 There's an official thing that Jim says when he starts the board meetings. It's like, we're going to commence the Montpelier Rocksbury Board of School Directors, school safety and police relations committee meeting. Something like that. So yeah, I don't see any public. So I think we can move past that and we can go to the consent agenda for the approval of minutes from February 16th. I move we approve the minutes of the February 16th meeting. Is there a second? I'll second. Will? Hi. Joan? Hi. Susan? Hi. Catherine? Hi. Nia? Jen? Hi. Edie? Hi. Zach? We can't hear you, Zach. I don't know if you have. Oh, you're muted. I'm not sure if you can hear us. Can you hear me now? Yes, there you are. Okay. So those are approved. So I have been working more closely. For this agenda, I work more closely with Edie and Eliana to construct an agenda with more of their input. So that was amazing. Oh, Eliana just arrived. And basically we're trying to put together an agenda where, you know, all of our ideas from the last meeting, trying to find the first part of the agenda is trying to find and articulate our starting point. And so we talked about, I'll have Eliana lead us through that part of the agenda, but we talked about the starting point being what are the schools currently doing? What are they doing well? What do they need improvement on? And sort of getting a baseline there. And then also examining the current policies. And then we were going to do an activity. Mia is going to lead us in an activity around returning to our values. What do our values look like in practice? And what is the set of standards associated with those practices? And then we're going to go back to our notes from last meeting where we did that back to the future. Activity where we kind of put ourselves in the future and what would we like to see from this committee? And we're going to look at those. Eliana is going to lead us through sort of more actionable items associated with those goals. And then we're just going to basically talk about future meetings, who we might like to hear from, who I should reach out to and bring in to talk to us. And setting the agenda and the meeting dates for future meetings. So, Eliana, do you want to get us started on that first agenda item? Yeah, sure. So basically, Emma and I were just talking about the last meeting and it definitely felt a little bit like confusing moving forward because we don't really have a base to go off of yet. So like in order to make that we need to stop, we need to examine the current practices in all of the schools just so we can understand where we're starting from. And so can I like share my screen real quick? Yeah, let me make you, sorry, let me make you a cohost and then you should be able to. Okay. Because basically we're thinking that we can have different teams that go out and interview the administration and just like maybe guidance from each school to get that information about like what the protocols are already. And like first for union, we were just thinking that even Susan could give us information since your teacher and you like have been there for a long time and clearly know a lot. So we were thinking that like a student and it could go and interview with someone else and. You should be able to share your screen now. Okay. These are kind of questions that we are going to consider while making a script for these interviews. So I could just read them. So we have like interviewing each school and reviewing the handbook how our practices communicated to the community and students and like how do we ensure that practices are applied actively and what measures of accountability are in place? Do we do data assessment of current practices and if there are any recidivism rates with like behavior and just like what the relationship of the police department is and things are things that go well and things that need to be approved and examining the like bullying harassment policies and other stuff like that. And so, yeah, basically I was hoping we could divide into teams that want to go to each school and also sort of create a script. Not in this meeting, but for next week that we can use for each of those meetings with the different schools. So to clarify, Eliana, we will need to have the script ready because we're hoping for people to come back on by March 9th to. Oh yeah, that's what I meant. Or back. Yes. So I guess, I'll just pull up the agenda. Yeah. I think that kind of has those teams outlined if people want to like sign up for which school to go to. So, let's see. Yeah, we have you, all the schools here and then current policies. So, I mean, I would be interested in doing MHS. So I can just put my name in. And Susan has her hand up. I don't know when you're sharing a screen, sometimes it's hard to see. Yeah, so I just had like a clarifying question because some of this information is like district wide, like our safety protocols and. Emergency plans or whatever. So some of that information is for the whole district. And I, I'm wondering if what we're looking for is like how specific schools are handling. Incidents that are outside of sort of the norm, like extreme incidents. Is that kind of what we're looking for? Or like, what are we looking for? Like what would be the purpose of the interview? I don't know. I don't know. I guess it hasn't been quite clear to me. Well, I guess like the purpose would probably be, I feel like, if we were going to go out and look for a mod, an alternate model or different practices in the community that we could use, we would want to make sure that we weren't already using them. Like just to make sure that we really understand what we're already doing before we try to make a recommendation. I think that, yeah, what you're saying about the difference between each school handling incident, like, I feel like that is important to note, like, cause every school will like have a different protocol for certain things. But I think the policy piece, like down below here, like that's the sort of district wide thing. And the other part is just within each school, how it changes. But yeah, that's helpful. Thanks. And we're talking like we're staying student focused. Are we talking about like, sometimes we have other adults in the building who lose control. So are we like, are we limiting it to like a student focus? Are we just talking about like all kinds of incidents that would impede on learning or the practice of the school? What are you guys thinking? Well, I think, you know, this came out of some conversations in the past meetings and in particular, at the last meeting where we started talking about restorative practices and these types of things that and, and Mia and I met with Libby Bones deal. And we realized a lot of the stuff that this committee might come up with are already in the works in the schools. Right. So we don't want to make recommendations that are overlapping what is already happening in the schools. So we don't want to open me. I see your hand up is now your hand is up now. We don't want to, you know, do a whole bunch of work and go down a line of researching restorative practice, restorative justice models for high schools. If Jen can just tell us, we're already doing this really great restorative justice model in the high schools. So it's basically just a matter of getting a baseline. So I think that you're right in terms of like district, wide practices around like, you know, lockdown drills and that type of thing. I don't think we're really looking for that. Those are, I don't think that this committee is planning to make a lot of recommendations around that in particular. I think it's more about discipline systems of discipline. So we know that, you know, just from having surface level conversations with people that the way that union school does their discipline is different from the way that the middle school does their discipline is different from the way that the high school does their discipline. And some of it is just age appropriate, you know, shifting of models. And some of it is more like union school might have a stronger PBIS system and the high school, you know, relies on more restorative practices. We're not sure. And so, you know, it's not totally clear part of, I think what we might end up coming to in this committee is maybe asking for more clarification around stuff like that and more public education around how discipline is handled in, in each of the schools and maybe potentially is there, are there ways to sort of streamline and be more cohesive, you know, from school to school to school. So there's going to be some differences where just because of age of each school, but maybe there are certain practices that could be better integrated and built upon, you know, moving from union school to middle school to the high school. And I don't think we'll know that just by like reading the handbook, it would be better to get interviews with the admin team. And we're, we're fully aware that we might run into the perfect answers. Like, wow, they're really, you know, we, this might just be an opportunity to sort of like elevate what the schools are already doing and perhaps communicate that out as part of our presentation to the school board. You know, what we found is that the Montpelier Roxbury School District does this incredible job of integrating discipline from one school to the next. And, you know, it's super clear to kids and to parents what's happening when discipline arises. So I see it more as like, it's broader than just police relationships. And like, when do we call the police and when do we involve the police? And if a parent comes on the school, you know, grounds and is angry, do we call the police? That's one question. But then it's more about, you know, so what do we happen? What happens when kids break the rules? What are we still doing stop and things? Are we doing gems? Are we doing hoots? Do we do, you know, you get certain amount of gems and then you get a party, you know, like it does that happen at the middle school or only the elementary school, you know, those types of questions. And so I know it's going to be a little bit of a challenge because you guys, some of you are so embedded in the system that you know, I mean, I think you'll be able to answer it. So part of what I think Eliana and I were hoping for today was to, for everyone to collectively put our heads together and find out what questions we do want answered. So what, when Eliana says like creating a script, we want your help in like what should we be asking the schools? You know, and how broad should we go or how narrow should we go? Mia? Yeah, I think the, this exercise and the one that, and the next two that we're doing this meeting actually will link up really well because I think one of the things that we could add into the sort of script is here's what we're thinking. We, you know, this isn't obviously set in stone or final or whatever because we still have a lot more research to do, but based on what our community's vision of safety is and our values associated with safety, here's our initial thinking about what that looks like in practice and, and what some of the outcomes are. And then we can, and we can bring that to the people that we're having these conversations with and say, do you feel like you, what, what of this? Do you feel like you're already doing? What could you use support to get to? What do you disagree with? Like, what do you say to, we, I think we also want their input on listen, this idea of, you know, circle time in the high school is just bananas because it just won't work. You know, we want to hear that from, from the people who are in their day to day. So I think I just really kudos to Eliana and Emma for this, for this agenda because I think we'll actually build a really strong, I don't know, survey, like, like rich survey of, of, of these leaders in our schools this way. So that's my thought there. Eliana, you are sharing your screen, but what right now all that we're seeing is the zoom window. So we're kind of seeing duplicate. Well, at least that's what I'm seeing. Okay. Yeah, there we go. So question. So this is Jen. Can I ask a question? Yeah. So. I guess I'm a little confused on, and maybe, maybe you guys will clear it up a little more. So. We are, we are working as a committee to make recommendations to the school board. To put something in place. Or to. Make recommendations around. Process and procedures. At this point. Well, we don't actually know, I mean, I don't have a clear vision of what our recommendations will end up looking like. But I think the main focus will be to write some sort of like a vision statement of how we see justice and discipline from, from the vantage point of this committee. Equity standpoint. Yep. Through the lens of the diversity, equity and inclusion policy. And just, you know, giving them, giving the school board and the district a vision of which to sort of like use as their touchstone as they move forward. You know, and then I do think that it's possible that very specific recommendations come out of this committee. Like one thing that's come up several times is maybe it's time for our district to have a police relations policy. We had an outdated memorandum of understanding. Of how the district interacts with the police. And sort of a guide for Libby to use so that she knows, like what the school district wants, what the school board wants in terms of like, when do I call the police? When do I involve them? When do I not involve them? That type of thing. I know that she would be interested in more guidance from the board on that. So if that comes, I don't know, I don't know, I know that she would be interested in more guidance from the board on that. So if that comes in the form of a memorandum of understanding, not that this committee will write, but that the school board would write, and we would recommend as the committee to write that, or are we more interested in seeing a policy that the school board would draft an actual policy to be followed. So I don't, you know, I can't answer that question because I feel like we need to do more work as a committee to know what our actual recommendations will be. And so I think that's the point of this exercise is to find the starting point. Because like, you know, if we recommended, I mean the example I've been using, if we recommended, you know, please strengthen your restorative justice practices. And that's already something that you guys are doing as a district and working on. Then it doesn't really make sense for us to spend our time thinking about that and then recommending that. So we need to find out what are you currently doing? You know, what areas of weakness do you see as an administrator of the Montpelier High School? What would you like to be putting your efforts in? Are there, is there funding that you would like to have at your disposal to do a training or to, you know, hire a part-time person to, another thing that came up in the last meeting was, are there gaps that the SRO has created now that we remove that position? Is there something that the schools would need to fill those gaps? You know, and that would be a funding recommendation. You know, maybe this committee says we would like to have you, you know, allocate funds to, at least for the next couple of years, to hire this person to fill this gap that Jen has asked us for. Right? Because from her vantage point as an administrator at Montpelier High School, now that the SRO is gone, she needs an actual human being in that position to go on home visits or whatever it is. And now that's just me like riffing. Like I have no idea what you would want or what gaps you see. And that's why we need to start by interviewing you and the other administrators. Because we don't really know where we're starting. You know, we know that we have this diversity, equity, inclusion policy. We have the core values work that we did as a committee prior to, you know, in the fall and the winter. And so we know what our community's core values are around safety in the schools. So I think we have a pretty good starting point to like turn those core values into like a vision statement of how we see justice and discipline in the schools. But I think it might run a little bit deeper than that. And maybe it doesn't. Maybe we just give a vision statement with our core values. And maybe that's what the committee does. But I think I've just been getting the pulse of different people on the committee. And it feels like we might want a little bit more than that out of our recommendations. But maybe not. Susan. Yeah. The other thing that comes to mind is that we do have social workers and counselors in our school. And I think it's really helpful. I'm like, I'm in the thick of it. And I'm actually not sure what everybody's distinct roles are. So I think that could be really helpful information too. Like who does go on home visits and who's paid for. With special ed funding and who's paid for with regular ed funding or whatever. Like I did. I think that could be useful information to this committee too is like, what resources do we have? You know, getting a real grip on that. I mean, just to follow up on what Susan just said, we learned through the budget process that the district spends over a million dollars on mental health resources. And that's an amazing investment. And I don't think we just say, great, we know we are spending this amount of money. So we feel really good about that. Like, I think it is helpful for us to know. Like, how is that money being used in ways like, in ways that are really contributing to justice through this equity lens? And what are the gaps? Not to say that, okay, then we have to, our recommendation would be we need to increase that by 50%. But maybe it's more like. There's other ways that that money could be spent. Again, I'm, I'm totally riffing, but I think that's another example. Yeah. I mean, it's an open process that's being driven by this committee. So no one person is going to set the tone of what the recommendations will be. And I think like, if Jen, if you're sitting there thinking like, well, this is what we should use our energy for. Like this is what the direction we should go. Or I think that this process of interviewing the admin team is sort of a waste of time because of XYZ. Like I would hope that you would voice that to us. You know, if you have. Ideas of what you think the final recommendations should be. You know, then I think you should. You know, speak up about that. No, I don't have a, I don't have an idea of that. I'm just trying to understand where we're going through. This is going to be a lot of work. But I think there are a lot of questions that can be answered pretty quickly, but. Like you said, you know, it's very different between all the schools because of the developmental levels of how, how our students are. And there's different needs for each school. I mean, I would, you know, even if we're spending that much money on mental health, it's not covering it right now, but we're in a very weird year as well. So, you know, I'm just, my brain is just like kind of whirling, you know, just thinking about, okay, COVID year next year, we don't even know what that's going to look like. And the needs there, um, I, you know, and you mentioned a couple of pros, I guess it was pros. You mentioned some things I've never even heard of, you know, like something what they must do with kids, you know, how they intervene with kids. I don't even know about that stuff in the, in the elementary school. So. And, and do all parents and maybe that's an area also that, you know, what parents should know and expect. Because, you know, I don't know how much, I don't know how many parents read the handbook, the district and school handbooks. So I'm just, just think, I'm just thinking. If my face looks like I'm like rolling my eyes, I'm not, I'm just thinking. No, I just, um, I just want to make sure that everybody understands that this is like a full collaborative process with the whole committee. So I don't want you to think that we like have. The recommendations already in mind. Um, I mean, it's like we're, this is a process that we're all embarking on to, and hopefully at the end, we're going to be more clear on that. Like what are, what do our recommendations look like? Um, Oh, PBIS, a positive behavioral intervention systems. PB, that is, but you had mentioned, I think it was just a couple of little things that you just mentioned. Um, yeah. I mean, I think. I'm hoping that if we, you know, Eliana can guide us into writing the rest of our interview questions for these interviews. And I think if we break off and just spend like an hour talking to people in the different schools. Um, between now and next meeting, I think we're going to come back with. Interesting information. And I'm not sure. Like right now, I don't have the crystal ball to say like, how we'll use that information. But I do think it will be a good starting point for us. So Eliana, do you want to, is there a process you want to follow for writing more interview questions? I like the list we have going is honestly pretty good, but I just want to see if anyone had anything to add to it. First, could you cut and paste it into the chat? Oh, there it is. Um, I'm also just like, I'll make a shareable link. I wonder if we should specifically ask about, you know, what do the following things look like in practice in your school? Like positive behavioral interventions, restorative justice, maybe trauma informed practices. And then we would know, like, well, I'm sure they're doing some positive behavioral intervention that the high school, they just look different than they do at the elementary school. I also wonder, Emma, if it would be helpful, um, kind of finding out who, who's the keeper of the system, you know, like who is, like, is it the social worker? Is it the assistant principal or like whose baby is it? You know. Yeah. Now that you've shared the doc with us, could you end screen share? And then we can just all have it open and be working on it. I think that would work great. Thank you. Yeah. I think that's a good question, Susan. And I, I, the thing I also want to mention is that, um, as we're looking at these systems, there is room for change and like there's some new information that PBIS actually doesn't fit the equity, you know, but it doesn't fit the equity, you know, but it doesn't fit the equity, you know, the equity model as well. And so they're just like, the roads sort of being built as we're examining it. And, and that's good for us to remember that I think at all three schools, that's probably happening. So, um, it makes our work a little tricky, but important. The other thing too is that we don't need to know. Everything about how everything works at every school. We're the community members and we need to make sure that whatever's happening at our schools is reflective of our values as a community. And I think that's what the board wants to know too. So it's like, how can these systems be more reflective of our values? You know, or maybe they already are. And then we can sort of learn that. Um, I mean, we obviously learned that having armed police in the schools is not reflective of the Montpelier values as a whole. And so we're changing that. And now that we've changed that, we're sort of being asked to dig a little deeper. Like what about the other systems that we have in place? So Eliana, you're being asked to share or give edit access. So you could start by just having anyone with the link can edit for now. Um, based on what you just said, I'm wondering, I don't know if this might be too involved, but I almost imagine like these interview questions. I would want them then to be reflective of the values, you know, that values set of values. And I wonder if we could do some kind of cross reference, like the following questions help us to get, get more information about how a school might be addressing. I don't know that I forget all the values off the top of my head, but, um, you know, I just kind of imagine like that could be a comprehensive way of making sure we're covering the bases. Um, but that could also be just something we do afterwards, I suppose, with information we get. Oh, thank you. The doc with our values helpful. That's a good idea, Joan. I just want to give you a little time check of, and it's fine if we need to eat into this time a tiny bit, but we are at 604. And on the agenda, we were planning to move to Mia's activity. To return to values at 605. Yeah, I feel like, um, the classes we have, like, are pretty good. We can get more specific to, like, if we want to, um, and just, like, we can look at them and, like, make questions out of those, too. But I think that, like, we can almost look at, think of a, uh, a model that we, like, that we would like to have in the future and ask questions that sort of say, oh, do, like, do we already sort of have this, like, sort of looking at it from end to end like that. But, um, yeah, uh, I feel like the questions we have are, like, pretty good. You know, the questions look great. And, and also, I think you're absolutely right, that looking at the rest of the agenda for tonight, I think I'll have a much clearer idea of what questions I might want to add to that list once we talk about things like what experts do we want to talk to, etc. Could I ask a question about the, um, recidivism rate? I mean, what are you really asking for? Kids, students that continually have problems, but, I, like, like, what do we do about those problems? What do we do about that? You know, I'm wondering what that question really means. I just, like, um, we were thinking, like, not what it is that students keep that do repeatedly, but if there is any, like, data collection of that, if, if, like, if the behavior responses in the system are working, like, if, if that's being evaluated because I think that's important just to see if, like, the systems work anyway. Not, like, what the specific things are that kids are doing, but just the fact that it's being collected. Yeah, I think I'd add to that with, um, beyond what do we have in place? Well, what do we have in place or what do we need for that? If there isn't something in place. Right. Okay. What do we need in order to collect the data? Is that what you're saying, Jen? No, not to collect the data. We would have the data already. We could have a log ready. But what do we have in place to support. Change in behavior. Yeah. That's a, yeah. That makes sense. Can we also firm up who is going to do which school? So at the top we have union. We just figured, um, Susan, that you would help take the lead on that. And. Sounds like Eliana already volunteered for the high school. So does Zach or Edie want to volunteer to do union school? Um, I could volunteer to do the middle school. Okay. Zach, would you be okay with doing the union school? Zach says in the chat that he can do union. Great. Thank you. And then does one of you want to take on an additional school in Roxbury? I wonder if Zach and I can do union and Roxbury together because they're the two primary schools. If that's okay with you, Zach. I don't want to speak for you. Okay. And then I have Catherine, Will, Joan, and Jay. So we can, we can assign Jay. To one of these. Why don't we figure out Catherine. Will and Joan. Which one you would prefer to do. I know you have kids. I actually like to do the middle school with possible. Just feel like I'm pretty. I know a lot of other two, but not in the middle school. You thinking well. I'm thinking. I'm thinking that I'm more familiar with the elementary school and I'm very curious about the high school. So I'm wondering which is. I don't know. I'd be happy to work on the elementary school. I, even though I have a kid over there, I feel like I'm not actually that familiar with the systems in place. All right. I'm happy to do high school. So Joan, would you have the bandwidth to also join the conversation with Zach and Susan. Yeah, I think that would be fine. I'm depending on meeting schedules and stuff. I might. Or might not. I would do Susan and Zach feel okay if I ended up not being able to participate in the Roxbury. Conversation. Yeah, I think that'd be fine. I was almost wondering if we could maybe do combine them a little bit for part of it. Like have a Beth and Ryan together. Yeah, I think that would be fine. But we'll see. We'll see how it shakes out. So I wonder if we should just put. For the examining current policies, I'm going to do. That's a district policies, right? Yep. Well, and district systems. So like we were talking about, you know, we're going to do this board school board policies. And then district wide systems. So we figured Mia and Emma, because we're on the board and then Jen, because you're an admin. We could put Jay here. As a city council member, he's pretty policy minded. Yeah. And he has kiddos at all three schools. That's right. For one more year. Not even a full year. So should we also put, I think we might be able to do this as part of our next policy committee meeting. Potentially. And maybe we could. Get Amanda Gar says into this also. I think we're going to have a new committee member after tomorrow night. Does is the policy committee meeting before our next meeting? Emma. We haven't scheduled one because we were waiting to see if we get a new member tomorrow night. But we could schedule it. Great. A new member to which committee. Well, I think they're going to be, we, you know, we're, we have an election today. So we've got some board members. And then I think what happens after that. At the board meeting after the election is usually they do reassignments of committees. So all the different committees, policy committee negotiations committee, all of them. But we just lost one of our members, the policy committee members. Ryan. Okay. So does that look good? Yeah. I think what you'll plan to do, I mean, I think we'll made a good point that maybe we re-revisit these questions after the next couple of parts of the agenda. To see if there's anything we want to add. And I think we can kind of leave it up to the groups to sort of. Shuffle the order of the questions and. You know, re-articulate them if needed. Yeah. So it feels really tight to be thinking about coming back on the ninth. Like I, I, I mean, I'm imagining the admin. They have meetings and such. I'm just concerned that we're not going to be able to get a really worthwhile information in that amount of time. And I know, I know you and Eliana planned it out because like, that's how it is. But I'm wondering if other people are feeling that way about the public. I mean, we are. Packed. Trying to reschedule, do rescheduling and everything for next year. So. But. I'll do the best I can, whatever I can do. Yeah, we have. It's a fast turnaround. I know I'm definitely feeling the same way. I mean, just in general. Oh, John is leaving by John. Hi, John. I'm going to leave early. That's a case in point. Another meeting to go to. I mean, I've been feeling this way for the entire process. Like, ah, how are we possibly going to get anything of substance done in this amount of time? And. I know that we, we put April break as like our deadline ish. Hope, hopeful deadline. So right now we have a meeting on the ninth, the fourth meeting. So we have a meeting on the fourth, the fourth meeting on the fourth, the third, and then April 6th. So three more meetings. And then the 14th is the meeting that we're supposed to be presenting to the board. So that's like the meeting that's doubled up with the board meeting. So. I mean, maybe we can like see what we can do. For the nine. I have, I have an idea. We have some ideas. Of other like. Speakers or. I don't know. I don't know. I don't know. Wouldn't it be neat if we could do almost like a mock restorative justice circle, or at least somebody walk us through the process and Amanda Payne sounds like she. Does that as a volunteer with her community justice center. I wonder if maybe like the next meeting, we could. Have some of that lined up, giving us a little, not to like, not that we would have to push meetings, but almost like. I don't know. Yeah. Yeah, I feel a couple of ways about that. Like a part of me was wondering how important it is. Like I think if someone's really interested in learning about the restorative justice model. And we, and, and speak up here, but like a part of me was wondering how important it is for us to know the details of those types of models before, you know, as a committee. I'm just wondering. If that's the best use of our time, if we have three meetings. To do, to have a mock. I mean, I'm not sure if that's the best use of our time, but we're sort of justice circle as one of those meetings. So I, in my mind, I was sort of like, well, if some people aren't familiar with it, then we can send them out and have a separate meeting. That's separate from those three meetings. Because I think there's. Jen's pretty familiar with it. Amanda Susan, anyone who works in schools, I'm pretty familiar with it. So I was thinking there's probably a handful of people that would be interested in that. And you had also connected me with some. There's also really good videos demonstrating what circles, circles, and or restorative justice circles look like. Oh yeah, that's, that's a good point. And people could watch that and just see what that looks like. Yeah, I'm just struggling with looking at three meetings, which is six hours. And what's the best use of that, those six hours. And part of me wonders, like how, how, like, we're not going to become experts in six hours on trauma informed practices, restorative justice, you know, PBI, like we're not, and I don't think we should be expected to be even close to experts on any of those models. It's more about using our core values as like a way to sort of guide and offer a vision statement of like, well, this is what we hold near and dear. Now you as the experts, the school, you know, take this information and run with it. So a part of me has been sort of rethinking like, well, how important is it that we understand PBIS, you know, really well, or how is important, how important is it that we understand restorative justice practices really well. I think the vision statement is the most important thing here because if there's something to build your framework on that's, I think it's really important to have a vision statement. So Will, you have got your hand up. Yes, I'm thinking, me and I'm thinking about your suggestion more broadly, at least the part you said right before the, should we do a mock restorative justice circle? And whether that's, and whether that's still maybe a good idea for next time, without the mock circle, are there, if it's not quite enough time for us to do the interviews that we're talking about, but there are in the next section of the agenda, if there are expert speakers, if we do identify which individuals or organizations that we really want to hear from, could we invite guest speakers to our next meeting as a thing that would fit the time constraints while still working on the interviews. Catherine, and then Mia. I'm wondering if, since we want this to be student led, we want to hear voices from the community, if we could do, and we've done surveys before, is there a way to do a survey that, you know, assesses how students feel about these practices that are in place, or if certain, you know, maybe we can identify some students that have, you know, participated in these kinds of things and to see, you know, how they feel, if it's doing what it's supposed to do. I just feel like I have two kids that have very strong opinions, and I think it would be good to just really, it's one thing to have something in place in theory, and also, you know, to know if they're really doing what we want them to do, these policies and procedures. Yeah. I definitely like the Google Form Survey model because it allows people to sort of answer questions on their own time. So as you were talking, I was like, I wonder if that's also how we could collect information from the administrators, you know, if we have these questions and then they could fill them out, and then you could sort of do a follow-up interview. So the follow-up interview could be more like a 15-20-minute thing, but in the meantime, you know, maybe in the next week, at their leisure, when they have time, they could fill out a Google Form of these questions. Mia? Oh, I was just going to offer a different idea, which is we could say that our next meeting is actually the 16th and then leave the rest of them the same, which would not push back our whole. Everything, we'd still have the April break as our final end date. Anyway, just another idea. Yeah, let me just... But also, I really like that survey idea Catherine just said. Both for, and you're sort of like twist on it, I guess, Emma, of like using a survey for the administrators, it feels like then we could say, okay, this is the information we've gathered from administrators and here's what we know is in place and the policy-wide, policy and district-wide systems. And then maybe that will help. We'll have questions that come, that follow from that, that we could say, what is your, you know, we know this is in place. What is your experience with X, Y, or Z process or policy? And that's with what we could be getting, getting input from students and maybe even teachers and staff to know like, how are these things that are written down happening and working in practice? And I wonder if things like the restorative justice circles or PBIS, if we can kind of develop a resource list and kind of offer up, you know, at some point, like you can visit this or you can come to a workshop on this, but it's outside of these meeting hours. It's sort of another thing. I think the resource list in our last presentation to the board, I got feedback that that was helpful, you know, with all the links to the different documents. And so I think that, I mean, I'm not on the board, you guys are on the board, but it seems like that might be helpful. Survey idea, Catherine, because like I feel like that speaks to improving what we already have, like because I feel like I was really thinking the recommendation would just be like finding a bunch of different models and presenting them to the board, but I feel like the survey just kind of leaves room for a lot of improvement for what we already have, because like we might just close off restorative justice altogether because we already have it without really thinking about where it needs to be improved. And I think that hearing that feedback like would really show us where the holes are in that. Like because restorative justice like sounds really good and it obviously is, but like I just think it would be good to hold it like to the best that it can be like with that feedback. I think, I mean, I think there have been instances where it didn't even go there because students weren't listened to. Like, hey, this person is doing this. Oh, that person could would never do that. I mean, that is a, that is something my child has told me, like he's gone to an adult and said, this student has done this to me and he's been, and you know, grain of salt with kids, what, you know, what I hear may not be exactly what was done, but oh, that student would never do that. And so it never even gets to restorative justice. It's just ignored. So I think that's what a lot of the bullying comments on the surveys, you know, apparently it's a problem, you know, that people, that parents are hearing their kids. So I think through the survey it might help flesh that out. Yeah. And I agree with Catherine that like restorative practice shouldn't have to come through the gate of an adult or a teacher who may or may not believe you. So, like that, that could, we could come up with a question or two there to like really further explore how to address that in our recommendation. I wonder if after we do the exercise, if we'll be able to reframe our questions really using the values. So like, you know, we value student voice. How are you addressing student voice as a school system when difficult situations occur or whatever. So maybe our questions can be reframed or categorized under the core values. By the end of tonight. Who knows. I really like me a suggestion of just moving them meeting from the ninth to the 16th. I know that we were trying to get on to every other Tuesday to work with Amanda's schedule. But clearly we can't, you know, meet everybody's needs and be available to everybody. So I know there's a few people missing tonight that this meeting didn't work for. So does everyone feel okay with that moving the ninth to the 16th. And then that gives us two weeks to complete these surveys. I do think we should move on to the next agenda item, but I think we should decide now do we want to create a Google form with these questions. To give to administrators. And it sounds like we might be. Rephrasing the questions and creating a separate survey for students. Or do you feel like if I give you two weeks until the next meeting that you have enough time to do the interview without having it be in Google form. I think I'm not. Go ahead. Go ahead. Catherine. Go ahead. I was just going to say, I think it's always good to give people the questions ahead of time, no matter what. I mean, that might have been the plan all together, but. That helps. I also think that like. We could, we could do the form and do a follow-up interview, like no matter what. So like we'll, because we'll have their responses and then we can just generate more questions based on what they say. And the interview can just be deeper because of that. And like, it won't just be like the like baseline answer they give, like, I don't know. I like the survey with the follow-up interview. One thing to clarify about, sorry, and then yeah. One thing to clarify about the Google form is that the responses, the document that the responses go into the spreadsheet, that needs to be public information. So it would, whatever the administrators write in as their responses into the Google form would be public information. Yeah. And then will. I was just agreeing with, with. I was also doing that. I think a Google form and then follow-up questions would be, would be much richer and inform each other. Okay. So I'll work on getting these questions into Google form. Format. All right. So. Eliana, how are you feeling? Do you feel like we're ready to. Move on. Yeah, I do. Okay. I'm going to put it into me as hands for the return to values activity. And if there's any way for you to shave five minutes off, that'd be great. I think we can. Yeah, I think we can. So this exercise is going to feel really familiar to everybody who was at the, the January 26th meeting, I think it was when we really solidified our values and what they, what they mean to us. We're going to do a very similar format to that to take it to the next level of. What does it look like when these are, when we are really acting and living in these values, what kind of, what literally are, what are some scenarios that could be happening within a classroom or within the school environment? Also, we could, we should think about like, what are some outcomes we are thinking of as a result of us really acting on these values. So just as an example, the value of, of having our justice that is rooted in diversity, equity and inclusion. I could imagine that one of the outcomes of that is that there is, there, there is little to no discrepancy in how discipline is being regulated or, or played out based on race or gender or ethnicity or language barrier or, or anybody having a disability so that we would see that there's no, no difference, no matter what your identity is, is an outcome that is coming from us really, really acting in this value. So what we're going to do is break up into three small groups, I guess three groups of three, Emma, if you could start us into breakout rooms for that. Totally randomized. And each group is going to take two values. So if you are in breakout group one, you'll have the first two values. If you're in breakout group two, you'll have the second two values. And if you're in breakout group three, you'll have the third two values. And your task for the time that you're in the small group and we'll do eight minutes is to just brainstorm, like what do we see happening when we are living and acting within these values? Any questions before we go to. Are you putting the document we should be working on into the chat? Oh, yeah, most folks are in it because I shared it while we were doing that conversation, but I'll reshare it. So. I just. There you go. And you'll know what breakout room you're in, because it'll say at the top that if you're in breakout room one, two or three. So we are putting the outcomes right in there. Yep. So you, I think what I would, you know, kind of start it as like a bulleted list or something like that. I'll just put the example I just gave. You'll see how I'm not a great speller. Mia, where, where are our groups? You're going to put us in groups, right? Emma's going to do that. All right. We're going to be sent into breakout groups. All right. Yeah. You just let me know. Okay. So, I'm going to ask you some other questions before I open the breakout groups. Okay. I'm opening them now. Hi. Yeah. Hello. So we're. You have the second to so nonviolent communication built on strong relationships and student voices. Yes. Yes. Yes. Okay. Well, I'm sorry because I'm currently eating dinner. And so I'm just going to be like. I'm using myself while I like chew over here. Okay. Also feel free to chew on muted. It doesn't offend me. Okay. So what do the outcomes look like? Or what could the potential outcomes look like? Is that right? Yeah. Well, communication and restorative practices among our staff, faculty, students, caregivers and wider community rely on strong healthy relationships built by listening to and accepting each other to do this. Well, we must regularly evaluate our proficiency. As honestly. Yeah. I mean, I mean, the outcome would be like strong relationships, right? Yeah. I feel like the, it's not totally outcome. It's like, what does this, what does this potentially look like in practice? So. The example she gave was no discrepancy and how discipline is being held no matter the identity. Right. And on the agenda, it says, what do our values look like in practice? What is the set of standards associated with those practices? I mean, in practice, like if we're talking about like activities or like ways to make the community. Like relationships stronger. I mean, that could just be like community activities. Like, I don't know. I mean, I definitely feel like I'm really noticing it at the middle school. Like I feel like there's a little bit of a lack and it's not just me. This has been talked about at the middle school community level for a long time. That there's really not a strong sense of community at the middle school. There's a stronger sense of community at the elementary school and a stronger sense of community at the elementary school and a stronger sense of community at the high school, but not strong at the middle school. Totally. Yeah. Yeah. It just feels like that being in that environment. Zach, this speculation, do you think it has to do with the seventh and eighth grade teams? I'm not sure it might. I mean, there is, it feels like a little bit of community within those classes, but it kind of all. I don't know. It kind of feels like a contest team was. It really does, but it also like, I don't know. I feel like we tried, we always tried to do team bonding activities in my team and it always just ended up. I mean, some people participated and then others didn't and it just felt like. Yeah. Honestly, maybe it's just the age everyone's at where they just don't want to be friends. Yeah. You guys have any examples of how this has done, like well in the high school. Well, like the high school has like big annual events. That the students all get super hyped for. Like we have this fall harvest celebration that we do where the whole day we do activities ranging from like. To like having conversations or playing fun games. And then there's like a school wide. Meal with like people worked on and like from the gardens and like all of it. There's a presentation afterward about how much of it was sourced from the school. And then like there's a, there's a competition for like whose TA can like have a. Like, TA theme. Like table decoration. So like there are events that really kind of bring MHS together as a community that I think we just like. I think it comes down to like the effort put into planning. Oh, for sure. Yeah. Because I feel like the only time at the middle school that we are like together as a group. Like aside from class time was like. The same thing. Like like we were like, like you know, the same thing with the assemblies where we just kind of like sat there. Right. And assemblies were like, nobody's idea. Like usually we didn't know about them. Yeah. Until we got told everybody go down. And then we just like sat there. And. Yeah, I don't know. Like all of the assemblies slash pep rallies, or whatever at the high school, it just. I don't know. or I don't know I feel like they're more engaging like it's less of like a presentation of look we are a community this is we're being in community by doing this or at the middle school versus at the high school it's more of like a we already like we don't it's it feels like there's less of like a need to prove something I don't know if that makes sense yeah it feels like there's less of a need to strengthen the community and it's just like us getting together because we are a community yeah at the middle school I'm trying to think yeah I just I came from a small school I worked at Danville for a few years and we had some really great like and it was just a tiny school so it was easier to build community there but but there was a lot of really cool activities that we did and a part of it is about buy-in like if you had like upper-classmen that were like taking it really seriously and doing the TA tone for other people to be like yeah I want to do well too yeah I think that's that's a big part of why the MHS community building stuff is so largely successful I think because most of the upperclassmen are so gung-ho about it that it shows the underclassmen that like it's cool to be excited about community building because I think a big part of the middle school stuff is that it's just perceived as so deeply like stupid and like involving yourself in it makes you stupid by association like there's the middle school TA dodgeball competition and most people don't even do it like they just stand there and look so scary to high school oh no the time machine cut Catherine off oh we got cut off too and we didn't get to our second one well the reason that I my intent was for us to do this in two rounds anyway the same way we did it last time so we could either go back and stay in our same groups and do it for another five or six minutes and and not do the flipping you know with newly randomized groups or we could now just go to randomized groups for another I don't know six seven eight minutes Emma what do you think or anybody what do you think doesn't just have to be Emma's opinion I'd rather finish up our group with with our same group yeah cuz we didn't finish yet maybe same groups for like three minutes and then new groups for like five minutes sure that sounds good to me it looks like Emma's working on the groups yeah I'm putting you back in groups and I'm doing two minutes with the 60 second Warner for a warning for a total of three minutes great thank you you want to move to the student sure yeah yeah I mean I think I think that might be another thing with middle schools that there's no student it feel it feels like from my experience we did and I don't know you've got a little glitched up right it feels like there's no at the middle school in my experience it feels like there's no like there was no student voice unlike those community events which is maybe what made it feel like not something everyone wanted to do or like yeah weird in that way everything that went down at the middle school felt kind of orchestrated by the faculty or the administration or just like the the superior higher powers that like we didn't even really know about we still honestly I have no idea who like made the decisions at the middle school but like there was just like the clubs at the high school like have pretty powerful like community voice you know like people from clubs will do like a group email and be like hey we're looking for this and like like just reach out into the community and I didn't really see that happen in the middle school like and and the RJA got the Black Lives Matter flag raised and that was like mostly the students yeah yeah I mean I think student voice has to be like started early and kids need to practice understanding their power and that they actually do have a voice at as young as possible you know so like if I know my daughter is really into like seeking out injustices and being like well this isn't the way you know we should sit with whoever we want to at lunch like at the elementary school and so I reached out to the principal to see if we could start a student group like a student you know it's the same standards but not the same approach possibly yeah so so Jen I was trying to I was trying to capture that as you were saying it out loud can you see that last no I can't see it now but which is worrisome and some you know for for what we talk about you know treating people differently here I'll put the link to the doc back in the chat I got it am okay good good great okay well I did also build in time for us to share them with each other in between the two different randomized small groups but perhaps we could cut that out for now and then just share out at the very end and we could go back into small groups for five or six minutes but different ones this time okay so you want me to change the groups for five minutes yep and again if you find yourself in breakout group three you'll do those last three though those last two values and what they look like and then same for group two and group one and hopefully there's not somebody who's in the same group but I don't think it's also the end of the world if there is okay and you said five minutes so I'll do four minutes with a 60-second timer let's do it okay here we are again hello so should we just be looking at another question yep we're gonna look at the ones that are in group two right now so nonviolent communication and student voices are the two that we're looking at right now and we can start with what the previous small group already wrote so let's just take a few seconds and read that through could you put it in the chat again you bet thank you so one thing that we're doing now is starting to work on getting people getting all everyone students and staff familiar with and comfortable with circles so that's being done in in TAs so just just starting with circles because restorative justice builds off of circles you know how to run a circle so I'm looking at celebration community rather than force community building that's interesting then force community building okay student initiates student voice yeah nonviolent communication built on strong relationships I'm looking at what they said that the celebration of no when opera costume and join in makes it cool for younger kids to join in too yeah I think when we have student partner mentors in the part the mentoring like playmen do that just starting that's built on healthy relationships it looks like a list of things that we do but is Jen is that student mentoring is that already yeah happening at the high school yeah well it's play mentoring students go over to the other schools the younger kids and they mentor students over there build relationships when we have step-up day and kids come over to see what the high school is like we have like tours with upperclassmen and they they might have somebody in the when they come in as ninth graders just to have somebody to go to and ask questions about the school and classes and everything if they want to they have connections with the upperclassmen doesn't last very long but it they started out that I'm adding one about and I think this is this builds off of the circles but it's a little bit different so I think it warrants its own that everyone is comfortable and confident in in giving and receiving feedback whether it's with other students or with staff you know I think it would be amazing and maybe you know I think this is probably the case on a case-by-case basis but not consistently that you know for anybody to be able to go into your office Jen and say you know there was something that you mentioned during the assembly that actually made me kind of uncomfortable yeah all right 38 seconds down to student voices maybe yeah you know I also think that there they're I don't know how prevalent this is but when I hear about it it always surprises me that there is this nobody thinks it's hazing but I do like the freshman can't get off the bus on the sports bus until after all seniors get off you know that's what mm-hmm no so oh yeah so that there's more of a spirit of generosity yeah so there's no yeah that's just training and that comes from the top down can you okay and I mean I from a person that has a kid in sports that gosh you know if that is just what the coach and and he's had coaches where it's student led which you know that's great and everything but the coaches got to set the tone as well and maybe more of a mentorship yeah partnership you know freshmen saw freshman and senior partner up and make you know um yeah just and I think with I know we're probably gonna get cut off but we we're back in the big group now captain are we I'm sorry that's okay that's okay I know you're trying to jungle like I'm on my iPad so a little different same with all you know only seniors can sit at this table in the cafeteria yeah I don't know anybody can sit at the table hear that Aliana and it sounds like you know that the sports teams are getting some kind of outside training type stuff I know from the the violence from yeah so I think that's that's really a good step we could and I don't know what the original end time was I know but yeah we're still past that we could end here or if folks wanted to we could take a few minutes to read out you know share out loud with each other what we have finished up with I don't really want to put you on the spot Edie but since you were in two of the groups and you made some observations about overarching themes it might be nice to have you share that with everyone um yeah sure so in both the groups I worked in I saw and talked about things having to do with like student voice and agency and I think I I wasn't in one of the groups so like I need to refresh myself on what all of the values are but I'm pretty confident in saying that like the implementation of a lot of these is going to rely at its at their core on student voice and student agency because like I think not to generalize but I think like the key to a feeling of safety for students is letting students speak and not just some students but all students and making it a culture where all voices are encouraged maybe disputed but encouraged to voice and good listening skills listen to hear rather than react and I know at the elementary school there's well actually Jen maybe you know more there's like a district-wide social emotional learning committee working with Joelle van Lent who is like a statewide specialist in trauma informed education and other things um but they're working you know on these unrolling out lessons at the elementary school on these very skills like like a rollout we haven't started it this year but it's they've been spent the whole year so that's pretty a pretty interesting connection in terms of something that's already going on that's some emotional behavioral learning yeah district committee and then we have building committees are you on that committee Jen yes awesome that's awesome that you are actually because I don't know as much about it as I wish but I know there's been a lot of work on that this year and I know with the parents groups they are working on also having that person maybe do a series of webinars or something for parents that was another theme that kind of came up with um Susan what you're talking about is sort of like some of these things are cultural and need to be built on from a young age and and part become part of the culture and practiced when kids aren't don't feel too cool to do stuff like this so we were talking about I think it was um you know uh the nonviolent communication built on strong relationships and it's like these community building activities it you know they and and student voice like students feeling confident and comfortable to like advocate for themselves and speak up even when they know there might be a couple of kids in the class that really disagree with them that's something that needs to be taught and practiced from a very young age um and we were talking about sort of the lack of that community feeling at the middle school and wondering why and um I was with the inner group with Evie and Zach and we were sort of it was really cool to hear their perspective and it made me sort of think like well maybe the high school kids can sort of help us talk about you know maybe there if the middle school kids don't have that agency to use their voice in that way maybe the high school kids could help us like build community at the middle school or do community building events something like that but that idea of like training kids from a young age to speak up or to do it came up at the last meeting restorative justice practices like circling up and knowing that that's an option from a really young age reminds me of like how competitive the classroom environment can be and like that competition silences certain voices and just makes certain people feel comfortable with just like sitting back and let other kids sort of take the lead like always and yeah I think that trying to deconstruct that competitiveness would really help elevate certain voices a lot more I mean where are you feeling up you're about to speak yeah I was just gonna say I think I can hand it back to you I think this is gonna be a work in progress I also think that the next activity is similar it was like kind of similar to this one but is like with a slightly different frame so it's exciting that they were doing them together because I think we're moving kind of like moving ourselves all in one direction so I think this is a good place to just to pass back to you so Eliana you're next with the back to the future visions into actions activity and now that we're at seven o'clock I don't know if you think it would be possible to shave this down to like 15 or 20 minutes honestly like these this next activity is about like the later part of our work and I feel like we should focus on this survey and interviews that we're trying to draft unless people feel like that's already pretty clear but like I can just show you what the activity would look like real quick it's just like I basically condensed where we came up with last time and we would be in breakout groups like right now and come up with action steps associated with like building relationships with the MPD like reaching out to experts in the community and seeing models that are in place in other districts so that's like the three categories that we kind of came up with last time but I almost feel like those action steps are a little they are not super immediate even though they are because we only have a few more meetings but like would you rather focus on the more immediate part of this work with the interviews for the next action step after that? I think it makes sense to focus on what we do next rather than jump to the unnecessary. I'm kind of interested in nailing down the questions as well for the survey and kind of maybe linking them to these values or like mentioning the values somehow in the question or something like that. The conversation about what experts you want to talk to I think might be really quick I'd like to get to it but it may just be five minutes. Yeah we could even just do breakout rooms for like a few minutes just glancing at these next action steps to keep them in the back of our minds which could inform our interviews a little bit as well if we want to do like five minutes of that or something. Okay so can we link the document I'll link it into the chat this is and breakout rooms for three minutes with a 60 second timer so a total of four minutes just to briefly look at this as a way to keep it in your mind for the next sorry was that a yes I can't quite hear you Eliana um so basically we're going to be looking at this document that Eliana took from our last um meeting and reading it over in the small groups to talk about how it could help inform our interview questions correct and just like if you have any action steps you already have in mind like just put them in there okay the focus should be on the interviews okay okay I'm sending us do we have access to this document I think she's yeah she's working on access right now I did link it in the chat so you'll just it's good no okay thank you I might need to refresh all right ready I've been with Zach in every breakout I've been with Eliana in every group except for today it's over this one I mean so I liked that um Edie went or Eliana went through and condensed sort of put it into categories of what we had come up with during that activity so basically the relationship between the police department and the schools building relationships with community resources looking at other models used in other school districts and a vision for policy recommendation those being the four main categories that sort of arose from our activity last week I feel like there's something out there that I haven't laid eyes on but it it's like talking about the relationship between the school district and the police department like currently is there something already out there what do you mean already out there well because we don't have a school resource officer like is there some sort of document that's been developed they're not yet no yeah it's basically I mean and that could be one of the recommendations of the committee but it's basically like a very outdated memorandum of understanding that nobody likes including the police department and the school district that's all we have to go on so right now it's been like Libby and Chief Pete um sort of discussing how you know in private how to move forward with some of the more primary safety concerns and that's been done between the two of them okay so our job is to do action steps or are we not supposed to write on here if yeah I know you can write on there it's she said that anything that we see that like needs we need a new MOU right yeah or you could say and or policy police policy um police relations policy know about the building relationships with community resource resources like I think that's super important but part of me is like um I would like to know if the social workers and guidance counselors are already doing this or if any relationships already exist like I just don't know um exactly maybe that's that starting point piece is like so what we could do is just be thinking about these goals these four bullet items in questions that we want to ask during the so like what is your relationship currently with the community justice center and I think what from what I've heard most of what was happening with the community justice center was going through the SRO but it's possible for us to have our own direct relationship with the community justice center and I feel like every principal probably has some ideas of like models that they would love to did you hear that last part yep supporting students yep it wasn't it wasn't like let's call the SRO that sort of thing yeah and Leana do you want to type in to the thing whatever you were about to say ah yeah thanks so I'm sharing screen with the interview questions again I think it's worth somehow and this would maybe be something that we send to them with the survey the maybe it's not now with all of the stuff we've added to the core values but we kind of clean that up a little or maybe we leave it all as is and we say this is a total draft and a work in progress but this is where we're getting to as we envision what safety and justice look like in our schools and we'd like to you know with the the questions that are on this survey and then the conversation that we'll have to follow up on the survey are within this broad vision I think that should be we should include that you know I have many tabs open I guess what I'm thinking Mia is like this is not like there's there's sort of like sharing and then there's gleaning information and the purpose of the interviews right now for us is to glean information so I would almost want to share the more simple version of the values of just the big ideas of the values right now um I just feel like it's a little overwhelming with all the new stuff we added tonight sure yeah I agree with that too and we don't want to be too leading like we don't want them to necessarily be like trying to match up with our core values right now we kind of want them to just speak about what's happening in their schools and I I'm really curious about their the visions that like am I we we got cut off when you were saying that but like what I mean I I think a really good question is and maybe it's on here I didn't get to look at all these carefully but like you know what would you wish for in a perfect world what would you what would you desire as a system for for your school community calling this like justice and discipline or what are we calling this systems of discipline I don't know we didn't know we barely call it discipline we right I I don't ever go say I'm gonna go discipline somebody I might go talk to someone to see what was going on because I heard something from a teacher or another student but it's not like I I'm like I gotta go discipline somebody it's not the it's not the vocabulary that we use is it sort of are we talking about like responses to conflict or misbehavior or yeah and I call it unusual behavior or unexpected behavior like I don't even I don't want that communicate I don't want that a student to think that I'm thinking something of them before I even talk to them but it's really about the response right yeah why you know I always say to a student you know what what got you noticed today so any other questions sort of rising to the surface here I just wanted to point out that Joan had some suggestions for rephrasing questions in the chat right before she left yeah I made note of that of sort of rephrasing it to be directed towards the particular school administrators so that's something I'll work on when drafting it um I'm uh I think in relation to the core values right now I'm curious to know from um what what do they see as how do they see their school living up to these values right now and what do they see are the gaps and what do they believe they need in order to fill those gaps so we have these two questions what's going well and what are identified areas for improvement so do you want to rephrase that and are we gonna share the core values with them and have them talk about these two things in reference to the core values in in my mind the answer is yes because I think if we don't then we're asking them these questions more like in a vacuum or with like without the foundation of our values themselves I think we might get more from the the wishlist question the what would you want in a perfect world um that's sort of aspirational oh here's what I want to change might might get more than um what are identified areas of improvements just the the aspirational phrasing versus the defensive phrasing but they're both asking the same thing I wonder if we could narrow the questions so people I mean I know that I'm like what does that mean you know what what are you really looking for there so I narrow the you know I mean I agree with will that it's broader but I'm still I think I'm gonna get a lot of what do you what do you mean like what are you asking for exactly for these for these last two or for all of them like the what's going well and what are identified areas for improvement yeah what's going I mean yeah I think so I think the identified areas of improvement is a little more specific because they can find some things I mean I can give you a list of 10 things that I think we could improve on and how do you and the next part is okay you know I mean what do we need to fill the gaps Mia do you want to take a stab right now at rewriting them the way that you just recommended referencing the core values and then so how are practices communicated to the community and students that almost doesn't feel like it should be the first one right right um and should we again I'm kind of struggling with with um verbiage here like how are our behavioral practices conflict resolution does that work I kind of like the response practices what Susan had said can you just tell me how you said it and I can type it in here how are our responses to conflict resolution communicated to the community and students how are the responses I don't want to get like too wordy where we sort of like lose track of the actual so like the responses to conflict resolution because as a parent I think more about like I just want responses to conflict or or responses to the way Jen said it was like unexpected behavior how are the responses to unexpected behavior that one's tricky because it's a judgment right it's on who it who has the expectation and who doesn't and I'm also sort of thinking more like systems in place like so there are responses and then there are the systems that are in place that are like you know protocol to be followed so I think I mean and they're sort of same but they could be different there's a referral so you know how is it anyone refer to that's so different teacher to teacher right I'm wondering it's I'm finding it hard to like word Smith right now at 718 and I'm really happy to work on this some more but I'm wondering if this might not be the best use of our time at this very moment if we maybe spent some time on it tomorrow and then sent it out to people or something like that I agree with that I guess the the best use of our time is just to identify if there's anything major missing from this so Mia had reworded the last two so with these values in mind how would you say your school is acting on these values what are the gaps you see in your efforts to act on these values what do you need in order to fill the gaps does that make more sense Jen do you feel like that's going to lead us to more I think so as long as some as long as the values are clear so right so it would be this list and I'm not sure would we include we probably wouldn't include the bullet list underneath but we would maybe I mean it's up to you guys do we include the description or just the bulleted underlined the descriptions are pretty short and direct so like the original document we started with yep I can clean it up and not without losing all that stuff I'll just do a second doc and whatever so okay I can do that so we have it to share be interested in like what their personal values might be around this because I feel like like we sort of generated all this based on the community but like we were the ones that sort of made it as well so like if they wanted to talk about their values with that that inform their approach to how they do everything like if that's relevant I kind of feel like it is because like we were the ones that made this and we're like oh how do you hold yourself accountable to these values that we sort of made even though they were from the community all together I don't know so it might be useful to leave off the definitions and ask them to define them I think rather than do that will I would be interested to know if there's anything they would add or change about what's there I think that's maybe an easier ask of them and and it doesn't it doesn't feel like we're like backing up yes good yes so um let's use our last few minutes to talk about um what types of speakers or experts do you want me to try to bring into future meetings there was also there's also a bullet point on that last agenda item there for how do we find slash research other models so there was a lot of talk around um the sx westford model and so I thought that also could be homework between now and the next meeting Amanda has some contacts at sx westford and it sounded like I um Susan I was just sort of naturally connecting you and Amanda for that task because you did a lot of reading on it and took a particular interest in it so um but I feel like there's probably lots of other models out there and um it feels really big to me like there's probably thousands of models out there that we could look at and learn from and so how do we best I mean I think we can start with the sx westford model um and I'm trying to think about that in terms of like the future like if we're making a recommendation do we recommend that they research other models and explore what's what the possibilities are or do we list specific models that we would like for them to look at while they're researching other models um so potential speakers how do we best find research other models and existing best practices from a variety of sources so the existing best practices was something that I feel like will you've touched on a little bit but it's like so much work has been done out there great work by really educated at top of the field experts and so we as a committee don't really need to like you know redo any of those efforts we can just sort of use like we were talking about a memorandum of understanding or a policy on police relations we can take you know models and and use best practices from that have already been created by other organizations um as a starting point the agency of education has a lot of best practice information so let's start with the potential speakers is there any I'm going to take notes here I think um I'll start by adding Mary um it was Mary and Laura they have a second part of their presentation that they'd like to give to us anybody else that you guys have in mind brain is shutting down but the director of outright Vermont who was a member of this committee Mara Iverson yes anyone in mind but just the ACLU is popping into my mind as a really good resource yeah and they've done a lot of work on this um policing in schools likewise Vermont legal aid I talked to them before um specifically the disability law project I mean if anyone if how this impacts disabled students I mean that was one of the three demographics of students we were really focusing on disproportionate impact from the beginning um so if any students with disabilities and their disability plan isn't being met by the school and legal action is ever involved it would be that project of Vermont legal aid that would know the details of how exactly the system failed them so what about the um education justice coalition of Vermont and I think you mentioned maybe Amanda would be joining this group or did I get that wrong just joining the poll the the group that's going to be looking at policies oh okay because she's a great resource for that it used to be the really much longer name the Vermont coalition for ethnic and social equity in schools it's now called the education justice coalition but I think that they could be a great resource for us because they're working on the bill and they're you know collecting information so we don't have to duplicate work yeah just schools initiative with like Julia and I think Amanda's on that but I'm not sure yeah there's also the community justice center here in Montpelier that's a strong list um I I attended a panel discussion a few months ago on um SROs and a lot of there were speakers from a lot of these groups and um you know from outright Vermont from ACLU from Vermont legal aid and that panel style discussion was really really helpful because they were all of the different experts were sort of interacting with each other and bouncing off of each other so maybe we could do something like that okay email me if you have anybody else that you want to add to that list if something comes up an idea of who you might want to hear from um ideas on researching other models how to do that how much energy do we put into that avenue of trying to find existing models that are out there that seem to be working really well is it too big are there too many models to choose from are we talking specifically about models for how a school district is in relationship with their local police department in my mind it could be broader than that so like yeah like restorative justice models PBIS models it could be trauma informed practices it's like just the systems of you know how do we manage behavior and community connections within a school district to prevent you know potentially damaging um relationships for the kids right so it's like if it's bullying or if it's harassment or if it's you can put a policy on it but you know that doesn't necessarily prevent it so what are other schools doing to prevent those types of things what's been successful i think the sx westford thing was specifically about interacting with the police i think that the um elissa chen al y ssa chen chen at the education justice coalition of vermont i think they're collecting like models or whatever they're looking at different models and i think they could provide us with some support um i was at a weekend event that they sponsored and they're having one again this sunday for coordinating educators like somebody was from johnson state was there people from all different kind of education realms um because this is coming up everywhere so um i i feel like we might not have the manpower or the time or the people power or the time to to do this on our own yeah maybe we can find links to people who are doing this work yeah organizations um and i think it would help the board but i also don't know if that's our job is to like give them the model um i mean but but maybe we could let them know that different models exist and there are different configurations yeah that's kind of where my head's going is it because it's not even going to be at the board level that will be an admin level thing where it's like you know just so you know our committee was inspired by these few models or this is what we heard just to i mean i think it was helpful when we did the work where we reached out to other schools that don't have sROs it was helpful to do that work and just hear stories from other districts like oh well here's my perspective on this this is how we're doing home visits you know to me that was really eye-opening and helpful and so it could be helpful to do something like that it just feels really big because like i said it's like not just police relations it's potentially all the other variety of of behavioral management stuff um but elissa chen that's a great place to start and then also for you and amanda to reach out to sx westford and that's a good starting point i think um i also feel like the experts we reach out to will have experience with different models as well like they're just going to know a lot about what's going on other schools so there'll be like a gateway into that as well without it being like too much for us to too much work for us to do and susan i would love to join you and amanda conversation with sx westford if i can thanks okay so i am going to do some work and i heard susan sort of volunteer to help wordsmith i feel like will is a reliable um wordsmithing companion so for the questions that we came up with the interview questions we can work on those um virtually just through a shared document um and then i'll get those out to everyone and you have your groups um so which schools that you volunteer to interview and if you can get those interviews finished um so i think what i'll do is i'll rely on you to send out you as you as a group so if it's i think it was like susan and zach and jone are doing ues and rocksbury so i would rely on you to get that survey out and to introduce the survey and what it is and that it will be public i'll put some wording in the actual google form um and then that you'll be doing a follow-up interview so i'll get you the actual google form and then i'll let you guys take it from there um um any last minute suggestions for the following agenda so for the 16th we're going to be reporting back hopefully on all of these interviews anything else that you'd like to have us by me i thought it was helpful with the other um survey with that we could look at the responses ahead of time yeah so if if maybe we can make that happen again prior to the meeting then we could think about our questions or connections or overarching themes or something yeah would it be helpful to put a deadline of friday the 12th on the interviews and then i that way the all of the information can be shared um and i'll touch base with um edie and eliana and zach about the student survey because i think that's going to have to be a little bit different it seems like you've been getting pretty good luck on responses to survey like that last survey you put out had a good fair share of responses there this one will be more like nuanced but it will will make it good okay any other agenda items i could try to have i you know we'll see how the agenda starts to pan out i'm gonna meet with my co-vice chairs eliana and edie so um if it looks like we have time in the agenda perhaps i could have mary and laura come and do that they're the second half of the presentation um all right do i have a motion to adjourn i move adjourn second all right will hi susan hi jen hi catherine hi eliana hi edie hi zach hi all right thank you all have a good night see you soon good night