01:51:52.950 Board Room: If that's the direction we're moving love to hear 663 01:52:04.410 --> 01:52:06.390 Board Room: Thank you for all your employees. 664 01:52:09.300 --> 01:52:09.720 Board Room: And 665 01:52:11.130 --> 01:52:11.880 Board Room: I also just 666 01:52:13.560 --> 01:52:15.270 Board Room: Via bias comment. 667 01:52:16.860 --> 01:52:24.480 Board Room: Share monitoring superintendent Ludwig and myself attended the training, maybe also Dr. Ryan marks am training. 668 01:52:25.080 --> 01:52:33.390 Board Room: And all this out myself. I actually accidentally took the implicit bias test and I can turn men and women and what surprised. 669 01:52:33.870 --> 01:52:46.230 Board Room: Me in via text very that was actually what I was making them about women and some of the gender stereotypes there so I share that as a way of saying is we all carry it with you. 670 01:52:47.400 --> 01:52:49.110 Board Room: Know people cation on any 671 01:52:50.340 --> 01:52:51.720 Culture so 672 01:52:54.360 --> 01:53:06.930 Board Room: The motion. And I guess I'm not sure about adding and one thing about the selection of as far as being a collaborative process. So I'm I'm considering because I've heard 673 01:53:07.980 --> 01:53:21.450 Board Room: Members say that they also have an interest there. I'm going to take a go at this that I'm I'm that we retain the SRO program and make the recommended improvements. 674 01:53:22.410 --> 01:53:33.720 Board Room: One, two, and three that are endless. Dr Ludwick with the addition of a cane below the J that as that there would be a collaborative 675 01:53:34.230 --> 01:53:48.480 Board Room: Collaboration between the school community and the police department and the selection of the ASR which I think we indicated interest to do, but I don't see it here in the middle. It's in letter C. But perhaps that doesn't 676 01:53:51.420 --> 01:53:59.700 Board Room: Apply for job description, officer. So like there is an Officer Selection. Okay, thank you. I didn't see that. So then, let me submit and track that. 677 01:54:00.960 --> 01:54:08.250 Board Room: All the things right and then I'll just make another emotion that we retain fri program and implement the 678 01:54:11.370 --> 01:54:11.760 Board Room: Second, 679 01:54:15.030 --> 01:54:17.760 Board Room: Any further discussion. I don't want to stop. 680 01:54:21.390 --> 01:54:27.690 Board Room: I think it's important to look at the goal that we're really committed, we had here was 681 01:54:30.840 --> 01:54:43.830 Board Room: To better understand if it supports the district's call quote unquote depending on the outcome of this examination. The board will conclude this process that evidence based decision to maintain change or MS or a perfect 682 01:54:47.460 --> 01:54:54.240 Board Room: And I think this is an important one too long. Right, so I can't speak to my fellow board members but I support this community because 683 01:54:55.320 --> 01:54:59.190 Board Room: In 2021 questions that we're asking is, are we asking too much of our police 684 01:55:00.210 --> 01:55:13.860 Board Room: Are we asking the police to do things that are more effectively accomplished by someone other than police. And that's particularly important because it's difficult already knowledge SRO programs, if not effectively manage can actually for kids. 685 01:55:15.000 --> 01:55:29.040 Board Room: And so that's why I thought we began this process and not only doing this right. The largest school district in Oregon has ended their entire separate. That doesn't mean we should follow the lead, but it's an indication that this is an important question should be evaluating 686 01:55:30.570 --> 01:55:44.790 Board Room: And so why expectations for the district was that there would be a thorough review at a macro and micro level qualitative and quantitative that would allow this board to perform a cost benefit analysis make determinations and 687 01:55:46.320 --> 01:55:52.740 Board Room: What our goals working in our program, whether the goals are best accomplished with arrows somebody else or some combination thereof. 688 01:55:53.460 --> 01:56:09.990 Board Room: And to help guide this process, Chairman with when I submitted questions on September 30 2020 to help guide that process. I don't feel we got close to what we needed district. We got or glossy brochure for the police department telling us how great the ASR programs for 689 01:56:11.280 --> 01:56:14.850 Board Room: Survey results from 3% of our income 8% of our parents. 690 01:56:15.810 --> 01:56:24.390 Board Room: Which we don't even know comment to that those who opted in versus those who were playing the selected this person from the polling company said that this is not an accurate way to understand 691 01:56:24.810 --> 01:56:33.450 Board Room: Have students felt about this program. A smattering of seemingly random articles about so closely and a hard time finding a team of 692 01:56:34.260 --> 01:56:46.080 Board Room: And so usually didn't receive I didn't you get some clarification tonight but not a clear idea of what the extra permanent costs you still unknown total pass to the city of West one for the best financial officer. 693 01:56:47.190 --> 01:56:53.580 Board Room: We received virtually no evidence, the evidence based findings regarding benefits and potential risks of a natural program. 694 01:56:54.270 --> 01:57:01.620 Board Room: And no kind of like summary of what the latest research and findings are all of the benefits or the possible detriments of natural program. 695 01:57:02.370 --> 01:57:11.820 Board Room: We receive no options other than the one single recommendation neighbor, the district office and he received no discussion of whether the DVDs performed as arose, you get accomplished by someone else. 696 01:57:14.070 --> 01:57:18.810 Board Room: So prior to tonight's meeting I straight is concerned to the district office. And this was the response like that, quote, 697 01:57:19.680 --> 01:57:24.990 Board Room: The District team review the comments by students and staff and community in the survey and the focus groups. 698 01:57:25.530 --> 01:57:37.230 Board Room: This feedback indicates to us that our as our program is operating well staff was asked presented recommendations. This work section we have done that staff dissatisfied with the review financing recommendation first 699 01:57:38.190 --> 01:57:43.770 Board Room: Well, I'm telling you, I'm not satisfied with the findings, the recommendations for the review. 700 01:57:45.780 --> 01:57:51.660 Board Room: Well territory. That's important, and hearing from students is important at the end of our process. 701 01:57:54.150 --> 01:58:07.140 Board Room: We charge the district with a comprehensive review of the extra program that allows the border make an evidence based decision and we're now being told that if we didn't feel the district, a good enough job. We can do it yourself. That's the way I read the district responsibilities. 702 01:58:09.300 --> 01:58:16.860 Board Room: And we also told that they were told me to eliminate the programs have that is I know turn on and that's a little beyond my expertise. 703 01:58:18.540 --> 01:58:25.740 Board Room: So let me describe how this feels from a woman's perspective, it feels like the district doesn't want the board to people involved in this process and meaningful way. 704 01:58:26.760 --> 01:58:33.600 Board Room: And I feel this is a pattern of this issue that we're making progress on and now we're progressing in 2020 705 01:58:34.350 --> 01:58:40.440 Board Room: And I think the district is a victim of its own excellence. And what I mean by that is the default is so confident and its own rightness 706 01:58:41.160 --> 01:58:45.600 Board Room: That it becomes more interested in explaining why it's right, rather than the meeting a meaningful conversation. 707 01:58:46.440 --> 01:58:52.410 Board Room: And this goes to what I said my very few months on a board which is that as a board member. I want to be educated on be persuaded 708 01:58:53.190 --> 01:58:57.270 Board Room: And in this case, tonight I do like we got a thoughtful analysis as the board requested. 709 01:58:57.870 --> 01:59:08.370 Board Room: We instead that it feels to me like a rice job intended to get the board with the district office. Once it rather than educate the board to the pros and cons administer a program can have a meaningful conversation about that. 710 01:59:10.200 --> 01:59:13.020 Board Room: So I, I cannot support the recommendations and 711 01:59:14.220 --> 01:59:22.350 Board Room: I don't want to go. No, because it could be the variables. The best recommendation possible, but I don't feel that a meaningful analysis has happened yet. 712 01:59:22.740 --> 01:59:33.630 Board Room: And so my request to my fellow board members is to not support tonight's resolution as a chance to go back and do the thorough analysis. The evidence based analysis that we charge them with in August. 713 01:59:35.280 --> 01:59:36.270 Board Room: So that's, that's my request. 714 01:59:37.650 --> 01:59:46.440 Board Room: And smiling Connor is is that I feel like you're going a little bit on the district. I think it is important to accept some responsibility. 715 01:59:47.280 --> 02:00:00.360 Board Room: In this and in that when we we set our arbitrarily whether we want to have this conducted by November 1 roughly what he said because 716 02:00:01.320 --> 02:00:11.490 Board Room: We're on break from me in person school. It could be conducted the floor, our assignments return to school. That would be ideal, but we we knew because our district decision. 717 02:00:11.910 --> 02:00:33.720 Board Room: And pull up. So really take time. This is a big ass, you know, and we were like, no, but this is like, this is the path to go down. And so to the extent that yeah I mean this, this could be absolutely a year long research project to get the degree and caliber of information that you're asking 718 02:00:34.920 --> 02:00:45.120 Board Room: And that's doable. That just isn't the timeline that we set for this particular activity. And so, to some degree, anything we report that have to accept responsibility. 719 02:00:45.480 --> 02:00:58.680 Board Room: That you're not getting that more in depth view that they told us we are going to be able to get in the short run, they from such a big data, but they could, in light of this consideration for the Saturday working said okay we accept 720 02:00:59.700 --> 02:01:08.880 Board Room: And now your turn around say well, just kidding. I don't accept it, you know, and that's nice because you can just take my, I think. 721 02:01:10.110 --> 02:01:13.740 Board Room: You have to take a degree you we collected 722 02:01:15.000 --> 02:01:21.420 Board Room: And I had to take responsibility. I understand that. And I thought that the way we've done that with 1000 provided very clear. 723 02:01:22.740 --> 02:01:30.270 Board Room: And additional his temper 30 you and I said, very detailed questions, the district that until about 430 tonight, having the Muslim hadn't been answered. 724 02:01:30.810 --> 02:01:41.190 Board Room: And so I felt like we gave them the district, a pretty clear direction and what will be got tonight was. It was about the brush and more about just going in. 725 02:01:41.580 --> 02:01:50.640 Board Room: The direction that was not given. And I mean if I was in their position. I think what I would have done is come back and either add more clarification or be 726 02:01:51.180 --> 02:01:59.460 Board Room: Thought of as further and we cannot do the job and the timeframe. You've given us so we're going to ask for a delay, rather than trying to force something through 727 02:02:00.210 --> 02:02:07.680 Board Room: Life. And so I think it's more important that we get it right, rather than being done quickly and I don't feel confident that you can do it right. 728 02:02:10.950 --> 02:02:11.910 Board Room: So, 729 02:02:14.070 --> 02:02:25.200 Board Room: My thinking was, this is a good start. And in a year, if we have some kind of memorandum of understanding. We're going to get the data we need because right now we have no evidence 730 02:02:25.890 --> 02:02:38.370 Board Room: I mean there's do we actually know how much of the time our officers are called out our officers mean in our school resource officers are called out on non school business. 731 02:02:38.820 --> 02:02:43.260 Board Room: They don't know are they keeping track of the homeless, do they have that data. 732 02:02:43.590 --> 02:02:55.410 Board Room: It was hard enough for you to get us any data is my sense from the, I mean this agree, but we got originally was not helpful at all. And then we had to push back and we got more 733 02:02:55.770 --> 02:03:14.550 Board Room: And even that was bullet notable what wasn't included, and so I my sense was this is a start. We do need in order to make an evidence based decision. So how much law enforcement, are you doing versus how much counseling or relationship building 734 02:03:16.680 --> 02:03:22.770 Board Room: And and what does that. I mean, I was surprised we hadn't heard from alert or those kinds of 735 02:03:24.510 --> 02:03:39.060 Board Room: Our consultants to tell us that definitely it is better to have a school resource officer then to hire your own security. I mean, that's, again, part of my questions tonight. So I felt like this was a start that could get us data. 736 02:03:40.410 --> 02:03:47.130 Board Room: I would agree that we don't have data to make a decision that I thought was our charge and our commitment. 737 02:03:49.170 --> 02:03:58.320 Board Room: On the other hand, I think we were heading in the right direction with these recommendations and would allow us to get the data with those agreements. 738 02:04:00.240 --> 02:04:14.550 Board Room: And I'm just speaking for my own process. You know, I came in with a skeptics I because in i wanna i don't want to just take it like this is how we've always done and just take enough accept it. 739 02:04:14.880 --> 02:04:24.870 Board Room: So I had a lot of conversations with people from various surrounding school districts. I actually provided a sample of what they do in Mark Marianne, I provided 740 02:04:25.890 --> 02:04:35.010 Board Room: Articles that smile board smorgasbord of articles probably is related to the fact that I submitted a few of the other supporters 741 02:04:36.270 --> 02:04:40.950 Board Room: And so, I mean, is it perfect. No. 742 02:04:42.930 --> 02:04:44.160 Board Room: Is there enough 743 02:04:45.420 --> 02:04:54.450 Board Room: Data from, you know, our students, our parents and primarily just this commitment to improve. Do I feel like 744 02:04:55.530 --> 02:05:13.470 Board Room: The commitments, the recommended improvements are going to strengthen this program I do and I see embedded in this memo of three year review of program effectiveness and an annual review of God. So I took a commitment there. Can you do this. 745 02:05:16.140 --> 02:05:32.760 Board Room: My inclination is to be to move it forward because I don't see anything that told me that we should not have this effort. Right. I don't see anything here indicates otherwise. So I'm confident that we provided the research that you all provided and 746 02:05:33.780 --> 02:05:40.860 Board Room: The recommendations for improvements and moving forward and continuing a conversation, one, two years. 747 02:05:48.210 --> 02:05:57.450 Board Room: One option we could put forward to your is, you know, and they're just unique time bound to this because we're in CDs. 748 02:05:58.320 --> 02:06:11.520 Board Room: And we could make a decision that didn't. In fact, a person on campus right away. We don't know how that's going to progress over the course of the year. So they have to be had these couple months of time that we felt a certain about 749 02:06:12.780 --> 02:06:17.940 Board Room: Depending on where you land as a board. And that's, you know, your prerogative, one option could be 750 02:06:19.410 --> 02:06:29.520 Board Room: You know, to have an outside audit. We've done that before. To where a group could come in, they have the research base knowledge they've done the studies. 751 02:06:30.090 --> 02:06:38.910 Board Room: They would say, show us everything about the program, they could follow a typical SRO during the day. Look at our data look at our actions. 752 02:06:39.510 --> 02:06:55.320 Board Room: And then provide an analysis that the board would like to see done audience, like that of our title nine review. We've done audits, where we brought in folks to watch our business office to make sure reason best practices. 753 02:06:57.000 --> 02:07:01.350 Board Room: There were groups that brought in special education that he is. He brought in. 754 02:07:01.950 --> 02:07:14.310 Board Room: To do an audit of sorts. So there can be something where if you don't want staff do it because of the limitations of our own time for a sense of what we didn't bring was adequate. 755 02:07:14.910 --> 02:07:23.340 Board Room: That certainly could contract with an agency that does specialize in this does would be paying for their time into it. 756 02:07:24.450 --> 02:07:43.290 Board Room: And then they would give a review of our program to you as a board and they'll be available for your questions. They also have a perspective of whatever programs like nationally that from other reviews. They've done and kind of that depth of information. 757 02:07:44.580 --> 02:07:45.270 Board Room: Again, 758 02:07:46.410 --> 02:07:58.440 Board Room: Not knowing how far you want us to go, I would submit, respectfully, that we can look over those questions, we felt most of them could be addressed in the program and in our 759 02:08:00.450 --> 02:08:08.280 Board Room: In our review, we did know that a couple. You know, we would say for this discussion. We didn't know how formal you wanted or informal 760 02:08:08.700 --> 02:08:22.920 Board Room: And we felt some of them could be reserved for our discussion this evening. Clearly we missed the mark on what you as a board or individuals expected from those questions. And for that, I apologize if there were shortcomings. 761 02:08:24.510 --> 02:08:36.870 Board Room: But again, here we are. And it's up to you what you want to charge us to do, go back to the drawing board to support surveys, get more students or happy to do whatever it is that you need us to do. 762 02:08:39.390 --> 02:08:39.720 Right. 763 02:08:43.290 --> 02:08:51.270 Board Room: So just for just a second Pinterest board members opportunity to speak yet you can be would like to share 764 02:08:54.720 --> 02:08:59.730 Board Room: I just agree with what director Fitch and director team talked about just that. 765 02:09:01.980 --> 02:09:07.050 Board Room: I've spent a lot of time just looking over this last week and talking to people and 766 02:09:08.880 --> 02:09:14.910 Board Room: And I feel comfortable that this is a good place to start. I think was a good what we, you know, I think work. 767 02:09:15.450 --> 02:09:25.530 Board Room: You know, even some of the stuff that came up tonight about things you know wanderings about just the wanderings that I had about the uniform or about, you know, putting our officers get 768 02:09:27.120 --> 02:09:39.930 Board Room: In get trying to get them more in the primary schools and and to me, I think those are some of the things that are going to fall, but it's always good to have a nice place to start from. And I think we all agree that that 769 02:09:41.190 --> 02:09:50.130 Board Room: The that every program. We have can be improved and what I see here are some really good improvements based on some serves that we've seen. 770 02:09:50.820 --> 02:10:08.070 Board Room: That we've heard Dr. Gomez and bopper downs that they gathered when they were meeting with the students. And I see those concerns addressed in this. And so for me, I feel comfortable that this is a good starting point that we can build on every year and make a little bit better. 771 02:10:12.630 --> 02:10:15.810 Board Room: Producers we're running out of time here. So why don't you share your pilot 772 02:10:20.130 --> 02:10:29.010 Board Room: So we have this when I needed first proclaiming to engage in these warehouses, I thought, what's happening. So we go you know tonight. 773 02:10:30.240 --> 02:10:35.160 Board Room: Well this one is definitely an improvement over where we are now. I don't want to kick the can down the road. 774 02:10:36.300 --> 02:10:51.210 Board Room: I would like to finish this process before we go on it and I wanted to the community understands that my goal tonight isn't a vote against so rose maybe solutions for your for Israel, and said to you, I don't know, but this is both my time is about to end process. 775 02:10:56.040 --> 02:10:57.990 Board Room: All right, with that. 776 02:10:58.590 --> 02:11:00.540 Board Room: Somebody please pull up for both 777 02:11:04.290 --> 02:11:04.680 Board Room: Yes. 778 02:11:05.550 --> 02:11:06.360 Kelly Douglas: Chelsea King 779 02:11:08.580 --> 02:11:09.540 Kelly Douglas: Dylan heights. 780 02:11:11.460 --> 02:11:12.420 Kelly Douglas: Christie Thompson. 781 02:11:14.340 --> 02:11:15.300 Kelly Douglas: Ginger Fitch. 782 02:11:17.730 --> 02:11:18.300 Kelly Douglas: Thank you. 783 02:11:25.980 --> 02:11:32.460 Board Room: All this is one of the few I reiterate that, thank you for allowing us to come and have this discussion. 784 02:11:33.630 --> 02:11:34.440 Board Room: Is person. 785 02:11:35.550 --> 02:11:36.600 Board Room: Is Sydney 786 02:11:38.580 --> 02:11:39.090 Sydney 787 02:11:40.380 --> 02:11:45.270 Board Room: And take away this evening, and there's still work that needs to be done and I will be diamond. 788 02:11:48.060 --> 02:12:03.270 Board Room: Or some variation of this board a year from now, but I preparations for what when they will receive and learn and review. So thank you everyone for doing the month we did and getting that together pressed 789 02:12:04.530 --> 02:12:04.830 Board Room: For 790 02:12:06.030 --> 02:12:17.880 Board Room: Time and then our next meeting is a regular board meeting on November 9 colored by word, word session on the 16th on the 791 02:12:19.680 --> 02:12:31.710 Board Room: I might be reaching back out to all the see what your comfort level was with this style of meeting this week was whether or not this is something we can try again. So thank you all and we'll call it took