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Andrew Kilstrom: You're ready to go

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Andrew Kilstrom: alright. I'm gonna call to order this evening School Board work session.

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Andrew Kilstrom: and I'm going to pass it to Director Douglas for a roll call. Thank you. Chair Taylor, present director. God. Here, director, shoemaker here, director slut.

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Andrew Kilstrom: Thank you.

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Andrew Kilstrom: Okay.

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Andrew Kilstrom: Unfortunately, vice Chair. Wyatt has come down with Covid, and she is

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Andrew Kilstrom: really sick, actually, so she was not able to make it. She went down over the weekend, and I think that. She's getting some attention today. So we all wish her

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Andrew Kilstrom: feelings of hopefully she gets better. So nice, speedy recovery. That is right.

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Andrew Kilstrom: Alright. So

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Andrew Kilstrom: we're meeting tonight for a work session in in an effort to start this work towards our board board goal number one, which is together, we will research develop and adopt an anti-racism policy.

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Andrew Kilstrom: This is just the beginning of putting thoughts into the draft of that policy. There will be no decisions made tonight. This is simply a time for us to gather

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Andrew Kilstrom: a time for for me to share some of the work that has been done between myself and the school district attorney jolly

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Andrew Kilstrom: and also to get perspective from our collective board. As to

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Andrew Kilstrom: what we're looking to do, what we're looking to accomplish with this? In in conjunction to what already exists.

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Andrew Kilstrom: and what are some of the

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Andrew Kilstrom: maybe new things that we want to

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Andrew Kilstrom: consider putting into place. So

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Andrew Kilstrom: I am going to

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Andrew Kilstrom: start by just

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Andrew Kilstrom: reading a little bit about

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Andrew Kilstrom: what in my mind, I think we're trying to accomplish. And then I'm gonna share some information that will

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Andrew Kilstrom: be kind of in support of my meeting with

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Andrew Kilstrom: the school district attorney Jolly and some of the the feedback that she had for me to share with all of you.

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Andrew Kilstrom: And then some of the things that I got to think through after that conversation which will lead to a

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Andrew Kilstrom: a page that I'll read to you. And the reason I'm going to read that page is just to give you some some context as to when we're talking about privacy, laws and things of that sort.

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Andrew Kilstrom: the things that

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Andrew Kilstrom: give us latitude, I guess, in that space. So first, st the principles outlined here are intended to guide us as advocates in this development and implementation of an anti-racism policy as a board. We understand that the journey to dismantle and address entrenched systemic racism

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Andrew Kilstrom: is a long one, but it's also a crucial 1st step

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Andrew Kilstrom: to ensure that all the policies are anti-racist from their conception

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Andrew Kilstrom: through into their execution. So historically, our district has tended to be more reactive from my opinion and my experience versus

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Andrew Kilstrom: proactive meaning. Oftentimes we see ourselves scrambling on issues. At least it feels like that to me it may not feel like that to staff and whatnot. Right? So my perception comes more from being on the outside looking in or dealing with complaints or my own individual experiences. So

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Andrew Kilstrom: this is a common common challenge.

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Andrew Kilstrom: and we recognize that we are not alone in this mission. So what actions are we being called to take as a school district is a question that I have for us. So for this framework, I'm gonna start by recapping

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Andrew Kilstrom: the meeting that I had with the school district attorney

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Andrew Kilstrom: and a lot of that

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Andrew Kilstrom: meeting covered.

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Andrew Kilstrom: Just what can we do as a board.

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Andrew Kilstrom: What are we trying to accomplish?

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Andrew Kilstrom: What are areas that we can't really play in? And a lot of the areas that come up are

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Andrew Kilstrom: just, you know, come from Ferpa, meaning privacy. And one of the things that I've talked about.

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Andrew Kilstrom: even with doctors concerns.

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Andrew Kilstrom: I forgot Ludwig, and and jolly was

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Andrew Kilstrom: the when some an act of racism happens to a child in our school district. The tough part is, you know, maybe you'll bring back and try to reconnect those children, to have that restorative conversation.

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Andrew Kilstrom: But the problem with that is that it might, you might say, sorry to me.

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Andrew Kilstrom: but once you've said something that is racist in nature. To me the bridge has been burned.

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Andrew Kilstrom: There is no restorative practice for us as people of color, and that's hard for other people to understand, and apology doesn't fix it right. And so if you said something to me, and I'm walking down the hallway, and then I see little Johnny

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Andrew Kilstrom: beep up and down, and I feel like Whoa! What just happened? I feel like I've been offended or wronged.

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Andrew Kilstrom: And now this is feeling of nothing has happened right? And so a lot of that tends to fall under deferment like Privacy act. We can't talk about what type of discipline has been given out to a child, and so Jolly went into some depth around that, and some of the dangers of when parents come back and say, Hey.

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Andrew Kilstrom: what's going on. We can't share that right, and it becomes uncomfortable, for the district becomes uncomfortable for the victim's family, and it probably I don't know what it feels like to the family of the offender because they're the protected ones in that space. Right?

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Andrew Kilstrom: so

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Andrew Kilstrom: one of the things that I wanted to do post. That meeting

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Andrew Kilstrom: was to kind of look up some of this stuff around freedom of speech and

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Andrew Kilstrom: and privacy and whatnot, and and some of the the work that I found with just some of the context that I have is this this page that I'll read to you, and then I'll get into the 5 discussion questions that I'd like to present. We may not get through them all tonight, but we'll try to.

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Andrew Kilstrom: you know. Have a discussion around that, and that'll lead us to a future work session. So I'll try to be quick as I can in this so that we can

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Andrew Kilstrom: be cognizant of time. But it says, schools have a tremendous responsibility to educate all children.

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Andrew Kilstrom: to maintain a safe and orderly setting, and to discipline students.

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Andrew Kilstrom: School safety is at or near the top of the list of parents. Educational concerns. Research shows that a safe, orderly school environment does increase learning. Safe Schools Act requires school boards to take action to ensure a safe and orderly educational environment.

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Andrew Kilstrom: The special characteristics of the school environment require a balancing of 2 concerns maintaining a safe, orderly school environment and guaranteeing students freedom of speech and expression.

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Andrew Kilstrom: Freedom of expression is a cornerstone of personal freedom and democracy. Courts are particularly diligent

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Andrew Kilstrom: in protecting freedom of speech.

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Andrew Kilstrom: Some categories of speech are unprotected. Offensive speech is not protected by the 1st amendment.

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Andrew Kilstrom: Obscenities, defamation, or defamation. Excuse me, fraud.

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Andrew Kilstrom: incitement, fighting words, truths, threats, and speech go into criminal conduct and child pornography are types of speech that are not protected by the 1st amendment.

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Andrew Kilstrom: The test for determining if a specific act is

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Andrew Kilstrom: speech for 1st amendment purposes is based on a Supreme Court decision. In Tinker versus des Moines

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Andrew Kilstrom: there are 4 different forms where speech may occur on government property.

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Andrew Kilstrom: traditional public forum.

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Andrew Kilstrom: designated public forum, limited public forum and non public forum, meaning government property. That isn't traditionally open to the public, such as schools, prisons, and inside government buildings. The government can restrict speech in these areas based on content but not viewpoint.

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Andrew Kilstrom: Regulation of speech based solely on viewpoint, is prohibitable

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Andrew Kilstrom: regulation of speech based on subject matter is always permitted.

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Andrew Kilstrom: The strict scrutiny test is used to determine the school's ability to regulate the time, place, and manner of speech under strict scrutiny. Analysis, a law that restricts freedom of speech must achieve

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Andrew Kilstrom: a compelling government interest

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Andrew Kilstrom: and be narrowly tailored to that interest. It is also, it also must be the least speech. Respect, restrictive means available to the Government.

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Andrew Kilstrom: The tinker versus des Moines Supreme Court decision decided that

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Andrew Kilstrom: students do not shed

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Andrew Kilstrom: their constitutional rights to freedom of speech or expression

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Andrew Kilstrom: at the schoolhouse gate. But Tinker supported school officials right to prohibit student speech if they determined that such speech was a material and substantial destruction.

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Andrew Kilstrom: The term material and substantial disruption refers to the conduct

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Andrew Kilstrom: that significantly hinders someone, or a group's expressive rights in the context of our public schools. This term is used in a substantial disruption test to determine

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Andrew Kilstrom: if restrictions placed on a student's speech has violated their 1st Amendment rights. The test was established by the Us. Supreme Court in the 1969 case tinker versus des Moines Independent School District.

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Andrew Kilstrom: The tinker test asks 2 important questions, one, whether a student's speech or expression, material materially or substantially interferes with the school's discipline or operation, and 2

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Andrew Kilstrom: might reasonably lead authorities to predict substantial disruption or material interference with school activities.

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Andrew Kilstrom: The test is often applied as a reasonable forecast of substantial disruption, meaning that schools officials do not need to wait for a serious disruption or riot to act.

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Andrew Kilstrom: The school doesn't need to show that speech actually caused a disruption, just a reasonable expectation that it would.

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Andrew Kilstrom: the court did limit the scope of Tinker

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Andrew Kilstrom: key Findings versus Goss versus Lopez in 1975 is that the public school must conduct a hearing with fair procedures under the due process clause before suspending a student. For any reason.

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Andrew Kilstrom: gross accommodates both the students right to a fair treatment, and schools need to act quickly without undue expenditures. There are other cases that also limit restriction on students, freedom of expression in school. The 14th Amendment requires due process, but only in cases where a State seeks to deprive an individual of life, liberty, or property.

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Andrew Kilstrom: So I read that

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Andrew Kilstrom: only to say that

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Andrew Kilstrom: we do have a choice on how we create a policy.

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Andrew Kilstrom: and we do have a right as a board to create an environment that is safe and free of speech, that we deem to be disruptive or unsafe

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Andrew Kilstrom: to kids of color

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Andrew Kilstrom: kids that identified set a different way.

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Andrew Kilstrom: And so it is not this

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Andrew Kilstrom: privacy thing that prevents us from being able to create a space or a policy

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Andrew Kilstrom: to protect bipoc families.

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Andrew Kilstrom: So

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Andrew Kilstrom: I just wanted to read that so that you had it.

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Andrew Kilstrom: As some context. As to as we go through this work.

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Andrew Kilstrom: we do have latitude.

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Andrew Kilstrom: I mean, it might create more questions. But we have a platform where we can say we're not gonna stand for this in our school district. So questions

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Andrew Kilstrom: that I have for today's discussion

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Andrew Kilstrom: or just 5 to start with like, I said, we may not get through them all, but the 1st one was, what level of risk are we as a board willing to assume

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Andrew Kilstrom: right.

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Andrew Kilstrom: And so, from my perspective, I think we need a policy that is rigid. Most of our other policies are rigid in nature, and most of our other policies. We have a policy for everything. And I said this in our board meeting

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Andrew Kilstrom: we have a policy as to why we do things. We have a policy as to why we don't.

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Andrew Kilstrom: The strange thing is that we don't have a policy on racism inside of our school district, which is very, very abundant within this community.

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Andrew Kilstrom: Now, most people say, well, we don't have a racism problem. It just doesn't impact or affect you. That's like saying that we don't have homeless kids in our district.

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Andrew Kilstrom: A lot of people believe that that's not true. You're just not impacted by. We have a lot of homeless people in our school district.

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Andrew Kilstrom: So

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Andrew Kilstrom: when I say risk, it's not saying, how do we roll the dice? Or we make this policy? That's gonna be

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Andrew Kilstrom: risky in nature. As far as I'm talking about the political risk, right? If you innately work for a district that doesn't believe that it has, or a community that doesn't believe that it has a racism problem. Us. The simple fact that we're talking about this is disruptive. And it is a risk.

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Andrew Kilstrom: So and it's gonna change the conversations that you have outside of these walls, if you're not prepared for them. Yours

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Andrew Kilstrom: right? And so, what is the risk to the budget? We have to put finances sometimes behind these things that we want to implement through training or

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Andrew Kilstrom: through staff, or whatever that may be. So there is risk. I'm not saying risk like, are we going to get sued? Not that. So let's kind of asking. So when when we.

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Andrew Kilstrom: when we have a policy that says

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Andrew Kilstrom: Students are entitled to a high quality, educational experience free from discrimination or harassment, based on perceived race, color, religion, gender identity, sexual orientation, disability, or national origin

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Andrew Kilstrom: when we have that policy

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Andrew Kilstrom: that doesn't feel rigid enough.

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Andrew Kilstrom: No, I didn't say that was or wasn't rigid enough. Okay. I just said I wanted a policy from my opinion, that is rigid in nature. Now, some of these things we don't need to change. They may already be in place.

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Andrew Kilstrom: So now we're looking at collectively is, how do we add the missing pieces right? And one of those missing pieces is, how do we meet the needs.

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Andrew Kilstrom: or how can we best meet the needs of children and families of color? Right right now? We're not. We're not meeting that ball

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Andrew Kilstrom: right? So something's not in that policy because

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Andrew Kilstrom: I sat here 5 or 6 years ago, and I think the Bsu came in and they talked to the boards before I was a board member, and they presented as to all of the different problems that they were having within our school. This is prior to me, becoming a board member, and yet

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Andrew Kilstrom: not much changed from that point.

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Andrew Kilstrom: So so is that rigid enough? I don't know. I'm not saying that it is, or it isn't.

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Andrew Kilstrom: But a lot of these things that might be in these questions we may already have, which is why this folder is full of our

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Andrew Kilstrom: of our policy and other, I think other items. So second question, what is the most effective strategy we aim to implement right?

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Andrew Kilstrom: That's not necessarily taking a wrecking ball to what we have. It might just maybe be making minor tweaks or adding additional statements. So not saying that we haven't done anything

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Andrew Kilstrom: just saying that

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Andrew Kilstrom: it's not all the way there.

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Andrew Kilstrom: The 3rd is I already mentioned, how do we meet the best need or the needs of children and families of color?

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Andrew Kilstrom: How do we support entire families. Something like that.

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Andrew Kilstrom: That's on.

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Andrew Kilstrom: How do we support entire families? It's not sometimes just the kid. Once a kid has been.

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Andrew Kilstrom: I guess, just his safe space or her safe space has been disrupted. The parent is dealing with some things also because they're dealing with a child that now they're trying to get to go back to school who may not want to go back to school. This parents got to get to work, and and the child may not want to go back. So how do we support that parent through this process? Right? So it's not just the kid, and you need support for the other family

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Andrew Kilstrom: who might be ashamed that their child has said something against some other child unbeknownst to them, or be announced to them. Everybody has a choice right?

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Andrew Kilstrom: So how do we support everybody in that equation? And how can we ensure that we serve all children and families in need? So

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Andrew Kilstrom: those are the 5 questions some of the things that also are on here.

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Andrew Kilstrom: What? What type of discipline do we want in these policies? So things that I've thrown out there for us to think about. What would the district discipline policy entail? How do we ensure these policy? Are comprehensive and active.

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Andrew Kilstrom: lead counteractive to racism and other forms of hate.

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Andrew Kilstrom: How can we stay Ferpa compliant within this policy? So we're not looking to just push against privacy laws. But how do we stay compliant within that

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Andrew Kilstrom: staff involvement? How much of this policy work will involve Staff's input?

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Andrew Kilstrom: Right? They're on the front front line dealing with these situations? What training will be provided to staff?

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Andrew Kilstrom: Will we appoint? Possibly a District equity coordinator? We don't have one.

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Andrew Kilstrom: How we real, how will we allocate budget resources for this policy, depending on the outcomes of what we decide collectively as a board

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Andrew Kilstrom: and community engagement.

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Andrew Kilstrom: how will we incorporate community voices in this work.

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Andrew Kilstrom: What mechanisms will we use to gather input

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Andrew Kilstrom: from bipoc families?

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Andrew Kilstrom: And should we consider conducting a survey to gather broader feedback

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Andrew Kilstrom: so and I feel like by addressing these questions, we can create a more equitable inclusive environment for all of our students and families.

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Andrew Kilstrom: and in our district. And we can work to be proactive

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Andrew Kilstrom: in this framework that not only identifies and addresses the issues, but also fosters a supportive and anti-racist community.

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Andrew Kilstrom: So

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Andrew Kilstrom: that is my long, winded way of kind of laying out.

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Andrew Kilstrom: this work for today's session. This is not a 1 and done. This is mainly just a Kickstarter.

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Andrew Kilstrom: so that we can start to move forward on this process, and so

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Andrew Kilstrom: I'll open it up for

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Andrew Kilstrom: board members to share what they've heard and

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Andrew Kilstrom: concerns, or ask questions, and the nice thing about it is, we have Dr. Ludwig and Dr. Since I end

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Andrew Kilstrom: here to assist in that work so, and also shout out

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Andrew Kilstrom: so questions

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Andrew Kilstrom: I'll be happy to just start with a comment. There's so much to unpack here, 1st of all. So I just wanna recognize that

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Andrew Kilstrom: so, as a lot of people know, I live in Wilsonville, and my son would, and he did go to Lowry from K through 5. And so last year. I just want to. Okay, I want to start with this 1st question, of what level of risk are we willing to assume? And when we talk about assuming risk. I also want to talk about

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Andrew Kilstrom: the risk to the children we educate if we don't have a policy like this. So what does trauma do to the children in our classrooms that are being that are experiencing racist comments. So

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Andrew Kilstrom: at Lowry I was aware of children of color.

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Andrew Kilstrom: being called racist names. And so this issue isn't just in our district at the high school level. It's starting in primary school. And so I think that brings some urgency to this issue. When we talk about risk and when we talk about childhood trauma. So

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Andrew Kilstrom: that's my 1st comment. And I'll just start off with that one.

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Andrew Kilstrom: So I I would comment that I think

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Andrew Kilstrom: most districts are advised to have a policy along the lines of what I read

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Andrew Kilstrom: right. Whether or not that has meat.

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Andrew Kilstrom: and whether or not that's sufficient I don't know, and I think that's why I want to engage in this discussion.

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Andrew Kilstrom: I know that as as someone who once was involved in in some of this work.

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Andrew Kilstrom: the document that

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Andrew Kilstrom: I live with the most, and I think my staff students and families live with the most is A is a rights and response. Responsibilities. Handbook

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Andrew Kilstrom: bush actually talked about conduct

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Andrew Kilstrom: in the handbook

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Andrew Kilstrom: any and even reference discipline in there. So I'm I'm curious how

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Andrew Kilstrom: we're going to kind of

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Andrew Kilstrom: pull these pieces together from policy

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Andrew Kilstrom: all the way through to action. Right? Because.

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Andrew Kilstrom: what? What our students experience is, what they experience. Right? I'm not the one to judge

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Andrew Kilstrom: how how they experience things, but the consistency and the response they get within their schools.

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Andrew Kilstrom: Sh should be super consistent right? Across levels, as you mentioned. And so when I look at that rights and responsibility handbook. I'm kind of wondering. How does this mean? I could tell you how it might have played out 5 or 6 years ago

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Andrew Kilstrom: when I was working in in it. I I wonder how it

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Andrew Kilstrom: pays out now.

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Andrew Kilstrom: and maybe Dr. Smith could help me a little bit, just hypothetically, and maybe that's too broad. But

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Andrew Kilstrom: In an instance where a family

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Andrew Kilstrom: came into a building and said, this was said to my son yesterday in school. This is, the student said it.

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Andrew Kilstrom: What what would happen

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Andrew Kilstrom: is that worth taking a minute and finding out what we think that response would be? I definitely think that's worth taking a minute to to go through. And I've I've I've looked at that framework, too, you know, and

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Andrew Kilstrom: most of it talks about. And you guys correct me, because this is where you shopping. This is

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Andrew Kilstrom: what you guys do on a daily basis. But and I'm just summarizing

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Andrew Kilstrom: is obviously there's a fact finding

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Andrew Kilstrom: period. We have to go back and investigate and

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Andrew Kilstrom: check with all of the different people who might have been in the space of whatever has taken place.

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Andrew Kilstrom: and then you're trying to. I would imagine you know cooperate stories. Did it happen? Did it not happen? Who said it? Who didn't say it and

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Andrew Kilstrom: and I imagine that that's the starting place. And then you're gonna kind of go from there

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Andrew Kilstrom: right?

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Andrew Kilstrom: What I've seen. It's not that that's not in place, right?

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Andrew Kilstrom: But

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Andrew Kilstrom: there are different tiers to different things that happen.

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Andrew Kilstrom: and there's no clear outline as to if I'm a if I'm a person of color.

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Andrew Kilstrom: And you've offended my child.

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Andrew Kilstrom: Yes, I know that that's gonna happen.

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Andrew Kilstrom: But the ferpa piece of it right is that it's not that I want to pound of flesh. But I want that child to be educated

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Andrew Kilstrom: right? And if it's starting in elementary school, as you're telling me the risk, is it going unaddressed.

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Andrew Kilstrom: allows it to bounce down the the road like a rubber band

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Andrew Kilstrom: right? And that rubber band ball each activates, and it gets bigger.

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Andrew Kilstrom: It gets bigger and it bounces hot, and pretty soon this ball is bouncing so far down the road. There's nothing you can do about it.

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Andrew Kilstrom: because you didn't address that child when it could have been addressed at a point where he or she could have been educated.

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Andrew Kilstrom: and maybe you could have stopped it

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Andrew Kilstrom: at the primary level

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Andrew Kilstrom: right? And then there's different tiers to that right? You might have a repeat offender. And if I'm a parent where? Okay, little Johnny did it again.

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Andrew Kilstrom: Now, what

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Andrew Kilstrom: right

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Andrew Kilstrom: now he does it again. Now, what

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Andrew Kilstrom: right? And so, historically, from my experience.

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Andrew Kilstrom: there hasn't been enough. It's just been kind of protection.

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Andrew Kilstrom: It feels like protection is given around the offender more than it is around the victim.

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Andrew Kilstrom: And kids of color already by nature don't feel included.

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Andrew Kilstrom: Right? We're having to work extra to belong just in nature. So you see, are you suggesting I'm gonna make sure I'm making the Ferpa connection?

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Andrew Kilstrom: So are you suggesting, because we

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Andrew Kilstrom: are staying on on this side of Ferpa and not saying this is what happened. As a consequence to this student.

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Andrew Kilstrom: There's a belief that there wasn't a consequence correct.

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Andrew Kilstrom: and

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Andrew Kilstrom: no one knows right? And so it just kind of goes on. So I don't. So I agree that maybe those foundational things start the process.

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Andrew Kilstrom: But the process to what?

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Andrew Kilstrom: And then the victims on the other side. Maybe you guys can add to that. So

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Andrew Kilstrom: I think you've given

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Andrew Kilstrom: a good context now, and maybe where we can share.

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Andrew Kilstrom: there's a lot to unpack, but just maybe

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Andrew Kilstrom: probably the 4 documents that I would say.

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Andrew Kilstrom: and when we've talked we've referenced the most

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Andrew Kilstrom: the strongest policies that the district has

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Andrew Kilstrom: from Osba, in the State of Oregon. Our acb, which is every student belongs. That was a recent one. In 2021 every school district had to adopt it.

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Andrew Kilstrom: which speaks to exactly the caretailor

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Andrew Kilstrom: opened with is, what is it that all students are entitled to have this quality? Educational experience free from discrimination, harassment based on limit lists received race, color, religion, and so on.

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Andrew Kilstrom: And then what's different is the State also worked around some definitions of what is a bias incident, or what is symbol of hate?

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Andrew Kilstrom: and

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Andrew Kilstrom: as a mandatory policy. Everyone starts with that.

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Andrew Kilstrom: so that creates the stance of what every student is entitled to have, and the strong position the district and the state. Take

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Andrew Kilstrom: how it then becomes implemented, for when something occurs

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Andrew Kilstrom: is then described in the AR

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Andrew Kilstrom: which accompanies the policy, so you also have that in your binders. So policy acb, and the AR.

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Andrew Kilstrom: And this was also

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Andrew Kilstrom: rafted

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Andrew Kilstrom: through Osba. But districts can

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Andrew Kilstrom: adapted. So this is a place where

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Andrew Kilstrom: Chair Taylor and I and others. We've had some more frequent conversations around. We can go further in our AR

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Andrew Kilstrom: if we believe

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Andrew Kilstrom: they would be more helpful and provide clarity to families,

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Andrew Kilstrom: or to students.

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Andrew Kilstrom: And it talks about, what do we do when there's anonymous incidences you know of?

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Andrew Kilstrom: graffiti hate speech, hate symbols. But then, also, when there is a known incident

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Andrew Kilstrom: and the description of who begins to investigate it.

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Andrew Kilstrom: what educational components take place to address

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Andrew Kilstrom: the harm and the impact?

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Andrew Kilstrom: The accountability

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Andrew Kilstrom: that investigation has been issues.

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Andrew Kilstrom: And I think where we're

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Andrew Kilstrom: maybe seeing a place where there's a gap is, what can we communicate

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Andrew Kilstrom: so that there's this assurance

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Andrew Kilstrom: that it was addressed, but doesn't go as far as

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Andrew Kilstrom: now, breaching Ferpa, and I think that space is

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Andrew Kilstrom: more generalizable than sometimes school districts have been willing to go, and that there's some place for our district in that.

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Andrew Kilstrom: For example, we could say, Well, we can't speak specifically in these types of situations.

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Andrew Kilstrom: We often have. The child read an excerpt. They watch a video.

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Andrew Kilstrom: they write something they debrief with an administrator, you know, so there could be

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Andrew Kilstrom: if we felt like. That's a place where we need

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Andrew Kilstrom: more description. Without it going fully into purpa

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Andrew Kilstrom: could be a place where some districts you'll find

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Andrew Kilstrom: have more detail in their AR than maybe in their policy.

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Andrew Kilstrom: The question I would have about that is

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Andrew Kilstrom: in that

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Andrew Kilstrom: scenario. Say, that's at an elementary level for the sake of

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Andrew Kilstrom: okay. We see this child needs a little help. Right? And you might have this educational piece or whatnot. What can we publicly say, or what can we publicly do to to allow a parent at home

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Andrew Kilstrom: to

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Andrew Kilstrom: experiences? This to say, Where do I start? Okay? So I start here. Okay, I know they're gonna go through this process.

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Andrew Kilstrom: Now, I need to know. Okay, so what is the 1st level of? And I'm just using this as an example, what is the 1st level of record? I'm not saying, send a kid home education or whatnot.

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Andrew Kilstrom: And then, okay, so in that if that is a framework that we're using.

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Andrew Kilstrom: Is it possible?

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Andrew Kilstrom: So say that this is where we start in elementary school? I've got a 3rd grader who says something to a child that's offensive. We start with this. We educate them. They've got to miss 3 recesses. This is the thing. There's a note put in their file

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Andrew Kilstrom: right? And so you're not talking about specifically that child or the conversation. But it's a framework that says.

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Andrew Kilstrom: this is what we do know, that it has been done

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Andrew Kilstrom: right? Yeah. And it could be.

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Andrew Kilstrom: you know, a table of sort. It could be a narrative, but it could give a little bit more

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Andrew Kilstrom: then. Perhaps what we already have. If it feels like what we have feels too broad.

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Andrew Kilstrom: And I just share that. It's kind of

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Andrew Kilstrom: a place to think

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Andrew Kilstrom: 2 other documents we have, then we have, of course, policy A/C, which you're referencing. There it has its place, really around a stance which is non-discrimination. It's federal or statutory so that one we can reference.

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Andrew Kilstrom: But then you also have an internal document that we provided for you.

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Andrew Kilstrom: That

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Andrew Kilstrom: takes policy, A, CD and the AR,

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Andrew Kilstrom: and provides more guidance for administrators

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Andrew Kilstrom: around. How to lead through a bias or racist incident.

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Andrew Kilstrom: what are questions to ask?

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Andrew Kilstrom: how to consider the systems of response.

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Andrew Kilstrom: That could be another place where

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Andrew Kilstrom: we could put a little more

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Andrew Kilstrom: description

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Andrew Kilstrom: in addition to the AR. If there's a sense of?

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Andrew Kilstrom: Do we want another, a 3rd policy, or do we want to work with these 2, but strengthen our ars

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Andrew Kilstrom: and the way our administrators work through the AR in a way that

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Andrew Kilstrom: the education piece is more sound than maybe tiered and gives a better description.

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Andrew Kilstrom: The communication is more helpful to parents and doesn't bump into Ferpa

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Andrew Kilstrom: and

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Andrew Kilstrom: so and then I also heard this other piece around, what are we also doing proactively? So these things address when an incident occurs, how do we respond to them? But I heard you also open with.

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Andrew Kilstrom: we don't want to just be a responsive district. What are the things we're doing proactively in terms of education lessons.

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Andrew Kilstrom: what's impacting the culture? Yeah, the culture. But even on a regular basis, whether it's advisory conversations or what's in our curriculum

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Andrew Kilstrom: that we are not waiting for something to happen, but also

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Andrew Kilstrom: being proactive on this end. So

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Andrew Kilstrom: but we could provide

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Andrew Kilstrom: some information around that at a work session around lessons that we've designed for at the primary level. What does it look like at the middle school level? What does it look like at the high school level, and then also evaluate those gaps.

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Andrew Kilstrom: be like, where's on that?

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Andrew Kilstrom: And

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Andrew Kilstrom: put some, you know. Look, look for some other places where we could be more robust. And it's just gonna be

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Andrew Kilstrom: articulated. K, 12.

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Andrew Kilstrom: I'll pause there. I just wanted to kind of

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Andrew Kilstrom: bring some context to this.

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Andrew Kilstrom: So.

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Kelly Sloop: I have a

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Kelly Sloop: So as I was looking through all those different policies.

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Kelly Sloop: and even the internal one, the one thing that that jumped out to me is that there was a lack of

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Kelly Sloop: the clear steps, the accountability and just clear education piece for the community to refer to that has the transparency. So

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Kelly Sloop: in in our process there's consistency and fairness, equitable interventions and consequences that are straight across every school in our district.

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Kelly Sloop: and I feel that by having

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Kelly Sloop: a more clear policy that you know takes into account cultural considerations. The process of the behavior in a tiered where it defines the expectations from the students involved their behavior.

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Kelly Sloop: but also defines expectations that is required of the staff, and the district.

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Kelly Sloop: So with the internal one. I don't know how many people actually know that exists, or that it's

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Kelly Sloop: what the district goes by.

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Kelly Sloop: I just feel like we need to have more

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Kelly Sloop: of a clear education piece with the process for the whole community and for the families and for the students. So if they are being

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Kelly Sloop: racially discriminated against. There's

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Kelly Sloop: something that they can directly go to.

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Andrew Kilstrom: Yeah. And I think that like.

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Andrew Kilstrom: I thank you for that input because

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Andrew Kilstrom: I think that part of the proactive piece is

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Andrew Kilstrom: it's not just one bringing in some famous speaker at the beginning of the year to rob off the beginning of that year. Right?

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Andrew Kilstrom: And then, all of a sudden, you go into the year excited about me.

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Andrew Kilstrom: Oh.

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Andrew Kilstrom: I know I can do this work right. And then, the 1st time you get a disruption disruption in your classroom.

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Andrew Kilstrom: you know all of those positive messages goes out the door.

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Andrew Kilstrom: And what I know about

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Andrew Kilstrom: human nature is that

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Andrew Kilstrom: we we reach for what we for something that we need most.

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Andrew Kilstrom: we will grab and find what we practice next.

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Andrew Kilstrom: So in a moment that I need patience in a moment that I need to turn towards a child of color if I haven't been practicing, reaching and turning and loving and and and understanding what this child is going through.

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Andrew Kilstrom: I'm gonna grab what I've always grabbed my whole life which is

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Andrew Kilstrom: not prepared.

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Andrew Kilstrom: I don't know what to say.

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Andrew Kilstrom: Not equipped for this. I don't get paid enough for this, right? And so I'm gonna just push it off to someone else. Hey, brush it up! You'll be fine. He didn't mean it that way. She didn't mean it that way, right? And so how do we get our staff

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Andrew Kilstrom: to have a form of practice, something that is repetitive, repetitive.

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Andrew Kilstrom: so that

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Andrew Kilstrom: when we needed most is foundational. It's not everything we can play sports if you don't jabs that you travel right. You have to stop on, too.

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Andrew Kilstrom: And so you have to do all these things, and it is practice it, practice it and practice it

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Andrew Kilstrom: so that when you need it most, and when the games on the line. You're not gonna travel and turn the ball over

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Andrew Kilstrom: right? And so.

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Andrew Kilstrom: you know, in in the Nba, they don't practice that stuff. I'm using sports as an analogy. So now you get 6 steps for a layout

361
00:36:56.630 --> 00:36:58.450
Andrew Kilstrom: because they don't practice it anymore.

362
00:36:59.100 --> 00:37:01.739
Andrew Kilstrom: So how do we equip our teachers?

363
00:37:03.460 --> 00:37:05.909
Andrew Kilstrom: to be in a position to where.

364
00:37:06.230 --> 00:37:09.129
Andrew Kilstrom: when they go to reach for a tool. It's a tool that's needed

365
00:37:09.140 --> 00:37:12.539
Andrew Kilstrom: right? And it can't come from a rah-rah speech at the beginning of the year.

366
00:37:12.610 --> 00:37:27.710
Andrew Kilstrom: So if it's not there, then it needs to be something that is in writing that allows them, just like an attorney a place to go, grab it and say, Okay, so what do I do in this scenario? Okay, next time I know what to do right? And I don't think that we have. That is clear unless I've missed it so.

367
00:37:28.390 --> 00:37:31.880
Andrew Kilstrom: and I would agree. I'm glad you brought up the, you know kind of the

368
00:37:32.060 --> 00:37:36.909
Andrew Kilstrom: the one off that the assembly, you know, there's a lot of research that shows

369
00:37:37.090 --> 00:37:40.910
Andrew Kilstrom: those things don't transform culture. They don't

370
00:37:41.060 --> 00:37:43.070
Andrew Kilstrom: change regular behavior.

371
00:37:43.150 --> 00:37:45.310
Andrew Kilstrom: They may have a place in

372
00:37:46.150 --> 00:37:48.540
Andrew Kilstrom: establishing some definition

373
00:37:48.880 --> 00:37:55.139
Andrew Kilstrom: or shared experience that sets a tone. But it's not solid

374
00:37:55.240 --> 00:37:57.010
Andrew Kilstrom: creates change right?

375
00:37:57.850 --> 00:38:08.659
Andrew Kilstrom: And that's why I was wondering if if it would be helpful for the Board to hear what are the things that we are using, where, what trainings are staff or workshop staff having

376
00:38:08.690 --> 00:38:16.065
Andrew Kilstrom: what kind of resources and I just got, you know, like the speak up at school. And then there's also prompts that go with it.

377
00:38:16.930 --> 00:38:25.430
Andrew Kilstrom: There's a interrupting bias workshop that we're going to be implementing this year. Does that give us the tools that we're looking for?

378
00:38:26.564 --> 00:38:29.799
Andrew Kilstrom: And then you're you know, I'll work through

379
00:38:29.820 --> 00:38:32.500
Andrew Kilstrom: restorative practices when harm

380
00:38:32.540 --> 00:38:34.370
Andrew Kilstrom: has happened, and

381
00:38:34.880 --> 00:38:37.170
Andrew Kilstrom: making sure there's education as well.

382
00:38:37.722 --> 00:38:42.259
Andrew Kilstrom: Is there opportunity to learn from that and do better, so that students don't repeat

383
00:38:42.767 --> 00:38:48.320
Andrew Kilstrom: and they still feel connected to the community to do better. So we can also share

384
00:38:49.070 --> 00:38:52.150
Andrew Kilstrom: to your point what are those proactive things we're doing.

385
00:38:52.470 --> 00:38:54.209
Andrew Kilstrom: and how are they occurring?

386
00:38:54.310 --> 00:38:56.800
Andrew Kilstrom: And if there's a gap around frequency

387
00:38:57.250 --> 00:38:57.980
Andrew Kilstrom: and

388
00:38:58.900 --> 00:39:18.339
Andrew Kilstrom: consistency, then those are things we can address as well. Or maybe there's a gap, and we need to look for something that has either a K 12 effectiveness, or what? What works really well with kids that are high school that high school teachers really are drawn to. You know, situations that works really well for elementary students

389
00:39:18.400 --> 00:39:19.450
Andrew Kilstrom: and

390
00:39:19.770 --> 00:39:20.790
Andrew Kilstrom: candy

391
00:39:20.980 --> 00:39:23.789
Andrew Kilstrom: evaluate that as well. So that would be kind of on the

392
00:39:23.800 --> 00:39:27.059
Andrew Kilstrom: the proactive. And what I'm hearing is.

393
00:39:27.480 --> 00:39:34.559
Andrew Kilstrom: there may be some gaps, whether it's in our AR or administrative guidance, or maybe in our policies around

394
00:39:35.200 --> 00:39:40.779
Andrew Kilstrom: the reactive. Also, director sloop's point of families need more clarity.

395
00:39:41.000 --> 00:39:43.540
Andrew Kilstrom: What you were saying, what is happening.

396
00:39:43.730 --> 00:39:46.570
Andrew Kilstrom: and when an incident does occur.

397
00:39:46.970 --> 00:39:50.370
Andrew Kilstrom: and where are we not addressing it? Maybe as clearly.

398
00:39:52.170 --> 00:39:55.530
Andrew Kilstrom: Maybe the the staff know what happened to the Administrator.

399
00:39:55.650 --> 00:39:58.930
Andrew Kilstrom: But there's a lot of unknown among the students or the families.

400
00:40:02.250 --> 00:40:28.219
Andrew Kilstrom: I before we move on, because I think it's really important to hear what we are doing already. I would like to hear that I just want to agree with Director sloop about communicating to our families. I think that's really important to, and we'll learn like what our families are getting but especially our families, who are of color, or who identify as of color like, how do we communicate with them

401
00:40:28.230 --> 00:40:29.205
Andrew Kilstrom: about

402
00:40:30.240 --> 00:40:38.749
Andrew Kilstrom: what we are doing, and then also, do we have all of this in Spanish as well? I think that's really important.

403
00:40:39.145 --> 00:40:43.770
Andrew Kilstrom: And I'm not sure if we do so yeah, that's just.

404
00:40:45.200 --> 00:40:53.249
Andrew Kilstrom: And I would say that some of the things that maybe you're going to show as to what the district is already doing.

405
00:40:53.400 --> 00:40:58.659
Andrew Kilstrom: You may not have to roll it all out here, but you could also provide it to us, so that then we can

406
00:40:58.780 --> 00:41:02.940
Andrew Kilstrom: look it over. So our next session that we know we can take

407
00:41:03.590 --> 00:41:10.110
Andrew Kilstrom: that information and then say, Okay, now, what next? Maybe it's a conversation around this matrix flow

408
00:41:10.340 --> 00:41:15.370
Andrew Kilstrom: of discipline. Right? Is there a discipline matrix that already exists? I don't know

409
00:41:15.550 --> 00:41:18.860
Andrew Kilstrom: right? Somebody's got to be doing this work effectively

410
00:41:19.070 --> 00:41:24.309
Andrew Kilstrom: right. It can't be that everybody's not doing it effectively so as a board.

411
00:41:24.500 --> 00:41:30.300
Andrew Kilstrom: What resources do we have available to us? And that might not come from this room? It might come from the community.

412
00:41:30.510 --> 00:41:36.999
Andrew Kilstrom: it might come from Staff, who've come from a different state that was more diverse than our lovely organ.

413
00:41:38.590 --> 00:41:48.990
Andrew Kilstrom: And so I don't know that the answer necessarily is at this table or in this room today. But I think that we have enough smart people around this area that

414
00:41:49.110 --> 00:41:53.719
Andrew Kilstrom: is interested in the in the work in helping. So

415
00:41:54.300 --> 00:42:00.190
Andrew Kilstrom: so maybe we can find a framework that exists that will fit our community

416
00:42:00.390 --> 00:42:06.459
Andrew Kilstrom: in a way that allows our community to be satisfied. Parents to feel like you know what this has to be true.

417
00:42:06.750 --> 00:42:16.419
Andrew Kilstrom: you know I feel real comfortable sending my little brown boy, my little brown girl, my little yellow, my little this, whatever color you may be into this district, knowing that

418
00:42:16.500 --> 00:42:19.810
Andrew Kilstrom: if someone says something off color to them.

419
00:42:20.240 --> 00:42:25.020
Andrew Kilstrom: I clearly know what my steps are. I clearly know

420
00:42:25.260 --> 00:42:26.240
Andrew Kilstrom: what

421
00:42:26.670 --> 00:42:30.419
Andrew Kilstrom: you you know. It's gonna look like it's right now. It's just unpredictable.

422
00:42:31.100 --> 00:42:42.150
Andrew Kilstrom: right? And how do we hold teachers and staff accountable accountable when we have no framework. And then I'm I think about it. Are we measuring this? Do we know?

423
00:42:42.160 --> 00:42:47.280
Andrew Kilstrom: Like, I mean, we we know that there's a lot of acts of racism that don't get reported.

424
00:42:47.610 --> 00:42:59.700
Andrew Kilstrom: It's no different than with young ladies who, you know, have these little boys walking about by, you know, grazing an elbow across their butt, or something 10 times a day. And they're saying, Hey, look! This is

425
00:42:59.740 --> 00:43:08.359
Andrew Kilstrom: going on, and they're like, I'm not doing anything. It's crowded right? So there, we know that it's happening. And it's not being reported. So what are we actually tracking

426
00:43:08.490 --> 00:43:12.499
Andrew Kilstrom: today? That's this question that I have inside of our district? Do we track this

427
00:43:12.550 --> 00:43:18.639
Andrew Kilstrom: incidents, and and then are we tracking incidents of students? Are we tracking incidents of

428
00:43:18.790 --> 00:43:22.030
Andrew Kilstrom: staff? Do we have anything to know where we sit today?

429
00:43:22.340 --> 00:43:26.269
Andrew Kilstrom: And then, as we make these implementations or make these policies.

430
00:43:26.380 --> 00:43:30.299
Andrew Kilstrom: can we start to track and then know that the policy is effective.

431
00:43:30.710 --> 00:43:33.499
Andrew Kilstrom: I mean, it makes no sense to make a policy that has. No.

432
00:43:33.640 --> 00:43:39.599
Andrew Kilstrom: it's not changing anything. Right? So do we have a mechanism of tracking that today. I don't. I don't know.

433
00:43:42.880 --> 00:43:49.560
Andrew Kilstrom: I don't know if you're asking a rhetorical question, or it's a real question. Do we have a mechanism today of tracking

434
00:43:49.580 --> 00:43:53.380
Andrew Kilstrom: when an incident of race or hate is reported.

435
00:43:54.360 --> 00:43:57.960
Andrew Kilstrom: This is what it was. How many incidents are we having by school?

436
00:43:58.030 --> 00:44:06.979
Andrew Kilstrom: Is it more predominantly in Westland. Is it more predominantly? Wilsonville? You know I I don't know. I've never seen that data, but I know we track other data when it comes to

437
00:44:07.600 --> 00:44:11.430
Andrew Kilstrom: app and reading and all these other things. So that's why I'm asking

438
00:44:12.635 --> 00:44:15.880
Andrew Kilstrom: did I? Was gonna answer. But you want to go first.st

439
00:44:16.030 --> 00:44:18.150
Andrew Kilstrom: Okay? Well, first, st I can say

440
00:44:18.240 --> 00:44:24.599
Andrew Kilstrom: yes. When when something's been reported that begins a process that does create documentation

441
00:44:24.740 --> 00:44:27.779
Andrew Kilstrom: and an investigation, and some we

442
00:44:28.280 --> 00:44:38.069
Andrew Kilstrom: and kind of tracking, so to speak. So as long as it's recorded and we know and we're looking into it, we have that information, and we keep that information.

443
00:44:38.230 --> 00:44:41.860
Andrew Kilstrom: There's some types of data that there are

444
00:44:41.960 --> 00:44:47.809
Andrew Kilstrom: Federal requirements for reporting things. There are state requirements for reporting things. They have their own

445
00:44:47.840 --> 00:44:54.220
Andrew Kilstrom: mechanisms that we send every year, for example, restraints and seclusions. That's the type of data that

446
00:44:54.390 --> 00:44:59.199
Andrew Kilstrom: there's statute around keeping that and submitting it to the city on a regular basis.

447
00:44:59.930 --> 00:45:05.789
Andrew Kilstrom: And then there are others that each district creates their own process for

448
00:45:05.990 --> 00:45:08.420
Andrew Kilstrom: something we've heard. We've documented it

449
00:45:09.500 --> 00:45:11.049
Andrew Kilstrom: follow through with it

450
00:45:11.190 --> 00:45:13.280
Andrew Kilstrom: something. Maybe the students file

451
00:45:13.510 --> 00:45:17.590
Andrew Kilstrom: formally. It may not be formally, but it's in a school file.

452
00:45:17.964 --> 00:45:23.989
Andrew Kilstrom: Similar to that. It occurs again. We now can reference what was the 1st incident. That's a second

453
00:45:25.850 --> 00:45:31.309
Andrew Kilstrom: One of the roles that Jennifer Spencer Ives has is she is designated as our district's

454
00:45:31.440 --> 00:45:36.840
Andrew Kilstrom: one of our civil rights officers. We have to designate someone in the district with that role.

455
00:45:37.010 --> 00:45:39.490
Andrew Kilstrom: Shiloh also has that title

456
00:45:39.680 --> 00:45:41.180
Andrew Kilstrom: for her. It's about

457
00:45:41.230 --> 00:45:44.709
Andrew Kilstrom: monitoring when incidents occur with staff

458
00:45:44.890 --> 00:45:53.260
Andrew Kilstrom: that triggers, an investigation with with Kyla and verbal, and there's processes and procedures for that and documentation.

459
00:45:53.730 --> 00:45:56.399
Andrew Kilstrom: And then for Jennifer, it's around students.

460
00:45:57.000 --> 00:46:02.100
Andrew Kilstrom: And so we do have both of them go through State training. That's a requirement

461
00:46:02.260 --> 00:46:05.159
Andrew Kilstrom: to understand what it means to be

462
00:46:05.210 --> 00:46:11.720
Andrew Kilstrom: a civil rights officer for school district and how to document and follow through processes and procedures for

463
00:46:11.930 --> 00:46:16.779
Andrew Kilstrom: rights of students and due process, and then also

464
00:46:17.000 --> 00:46:21.789
Andrew Kilstrom: documented what occurred. So I'll just turn over if you want to speak a little bit more to

465
00:46:21.840 --> 00:46:26.089
Andrew Kilstrom: that question of when something happens. And what does it mean to

466
00:46:26.130 --> 00:46:34.270
Andrew Kilstrom: document or track that? Yeah, a couple of things. 1st of all, I'm just really thankful for leaders in this district that are

467
00:46:34.650 --> 00:46:42.496
Andrew Kilstrom: go in there in this conversation. It's so important. And we're very appreciative to be part of it with you.

468
00:46:44.010 --> 00:46:49.450
Andrew Kilstrom: the building principles that we work with when things are reported

469
00:46:50.030 --> 00:47:07.360
Andrew Kilstrom: follow our processes and take things very seriously. What I'm continuing to listen for. Where are those gaps? And I think that communication identifying that communication gap back to the family is really an important one. That, I think, is

470
00:47:08.020 --> 00:47:09.660
Andrew Kilstrom: possibly

471
00:47:10.120 --> 00:47:25.099
Andrew Kilstrom: makes it difficult sometimes to hold trust that things have been followed up on the way, that they should have been, and balancing all the things that you said around Ferpa there still can be ways that we can do a better job of letting folks know.

472
00:47:26.200 --> 00:47:40.840
Andrew Kilstrom: Here's the kinds of responses that would have happened in this situation, and we have followed the right process so that that's really important to us to to get better at that one of the things this new civil rights

473
00:47:40.950 --> 00:47:54.050
Andrew Kilstrom: coordinator position is new in legislation. It's just as of August first.st So that's why you didn't see this title in our district before. That's new legislation that came in. And so

474
00:47:54.180 --> 00:47:58.239
Andrew Kilstrom: Shiloh and I both attended significant training around that

475
00:47:58.250 --> 00:48:11.090
Andrew Kilstrom: all the way back to thinking about title, 6 racial discrimination. And what are the processes for both proactive work and the responsive work around that?

476
00:48:12.135 --> 00:48:13.080
Andrew Kilstrom: The

477
00:48:13.110 --> 00:48:16.890
Andrew Kilstrom: process that Dr. Ludwig talked about around, how do we

478
00:48:17.180 --> 00:48:24.460
Andrew Kilstrom: ensure that we're consistent across buildings in following processes, knowing

479
00:48:24.640 --> 00:48:33.820
Andrew Kilstrom: the context will always have some differences around it, but that we're holding consistent to the process. That's why we developed this administrative guide.

480
00:48:35.090 --> 00:48:36.150
Andrew Kilstrom: I'm

481
00:48:36.420 --> 00:48:37.800
Andrew Kilstrom: noting that.

482
00:48:38.116 --> 00:48:45.319
Andrew Kilstrom: Step 5 is about responding back to the parents, and I think we could do a better job in here about. If this was an incident of

483
00:48:45.350 --> 00:48:50.569
Andrew Kilstrom: You know, XY. Or Z. These are things she might want to consider to communicate back to the parents. So

484
00:48:50.840 --> 00:48:52.850
Andrew Kilstrom: making note of that right there

485
00:48:53.020 --> 00:48:56.399
Andrew Kilstrom: in terms of your question about data.

486
00:48:57.910 --> 00:49:01.500
Andrew Kilstrom: chair, Taylor, it's it's a good one. We have

487
00:49:01.600 --> 00:49:13.309
Andrew Kilstrom: processes in place for what we call office discipline referral data that we track we're able to track it in a lot of different ways in kind of even

488
00:49:13.390 --> 00:49:14.980
Andrew Kilstrom: day by day.

489
00:49:14.990 --> 00:49:21.690
Andrew Kilstrom: What what kinds of incidents are we seeing within a school? Are there patterns developing?

490
00:49:21.900 --> 00:49:25.630
Andrew Kilstrom: Those are also turned in annually to

491
00:49:25.740 --> 00:49:29.789
Andrew Kilstrom: Oregon Department of Education and a discipline collection

492
00:49:30.040 --> 00:49:33.969
Andrew Kilstrom: that we also are always analyzing for patterns of

493
00:49:34.030 --> 00:49:37.360
Andrew Kilstrom: disproportionality or other concerns.

494
00:49:37.400 --> 00:49:38.760
Andrew Kilstrom: However.

495
00:49:39.090 --> 00:49:43.839
Andrew Kilstrom: we have noted that we want to get better. We actually had a meeting with

496
00:49:44.495 --> 00:49:50.929
Andrew Kilstrom: Conjun from our it department like, for example, there's a category called harassment.

497
00:49:51.020 --> 00:50:10.230
Andrew Kilstrom: So that's 1 of the categories. When you do an office discipline referral that may get submitted into the data that we can follow. But it's not necessarily clear unless you go in and read. Was this sexual harassment? Was it racial discrimination or harassment? So

498
00:50:10.560 --> 00:50:16.930
Andrew Kilstrom: we've been having some work with our it team about how to define that data input

499
00:50:16.950 --> 00:50:32.210
Andrew Kilstrom: to allow us to more closely monitor incidents of racism. As we move forward in our in our district, it's not only best practice, it's also part of what's required of us as we were.

500
00:50:32.790 --> 00:50:36.210
Andrew Kilstrom: In our civil rights training about

501
00:50:36.617 --> 00:50:54.270
Andrew Kilstrom: the office of civil rights has a federal collection that comes in every other year to help us monitor that. So we want to be able to know, are we impacting this? So that's a data refinement that we're in the process of working on right now, Gotcha.

502
00:50:54.560 --> 00:51:10.400
Andrew Kilstrom: And is there a timeline? For when they can make those categories available? That's 1 question I have to with the data that is being provided is that data that can be provided to the board, since it is submitted annually for us to

503
00:51:10.620 --> 00:51:12.925
Andrew Kilstrom: look at. I've never seen anything.

504
00:51:13.870 --> 00:51:20.290
Andrew Kilstrom: and and I don't. I know there's rules for requesting that kind of stuff, and it's got to come from a majority of the board or whatnot

505
00:51:20.814 --> 00:51:24.459
Andrew Kilstrom: but I'm just throwing it out there as things that.

506
00:51:24.570 --> 00:51:31.410
Andrew Kilstrom: And then the other thing that I heard, and and I don't wanna dominate time by any means. So people feel free to jump in

507
00:51:31.500 --> 00:51:36.149
Andrew Kilstrom: is that with that new legislation that required a civil rights coordinator.

508
00:51:36.630 --> 00:51:38.760
Andrew Kilstrom: To me it feels like that

509
00:51:39.200 --> 00:51:47.539
Andrew Kilstrom: role has just been kind of divvied amongst 2 existing people. Would it have made more sense for us to bring in a fresh body

510
00:51:47.630 --> 00:51:53.409
Andrew Kilstrom: that is already been ingrained in this work. To then say through a different lens.

511
00:51:53.430 --> 00:51:56.000
Andrew Kilstrom: this is the work that we need to do

512
00:51:56.020 --> 00:52:03.580
Andrew Kilstrom: around this space right instead of giving it to, and that's no, that's please don't take this as you not being capable

513
00:52:04.063 --> 00:52:11.130
Andrew Kilstrom: or whatnot. But I'm just saying that we have community in the room, which would say, How is it that

514
00:52:11.500 --> 00:52:16.749
Andrew Kilstrom: 2 longstanding white women in this district get this the role of civil rights coordinator

515
00:52:16.930 --> 00:52:22.479
Andrew Kilstrom: when that's never been your role. Yes, you wouldn't got training. But would that have made sense for us as a district to invest

516
00:52:22.560 --> 00:52:31.880
Andrew Kilstrom: in a new body, even though I know we're laying off teachers and whatnot to do this work. And maybe that's a role that now

517
00:52:31.950 --> 00:52:41.550
Andrew Kilstrom: the community you can start fresh with, maybe there's a different level of trust, because it's not the same guard, you know. So I guess. Was it something that needed to just be

518
00:52:41.960 --> 00:52:47.490
Andrew Kilstrom: put on to existing staff? Or was it supposed to be a new staff person to do that?

519
00:52:48.558 --> 00:53:05.489
Andrew Kilstrom: That's a great question. So it was announced, I believe, in November, December 2023. By January 1, 2024. Every district had to identify civil Rights Coordinator. So just with how it was rolled out by ode, I would say the intention was

520
00:53:05.490 --> 00:53:25.570
Andrew Kilstrom: to assign it to an existing staff member, and that doesn't negate what your your question at all. But I think that was how it was disseminated to all of us as well. It was kind of just someone needs to be responsible for this. And then we, the regulations for what our role was didn't even come out as 10% until August first.st

521
00:53:25.570 --> 00:53:46.400
Andrew Kilstrom: So we were assigned to the role as of January one, but didn't learn what we were supposed to be responsible for, and all the things we were supposed to be needing from the Department of Education until August first, st to begin with, so that also put us in a bit of a difficult situation. Not having the information to be doing the best of our ability to fulfill the role, too, I would say.

522
00:53:47.440 --> 00:53:49.320
Andrew Kilstrom: and I would add, you know.

523
00:53:49.750 --> 00:53:51.350
Andrew Kilstrom: prior to this role.

524
00:53:51.720 --> 00:53:56.860
Andrew Kilstrom: it was Shiloh who was investigating when things happened, it fell into human resources.

525
00:53:56.870 --> 00:54:00.040
Andrew Kilstrom: and the director has that skill set

526
00:54:00.050 --> 00:54:01.900
Andrew Kilstrom: to look into

527
00:54:03.070 --> 00:54:08.559
Andrew Kilstrom: situations. And so it wasn't like we weren't looking into things. Prior, we only just started.

528
00:54:08.860 --> 00:54:10.240
Andrew Kilstrom: These were already.

529
00:54:11.880 --> 00:54:14.440
Andrew Kilstrom: this is already work that these 2 were doing.

530
00:54:14.630 --> 00:54:29.009
Andrew Kilstrom: and then the legislation made it that every district needs to make sure they really are doing it identify those people? You probably already have them tell us who they are. Make sure it's on the website, and that they get the right, you know, recurring training.

531
00:54:29.140 --> 00:54:32.450
Andrew Kilstrom: So it wasn't that there was a vacuum before.

532
00:54:32.620 --> 00:54:35.760
Andrew Kilstrom: It was just put into

533
00:54:36.350 --> 00:54:39.060
Andrew Kilstrom: statute, that it's now a requirement.

534
00:54:39.120 --> 00:54:51.229
Andrew Kilstrom: and that those folks are identified and have that training. So I think if you scoped around districts you would see that people doing that work, prior, were people in Hr

535
00:54:51.813 --> 00:54:56.650
Andrew Kilstrom: or someone who would have been tasked. For student services. Yeah.

536
00:54:57.290 --> 00:55:11.819
Andrew Kilstrom: And I, I take no offense. And I I think it's a good question. And this is work I'm really passionate about supporting, and if if the board or the superintendent at some point chooses a different way to organize it, that would be fine, too.

537
00:55:12.470 --> 00:55:14.759
Andrew Kilstrom: No, I just I to be.

538
00:55:14.890 --> 00:55:25.719
Andrew Kilstrom: And this like I said, it feels like, Od is kind of tiptoeing around the work like, okay, so we're gonna show as ode. We're serious about making change. So, you know, hurry up and just get some out of the time.

539
00:55:25.890 --> 00:55:35.720
Andrew Kilstrom: right? And and then we'll throw some training together. You guys come in here moment. Hey, be nice black folks. Be nice to Hispanic folks and then send you on your way

540
00:55:35.840 --> 00:55:38.740
Andrew Kilstrom: right? So it feels like they're tiptoeing around the issue.

541
00:55:38.820 --> 00:55:41.869
Andrew Kilstrom: and because they're not clear in their leadership.

542
00:55:41.910 --> 00:55:46.600
Andrew Kilstrom: I don't know how, as a board or as a district, we can be clear on.

543
00:55:46.890 --> 00:55:50.350
Andrew Kilstrom: on policies when policies aren't even taken serious at the top.

544
00:55:50.510 --> 00:56:15.649
Andrew Kilstrom: I could see if the legislation would have said, Hey, you need to have a civil rights coordinator that needs to be a fresh body. You need to take part of your budget, throw it at this person, and this person should be a person of color because they understand what it's like to deal with people of color on a daily basis. Right now, I might feel maybe some folks feel some type of way because some people don't believe in this, and I and all the other stuff right? That's the politics of it all.

545
00:56:15.870 --> 00:56:21.519
Andrew Kilstrom: But the reality is is that you know people of color don't feel safe for white folks.

546
00:56:22.220 --> 00:56:27.320
Andrew Kilstrom: and you know whether we like it or not. It just it just is the way it is right.

547
00:56:27.783 --> 00:56:34.569
Andrew Kilstrom: And when there's no policies, and it just seems kind of just get peanut butter across. It doesn't build that trust.

548
00:56:34.810 --> 00:56:35.760
Andrew Kilstrom: So.

549
00:56:36.900 --> 00:56:39.639
Andrew Kilstrom: we won't fix that today, either. But I mean, I just

550
00:56:39.700 --> 00:56:42.839
Andrew Kilstrom: I just wanted to to make us mindful of

551
00:56:43.300 --> 00:56:45.890
Andrew Kilstrom: the feeling that comes away from the same

552
00:56:46.405 --> 00:57:03.500
Andrew Kilstrom: can I go back and address you? Had asked a question. In a series of questions around the tracking, and I think Jennifer answered a number of those. And you said, you know, could we, could we get that as a board? Could we see that? And I think, whenever we give data to the board we're always mindful of.

553
00:57:03.510 --> 00:57:16.970
Andrew Kilstrom: you know what's what's a large data set? What's a data set that gives you more information. But then, what's a real small data set that we can be careful of, because then it's identifiable with your students. That's where we get into

554
00:57:17.370 --> 00:57:26.490
Andrew Kilstrom: perfect right now, how do you not to cut you off? But how do you do that when you only have a small subset of color? Right? We're less than 1% black.

555
00:57:27.460 --> 00:57:42.130
Andrew Kilstrom: When an incident of black folks happens, all black people know. So you don't have to worry about, you know, keeping it a secret. Trust me. The community has released the notes being carried and dropped at every house. So

556
00:57:42.270 --> 00:57:54.340
Andrew Kilstrom: so what you'll see in state data is, you'll often in those subsets that are really small, they actually remove it. And they put an password. So they don't even put a number, because if it's less than 10 students.

557
00:57:54.770 --> 00:57:58.680
Andrew Kilstrom: they won't even put a number, whether it's about reading or math.

558
00:57:59.080 --> 00:58:00.180
Andrew Kilstrom: So

559
00:58:00.480 --> 00:58:03.579
Andrew Kilstrom: and so that's 1 of the way that the State addresses it.

560
00:58:03.810 --> 00:58:07.459
Andrew Kilstrom: There are things we could share with you in a data set where you

561
00:58:07.830 --> 00:58:21.839
Andrew Kilstrom: hopefully, we get the kind of information you're seeking in terms of. Are we getting better? Or is it getting worse. And you know we could try and combine some of that to make a larger data set. But in a public setting

562
00:58:21.930 --> 00:58:33.919
Andrew Kilstrom: you're much more limited. You have in a private setting as individual board members, because you are able to have no confidential information shared with you while you're in this role.

563
00:58:34.140 --> 00:58:36.279
Andrew Kilstrom: the opportunity to query

564
00:58:37.730 --> 00:58:45.679
Andrew Kilstrom: in those kind of settings, which is sometimes why, you ask, could I have a fireside chat? Because if that's a conversation I want to know more about

565
00:58:46.117 --> 00:58:58.500
Andrew Kilstrom: so I just wanted to be upfront about that in terms of what we might be able to provide and what we might not be able to, but we but we could, when we think about some generalizable

566
00:58:58.670 --> 00:59:02.159
Andrew Kilstrom: data or larger sets to still maybe

567
00:59:02.340 --> 00:59:05.470
Andrew Kilstrom: address a question the Board has around

568
00:59:05.850 --> 00:59:15.410
Andrew Kilstrom: for their incidences this year. Yes, maybe we could group them into high school, middle school primary, but we couldn't maybe break it down into a school

569
00:59:15.760 --> 00:59:17.928
Andrew Kilstrom: board, a grade level.

570
00:59:18.580 --> 00:59:19.410
Andrew Kilstrom: so

571
00:59:21.340 --> 00:59:25.158
Andrew Kilstrom: on that data point, I think it would be helpful.

572
00:59:25.680 --> 00:59:38.159
Andrew Kilstrom: when Dr. Spencer Iams talked about data refinement if we could go back some years, so we can see trends

573
00:59:38.650 --> 00:59:43.169
Andrew Kilstrom: in harassment types of harassment. But then, so we can have

574
00:59:43.830 --> 01:00:10.589
Andrew Kilstrom: a baseline with a starting year. But then, many times, when you institute a new program, or let's say, we communicate to to family hopefully, communicate better to families of color. There might be an increase in reporting, because they're more aware of how to do that. So then we can kind of mark that. So that's just a a request or an idea of how could we go back in the past and take a look at that?

575
01:00:14.480 --> 01:00:15.310
Andrew Kilstrom: Yeah.

576
01:00:15.550 --> 01:00:16.090
Andrew Kilstrom: I.

577
01:00:16.988 --> 01:00:18.062
Kelly Sloop: I would like,

578
01:00:21.140 --> 01:00:22.100
Kelly Sloop: okay.

579
01:00:23.740 --> 01:00:26.560
Kelly Sloop: as we're moving forward, I would just like to

580
01:00:26.630 --> 01:00:34.370
Kelly Sloop: make sure that the the board in the district is focusing on, like we've heard from families from the community

581
01:00:34.530 --> 01:00:36.869
Kelly Sloop: that there's a concern of

582
01:00:37.400 --> 01:00:45.020
Kelly Sloop: more of like ambiguity. So like there is a an instance that occurred at school.

583
01:00:46.610 --> 01:00:51.739
Kelly Sloop: do the teachers have these clear processes that are absolutely defined?

584
01:00:51.950 --> 01:00:57.429
Kelly Sloop: So when they are talking to the students, it's not dismissed. Just as a

585
01:00:57.850 --> 01:01:03.039
Kelly Sloop: misunderstanding or you know, 2 different stories are going through.

586
01:01:03.160 --> 01:01:09.009
Kelly Sloop: because I think again, we need to have with the process just a very, very clear steps.

587
01:01:09.030 --> 01:01:15.110
Kelly Sloop: for so the students know what those expectations are with their behavior, and that it can be in

588
01:01:15.520 --> 01:01:20.200
Kelly Sloop: done in a educational part where they can learn some skills that will

589
01:01:20.500 --> 01:01:29.029
Kelly Sloop: that they can take with them to learn from their mistake, but then move forward and then also engage the parents. So they are getting feedback

590
01:01:29.660 --> 01:01:31.430
Kelly Sloop: consistently.

591
01:01:31.460 --> 01:01:43.870
Kelly Sloop: And then also again, as I said earlier, that it's just the same clear process that is done throughout for every school. And it's it's consistent, and it's fair, and it's clear, and it's transparent.

592
01:01:47.200 --> 01:01:48.269
Andrew Kilstrom: Jump in on.

593
01:01:49.860 --> 01:01:52.419
Andrew Kilstrom: Yeah. So we'll oh, me or you.

594
01:01:52.970 --> 01:01:54.539
Andrew Kilstrom: But it's actually yeah.

595
01:01:56.000 --> 01:02:01.510
Andrew Kilstrom: I just wanted to jump in for a quick second there about

596
01:02:02.238 --> 01:02:04.730
Andrew Kilstrom: one of the things that

597
01:02:04.750 --> 01:02:11.809
Andrew Kilstrom: every building that we work on with our building principles is that every year

598
01:02:11.840 --> 01:02:23.149
Andrew Kilstrom: their staff needs to go through a process together some years. It's a more comprehensive process, and some years it can be a shorter kind of reminder process of what we call an

599
01:02:23.450 --> 01:02:34.030
Andrew Kilstrom: classroom versus office managed discipline situations, and one of the key important pieces of that is that anything that could be

600
01:02:34.800 --> 01:02:36.160
Andrew Kilstrom: racism.

601
01:02:36.740 --> 01:02:45.250
Andrew Kilstrom: harassment, discrimination, should always be referred to the office so that we can have those consistent

602
01:02:45.360 --> 01:02:55.180
Andrew Kilstrom: pieces around, that there might be other things where things have gone sideways between kids that may be very appropriate to handle within the classroom.

603
01:02:55.220 --> 01:03:06.680
Andrew Kilstrom: but one of the most important parts of that office versus classroom managed conversation, and we have this outlined in what we call our North Star agreements with principals.

604
01:03:06.700 --> 01:03:10.109
Andrew Kilstrom: We met with principals and leadership teams.

605
01:03:10.250 --> 01:03:16.049
Andrew Kilstrom: teacher leadership teams. Last year. We meet periodically to keep those agreements fresh

606
01:03:16.060 --> 01:03:24.519
Andrew Kilstrom: is a reminder to make sure in that agreement process teachers all know that anything that could be racism.

607
01:03:25.168 --> 01:03:36.729
Andrew Kilstrom: sexual harassment discrimination, gender discrimination. Any of those always needs to be referred to the office. So that

608
01:03:37.260 --> 01:03:47.039
Andrew Kilstrom: nothing is not taken seriously. And then that process then, of course, can happen, as you said around trying to gather the information. What's the context of this?

609
01:03:47.150 --> 01:04:09.670
Andrew Kilstrom: Is it a 1st time situation? Is it a pattern? Is it a student who said this, who maybe has some developmental disabilities that we are working through again, not to excuse that behavior in any way, shape or form, but that might provide a context in how you might approach that in a different way from a student who might not have developmental disabilities. So

610
01:04:09.770 --> 01:04:16.900
Andrew Kilstrom: that's the consistency needs to be, it always has to be taken seriously. It always has to be referred to the office.

611
01:04:16.950 --> 01:04:27.900
Andrew Kilstrom: and then that investigation has to happen around it, so that appropriate responses can be put in place, and that we're communicating back to the family.

612
01:04:36.780 --> 01:04:38.870
Andrew Kilstrom: Yeah, I'm wondering.

613
01:04:39.250 --> 01:04:40.920
Andrew Kilstrom: So I

614
01:04:40.950 --> 01:04:43.640
Andrew Kilstrom: hear very clearly that

615
01:04:44.380 --> 01:04:47.829
Andrew Kilstrom: that people of color in our community have a sense

616
01:04:47.850 --> 01:04:49.790
Andrew Kilstrom: for the level of

617
01:04:50.340 --> 01:04:58.260
Andrew Kilstrom: problem we have with racism in our community. I would bet you that that the white community

618
01:04:58.440 --> 01:05:00.270
Andrew Kilstrom: perceives it as a lower

619
01:05:00.340 --> 01:05:15.380
Andrew Kilstrom: level concern. Right? I doubt there are people. It doesn't exist, but there are plenty who go. Well, it's not really a big issue. Right. I wonder how we can get more of the community voice in that. So we can really take the temperature

620
01:05:15.840 --> 01:05:17.360
Andrew Kilstrom: of the community.

621
01:05:17.590 --> 01:05:19.619
Andrew Kilstrom: I think that one of the things that

622
01:05:19.770 --> 01:05:21.870
Andrew Kilstrom: that and this is

623
01:05:23.300 --> 01:05:28.909
Andrew Kilstrom: things that I've thought about are one. We send out a serve survey to all of the families of color

624
01:05:29.600 --> 01:05:39.940
Andrew Kilstrom: and and and just give that voice right? And then what does that actual survey look like? Right?

625
01:05:40.010 --> 01:05:45.000
Andrew Kilstrom: And so the development of that survey, I think, should also be inclusive of

626
01:05:45.090 --> 01:05:51.219
Andrew Kilstrom: community members to say, Hey, we really want to know these things. And then, as a district and as a board, we want to know

627
01:05:51.260 --> 01:05:54.820
Andrew Kilstrom: some things also right? Because I've gone to

628
01:05:54.950 --> 01:05:56.669
Andrew Kilstrom: many of the

629
01:05:57.860 --> 01:05:59.270
Andrew Kilstrom: of the

630
01:05:59.440 --> 01:06:11.109
Andrew Kilstrom: why am I forgetting the word right now? The groups that school affinity groups. Yes, and I've always tried to meet with them on a yearly basis since I've been here, and sometimes couple of times a year.

631
01:06:11.230 --> 01:06:16.880
Andrew Kilstrom: and especially the one at Westland High School. I mean it's diverse, I mean, it had

632
01:06:17.360 --> 01:06:25.830
Andrew Kilstrom: the whole gamut African to Persian, to Indian, to Asian. And so it was a really diverse group.

633
01:06:26.260 --> 01:06:29.149
Andrew Kilstrom: but there was a common denominator for all of them.

634
01:06:29.380 --> 01:06:30.439
Andrew Kilstrom: you know.

635
01:06:30.480 --> 01:06:37.020
Andrew Kilstrom: and they, one would say something, and they'd be telling the story through an Asian lens, and everybody's head would just

636
01:06:37.380 --> 01:06:38.110
Andrew Kilstrom: Yup

637
01:06:38.760 --> 01:06:40.779
Andrew Kilstrom: and the Black Arrow will say something.

638
01:06:41.560 --> 01:06:42.240
Andrew Kilstrom: Yep.

639
01:06:42.630 --> 01:06:46.689
Andrew Kilstrom: And it was just in these kids, as they started to communicate.

640
01:06:46.710 --> 01:06:49.870
Andrew Kilstrom: start out kind of quiet in in the room.

641
01:06:50.000 --> 01:06:54.009
Andrew Kilstrom: but the more that each told their story, the louder the room became.

642
01:06:54.040 --> 01:07:00.919
Andrew Kilstrom: the more they got confidence the more they felt like man. I'm not alone in this, but none of them had really shared their stories amongst each other.

643
01:07:01.020 --> 01:07:05.040
Andrew Kilstrom: So they've been living this, this journey and this experience

644
01:07:05.160 --> 01:07:12.430
Andrew Kilstrom: in solitude just by themselves, right? Thinking that it's must be them. It can only be happening to me.

645
01:07:12.710 --> 01:07:15.460
Andrew Kilstrom: And so it'd be nice to get

646
01:07:15.560 --> 01:07:21.705
Andrew Kilstrom: student voice as a part of that, because they're living in on a daily basis. Right?

647
01:07:22.330 --> 01:07:23.430
Andrew Kilstrom: and

648
01:07:23.660 --> 01:07:28.479
Andrew Kilstrom: you know, and then, once that survey is is developed, and we feel like it has

649
01:07:28.840 --> 01:07:33.229
Andrew Kilstrom: fatigue to it. I I know this work is hard. I'm not saying that this is

650
01:07:33.360 --> 01:07:35.350
Andrew Kilstrom: work that is not.

651
01:07:35.460 --> 01:07:39.580
Andrew Kilstrom: you know, that's not difficult to do. I know that it's uncomfortable, right?

652
01:07:39.800 --> 01:07:41.390
Andrew Kilstrom: But the

653
01:07:41.780 --> 01:07:42.670
Andrew Kilstrom: the

654
01:07:42.810 --> 01:07:44.030
Andrew Kilstrom: the lift

655
01:07:44.440 --> 01:07:49.100
Andrew Kilstrom: can't take us away from the change that we want to create.

656
01:07:49.280 --> 01:07:55.060
Andrew Kilstrom: And so it's going to be uncomfortable. And I say it all the time. Leadership is uncomfortable. I don't like half the stuff I have to do.

657
01:07:55.250 --> 01:07:58.970
Andrew Kilstrom: But I do it, you know, and I do it with a smile, because I want to do that work.

658
01:07:59.010 --> 01:08:06.699
Andrew Kilstrom: And so this might just be that uncomfortable phase of being the Board director, that uncomfortable phase of being in a district that is

659
01:08:06.740 --> 01:08:09.260
Andrew Kilstrom: not just predominantly right. I mean

660
01:08:09.710 --> 01:08:16.040
Andrew Kilstrom: super white, right and and then, you know. So if we could find a way

661
01:08:16.149 --> 01:08:20.280
Andrew Kilstrom: to get a survey designed to hear that voice of

662
01:08:20.410 --> 01:08:27.090
Andrew Kilstrom: the parental community, and then hear the voice of their kiddos who are living this this thing right.

663
01:08:27.240 --> 01:08:38.899
Andrew Kilstrom: and I don't know if we do. Student surveys right that grade level. You know. I know you feel like sense of belonging like, yeah, I guess you know, that is really broad statement. So

664
01:08:39.490 --> 01:08:47.950
Andrew Kilstrom: is there is that something that we can do. Well, even within that, I think you're referring to our pan around the survey. There are specific questions within that survey.

665
01:08:48.170 --> 01:08:49.810
Andrew Kilstrom: and actually was

666
01:08:50.149 --> 01:08:56.379
Andrew Kilstrom: what our student Affinity group that was critiquing some of the questions in that survey, and and we got them

667
01:08:56.920 --> 01:08:58.073
Andrew Kilstrom: connected to

668
01:08:59.000 --> 01:09:11.610
Andrew Kilstrom: The folks at Stanford who developed that to to talk about. How do you? How do you create a survey question and vet it? You know, as psychometricians, you know a lot that goes into designing surveys, especially if you're going to use that data

669
01:09:11.979 --> 01:09:24.709
Andrew Kilstrom: to study something you want to. Well, practice survey. So there are. There could be some existing ones that have been developed and vetted and and tested. And then we have, you know, those folks that we can work with.

670
01:09:26.390 --> 01:09:31.728
Andrew Kilstrom: I think when you create one. There's always the. Did we get it right?

671
01:09:32.300 --> 01:09:35.569
Andrew Kilstrom: that doesn't mean that people don't do that. It can't happen.

672
01:09:35.740 --> 01:09:43.409
Andrew Kilstrom: But we do regularly survey our students using those questions within the panorama survey and then also staff.

673
01:09:43.670 --> 01:10:03.509
Andrew Kilstrom: Now, when you say you survey the students and staff, is that survey going to everyone? Because then that that dampens the percentages right? I'm talking about sending it to folks of color right? But you can pull out disaggregate. You can disaggregate because the students.

674
01:10:03.540 --> 01:10:07.679
Andrew Kilstrom: They have their information in the system. So we already know who can pull

675
01:10:07.890 --> 01:10:11.610
Andrew Kilstrom: students who have been identified in our system. And then we have that.

676
01:10:12.310 --> 01:10:15.109
Andrew Kilstrom: Okay, I hear that. But I'm also talking about a listing

677
01:10:15.270 --> 01:10:19.719
Andrew Kilstrom: questions that might be uncomfortable for white folks to answer

678
01:10:20.300 --> 01:10:26.630
Andrew Kilstrom: courses that that people of color want enough, not the ones that have been designed for the nation

679
01:10:26.640 --> 01:10:34.340
Andrew Kilstrom: which is again putting asterisk on us and not including our data. And we're talking about surveys that are specifically designed

680
01:10:34.880 --> 01:10:41.919
Andrew Kilstrom: 4 people of color. So you get a person of color voice, not the rest of it.

681
01:10:42.390 --> 01:11:08.600
Andrew Kilstrom: Yeah. And so then it just needs to go out to them, because, truth be told, I mean why, folks just rolling their eyes at it anyway. So oh, here we go with this again. We don't even have a problem right? If you don't think there's a problem, why am I answering this school survey? Why are they sending this? Why are they? What are they teaching my kids? I'm pulling my kids about this place right? So then you get in all of that. And so

682
01:11:08.670 --> 01:11:22.370
Andrew Kilstrom: look, we're not looking for white noise. We're looking for you just to hear our voice. And then once you get that, now you get it just wrong, and that's gonna be uncomfortable. And that's the work that we're seeing. We're like, man. We didn't really know this was going on.

683
01:11:22.470 --> 01:11:25.070
Andrew Kilstrom: So then we really get to.

684
01:11:25.110 --> 01:11:27.610
Andrew Kilstrom: I guess, effectively make change.

685
01:11:28.070 --> 01:11:32.230
Andrew Kilstrom: That would be important to that small group of people.

686
01:11:32.670 --> 01:11:36.250
Andrew Kilstrom: right? And and so that's what I'm talking about is that.

687
01:11:36.820 --> 01:11:42.080
Andrew Kilstrom: yeah, I think we could see what's out there. And I mean, it sounds like 25 surveys

688
01:11:43.898 --> 01:11:46.352
Andrew Kilstrom: people on mute.

689
01:11:47.450 --> 01:11:55.389
Andrew Kilstrom: That's absolutely absolutely possible. When it I was just gonna say one of the other things about affinity groups that is

690
01:11:56.040 --> 01:12:08.149
Andrew Kilstrom: encouraging in our district is in the since I 1st connected with our high schools 12 years ago. I think the only affinity group at that time was a Gsa.

691
01:12:08.690 --> 01:12:11.020
Andrew Kilstrom: And right now we have

692
01:12:11.140 --> 01:12:29.879
Andrew Kilstrom: many affinity groups at our high schools, and they are growing, and that's an encouraging sign of students, I would think, feeling empowered to to be present with each other in that space. Not that there isn't a million miles of work to do.

693
01:12:29.900 --> 01:12:33.829
Andrew Kilstrom: But I'm I'm encouraged that we have more students

694
01:12:34.760 --> 01:13:00.669
Andrew Kilstrom: joining and creating affinity groups. I think it does create a sense of belonging. So given that part of our concern is that there's a possible disconnect between the actions that we're taking with regard to incidents and the perception of the actions we're taking. It would be helpful to know

695
01:13:01.480 --> 01:13:04.239
Andrew Kilstrom: that that perception. Right so.

696
01:13:04.250 --> 01:13:11.659
Andrew Kilstrom: And I'm wondering in the past. You said it's been a couple of years since we've been able to survey the community. My experience with that is, it's hard to get

697
01:13:12.410 --> 01:13:14.070
Andrew Kilstrom: a lot of response from

698
01:13:17.460 --> 01:13:22.860
Andrew Kilstrom: you. You talked about our ability after the fact to target or to

699
01:13:22.880 --> 01:13:35.350
Andrew Kilstrom: the data. I wonder how we could effectively communicate the community the importance of returning surveys about something. It's just such a tough game sending stuff out of the community. They just

700
01:13:36.890 --> 01:13:41.109
Andrew Kilstrom: people get a lot of emails. And it might be, I don't know if you integrate it into

701
01:13:41.940 --> 01:13:46.040
Andrew Kilstrom: parent teacher conferences. You know what I mean, or do you integrate it into

702
01:13:46.180 --> 01:13:47.799
Andrew Kilstrom: back to school right now?

703
01:13:48.320 --> 01:13:55.599
Andrew Kilstrom: It can't be back school night because we're trying to get this in place this year. So back school night is not gonna do it. But what are the other events that come up

704
01:13:55.700 --> 01:14:01.399
Andrew Kilstrom: throughout the year, whether it be ethnic celebrations at the schools. And it's like, Okay, you know what

705
01:14:01.600 --> 01:14:14.740
Andrew Kilstrom: we're doing, something that is centered around Hispanic culture. Let's make sure we have this survey in Spanish that we can say maybe pull them aside and have them do 10, plus whatever you'd be willing to put out the survey.

706
01:14:14.900 --> 01:14:24.809
Andrew Kilstrom: you know, have someone there and say, Hey, we're just trying to do better. Right? And maybe we're integrating that survey. Maybe it's not all digital, because not everybody has

707
01:14:25.290 --> 01:14:28.139
Andrew Kilstrom: capacity or the socioeconomics

708
01:14:28.180 --> 01:14:31.910
Andrew Kilstrom: means to do a digital survey right?

709
01:14:32.280 --> 01:14:36.608
Andrew Kilstrom: Contrary to what we think. This community, right? So

710
01:14:37.100 --> 01:14:49.960
Andrew Kilstrom: maybe it's a way that we can take that survey and have a someone like yourselves administering as a hey? Can you come and do this work for us because we're trying to develop a policy that will serve you

711
01:14:50.100 --> 01:14:52.379
Andrew Kilstrom: the way that you want it served. So.

712
01:14:52.774 --> 01:14:56.550
Andrew Kilstrom: Maybe so like you. I agree with you. Maybe it's not just

713
01:14:56.860 --> 01:15:07.069
Andrew Kilstrom: this digital aspect of it. And let's say we've sent out 1,000 surveys, and we've gotten 700 back like, what then? What does success look like? Because you're not going to get 100 back?

714
01:15:07.460 --> 01:15:10.989
Andrew Kilstrom: Some people just don't have time, or they don't want to deal with it.

715
01:15:11.120 --> 01:15:26.279
Andrew Kilstrom: So what? What equates? At least we're getting something back right? And I think that we can also encourage. Hey, let your friends know that this is coming, and it's important that we do this work right? It's important. It's no different than trying to get people to vote.

716
01:15:26.960 --> 01:15:29.640
Andrew Kilstrom: So if we communicate and we have.

717
01:15:29.840 --> 01:15:52.070
Andrew Kilstrom: you know, sound boxes that can say, you need to do this, hey? I'll come over and I'll do it with you right? So it's going to take a community to collectively, because in in the bipoc community they're like, it ain't gonna matter, anyway. So why am I going to do it right? So now you're trying to change that belief system, too. So it's we're up against and trying to collect data from

718
01:15:52.500 --> 01:15:55.079
Andrew Kilstrom: folks. I don't think it's gonna make a difference, anyway.

719
01:15:55.420 --> 01:16:01.641
Andrew Kilstrom: So we can be mindful of that and get creative, you know.

720
01:16:04.700 --> 01:16:20.060
Andrew Kilstrom: a lot of winter at least, at the primary level. There's a lot of like winter festivals. You know what I mean, or can be like events, school events that we could hand it out at, or yeah, or yeah, sure.

721
01:16:20.120 --> 01:16:24.430
Andrew Kilstrom: But and I'm sure people want privacy in that right? So

722
01:16:25.850 --> 01:16:30.500
Andrew Kilstrom: and I like the event idea. And it might be the

723
01:16:30.510 --> 01:16:35.929
Andrew Kilstrom: somebody in this room is gonna have an idea that they're gonna email to us, right? How we can

724
01:16:36.060 --> 01:16:37.450
Andrew Kilstrom: think you're late on.

725
01:16:38.160 --> 01:16:45.340
Andrew Kilstrom: Yeah. I mean, I also heard you say, are we? You know what? What's the risk we're willing to assume? I mean, we're willing to invest some

726
01:16:45.940 --> 01:16:54.289
Andrew Kilstrom: resource into getting a bank of data, whether you could do it extensively like this every year, or we get at least

727
01:16:54.910 --> 01:17:00.830
Andrew Kilstrom: that's really strong. 1st foundation database. I mean, there are groups that would say.

728
01:17:01.350 --> 01:17:06.520
Andrew Kilstrom: that's what we do get your database, we'll make those phone calls.

729
01:17:06.780 --> 01:17:15.200
Andrew Kilstrom: We'll explain who we are and what we're collecting on behalf of the School board of the district, and we just need 5 min of your time, and they come and automatically go through.

730
01:17:15.400 --> 01:17:17.219
Andrew Kilstrom: It's a resource that

731
01:17:17.530 --> 01:17:24.309
Andrew Kilstrom: you would invest in someone doing that because the likelihood that Staff would be able to at the end of the workday.

732
01:17:25.050 --> 01:17:35.630
Andrew Kilstrom: you know. Do it effectively, efficiently, and a turnaround that you'd want. May not be the group that you want doing it? Or did you hire an outside agency to say, Hey, we're going to do

733
01:17:35.890 --> 01:17:41.050
Andrew Kilstrom: a series of emails to everybody who has an email address in English and Spanish.

734
01:17:41.090 --> 01:17:46.290
Andrew Kilstrom: We're gonna also do a series of mailers. We're gonna mail out something weekly. Gonna get a mailer.

735
01:17:46.310 --> 01:17:53.140
Andrew Kilstrom: They get an email. And then we're going to encourage everybody who's getting these to encourage people to do the work

736
01:17:54.200 --> 01:17:55.745
Andrew Kilstrom: back to us,

737
01:17:56.300 --> 01:18:00.059
Andrew Kilstrom: and leading up to the launch or to the

738
01:18:00.120 --> 01:18:02.279
Andrew Kilstrom: the send out of that

739
01:18:02.330 --> 01:18:06.780
Andrew Kilstrom: survey. So people are. Oh, man, when is the survey gonna come by? And then they'll be expecting

740
01:18:06.840 --> 01:18:08.920
Andrew Kilstrom: versus send it.

741
01:18:09.060 --> 01:18:12.579
Andrew Kilstrom: you know, a random envelope that looks like junk mail

742
01:18:13.670 --> 01:18:14.350
Andrew Kilstrom: roll up

743
01:18:15.350 --> 01:18:16.070
Andrew Kilstrom: so.

744
01:18:16.070 --> 01:18:20.179
Kelly Sloop: Could we do? An in person? Like roundtable forum with

745
01:18:20.330 --> 01:18:24.400
Kelly Sloop: the administrator, the board members, and then community.

746
01:18:24.740 --> 01:18:29.480
Kelly Sloop: and at each table just take questions of the feedback from

747
01:18:30.311 --> 01:18:32.420
Kelly Sloop: members of the bipoc community.

748
01:18:34.470 --> 01:18:40.149
Andrew Kilstrom: Are you thinking similar to? Are you thinking similar to when we do the Board Retreat?

749
01:18:40.260 --> 01:18:48.939
Andrew Kilstrom: And we have kind of the war room, and we've got, and everybody's put in there, and then you're looking for common themes. Are you talking about something like that director sloop.

750
01:18:49.866 --> 01:19:00.570
Kelly Sloop: Something similar, but like inviting the community where we could just break up in tables and kind of just listen to the feedback from the bipoc families that are there

751
01:19:00.900 --> 01:19:02.280
Kelly Sloop: versus just a.

752
01:19:02.320 --> 01:19:06.690
Kelly Sloop: or in addition to the survey, but not of the survey, should be meaningful.

753
01:19:06.920 --> 01:19:11.580
Kelly Sloop: But I think also, if we open it up to the public

754
01:19:11.680 --> 01:19:15.190
Kelly Sloop: and make ourselves available to listen to them directly.

755
01:19:15.920 --> 01:19:17.170
Kelly Sloop: So we're not

756
01:19:17.240 --> 01:19:23.319
Kelly Sloop: feeding questions to them where they have to check the box. They can talk openly.

757
01:19:24.193 --> 01:19:26.380
Kelly Sloop: The way, how they want to answer it.

758
01:19:28.890 --> 01:19:36.659
Andrew Kilstrom: I'm open to it. I think we could talk about it as a board, maybe doing, adding a couple of listening sessions, if you want to call it lack of a

759
01:19:36.700 --> 01:19:41.329
Andrew Kilstrom: a better definition to where maybe you hold a big listing session at

760
01:19:41.540 --> 01:19:45.520
Andrew Kilstrom: one at Westland High School, and then one at high school.

761
01:19:46.070 --> 01:19:47.650
Andrew Kilstrom: and that's a

762
01:19:47.970 --> 01:19:49.820
Andrew Kilstrom: send out a bat signal

763
01:19:50.130 --> 01:19:55.350
Andrew Kilstrom: to all of the community members of color saying, Hey, we're gonna gather, and we're gonna get

764
01:19:55.580 --> 01:19:58.979
Andrew Kilstrom: people of colored voice. And we're gonna collect data from that.

765
01:19:59.320 --> 01:20:01.040
Andrew Kilstrom: Then maybe you design

766
01:20:01.790 --> 01:20:10.210
Andrew Kilstrom: a questionnaire from there, or it's enough feedback that gives us a better, a better starting point in conjunction with some student.

767
01:20:10.220 --> 01:20:13.550
Andrew Kilstrom: Right? Sessions. You might have to do it.

768
01:20:13.710 --> 01:20:16.890
Andrew Kilstrom: Student. Based one there, one there, too.

769
01:20:16.960 --> 01:20:18.070
Andrew Kilstrom: So

770
01:20:19.460 --> 01:20:27.880
Andrew Kilstrom: are you, are you thinking John can answer this tonight. But you've got 3 other engagement sessions that you've asked Staff to

771
01:20:27.990 --> 01:20:30.079
Andrew Kilstrom: fit in to this year.

772
01:20:30.380 --> 01:20:37.470
Andrew Kilstrom: We could table those for another year replaced with something like these, that

773
01:20:37.690 --> 01:20:39.550
Andrew Kilstrom: kind of dovetail into

774
01:20:39.590 --> 01:20:41.340
Andrew Kilstrom: your goal. Number one

775
01:20:41.850 --> 01:20:43.780
Andrew Kilstrom: and have a connection.

776
01:20:46.310 --> 01:20:51.789
Andrew Kilstrom: The other ones were about transitions that we could do that a different year. If you feel like.

777
01:20:52.350 --> 01:20:54.460
Andrew Kilstrom: how many engagement sessions

778
01:20:56.050 --> 01:20:57.559
Andrew Kilstrom: would you like us to

779
01:20:58.200 --> 01:21:00.908
Andrew Kilstrom: plan for you? 2025,

780
01:21:01.931 --> 01:21:16.040
Andrew Kilstrom: I mean, I would rather do something that while it's not on your radar now, at some point, the Small Schools Task force is going to be coming forward with information planning, you'll you'll have some things.

781
01:21:16.180 --> 01:21:29.290
Andrew Kilstrom: I think it'll be a busy year. Yeah, I think it's good. Yeah. I just want you to be able to accomplish. You know what you what you're hoping to as well. Right? So if you're if you're looking at goal number 3, and we'll value community voice and authentic engagement

782
01:21:29.550 --> 01:21:32.440
Andrew Kilstrom: those topics of engagement might be

783
01:21:32.900 --> 01:21:36.909
Andrew Kilstrom: it. It might shift to just a a pure bipoc community focus.

784
01:21:37.100 --> 01:21:42.870
Andrew Kilstrom: right? It's not like why folks are getting neglected around here. Yeah, we might. We might miss the last part of that

785
01:21:42.950 --> 01:21:44.210
Andrew Kilstrom: role there

786
01:21:44.270 --> 01:21:46.640
Andrew Kilstrom: for this year about the transition.

787
01:21:47.380 --> 01:21:51.939
Andrew Kilstrom: Right? I'd be okay if that shifted.

788
01:21:52.360 --> 01:21:59.960
Andrew Kilstrom: I think it's important to do the surveys and the listening session to both. Have the quantitative and qualitative information

789
01:22:00.040 --> 01:22:05.329
Andrew Kilstrom: for this, and like to get like you're saying, director sloop both

790
01:22:05.410 --> 01:22:08.289
Andrew Kilstrom: ways of getting information from people

791
01:22:08.670 --> 01:22:11.510
Andrew Kilstrom: right? Or are you saying.

792
01:22:11.660 --> 01:22:16.219
Andrew Kilstrom: are we saying either, or are we saying? And I guess is what my question is.

793
01:22:18.220 --> 01:22:29.410
Kelly Sloop: My preference was opening it up and getting feedback from in person. So we're hearing. So it's meaningful to them. And they're answering in the way, that's important to them, and we're not leading them down a survey

794
01:22:29.600 --> 01:22:32.359
Kelly Sloop: where they just have to check a box or.

795
01:22:32.800 --> 01:22:33.280
Andrew Kilstrom: Okay.

796
01:22:33.280 --> 01:22:35.349
Kelly Sloop: But doing both. Yeah.

797
01:22:35.750 --> 01:22:40.120
Andrew Kilstrom: I would rather do both. I'm concerned with people not coming

798
01:22:40.220 --> 01:23:02.629
Andrew Kilstrom: or not feeling comfortable to share their true feelings. To us. See, I think that goes out the door, though, when you have groups of people, if they know if we know that it's about us, and it's yeah, it's not going to get whitewashed. We show up and show up. So that is something that you will get more attendance or more people that will come.

799
01:23:02.760 --> 01:23:09.270
Andrew Kilstrom: If we're serious about this work, and we're saying, Hey, we need you right. We need your voice.

800
01:23:09.350 --> 01:23:11.549
Andrew Kilstrom: and I would hope that

801
01:23:11.840 --> 01:23:16.689
Andrew Kilstrom: just I know I would broadcast it, I would, hey? You know

802
01:23:16.740 --> 01:23:18.520
Andrew Kilstrom: I need you to meet me right.

803
01:23:18.640 --> 01:23:23.320
Andrew Kilstrom: And I think I have enough influence within my relationships that I can get people to show up

804
01:23:23.420 --> 01:23:49.970
Andrew Kilstrom: right. And I think that other people who are active and having this work to be completed have enough influence within their relationships that they could get people to show up now. It may not be everybody but I but I do. I think there's life that happens, too, right? I know multiple jobs. There's there's children babysitting. Right? You know. Yeah, it's just like that will prevent a certain number of people from being able to make vacations. Family member died. You just don't know right?

805
01:23:50.329 --> 01:24:19.869
Andrew Kilstrom: We could have childcare there like we do at Pta meetings. We do that at primary schools like that could be something to think about. So we get better participation. Just I know where I'm getting in the weeds, organized wise. It can be like snacks, and maybe some childcare to give people a space to, to not take out barriers. So if we can remove as many barriers as possible, which is an investment right? Yes, maybe that's not in the budget. But maybe we

806
01:24:19.890 --> 01:24:23.633
Andrew Kilstrom: take something and put that in the budget. There's not gonna be another

807
01:24:24.520 --> 01:24:28.689
Andrew Kilstrom: But if we can effectively get that data from

808
01:24:28.710 --> 01:24:41.750
Andrew Kilstrom: community members and the parents and the children who are living there. I think it would allow us to design something that is more impactful, and could lead to better change and better experiences within our schools.

809
01:24:41.780 --> 01:24:45.689
Andrew Kilstrom: And I think that, providing our staff with a framework

810
01:24:45.900 --> 01:24:49.760
Andrew Kilstrom: to just make it easy for them to be able to go through and say, Hey.

811
01:24:50.030 --> 01:24:53.050
Andrew Kilstrom: hey! This is the policy, you know. Sorry.

812
01:24:53.180 --> 01:24:56.940
Andrew Kilstrom: right? You're always gonna get pushed back from parents that are gonna want to sue.

813
01:24:57.070 --> 01:25:01.689
Andrew Kilstrom: We've done this. We've done that, you can't we? Just we know we can do this.

814
01:25:02.580 --> 01:25:03.559
Andrew Kilstrom: It says

815
01:25:04.870 --> 01:25:08.450
Andrew Kilstrom: So I I would more than happy to

816
01:25:09.430 --> 01:25:14.989
Andrew Kilstrom: adjust our goal. We're still honoring Goal 3. But you know, maybe there's that one little

817
01:25:15.280 --> 01:25:17.760
Andrew Kilstrom: piece that gets tweaked, you know.

818
01:25:18.141 --> 01:25:26.460
Andrew Kilstrom: Can I? I know we're kind of all over the place. No, I think that's why this is supposed to be. This is not supposed to be this rigid framework it's more to. So we talked

819
01:25:27.000 --> 01:25:29.149
Andrew Kilstrom: briefly about the

820
01:25:29.360 --> 01:25:38.819
Andrew Kilstrom: when we get to the discipline that actually happens we talked about, is it on the table for there to be some kind of a

821
01:25:39.450 --> 01:25:41.410
Andrew Kilstrom: grid, a matrix

822
01:25:42.140 --> 01:25:43.880
Andrew Kilstrom: that it's useful

823
01:25:43.910 --> 01:25:46.289
Andrew Kilstrom: we don't have. That currently. Is that correct?

824
01:25:47.720 --> 01:25:48.820
Andrew Kilstrom: That's

825
01:25:49.060 --> 01:25:55.870
Andrew Kilstrom: that's correct. And here's I know, I know those can be problematic. And I think that would take a bigger discussion

826
01:25:56.020 --> 01:26:01.004
Andrew Kilstrom: before we jumped. Yeah, there's there's there's samples. As we actually were

827
01:26:01.490 --> 01:26:06.099
Andrew Kilstrom: updating this. I think it was a year or 2 ago, our rights and responsibilities.

828
01:26:06.360 --> 01:26:12.110
Andrew Kilstrom: We were looking at samples of other school districts, and there were some that were pretty.

829
01:26:13.140 --> 01:26:22.599
Andrew Kilstrom: I mean, they put you in a box. They really challenge. Then what happens is families say, but you didn't consider this. And there are actually other students involved. And this, and pretty soon

830
01:26:23.040 --> 01:26:24.090
Andrew Kilstrom: you're

831
01:26:24.990 --> 01:26:42.739
Andrew Kilstrom: abandoning something that's there and then. Staff feel like. Now we violated something that's there. But this situation just doesn't fit it. So folks will tell you that you it's just as problematic when you get too detailed into boxes. But then there's also.

832
01:26:42.820 --> 01:27:10.059
Andrew Kilstrom: is it too unclear. So I think there's a sweet spot, and to the degree that we make it super subjective where I get to go oh, but that kid's really done a great job otherwise. So I'm not gonna follow this. What does that perception mean? Whose perceptions that that kid deserves this versus? So it can be. Yeah, there are challenges, however, we approach that, but I think some

833
01:27:11.520 --> 01:27:16.770
Andrew Kilstrom: maybe just shedding a light on it with our groups helps strengthen.

834
01:27:17.300 --> 01:27:25.610
Andrew Kilstrom: I think that when we don't clearly define it, like what you said, somebody who's a good student or is relatively good kid all all the time.

835
01:27:26.030 --> 01:27:37.069
Andrew Kilstrom: that is when you start to breed the intrinsic part of what they grow up with, and they think that they can just treat people. However, they want, because they're just a good person outside of these few comments or these few acts.

836
01:27:37.120 --> 01:27:38.959
Andrew Kilstrom: You know, I should get a pass

837
01:27:39.300 --> 01:27:45.070
Andrew Kilstrom: right, and that's where I talk about the rigidity of a box. There has to be something to where

838
01:27:45.130 --> 01:27:58.270
Andrew Kilstrom: it's like, you know what good kids gotta pay the price, too, right? And good people all the time commit manslaughter and go to prison for a really long time, because they killed the love on accident.

839
01:27:58.580 --> 01:28:02.160
Andrew Kilstrom: That's I think that's pretty rigid right, and

840
01:28:02.280 --> 01:28:06.229
Andrew Kilstrom: acts of accidents, but it's there.

841
01:28:06.340 --> 01:28:07.540
Andrew Kilstrom: So

842
01:28:07.640 --> 01:28:08.870
Andrew Kilstrom: until

843
01:28:08.970 --> 01:28:13.609
Andrew Kilstrom: until folks stop discounting that well, he's or she's a good kid.

844
01:28:13.710 --> 01:28:18.710
Andrew Kilstrom: I'm not saying they're a bad kid. They just did a bad thing right. And there's penalties for bad things.

845
01:28:19.090 --> 01:28:33.220
Andrew Kilstrom: right? And so it's a time to learn a lesson. In that moment. It's not gonna cancel you. It's not gonna disrupt, you know, especially elementary school. It's not gonna change the outcome of your life, but it might change the outcome of your jobs.

846
01:28:34.230 --> 01:28:39.770
Andrew Kilstrom: and we have to recognize that a criminal justice system is penal and a juvenile justice system is resorted and

847
01:28:39.990 --> 01:28:40.800
Andrew Kilstrom: point.

848
01:28:40.990 --> 01:28:42.120
Andrew Kilstrom: We are

849
01:28:42.300 --> 01:28:52.359
Andrew Kilstrom: restorative. Whether or not. We follow strictly certain restorative practice guidelines? I think we have to think of ourselves as restorative. Right?

850
01:28:53.480 --> 01:29:08.397
Andrew Kilstrom: So I'm gonna see if maybe I can summarize a little bit. Okay. That's good luck where I think we are, because I know you've got one other smaller agenda item. But as we look at the time.

851
01:29:08.910 --> 01:29:09.980
Andrew Kilstrom: so

852
01:29:10.720 --> 01:29:12.220
Andrew Kilstrom: would it be

853
01:29:13.170 --> 01:29:17.359
Andrew Kilstrom: a next step for staff that we take a look at?

854
01:29:18.527 --> 01:29:26.230
Andrew Kilstrom: The every student belongs. AR the administrative guide, the student rights and responsibilities, and bring back to you

855
01:29:26.370 --> 01:29:31.720
Andrew Kilstrom: some more draft samples of what we think you're you're asking for around

856
01:29:34.430 --> 01:29:39.090
Andrew Kilstrom: The more description of if this than this.

857
01:29:39.290 --> 01:29:48.710
Andrew Kilstrom: but also how we communicate to families some more specifics there and then, also more around. What does it mean when we say we're providing education

858
01:29:48.900 --> 01:29:54.129
Andrew Kilstrom: that. And I'd also say, How are we gonna then implement, follow up.

859
01:29:54.200 --> 01:29:56.850
Andrew Kilstrom: make sure that we're checking on that child

860
01:29:57.460 --> 01:30:05.740
Andrew Kilstrom: continuously until they've kind of gotten back to a space. So we'll do some work to bring back

861
01:30:06.370 --> 01:30:13.669
Andrew Kilstrom: some drafts with that, and probably we'll check in with you and Vice Chair Wyatt periodically, to see we're on the right track.

862
01:30:13.930 --> 01:30:25.270
Andrew Kilstrom: Then. If you're still interested, would the next work session also include a little bit more information about what we do proactively elementary, middle, and high. So this is the second thing.

863
01:30:25.510 --> 01:30:30.510
Andrew Kilstrom: And then this idea of the listening sessions with our Bitalk community

864
01:30:30.580 --> 01:30:37.430
Andrew Kilstrom: would be to learn about their experiences with also an opportunity to share that

865
01:30:37.490 --> 01:30:38.850
Andrew Kilstrom: we are

866
01:30:39.240 --> 01:30:48.350
Andrew Kilstrom: doing more. Here's what we do proactively. We want you to know as families. Here's how we're going to improve our responses to situations.

867
01:30:48.530 --> 01:30:53.670
Andrew Kilstrom: So it's a listening to the experiences. But perhaps we can also send home.

868
01:30:54.690 --> 01:31:10.860
Andrew Kilstrom: Here are some things we want you to know that we're doing. Yes, and be assured that there isn't a vacuum right now. There is something that we're working on improving, and your survey is going to help us get better at both those areas around proactive as well as responsive.

869
01:31:10.890 --> 01:31:15.519
Andrew Kilstrom: to see where some of those gaps are. I would also add in there.

870
01:31:15.550 --> 01:31:20.750
Andrew Kilstrom: And this would be the bold part of all of it is, what do you feel like a penalty should be?

871
01:31:20.940 --> 01:31:25.810
Andrew Kilstrom: That doesn't mean that you're gonna take that as the penalty. But it would be interesting to know

872
01:31:26.050 --> 01:31:31.009
Andrew Kilstrom: what families think a penalty should be, for when their kid has been wronged.

873
01:31:31.580 --> 01:31:41.280
Andrew Kilstrom: and we know that disproportionate part that kids of color get suspended. More kids of color end up in detention. More kids of color end up all these things more

874
01:31:41.340 --> 01:31:43.350
Andrew Kilstrom: probably would be interesting just to

875
01:31:44.300 --> 01:31:46.030
Andrew Kilstrom: to gather the data.

876
01:31:46.140 --> 01:31:51.300
Andrew Kilstrom: They say, man, 75% of these people of color think that that kid should be sent home.

877
01:31:51.620 --> 01:31:54.179
Andrew Kilstrom: Okay? Well, since we don't send kids home.

878
01:31:54.260 --> 01:31:58.070
Andrew Kilstrom: what else can we do? Right? So what was the next most common

879
01:31:58.270 --> 01:32:12.779
Andrew Kilstrom: thing? Right? And so I mean i i i know that part right. I know it makes you nervous, and I figured it would. I would make anyone nervous. Because you're you're talking about

880
01:32:12.790 --> 01:32:23.140
Andrew Kilstrom: flipping the script on everything that has happened to community coverage to turn it back on the white folks. Well, so that's uncomfortable. Well, the part that makes me nervous is, I wouldn't.

881
01:32:24.190 --> 01:32:26.490
Andrew Kilstrom: I wouldn't want a family to think that

882
01:32:26.770 --> 01:32:28.579
Andrew Kilstrom: we asked their opinion.

883
01:32:28.970 --> 01:32:34.929
Andrew Kilstrom: A number of them said this, but we actually can't do that, because there are statutes and laws and

884
01:32:35.020 --> 01:32:49.239
Andrew Kilstrom: things that wouldn't let us do an expulsion or suspension. Would it feel to them like, why did you ask this? If it's something you couldn't do? Well, that's the part of being right, I mean. But you can set that that stage typically we don't. We don't send the kids home on the 1st violation.

885
01:32:49.450 --> 01:32:58.169
Andrew Kilstrom: Right? So what would be a fair 1st violation or expulsion is limited to 2 right in extreme cases. We will suspend those, you know

886
01:32:59.280 --> 01:33:01.200
Andrew Kilstrom: some spectators, but

887
01:33:01.400 --> 01:33:03.543
Andrew Kilstrom: I think that's the right word. But

888
01:33:04.160 --> 01:33:11.260
Andrew Kilstrom: But it would just be interesting to see what would make them feel like there has been. And it's not always account flesh right?

889
01:33:11.360 --> 01:33:17.140
Andrew Kilstrom: It might be that, hey? We just want them to once they sorry or watch some videos, or

890
01:33:17.250 --> 01:33:23.530
Andrew Kilstrom: you know, yeah, well, that's why I'm wondering if we can provide something that shows that if this, then this.

891
01:33:23.870 --> 01:33:29.670
Andrew Kilstrom: which is the responsive part and the proactive part, and engage in

892
01:33:29.770 --> 01:33:35.589
Andrew Kilstrom: what feedback do you have for us about what we've implemented in terms of

893
01:33:37.230 --> 01:33:45.510
Andrew Kilstrom: examples of discipline, examples of restorative examples of education. So they're not trying to just I don't know.

894
01:33:45.810 --> 01:33:48.050
Andrew Kilstrom: I think in some districts they did that or

895
01:33:48.600 --> 01:33:51.080
Andrew Kilstrom: country I moved from gives you this.

896
01:33:51.340 --> 01:33:53.570
Andrew Kilstrom: but some of them are just gonna say, I don't know what I mean.

897
01:33:53.800 --> 01:34:01.400
Andrew Kilstrom: This State allows, and what school districts allow, but if you could show some samples. They could comment on something

898
01:34:01.500 --> 01:34:02.550
Andrew Kilstrom: about

899
01:34:02.640 --> 01:34:04.079
Andrew Kilstrom: where they'd see it

900
01:34:04.680 --> 01:34:07.780
Andrew Kilstrom: getting the mark and then missing it. I'm just wondering about

901
01:34:08.070 --> 01:34:13.870
Andrew Kilstrom: getting it to a place where they feel like they. They gave reasonable feedback instead of what you asked.

902
01:34:14.210 --> 01:34:20.869
Andrew Kilstrom: And I said this, and he said, But you can't do that. So what is reasonable within the guardrails, if it's allowed in

903
01:34:20.970 --> 01:34:24.050
Andrew Kilstrom: Oregon law and other school districts

904
01:34:24.130 --> 01:34:26.140
Andrew Kilstrom: in terms of discipline.

905
01:34:26.440 --> 01:34:28.640
Andrew Kilstrom: I just don't want it to be full of all the fluff

906
01:34:28.950 --> 01:34:34.999
Andrew Kilstrom: right? So there has to be a way for like that true, real feedback to come back.

907
01:34:35.020 --> 01:34:38.039
Andrew Kilstrom: And then what we do with it right?

908
01:34:38.270 --> 01:34:41.880
Andrew Kilstrom: Say, Hey, this is what's within the realm of what we can do

909
01:34:41.950 --> 01:34:43.510
Andrew Kilstrom: in public education.

910
01:34:44.470 --> 01:34:46.710
Andrew Kilstrom: because we can decide that we want to do whatever

911
01:34:46.870 --> 01:34:51.060
Andrew Kilstrom: all kinds of stuff. And the public, you know, state of Oregon said. You can't do that.

912
01:34:51.620 --> 01:35:01.720
Andrew Kilstrom: That doesn't mean that we don't want to know how our community is about it. So that's all I'm saying so.

913
01:35:02.150 --> 01:35:03.609
Andrew Kilstrom: And that's not comfortable.

914
01:35:03.950 --> 01:35:06.510
Andrew Kilstrom: It's gonna be uncomfortable for me. So

915
01:35:08.540 --> 01:35:23.309
Andrew Kilstrom: I wanted to. Just add in the questions that we ask in the questionnaire, or at the event, you know pediatricians use something, and I cannot remember what it stands for. The aces questionnaire where we ask, ask about

916
01:35:23.310 --> 01:35:38.789
Andrew Kilstrom: childhood traumatic events. And I'm really interested in the mental health of our our students and how this is impacting them. So maybe we could borrow from the aces questionnaire and ask some of those questions that are already established and asked a lot

917
01:35:38.800 --> 01:35:41.529
Andrew Kilstrom: so that might be helpful. Just an idea.

918
01:35:49.800 --> 01:35:50.940
Andrew Kilstrom: I think that's

919
01:35:51.120 --> 01:36:11.890
Andrew Kilstrom: I think that's pretty good as a starting point. Yeah, it's a lot. It is a lot. Thank you. Yeah, I know your favorite line is good luck with that, all right. Thank you. Thank you. Everyone. All right. Anything else Director Sloom.

920
01:36:11.930 --> 01:36:15.980
Andrew Kilstrom: we got a we got a little bit more. But 1, 1 more item of business.

921
01:36:15.980 --> 01:36:22.330
Kelly Sloop: Yeah, no, I I think in in the AR, or whatever you're going to be working on

922
01:36:22.720 --> 01:36:23.880
Kelly Sloop: is

923
01:36:24.440 --> 01:36:29.010
Kelly Sloop: taking some of that policy from a trauma informed perspective.

924
01:36:29.030 --> 01:36:47.299
Kelly Sloop: because we should use that the discipline. It shouldn't be really discipline per se, but also educating the students so they can develop some of those skills moving forward and advocate for them to have just it fosters self efficacy. So that's just my 2 cents

925
01:36:48.120 --> 01:36:50.279
Kelly Sloop: more of a positive learning environment.

926
01:36:55.810 --> 01:37:00.380
Andrew Kilstrom: Shall we put this to rest for the evening on this portion of it? Okay.

927
01:37:00.630 --> 01:37:02.817
Andrew Kilstrom: thank you, guys. For all your info.

928
01:37:03.170 --> 01:37:08.249
Andrew Kilstrom: I appreciate the the openness and the vulnerability to

929
01:37:08.340 --> 01:37:10.320
Andrew Kilstrom: open up about it.

930
01:37:10.740 --> 01:37:17.090
Andrew Kilstrom: I imagine that it we're gonna have to even get more and more vulnerable in this space as we move forward.

931
01:37:17.270 --> 01:37:21.520
Andrew Kilstrom: and I imagine that some of the messages that we'll get from our community will

932
01:37:21.820 --> 01:37:25.447
Andrew Kilstrom: enlighten us, shock us. It'll probably be a whole

933
01:37:25.860 --> 01:37:31.160
Andrew Kilstrom: array of feelings and emotions. So but I I can promise you this.

934
01:37:31.615 --> 01:37:36.659
Andrew Kilstrom: There's gonna be a lot of appreciation from a small community in this district that are

935
01:37:36.760 --> 01:37:43.299
Andrew Kilstrom: that are going to be like grateful that this work is is being done if it's done the right way. So

936
01:37:44.220 --> 01:37:54.030
Andrew Kilstrom: thank you. Well, I think there's an opportunity for communication from the board to the community. And that's something we can talk about in terms of.

937
01:37:54.320 --> 01:37:57.079
Andrew Kilstrom: Yeah. Yeah. And they can even start without, you know.

938
01:37:57.350 --> 01:38:02.490
Andrew Kilstrom: news news message that we send our community that just said, you just want. You know, we identified this.

939
01:38:02.510 --> 01:38:04.199
Andrew Kilstrom: I need to work with

940
01:38:04.470 --> 01:38:05.743
Andrew Kilstrom: Andrew and

941
01:38:06.880 --> 01:38:08.640
Andrew Kilstrom: we identified this goal.

942
01:38:08.710 --> 01:38:11.699
Andrew Kilstrom: What we're looking at are these aspects, or

943
01:38:12.020 --> 01:38:14.939
Andrew Kilstrom: what are our policies and our practices

944
01:38:16.830 --> 01:38:28.019
Andrew Kilstrom: meet the need? And where there are gaps. We're also looking at what we do proactively with our curriculum. We're going to be learning about that as a board, so that community kind of. See, though what does it mean to have that goal? What are you learning?

945
01:38:28.350 --> 01:38:32.658
Andrew Kilstrom: And then we also want to engage the community. So be looking for?

946
01:38:33.450 --> 01:38:35.650
Andrew Kilstrom: level of outreach that's going to occur.

947
01:38:35.690 --> 01:38:39.359
Andrew Kilstrom: and the form of some engagement sessions and possibly some targeted

948
01:38:39.380 --> 01:38:45.409
Andrew Kilstrom: feedback surveys, and we're eager to hear from you so it could be that kind of a communication, and

949
01:38:46.050 --> 01:38:48.200
Andrew Kilstrom: summarizes what happened tonight.

950
01:38:48.250 --> 01:38:50.989
Andrew Kilstrom: but also prepares the community for what?

951
01:38:52.800 --> 01:38:53.810
Andrew Kilstrom: And I could.

952
01:38:54.060 --> 01:38:55.659
Andrew Kilstrom: you know, signed by the board.

953
01:38:55.790 --> 01:39:02.159
Andrew Kilstrom: You know, Board's commitment to this with with the staff fully behind.

954
01:39:02.200 --> 01:39:13.160
Andrew Kilstrom: Yeah, she's gonna watch the video.

955
01:39:13.750 --> 01:39:14.365
Andrew Kilstrom: Okay?

956
01:39:17.150 --> 01:39:23.649
Andrew Kilstrom: you have the second question, do you want me just to jump in. No, you can jump in. Go ahead because it's about the annual work plans. Yeah, go ahead.

957
01:39:23.910 --> 01:39:28.470
Andrew Kilstrom: So you we have your visits lined up with the dates.

958
01:39:28.690 --> 01:39:30.775
Andrew Kilstrom: but we also know that

959
01:39:32.670 --> 01:39:34.669
Andrew Kilstrom: What we're hearing from you is.

960
01:39:35.390 --> 01:39:37.020
Andrew Kilstrom: how do those visits

961
01:39:37.080 --> 01:39:44.380
Andrew Kilstrom: fit? What you're looking for when you visit that school, and we had some kind of general

962
01:39:45.143 --> 01:39:46.590
Andrew Kilstrom: you know.

963
01:39:46.710 --> 01:39:50.690
Andrew Kilstrom: expect to be about 90 min, you might hear from the principal.

964
01:39:50.710 --> 01:39:53.519
Andrew Kilstrom: be given the work plan. Maybe a student panel.

965
01:39:53.550 --> 01:39:59.139
Andrew Kilstrom: What we're willing to do is just kind of suspend that assumption for this year and ask each of you

966
01:39:59.210 --> 01:40:01.590
Andrew Kilstrom: think about your 3 to 4 schools.

967
01:40:02.370 --> 01:40:11.239
Andrew Kilstrom: those principles? They're already. They're already drafting their work plans. That's what they have to do for us and submit data to the state. So they're gonna they're developing their work plans.

968
01:40:11.400 --> 01:40:20.250
Andrew Kilstrom: But what do you want to hear when you come in that 90 min? Do you want more time with Principal and some staff, and look at some of the data and dig into it.

969
01:40:20.440 --> 01:40:28.269
Andrew Kilstrom: You still want to do a tour of some of the classrooms because you're still learning about the schools. Do you want to hear from students this year? Do you want to

970
01:40:28.610 --> 01:40:31.980
Andrew Kilstrom: do that next year? You've already got to do that the year before.

971
01:40:32.320 --> 01:40:42.570
Andrew Kilstrom: So does it feel like sometimes there's just a little bit of everything, and you don't get as deep, and you want to narrow the scope of your questions. When you come.

972
01:40:42.740 --> 01:40:44.320
Andrew Kilstrom: we are going to

973
01:40:44.550 --> 01:40:47.400
Andrew Kilstrom: differentiate to what we would like.

974
01:40:47.976 --> 01:40:54.869
Andrew Kilstrom: Principals are deep in the work. They just want to know what slice of the work do you want to come in and unpack when you're in there?

975
01:40:55.690 --> 01:40:56.970
Andrew Kilstrom: We're so busy.

976
01:40:57.370 --> 01:41:02.490
Andrew Kilstrom: So I'm going to invite Dr. Soyson and Dr. Cryer to come to the table.

977
01:41:03.560 --> 01:41:04.950
Andrew Kilstrom: and

978
01:41:05.240 --> 01:41:08.720
Andrew Kilstrom: since Spencer Ines is already here, we're going to take some good notes.

979
01:41:09.380 --> 01:41:18.187
Andrew Kilstrom: and if you feel you can do it now, or poised and ready. I think the 1st visit is already lined up for early October.

980
01:41:19.110 --> 01:41:24.480
Andrew Kilstrom: so principals are kind of eager. If you want to discuss this now and

981
01:41:25.230 --> 01:41:34.409
Andrew Kilstrom: engage in this conversation, we can get it started. I just jump, jump in and say what what I want to hear from schools is

982
01:41:34.590 --> 01:41:35.260
Andrew Kilstrom: help

983
01:41:35.720 --> 01:41:44.950
Andrew Kilstrom: around achievement data. And it is, how how does how do? How does that school know how that school is doing.

984
01:41:45.500 --> 01:41:48.969
Andrew Kilstrom: How do those teachers know how how they are doing?

985
01:41:50.070 --> 01:41:51.180
Andrew Kilstrom: Right?

986
01:41:52.530 --> 01:41:58.050
Andrew Kilstrom: It's not just. It's not just that. I want to know the data that says, here's how the school is doing. I want to know how

987
01:41:58.600 --> 01:42:01.979
Andrew Kilstrom: you know what's what's the process that allows them to know how to do it

988
01:42:02.300 --> 01:42:05.440
Andrew Kilstrom: right? So like a little, a little dig into that.

989
01:42:06.800 --> 01:42:21.340
Andrew Kilstrom: Did you want to meet with any students for this year, or do you want to save that another year and just have more time with Staff as teachers. That's an unfair question. I know you know you can always. It is everyone's favorite thing. I would say. No, if you're afraid to say it, I would say, No, yeah.

990
01:42:21.360 --> 01:42:37.329
Andrew Kilstrom: you only have 90 min doesn't mean you don't love students. I am willing to suspend that for me this year, because I want it was always optional to have that little panel. Yeah, it's just that. It's so lovely. And we love talking to students. But I'd be happy to suspend that part of it. Okay.

991
01:42:37.700 --> 01:42:45.419
Andrew Kilstrom: yeah, you all did panels. I think most of you had panels last year, and you did student engagement sessions last year, and nothing stopping you from.

992
01:42:45.550 --> 01:42:53.370
Andrew Kilstrom: I just love to visit the school later in the spring, and from my experience again the storms have always been amazing. So I I mean.

993
01:42:54.430 --> 01:43:00.029
Andrew Kilstrom: never went in there and said, many these kids need help, so

994
01:43:03.850 --> 01:43:05.308
Andrew Kilstrom: I don't need that part

995
01:43:07.590 --> 01:43:16.789
Andrew Kilstrom: would like to go next. So we think we've got any questions for yeah. And and specifically, I know specifically at at Primary, where where we have

996
01:43:16.900 --> 01:43:27.319
Andrew Kilstrom: with with that most recent adoption. I'd love to hear more about how that's going and how our teachers know how they're reporting, how that's going and what our responses are. Do you remember what schools you've had in?

997
01:43:27.930 --> 01:43:32.929
Andrew Kilstrom: Do you have a primary school on your list? I have 2. Okay, I have a staff member. Okay.

998
01:43:34.600 --> 01:43:43.680
Andrew Kilstrom: do I know I have Staffords. Do you have Stafford? No, I I forgot.

999
01:43:44.490 --> 01:43:49.170
Andrew Kilstrom: and it is Jack Schumacher, and it's awesome.

1000
01:43:49.250 --> 01:43:53.560
Andrew Kilstrom: I responded. Meridian also. But I'm just saying, I have 2 primary ones.

1001
01:43:53.570 --> 01:43:55.100
Andrew Kilstrom: Yes, sir, okay.

1002
01:43:55.610 --> 01:44:01.550
Andrew Kilstrom: Anybody else know tonight what they'd like to see if if we put you on the spot.

1003
01:44:01.750 --> 01:44:04.680
Andrew Kilstrom: and you prefer to get that to us

1004
01:44:05.020 --> 01:44:09.250
Andrew Kilstrom: later this week. That's fine. Just the sooner we can get it to principals.

1005
01:44:09.280 --> 01:44:14.530
Andrew Kilstrom: Yeah, the more time they'll still they have to get things ready because they're differentiating now for 5 different people. So

1006
01:44:14.610 --> 01:44:35.414
Andrew Kilstrom: for primary, I would like to see data like director shoemaker mentioned, I would love to see how they're doing because I have the same primary school from last year to this year. So I'd love to see the data from last year to this year, and how that's doing.

1007
01:44:36.570 --> 01:44:41.470
Andrew Kilstrom: I would. I like I'd like to go into the classroom just a little bit.

1008
01:44:41.580 --> 01:44:43.660
Andrew Kilstrom: That's always fun for me.

1009
01:44:44.162 --> 01:44:51.720
Andrew Kilstrom: Would. I'd like to see the data as well, like yeah, and do I?

1010
01:44:52.150 --> 01:44:55.189
Andrew Kilstrom: Yeah, I'd like to go into the classroom a little, too.

1011
01:44:55.470 --> 01:45:19.160
Andrew Kilstrom: I would. Can I? Can I give you a preference of the class like I would love to see there? Oh, is that in the weeds. Okay, do you want to do a student panel or not? No, thank you. I don't need student panels for any of the 3. So tour classroom data and then at Riverside I'd love to just hear about how how Ib is rolling out.

1012
01:45:19.968 --> 01:45:22.091
Andrew Kilstrom: How that's going.

1013
01:45:23.880 --> 01:45:29.890
Andrew Kilstrom: Gosh! I would just love to hear just the overall update from the leaders, I I guess. And

1014
01:45:30.234 --> 01:45:32.669
Andrew Kilstrom: yeah, tour a little bit of the classroom

1015
01:45:33.000 --> 01:45:34.429
Andrew Kilstrom: there as well.

1016
01:45:36.004 --> 01:45:43.685
Andrew Kilstrom: I said that wrong. I have Boone's cedar, oak, meridian, and Rosemont. I don't have Stafford Boone's cedar oak meridian.

1017
01:45:44.850 --> 01:45:46.680
Andrew Kilstrom: It is you, of course.

1018
01:45:46.840 --> 01:45:52.210
Andrew Kilstrom: who is Rosamont? Oh, did you say, Stafford, you don't have Stafford? Yeah, I have cedar oak. And I, yeah.

1019
01:45:55.110 --> 01:46:01.050
Andrew Kilstrom: and we won't quiz you on what school you have. But if you kind of generally know what you'd want to see in primary middle or high

1020
01:46:01.590 --> 01:46:07.670
Andrew Kilstrom: director sloop? Or do you want to go next? No, go ahead, go, director, sloop, because she's probably on a different time again.

1021
01:46:08.830 --> 01:46:13.629
Kelly Sloop: So I would like to do the tour of the schools.

1022
01:46:14.150 --> 01:46:19.139
Kelly Sloop: and also a little bit of the data from last year

1023
01:46:19.190 --> 01:46:21.050
Kelly Sloop: in the fall to the spring.

1024
01:46:21.420 --> 01:46:31.070
Kelly Sloop: And then how are the teachers getting feedback? With that? I also would like to know how we're taking care of our teachers with the implementation of the new literacy curriculum.

1025
01:46:31.290 --> 01:46:32.370
Kelly Sloop: And

1026
01:46:32.550 --> 01:46:38.650
Kelly Sloop: you know how what tools are they using? How? How are they getting the feedback? How are they feeling with it.

1027
01:46:38.950 --> 01:46:43.950
Kelly Sloop: and then, of course, going over just the work plan of in general for the school.

1028
01:46:45.620 --> 01:46:54.829
Andrew Kilstrom: I'd love to hear to that point. I'd love to hear more about how their professional development went. Principles could fill us in on that. And and I know it's ongoing. So

1029
01:46:54.930 --> 01:46:56.089
Andrew Kilstrom: I would, too.

1030
01:46:56.480 --> 01:47:02.489
Andrew Kilstrom: And Director Sloop, did you want a student panel, or are you willing to forego that time to go deeper in those other.

1031
01:47:03.110 --> 01:47:11.919
Kelly Sloop: I will, I'll forego that. Just with by observation. But observing the classrooms, a couple of classrooms, I can

1032
01:47:12.040 --> 01:47:14.720
Kelly Sloop: okay interact with the students. Then.

1033
01:47:16.570 --> 01:47:17.490
Andrew Kilstrom: Sounds good.

1034
01:47:19.570 --> 01:47:21.670
Andrew Kilstrom: Me, I'm just interested in

1035
01:47:22.190 --> 01:47:24.520
Andrew Kilstrom: one what they're gonna provide but 2

1036
01:47:24.955 --> 01:47:30.589
Andrew Kilstrom: with the new curriculum. I'm interested to see what the implementation of that looks like.

1037
01:47:31.062 --> 01:47:35.440
Andrew Kilstrom: maybe feedback from staff on what they think of it. Up to this point.

1038
01:47:37.010 --> 01:47:43.000
Andrew Kilstrom: data around, I know it's in infancy. So it's probably not gonna be this large shift, but it'd be interesting to see

1039
01:47:43.170 --> 01:47:44.969
Andrew Kilstrom: one little step side of.

1040
01:47:45.280 --> 01:47:48.800
Andrew Kilstrom: I started to move forward or not. Right

1041
01:47:49.330 --> 01:47:50.430
Andrew Kilstrom: so

1042
01:47:51.430 --> 01:48:00.810
Andrew Kilstrom: and if it's just a comparison of last year's data to this year's data because it's too short of a time period, but definitely want to understand

1043
01:48:01.040 --> 01:48:07.599
Andrew Kilstrom: what processes and procedures, and put in place for staff to follow and to start implementing that plan

1044
01:48:07.690 --> 01:48:11.449
Andrew Kilstrom: and just see how. See what the teachers think of, I mean they selected the type. So

1045
01:48:11.560 --> 01:48:14.660
Andrew Kilstrom: is it a reason that you've got

1046
01:48:15.540 --> 01:48:21.469
Andrew Kilstrom: that that qualitative piece? I'm interested in hearing? How how are teachers experiencing this new curriculum.

1047
01:48:21.700 --> 01:48:33.409
Andrew Kilstrom: and normally you don't have a teacher come in on that. I mean, usually we're walking into. Is it possible to have some some staff come in and give us feedback.

1048
01:48:34.820 --> 01:48:51.289
Andrew Kilstrom: what do you think that was going to be? One of my questions? Because we have been in some schools bringing some staff in as part of it, and they find it incredible honor to share with the School Board, and it helps them own the work plan like they end up being leaders in terms of communicating with other staff, so

1049
01:48:51.400 --> 01:48:55.120
Andrew Kilstrom: kind of that it supports the school and moving forward.

1050
01:48:55.230 --> 01:49:06.660
Andrew Kilstrom: Parents in the community want to know, too, because this is something that was fought for for a long time. I think with each of these, the more we can have this information provided by our teachers, our staff.

1051
01:49:06.800 --> 01:49:08.039
Andrew Kilstrom: the ones who are

1052
01:49:08.340 --> 01:49:22.700
Andrew Kilstrom: yeah, also working with the data. Now, they're using the data. And then, you know, the the principals are going to facilitate in some ways make sure that. And I don't know if there's if there's someone who's in charge of, you know, if it's the reading specialist or

1053
01:49:23.570 --> 01:49:30.870
Andrew Kilstrom: the person who's more hands on with kids that have dyslexia. If we can have, maybe that person talk about there.

1054
01:49:31.390 --> 01:49:40.790
Andrew Kilstrom: Their experience with this new curriculum, and how exactly gonna help support. Maybe those children that need a little more support in that meeting area, right?

1055
01:49:41.080 --> 01:49:44.059
Andrew Kilstrom: So it'd be nice if we'd be able to pull in someone

1056
01:49:44.200 --> 01:49:50.450
Andrew Kilstrom: in that area to just get feedback, if possible. I know they float now, so I don't know how you catch

1057
01:49:51.390 --> 01:49:53.650
Andrew Kilstrom: one somewhere. But

1058
01:49:53.870 --> 01:50:08.399
Andrew Kilstrom: and then, remembering that our a lot of our teachers went to very explicit training. So they're growing in their capacity as well with what they're noticing and identity and understanding. So

1059
01:50:09.090 --> 01:50:17.660
Andrew Kilstrom: there's a role for the specialists. And then also, we want teachers to feel that they're growing in their capacity as early literacy reading teachers as well.

1060
01:50:19.610 --> 01:50:22.459
Andrew Kilstrom: Do you have high school hopes and dreams?

1061
01:50:23.260 --> 01:50:25.909
Andrew Kilstrom: Who you're visiting high school?

1062
01:50:26.080 --> 01:50:43.719
Andrew Kilstrom: I knew I'm hearing this, but I don't. My other school. I don't I took whoever whichever schools I know, the other directors, you want to tell you what you have. Staffer Ap. And

1063
01:50:43.780 --> 01:50:46.900
Andrew Kilstrom: WHS. Wilson Bell Awesome.

1064
01:50:46.910 --> 01:50:56.130
Andrew Kilstrom: Kirsten has definitely so. Is there anything in particular you would want to see or experience at your Wilsonville visit?

1065
01:50:57.000 --> 01:50:58.309
Andrew Kilstrom: I think it's the same thing.

1066
01:51:02.130 --> 01:51:20.380
Andrew Kilstrom: This is helpful. One question I have just in the spirit of meeting what you're most wanting to know about. You know, the work plans can be pretty dense, you know. And so and that can create an opportunity where we like go through multiple slides. And that can take a while. Maybe we're getting what you want. Maybe not.

1067
01:51:20.400 --> 01:51:30.899
Andrew Kilstrom: you know. I'm wondering like, would you? Do you? Do you want to review that? Do you want it ahead of time? Do you want a 1 page summary, and then you ask questions like what would make the most?

1068
01:51:31.280 --> 01:51:39.399
Andrew Kilstrom: I would like it ahead of time, and then that way, whatever it is, I can go through and just say, Hey, we don't need page one through 10 solid on that.

1069
01:51:39.570 --> 01:51:42.480
Andrew Kilstrom: Let me just move to page 11, right?

1070
01:51:42.500 --> 01:51:44.920
Andrew Kilstrom: And then, just for efficiency

1071
01:51:44.950 --> 01:51:52.040
Andrew Kilstrom: pieces, because I believe in the work that all of them are doing. You see it when we have kids having student work sessions.

1072
01:51:52.050 --> 01:51:55.300
Andrew Kilstrom: So I believe the work is good. I just only wanna

1073
01:51:55.460 --> 01:51:59.550
Andrew Kilstrom: see certain things so. And I don't, wanna, you know.

1074
01:51:59.690 --> 01:52:01.640
Andrew Kilstrom: make them feel like they have to give this

1075
01:52:01.790 --> 01:52:06.340
Andrew Kilstrom: well than that presentation. Right? You know they got enough other stuff to prove to courage.

1076
01:52:07.710 --> 01:52:11.520
Kelly Sloop: Yeah, I like the one page bullet of the work plan.

1077
01:52:11.520 --> 01:52:13.070
Andrew Kilstrom: Yes, please

1078
01:52:15.140 --> 01:52:16.149
Andrew Kilstrom: have to ask you.

1079
01:52:16.280 --> 01:52:18.579
Andrew Kilstrom: or when you're visiting.

1080
01:52:18.740 --> 01:52:29.320
Andrew Kilstrom: could I have the work plans ahead of time as well? And the and the one pager, because that is so helpful for me, and then you'll have the whole. Yes.

1081
01:52:30.550 --> 01:52:38.299
Andrew Kilstrom: thank you. I know you're gonna be doing this helping with this one page. No, we appreciate you. Thank you.

1082
01:52:40.640 --> 01:52:42.690
Andrew Kilstrom: Anything else. Sound good.

1083
01:52:43.070 --> 01:52:59.350
Andrew Kilstrom: All right. Next work. Session will be October 21.st Next board meeting on the 7.th We cancel October because you're doing your work session in October. We don't. Okay.

1084
01:52:59.590 --> 01:53:01.143
Andrew Kilstrom: Alright. Okay.

1085
01:53:02.170 --> 01:53:20.069
Andrew Kilstrom: cancel that so that you can focus on getting to your 3 of those schools in your evenings. Okay, so the next board session will be November 18.th Yes, okay. And now it's a little different, because we've changed some of these, but maybe we're ready for some

1086
01:53:20.160 --> 01:53:25.619
Andrew Kilstrom: continuation of correct that. So I think we should talk. Yeah, yeah.

1087
01:53:26.440 --> 01:53:27.800
Andrew Kilstrom: All right. Anything else.

1088
01:53:29.250 --> 01:53:31.424
Andrew Kilstrom: No need to get hurt.

1089
01:53:32.515 --> 01:53:32.930
Andrew Kilstrom: You.

1090
01:53:35.760 --> 01:53:36.919
Andrew Kilstrom: Thank you officially.