WEBVTT 1 00:00:06.730 --> 00:00:13.469 West Linn-Wilsonville: Alright, I'm gonna call the order this evening's executive session pursuant to Ors 1, 9, 2, 6, 6, 0 2 h. 2 00:00:14.080 --> 00:00:15.030 West Linn-Wilsonville: Oh. 3 00:00:15.600 --> 00:00:38.070 West Linn-Wilsonville: I'm going to pass it to Director Douglas. Thank you. So we're not in executive session. We're going to be the regular meeting right? Oh, I'm sorry you're right. I'm sorry the Board Work session. I'm sorry we had it as one, and so let me start all over. Yes, I'll recall the last statement, please. 4 00:00:38.120 --> 00:00:56.459 West Linn-Wilsonville: I'm going to call to order this evening's board work session. Now I will pass it to Director Douglas to call. Thank you so much. Chair Taylor. Present Vice Chair, Wyatt, here, director, sloop here, director, shoemaker here, Director Bidol here. Thank you. 5 00:00:56.500 --> 00:01:08.170 West Linn-Wilsonville: All right, I warned you. My eggs were scrambled, so they continue to be so. It's it might be this kind of night for all of us dealing with me. All right. 6 00:01:08.410 --> 00:01:12.799 West Linn-Wilsonville: This is a continuation of board goal number one. 7 00:01:12.810 --> 00:01:21.969 West Linn-Wilsonville: and that board goal states that together we will research, develop and adopt an anti-racism policy. So this is the next step in that process. And 8 00:01:22.140 --> 00:01:34.649 West Linn-Wilsonville: I know we had, made a request for some data and some things at our last meeting, and so I will pass it to Dr. Ludwig to kind of get us started and provide 9 00:01:34.670 --> 00:01:37.480 West Linn-Wilsonville: mainly the beginning framework of where we'll go from here. 10 00:01:37.800 --> 00:01:39.920 West Linn-Wilsonville: Thank you. Thank you. 11 00:01:40.530 --> 00:01:47.189 West Linn-Wilsonville: And as we mentioned at the last work session, you also are hoping to do listening sessions in February. So 12 00:01:47.360 --> 00:01:50.479 West Linn-Wilsonville: for those watching at home and and for this board 13 00:01:50.720 --> 00:02:04.993 West Linn-Wilsonville: tonight is not the conclusion of your goal, because you are going to be doing those listening sessions in February. But it is to keep providing you with some information. As you work towards your goal, which is 14 00:02:05.650 --> 00:02:07.270 West Linn-Wilsonville: to create a policy. 15 00:02:07.600 --> 00:02:13.450 West Linn-Wilsonville: And what we can appreciate and have always appreciated about this board is that 16 00:02:13.590 --> 00:02:16.140 West Linn-Wilsonville: nested it within that idea of? 17 00:02:16.260 --> 00:02:19.169 West Linn-Wilsonville: Shall we create a policy, and what will it say? 18 00:02:19.370 --> 00:02:24.859 West Linn-Wilsonville: Comes the 1st layer of well, what policies do we already have in place? 19 00:02:25.060 --> 00:02:33.750 West Linn-Wilsonville: What practices do we already have in place? Where do staff or you as a board, see gaps, so that when you get to 20 00:02:34.010 --> 00:02:36.329 West Linn-Wilsonville: the task, which is what's before you is 21 00:02:36.370 --> 00:02:40.770 West Linn-Wilsonville: to write a policy. That's what you ultimately determine to do. 22 00:02:40.910 --> 00:02:46.809 West Linn-Wilsonville: You'll have it alongside all the other components that exist already in the system. 23 00:02:47.790 --> 00:02:53.170 West Linn-Wilsonville: So, Chair Taylor, at the last session, brought forward some research. 24 00:02:53.250 --> 00:02:58.620 West Linn-Wilsonville: relaying also his conversation with legal counsel, gave you some documents. 25 00:02:59.233 --> 00:03:10.069 West Linn-Wilsonville: Had conversation, and there was some direction to us to go back and then present at this session more information about what's already in place? 26 00:03:10.220 --> 00:03:13.939 West Linn-Wilsonville: How does the district respond to incidents of bias? 27 00:03:14.180 --> 00:03:20.730 West Linn-Wilsonville: Perhaps some sample language or recommendations for some of those gaps we already see. 28 00:03:21.506 --> 00:03:39.339 West Linn-Wilsonville: This specific request for data. We received some ideas on the weekend, and we already had a lot of things lined up today. But we have a couple of things we can give you today. But fortunately we have this work session in December, which is also on assessment data. 29 00:03:39.560 --> 00:03:45.459 West Linn-Wilsonville: but we thought we could use some of that time to bring forward more of the data that you had 30 00:03:45.500 --> 00:04:00.449 West Linn-Wilsonville: requested. So and again we had the listening sessions in February. So tonight doesn't have to be the one and done. But it allows Staff some more time to get some more data. If if that's going to help you with writing your policy. 31 00:04:00.570 --> 00:04:07.450 West Linn-Wilsonville: because the task is, you're looking to write a policy. What? What is the information you need in order to do that? 32 00:04:09.400 --> 00:04:14.260 West Linn-Wilsonville: So because I like binders, they help me organize my thinking. You have 33 00:04:14.470 --> 00:04:25.250 West Linn-Wilsonville: another binder this evening that continues to compile. You may see some duplication, but we didn't know if you were going to bring your past work. And so that way everything is here in front of you. 34 00:04:26.790 --> 00:04:32.340 West Linn-Wilsonville: But I think what I'd like to start with is if you could open and just pull out 35 00:04:32.390 --> 00:04:33.919 West Linn-Wilsonville: this large 36 00:04:34.490 --> 00:04:44.769 West Linn-Wilsonville: 11 by 17 sheet, which I think would be the key reference for us tonight, frankly, and then everything in here 37 00:04:45.150 --> 00:04:47.710 West Linn-Wilsonville: is referred to in this document. 38 00:04:47.760 --> 00:04:51.997 West Linn-Wilsonville: and you can, you know, go home and look at more of it? But 39 00:04:52.910 --> 00:04:55.500 West Linn-Wilsonville: So if we look at the blue side, 40 00:04:58.450 --> 00:05:08.680 West Linn-Wilsonville: and I also want to introduce that we have Dr. David Pryor, Assistant Superintendent Primary schools, Dr. Barb Soyson, Assistant Superintendent, Middle Schools. 41 00:05:08.890 --> 00:05:21.780 West Linn-Wilsonville: Dr. Jennifer Spencer, Ims, Assistant Superintendent of High Schools. I've invited them to the table tonight, because, as you begin to dig into some of what's presented here, I can imagine 42 00:05:21.940 --> 00:05:31.630 West Linn-Wilsonville: some conversation and some query, and they know deeply. What's happening in schools with teachers and staff and principals as they lead that work as well. 43 00:05:33.472 --> 00:05:45.039 West Linn-Wilsonville: So one of the 1st questions you asked us was, you know. Could you come back and really tell us what's already in place? You're going to be writing a policy. You need to know what policies do we already have. 44 00:05:45.500 --> 00:05:58.970 West Linn-Wilsonville: So in your binders you have copies of policy. Acv, which is, every student, belongs. Most school districts would say, this is their policy that speaks to anti-racism. 45 00:06:00.050 --> 00:06:04.110 West Linn-Wilsonville: And every school district was required to adopt it. In Oregon. 46 00:06:05.100 --> 00:06:09.740 West Linn-Wilsonville: Along with that policy becomes comes a required AR, 47 00:06:09.970 --> 00:06:16.220 West Linn-Wilsonville: an administrative ruling, and that AR describes the procedures 48 00:06:16.310 --> 00:06:26.329 West Linn-Wilsonville: that a district needs to have communicated around how to report, or a bias incident. 49 00:06:26.940 --> 00:06:33.960 West Linn-Wilsonville: So the so the policy requires an AR which requires that you describe the procedures 50 00:06:34.250 --> 00:06:40.010 West Linn-Wilsonville: for reporting a bias incident, and the AR that we have, and you have a copy in your binder 51 00:06:40.050 --> 00:06:45.430 West Linn-Wilsonville: is pretty standard from Osva. In fact, you go to most school districts. You'll see 52 00:06:45.510 --> 00:06:49.399 West Linn-Wilsonville: 95% of the same language, and maybe a little bit 53 00:06:49.750 --> 00:06:55.653 West Linn-Wilsonville: tailored to the school district. But pretty standard. 54 00:06:56.760 --> 00:07:01.090 West Linn-Wilsonville: We also have policy A. C. We've had this one for a while. 55 00:07:01.100 --> 00:07:06.560 West Linn-Wilsonville: and it's the non-discrimination policy, and every district has this when it's required. 56 00:07:06.870 --> 00:07:10.300 West Linn-Wilsonville: and this again prohibits discrimination and harassment. 57 00:07:10.847 --> 00:07:17.639 West Linn-Wilsonville: On any basis. And then it lists. Those groups of people. 58 00:07:18.540 --> 00:07:32.860 West Linn-Wilsonville: so not limited to an individual's perceived or actual race, color, religion, sex, sexual orientation, gender, identity, national ethnic origin, and it continues marital status, veteran. And you can see the full policy there. 59 00:07:33.890 --> 00:07:36.730 West Linn-Wilsonville: There's not a requirement to have an AR 60 00:07:37.050 --> 00:07:39.359 West Linn-Wilsonville: for that policy. We do not have one. 61 00:07:39.720 --> 00:07:50.539 West Linn-Wilsonville: So these are the 3 that we refer to the most at staff around, pointing to when asked by parents or students or staff. 62 00:07:50.750 --> 00:07:58.149 West Linn-Wilsonville: do you have policies that speak to discrimination bias racism? We would point 63 00:07:58.290 --> 00:08:03.090 West Linn-Wilsonville: to these 3 and say, These are the ones that we have from the state 64 00:08:03.280 --> 00:08:07.680 West Linn-Wilsonville: in the district that give us the standing on which to act 65 00:08:08.740 --> 00:08:16.000 West Linn-Wilsonville: alongside this, and you have it also in your binders. We've created our own guide to student rights and responsibilities. 66 00:08:16.180 --> 00:08:21.667 West Linn-Wilsonville: We update it every year. Families get a copy of it, and it just speaks to 67 00:08:22.200 --> 00:08:24.819 West Linn-Wilsonville: what students can expect when they come to school 68 00:08:25.070 --> 00:08:32.770 West Linn-Wilsonville: around a number of topics, but also around code of conduct, or how they behave with one another. 69 00:08:34.140 --> 00:08:38.080 West Linn-Wilsonville: and a few of the policies are referred to in that document. 70 00:08:38.370 --> 00:08:45.870 West Linn-Wilsonville: Policy Acv is not referred to in that document. We'll we'll come to that later. But policy A/C. Is 71 00:08:46.990 --> 00:08:53.520 West Linn-Wilsonville: we also shared with you a copy at the last session of the Administrative Guide to serious student incidents. 72 00:08:53.840 --> 00:09:08.369 West Linn-Wilsonville: It's a broad document generated as an internal document for administrators to work through when serious incidents happen? Kind of a checklist idea. What do you do? How do you work through that process in terms of 73 00:09:08.460 --> 00:09:13.450 West Linn-Wilsonville: to team the investigation, the discipline. 74 00:09:13.560 --> 00:09:19.950 West Linn-Wilsonville: the communication not limited to bias incidents, but including those. 75 00:09:21.800 --> 00:09:31.110 West Linn-Wilsonville: And then, lastly, we didn't get to some of this last time, but we did mention mentioned it. We do on a regular basis as a district and school leaders 76 00:09:31.160 --> 00:09:35.099 West Linn-Wilsonville: to collect data on student behavior 77 00:09:35.180 --> 00:09:44.370 West Linn-Wilsonville: office referrals, we have to submit suspensions, expulsions to the state. So there is also data that we collect 78 00:09:44.390 --> 00:09:49.589 West Linn-Wilsonville: whether it's race related or other. That we monitor 79 00:09:49.820 --> 00:09:55.930 West Linn-Wilsonville: how students feel about themselves. But then, also, what behaviors are reported. 80 00:09:57.260 --> 00:09:59.540 West Linn-Wilsonville: So there's copies of all these 81 00:09:59.880 --> 00:10:05.109 West Linn-Wilsonville: in there. I'm just gonna go through it. And then we can stop and have discussion. And you can ask questions 82 00:10:05.210 --> 00:10:08.480 West Linn-Wilsonville: in the middle section and 83 00:10:09.310 --> 00:10:17.030 West Linn-Wilsonville: alongside policies and procedures. What is work that we're doing with students on a proactive basis around 84 00:10:17.100 --> 00:10:20.629 West Linn-Wilsonville: bias, discrimination, anti-racism. 85 00:10:20.790 --> 00:10:22.862 West Linn-Wilsonville: So you can see 86 00:10:24.100 --> 00:10:34.200 West Linn-Wilsonville: some of the highlights of what we pointed out here, both on a state requirement level, but also as a district. There are standards that have changed. 87 00:10:35.420 --> 00:10:40.240 West Linn-Wilsonville: That include more comprehensive teaching of history, as you can see. 88 00:10:40.380 --> 00:10:46.137 West Linn-Wilsonville: But alongside that we went a step further, and we want to make sure all of our units have 89 00:10:46.660 --> 00:10:52.490 West Linn-Wilsonville: have a basis of accurate representation in their instruction. 90 00:10:53.100 --> 00:11:06.690 West Linn-Wilsonville: You can see some House bills. Tribal history shared history, holocaust, and genocide. Some of these are more recent than others, but over the course of time our curriculum has expanded so that students have those updates 91 00:11:06.820 --> 00:11:09.889 West Linn-Wilsonville: additionally through work that 92 00:11:10.050 --> 00:11:19.790 West Linn-Wilsonville: Barb has organized, but also with Jennifer and David. We've had folks come in the summers and worked with our teachers on updating their units and their curriculum. 93 00:11:19.800 --> 00:11:28.889 West Linn-Wilsonville: to be more culturally responsive, to include more diverse authors to think more broadly about the assignments that we ask of students. 94 00:11:28.990 --> 00:11:34.980 West Linn-Wilsonville: and that's been ongoing work, and then those of you have been on the board for a little while. 95 00:11:35.020 --> 00:11:43.789 West Linn-Wilsonville: Heard a few years ago about our work. With his 1st name, Feldman Joe Feldman, around grading for equity 96 00:11:44.060 --> 00:11:45.929 West Linn-Wilsonville: so that we're separating 97 00:11:45.960 --> 00:11:55.658 West Linn-Wilsonville: behavior and academics. So this. So students really are graded on what they know what they show, and making sure that 98 00:11:56.130 --> 00:12:07.759 West Linn-Wilsonville: we're also giving opportunities for students to demonstrate their learning. So a lot of work around that with teachers and revising their grading practices and their assignments. 99 00:12:09.110 --> 00:12:15.849 West Linn-Wilsonville: And then, lastly, in that section, we make sure we're teaching lessons that are specifically designed around. 100 00:12:17.110 --> 00:12:29.716 West Linn-Wilsonville: how students see themselves, how they see others, how they interact with each other under that umbrella of social, emotional learning. There are a lot of lessons about. Who are you? Who am I? How we respect each other? 101 00:12:30.130 --> 00:12:33.743 West Linn-Wilsonville: And then newer for us is taking 102 00:12:34.650 --> 00:12:57.890 West Linn-Wilsonville: Hasl, which is short for the collaborative, for academic, social, emotional learning. They have a series of equity guiding questions that get at race and identity, and it can be woven right into that second steps, social, emotional learning. So we don't have to adopt 2 different curricula. We can take our second step curricula, and then weave 103 00:12:58.010 --> 00:13:05.590 West Linn-Wilsonville: these equity lens, these guiding questions within that within those lessons and deepen those conversations. 104 00:13:06.250 --> 00:13:09.470 West Linn-Wilsonville: And so that's happening at k. 8, 105 00:13:11.540 --> 00:13:15.310 West Linn-Wilsonville: we have affinity groups and clubs for students 106 00:13:15.350 --> 00:13:19.799 West Linn-Wilsonville: where sometimes there's informal conversation. But it does 107 00:13:19.830 --> 00:13:26.490 West Linn-Wilsonville: allow for when there's a teacher leader to also have formal conversations and for students to then also 108 00:13:27.103 --> 00:13:40.620 West Linn-Wilsonville: use those opportunities to develop community to even design activities where they teach each other more about culture, tradition, identity themselves through various activities. 109 00:13:42.390 --> 00:13:46.470 West Linn-Wilsonville: They also use those groups to give the system feedback. 110 00:13:46.600 --> 00:14:00.889 West Linn-Wilsonville: whether they want to meet with an administrator. Jennifer and I met several times with the affinity groups. A number of years ago they were looking at panorama survey and giving us feedback on that as well as just how we can better communicate 111 00:14:00.910 --> 00:14:03.199 West Linn-Wilsonville: as a school district with students. 112 00:14:04.660 --> 00:14:15.570 West Linn-Wilsonville: And then there's opportunities, for what we call proactive circles, where groups of students develop rusting 113 00:14:15.900 --> 00:14:24.030 West Linn-Wilsonville: opportunities to ask each other questions solve problems. Usually this happens if you're in a primary classroom, it happens on the rug. 114 00:14:24.150 --> 00:14:28.090 West Linn-Wilsonville: there's a circle time. But it's also very purposeful and focused 115 00:14:28.230 --> 00:14:34.610 West Linn-Wilsonville: on using that time to gather and to process through something proactively or even responsively. 116 00:14:35.670 --> 00:14:55.739 West Linn-Wilsonville: in our middle and high schools. With our new schedule, we're actually using advisory time now, and life class for some proactive lessons around anti-racism, inclusive language, embracing diversity and combating bias. So these are some lessons developed by teachers as well as ones that departments may come up with. 117 00:14:58.010 --> 00:15:00.020 West Linn-Wilsonville: So that's some snapshot of 118 00:15:00.820 --> 00:15:09.469 West Linn-Wilsonville: what are our policies? What's some proactive work we're doing in this area. And then sometimes we hear, how do teachers feel 119 00:15:09.540 --> 00:15:16.200 West Linn-Wilsonville: the capacity around proactively teaching or even responding when situations come up? 120 00:15:16.600 --> 00:15:22.200 West Linn-Wilsonville: And so the last column? And then we'll stop for some discussion is just describing that 121 00:15:22.340 --> 00:15:27.410 West Linn-Wilsonville: for district leaders we have what's called monthly leadership forum, that we really have 122 00:15:27.520 --> 00:15:40.819 West Linn-Wilsonville: transition, that to be a time where leaders can practice their leadership skills. And most of those leadership forums are now around culturally responsive leadership and best practice in our work around our equity work. 123 00:15:41.220 --> 00:15:55.969 West Linn-Wilsonville: And sometimes we bring in equity consultants to facilitate those, or we have speakers who help us broaden our understanding about the students experience. We look at data, and we cross pollinate across departments and levels. 124 00:15:56.630 --> 00:15:59.440 West Linn-Wilsonville: We've had restorative practices, workshops. 125 00:15:59.500 --> 00:16:14.579 West Linn-Wilsonville: We've had series of those. We have not had them in the last 2 years, because most of our folks have had that. But when we've had some new leaders who have said Boy, I could sure use a refresher, and they could sign up for something, either through the Esd 126 00:16:14.660 --> 00:16:21.029 West Linn-Wilsonville: or or a conference or something that's available. Maybe another district is hosting. Then we wanted to make that available. 127 00:16:21.340 --> 00:16:27.420 West Linn-Wilsonville: Sometimes the Mcgren or the Regional Educator Network has some restorative practices. Workshops 128 00:16:28.620 --> 00:16:35.030 West Linn-Wilsonville: new this year for us is a very intentional series called Interrupting Bias in the school community. 129 00:16:35.490 --> 00:16:45.289 West Linn-Wilsonville: and all of the district leaders have had that training. We also brought actually, not all of them. We're doing it in series. But the school based leaders? Have 130 00:16:45.410 --> 00:16:49.230 West Linn-Wilsonville: they also brought their union representative from their school? 131 00:16:49.400 --> 00:17:04.560 West Linn-Wilsonville: So the Principal and the Union representative had the training. And then they're going to go back and co-facilitate that same training with the staff. So it doesn't feel like this top down agenda. But this very lateral. This is important to all of us. 132 00:17:04.700 --> 00:17:10.710 West Linn-Wilsonville: and we all need to keep each other accountable to interrupting bias when we see it or hear it. 133 00:17:10.790 --> 00:17:16.569 West Linn-Wilsonville: And in your binders you'll see the materials that we're using come from. Speak up at school. 134 00:17:16.770 --> 00:17:19.670 West Linn-Wilsonville: It's a learning for justice organizations. 135 00:17:19.960 --> 00:17:27.804 West Linn-Wilsonville: and later you can kind of flip through. It gives an overview as well as scenarios. And then 136 00:17:28.339 --> 00:17:36.870 West Linn-Wilsonville: just really emphasizing that there's several ways to respond. You can interrupt the bias when you hear it. You could also question it. What makes you think that 137 00:17:37.010 --> 00:17:53.710 West Linn-Wilsonville: educate around it using opportunities, you know, here's the reason we don't use that phrase anymore, or that word anymore, or even echo. Thank you for saying something I was going to as well. And then there's more collective accountability. 138 00:17:54.310 --> 00:18:03.340 West Linn-Wilsonville: So all of our district leaders have had this, as well as all the licensed staff, will have the training on interrupting bias and the classified staff. 139 00:18:03.610 --> 00:18:08.020 West Linn-Wilsonville: every nutrition services, building engineer, groundskeeper. 140 00:18:08.280 --> 00:18:19.939 West Linn-Wilsonville: But in this office. So by the end of the year everyone will have that capacity building and some common language and some tools to use whether it's adult to adult that we're interrupting bias. 141 00:18:20.000 --> 00:18:30.370 West Linn-Wilsonville: If you hear adult student to student, adult, to student, student to adult, there'll be some common strategies and language for everyone in the system. 142 00:18:31.270 --> 00:18:40.049 West Linn-Wilsonville: And then, additionally, as I mentioned, around that castle work that's coming alongside our social, emotional learning. Some of our leaders are getting that training this year. 143 00:18:40.850 --> 00:18:49.299 West Linn-Wilsonville: and then you can see how we use our staff meetings and workshops to support Staff and our our school equity teams 144 00:18:49.710 --> 00:18:54.409 West Linn-Wilsonville: to some similar agenda items there and our classified staff. 145 00:18:55.950 --> 00:19:03.779 West Linn-Wilsonville: So I'll pause there because there's definitely a lot we want to talk with you about on the back side, which is, where do we see some gaps 146 00:19:03.950 --> 00:19:10.040 West Linn-Wilsonville: and some recommendations or places where we would like to make some changes and some additions? 147 00:19:10.439 --> 00:19:18.670 West Linn-Wilsonville: But we'll stop there and see what your questions are so far, and answer that question that you had of what's already in place proactively. 148 00:19:18.750 --> 00:19:24.180 West Linn-Wilsonville: with curriculum and practices and and policies and staff development. 149 00:19:24.250 --> 00:19:31.350 West Linn-Wilsonville: Can I point out a typo real quick? Because I'm sure somebody can at some point middle column. 150 00:19:31.560 --> 00:19:38.160 West Linn-Wilsonville: Item 6, 4th sentence, 1st line, the 1st words lessons. It's just the wrong lessons. 151 00:19:39.800 --> 00:19:41.380 West Linn-Wilsonville: Thank you. 152 00:19:43.100 --> 00:19:49.330 West Linn-Wilsonville: And yeah, on number one. In that same column. 153 00:19:49.720 --> 00:20:00.691 West Linn-Wilsonville: the student curriculum that's actually middle school and high school. It's grade 6, 12. 0, for the past 10 years there's been a process that we have worked with 154 00:20:01.580 --> 00:20:08.979 West Linn-Wilsonville: Lewis and Clark. I had middle school there, and I thought what happened. You know, Dr. Ludwig had so many 155 00:20:09.340 --> 00:20:20.152 West Linn-Wilsonville: space. We had every word kind of had to count sort of thing in looking at that. But that's been in place for 10 years where there's been a lens that started with 156 00:20:20.700 --> 00:20:33.299 West Linn-Wilsonville: teaching tolerance, which then became learning for justice. And that's been an organization that we've worked with for 10 years plus, and if we find more I will reprint a new one for you for December 157 00:20:33.840 --> 00:20:38.100 West Linn-Wilsonville: to replacing middle and high school. Correct? Correct. 158 00:20:39.176 --> 00:20:47.939 West Linn-Wilsonville: That's extending. Now we are looking at developing units in grades 4 and 5. 159 00:20:48.060 --> 00:20:59.340 West Linn-Wilsonville: Luis, do you mind saying again, what prompted you to start this conversation, the 160 00:21:01.490 --> 00:21:04.257 West Linn-Wilsonville: the conversation in regard to policy. 161 00:21:08.870 --> 00:21:09.920 West Linn-Wilsonville: what happened? 162 00:21:09.930 --> 00:21:21.220 West Linn-Wilsonville: I think that's a good question. But it it it's really an evolution of experience, my own personal experiences within the district and other families experiences within the district. 163 00:21:21.410 --> 00:21:23.309 West Linn-Wilsonville: but also as 164 00:21:23.710 --> 00:21:30.680 West Linn-Wilsonville: the things that I'm having to deal with, that you guys are not having to deal with continue to see patterns. 165 00:21:30.770 --> 00:21:44.790 West Linn-Wilsonville: And so with that. And I didn't just start on the entire racism policy today. And Dr. Spencer Iams and Dr. Luther. Today this started day, one of me becoming a board member. It just took 3 years for it to end up on the table with 166 00:21:44.930 --> 00:21:47.655 West Linn-Wilsonville: new board members, and so 167 00:21:48.550 --> 00:21:52.450 West Linn-Wilsonville: it gets to a point where but ars aren't enough. 168 00:21:53.760 --> 00:21:59.109 West Linn-Wilsonville: And they're not satisfying the lived experience of people of color within the district. 169 00:21:59.260 --> 00:22:02.710 West Linn-Wilsonville: And so you're starting to see this this pattern develop? 170 00:22:03.136 --> 00:22:07.739 West Linn-Wilsonville: And I don't know what it was prior to my arrival or our arrival, because 171 00:22:07.930 --> 00:22:21.074 West Linn-Wilsonville: we would never see it as normal citizens, or or if you're not a board member, right? But you start to see these common themes, and those themes were really similar to my experiences, which gave me 172 00:22:21.440 --> 00:22:24.170 West Linn-Wilsonville: the feeling that nothing's changed. And I've been here 20 years. 173 00:22:24.470 --> 00:22:32.839 West Linn-Wilsonville: So that was a catalyst for saying, Hey, we need to 174 00:22:32.940 --> 00:22:38.900 West Linn-Wilsonville: make some adjustments to what we have, because what we have now is not serving a community of color. 175 00:22:39.020 --> 00:22:43.579 West Linn-Wilsonville: And so and like I said, the community of color is actually fairly tight. 176 00:22:44.081 --> 00:22:49.890 West Linn-Wilsonville: It's kind of like when one incident happens, it travels to everybody. It's it's not a secret. 177 00:22:49.940 --> 00:22:52.860 West Linn-Wilsonville: And then it becomes this, this. 178 00:22:53.810 --> 00:23:03.790 West Linn-Wilsonville: Unfortunately, it becomes this, this kind of feeling that the district doesn't care about people of color right. And 179 00:23:03.860 --> 00:23:11.140 West Linn-Wilsonville: you know the the typical response which we're, you know, if we're talking about our Ea see meeting is 180 00:23:11.860 --> 00:23:18.680 West Linn-Wilsonville: when something happens to a kid of color, the the usual response that we get as parents is. 181 00:23:18.900 --> 00:23:22.360 West Linn-Wilsonville: they start to tell you how the other kid is a good kid. 182 00:23:22.610 --> 00:23:31.900 West Linn-Wilsonville: Oh, no, he or she is a good kid. They didn't mean it like that. And so it it starts to become this. The narrative is like, well, I don't believe you're 183 00:23:32.160 --> 00:23:41.020 West Linn-Wilsonville: how good this kid is, and this is not common, and all the other things, while the other victim is kind of like what the hell you know kind of deal. But 184 00:23:41.080 --> 00:23:47.309 West Linn-Wilsonville: anyway, so that's not to get off path. But it's been an evolution and a a collective 185 00:23:47.863 --> 00:23:54.380 West Linn-Wilsonville: experience. And it's just some of the most recent things that are now being brought before you 186 00:23:54.410 --> 00:24:01.610 West Linn-Wilsonville: are fairly common. You know, as far as the community of color, we feel like it's common. 187 00:24:01.820 --> 00:24:07.579 West Linn-Wilsonville: even though they're probably not to the severity that you're seeing coming up. But this 188 00:24:08.320 --> 00:24:11.509 West Linn-Wilsonville: so that was the the motivation behind, saying, Hey. 189 00:24:11.950 --> 00:24:17.189 West Linn-Wilsonville: we need to make some adjustments. We can do better, we can be better. It's not like 190 00:24:17.220 --> 00:24:26.257 West Linn-Wilsonville: people of color are going to not be in this community in some way, shape or form, although the number is going to remain small. So you know, I asked, partly because 191 00:24:27.060 --> 00:24:33.570 West Linn-Wilsonville: I I see I see all the things we do. And I understand it's a valid theory of action 192 00:24:34.370 --> 00:24:44.039 West Linn-Wilsonville: to to think that a lot of this work will lead to change. And as people concerned about education. We're looking for 193 00:24:44.470 --> 00:24:46.790 West Linn-Wilsonville: changes in some of those outcomes you're talking about. 194 00:24:47.150 --> 00:24:49.580 West Linn-Wilsonville: and it's hard not to be impatient. 195 00:24:49.840 --> 00:25:02.890 West Linn-Wilsonville: I'm talking about, you know, even me, you know, being like 9 years old when Dr. King was assassinated, and and hearing words that were ringing, and have continued to ring for 50 196 00:25:02.900 --> 00:25:05.540 West Linn-Wilsonville: and more years and 197 00:25:07.070 --> 00:25:11.789 West Linn-Wilsonville: and then and then to sometimes be faced with a starkness of doesn't seem like things are changing. 198 00:25:11.800 --> 00:25:12.940 West Linn-Wilsonville: So 199 00:25:13.030 --> 00:25:33.046 West Linn-Wilsonville: so what I guess one of my questions is is kind of a data question, which is, how will we know when what we are doing is making a difference like, how how are we gonna know. Are we building into this any way to measure how we're gonna know? I think so that's part of this whole activity. And one of the things that I requested, albeit late on the weekend. I know 200 00:25:34.440 --> 00:25:36.310 West Linn-Wilsonville: Director Douglas reached out to me. 201 00:25:36.400 --> 00:25:44.346 West Linn-Wilsonville: and on Friday for something, but I was traveling, so so I sent it on Saturday, which you know I don't expect anyone to work on the weekend 202 00:25:45.030 --> 00:26:00.770 West Linn-Wilsonville: and in there were some some specific things to to look for, whether it be by explosions like Dr. Said earlier referrals, who's going down to the office? What does that look like by race. And 203 00:26:01.010 --> 00:26:11.089 West Linn-Wilsonville: it's kind of a 2 part piece. It's it's not only how do we know that that we're making? We're having the impact of making the changes. But how do we know what is doing that? 204 00:26:11.600 --> 00:26:13.279 West Linn-Wilsonville: Because there's an awful lot happening 205 00:26:13.690 --> 00:26:20.870 West Linn-Wilsonville: like, I mean, how do we get a sense for what things we're doing. We're really bang for our buck in terms of 206 00:26:21.070 --> 00:26:26.750 West Linn-Wilsonville: affecting change. Yeah, you know one thing that I I don't know. Let me 207 00:26:27.710 --> 00:26:30.910 West Linn-Wilsonville: may or may not show up in this policy. 208 00:26:31.130 --> 00:26:36.859 West Linn-Wilsonville: This you know, you educate staff with this piece here. 209 00:26:39.710 --> 00:26:42.366 West Linn-Wilsonville: And you can always 210 00:26:43.710 --> 00:26:53.280 West Linn-Wilsonville: track when discipline has been given out. Right? Okay, so we have this thing. We have this referral. We have this student. You can 211 00:26:53.290 --> 00:26:56.500 West Linn-Wilsonville: write all of that down right? 212 00:26:57.820 --> 00:27:07.250 West Linn-Wilsonville: But what is not necessarily traceable is, when the event happens. 213 00:27:08.390 --> 00:27:15.029 West Linn-Wilsonville: how staff respond to it, whether it be just teachers right? Because the experience starts 214 00:27:15.820 --> 00:27:19.920 West Linn-Wilsonville: immediately from the reaction of the person who's been told. 215 00:27:20.540 --> 00:27:23.349 West Linn-Wilsonville: and most of the people being told are not equipped. 216 00:27:23.720 --> 00:27:30.220 West Linn-Wilsonville: or or maybe have some sense of fear that I'm going to say the wrong thing. I'm going to 217 00:27:30.300 --> 00:27:33.720 West Linn-Wilsonville: do the wrong thing. I really don't want to deal with this 218 00:27:33.770 --> 00:27:41.439 West Linn-Wilsonville: right. Who can I pass it off to? And so maybe it becomes delayed, and you still have a child that is standing there that has been wrong. 219 00:27:41.710 --> 00:27:44.119 West Linn-Wilsonville: right? And so I don't know that 220 00:27:45.730 --> 00:27:52.909 West Linn-Wilsonville: that I mean until like this policy doesn't, I mean, unless I'm missing. It doesn't give up 221 00:27:54.150 --> 00:27:56.520 West Linn-Wilsonville: kind of a guide to say, hey. 222 00:27:56.640 --> 00:27:59.530 West Linn-Wilsonville: it just happens like you say, interrupted right away. 223 00:28:00.001 --> 00:28:09.349 West Linn-Wilsonville: Address that child. I'm not saying that this is what should happen, but to create a feeling of Hey, you really do care about this offense that is taking place. 224 00:28:09.722 --> 00:28:14.710 West Linn-Wilsonville: And I don't know how you measure that piece right? And 225 00:28:17.290 --> 00:28:21.572 West Linn-Wilsonville: you know. One thing I've been thinking about, so that, you know there's this saying, 226 00:28:22.170 --> 00:28:30.010 West Linn-Wilsonville: Diversity is being invited to the party, and inclusion is being asked to dance, and belonging is dancing. How you like to dance. 227 00:28:30.060 --> 00:28:31.989 West Linn-Wilsonville: And so I feel like 228 00:28:32.500 --> 00:28:39.599 West Linn-Wilsonville: like this is diversity, because we're putting all of these things in place. But if we're going to 229 00:28:39.980 --> 00:28:43.310 West Linn-Wilsonville: so that we've we've we're having the party. 230 00:28:43.640 --> 00:28:50.179 West Linn-Wilsonville: But then, as we think about the ways that we leave all of this in, and we're like 231 00:28:50.430 --> 00:28:53.770 West Linn-Wilsonville: taking that action that dance, it's 232 00:28:53.890 --> 00:29:00.890 West Linn-Wilsonville: beginning to take these steps to lead these things into existing policies as practices. 233 00:29:01.110 --> 00:29:02.440 West Linn-Wilsonville: And so 234 00:29:03.310 --> 00:29:16.139 West Linn-Wilsonville: it's not to say that there's a perfect way like we could look and say, Oh, this one will give us that measure, but this is giving it that for that action or those teeth. And so that's how I think I've been looking at it, because, as I've 235 00:29:17.860 --> 00:29:30.729 West Linn-Wilsonville: I don't want to speak for Kelly and Lewis, but like my sense from the time since we started is, we've done an amazing job of really being able to describe this. But now we're at a point now that we have 236 00:29:30.920 --> 00:29:34.959 West Linn-Wilsonville: the admin on the board to be able to 237 00:29:35.090 --> 00:29:38.429 West Linn-Wilsonville: now insert this into the actual steps. 238 00:29:39.940 --> 00:29:45.030 West Linn-Wilsonville: so I don't know if that's helpful, but that's how I've been looking at it, and and I would say. 239 00:29:46.240 --> 00:29:52.920 West Linn-Wilsonville: sometimes it's small moves here. Contribute to something, then, that you could see that 240 00:29:53.730 --> 00:29:55.720 West Linn-Wilsonville: people might point to and say. 241 00:29:56.670 --> 00:29:58.540 West Linn-Wilsonville: boy, in the last 5 years 242 00:29:59.480 --> 00:30:01.630 West Linn-Wilsonville: we we seem different as a district. 243 00:30:02.200 --> 00:30:14.849 West Linn-Wilsonville: you know, we're more overt in our conversations. There's more confidence in the system to talk about these things. We're actually changing our curriculum, you know. So I think how that becomes measured could have quantitative 244 00:30:14.860 --> 00:30:21.180 West Linn-Wilsonville: components data. But also, I think some qualitative that shows up in panorama. 245 00:30:21.800 --> 00:30:23.899 West Linn-Wilsonville: So when we surveyed our staff 246 00:30:24.110 --> 00:30:29.630 West Linn-Wilsonville: there was some response in our panorama survey that people said, I haven't gone to a single staff meeting 247 00:30:29.970 --> 00:30:33.420 West Linn-Wilsonville: where we talked about trace related 248 00:30:33.670 --> 00:30:52.570 West Linn-Wilsonville: data or conversations, I think. Oh, gosh! You know, for these itinerant staff, and they missed it. Or is it too episodic? You know how you know, how does that happen in organization? And you know, how do we build capacity? If that's not a place where people can trust? That's gonna happen? Or are we counting on people to maybe 249 00:30:52.580 --> 00:30:56.749 West Linn-Wilsonville: go to a workshop every few years? And then we're missing some folks. 250 00:30:56.830 --> 00:30:59.150 West Linn-Wilsonville: What do we need to insert in the system. 251 00:30:59.330 --> 00:31:07.759 West Linn-Wilsonville: Will we see a change, then, in that kind of a response where staff feel like they have more capacity and understanding on how to 252 00:31:07.780 --> 00:31:15.370 West Linn-Wilsonville: deal with topics that are race related deal with situations that are race or bias related because they've had 253 00:31:15.460 --> 00:31:18.759 West Linn-Wilsonville: some learning and some practice, and make them more confident. 254 00:31:19.179 --> 00:31:33.549 West Linn-Wilsonville: So where? That will show up in other data I don't know. But if it shows up in panorama, and now we've changed that dial, but ultimately they can show up in the classroom. And then, if students report that they feel like more teachers 255 00:31:33.980 --> 00:31:39.449 West Linn-Wilsonville: can speak to these things than just the one or 2 that they usually go to is that 256 00:31:39.870 --> 00:31:44.239 West Linn-Wilsonville: some anecdotal and qualitative data we can start to 257 00:31:44.480 --> 00:31:46.530 West Linn-Wilsonville: know that the system is changing. 258 00:31:46.540 --> 00:31:48.410 West Linn-Wilsonville: But the organization is changing. 259 00:31:48.740 --> 00:32:05.710 West Linn-Wilsonville: It's just one example. There's others I just wanted to. Oh, could I just wanted to add as like a parent of a 6th Grader, who was in 5th grade last year. I'm just personally very concerned about like a culture of tolerance for racist remarks that are 260 00:32:06.810 --> 00:32:13.370 West Linn-Wilsonville: regularly said in school that are allowed. 261 00:32:13.380 --> 00:32:17.389 West Linn-Wilsonville: and that these are used often. And I'm just. 262 00:32:17.610 --> 00:32:25.889 West Linn-Wilsonville: I feel like a policy gives teeth. And it gives teeth to this. You know. 263 00:32:26.530 --> 00:32:56.420 West Linn-Wilsonville: I don't want to get on a soapbook box I'm trying to like. But I'm very yeah. I'm just very concerned, especially about the inward being regularly used. I don't want my son around that word like I don't want him, you know. I know what you know I'm not. It exists, but like I really don't like the fact that it's being used at school out loud and tolerated by staff, by and by other students, you know. So 264 00:32:56.590 --> 00:33:18.959 West Linn-Wilsonville: and that is pretty common. Yeah. And I think that part of that has to do with, you know, most kids. So whether you like it or not, every commercial that you watch right now has a hip hop beat, too. Yeah, yeah, it doesn't matter if it's Fred Meyers, and you're going low, low, low. I mean, you know, you don't know. 265 00:33:18.960 --> 00:33:35.389 West Linn-Wilsonville: But you know, when you're up the culture, we I'm like, man, they're rocking that on TV. That's crazy. Yeah. Because if you knew the words to that song, yeah, fortune. 500 companies are putting in front of you. And kids know the words today, normalized. Yeah. So that word then becomes desensitized 266 00:33:35.680 --> 00:33:44.400 West Linn-Wilsonville: to people that don't really have any, you know, relationship with the word right? And so you see it. And I 267 00:33:44.740 --> 00:33:48.339 West Linn-Wilsonville: look I I don't know what you do about 268 00:33:48.690 --> 00:33:56.779 West Linn-Wilsonville: about kids are not gonna stop using the word, right? It's it's gonna happen. And kids are not gonna stop saying 269 00:33:56.830 --> 00:34:02.670 West Linn-Wilsonville: racist thing. Even the policy is not going to stop, that the key is arming 270 00:34:02.780 --> 00:34:05.560 West Linn-Wilsonville: the staff with how to deal with it 271 00:34:05.760 --> 00:34:11.090 West Linn-Wilsonville: and and making it to where it becomes known that it's 1, not okay. 272 00:34:11.270 --> 00:34:20.670 West Linn-Wilsonville: And unfortunately, that means you're gonna disrupt the classroom. You're gonna make it really uncomfortable. You're gonna have to say some things I mean, most teachers aren't even 273 00:34:20.690 --> 00:34:25.850 West Linn-Wilsonville: armed to understand that when a kid comes up and says, Oh, my gosh! 274 00:34:26.300 --> 00:34:31.050 West Linn-Wilsonville: Can I feel your hair? That's 1 of the most disrespectful things that white people can do to black people. 275 00:34:31.170 --> 00:34:38.610 West Linn-Wilsonville: Yeah, but they're not being taught that right black women in in just 276 00:34:39.239 --> 00:34:55.370 West Linn-Wilsonville: it is a hard line. Do not touch my hair. Do not ask me about it. It is a hard line. No right? But kids all around this district constantly are petting black kids because they are curious about the feel of their hair. 277 00:34:55.449 --> 00:35:00.160 West Linn-Wilsonville: right? And I get it. And it's a big no-no in our culture, right. And so. 278 00:35:00.220 --> 00:35:09.070 West Linn-Wilsonville: if you're not equipped as a teacher, you think is oh, we just touched his hair, or he just touched her hair, and it's like that's the most one of the most offensive things you can do 279 00:35:09.140 --> 00:35:15.700 West Linn-Wilsonville: right. Don't pet me. I'm not a dog. Black people don't come up and touch white people's hairs. We don't do that. We're taught not to do that. 280 00:35:15.880 --> 00:35:27.649 West Linn-Wilsonville: So it's a cultural thing. And teachers aren't even armed to be able to handle something simple like that. Right? You have to disrupt and interrupt that same way that you disrupt the interrupt 281 00:35:27.900 --> 00:35:33.190 West Linn-Wilsonville: because they need to understand the historical connotation of hair. 282 00:35:33.200 --> 00:35:45.229 West Linn-Wilsonville: and how much we are scrutinized for our hair, and people don't understand that box. Braids aren't for for swag. It's a way that we have to take care of our hair. Hair is braided on purpose, because that's what we have to care for. 283 00:35:45.540 --> 00:35:58.630 West Linn-Wilsonville: It just so happens that we put swag with it, because, you know, we have to do this. So there's just so many different things. But that's like a very, very basic thing that people just aren't even armed to. You wouldn't think that that's an issue. 284 00:35:58.810 --> 00:35:59.939 West Linn-Wilsonville: But it is 285 00:36:00.180 --> 00:36:23.669 West Linn-Wilsonville: so. It's like in that education process. You have to do the same. Interrupt. Maybe. Ask this kid. What made you feel comfortable enough that you do that? Do you understand what that means? And then you educate them. And then you hope that then that child now learned to say, Hey, don't touch your hair because Miss so and so told me that means this, and then it becomes oh, I didn't know. I didn't know, you know, because kids don't. Naturally 286 00:36:23.700 --> 00:36:26.280 West Linn-Wilsonville: we're not trying to be harmful in this, but 287 00:36:26.720 --> 00:36:33.329 West Linn-Wilsonville: but it's it's a thing. So it's a sidebar. But there's those little things that are still 288 00:36:33.450 --> 00:36:40.379 West Linn-Wilsonville: our community takes it as microaggression. It's like, don't touch me. And then it becomes like, Oh, well, they don't like that. Now, I'm gonna keep trying 289 00:36:40.730 --> 00:36:44.789 West Linn-Wilsonville: right, not understanding that. Now that's gonna go home. 290 00:36:45.090 --> 00:36:49.530 West Linn-Wilsonville: and Mom and dad are gonna show up and say, why are you letting kids let my my child 291 00:36:49.570 --> 00:36:56.389 West Linn-Wilsonville: and it's like, Whoa, just a hair thing it's like, no, it's not just a hair thing, just a hair. 292 00:36:57.333 --> 00:37:00.090 West Linn-Wilsonville: So just just little things, you know. 293 00:37:00.290 --> 00:37:06.300 West Linn-Wilsonville: No to kind of help. And it it so these 294 00:37:06.540 --> 00:37:09.839 West Linn-Wilsonville: for things actually like this, the interrupt question, educate, echo. 295 00:37:09.850 --> 00:37:28.350 West Linn-Wilsonville: are a good way to, even on all the little microaggression things right once they see it. Once teachers get used to staff get used to saying, Oh, I recognize that's a no, no, let me go ahead and help little Bobby or little Jenny little Jan to to know that that's not okay. Educate him, and then roll on. 296 00:37:28.790 --> 00:37:30.210 West Linn-Wilsonville: you know. Keep going. 297 00:37:32.010 --> 00:37:42.240 West Linn-Wilsonville: So as Chair Taylor was mentioned. We've been having these conversations for several years. And recognizing that 298 00:37:42.500 --> 00:37:53.510 West Linn-Wilsonville: we need to make adjustments. There are places where there are gaps, and we're falling short. And the interrupting bias workshop, finding one that we felt was 299 00:37:53.930 --> 00:37:57.619 West Linn-Wilsonville: would be really helpful for all staff. 300 00:37:59.610 --> 00:38:06.899 West Linn-Wilsonville: Some had gone to it a little earlier, but we finally decided this has to be a comprehensive approach. We have a grant 301 00:38:06.960 --> 00:38:10.550 West Linn-Wilsonville: from Negrin that's paying for the workshop. 302 00:38:10.958 --> 00:38:19.891 West Linn-Wilsonville: Staff development for it. So it's it's come at a good time. But on the green side, then, is just kind of a summary of the large paper, and then there's 303 00:38:20.370 --> 00:38:22.580 West Linn-Wilsonville: again, copies of things in your binder. 304 00:38:22.690 --> 00:38:45.570 West Linn-Wilsonville: These are some places where, in some conversations with Chair Taylor that have come up as well as staff talking, hearing information, we see that there's some places we can adjust some of what we have currently. So again, we know that your task is to create a new policy. But if we can share with you what we're thinking about in terms of the adjustments. 305 00:38:45.680 --> 00:38:58.449 West Linn-Wilsonville: Then we also have some samples of some other district policies that maybe you could see an interplay around how this comes together. That's a good question. Yeah. So 306 00:38:58.620 --> 00:39:00.780 West Linn-Wilsonville: like, from a process standpoint. 307 00:39:00.930 --> 00:39:09.979 West Linn-Wilsonville: if we were to adopt a policy, that policy include language, that kind of talks about like this trickle down. Effect of 308 00:39:10.260 --> 00:39:13.629 West Linn-Wilsonville: like this policy is in place. And so 309 00:39:14.120 --> 00:39:16.120 West Linn-Wilsonville: you know, each one of these 310 00:39:16.390 --> 00:39:23.110 West Linn-Wilsonville: these things that are on this list would then occur, or is it the sort of thing where we have to go in and adopt like 311 00:39:23.150 --> 00:39:27.110 West Linn-Wilsonville: 6 new policies to it, you know. Adjust 312 00:39:27.548 --> 00:39:38.720 West Linn-Wilsonville: like the complaint, form merger and things like that? Or do you write that into the policy language that we would? We can do all of these things without a new policy. Okay? 313 00:39:38.990 --> 00:39:49.329 West Linn-Wilsonville: Because it's working with our existing policies within the ars. And you don't have, you don't adopt the ars. Okay, it's staff putting procedures to fulfill the policy. 314 00:39:49.460 --> 00:40:04.130 West Linn-Wilsonville: So you write a policy. And then, as we try and fulfill and live into that policy, we create processes and systems. And so that's what an AR is so. A policy would not have the play by play policy would give this this stance 315 00:40:04.160 --> 00:40:13.349 West Linn-Wilsonville: the value, the statement. We'll look at some of them chair. Taylor brought one from Portland public last time. I've got one from Tiger Tualatin in Beaverton. 316 00:40:13.823 --> 00:40:19.460 West Linn-Wilsonville: They also created separate policy. I think you'll see some positions on that. 317 00:40:19.680 --> 00:40:26.419 West Linn-Wilsonville: and then what I'm what I'm saying. There's some work we can do to tighten up what we have already. 318 00:40:26.530 --> 00:40:45.249 West Linn-Wilsonville: and then take a look at some, some samples, so the metric would be, we do the policy. And then we we see the reporting back from staff on everything that you then put into place to implement that policy? Yeah, you might create a new policy that 319 00:40:46.180 --> 00:41:02.759 West Linn-Wilsonville: if, after all this, you say, let's write this policy. And in that policy you might have. The superintendent will work with staff to create process and procedures that support this policy, then we might either develop an AR or we would just 320 00:41:02.950 --> 00:41:10.180 West Linn-Wilsonville: work on. You know, the work that would make sure that policy is actualized in the district. 321 00:41:11.358 --> 00:41:13.350 West Linn-Wilsonville: Jennifer's gonna say something 322 00:41:13.370 --> 00:41:22.700 West Linn-Wilsonville: I I just wanted to recognize, you know, the ongoing nature of this conversation and work, and that 323 00:41:22.790 --> 00:41:49.399 West Linn-Wilsonville: there's things on the blue side. Some of these have been in place for a long time. Some have not been in place for a long time, so there! Some of these are very new. So if we're looking like well, you know, how have we seen the impact of all the things that are in place right now? Maybe not because some of it is is, you know, for example, as Kathy was talking about the interrupting, interrupting, bias training, it's just rolling out. Some of the 1st wave of people had it, and now 324 00:41:49.400 --> 00:41:59.998 West Linn-Wilsonville: all the other ones are having it. We are very hopeful that that does empower people more to step up. One of the most powerful parts of that was the that it 325 00:42:00.390 --> 00:42:07.710 West Linn-Wilsonville: our silence, you know, gives approval. Yeah. Our silence says it's okay. 326 00:42:07.840 --> 00:42:23.215 West Linn-Wilsonville: and we cannot be silent. We have to interrupt. So it's a very powerful, and then one of the other things we've been hearing back, you know, iteratively, sometimes through the board, sometimes just directly from parents and constituents, was 327 00:42:24.170 --> 00:42:32.009 West Linn-Wilsonville: the ways we communicate about more serious incidents, and how what families find out about how we handle that 328 00:42:32.430 --> 00:42:36.450 West Linn-Wilsonville: could be improved right? And so that was part of 329 00:42:36.470 --> 00:43:03.289 West Linn-Wilsonville: this, an important part of this administrative guide to serious incidents, where it says, you have to go back to the family of the parent of the child who was the victim of the situation. You have to communicate back to them and let them know what occurred. You have to have a plan in place for that child to say, what do you need to feel safe at school? Because that behavior was not okay. So those are. 330 00:43:03.390 --> 00:43:10.990 West Linn-Wilsonville: It's not that we weren't doing those things before, but we weren't as systematic of having that 331 00:43:11.050 --> 00:43:14.560 West Linn-Wilsonville: clearly in place. So I just, I just wanted to affirm that 332 00:43:15.020 --> 00:43:28.980 West Linn-Wilsonville: this is what's in place now. Some of it's been in place for a very long time. That curriculum work has been happening for a long time. And some of it is newer. So 333 00:43:29.090 --> 00:43:44.399 West Linn-Wilsonville: what do we need to have these things happen, you know. Sort of thing to not have this normalization sort of thing. There's a piece, that's what what you measure matters. And so it's 1 thing to sort of give a 334 00:43:44.400 --> 00:44:05.619 West Linn-Wilsonville: panorama survey and say it's been selected to have a module because you pick the pieces in social, emotional learning with companies like that. And there are other companies besides panorama, and we selected that, but also, and this the same thing happened in the school district around bullying in 335 00:44:05.760 --> 00:44:18.729 West Linn-Wilsonville: 2,003, and it was the word wasn't really in the vernacular yet, and there were things happening there were. How do we respond? How does a parent know? 336 00:44:18.810 --> 00:44:41.409 West Linn-Wilsonville: My child still feels that way? It was generalized, and there was a program and sort of a researcher who put that in place. And I know at one level of our schools we kind of adopted that. And what you started to measure was reports of incidents. And looking at what are those incidents? What are the patterns? Sorts of things? So it's not just the overall 337 00:44:41.670 --> 00:45:05.149 West Linn-Wilsonville: social, emotional learning data. And there's also that potential. And it's it's mentioned of looking at. You know, how do we have students and staff report? So you don't normalize this idea or say it's just a serious incident, and a serious incident is a serious incident and have those pieces. But though we look at 338 00:45:05.210 --> 00:45:06.860 West Linn-Wilsonville: what does it mean when it's 339 00:45:06.900 --> 00:45:33.199 West Linn-Wilsonville: with a protecting class? And what does that look like? It's also important in this school district, with looking at inclusive practices because different ableness is also that. So there's a lot being done in the work with, and the speak up at school work speaks to that a lot. The guidance that's in here for all students belong as a companion document. Talk about 340 00:45:33.470 --> 00:45:44.790 West Linn-Wilsonville: how do you respond? How do you keep track? Are you getting fewer reports. That's what happened with the bullying piece. We no longer needed to track that in the same way, because 341 00:45:44.820 --> 00:45:58.640 West Linn-Wilsonville: students knew what it was. Because you're kind of educating. When you have people report something, it's what is that? How's that different from somebody bugging me? Or the thing of kids will be kids? And you say this, and I say that. And it just happens all the time 342 00:45:58.910 --> 00:46:20.900 West Linn-Wilsonville: sort of thing. So again, just that idea of looking at, what are we measuring. And how are we tracking it? Sort of thing. There's suggestions here that don't make there could be a policy, but that's not the only way to accomplish that it's to speak. To which of which of these things are important here that we should put into place or flesh out what we've already got started. 343 00:46:24.690 --> 00:46:32.199 West Linn-Wilsonville: So in your in your binders there's a tab that says bias incident response. 344 00:46:33.680 --> 00:46:37.009 West Linn-Wilsonville: and you'll see a table in there. 345 00:46:37.598 --> 00:46:41.269 West Linn-Wilsonville: At this I just did some querying around 346 00:46:41.840 --> 00:46:49.699 West Linn-Wilsonville: as we were looking at our policies and procedures to see what are other districts doing? Yeah. 347 00:46:52.350 --> 00:46:56.270 West Linn-Wilsonville: And first, st like this 1st blush. 348 00:46:57.000 --> 00:47:09.700 West Linn-Wilsonville: Nobody's doing it quite the same. No surprise there, right? Districts have a lot of autonomy to kind of shape things depending on where they've been where they're going and how they kind of move with their board and their staff. 349 00:47:10.400 --> 00:47:36.650 West Linn-Wilsonville: But part of what we wanted to see was, how were people enacting that policy. Acb. Every students belongs. What were their procedures for reporting incident biases? How does it come alongside our complaint process where parents say I called the school. I told about something. I'm complaining about something. What are some systems in place? Where is overlap? Where is there redundancy? But where are there also gaps. 350 00:47:37.760 --> 00:47:42.160 West Linn-Wilsonville: so as you can see. You know, at the top of that table there's 351 00:47:42.170 --> 00:47:46.304 West Linn-Wilsonville: and we we did not look at every district. We just did a few 352 00:47:47.130 --> 00:47:52.639 West Linn-Wilsonville: But here's a small sampling of some that have the same policies we do. 353 00:47:52.830 --> 00:48:00.650 West Linn-Wilsonville: but they don't have any separate kind of form. There's no bias incident, report form. There's no specific complaint form. 354 00:48:00.800 --> 00:48:04.670 West Linn-Wilsonville: People can either write an email tall 355 00:48:04.700 --> 00:48:10.560 West Linn-Wilsonville: or have a meeting, and that triggers, a reporting of an incident or a complaint. 356 00:48:11.194 --> 00:48:17.169 West Linn-Wilsonville: Because the law doesn't say you have to have a form just says you have to have a procedure. 357 00:48:17.868 --> 00:48:33.819 West Linn-Wilsonville: Then you have a couple of schools, you know. Here's a couple ours is in there where we right now. If something happens at schools that is considered a bias or discrimination. Often we're told that or email that 358 00:48:34.010 --> 00:48:39.970 West Linn-Wilsonville: there isn't a separate form that parents fill out. But we but we do have a complaint form. 359 00:48:40.040 --> 00:48:43.499 West Linn-Wilsonville: And when you just flip to the next page. 360 00:48:43.610 --> 00:48:48.220 West Linn-Wilsonville: That's our complaint form, just called public complaint. Form those go to Kelly. 361 00:48:48.440 --> 00:48:55.602 West Linn-Wilsonville: and we work through a process with that family around the complaint they have, or that community member or 362 00:48:56.150 --> 00:49:00.010 West Linn-Wilsonville: But people can also trigger a complaint through an email. 363 00:49:00.200 --> 00:49:11.899 West Linn-Wilsonville: And so we have to respond anything that's told to us. We have to respond to it. And the person even says, at that meeting this is a formal complaint. Then we treat it like that. We don't say sorry you didn't fill out the form 364 00:49:12.593 --> 00:49:30.029 West Linn-Wilsonville: but to Barb's Point, you know, when we have some of these tools and resources. There's an educating that also goes along with them. It also helps us to maybe track them a little bit better, or monitor them, although they don't have to come through the form. 365 00:49:30.950 --> 00:49:34.030 West Linn-Wilsonville: Then there are a couple school districts you could see in the blue 366 00:49:34.070 --> 00:49:38.330 West Linn-Wilsonville: that have what they call this unified complaint form. 367 00:49:38.370 --> 00:49:44.560 West Linn-Wilsonville: They take policy. Kl, which is the public, completes, and 368 00:49:44.640 --> 00:49:51.869 West Linn-Wilsonville: they make that the form for a lot of different kinds of complaints, even for policy, a. C. On discrimination. 369 00:49:52.230 --> 00:49:57.950 West Linn-Wilsonville: There's a box that says is your complaint have to do with anything about discrimination or bias. 370 00:49:58.870 --> 00:50:06.450 West Linn-Wilsonville: and then for example, you can see Beaverton has a separate one, just for biased incidences. 371 00:50:06.820 --> 00:50:11.560 West Linn-Wilsonville: And so that there's 2 different kinds of complaint forms. 372 00:50:11.580 --> 00:50:25.070 West Linn-Wilsonville: there's always the wonder of if you have a lot of different kind of complaint forms. Do you confuse the community? But also, if you streamline too much, there's this idea of maybe one doesn't meet the needs of all. So that's kind of the dance we're in right now 373 00:50:25.410 --> 00:50:32.840 West Linn-Wilsonville: and then you can see at the bottom there's a couple of school districts that we could find. I'm still in that table, the 1st that tab 374 00:50:33.380 --> 00:50:40.479 West Linn-Wilsonville: where there might be multiple forms for students at different levels. 375 00:50:41.327 --> 00:50:51.179 West Linn-Wilsonville: or multiple forms depending on if it's a discrimination, or if it's a public complaint, so just want to share with you that there isn't a district out there that says 376 00:50:51.500 --> 00:50:53.390 West Linn-Wilsonville: we've got it all figured out 377 00:50:53.790 --> 00:51:00.249 West Linn-Wilsonville: they're working on what works for them. This is also what they have currently in place. They might be adjusting it like we are. 378 00:51:00.310 --> 00:51:03.370 West Linn-Wilsonville: and might have something different next year or 2 years from now. 379 00:51:04.474 --> 00:51:17.229 West Linn-Wilsonville: But when we took a look at what we were doing and feedback, we were hearing from students, from parents, as Chair Taylor mentioned. He's been working through some complaints with with us really closely. 380 00:51:17.560 --> 00:51:19.979 West Linn-Wilsonville: It was immediately a place of 381 00:51:20.000 --> 00:51:33.389 West Linn-Wilsonville: we could tighten up. Those are some that's some low hanging fruit. There's some easy things to do in terms of tightening up some of our processes within our policies. So that's why you'll see right away. We thought. 382 00:51:34.161 --> 00:51:45.700 West Linn-Wilsonville: maybe the policy Kl, which is generally public complaint and policy. A/C, which is about discrimination. We could do like a couple of other districts 383 00:51:45.970 --> 00:51:48.019 West Linn-Wilsonville: and have that unified 384 00:51:48.050 --> 00:52:08.609 West Linn-Wilsonville: complaint form that's more specific and would have a place to say, is this a complaint about something your child, or you have experience that has to do with discrimination bias for racist behavior. And we could get a little bit more data to track and monitor it, but also to respond with more information. 385 00:52:10.220 --> 00:52:16.586 West Linn-Wilsonville: Another area we saw within our own policy. Acbar is that 386 00:52:18.190 --> 00:52:30.430 West Linn-Wilsonville: We could do better in some of the language of the AR of being more specific. Now, again, it was standard template language from Osba. Most districts use it, but we'd like to 387 00:52:30.480 --> 00:52:33.920 West Linn-Wilsonville: be a little bit more Westland Wilsonville specific in there. 388 00:52:34.030 --> 00:52:39.499 West Linn-Wilsonville: and add some more about how we're moving through that response. 389 00:52:39.660 --> 00:52:45.249 West Linn-Wilsonville: And then also you'll see the dark gray table down here. Some feedback that we get often 390 00:52:45.300 --> 00:52:51.450 West Linn-Wilsonville: is a family will say it seems like the district didn't do anything, and you're constrained by surplus 391 00:52:51.930 --> 00:53:02.970 West Linn-Wilsonville: and in the sensitivity around, not giving confidential information about discipline or what happened in the incident, we're feeling lost and not knowing anything. 392 00:53:03.190 --> 00:53:14.590 West Linn-Wilsonville: And so our student feels like nothing happened. We heard this from students at the high school that sometimes they believe you know the staff didn't do anything. There was this gap in communication. 393 00:53:14.680 --> 00:53:19.810 West Linn-Wilsonville: So is there a place in our AR where we can speak to? 394 00:53:20.020 --> 00:53:27.239 West Linn-Wilsonville: And this is a document we created. What are the things we could say we are doing. Here's the types of discipline 395 00:53:27.970 --> 00:53:30.230 West Linn-Wilsonville: that might occur. 396 00:53:30.440 --> 00:53:42.109 West Linn-Wilsonville: Here's education that will happen where we will address the history and impact of racism or that hate speech, maybe through a video or a short article, or a text, or a narrative. 397 00:53:42.190 --> 00:54:00.689 West Linn-Wilsonville: And here's how we're going to restore both for the person who was harmed person who did the harm because they're going to continue to be in a community together. And so how do we keep that going and work sensitivity through that. And then also, when it happens in a co-curricular activity. 398 00:54:01.170 --> 00:54:06.819 West Linn-Wilsonville: And we've seen a lot of examples of things happening during a competition, game things being said 399 00:54:07.010 --> 00:54:08.579 West Linn-Wilsonville: or in practice. 400 00:54:08.920 --> 00:54:21.229 West Linn-Wilsonville: What's the expectation there when students are representing a school? And so it's not just the bell to bell during the academic day, but also when a student is in activity. So again, this is draft. 401 00:54:21.830 --> 00:54:36.539 West Linn-Wilsonville: but based on what we hear from you tonight, and we're going to run this by our our leaders as well. How can we put some of these specific items in our AR that now parents can see, staff 402 00:54:36.980 --> 00:54:43.379 West Linn-Wilsonville: can see and understand and we can get more specific what we could share with a parent. 403 00:54:43.540 --> 00:54:46.789 West Linn-Wilsonville: I'm still bound by Ferpa, but I can tell you 404 00:54:47.220 --> 00:54:59.419 West Linn-Wilsonville: there was discipline, anything we could hear. These are the ways we educated. And there was an attempt to restore, and we can get a lot more specific about how we responded. 405 00:54:59.570 --> 00:55:03.040 West Linn-Wilsonville: just making sure we aren't breaching that last 406 00:55:03.500 --> 00:55:05.889 West Linn-Wilsonville: little bit that that would move into forecast. 407 00:55:07.060 --> 00:55:10.699 West Linn-Wilsonville: And then in that student rights and responsibilities handbook. 408 00:55:10.910 --> 00:55:26.329 West Linn-Wilsonville: We want to add some more language in there. We actually want to write a lot more about policy. Acb, that's a good place for parents and students to get some education around that policy, and we could even drop some of these documents 409 00:55:26.580 --> 00:55:28.820 West Linn-Wilsonville: in there as well. These tables. 410 00:55:29.170 --> 00:55:34.499 West Linn-Wilsonville: that administrative guide. For how we respond to serious incidences. 411 00:55:34.922 --> 00:55:42.110 West Linn-Wilsonville: There's more places in there where we can work with the steps around how to respond. If it's a bias incident. 412 00:55:42.460 --> 00:55:49.870 West Linn-Wilsonville: we can now reference some of the things we're learning from interrupting bias, but also the Oregon Department of Education 413 00:55:50.000 --> 00:55:58.420 West Linn-Wilsonville: has its own checklist that they give school district. Now, some of that's in our administrative guide, but some of it's not so. We can maybe 414 00:55:58.480 --> 00:56:03.154 West Linn-Wilsonville: align those 2 documents a little bit more together and 415 00:56:06.480 --> 00:56:08.790 West Linn-Wilsonville: And then again. 416 00:56:09.310 --> 00:56:24.130 West Linn-Wilsonville: we don't want our professional development to be a 1 and done this year. Certainly it's the biggest lift. It's taking the most resource for everyone to have this training. But after this, is there an expectation that every new employee would have it? 417 00:56:24.713 --> 00:56:49.080 West Linn-Wilsonville: We also want to look at what's available in these online modules. We have to take them on things like blood borne pathogens and sexual harassment and policies and cyber security. So we're looking to see if there's a high quality, one on diversity, equity, and inclusion that would speak to microaggressions and biases, that then people could take also as a little webinar on a module. 418 00:56:49.450 --> 00:56:55.530 West Linn-Wilsonville: And then, of course, really making sure that we continue to think about how we're monitoring with the data balance. 419 00:56:56.340 --> 00:56:58.530 West Linn-Wilsonville: So these are places that 420 00:56:58.630 --> 00:57:07.010 West Linn-Wilsonville: you know, we've noticed we have some gaps. We want to do adjustments to our ars and some of our complaint forms to put those in place. 421 00:57:07.020 --> 00:57:13.090 West Linn-Wilsonville: It doesn't speak to a whole nother policy yet, but we wanted to just show you where we are. So far. 422 00:57:14.450 --> 00:57:20.750 West Linn-Wilsonville: And I'll pause there and then we can take a look at some sample policies. 423 00:57:21.880 --> 00:57:24.395 West Linn-Wilsonville: So the one thing that I'm noticing that 424 00:57:25.070 --> 00:57:30.339 West Linn-Wilsonville: I know that we're hopefully that we're going to address is that you know, the 425 00:57:30.960 --> 00:57:37.220 West Linn-Wilsonville: the piece is more of an education educational standpoint. But also we're not 426 00:57:38.840 --> 00:57:53.760 West Linn-Wilsonville: I haven't seen where we're identifying and prioritizing how that response is going to be based on like trauma, trauma informed, or a healing, you know, healing centered on how they're gonna address that. So 427 00:57:54.150 --> 00:58:01.379 West Linn-Wilsonville: with responses, I would like it to be more where we can identify and then prioritize like, what those steps will look like 428 00:58:03.330 --> 00:58:10.249 West Linn-Wilsonville: makes sense. Yeah. Yeah. And have it consistent, like, yeah, throughout the whole district. So 429 00:58:10.440 --> 00:58:21.060 West Linn-Wilsonville: it's being done in primary middle high school all the same. And there are resources for that in this guide. They're not actually listed here, but in the 430 00:58:21.160 --> 00:58:23.619 West Linn-Wilsonville: I'm looking at this. Every student 431 00:58:23.930 --> 00:58:33.120 West Linn-Wilsonville: belongs. There's other links when they talk about trauma informed in those parts that safety support planning for the person harmed 432 00:58:33.310 --> 00:58:58.878 West Linn-Wilsonville: for the persons who caused harm. But odue website Oed website around. This also has just what you brought up, the trauma informed, and it goes into more detail. And that's what I think Jennifer was referring to as well, even in putting some of those resources in the 433 00:58:59.950 --> 00:59:08.790 West Linn-Wilsonville: response to serious incidents. That's not in any way said to be a complete work at this point, but there has been an addition 434 00:59:08.860 --> 00:59:14.499 West Linn-Wilsonville: of those pieces to it. Also we do have going on, although we didn't, you know 435 00:59:15.510 --> 00:59:22.009 West Linn-Wilsonville: Kathy didn't want to put anything on here that we wouldn't say, Oh, we're consistently all doing. But ode 436 00:59:22.150 --> 00:59:45.199 West Linn-Wilsonville: has modules for anti-racism, for staff that are really nationally researched, and we do have some. But we didn't want to put it on here because we do have some levels that are actually doing that with staff education and looking at that as something that's just more concrete sort of piece, and those are referenced in here as well, and they also include in those modules some of the 437 00:59:45.200 --> 00:59:59.250 West Linn-Wilsonville: comment informed information, and some of the districts that have policies such as say, Beaverton. They've kind of worked with those materials. So the education and the response and the reporting kind of go hand in hand. 438 00:59:59.250 --> 01:00:17.199 West Linn-Wilsonville: You know you want to look at what's the through line between how we report what we do with the reports? How do we respond? What data to do we collect to get to what director shoemaker was talking about? How do we know it's getting any better, you know? And how do we know that what you experienced is 439 01:00:17.500 --> 01:00:26.740 West Linn-Wilsonville: going to not be perpetuated into what children are experiencing today? But lining up those 3 points is kind of the goal of what 440 01:00:27.310 --> 01:00:36.380 West Linn-Wilsonville: caffeine made fit all on this one sheet of paper here. Not everything. In the Administrative Guide. 441 01:00:38.950 --> 01:00:43.619 West Linn-Wilsonville: In Section 4, where you're doing, investigating and determining one of the questions is 442 01:00:43.880 --> 01:00:53.130 West Linn-Wilsonville: gather information using a trauma informed and culturally responsive approach and conduct a trauma-informed investigation. 443 01:00:53.480 --> 01:01:20.519 West Linn-Wilsonville: So there is. Now, what does that look like to all staff feel like they know how to do that? That's more capacity building and ongoing, because staff come and go, and they have different levels. But it's another place where we can take every type of the ode toolkit. They also reference review trauma informed interviewing techniques, you know. So there's some alignment. We can take some ideas that ode Scott 444 01:01:20.570 --> 01:01:43.499 West Linn-Wilsonville: and while this is an administrative guide. If we're getting feedback from staff, if we like. I just need to know how to do that better. Then that informs is that a staff workshop that a principal could read. But it's we speak to it in the Guide, and it is in here. But if we can even take a little bit more out of here, we're finding that you know. Line them a little bit more. 445 01:01:44.047 --> 01:01:46.910 West Linn-Wilsonville: Then we're not toggling 2 documents. 446 01:01:47.220 --> 01:01:49.190 West Linn-Wilsonville: We can actually say, I think 447 01:01:49.450 --> 01:01:52.040 West Linn-Wilsonville: the idea of this toolkit is 448 01:01:52.140 --> 01:01:55.620 West Linn-Wilsonville: is developed in here. We don't need staff to have the full blown. 449 01:01:55.770 --> 01:01:59.239 West Linn-Wilsonville: Is this something that you put in an incident report 450 01:01:59.720 --> 01:02:07.560 West Linn-Wilsonville: where, if it's already laid out. But Staff don't know about it. Does it become a part of the incident report? 451 01:02:07.600 --> 01:02:10.790 West Linn-Wilsonville: So those questions are already there to make it 452 01:02:11.370 --> 01:02:17.019 West Linn-Wilsonville: easy for them to just say, Oh, well, it! This is a trauma event I should ask. These 453 01:02:17.160 --> 01:02:20.439 West Linn-Wilsonville: 4 questions could could be. 454 01:02:20.500 --> 01:02:43.260 West Linn-Wilsonville: I think there's some prompts that maybe could generalize to a lot of situations. But then there's going to be others, that it all depends on the age of the child. The context of the situation. How the child is presenting that you'd want to be sensitive in that interview process, and and in that care for the students. So it 455 01:02:43.906 --> 01:02:47.020 West Linn-Wilsonville: I think it would be a yes, and also 456 01:02:47.250 --> 01:02:50.859 West Linn-Wilsonville: we would need to still need to do some capacity building for snap. 457 01:02:51.120 --> 01:03:07.369 West Linn-Wilsonville: I think there are some high priority areas that we're very excited to do that. And there are some that require some deeper learning. Once that come to mind, are our ability to recognize and consistently call it out. 458 01:03:07.540 --> 01:03:25.989 West Linn-Wilsonville: You know this idea. We've heard this in our interrupting bias training procedure that you know families of color experience this all the time, and they experience very well-meaning educators letting it happen. And that's really hard to hear. And so we need to get better at recognizing it and creating a community where people know that 459 01:03:26.200 --> 01:03:54.149 West Linn-Wilsonville: they're going to be safe if it's going to be called out. And then I think, too, Kathy, bringing this up, there's a part in the interrupting bias around guidance, and how you communicate? I think sometimes we do. We get caught up in perfect and protecting privacy, but that guidance has some really clear steps of what you can and should communicate. This happened. It was wrong. We don't do this here, you know. This is how we're going to prevent it going forward. There are some areas that I do think 460 01:03:54.160 --> 01:04:00.710 West Linn-Wilsonville: our high priority where we want to have some really clear steps that we can count on happening at each level. 461 01:04:01.558 --> 01:04:06.129 West Linn-Wilsonville: make a quick comment, maybe immediate question, and so 462 01:04:06.280 --> 01:04:11.570 West Linn-Wilsonville: on. On this page. The 3rd item there. So 463 01:04:11.690 --> 01:04:19.449 West Linn-Wilsonville: I really appreciate the idea under Board board new policy. I really appreciate the idea 464 01:04:19.490 --> 01:04:37.049 West Linn-Wilsonville: that we use some language that ties together with the educational context of this work. Portland. Public attempts to do that a little bit attempts a little bit. So when they say in Portland public on the 1st page, in the last paragraph. When it says 465 01:04:37.730 --> 01:04:49.539 West Linn-Wilsonville: the 1st tab, it says, policies western Mexico and samples yeah. So in on the 1st of 3 pages of theirs 466 01:04:49.700 --> 01:04:53.169 West Linn-Wilsonville: that last paragraph, and toward the end of it it says. 467 01:04:53.628 --> 01:05:01.580 West Linn-Wilsonville: Portland school must address and overcome this inequity in institutional racism, providing all students with the support and opportunity to succeed. 468 01:05:01.730 --> 01:05:04.119 West Linn-Wilsonville: That opportunity to succeed 469 01:05:04.170 --> 01:05:15.389 West Linn-Wilsonville: really is why we in education are interested in. This is not just so. We can make the world a better place. It's so that our kids have true equal outcomes and true equal opportunities. 470 01:05:15.846 --> 01:05:24.933 West Linn-Wilsonville: Education, right? So I see some language that ties that together I really would appreciate and then I I also just want to mention that 471 01:05:25.690 --> 01:05:34.579 West Linn-Wilsonville: not sure what to make it. So I at at the bottom of this that same page model related to inform professional development. 472 01:05:35.960 --> 01:05:43.390 West Linn-Wilsonville: tigered. And is it they both talk about accountability, and they talk about and 473 01:05:44.010 --> 01:05:51.870 West Linn-Wilsonville: an equity audit right, and I think one is really directive, like twice a year has to be an equity audit, and you have to report to the board. 474 01:05:52.030 --> 01:05:54.610 West Linn-Wilsonville: I do wonder how 475 01:05:55.460 --> 01:06:01.149 West Linn-Wilsonville: you might assess that you probably already doing your own ways, obsessing things. But how? How might 476 01:06:01.380 --> 01:06:05.210 West Linn-Wilsonville: we talk about that? Or do we even direct that that there'd be some form of 477 01:06:05.430 --> 01:06:08.100 West Linn-Wilsonville: audited report to us. 478 01:06:08.270 --> 01:06:15.319 West Linn-Wilsonville: Just a thought before you answer. Just, but doesn't. If we take Tiger Tuogen, for example, they have an equity advisor in every. 479 01:06:16.070 --> 01:06:17.399 West Linn-Wilsonville: in every school. 480 01:06:17.850 --> 01:06:29.199 West Linn-Wilsonville: So I think they're a little bit different that way. Where there is a point person that does handle incidents of bias, and I don't know if it's at every school, but it's they have them. 481 01:06:29.270 --> 01:06:33.750 West Linn-Wilsonville: and and I'm always we're left just with the way 482 01:06:34.120 --> 01:06:44.330 West Linn-Wilsonville: with budget and funding, you know we're almost even going back and saying, Do you still have that? Do you still have some of those folks? But they have Beaverton and 483 01:06:45.846 --> 01:06:52.570 West Linn-Wilsonville: beaverton has a little more of a department. They have 2 people in their equity department more than public has 484 01:06:52.580 --> 01:06:53.830 West Linn-Wilsonville: several people 485 01:06:54.351 --> 01:07:04.388 West Linn-Wilsonville: that oversee professional development. They, you know, they work with trainings, but also help to make sure they monitor the data and get that back to them. 486 01:07:04.810 --> 01:07:07.650 West Linn-Wilsonville: But I think one of the times we were inquiring. 487 01:07:07.890 --> 01:07:10.789 West Linn-Wilsonville: We had heard from someone that Tiger Tualton had it 488 01:07:11.250 --> 01:07:20.569 West Linn-Wilsonville: an equity Point person. I don't know if they still do, has just 1, 2 people for the whole district, right? But my understanding is that they have. 489 01:07:20.780 --> 01:07:23.899 West Linn-Wilsonville: you know, and I'll and I'll go back and get an update. But 490 01:07:24.060 --> 01:07:27.410 West Linn-Wilsonville: my understanding is that they have one at each school. 491 01:07:28.700 --> 01:07:34.440 West Linn-Wilsonville: and I'll and I'll find out. But again it you would be getting that dance data through 492 01:07:34.640 --> 01:07:48.491 West Linn-Wilsonville: that individual who's collecting all of their events. And then, yeah, and we don't know if it's a full time person, or if it's a person who 3 quarters time maybe teaches social study or something, and then one quarter time. But we can find it out. But 493 01:07:49.130 --> 01:08:00.240 West Linn-Wilsonville: In that tab around our policies, and then you can see the Portland public one that chair Taylor had brought us. They call it the Racial Education equity policy. 494 01:08:01.650 --> 01:08:04.889 West Linn-Wilsonville: And you'll see it doesn't reference 495 01:08:05.400 --> 01:08:19.789 West Linn-Wilsonville: statutes or legal it. The references really are to research and documents. And then tiger Tualatin also calls it an educational equity and racial justice policy they. They put it under acc 496 01:08:20.535 --> 01:08:27.920 West Linn-Wilsonville: which is where like acb would be. The every student belongs. So they kind of put it in that policy area. 497 01:08:28.279 --> 01:08:41.950 West Linn-Wilsonville: and theirs is a little bit longer in terms of just also adding a glossary. So people knew it, some of the languages, but they also speak towards workforce diversity, professional development. 498 01:08:42.310 --> 01:08:46.740 West Linn-Wilsonville: and then also to accountability and 499 01:08:48.120 --> 01:08:53.904 West Linn-Wilsonville: and tiger Tualatin. Oh, no, it's Hillsborough that actually does a unique thing 500 01:08:54.560 --> 01:09:05.209 West Linn-Wilsonville: with their eac, their educational equity advisory committee. They only need 4 times a year, but they work a lot more with looking at schools, work plans. 501 01:09:06.050 --> 01:09:10.880 West Linn-Wilsonville: and like the district equity, action plan and giving feedback 502 01:09:11.189 --> 01:09:22.059 West Linn-Wilsonville: in that vein. So they're not working on something over here in isolation. They they look at schools, work plans and say, Where are you doing that equity work in your work plans? And so they kind of have. 503 01:09:22.080 --> 01:09:26.150 West Linn-Wilsonville: That's their work. The 4 times they received them. 504 01:09:26.160 --> 01:09:35.380 West Linn-Wilsonville: They give feedback back and they look at some data. But that's pretty much one of the one of the roles. But main role for their eeac. 505 01:09:35.920 --> 01:09:40.420 West Linn-Wilsonville: And then Beaverton's policy is actually under their J section, which is students 506 01:09:41.245 --> 01:09:49.379 West Linn-Wilsonville: jbb, where they put this stance on educational equity. And kind of speak to, you know. 507 01:09:49.630 --> 01:09:54.550 West Linn-Wilsonville: that's where they put a policy. So that's the other thing to think about is when you write 508 01:09:54.830 --> 01:09:56.630 West Linn-Wilsonville: writing this policy. 509 01:09:57.050 --> 01:10:11.709 West Linn-Wilsonville: where in the governance, you know. Do you see it landing? Do you want it? Where? How does a student expect and have a right to experience something? It does it fall under J, which is all about students? Does it fall under a which is more about governance? 510 01:10:12.088 --> 01:10:21.610 West Linn-Wilsonville: Where you're saying as a board, we have this stance on something. So that's where you see a little bit of difference. And then how does it connect to what we already have? 511 01:10:22.950 --> 01:10:38.660 West Linn-Wilsonville: so those are things to think about, and you have, of course, legal counsel should be involved in also helping craft. Jolly Patterson did a lot of the work with Portland public was actually the legal counsel to work on their policies. 512 01:10:39.246 --> 01:10:44.339 West Linn-Wilsonville: Because also, when you write a policy, you're held to the policy. 513 01:10:44.350 --> 01:10:46.550 West Linn-Wilsonville: And so you know 514 01:10:46.980 --> 01:10:52.129 West Linn-Wilsonville: that just that's something that jolly and our legal counsel can help you also think about. 515 01:10:52.210 --> 01:10:58.290 West Linn-Wilsonville: What does it mean? And how do you expect your superintendent staff to now enact this policy. 516 01:10:58.670 --> 01:11:14.389 West Linn-Wilsonville: What do you already have that they're doing informed by other policies. And where do you see a gap? So we can. We can find more samples if we can get. But we thought we would just show a couple other ones besides Portland public want to just get you thinking about 517 01:11:14.800 --> 01:11:23.950 West Linn-Wilsonville: what you're trying to say as a board on this topic, knowing that we also recognize some of the things that our families are saying 518 01:11:24.180 --> 01:11:34.039 West Linn-Wilsonville: are not. You know whether they're saying it's about a policy. But sometimes they're just saying we want to see this better spelled out. We want to know who's on this team 519 01:11:34.310 --> 01:11:39.379 West Linn-Wilsonville: that that was doing the investigating, we want to know, you know. 520 01:11:39.410 --> 01:11:42.300 West Linn-Wilsonville: Did the person who caused harm was their discipline? 521 01:11:42.510 --> 01:11:54.090 West Linn-Wilsonville: Yes, you know, there's discipline, education, and restore, you know. So some of it doesn't require another policy. But does. We can work within what we've already got to tighten those things up. 522 01:11:58.754 --> 01:12:01.660 West Linn-Wilsonville: Was there anything in there that 523 01:12:03.050 --> 01:12:05.770 West Linn-Wilsonville: talks about when there's an issue with Staff? 524 01:12:06.180 --> 01:12:10.190 West Linn-Wilsonville: And I think one of the things that we were talking about is that if you asked 525 01:12:10.710 --> 01:12:17.559 West Linn-Wilsonville: Staff that are, you know now, maybe it's not the the child that is 526 01:12:18.490 --> 01:12:24.349 West Linn-Wilsonville: that is offending the other child when now it's a staff member who is treating a child a certain way. 527 01:12:24.590 --> 01:12:28.592 West Linn-Wilsonville: and then that's being communicated. And we've seen a little bit of that 528 01:12:29.750 --> 01:12:32.540 West Linn-Wilsonville: And then what goes in. How do we? 529 01:12:32.610 --> 01:12:35.260 West Linn-Wilsonville: How do we document when it comes to statin? 530 01:12:35.340 --> 01:12:37.799 West Linn-Wilsonville: Right? Because it's not always a child. 531 01:12:37.810 --> 01:12:42.619 West Linn-Wilsonville: and we know that there's unions involved when it comes to certain groups of staff. 532 01:12:43.648 --> 01:12:47.979 West Linn-Wilsonville: And if there's no way of putting something in a file that just says, Hey. 533 01:12:48.470 --> 01:13:05.460 West Linn-Wilsonville: this principal left and gone on to another job, or maybe they've become a superintendent or something, and that staff is still there, working at that school for 25 years with 25 years of incidents that have never been documented, and every new principal has no history of this individual who's 534 01:13:05.930 --> 01:13:09.990 West Linn-Wilsonville: an historic history of, you know. 535 01:13:10.600 --> 01:13:15.319 West Linn-Wilsonville: traumatizing kids. So how do you? How do you deal with staff 536 01:13:16.850 --> 01:13:24.160 West Linn-Wilsonville: complaints, I know there's investigations and all that kind of stuff but is there anything, even post. 537 01:13:24.810 --> 01:13:27.380 West Linn-Wilsonville: you know. Investigation that's saying, Hey. 538 01:13:27.580 --> 01:13:46.170 West Linn-Wilsonville: maybe this isn't going against you, or whatever it's not, gonna hinder you from getting another job or whatnot. But then there's a mark that says, Hey, this did come up 10 times over the last 5 years. That's bad, right? And if there's if we're not documenting what staff are doing that. We don't know how to weed out bad apples, and, so to speak. 539 01:13:46.440 --> 01:13:48.700 West Linn-Wilsonville: see it in law enforcement. We see it. 540 01:13:48.730 --> 01:14:01.779 West Linn-Wilsonville: and you know, maybe in sexual harassment cases where kids have been complaining about a this out of St. Helens, right? People been talking about this for years, and everybody turned a blank, blind cheek, and nothing was ever documented until 541 01:14:02.290 --> 01:14:09.749 West Linn-Wilsonville: just they become adults, and then they're talking about it. And now something happens. But it's taken what 20 years, or however long that was. 542 01:14:09.780 --> 01:14:12.760 West Linn-Wilsonville: But I guess that's a concern of mine, too. 543 01:14:12.840 --> 01:14:19.199 West Linn-Wilsonville: We write these policies, and it's geared towards a little bit of 544 01:14:19.380 --> 01:14:27.149 West Linn-Wilsonville: that's trying to build child's child. But it's not addressing staff, child. If the short answer is. 545 01:14:27.240 --> 01:14:30.010 West Linn-Wilsonville: there are processes, and things are documented. 546 01:14:30.707 --> 01:14:41.572 West Linn-Wilsonville: It sometimes doesn't match the outcome. Maybe a family wants to see like, I don't want that staff member in the district anymore. Yeah, yeah, but 547 01:14:42.270 --> 01:14:47.830 West Linn-Wilsonville: there is a lot of documentation and there's working files. And there's also. 548 01:14:48.060 --> 01:14:52.159 West Linn-Wilsonville: you know, a person's file file that has 549 01:14:52.550 --> 01:15:12.520 West Linn-Wilsonville: that weight work goes with them to another district and as Hr. Director. I don't know if you want to join us, Shiloh, you're welcome to you know. There's there's notes in the working file. There's letter. We have things called letters of reprimand, letters of directive. 550 01:15:12.998 --> 01:15:17.309 West Linn-Wilsonville: What are things, then, that carry a weight where we have to report them? 551 01:15:17.784 --> 01:15:39.829 West Linn-Wilsonville: I know you keep looking at me. Jennifer's gone through a lot of training around as a civil rights coordinator. There, there's documentation that now that we have to really make sure there's somebody in the district, and Dr. Spence rhymes and Ms. Walden went to very intense several days of training around that that's required now in every school district. It wasn't before. 552 01:15:39.860 --> 01:15:42.300 West Linn-Wilsonville: There's new legislation around that 553 01:15:42.740 --> 01:15:52.729 West Linn-Wilsonville: to speak to exactly what you were saying. How are we documenting incidents that involve students. But also are we tracking document incidents that involve staff. 554 01:15:53.270 --> 01:16:02.730 West Linn-Wilsonville: And it begins with reporting? Because sometimes what's happened in school districts is things get normalized. Well, that's just the way 555 01:16:03.180 --> 01:16:29.250 West Linn-Wilsonville: that teacher talks. That's just the way. But if you have a robust reporting form where you identify what is a bias incident bias incident is just that bias incident. So it can start with something that would be, say, a microaggression. It can start with something that would be something that a student reports and students when you use that they're taught to recognize it, to report it 556 01:16:29.610 --> 01:16:36.099 West Linn-Wilsonville: for what it is. And that's the starting point is not just kind of accepting and going on with. 557 01:16:36.210 --> 01:16:48.789 West Linn-Wilsonville: Well, you know, that's that's just kind of the way things are, and there tends to be there shows to be a pattern sometimes with things. And you wonder how did this go on for years like in the 558 01:16:48.830 --> 01:17:16.299 West Linn-Wilsonville: district that you just mentioned, and in others, you know, you'll notice sometimes there's a historical pattern of things going on, and it's been, what was the way of educating and bringing forward? How do we know and identify what's wrong. How do we report it? So most reporting systems have something where students would report about students. But they'd also report about staff and staff can report 559 01:17:16.370 --> 01:17:21.780 West Linn-Wilsonville: about staff just for what it is not. I'm trying to make anything more of it than it is. 560 01:17:22.270 --> 01:17:27.870 West Linn-Wilsonville: We've also had staff where we required that they participate in a training. 561 01:17:28.451 --> 01:17:34.949 West Linn-Wilsonville: That can go in the letter of directive. So they can have that educational piece as well. 562 01:17:35.374 --> 01:17:46.059 West Linn-Wilsonville: And then, you know, there's the monitoring of. Did it happen again, you know? Did they not learn from that situation? And is it happening again? And then, if it is. 563 01:17:46.090 --> 01:17:48.260 West Linn-Wilsonville: you know that's documented as well. 564 01:17:48.520 --> 01:18:05.189 West Linn-Wilsonville: I think one of the things I forgot to mention, maybe, or maybe I did in in this green form is we are looking at, besides merging that Kl complaint form with an aid scene, discrimination, form to one. We're also looking at 565 01:18:05.220 --> 01:18:08.510 West Linn-Wilsonville: a bias incident report form for students. 566 01:18:09.375 --> 01:18:15.004 West Linn-Wilsonville: So probably you know, different than Beaverton's got a sample 567 01:18:15.650 --> 01:18:40.779 West Linn-Wilsonville: But it's actually open for broader than students like Oswego has a sample for students. But our middle school has been trying one out. And so we like what we're hearing so far with how it's working. What would it look like to have either one, that same one that can go well? Or does high school need one that looks a little different and primary needs to have one that looks a little different 568 01:18:40.780 --> 01:18:55.350 West Linn-Wilsonville: and at primary would it be? Is there a trusted adult that's helping to fill this one out? You know, that's in language. You see, in some of these kinds of student report forms. So when those documents come forward to Dr. Soyson's point. 569 01:18:55.380 --> 01:19:03.159 West Linn-Wilsonville: that becomes a data point about that for that teacher to have that discussion with the principal, you know. 570 01:19:03.180 --> 01:19:07.699 West Linn-Wilsonville: and go with the team around. We got this 571 01:19:07.730 --> 01:19:11.420 West Linn-Wilsonville: concern, or we had 4 of these this year, you know. 572 01:19:11.510 --> 01:19:15.229 West Linn-Wilsonville: And so now, as she was mentioning with some of these 573 01:19:15.380 --> 01:19:23.450 West Linn-Wilsonville: reporting forms clarified and improved, we think we can even have another tool. 574 01:19:23.850 --> 01:19:26.040 West Linn-Wilsonville: 2, right? 575 01:19:26.100 --> 01:19:51.070 West Linn-Wilsonville: I was just. I'm having kind of a world colliding moment because something that I'm working on in my day job is an eventful form fest, and it's all about government forms, and we'll and it's coming up. But but we have a session on how you use trauma informed language in forms. So in the process of filling out your form. 576 01:19:51.070 --> 01:20:16.370 West Linn-Wilsonville: you're not triggering, and one of the sessions we have is about veterans and and forms to the Va, and then forms about, are you collecting data and then keeping it in a safe place so you can look for trends over time? And so I I just mentioned it because it's on December 4.th It's free. It's virtual. So if anyone would like to attend. But I think that that simple act of making the form as effective as we can make. It 577 01:20:16.390 --> 01:20:29.269 West Linn-Wilsonville: would then increase the likelihood that someone completes it in full. And then we have that data, and then we can work from there. And then, I think to director sleeps point. And I think that you pointed out just using language that doesn't make 578 01:20:29.300 --> 01:20:35.330 West Linn-Wilsonville: our students and their families feel like they're being punished for reporting something 579 01:20:35.600 --> 01:20:43.290 West Linn-Wilsonville: and recognizing that like having those definitions and letting people fill out their form good deal 580 01:20:43.320 --> 01:20:56.279 West Linn-Wilsonville: consistently, I think, would be huge. So I just mentioned it because I've I've been thinking about forms nonstop. Think placement of that form is is perfect, because a lot of times when we're 581 01:20:56.920 --> 01:21:00.229 West Linn-Wilsonville: meeting face to face or parents, it's like. 582 01:21:00.590 --> 01:21:26.660 West Linn-Wilsonville: and I experienced myself. I don't know where the hell to go to get the form to to say yes, it's in the complaint process form, but usually that's a complaint against you know you, or something, or or a teacher. Right? I'm just. I'm your low hanging fruit right now. So is you know. 583 01:21:26.670 --> 01:21:30.389 West Linn-Wilsonville: parents routinely can complain about. You know. 584 01:21:30.760 --> 01:21:33.610 West Linn-Wilsonville: I don't know where to go to get this form, and then 585 01:21:33.710 --> 01:21:47.149 West Linn-Wilsonville: when I get it, it doesn't have what I need on there, talk about. And so if you create the form. Is it best to put it in parent view? Right? Or you know, where do you place it? Right? And then the other thing is. 586 01:21:47.670 --> 01:21:51.260 West Linn-Wilsonville: the reality is, they don't need to have filled out a form. 587 01:21:51.800 --> 01:22:01.150 West Linn-Wilsonville: So this idea of if a parent even just expresses everything in an email or to someone or in a phone call that actually also qualifies as 588 01:22:01.340 --> 01:22:25.529 West Linn-Wilsonville: part of the reporting or the complaint process. If you think of a couple of ones that we were working through. I think some of them didn't even start as form right? It started as I was working through something, you know, or you know. And so how did I then send an email that expressed my concern? And that email is what we would then accept as that 589 01:22:25.890 --> 01:22:27.750 West Linn-Wilsonville: complaint form, or that 590 01:22:28.080 --> 01:22:41.229 West Linn-Wilsonville: that document that expressed this is what I experienced. It felt discriminatory. It happened here and there, and it has all the elements of what you asked, and so I think you know families feel more comfortable even doing that. 591 01:22:41.430 --> 01:22:50.890 West Linn-Wilsonville: How do we encourage that without this confusion of we have 4 different forms, and I pick one, and you know, I think that in there, too, I'm just talking about it from 592 01:22:51.210 --> 01:22:55.670 West Linn-Wilsonville: my experience and dealing with some of the things that come through the pipeline. 593 01:22:55.840 --> 01:23:21.120 West Linn-Wilsonville: You know, most of those things that come through the pipeline are pretty extensive in length. And there's typically like a number of events from multiple people as like. Then this, then that, then this in work inward, inward, inward. And you're like holy shit, you know you're like, how did it get to this point to where now this parent has is on the verge of just eruption. 594 01:23:21.390 --> 01:23:25.229 West Linn-Wilsonville: And then you get this. And it's like, Okay, that's not 595 01:23:25.450 --> 01:23:29.639 West Linn-Wilsonville: one or 2 things right. It becomes this thing where 596 01:23:29.990 --> 01:23:31.920 West Linn-Wilsonville: you start to think, well, how did you let it 597 01:23:32.030 --> 01:23:35.040 West Linn-Wilsonville: kind of snowball into this? And then you know 598 01:23:36.600 --> 01:23:41.039 West Linn-Wilsonville: so hopefully that whatever we come up with eliminates the snowball effect 599 01:23:41.460 --> 01:23:44.120 West Linn-Wilsonville: because a lot of stuff could be 600 01:23:44.580 --> 01:23:56.089 West Linn-Wilsonville: and it and it may not. Sometimes I call you out of once and say, there's a lot of story to this email. You know, but it does represent 601 01:23:56.500 --> 01:24:16.680 West Linn-Wilsonville: for that. And you know, accumulation of some frustrations. Not that the district hasn't been involved all along the way, but it's like, by the time I tell you, I better go back and tell what's happened the last 5 years the staff knows, but you don't know, so let me just summarize, and then it's very extensive, and and I think that's the part where we also hope that 602 01:24:16.790 --> 01:24:22.410 West Linn-Wilsonville: you know, I try and follow up and say, Hey, we're actually we're working with this family. And there's a lot of story here. 603 01:24:23.650 --> 01:24:49.450 West Linn-Wilsonville: I don't know if I think in that case the form is not the panacea. You know, it's it's really the relationship. It's how we communicate. It's how we keep listening. It's how we make it less confusing. And so we're hoping with some of these things where we could even have a visual in a document or an assurance that there was discipline. There was education we are working to restore. 604 01:24:50.910 --> 01:24:55.119 West Linn-Wilsonville: You know. I think the the ones that do get to you. You know 605 01:24:55.160 --> 01:25:02.890 West Linn-Wilsonville: there's been a lot of effort along the way, but but some of our conversation, just genuinely with our equity consultants is. 606 01:25:03.260 --> 01:25:20.630 West Linn-Wilsonville: what are we not doing that it's still moving along. What are we not saying or responding to? And so for a couple of our situations? We asked a few of our equity consultants kind of do a review get process review here and look at our emails. Look at our response. 607 01:25:20.880 --> 01:25:23.970 West Linn-Wilsonville: You know. How would you have felt in this situation? 608 01:25:24.070 --> 01:25:32.470 West Linn-Wilsonville: These are our bipoc equity consultants, you know. Where did we use language that appeared defensive or too formulaic, or 609 01:25:32.630 --> 01:25:39.800 West Linn-Wilsonville: in an effort to document. Did it come across as cold and uncaring, you know. Help us get better. 610 01:25:40.254 --> 01:25:49.120 West Linn-Wilsonville: Along. The way is a is a genuine ask, in a place where I know all of us are interested in in getting better, too. 611 01:25:49.170 --> 01:25:52.709 West Linn-Wilsonville: and then what we can learn from that. How do we help our principals with that. 612 01:25:53.257 --> 01:25:55.759 West Linn-Wilsonville: I think one time you mentioned. 613 01:25:56.690 --> 01:26:04.289 West Linn-Wilsonville: you know, I think if at the very beginning this one phrase had been said, I could see some of these other things not 614 01:26:04.560 --> 01:26:07.499 West Linn-Wilsonville: going to that level. 615 01:26:07.520 --> 01:26:09.529 West Linn-Wilsonville: And what 616 01:26:09.930 --> 01:26:18.729 West Linn-Wilsonville: you know was it said and missed? Or was the opportunity not quite there yet for it to be said? Or did someone say? I didn't know? I I could say that. 617 01:26:19.250 --> 01:26:30.300 West Linn-Wilsonville: And so I think along the way there's a lot of opportunity for us to support our staff in their capacity. To Dr. Pryor's Point, where we just name it right away at the very beginning. 618 01:26:30.310 --> 01:26:36.780 West Linn-Wilsonville: This was not okay, and there was harm, and there was hurt. And I'm really sorry. 619 01:26:37.270 --> 01:26:40.820 West Linn-Wilsonville: Would this happen when you have a child, and when you lose a family. 620 01:26:41.180 --> 01:26:45.430 West Linn-Wilsonville: and sometimes just even modeling and coaching. Some of that. 621 01:26:46.320 --> 01:26:51.840 West Linn-Wilsonville: that 1st response would go along. Because a lot of times people, I guess if you're 622 01:26:51.900 --> 01:27:00.669 West Linn-Wilsonville: on this side versus the person who's sitting at home feeling as a victim a lot of times people think that saying you're sorry is an admission of gift. 623 01:27:01.280 --> 01:27:08.967 West Linn-Wilsonville: and it's not. It's a it's a it's an emission of empathy, right? It is that so? 624 01:27:09.520 --> 01:27:16.340 West Linn-Wilsonville: And so a lot of that, then takes down the defensiveness of. 625 01:27:16.460 --> 01:27:21.269 West Linn-Wilsonville: because you gotta remember every parent that you're dealing with. You're not just dealing with him or her in that child. 626 01:27:21.520 --> 01:27:24.070 West Linn-Wilsonville: They're trained the weight of the community. Yes. 627 01:27:24.150 --> 01:27:34.329 West Linn-Wilsonville: so you know, they're already coming in with 10 stories that haven't been handled the way that they wanted to. So it's not that you've done something. 628 01:27:34.639 --> 01:27:52.590 West Linn-Wilsonville: And that's not fair to the people that are actually handling it, either. I'm not saying that it's fair. I'm just saying that they're carrying the weight of, you know, just like our 1. 1 of our last things that we deal with was like nothing to do with anything other than the suffering of someone else's situation. 629 01:27:52.870 --> 01:27:55.100 West Linn-Wilsonville: And so you see that being. 630 01:27:55.540 --> 01:28:17.020 West Linn-Wilsonville: you know, I think, for years in education and and still a component, you know, our our attorneys will tell us, you know. Be careful how far you get into a story, or you'll be paying for, you know, private school or something, and you know, really stick to what were the actions of the district? Where was the the wrong, you know? And so I think 631 01:28:17.370 --> 01:28:24.020 West Linn-Wilsonville: sometimes in that nervousness of have I said something that is now putting the district in. 632 01:28:24.210 --> 01:28:27.019 West Linn-Wilsonville: It's jeopardy needs to also be coached. 633 01:28:27.380 --> 01:28:33.340 West Linn-Wilsonville: but it doesn't have to be an either, or there. There's an and there, where I think sometimes our families are saying. 634 01:28:33.490 --> 01:28:45.600 West Linn-Wilsonville: you know, I'm not out for this restoration of things. I just wanted to hear at a very basic level that you're acknowledging some harm and hurt happened and 635 01:28:45.620 --> 01:28:47.950 West Linn-Wilsonville: find a way to say that you know 636 01:28:49.120 --> 01:28:55.459 West Linn-Wilsonville: right in the follow up, and just to be checking and things like that. So 637 01:28:55.860 --> 01:29:12.819 West Linn-Wilsonville: yeah, I think a communications plan around this will be very important when we roll it out. I think that's what I'm hearing. I think that'll be really good. And I and I just wanted to agree with what you're saying and what chair Taylor's saying. I think the quicker. We acknowledge things, and. 638 01:29:12.960 --> 01:29:37.109 West Linn-Wilsonville: you know, apologize or say they won't be tolerated. Hopefully, we can make things better. It makes me think of like the hospital setting, like, we have eye cares. They're called but it's when a medical error happens and we normalize that like, it's okay to submit it. So I think, like with the interruption piece, we just start training staff and oh, and 639 01:29:37.380 --> 01:29:40.840 West Linn-Wilsonville: students that it's okay to interrupt. So you know. 640 01:29:41.137 --> 01:29:49.822 West Linn-Wilsonville: I'd like you to see. I know we're probably going to get to a place where you're gonna want to talk about your next steps and what we can do to support you, but I'd like you to see in 641 01:29:54.080 --> 01:29:59.810 West Linn-Wilsonville: Oh, under the under the tab instructional resources, the 1st document. 642 01:30:02.010 --> 01:30:04.210 West Linn-Wilsonville: There's all some infused 643 01:30:05.655 --> 01:30:27.549 West Linn-Wilsonville: I think I shared this with with you before, but I know this is draft on here, but that's because, as we kind of get into it, someone says, Oh, can we do this? And this? And I keep thinking, how much is that grant money going to stretch? So? This was an I. This was this plan of being really intentional with an area of professional development this year around interrupting bias. 644 01:30:27.550 --> 01:30:39.579 West Linn-Wilsonville: getting that training where you can see in the Under the All, what will all staff learn be able to know and apply? And that's where this interrupting bias workshop and the speak up at school. 645 01:30:40.842 --> 01:30:43.800 West Linn-Wilsonville: Then, also our equity action plan. 646 01:30:43.840 --> 01:30:47.399 West Linn-Wilsonville: What? Where do we hold accountability in our school work plans? 647 01:30:48.108 --> 01:30:51.249 West Linn-Wilsonville: Looking for those online modules 648 01:30:51.430 --> 01:30:55.180 West Linn-Wilsonville: where people can in their own time watch a webinar. 649 01:30:55.200 --> 01:31:03.910 West Linn-Wilsonville: but then in the some in the few we have in our grant, we've contracted with 4 equity consultants, all bipoc leaders. 650 01:31:04.902 --> 01:31:13.789 West Linn-Wilsonville: African, American, Latino, and white. And so not all bipoc but around 651 01:31:16.230 --> 01:31:24.420 West Linn-Wilsonville: being available to our school leaders with our district team around and giving us feedback as situations come up. 652 01:31:24.800 --> 01:31:50.479 West Linn-Wilsonville: So being available to do some proactive things, come to a staff meeting. We have some anti-racism lessons at our K. 5 level that we want to come circle back to and really make sure staff are understanding how to apply those. And then some new ones that we're thinking of developing. So how can this equity leader help us finalize those this year, and then also do some training around that. 653 01:31:50.490 --> 01:31:56.049 West Linn-Wilsonville: So that would be a sum, because that's at primary level when a situation comes up. 654 01:31:56.530 --> 01:32:01.399 West Linn-Wilsonville: how do we invite one of those equity consultants to a staff meeting or a workshop 655 01:32:01.958 --> 01:32:16.350 West Linn-Wilsonville: to provide insight and experience. And then the few you know, something shows up in a panorama survey or a situation happens at a school, and this is like, you know, 3 or 4 staff 656 01:32:16.460 --> 01:32:18.926 West Linn-Wilsonville: that are struggling with something 657 01:32:20.120 --> 01:32:41.009 West Linn-Wilsonville: you know, bringing an equity consultant alongside in that moment as well. So what does it mean to develop the capacity of the whole organization, you know, lifting up the understandings, common language, then, maybe at some levels or departments or groups, and then also having a nimble enough kind of a plan this year, where, if something comes up 658 01:32:41.020 --> 01:32:43.969 West Linn-Wilsonville: and we've had already 2 incidences where we've said. 659 01:32:44.100 --> 01:32:46.309 West Linn-Wilsonville: we just want you to really come in and 660 01:32:46.750 --> 01:32:50.290 West Linn-Wilsonville: work with the 4th grade team before they go on that next field trip 661 01:32:50.600 --> 01:32:55.689 West Linn-Wilsonville: to really understand something about what the students are going to see and experience. 662 01:32:55.700 --> 01:33:01.310 West Linn-Wilsonville: And we need to do some learning around that, you know. So that's a few. So just wanted to point 663 01:33:01.550 --> 01:33:12.320 West Linn-Wilsonville: point that out, and this doesn't have to be a 1 and done, you know what would next year's plan and kind of look like, or and how does this connect with schoolwork plans as well and support 664 01:33:12.360 --> 01:33:13.979 West Linn-Wilsonville: the work that's happening there. 665 01:33:17.113 --> 01:33:18.379 West Linn-Wilsonville: The last 666 01:33:18.400 --> 01:33:31.439 West Linn-Wilsonville: tab just showed we we do have an equity action plan. As you know, this document should look familiar. It's our same 4 goals. We've updated it with some new data in there around 667 01:33:32.300 --> 01:33:34.710 West Linn-Wilsonville: the composition of our staff. 668 01:33:35.010 --> 01:33:45.202 West Linn-Wilsonville: some of the some data points, a few questions from panorama that we keep seeing of our students answering that same question over and over, 669 01:33:46.190 --> 01:33:50.530 West Linn-Wilsonville: and then updating it. So that in those other areas 670 01:33:50.790 --> 01:33:57.090 West Linn-Wilsonville: we're putting in some current work. So the interrupting bias workshop is is in here. 671 01:33:57.540 --> 01:34:07.749 West Linn-Wilsonville: but we want our school leaders to take a look at this and make sure it reflects the work they're doing as well as nudges work they should be doing. And then our eeac 672 01:34:08.240 --> 01:34:09.045 West Linn-Wilsonville: committee 673 01:34:11.260 --> 01:34:16.319 West Linn-Wilsonville: has a copy of it, but we just haven't on the agenda yet. Given them time to give some feedback there. 674 01:34:17.770 --> 01:34:23.149 West Linn-Wilsonville: They were very engaged at the last meeting with Chair Taylor around the Board 675 01:34:23.230 --> 01:34:28.470 West Linn-Wilsonville: work and interest a lot of feedback, and they have their next meeting this week. 676 01:34:28.510 --> 01:34:31.899 West Linn-Wilsonville: and I'll be excited to share 677 01:34:32.640 --> 01:34:35.650 West Linn-Wilsonville: if you're able to be there. 678 01:34:36.010 --> 01:34:37.480 West Linn-Wilsonville: Kind of the update 679 01:34:37.670 --> 01:34:46.789 West Linn-Wilsonville: Thursday, and then also just remind them that a lot of that's reflected in the action plan. 680 01:34:48.520 --> 01:34:55.319 West Linn-Wilsonville: Pause there and see where maybe you talk with each other, where you 681 01:34:55.750 --> 01:35:05.679 West Linn-Wilsonville: you know you are at this point, knowing you have your listing session still, in February. Maybe something will emerge from there. We've heard from Staff. You'll get to hear from students. 682 01:35:05.760 --> 01:35:09.739 West Linn-Wilsonville: parents and teachers, maybe some work around. 683 01:35:10.110 --> 01:35:12.129 West Linn-Wilsonville: how do you want to organize those? 684 01:35:12.420 --> 01:35:17.330 West Linn-Wilsonville: What are the prompts or the questions? How do those groups come prepared for what 685 01:35:17.610 --> 01:35:27.460 West Linn-Wilsonville: you would like to hear? And then some ideas to us around how we get that message out to get some students for you to 686 01:35:27.490 --> 01:35:36.009 West Linn-Wilsonville: work with our Ptas, to have some parents there and then also, if it's possible. Chair, Taylor, could the eeac also be a listening group? 687 01:35:37.100 --> 01:35:45.530 West Linn-Wilsonville: Oh, yeah, for sure. They're kind of counting on it. So that would maybe yeah. 4 listening sessions. 688 01:35:45.620 --> 01:35:55.660 West Linn-Wilsonville: everybody at all, for you know. So I think there's some organizing there around those listening sessions. February will come sooner than 689 01:35:56.030 --> 01:36:00.829 West Linn-Wilsonville: yeah, I I mean, I'd say you guys did a good job. I know there was some 690 01:36:01.550 --> 01:36:06.269 West Linn-Wilsonville: some controversy around how it came about, you know, from a process standpoint. But 691 01:36:06.935 --> 01:36:10.840 West Linn-Wilsonville: after going to a meeting, that's a that's a pretty dynamic group. 692 01:36:10.910 --> 01:36:22.670 West Linn-Wilsonville: and the experiences of each of them. It's almost, you know, somewhat of a United Nations of people, you know, with the different accents that are in there, the different, you know, cultures, teachers, students. 693 01:36:23.307 --> 01:36:30.140 West Linn-Wilsonville: student ex students with disabilities. I mean, it's a pretty diverse group in there. 694 01:36:30.590 --> 01:36:52.220 West Linn-Wilsonville: and they're and they're brilliant all in their own space. So it's it's it's a group that I think you guys would really enjoy having a conversation with. They're hoping, and I kind of leaned in that. I think you'll be one of the listening sessions. So and in that group, yeah, in that group, you have then students, staff parents and a community member. 695 01:36:52.260 --> 01:37:01.120 West Linn-Wilsonville: So I think you've got that representation. But then we could do the other 2. So 4 hoops meaning 696 01:37:01.710 --> 01:37:03.140 West Linn-Wilsonville: right now we can function 697 01:37:03.200 --> 01:37:07.599 West Linn-Wilsonville: wordsmith the heck out of the policy. But I what people really want to see is 698 01:37:07.810 --> 01:37:12.155 West Linn-Wilsonville: the discipline matrix and 699 01:37:14.520 --> 01:37:21.640 West Linn-Wilsonville: what happens? You know, we talk about fears or something like that kind of a I'm calling it a matrix, but 700 01:37:22.070 --> 01:37:27.229 West Linn-Wilsonville: I think it's 200 before. But to have a position on 701 01:37:27.380 --> 01:37:34.030 West Linn-Wilsonville: what that looks like that's within bounds, of course, and legal, and all the other things from a privacy standpoint. 702 01:37:34.380 --> 01:37:38.729 West Linn-Wilsonville: But you know more often than not what we hear from families is 703 01:37:39.170 --> 01:37:42.219 West Linn-Wilsonville: the considerable piece, and then the 704 01:37:42.630 --> 01:37:54.109 West Linn-Wilsonville: the the speed at which someone doesn't interject like that initial interruption. Right? Sometimes, if that doesn't happen right away, everybody's just kind of sitting back and they go down rabbit holes which are never positive. 705 01:37:55.780 --> 01:38:02.939 West Linn-Wilsonville: So, and at the eeac meeting is it? Was it 706 01:38:03.230 --> 01:38:05.709 West Linn-Wilsonville: faculty members, staff member there who said. 707 01:38:06.020 --> 01:38:11.230 West Linn-Wilsonville: You know, we've got to find a resource for teachers, because sometimes I'm ask. 708 01:38:11.400 --> 01:38:14.919 West Linn-Wilsonville: you know, an opinion, or you know, could you? 709 01:38:15.160 --> 01:38:20.959 West Linn-Wilsonville: So I think you know what we hear about the speak up at school. And this workshop, is 710 01:38:21.350 --> 01:38:33.659 West Linn-Wilsonville: it? It is something that all teachers should feel, you know, which strategy would work for you. And then there's a lot of practice it. Write it down role, play it, practice it, exercise like a muscle. 711 01:38:33.970 --> 01:38:36.969 West Linn-Wilsonville: You don't have to interrupt the same way someone else does. 712 01:38:37.130 --> 01:38:38.750 West Linn-Wilsonville: But you need to do something. 713 01:38:38.870 --> 01:38:43.149 West Linn-Wilsonville: because what tends to happen is the staff of color becomes the 714 01:38:43.320 --> 01:39:11.190 West Linn-Wilsonville: the resource for all the all the white folks to come and say, Hey, what do you think about this? And they're like, I don't think anything about it. I think you need to learn how to deal with it. So it gets a little tiresome in the because you're a person of color dealing with the people of color issues all the time. So. You know, and a staff member said that he's like, you know, I had to then start putting boundary on. I don't want to be a part of 715 01:39:11.250 --> 01:39:16.310 West Linn-Wilsonville: this equation, right? You need to be able to do it. So no 716 01:39:17.165 --> 01:39:23.040 West Linn-Wilsonville: could I request especially if, when we have listening groups in Wilsonville. If we had childcare. 717 01:39:23.070 --> 01:39:43.830 West Linn-Wilsonville: We're inviting parents, because that can be a barrier, especially families in Wilsonville from attending. So that would be great if we could please have that and also interpreter. So yeah, yeah. And for the eeoc, we have to offer those things works out that nobody needed those. And then also 718 01:39:45.250 --> 01:40:03.020 West Linn-Wilsonville: another group that we have going on right now. We have childcare. Oh, good parent groups, yeah, and committees, or task force groups. We offer child care. And that logistical question about sessions is the idea that 719 01:40:03.390 --> 01:40:25.390 West Linn-Wilsonville: all in one night we have different groups. And we're kind of doing like a round robin, or is, do we already have a sense of the structure in place, or is that still wide open? We only have one night with work session, but you don't. So, however, you're thinking of. If you feel like you all want to hear from everybody, then I don't know if that's going to work. 720 01:40:25.730 --> 01:40:27.779 West Linn-Wilsonville: but we could. Certainly. 721 01:40:28.236 --> 01:40:43.220 West Linn-Wilsonville: I'm look. I keep looking at Director Sloop because she's our listening session coordinator. So if we would like to begin to work with director sloop to put a proposal together and then share with you how we could organize for that. 722 01:40:44.230 --> 01:40:45.020 West Linn-Wilsonville: So 723 01:40:46.230 --> 01:40:53.695 West Linn-Wilsonville: can I say something? But it's not what we were just talking about. I kind of want to loop around back onto the complaint form 724 01:40:54.510 --> 01:41:04.909 West Linn-Wilsonville: and as we're going to update that incorporate it, so it's similar to or incorporate some of Hillsboro, or like us, we go where you can check the box, because I feel that 725 01:41:04.930 --> 01:41:09.519 West Linn-Wilsonville: if we make that really accessible and kind of check those boxes. 726 01:41:09.740 --> 01:41:13.499 West Linn-Wilsonville: if, rather than somebody, send out an email where 727 01:41:13.790 --> 01:41:23.379 West Linn-Wilsonville: the response could be questionable on how quick? Because this goes directly to like Kelly Douglas. It's seen immediately. It can be acted on immediately. 728 01:41:23.710 --> 01:41:26.710 West Linn-Wilsonville: And I'm just thinking of this, because when we were 729 01:41:27.105 --> 01:41:41.760 West Linn-Wilsonville: voting on something, there was an an email complaint, but it was very general. And so that's all that we could really make a decision based on, and not any specifics like a complaint form would be, yeah. 730 01:41:42.212 --> 01:41:48.979 West Linn-Wilsonville: I agree, yeah. And and and some people may still want to use an email and what we're just sharing is. 731 01:41:49.080 --> 01:42:12.420 West Linn-Wilsonville: we still have to hold that as valid right, and not force someone to then say, sorry you have to go back and fill out a form. We might still just accept that. But yeah, that's what we're hoping to is that it'll allow us to get a little more information. And like, where did it happen. And and hopefully, it doesn't feel like it's in a really intrusive form. But just it's the right sweet spot of 732 01:42:12.600 --> 01:42:18.740 West Linn-Wilsonville: just enough information asked without it feeling like, Wow, by the time I got to the 26th question. 733 01:42:18.790 --> 01:42:27.800 West Linn-Wilsonville: yeah, some of them are pretty lengthy where I would like. I don't know if I want to fill that out. 734 01:42:29.925 --> 01:42:33.910 West Linn-Wilsonville: I would. I mean, I don't know if we need like a motion, but I 735 01:42:34.320 --> 01:42:38.500 West Linn-Wilsonville: obviously trust Director Sloop to put together like a really effective 736 01:42:38.540 --> 01:42:51.849 West Linn-Wilsonville: listening session with Staff. So I mean, it's as simple as us, just empowering that to happen. But I don't know if you want us to offer any feedback or ideas on what we'd like that to look like. But whatever is useful, I mean, I 737 01:42:52.290 --> 01:43:03.089 West Linn-Wilsonville: I might go for it, Luke, we trust. Yeah, I think we would work with director sloop to then bring a proposal. Then you could comment on okay, right? 738 01:43:03.200 --> 01:43:06.427 West Linn-Wilsonville: So we'll get. We'll get some work done on that. 739 01:43:08.000 --> 01:43:12.043 West Linn-Wilsonville: we. We have a little bit of data. Do you want it? 740 01:43:12.783 --> 01:43:19.996 West Linn-Wilsonville: So we had, like 2 big like webinars today as well that we're out of our control with the timing. But 741 01:43:21.940 --> 01:43:37.609 West Linn-Wilsonville: got a little bit of data. So some of the the data that Director Taylor, asked us to think about is around discipline data like behavior warnings, negative grades in class referrals to the office suspensions, expulsions 742 01:43:37.830 --> 01:43:51.149 West Linn-Wilsonville: and then disaggregated data on attendance grades, graduation rate, tag participation. We're hoping some of those ones we could do in December, because they have, like an academic kind of foray to them. 743 01:43:51.430 --> 01:43:54.579 West Linn-Wilsonville: But in terms of those 1st ones 744 01:43:54.790 --> 01:44:05.920 West Linn-Wilsonville: we don't collect things on like negative grades or warnings. We we both have grades, and then you can kind of look at those and see how you would qualify them. 745 01:44:06.220 --> 01:44:17.189 West Linn-Wilsonville: But Jennifer has here you, and just talk about the 2 things, at least for today, and then keep it because you can have it for your data folder or this one. 746 01:44:17.570 --> 01:44:31.730 West Linn-Wilsonville: Yeah, just a couple of a couple of things we've been working, working to calibrate how people document office discipline referrals, and you might hear it called behavior referral, or 747 01:44:31.780 --> 01:44:49.799 West Linn-Wilsonville: but but the term, a lot of other districts uses office discipline referral. So something that is beyond what's handled with the teacher in the classroom where you're informally asking the administrators to get involved in the situation. 748 01:44:49.850 --> 01:45:00.479 West Linn-Wilsonville: and part of that is calibration. Every year where within a building, they will talk about what kinds of things like, for example, any 749 01:45:00.650 --> 01:45:13.829 West Linn-Wilsonville: incident of serious bias or harassment should always have an office discipline for all. Whereas, if it's a some small misunderstanding, we don't necessarily need an office discipline for all. So 750 01:45:13.990 --> 01:45:24.769 West Linn-Wilsonville: this just gives you a very broad whole district, wide sense, with only disaggregated by ethnicity on this 1st page. 751 01:45:26.380 --> 01:45:31.149 West Linn-Wilsonville: And in you could see in the table the referrals. And then, just 752 01:45:31.170 --> 01:45:34.140 West Linn-Wilsonville: to give you sort of a sense of 753 01:45:34.500 --> 01:45:43.569 West Linn-Wilsonville: proportionality, it's not all about it, but a sense is, what's our enrollment count for students that identify as that ethnicity. 754 01:45:44.656 --> 01:45:55.310 West Linn-Wilsonville: What you don't know is that this. These are number of referrals, not number of students who got referrals so it could be. 755 01:45:55.340 --> 01:46:03.969 West Linn-Wilsonville: you know, of one category has 20 referrals within it. It could be one student with. 756 01:46:04.090 --> 01:46:21.087 West Linn-Wilsonville: we want 2018, and 2 with one who all fit that category of ethnicity when they when their family enrolled them for school? Right? So it's just very high level within the 757 01:46:21.860 --> 01:46:33.179 West Linn-Wilsonville: Our administrators all have access to and frequently use data analysis tools that go a lot deeper where they can look at analyses like how many students 758 01:46:33.830 --> 01:46:58.669 West Linn-Wilsonville: just right there on the dashboard? How? What kinds of discipline referrals were they? Was this about fighting? Was this about not following directions? That sort of thing. It also can analyze it by time of day and location. This is a referral from something that happened in a hallway in the cafeteria outside, at recess. 759 01:46:58.750 --> 01:47:02.330 West Linn-Wilsonville: or something in a classroom. So those are things that are 760 01:47:03.940 --> 01:47:08.567 West Linn-Wilsonville: administrators look at and bring back to those teams that 761 01:47:09.600 --> 01:47:22.380 West Linn-Wilsonville: are analyzing data in every school. So every school has some team that meets to frequently think about discipline and behavior, and school, climate and culture. 762 01:47:22.380 --> 01:47:41.739 West Linn-Wilsonville: So they look at a lot of different things. Sometimes they'll look at those panorama data. How are students feeling in school? Sometimes they'll look at data around participation and co-curricular activities as an indicator of school climate. But sometimes they do look at office discipline, referral data and use that to help. 763 01:47:41.900 --> 01:47:51.876 West Linn-Wilsonville: Gosh, a lot of things are happening right at the end of the day. Do we need to change something about our staffing there, or 764 01:47:52.280 --> 01:48:07.430 West Linn-Wilsonville: Sometimes they'll look at our all of these referrals coming from 2 teachers. In which case, what's going on there is there? Do those teachers need some help? Or do we need to recalibrate some expectations about what those referrals are for. 765 01:48:08.340 --> 01:48:09.360 West Linn-Wilsonville: So 766 01:48:09.590 --> 01:48:19.229 West Linn-Wilsonville: everything that comes the and some of these office discipline referrals may turn out to be fairly minor things, and some may be more intensive. 767 01:48:19.290 --> 01:48:26.519 West Linn-Wilsonville: And they get reported to the office of, or the Oregon Department of Education. If 768 01:48:26.800 --> 01:48:35.509 West Linn-Wilsonville: there is a suspension from school associated with that opposite discipline referral. So the next page 769 01:48:38.220 --> 01:48:43.170 West Linn-Wilsonville: is about suspensions. This includes, both in school suspensions 770 01:48:43.240 --> 01:48:50.929 West Linn-Wilsonville: and out of school suspensions which may have a very different impact for a child and a family. Right? But again, we're giving you very broad 771 01:48:50.990 --> 01:48:58.880 West Linn-Wilsonville: data on this particular one and sharing that information here. 772 01:48:59.500 --> 01:49:10.520 West Linn-Wilsonville: About the number of suspensions. We only have had one expulsion in the last 2 years. So that's that was a very. That's a very, very small number 773 01:49:11.995 --> 01:49:33.809 West Linn-Wilsonville: and is it the same in this one, too, that these suspensions is not 8 students? Right? It's 8 incidents in school or out of school, right, and it may not be days. So an incident could be an incident. Suspension could be for half a day, or it could be for 3 days. Dr. Soy. So did you want to add well, just the 774 01:49:33.880 --> 01:49:48.260 West Linn-Wilsonville: to elaborate in looking at the the data, and where it came from, the suspension that hold that term rather lightly right now, because what we're trying to do, especially if it's in school, there's more in school than there is out of school. 775 01:49:48.260 --> 01:50:12.459 West Linn-Wilsonville: And I know, for example, if a student is going to be in the office to work through something for 2 class periods, ode requires, we don't just hold students out of classes. And so that's considered a suspension. So just when you're thinking of, what does the suspension mean now, and especially for students with ieps, you know that's another piece, because we have a number 776 01:50:12.460 --> 01:50:40.959 West Linn-Wilsonville: of days so it can be misleading when you're thinking. What am I looking at, you know, for suspension point. Thank you. Yeah, for students with disabilities. There's only 10 days of suspension that could be brought into account without a lot of other processes and procedures, and that's to protect students. Make sure they're accessing education. The other thing is that in Dr. Prior's world, with younger children Oregon has more strict 777 01:50:41.200 --> 01:50:55.119 West Linn-Wilsonville: laws around when you can use suspension, because with young children we want, you know, especially, we want to be very, very, very cautious. Anything that's taking them out of class and learning environment. So 778 01:50:55.370 --> 01:51:09.759 West Linn-Wilsonville: to get very creative around supporting students. But sometimes a suspension is necessary just to take the time to say we need to get a new plan together. This something happened that was unsafe and not okay. And so we need to use that time to 779 01:51:09.790 --> 01:51:28.499 West Linn-Wilsonville: get a new plan together, gather some new data, make sure everyone knows how to respond. If this were to happen again. So it's it's not always a punitive piece. It may feel that way, but it's often just what's necessary to keep learning going and make sure that it's safe for everyone. 780 01:51:28.840 --> 01:51:36.499 West Linn-Wilsonville: The other thing that occurred since our last conversation. That I think will help us in the future for the 781 01:51:36.660 --> 01:51:42.044 West Linn-Wilsonville: conversation about bias incidents is we shared with you that 782 01:51:42.810 --> 01:51:47.070 West Linn-Wilsonville: our system for recording what the incident was 783 01:51:47.140 --> 01:52:12.490 West Linn-Wilsonville: had some limitations to it. So we went between last session, and now we had a meeting with our it staff, a couple of us a couple of school administrators to look at. What are all the codes that you can choose to describe an incident, and there are some codes that are prescribed by the Oregon Department of Education, that we have to use the language that they use 784 01:52:12.490 --> 01:52:24.379 West Linn-Wilsonville: and not change language in a way that fits for us. But what we were able to do was add some descriptors around. But let's say, bias incident. 785 01:52:24.820 --> 01:52:33.460 West Linn-Wilsonville: race bias incident, sexuality gender. So that now, if there, let's say there was an incident of vandalism 786 01:52:34.134 --> 01:52:42.420 West Linn-Wilsonville: but the vandalism also involved racist language, we can code it as vandalism, which is one of the ode required 787 01:52:42.590 --> 01:52:47.370 West Linn-Wilsonville: codes, and also code it as bias incident racist. 788 01:52:47.480 --> 01:52:50.280 West Linn-Wilsonville: And so now we can track 789 01:52:50.440 --> 01:52:53.979 West Linn-Wilsonville: and have some numbers again to say. 790 01:52:54.670 --> 01:53:20.660 West Linn-Wilsonville: what are we learning about this? Where we are, we seeing patterns? Are we getting better? So we're really excited that the it staff was very responsive and helped us get that in place. So we've now met with all of the administrators of all the levels to make sure they know about that. And again, someone might report something as a bias incident or on a bias incident form that after some investigation 791 01:53:20.670 --> 01:53:22.240 West Linn-Wilsonville: we may determine. 792 01:53:22.800 --> 01:53:40.540 West Linn-Wilsonville: you know, that that didn't fit the criteria. Maybe there was a misunderstanding there, but we're going to be. We're going to err on the side of if the family felt like their experience was a bias incident. Then we're going to attach that language to the bias incident 793 01:53:41.043 --> 01:53:44.270 West Linn-Wilsonville: in our system which will allow us to 794 01:53:44.390 --> 01:53:51.669 West Linn-Wilsonville: report more accurately, use it for our own purposes and for that office of civil rights collection that happens every 2 years. 795 01:53:53.960 --> 01:53:54.920 West Linn-Wilsonville: Nice? 796 01:53:55.620 --> 01:53:58.220 West Linn-Wilsonville: How we doing pretty good. Okay. 797 01:53:58.740 --> 01:54:01.070 West Linn-Wilsonville: I'll turn it back to you. Okay. 798 01:54:01.480 --> 01:54:08.730 West Linn-Wilsonville: we do need to have a look at before we 799 01:54:09.020 --> 01:54:13.429 West Linn-Wilsonville: the meeting, the December 9th executive. 800 01:54:14.720 --> 01:54:17.673 West Linn-Wilsonville: Okay, no worries. 801 01:54:22.980 --> 01:54:26.609 West Linn-Wilsonville: We've got a few, if or if you feel like 802 01:54:26.910 --> 01:54:34.609 West Linn-Wilsonville: we're we're done with our work session on this tonight. We've got the listening sessions and we'll get some more feedback working with 803 01:54:35.050 --> 01:54:39.349 West Linn-Wilsonville: chair, Taylor and Vice chair, Wyatt, on next steps with the policy and 804 01:54:39.700 --> 01:54:46.519 West Linn-Wilsonville: what you know, how you'd like us to organize for that part right? Whether it's bringing legal counsel, getting more samples. 805 01:54:47.710 --> 01:54:51.120 West Linn-Wilsonville: you know, generating some ideas, you know. 806 01:54:51.280 --> 01:54:59.429 West Linn-Wilsonville: I think that's the next part, too. Okay, but if you feel like for tonight you're ready to end this part of the agenda. Then we'll just talk about December 9.th 807 01:54:59.790 --> 01:55:00.810 West Linn-Wilsonville: Okay? 808 01:55:02.350 --> 01:55:09.230 West Linn-Wilsonville: Any other questions about just the discussions that we've had, or things that you want. 809 01:55:09.360 --> 01:55:13.959 West Linn-Wilsonville: vice chair, Wyatt and I to think about as we come up with next steps. 810 01:55:14.760 --> 01:55:19.780 West Linn-Wilsonville: After what we've all heard here. We don't have to have all of that right now. I mean. 811 01:55:19.790 --> 01:55:24.660 West Linn-Wilsonville: you know, we always can go get a jumbo juice or something and 812 01:55:24.680 --> 01:55:36.755 West Linn-Wilsonville: talk about that's code, by the way, and 813 01:55:37.830 --> 01:55:47.439 West Linn-Wilsonville: Talk about. Maybe some of the things that will come into your head after you leave like said this, or you know what I didn't think about. And then you just write it down and 814 01:55:47.530 --> 01:55:51.979 West Linn-Wilsonville: and just make sure it gets to us as we're starting to formulate a plan for what that next step 815 01:55:52.160 --> 01:55:53.319 West Linn-Wilsonville: might look like? 816 01:55:55.360 --> 01:55:59.769 West Linn-Wilsonville: Or is there any way that we can support you for your listening sessions? And 817 01:56:00.120 --> 01:56:04.190 West Linn-Wilsonville: or what can we do for you, too, cause you're gonna have that coming up and 818 01:56:04.270 --> 01:56:05.470 West Linn-Wilsonville: let us know. And 819 01:56:05.480 --> 01:56:32.433 West Linn-Wilsonville: yeah, I guess I just have feedback for Kelly for the listening session, like, I hope we can do some concerted outreach to especially hopefully have, like a native American family there. After looking at this data, to get their perspective. Yeah, I think it's super important. And to have a number of like Latino families, you know. So I just wanna make sure. 820 01:56:32.830 --> 01:56:46.439 West Linn-Wilsonville: that we work really hard to get certain groups there that might be difficult to get to. And what does the listening session need to look like. So everybody feels safe when they're when they're expressing themselves, you know. And so 821 01:56:47.042 --> 01:56:56.059 West Linn-Wilsonville: whatever the composition of the room has to look like, or the the attendees that that are there. So I just wanna 822 01:56:56.060 --> 01:57:20.099 West Linn-Wilsonville: I'm I'm happy to talk to you about that more at a jamba, I think. Yeah. Thinking about the location. Yes, we had the listening sessions at the high school. Yeah, it was in where kids felt that was their space. Yeah. So you might want to think about having them at school, or, you know, maybe a little more. 823 01:57:20.110 --> 01:57:24.009 West Linn-Wilsonville: Yeah. Intimidating for some. Yeah. Yeah. 824 01:57:27.700 --> 01:57:29.520 West Linn-Wilsonville: Okay, yeah. 825 01:57:29.860 --> 01:57:34.249 West Linn-Wilsonville: I think the data does, it does jump out at you. Yes, it does. 826 01:57:34.840 --> 01:57:48.439 West Linn-Wilsonville: And remember, yeah, it's not different students. It could be one kiddo having a really challenging 6 months. And it just, you know. So I think you know, keeping that in mind. And 827 01:57:48.480 --> 01:57:54.150 West Linn-Wilsonville: if you miss 2 classes to work on something now that's called an in-school suspension. So I think, just 828 01:57:54.190 --> 01:57:57.819 West Linn-Wilsonville: maybe, yeah, differentiating. That data could also help 829 01:57:57.890 --> 01:58:03.510 West Linn-Wilsonville: understanding how to interpret it. We always to think about. 830 01:58:04.310 --> 01:58:17.980 West Linn-Wilsonville: what do we? What? What is it representing? Yeah. And is that something that can be broken down as a sub? I mean, once you get further into. I know this came to you over the weekend. The other thing is, any of you can ask for a fireside chat 831 01:58:18.140 --> 01:58:19.600 West Linn-Wilsonville: where we could. 832 01:58:19.820 --> 01:58:25.840 West Linn-Wilsonville: we can talk more specific. Yeah. Because when you get small numbers and then it becomes identifiable. 833 01:58:25.980 --> 01:58:28.650 West Linn-Wilsonville: And we're just gonna have to stop, you know. 834 01:58:28.880 --> 01:58:34.950 West Linn-Wilsonville: in this kind of space where it's public records requested, and that we just have to stop at a certain point. 835 01:58:35.010 --> 01:58:44.620 West Linn-Wilsonville: but in a 1 to one fireside chat and to delve more and say, Help me really understand these graphs and the number of kids we can do that in it. 836 01:58:45.675 --> 01:59:07.639 West Linn-Wilsonville: Yeah, that would be a good idea. I guess. I just wanna comment that those numbers also jump out at me and make me question like, what support does that student need? Or does the family need from us? That's that's maybe causing this. So like, that's I just wanted to throw that out. Yeah. And yeah. 837 01:59:07.670 --> 01:59:33.309 West Linn-Wilsonville: is it happening this year? Yeah, maybe not, you know. So I think those are things we can answer better in a fireside. Yeah, if you want to go deep into the narrative and the story which I would always appreciate, because sometimes we create an idea. And you just look at it forever. Yeah. And that's always our reluctance to. We'll show you data. But there's a lot of learning about what it represents. 838 01:59:34.670 --> 01:59:40.160 West Linn-Wilsonville: Okay, December 9th December 9.th 839 01:59:40.550 --> 01:59:45.610 West Linn-Wilsonville: Looks like we have a work session from 4 to 5, 30, and a board meeting from 6 Pm. 840 01:59:46.310 --> 01:59:52.029 West Linn-Wilsonville: To whenever, and there's also an executive session in the middle of that. So that's the part that 841 01:59:52.180 --> 02:00:03.559 West Linn-Wilsonville: oh, so it's the superintendent evaluation at 5. So if you're okay with this timing, 4 to 5, 30 for the work session. 842 02:00:04.460 --> 02:00:12.160 West Linn-Wilsonville: then half an hour for the executive session, just giving that 1st feedback and then the meeting? 843 02:00:12.400 --> 02:00:15.109 West Linn-Wilsonville: Or do you want to change that? Do you want to do? 844 02:00:15.330 --> 02:00:17.140 West Linn-Wilsonville: 3, 30 to 5? What? 845 02:00:17.240 --> 02:00:19.649 West Linn-Wilsonville: Look at the times here and decide 846 02:00:19.830 --> 02:00:22.880 West Linn-Wilsonville: well what you'd like to do. How many have a a. 847 02:00:23.480 --> 02:00:28.449 West Linn-Wilsonville: A scheduling conflict if we were to do something before 4? 848 02:00:28.530 --> 02:00:31.210 West Linn-Wilsonville: Does that jam anyone up on that day 849 02:00:31.720 --> 02:00:35.269 West Linn-Wilsonville: and staff, can we look at your calendars as well? 850 02:00:36.280 --> 02:00:39.590 West Linn-Wilsonville: So if you, we were to go like 3 to 4, and then 4 to 851 02:00:39.740 --> 02:00:42.450 West Linn-Wilsonville: 5, 30, and then 6 to I know that's a long 852 02:00:42.840 --> 02:01:00.319 West Linn-Wilsonville: say, but I mean you. You are paid. What? That's my question. 853 02:01:00.690 --> 02:01:10.650 West Linn-Wilsonville: I I do in favor of starting her. I don't have a conflict yet, so why don't we do it? At 3 to 4 the executive session? 854 02:01:10.700 --> 02:01:14.380 West Linn-Wilsonville: Oh, excuse me, wait 3, 30 to 855 02:01:14.480 --> 02:01:26.899 West Linn-Wilsonville: to 5 30. We're just worried about shortening that work session. I mean, we we really took 2 h here to do this. You really want 2 h for your assessment. One. This says 4 to 5, 30 on here. 856 02:01:27.020 --> 02:01:32.359 West Linn-Wilsonville: Yeah. But right, do you want to do 3, 30 to 5, 30 for the work session? 857 02:01:32.820 --> 02:01:37.160 West Linn-Wilsonville: Or do you want to do 3, 30 to 5, and then 858 02:01:37.250 --> 02:01:45.220 West Linn-Wilsonville: take a little like you want to build in some breaks in between this. Okay? So 3, 32, 859 02:01:45.870 --> 02:01:50.270 West Linn-Wilsonville: it was at 5. 860 02:01:50.822 --> 02:01:59.040 West Linn-Wilsonville: We can. We can build in a little bit of 15 min in between. So you can stretch, get a little more to eat 861 02:01:59.190 --> 02:02:01.799 West Linn-Wilsonville: check in with family members. 862 02:02:02.100 --> 02:02:03.570 West Linn-Wilsonville: Okay? So I'll actually 863 02:02:04.250 --> 02:02:12.740 West Linn-Wilsonville: sure. Why, I had to say 3, 30 to 5 is the work. Session work, session 5, 15 to 6, 5, 15 to 6 864 02:02:12.830 --> 02:02:21.790 West Linn-Wilsonville: is the executive session, and then, of course, 6, and onward is the regular regular session. 865 02:02:23.050 --> 02:02:29.919 West Linn-Wilsonville: Okay, Kelly, thank you all for being flexible, and 866 02:02:30.910 --> 02:02:45.369 West Linn-Wilsonville: yes, having jobs that allow it and no jobs. I know. He says that, but he's got like 5 or 6 people. 867 02:02:47.238 --> 02:02:50.922 West Linn-Wilsonville: Well, meeting adjourned. 868 02:02:52.820 --> 02:02:55.420 West Linn-Wilsonville: Okay, wait. You're still on. 869 02:02:56.180 --> 02:02:59.209 West Linn-Wilsonville: Keep the binders intact. That's what I heard.