{"date":"2021-05-07","type":"Retreat (Offsite)","videoId":"g9pnDfzRjuc","audioDuration":5158,"speakers":{"A":{"name":"Linda Montez","role":"Facilitator/Staff (Dr. Montez)"},"B":{"name":"Alisa MacAvoy","role":"Board President (listed as Vice President on agenda)"},"C":{"name":"María Díaz-Slocum","role":"Clerk"},"D":{"name":"Janet Lawson","role":"Trustee (listed as President on agenda)"},"E":{"name":"Cecilia I. Márquez","role":"Trustee"},"F":{"name":"Mike Wells","role":"Trustee"},"G":{"name":"Dr. Baker","role":"Superintendent"}},"utterances":[{"start":240,"end":480,"speaker":"A","text":"Today."},{"start":880,"end":3200,"speaker":"B","text":"Welcome, everybody. Roll call, please."},{"start":5840,"end":6960,"speaker":"C","text":"Trustee Wells?"},{"start":7200,"end":8960,"speaker":"A","text":"Here. Trustee Lawson?"},{"start":9280,"end":9680,"speaker":"D","text":"Here."},{"start":10160,"end":11280,"speaker":"A","text":"Trustee Marquez?"},{"start":11520,"end":11920,"speaker":"E","text":"Here."},{"start":12480,"end":14120,"speaker":"A","text":"Vice President Diaz locum."},{"start":14120,"end":14480,"speaker":"C","text":"Here."},{"start":14880,"end":16080,"speaker":"A","text":"President McAvoy?"},{"start":16960,"end":40390,"speaker":"B","text":"Present. All right, welcome, everyone. I did put in the chat some information earlier. I can do that again. And we have a very small group of us today for the retreat. Let's see. Do I have any changes to the agenda? Alrighty. May I have an approval of the agenda?"},{"start":41510,"end":42310,"speaker":"C","text":"So moved."},{"start":43190,"end":47190,"speaker":"B","text":"Second, Maria and Janet. Roll call, please."},{"start":47670,"end":48790,"speaker":"C","text":"Trustee Wells?"},{"start":48950,"end":49430,"speaker":"F","text":"Aye."},{"start":49750,"end":50710,"speaker":"A","text":"Trustee Lawson?"},{"start":50870,"end":51430,"speaker":"D","text":"Aye."},{"start":52400,"end":53280,"speaker":"C","text":"Trustee Marquez?"},{"start":53600,"end":54160,"speaker":"E","text":"Aye."},{"start":54560,"end":58160,"speaker":"A","text":"Vice President Diaz locum. Aye. President McAvoy?"},{"start":58480,"end":72360,"speaker":"B","text":"Aye. I did not have a chance to look at the speaker card yet. Eliana, did you happen to be able to look at that if we have any oral communication? I doubt it, considering that we just have the one I did this morning"},{"start":72360,"end":73960,"speaker":"A","text":"and we had not received any speakers."},{"start":73960,"end":92010,"speaker":"B","text":"Okay. All right, thank you so much. Appreciate the help. Okay, so the agenda here. All right, so we were on to discussion items. So today we're going to be talking about our vision, mission, beliefs and values. And I'll just turn it over to Dr. Baker and Dr. Montez."},{"start":92810,"end":93769,"speaker":"A","text":"So thank you."},{"start":99770,"end":189710,"speaker":"G","text":"And also who worked on, on this piece along with myself, and I think it was Cecilia that was on this, on this committee with us. What Linda and Maria did to begin with was to take all the information that we had at our last off site board meeting. Everything that you discussed had put on one sheet and made made sure that we had that information copied it. And then I sent it to Linda and Linda and Maria met together and then brought what they had developed to ourselves, which again Elisa and Cecilia, and we went through it, we made some revisions and that's where this has come from. We also at that time looked at a few other missions and visions from other districts and took that into consideration. And this is what the draft. This is the draft that you have today. And Linda is here to give us more guidance and to answer any questions that you may have, along with ourselves who are on the committee can also respond. So, Linda, would you like to share the screen and then we can start fashion?"},{"start":190030,"end":196990,"speaker":"A","text":"That would be great. Thank you. Here we go. Let me know. Can you see that?"},{"start":197630,"end":198110,"speaker":"B","text":"Yeah."},{"start":198670,"end":341640,"speaker":"A","text":"All right. This is just what Dr. Baker had just mentioned. Good morning, everyone. Thanks for the opportunity, of course, to help in this conversation. So I just kind of cut and pasted some of these ideas that you had mentioned from before, from the meeting, your last meeting together. One of the things that was written out that I cut and pasted into this slide was the vision is the aspirational guiding light where we want to get to five to 10 years out the mission is what we are doing to get to that vision. And then there was talk about values and beliefs that can be added on. Then some of these elements Dr. Baker was just talking about March 26th. These are just some of these that when Maria and I, and actually Whitney Eakin was present, I think Stephanie was there for a little bit from nua. But mostly it was Maria and I working on what you saw, and then of course, with Cecilia and Elisa. But one of the elements that stood out was the idea that we needed to have maybe a tagline that was part of the mission statement, something that was a single sentence that could be easy to remember. When we were looking at beliefs that we had in the past, can we bring them over to make sure that they're a part of the vision and mission? There was an idea that vision needs to have strength. So perhaps something like students will. Or it is a place where. Or somehow that it needed a different start. We need to acknowledge that all of our students come with strengths and go where they want to go and be. And then, of course, the last part was you asking Cecilia, Dr. Baker and Elisa to come together. And so that's what we did, I believe, for today, what we're going to look at. And you can let me know if this is the correct process or we can add other items. But I thought what you had requested is to take each section and make sure we're hearing from all board members in terms of any suggestions, and we document those suggestions and ultimately come to some consensus about what you wish to have written on this vision and mission statement that aligns with the wants that we just read from the March 26 meeting. Does that sound like an appropriate process or should we. Do we add anything? So we'll take each section, read it aloud, and then hear perspectives."},{"start":341640,"end":359260,"speaker":"B","text":"Yes. Yeah, I think that sounds good. What I might recommend is that we read the whole thing through first. Just to know. I mean, I think we all have, but. And then go through each section. Right. That would be the only addition I would make."},{"start":360940,"end":361420,"speaker":"A","text":"Perfect."},{"start":361820,"end":402030,"speaker":"B","text":"And I did want to highlight, just for the three board members who are not on the committee, we did go and look at the beliefs that we had created. Oh, gosh, 10 plus years ago that's been on our website. And we did ensure that those were all incorporated. Well, we tried to ensure that those were all incorporated in our new set of values, beliefs. And really, pretty much everything was. It might have been worded a little bit different. The one thing we did Bring over, which is an add on that you'll see from the conversations we've had before, is about family partnerships. So I think that's right."},{"start":402350,"end":527670,"speaker":"A","text":"That's correct. Thanks, Lisa. Okay. Does that sound good to the group? If so, we're going to go ahead and so I'll just. So maybe I'll just read it out loud the way we currently have it. So our mission is how to get there. And the tagline was the idea. RCSD creates safe, inclusive and supportive environments for all learners. Our Vision Care Guiding Light is a school community nurturing each individual student with their unique strengths and gifts, ensuring all students achieve high intellectual performances for personal success. And then we took all of these other statements and create them into one. And right now it's called Values and beliefs. But I'll read these again. RCSD affirms our collective responsibility to analyze systemic practices, including racial biases, through an equity consciousness lens that dismantle barriers to student learning and emotional well being, to encourage students bravery, voice and leadership to instill passion and learning, emphasizing student strengths and gifts for all learners, all abilities, all ethnicities and cultural identities, lgbtq youth and multilingual learners to offer opportunities and access to joyful, rigorous teaching and enriching resources and to build family and community partnerships for student success. And that was the one Elisa mentioned that we added. So these below are just notes that we had that guided our conversation. But basically, again, what Elisa mentioned is we took the old board goals and just wanted to make sure that somehow all of this was reflected in some way above in the new. The draft of the mission and vision statement. Okay. Questions so far or any comments?"},{"start":532310,"end":546500,"speaker":"C","text":"I was attempting to add on and make some changes, but. But looks like I didn't quite make it. So I made a different document that I emailed to the rest of the board as well with some suggestions."},{"start":546820,"end":555060,"speaker":"A","text":"Okay, so are these here, Maria? These are included, created and all embracing these particular ones?"},{"start":556100,"end":558900,"speaker":"C","text":"Partly, yes. And then I added some more."},{"start":559140,"end":587740,"speaker":"A","text":"Okay. Okay, so let's go to each one of these. So actually, I'm going to go down below, move that down for a second. So we'll take this first one. Our CSD creates safe, inclusive and supportive environments for all learners. Okay. So this will be our opportunity to hear from each board member in terms of what they think about that and then offer some suggestions and we can go ahead and add them here to where Maria has added some ideas. Okay."},{"start":597350,"end":638360,"speaker":"B","text":"So I know that Cecilia and I were on the committee who helped put together the latest draft. So I think it would be Helpful to hear from the other three board members first. And then, of course, Cecilia and I can respond to that. And then Maria. Yes, you did send us something, so I don't know if I was going to try to pull it up. We could share that or you. Oh, great, you've got it. It looks like. So maybe you could just read it. So I don't. Whoever wants to start? Maria, if you want to start, since you sent those out, or if Janet or Mike. This is meant as a casual conversation, so. Okay, looks like. Oh, go ahead, go ahead."},{"start":638360,"end":641120,"speaker":"D","text":"No, I was going to say if Maria wanted to share her thoughts."},{"start":642320,"end":647210,"speaker":"B","text":"Sounds good. Oh, Maria, you're muted."},{"start":649450,"end":651850,"speaker":"C","text":"Sorry. I think I had added here,"},{"start":654810,"end":655130,"speaker":"E","text":"my"},{"start":655130,"end":701480,"speaker":"C","text":"idea was if I'm a bus driver, if I'm the kitchen person working in the kitchen, to the teacher, this would be something that would help me with every day. Like if they come to the front office, should I say, oh, it's you again, Elisa, really, you know, or should I say, good morning, Elisa? And this would be a guiding kind of principles for us. And I think what I added on the email, I think was joyful, because I wanted children to and the teachers to make learning joyful so that children are happy because a lot of times they're bored."},{"start":706530,"end":741130,"speaker":"B","text":"It's funny that you mentioned that, Maria, because in our committee work, we added joyful into one of the sentences around beliefs and values because we also felt that that was important. Right, yeah. So I agree with you. It may be important to bring it up, you know, highlight it, but I think we see right here. Yeah, so we were thinking on the same line, so I'm certainly open to the idea of. Of highlighting it more because I'm with you. We do. I mean, I think our board and those of us working with students, we want it to be joyful. Right, Right."},{"start":741290,"end":757690,"speaker":"C","text":"Yeah. I think what I had written towards the end was create an all embracing, challenging, caring, inspirational, joyful, safe. And I know it's a big list and supportive environment for all learners."},{"start":762500,"end":766580,"speaker":"A","text":"So, Maria, can you read that for me again, please, slowly? And I'll add this on here."},{"start":766660,"end":814600,"speaker":"C","text":"Sure. I think it's create an all embracing, challenging, caring, inspirational, joyful, safe and supportive environment for all learners. And, you know, we can leave out some of the words. Those were the things that came out to me. If I was working in the district and I saw this, could I, you know, if there's no one to help me make a decision, could I decide? And I think I really would like to add in their caring because I think that A caring person in a school really makes a difference for students."},{"start":817320,"end":819480,"speaker":"A","text":"Go ahead. I turned off my."},{"start":821880,"end":831160,"speaker":"B","text":"All right, thank you, Maria. How about Mike and Janet? Thoughts either about what's there, what's missing, what Maria's had to say."},{"start":835720,"end":896260,"speaker":"D","text":"So first, I want to say thank you to Elise and Cecilia and everybody who worked on this. I think that you guys did a great job taking the feedback, and I think that what you brought to us is actually fantastic, and I would make very few changes to it. Personally, I like the idea of including joyful. I do want to keep inclusive and supportive. I think those are really important words to make sure that we're very mindful of as a district. And also I think we need to be mindful to not. Not make it too long and too much of a mouthful, or we won't be able to remember the tagline. I won't be able to memorize a tagline that has too many adjectives in it. I like all of Maria's words, too, But, yeah, I think my input would say, I would like to keep inclusive and supportive. I would agree with adding joyful. Also,"},{"start":902820,"end":954600,"speaker":"F","text":"Mike, I really appreciate the work that's gone into this. It's, you know, it's. You know, it's impressive. And the editing process is so hard finding exactly what's the right thing to put in there. So I want to totally acknowledge that. I was hoping we could spend just a little bit of time. Like, I'd love to hear what your perspective is on what what each of safe, inclusive, and supportive environments mean, because they kind of can be interpreted differently by different people. And I'm just wondering, where was the. Like, what were we anchoring on and what were we pushing for? And how. How is this supposed to be interpreted so that at least we're clear as a board, or at least I'm clear as a board member. What we're trying to say, our vision is, and then I can be clear with community, where we think we're headed in that five, ten years."},{"start":957560,"end":963640,"speaker":"A","text":"Thanks, Mike. Lisa and Cecilia, do you want to."},{"start":965080,"end":1082870,"speaker":"B","text":"Well, I will say that for safe, the conversation we had around safe was very much about physical safety as well as social, emotional safety. So really, safety as a whole. Right. We haven't had as many concerns of late around the physical safety, but of course, that was in big news years previous, and probably as we get more kids back on campus, it'll become there. That was the thinking around safe and kind of our definition. And I will say that over the years, when we've done various surveys like With Panorama and just other sorts of things. Safety has really come up highly that, you know, obviously, if kids. If families and students don't feel safe, then they're never going to learn. Right. And I think regarding inclusive and supportive. Well, let me go with supportive. That might be easier. I mean, supportive, I think maybe speaks for itself. I don't know. You know, supportive would be, you know, take, you know, nurturing children, caring about children, you know, helping them with whatever they need kind of thing. Yeah, good. I mean, we could look up the definition. I do think inclusive is one where we know that there's been some conversation around that, and particularly in the realm of special ed. What does that mean? Right. And I know that we have one of our attendees today who did bring up in the chat when we talked about maybe it was with the lcap. I think it was the LCAP committee. Yeah. And so I do appreciate that, and I think that deserves more attention. I don't know. You know, I would certainly defer to our special ed department and would need to get advice around what does inclusive mean within that realm."},{"start":1082950,"end":1083220,"speaker":"G","text":"Right."},{"start":1084170,"end":1115220,"speaker":"B","text":"And there's a lot of conversations going on right now. And, of course, we have to be careful with individual education plans and things like that. I do think inclusive has a broader term, of course, too. It's about lgbtq, it's about immigrants, it's about those that may speak another language. It's really about being inclusive of all. Right. Being welcoming. So I'd welcome others to chime in."},{"start":1116900,"end":1135940,"speaker":"E","text":"Yeah, I think we mentioned it was. We thought of it like a student as a whole. Right. We want to be inclusive of all students regarding their academic level, the gifts they have, just their strengths. Again, just being all inclusive. So I think that's where we got that word from."},{"start":1140680,"end":1157560,"speaker":"A","text":"I think somewhere in our conversation, I recall the word nurturing coming up. And I believe that the idea of supportive was. Was felt to be kind of a stronger word than just the word nurturing. And so I think also that was how that word supportive came."},{"start":1162130,"end":1162330,"speaker":"F","text":"Yeah."},{"start":1162330,"end":1216850,"speaker":"C","text":"And I like the idea of being inclusive. I just changed it to all embracing, because through the years, there are different groups and different meanings. So I thought if we embrace them all because it said inclusive, but inclusive of whom? And then, I don't know. I'm just. That was my thinking about for not having inclusive, but making it all embracing so that you embrace and kind of gather them all, kind of. And I was thinking of the nurturing piece as well. And I also want to say thank you to the committee. You guys have done a tremendous job so far getting to this point, so thanks."},{"start":1216850,"end":1217410,"speaker":"A","text":"Yeah."},{"start":1218610,"end":1241600,"speaker":"D","text":"And I would just add that I feel like when we talk about inclusive, inclusive means including all. So that would be all abilities, all identities, all cultures. So that's when I hear the word inclusive. That's what I hear is inclusive of everybody, regardless of their background or their abilities."},{"start":1243360,"end":1272160,"speaker":"B","text":"I think that's a good point. And it's. It's really about valuing each individual as they come. Right. Who they are and including them. Yeah. And I will say the words that we get, you know, safe, inclusive and supportive. These very much came from the group work, the Equity Consciousness Community Committee. You know, a lot of the specific words were gathered from that collective work."},{"start":1277520,"end":1277920,"speaker":"A","text":"Yeah."},{"start":1277920,"end":1295590,"speaker":"C","text":"And also the safety piece. I agree with Elisa. If a child doesn't feel safe at school, they're not able to learn, they're not able to grow. So I would really like to keep safe in there, whether it's,"},{"start":1297510,"end":1298070,"speaker":"A","text":"you know,"},{"start":1298070,"end":1313590,"speaker":"C","text":"physical safety or something that's worrying them mentally. Like right now with the pandemic, there are a lot of issues around mental health. So safety to me is that they feel safe where they can learn."},{"start":1317430,"end":1341350,"speaker":"E","text":"You know, I was just thinking as. As Maria speaking, obviously, the word safe came up in our discussion, and now she's adding it and saying safe and supportive. What if we were to switch the tagline for it to read? RCSD creates an inclusive, safe and supportive environment for all students. Just switching the words around."},{"start":1346320,"end":1349800,"speaker":"B","text":"I do like the idea of adding. Oh, I should let."},{"start":1349800,"end":1354000,"speaker":"A","text":"Linda, sorry, please."},{"start":1354000,"end":1359920,"speaker":"B","text":"You know what? Comment first. I know it's hard when you're taking notes, so you say it again if you need help. Sorry about that, Linda."},{"start":1361120,"end":1366240,"speaker":"E","text":"Create an inclusive comma, safe and supportive"},{"start":1366240,"end":1384280,"speaker":"A","text":"environment for all learners. Inclusive, comma, safe. Does that sound right? Yeah."},{"start":1386760,"end":1423050,"speaker":"B","text":"So what I was going to say is I do like the idea of adding joyful or inspirational, something like that, because I feel like safe, inclusive and supportive. Kind of get at that whole child nurturing, caring, all of that. But what we don't have is that joyful. Right. And we want to make it fun or inspirational or whatever. I love the word joyful, but I don't know if there's another word that captures that. And I'm brainstorming. I mean, feel free to say whatever. The way my brain works, I jump forward too fast sometimes."},{"start":1424660,"end":1438740,"speaker":"A","text":"Could it be our CSD creates a joyful and inclusive, safe and supportive environment for all learners? Does that kind of. Because you're trying to think of something that's short and kind of Rolls off the tongue easily."},{"start":1438740,"end":1439060,"speaker":"D","text":"Right."},{"start":1439540,"end":1441380,"speaker":"A","text":"Creates a joyful."},{"start":1441460,"end":1442900,"speaker":"B","text":"Joyful and inclusive."},{"start":1445300,"end":1457870,"speaker":"A","text":"What do you think? I can try. Sure. Any thoughts on that one?"},{"start":1465550,"end":1467870,"speaker":"C","text":"I like to hear from Mike. He hasn't said too much."},{"start":1467870,"end":1508510,"speaker":"F","text":"Well, I was going to say if you get into, if you're, if you, if you like groups of three and you're now doing pairs, you do have an opportunity to add in something around inspirational, you know, like rigorous and inspirational environment or something along those lines. I'm not saying we have to do it. I just was saying that following that first pattern of a list of three, you know, going into the this and that, this and that, there is an opportunity to add in inspirational. That doesn't feel overwhelming, I think, in the statement. I also wanted to say thanks for clarifying the terminology. That was really helpful to hear from the committee members and the other board members, how they're. How they're reading it. So I appreciate that."},{"start":1511470,"end":1537610,"speaker":"D","text":"Just while you're taking notes, Linda, I'll say to the other board members, I'm going to, I don't know, play a little devil's advocate here. I feel like we historically have always put safety first, and especially in this last year when we're talking about COVID and reopening, our guiding light was safety is number one. And so would we consider safety, safe and supportive being the first pair of words if we're going in pairs?"},{"start":1539050,"end":1539850,"speaker":"C","text":"I like that."},{"start":1541050,"end":1562980,"speaker":"B","text":"I think it's a good point. And it's actually what the committee talked about is you don't have safety, you don't have anything. Right. So safety really is number one and then everything else. So I think Mike could also mention that you could try joyful and inspirational."},{"start":1564020,"end":1568500,"speaker":"F","text":"I'm not trying to make it longer. I'm not trying to make it longer. I'm just saying it's an opportunity."},{"start":1568580,"end":1568980,"speaker":"G","text":"Right."},{"start":1570820,"end":1581860,"speaker":"F","text":"I love the brevity that you brought to it, which the conciseness, I should say, that was brought originally. So I don't. But just thinking in terms of groups of three, it could work."},{"start":1582500,"end":1587570,"speaker":"A","text":"Okay. I could try. I'm going to put it right here, then. See. Oops."},{"start":1590530,"end":1598290,"speaker":"D","text":"I may be stepping out of bounds on this one. So, Elisa, tell me. No, but if anybody in the audience has anything to add, I'd like to see that in the chat."},{"start":1600290,"end":1614460,"speaker":"B","text":"Yes, that would be great. You are not stepping out of bounds. It's funny, I was going to say that anyway, but I thought, well, looking at the three people who are in the audience, I figured they would chat to us. But feel free, audience members, if you have ideas. We'd love to hear them."},{"start":1618620,"end":1635980,"speaker":"A","text":"Some of these words, I think, come up again right down below. I think when we get down to the bulleted items, if we see that they're redundant, we can remove them from the bottom because I know part of the issue was it was very wordy. Anyway, that's something to think about."},{"start":1637100,"end":1650980,"speaker":"B","text":"We could also do a little bit of an iterative approach. Maybe we leave this now and then go to the other sections and then circle back. I don't know how others feel about that. Sometimes that helps clarify."},{"start":1653140,"end":1654260,"speaker":"A","text":"Does that sound all right?"},{"start":1656100,"end":1674950,"speaker":"B","text":"And actually, I do want to say, I think our goal out of this session, we have until 12:30, so we still have another hour, is to try to come out with something that's pretty final if we can. So I think we didn't say that at the onset, but that would be a goal today. And again, we're not bounded. You know, if we need more time, we need more time. We want to get it right."},{"start":1674950,"end":1684909,"speaker":"A","text":"But I'm going to highlight this one because it looks like this is the one that there was some consensus around. Okay, Dr. Baker, is that okay?"},{"start":1684910,"end":1687310,"speaker":"G","text":"Yes, I totally agree."},{"start":1687630,"end":1716780,"speaker":"A","text":"Okay, so then we're going to move down and to the section about our vision. I'm sorry, I'm going to just move this down for just a second. So here a school community nurturing each individual student with their unique strengths and gifts, ensuring all students achieve high intellectual performances for personal success. So maybe perhaps, Elisa and Cecilia, if you'd like to just comment on just what our thought was on this one. Or clarification."},{"start":1717340,"end":1719820,"speaker":"B","text":"Cecilia, you want to go first, then I'll go."},{"start":1722150,"end":1722390,"speaker":"C","text":"Sure."},{"start":1723430,"end":1783360,"speaker":"E","text":"Again, the whole part about being nurturing is making sure that the student feels comfortable and therefore motivated to do good and, you know, be successful in school. Their unique, again, strength and strengths and gifts is based on everybody's different abilities. And again, someone's success, it's different than the other ones. But at the end of the day, each student does reach their success when being motivated and nurturing. I don't have my notes from that meeting, but just from what I could remember. And Alyssa, feel free to step in if you need to. And again, ensuring that all students achieve high intellectual performances. Again, it's redundant what I just said, but it is because of the nurturing that they are able to meet their. They are able to be successful."},{"start":1786320,"end":1804530,"speaker":"B","text":"Yeah, I'd agree, Cecilia, with what you said and just add that, you know, I think in the conversations we've had, we want a strength based approach. Versus a deficit approach. Right. And we know that every child comes to us with many, many strengths and gifts, and we want to grow those. Right."},{"start":1805570,"end":1805970,"speaker":"A","text":"So."},{"start":1806690,"end":1818450,"speaker":"B","text":"Yeah. All right, well, why don't we hear what board members think about this and any ideas for change? I don't know what densmic is."},{"start":1820050,"end":1857010,"speaker":"C","text":"Sorry, that was, again, my typos. But what I had, I took most of that and I added a couple of things. So it's. It would be. Our CSD will be a thriving, dynamic, innovative and nurturing community where each student can use their unique gifts and strengths to achieve high intellectual and academic success. And again, you can change it however you like. But that's what I was thinking about."},{"start":1857510,"end":1862310,"speaker":"B","text":"Maria, why don't you read it again, just a little slower and that way on here? No, that's fine."},{"start":1863350,"end":1890360,"speaker":"C","text":"So let's see. Dynamic, innovative and nurturing community where each student can use their unique gifts and strengths to achieve high intellectual and academic success."},{"start":1906200,"end":1912450,"speaker":"D","text":"I might suggest one change to that instead of can use their unique gifts, I would say has the opportunity to use their unique."},{"start":1912600,"end":1916960,"speaker":"A","text":"Unique gifts. That's a good idea. Yeah."},{"start":1916960,"end":1954130,"speaker":"C","text":"And again, I took most of what you guys had. I just thought that this is where you're supposed to be looking out into the future. So I wanted us to be innovative and dynamic so that we can change things. And thriving. The idea was that kids grow and the teachers grow and everybody. But again, you can change it around. And I'm not one to do a lot of this wordsmithing, as you all know. That's just not my strength. I was just putting up words there."},{"start":1956290,"end":1969250,"speaker":"D","text":"Maria, I liked your including the word dynamic. I think it suggests that we won't be just stuck in doing things the way we always do them, because that's how we do them, but recognizing that we can change and grow as we learn more."},{"start":1970770,"end":1982930,"speaker":"C","text":"Right. And that's kind of what I had, because we've had so many changes, and there comes this change and that change, and it's like. So that's what I was thinking about as well."},{"start":1985730,"end":2014810,"speaker":"F","text":"I also liked adding the description of the community a little bit too. Again, that's the thriving, dynamic, innovative, nurturing that applies to the community, which I think is nice to have in the vision. The second half reads similar as the other vision. Slightly different words, but the intent feels similar. But I like the addition of let's describe the community, too, as part of the vision beyond just a school community and what that community does."},{"start":2017530,"end":2063480,"speaker":"B","text":"So, Marie, I like the additions of the thriving, dynamic, innovative as well. Or if not all of those, some combination. I do agree with that. I do want to add that we use personal success intentionally in lieu of academic success, in part to think about that whole child. So it's not just about your math or ELA score or science or whatever grade. With that said, I'm not opposed to academic, but I just wanted to let you know, our thinking is. And maybe personal is not quite the right word. I think we were trying to get at. There's. It's academic success, but we're also building, you know, our community members, our citizens of the world, that sort of thing."},{"start":2064920,"end":2066880,"speaker":"D","text":"It's the whole child, I think, is what you're saying."},{"start":2066880,"end":2085089,"speaker":"B","text":"The whole child? Yeah. And, you know, and again, maybe personal is a little bit. You know, that's like personal best. Well, it is. You know, it is a term that's used. But I just wanted to give you some idea of why we didn't use academic initially. With that said, I'm not opposed to it, if that's what the group decides."},{"start":2085809,"end":2092769,"speaker":"D","text":"So what about high intellectual performance for individual success? I don't know if that."},{"start":2093329,"end":2093729,"speaker":"E","text":"Yeah."},{"start":2093729,"end":2131140,"speaker":"C","text":"The reason I added academics is because for. And Cecilia, you may have a different experience, but for a lot of our parents, they want to see that their children are doing well academically. So I don't know how we word it, but that's the reason I put academic there, because I like the idea of the whole child. So, again, I'm not good at doing some of his revisions."},{"start":2131140,"end":2136580,"speaker":"D","text":"So what about using both high intellectual performance for academic and personal success?"},{"start":2137620,"end":2138420,"speaker":"C","text":"Okay, with that."},{"start":2138420,"end":2143699,"speaker":"B","text":"I like that. Four."},{"start":2144660,"end":2164580,"speaker":"F","text":"And then just in the interest of, again, you know, being concise, can we stop at high intellectual performance? Do we even have to. Does it need to be explained? I'm asking. Actually, no. Does it need to be explained? Or does stopping at high intellectual performance imply the others without necessarily having to be explicit?"},{"start":2167700,"end":2215840,"speaker":"A","text":"So, Dr. Jackson, when she led this particular conversation, I recall actually this being pretty extensive in the initial work that we did with the Equity Committee as well, because on the Equity Committee, they were talking about just this, that for some students who might not necessarily demonstrate high intellectual performances only in the area of academic success, that in order to be inclusive of all students, the idea of a plural of performances included both academic and other gifts and strengths that students could bring. So I think that's where initially that phrase high intellectual performances began."},{"start":2218400,"end":2241210,"speaker":"B","text":"Linda, can you just add, just so we have it, and then we can always take it out. So strings. To achieve high intellectual performance for personal and academic success, just so we Can I think, Janet, is that what you recommend or as a brainstorming option?"},{"start":2241290,"end":2241770,"speaker":"D","text":"Yeah."},{"start":2242170,"end":2243130,"speaker":"A","text":"Okay. Thank you."},{"start":2243530,"end":2244490,"speaker":"B","text":"Just so we can."},{"start":2247530,"end":2276610,"speaker":"C","text":"I kind of like that. Because each child can grow to their own performance intellectually and as a whole child. And not all of us are going to be able to get to, you know, 100 on the test because not all of us are good test takers. But there are other gifts. I like the unique gifts and strengths. John, what do you think?"},{"start":2278930,"end":2514200,"speaker":"G","text":"I think along the same lines Linda was thinking and how Yvette Jackson really presented it to us. I don't want to just look at academic success because all students come with their interests. They all come with their. Their. Not their needs, but what they want and their gifts that they bring. And yes, academics is a piece to be. It's one piece to being successful. But who is to say that having your own intellectual realm of how you perform in other areas is not successful? So we, you know, we're in the business of making sure that we are academically inclined to make sure that students get what they need to move forward. But many times we think that just because a child cannot achieve, you know, let's say, cannot get into algebra or doesn't do well or so forth, that that's going to create a future for them. That is not going to mean that they'll be successful where they have these other pieces of intellectual performance in the arts and being creative. Maybe it's in, you know, coding, whatever. Who's to say that is wrong? And I just want to make sure that we notice, adhere to and also acknowledge to students it's okay if that's the direction you want to go in. There was a very interesting conversation with a parent the other day who child is an average student and the parent really wants them to go to Northstar. And I asked, why Northstar? What's the big deal about North Star? Well, all the smart kids are going there. My child will be challenged more and get into the colleges that we want our child to get into. And I go, those are your desires and designs for your child. What does your child want? And the child is a good student. You look at the report card. I looked at the latest iready scores. It's an average child, but the child is really gifted in the arts and wants to go in a different direction and would really like to go to our middle school who has an outstanding elective program and really wants to. There's nothing wrong with that. And that, as I said, I mean, how gifted is your child is? So Gifted. And you are so lucky to have someone that has already thought about what they want to do in the future and how they want to lay this out? And don't worry, the academics are still going to be there. But that whole piece that we're saying here about intellectual performance, that intellectual performance for this child, it's in there, the arena of the arts. And I just don't want us to get caught up in the academics. I'm totally in agreement of it. But I want kids to feel comfortable in their own skin and moving forward and that we acknowledge that many of them have gifts and the true academic route of high academia is not for them. And I hope the parent will listen to what I had to say. But, you know, the parent has final say in what they're going to do."},{"start":2515880,"end":2535880,"speaker":"C","text":"So given that, how would you change this so that we can give that child a way to excel and also let the parent know that academically they're going to be okay?"},{"start":2536800,"end":2587260,"speaker":"G","text":"I think it does say that here when we are going to give them the opportunity to use their unique gifts and strengths. Now, just because you want to go in the direction in the arts, those individuals who have that part of the brain that really works in that manner are very, very intellectual and definitely can do well academically. But maybe the true, like the geometry and the algebra and what goes on in the high school is really not for them. It's not to say that they wouldn't do well, but they want to experience other arenas. And I just don't want to take that away from kids. And I think you've done that here."},{"start":2587900,"end":2592540,"speaker":"C","text":"Okay, so are you okay with this statement or would you change?"},{"start":2592860,"end":2627180,"speaker":"G","text":"No, I'm fine with it. I just want to make sure that we. When you see a child like this child, this parent that I was talking to last week, that we acknowledge that gift, that unique gift they have and where they want to go and support them, even though there is a push for that academic piece because of a belief that. That the only way you're going to be successful is to do well academically."},{"start":2630540,"end":2634540,"speaker":"A","text":"Okay. I like it."},{"start":2634540,"end":2636780,"speaker":"G","text":"I laughed. What do you think, Linda?"},{"start":2636940,"end":2638300,"speaker":"B","text":"I like it."},{"start":2638300,"end":2656080,"speaker":"A","text":"Yeah. I think it by part of this conversation also, if you added the S is encompassing. So it is all gifts and all intellectual performances because obviously it takes intellectual performance to do well in the arts and the music, etc. Right. Sports."},{"start":2656400,"end":2656920,"speaker":"G","text":"Yeah."},{"start":2656920,"end":2665600,"speaker":"A","text":"So I think that was what Dr. Jackson was. Was getting at there. Are people okay with adding the S?"},{"start":2668800,"end":2673200,"speaker":"D","text":"Yes, I'm okay with adding the S. And I actually really like this paragraph that we've come up with."},{"start":2674320,"end":2674960,"speaker":"C","text":"Me too."},{"start":2678160,"end":2728420,"speaker":"E","text":"Yeah. I mean, I really like it. Maria, thank you for the input. Because as we think about everything that we are doing with nua, that is where we're going as a district. Right. We are motivating the students. They're going to be thriving. And I love that word dynamic because again, with the whole joyful and dynamic, getting the students just inspired and motivated will eventually get them to a high intellectual performance. Again, based on their personal, you know, based on their level. Again, we just can't always say that everybody. Everybody has to do the. Everybody has to do the best they can. Everybody just is a little different. So I really like this paragraph."},{"start":2728500,"end":2729540,"speaker":"A","text":"So thank you,"},{"start":2733220,"end":2733700,"speaker":"B","text":"Mike."},{"start":2734900,"end":2735540,"speaker":"A","text":"Thank you."},{"start":2737550,"end":2774900,"speaker":"F","text":"No, I like it. I think one thing I was just. As I'm reading through it, I'm a little bit worried that has an opportunity might be a little bit passive for the vision that we want. I don't know if there's a way to make it more active about something about them being encouraged or given. I don't know. It feels a little bit like they have an opportunity, but it's kind of up to them to take advantage of it. And not that we are helping to. The school is helping to guide that. I don't know if there's an active voice that we can add to that."},{"start":2780100,"end":2804950,"speaker":"B","text":"Yeah, it's funny, I was going to say, well, could you take out has an opportunity. But you, you know, really, you can't force somebody to use their unique gifts and strengths. Right. We're providing the opportunity in the school. But I get what you're saying. Yeah, they're a stronger. Creates an environment. But I think we use environment elsewhere where each student."},{"start":2805270,"end":2805670,"speaker":"C","text":"No,"},{"start":2808630,"end":2813830,"speaker":"B","text":"a nurturing community where we create an opportunity for each student."},{"start":2814630,"end":2841370,"speaker":"F","text":"Yeah. Because the original one, nurturing is the activity. Activity. Right. We're nurturing the students to use their unique strengths and gifts in the vision. And here it's just being. It reads like it's just being provided. So I just wasn't sure. I don't have a suggestion. It's just an observation. So I'm really sorry for not also following that up with like here's how we could do it."},{"start":2841370,"end":2841690,"speaker":"D","text":"But."},{"start":2842410,"end":2861970,"speaker":"B","text":"Well, what if we could take that how it's written now, Linda, I'm wondering if we can just try this. If you want to just copy what's there now and let me just take a crack at it. It may be that we don't like it as much, but. So RCSP will be a Thriving, dynamic, innovative and nurturing community. Oh, gosh, what did I say before?"},{"start":2864689,"end":2867970,"speaker":"C","text":"Turn it. I have the same problem, Elise."},{"start":2868290,"end":2868850,"speaker":"B","text":"Shoot."},{"start":2869330,"end":2905950,"speaker":"A","text":"So one of the things that Dr. Jackson talks about is helping students become self actualized, which is meaningful. They realize that they have these unique gifts and strengths because most of the time, especially in the middle schools, their opportunities, what they're provided, leads to their future pathways, future careers. And so it is us providing them with that thriving, dynamic, innovative, nurturing community that allows them to realize their unique gifts and strengths. So it's the operative word that they realize, because we give them the dynamic, thriving, innovative, nurturing community"},{"start":2908430,"end":2910150,"speaker":"B","text":"where each student realizes."},{"start":2910150,"end":2913270,"speaker":"F","text":"Realizes their unique gifts. Yeah. Is that the suggestion?"},{"start":2913270,"end":2915150,"speaker":"B","text":"Yeah. Oh, right, that's what you were putting there."},{"start":2916190,"end":2917710,"speaker":"A","text":"What does that sound? Because."},{"start":2917790,"end":2921070,"speaker":"B","text":"Yeah, try that. Let's try it in this. In our copy."},{"start":2924510,"end":2930990,"speaker":"F","text":"Yeah, that addresses my. What I was feeling when I read it. I think it addresses it well"},{"start":2934100,"end":2940020,"speaker":"A","text":"because it still puts it on us as educators, but it's also on them as well. Right where they like it."},{"start":2941300,"end":2959430,"speaker":"B","text":"I want to just bring up a comment that we got in the chat just to reflect on it, to see if we've allowed for that in this vision. Can RCSD be a place in which positive, life changing opportunities are made available for students? Education should enable growth and development."},{"start":2961670,"end":2965910,"speaker":"C","text":"We could probably add that in one of our value parts too."},{"start":2966310,"end":2966870,"speaker":"A","text":"Mm."},{"start":2971430,"end":2991810,"speaker":"B","text":"I mean, yeah, that's good. I mean, truthfully, for many of our students, you know, school is a life changing opportunity, right? It really is. I mean, it changes lives. So. Yeah, that's good. All right, so let's see, what do we have then? Do you want to read our latest, Linda?"},{"start":2991890,"end":3004850,"speaker":"A","text":"Sure. Our CSD will be a thriving, dynamic, innovative and nurturing community where each student realizes their unique gifts and strengths to achieve high intellectual performances for personal and academic success."},{"start":3009180,"end":3033340,"speaker":"B","text":"I like it. Should we move on to the. Oh, well, actually, let me see what others say. And then I was thinking we can also, you know, we can come back. It's an iterative sort of process. Okay. I don't like the immediate changes, so why don't we go to the next and then we can. We'll circle back to everything, make sure we're okay."},{"start":3033420,"end":3097440,"speaker":"A","text":"So this particular section we actually don't have a title for, but we included some of the language of Values and Beliefs. So we could call it Beliefs or call it Values or both. So that's one of the options. But also then I guess what we'll do is I'll read all of them and then we can come Back to them again, each individual one. So RCSD affirms our collective responsibility to analyze systemic practices, including racial biases through an equity consciousness lens that dismantle barriers to to student learning and emotional well being. To encourage students bravery, voice and leadership to instill passion and learning, emphasizing student strengths and gifts for all learners, all abilities, all ethnicities and cultural identities. LGBTQ youth and multilingual learners to offer opportunities and access to joyful rigorous teaching and enriching resources. To build family and community partnerships for student success. And actually put this down a little bit to take it to one page, if you don't mind here."},{"start":3099120,"end":3120320,"speaker":"C","text":"So one suggestion I like to make is that we just call it values and not beliefs because it just when we got in, whenever I've seen the two of them together, you get into this and that. And I just think if you have values, it makes it clearer."},{"start":3124260,"end":3138740,"speaker":"B","text":"Yeah, I agree with that. I think our intention was not necessarily to use both, but to choose one of the other. And I think values is good because belief can also feel a little bit religiously religious maybe, whereas values are, you know, everybody has."},{"start":3140020,"end":3152030,"speaker":"D","text":"And I think it's pretty typical in like businesses and organizations to have your mission, vision and value. I think saying mission, vision and belief is. I haven't actually heard that in any organization."},{"start":3153710,"end":3154350,"speaker":"A","text":"Okay."},{"start":3156430,"end":3238050,"speaker":"C","text":"So I was looking at different organizations that are school districts and I looked at Menlo park and they have core values and it said we are committed to achieving our vision by relentlessly focusing on these core values and then they list them. So where we have affirm our collective responsibility, that may be changed to consider but you don't have to say it the same way. And then I didn't change any of the wording on the rest, but I did change add like partnerships and then it would be to build family and community partnerships and students. Then I think we have one to encourage student bravery and leadership. And I just put the heading of the value leadership to offer opportunities and success for joyful, etc. I put that as engagement. And when we're going to look at analyzing our data, that would be innovation."},{"start":3238370,"end":3243330,"speaker":"A","text":"But those were just, oh, I see headers for each one. Right."},{"start":3245810,"end":3268860,"speaker":"F","text":"And then you can pulling out the keyword idea, like what's the, what's the message of each of them? I really like Maria's suggestion there because I'm a sucker for, you know, like here's the thing and then the detail follows it and that that makes it really easy for me to commit it to memory and sort of internalize it."},{"start":3268860,"end":3269140,"speaker":"G","text":"More."},{"start":3270020,"end":3272420,"speaker":"D","text":"Maria, what school district was that that you were looking at?"},{"start":3276500,"end":3277460,"speaker":"C","text":"Menlo Park."},{"start":3277700,"end":3280380,"speaker":"D","text":"Okay. I just want to pull it up so I can see kind of."},{"start":3280380,"end":3299060,"speaker":"C","text":"Yeah, they a lot of, you know, description on it, which is what I was thinking later on you could add more into it if you want it. But I just wanted to pull it out and I like that they're going to be relentless and focusing on these things."},{"start":3300180,"end":3304900,"speaker":"A","text":"So, Maria, can you. Would you mind reading off those titles again for me? Or your headers that you had?"},{"start":3305060,"end":3309140,"speaker":"C","text":"Let me see. So where you have to analyze data, that would be innovation."},{"start":3310010,"end":3310490,"speaker":"A","text":"Okay."},{"start":3313290,"end":3317850,"speaker":"C","text":"And then let's see two over. The next one would be leadership."},{"start":3325050,"end":3325850,"speaker":"A","text":"Where's that?"},{"start":3325850,"end":3326650,"speaker":"C","text":"To build"},{"start":3329370,"end":3330210,"speaker":"A","text":"partnerships."},{"start":3330210,"end":3344660,"speaker":"C","text":"I think the one with parents. Yeah, that was partnerships. And to offer the opportunity, that was engagement. And that's where I stopped. Sorry, I had another meeting."},{"start":3346980,"end":3347620,"speaker":"A","text":"Thank you."},{"start":3353300,"end":3360580,"speaker":"B","text":"Other thoughts, I might say, instead of innovation, what about equity or something like that?"},{"start":3363930,"end":3371690,"speaker":"C","text":"Equity. Would it be under the instill passion and learning and be inclusive for all them?"},{"start":3378490,"end":3381450,"speaker":"B","text":"I mean, I'm not opposed to innovation. I just was throwing that out."},{"start":3382170,"end":3382490,"speaker":"D","text":"Yeah."},{"start":3382490,"end":3387370,"speaker":"C","text":"Because I didn't get to this other one, so. And again, those were just ideas"},{"start":3389560,"end":3394520,"speaker":"F","text":"for leadership. I mean, we could also just say our value student voice, I think there as well."},{"start":3395480,"end":3396280,"speaker":"B","text":"Student voice."},{"start":3396520,"end":3398040,"speaker":"F","text":"Yeah, as an alternative."},{"start":3407400,"end":3409640,"speaker":"D","text":"I like the idea of student voice on that one."},{"start":3409640,"end":3410120,"speaker":"C","text":"Yeah."},{"start":3411960,"end":3425010,"speaker":"F","text":"And I will say I've seen other schools use innovation around challenging status quo, which essentially I think is what we're saying for just as a data point, which is what we're saying around analyze systemic practices."},{"start":3426210,"end":3450920,"speaker":"B","text":"I think that's good. We have equity in the wording, so I think that's fine. And Mike, we added the. This particular one was added given your comment at the last session we had around racial biases needing to be called out. So thank you for that because it was. It wasn't called out so much in our collective work. But I think it's really important in the time we live in. So."},{"start":3454520,"end":3535770,"speaker":"A","text":"Okay, so how about for this one, are we okay with the header of innovation? Is that an agreement there? Okay, so I'm going to remove this equity one and then the next one to encourage students bravery voice and leadership. Student voice. Is that okay with everyone? Yeah, I like it. And then here, then to instill passion and learning. So here the header is equity. What do we think of that. In our district? I think we believe equity is for all. I think this one was. Came from the committee to include all. All learners. Yep. So is that okay. And then under. To offer opportunities and access Engagement. And I'm wondering, is this one necessary, or do you think it's already part of the above that we were talking about? Anyway, I would like to keep it"},{"start":3535770,"end":3552680,"speaker":"C","text":"because I think it speaks to us, offering this and always keeping it there, that we value this. And again, I think Mike said to challenge this status quo, so I don't know what others think."},{"start":3554520,"end":3560840,"speaker":"D","text":"I think we lost Cecilia and she's in the attendees now. Yes, I just noticed."},{"start":3561640,"end":3563480,"speaker":"C","text":"I was wondering why she was so quiet."},{"start":3563480,"end":3564200,"speaker":"B","text":"She's quiet."},{"start":3566200,"end":3568200,"speaker":"D","text":"That's what made me look. Because she's been really quiet."},{"start":3571000,"end":3574040,"speaker":"G","text":"So let me get. I don't think Ellie's back on here."},{"start":3575240,"end":3576040,"speaker":"D","text":"I think she's back."},{"start":3576200,"end":3578120,"speaker":"G","text":"She is. I moved her back over."},{"start":3578800,"end":3581040,"speaker":"B","text":"Okay, thank you, thank you, thank you."},{"start":3585360,"end":3588080,"speaker":"C","text":"All right, you've been quiet. Tell us what you think."},{"start":3589920,"end":3609490,"speaker":"E","text":"Sorry, I lost my WI FI connection, so I had to connect through my phone. But I do like that engagement piece because, again, I think that plays a big part. The word says that it's engaging, so I really. I would like to keep it."},{"start":3610850,"end":3616050,"speaker":"A","text":"Okay, sounds good. And then the last one, partnerships. We."},{"start":3616050,"end":3617970,"speaker":"D","text":"Can I ask one question on the engagement one?"},{"start":3617970,"end":3618330,"speaker":"C","text":"Yes."},{"start":3618330,"end":3635660,"speaker":"D","text":"Is it meant to be a comma between rigorous and teaching? Is it joyful, rigorous teaching and enriching resources, or is it joyful, rigorous teach? Is that comma meant to be there after rigorous? It's reading funny in my head, so that's what I'm asking."},{"start":3637340,"end":3641740,"speaker":"B","text":"I think you're right. I think maybe the comma comes out right because it's joyful and rigorous."},{"start":3642540,"end":3647020,"speaker":"D","text":"It's joyful and rigorous teaching. Right. And so enriching resources."},{"start":3647260,"end":3660630,"speaker":"A","text":"I see what you're saying. Sorry. Joyful and rigorous teaching. Well, then we have to change it a little bit. Joyful opportunities and access to each one."},{"start":3661190,"end":3670870,"speaker":"F","text":"Is it? I think so. Janet, you're asking. Just joyful and rigorous. It applies to both teaching and enriching resources. Right? That's what you're trying to say or ask."},{"start":3671110,"end":3693550,"speaker":"D","text":"I guess that's my question. What's the joyful and rigorous referring to teaching? So then it could have just been left the way it was, but take the comma off of after rigorous. So joyful comma, rigorous teaching. Yeah. And enriching resources. That reads better to me."},{"start":3698670,"end":3703070,"speaker":"B","text":"Well, the thing is, it's not just. It's not just rigorous teaching, though."},{"start":3703070,"end":3703510,"speaker":"G","text":"It's."},{"start":3703510,"end":3707310,"speaker":"B","text":"It's rigorous curriculum. Right."},{"start":3708760,"end":3718680,"speaker":"A","text":"Well, I think that's what the resources meant is the curriculum materials, the apps, technology, etc. But we can wordsmith this one if"},{"start":3718680,"end":3724360,"speaker":"D","text":"it's not clear so then would it be joyful, rigorous and enriching teaching and resources?"},{"start":3727160,"end":3727960,"speaker":"B","text":"Maybe that's it."},{"start":3727960,"end":3728840,"speaker":"C","text":"I like that one."},{"start":3728920,"end":3731720,"speaker":"B","text":"Yeah, I think that's better. I'm glad you called that out, Janet."},{"start":3735810,"end":3740210,"speaker":"G","text":"Joyful, rigorous, enriching, enriching teaching."},{"start":3740690,"end":3743730,"speaker":"D","text":"Is it enriching teaching or enriching and enriching?"},{"start":3744850,"end":3753730,"speaker":"A","text":"It's. And so to offer opportunities and access to joyful, rigorous and enriching teaching and resources. Does that make sense?"},{"start":3754530,"end":3759010,"speaker":"G","text":"Opportunities and access to joyful, rigorous."},{"start":3761280,"end":3777520,"speaker":"B","text":"Do we want to say something like instruction instead of teaching or you know, teaching. It's funny, it has such a connotation of almost like lecturing and stuff. And you know, we certainly moved to the. I mean it's all teaching. I guess it's in the classroom. Right."},{"start":3778400,"end":3782000,"speaker":"D","text":"I would say instruction or curriculum would probably work better."},{"start":3784400,"end":3785120,"speaker":"A","text":"Uh huh."},{"start":3787290,"end":3796330,"speaker":"B","text":"Feels like, you know, it's the small group work that we do, it's the two on two work that we do. It's. It's kind of leading the classroom right through what they're doing."},{"start":3801210,"end":3804810,"speaker":"G","text":"And enriching instruction with resources."},{"start":3810490,"end":3820780,"speaker":"B","text":"I think what we're thinking, thinking, Linda, is to offer opportunities and access to joyful, rigorous and enriching instruction and resources."},{"start":3827020,"end":3827980,"speaker":"A","text":"Does that sound right?"},{"start":3828380,"end":3834860,"speaker":"B","text":"I mean, from our educators, is instruction broader than teaching? I think that's a good question."},{"start":3834860,"end":3835340,"speaker":"G","text":"Yeah, it is."},{"start":3835660,"end":3854600,"speaker":"B","text":"Teaching is a piece of instruction. Right. And you can have joyful, rigorous, enriching instruction on the playground. Right. From our campus supervisors as an example. Right. Who are helping kids get along on the playground."},{"start":3858120,"end":3870630,"speaker":"A","text":"Okay. So engagement. So if we think of what engagement includes, let's see if this sounds right. So engagement to offer opportunities and access to joyful, rigorous and enriching instruction and resources."},{"start":3872390,"end":3873190,"speaker":"D","text":"I like that."},{"start":3873670,"end":3936880,"speaker":"B","text":"Yeah, I think that's it. So I wanted to call out a couple of comments in the chat to see if we want to reflect those in this work. So one of them is, can students also be taught by thoughtful? When that is coupled with bravery, they can affect positive change in the world. So I actually like, I like that thought around thoughtful. I don't know if we need to add that or not. If you go up to the. I think it's this one student voice to encourage students. Bravery, thoughtfulness, voice and leadership or what? I don't know if there's a way to capture that idea. I think that is a good point. Like you don't want people, you know what, kids just have voice. That's a mean voice. Right. Anyway, I don't know if people have a comment around that. I mean, it may be implied, but I think it's also worth at least thinking about."},{"start":3942250,"end":3958010,"speaker":"A","text":"What if the header was like a student mindfulness or thoughtful mindful? Because voice is already in the phrase."},{"start":3961210,"end":3961690,"speaker":"G","text":"Yeah,"},{"start":3964010,"end":3975400,"speaker":"A","text":"because that's part of SEL is to be mindful. Right. Because if you're mindful, that's. I think, Lisa, what you're talking about is how are they using their voice? Is that the voice? Right, right."},{"start":3975400,"end":3977600,"speaker":"B","text":"Are they being mindful the way they're using it? Yeah."},{"start":3978160,"end":3988560,"speaker":"E","text":"Well, can we. Can we just add by. To encourage students bravery, voice and leadership, all while being thoughtful or something like."},{"start":3998970,"end":3999170,"speaker":"D","text":"Right."},{"start":3999170,"end":4000970,"speaker":"B","text":"While being mindful of others or."},{"start":4002490,"end":4005930,"speaker":"A","text":"Or to encourage students thoughtful."},{"start":4009050,"end":4022660,"speaker":"D","text":"So there's more in the chat. It's not exactly joy, but could there be a mention of safeguarding the spark of curiosity and zest for learning later or exploring of interests, values and self awareness lead to joy and self fulfillment."},{"start":4026180,"end":4030500,"speaker":"B","text":"And then there was another comment about. We're describing universal design for learning."},{"start":4034180,"end":4036820,"speaker":"A","text":"Yes, many of these elements."},{"start":4044340,"end":4108719,"speaker":"E","text":"And then I think too, one thing to keep in mind is that we did narrow this down from a lot of points and comments that the entire community that participated in this equity work did. Again, there was a lot of things that we did end up just putting them to the side and then just taking the most important statements or items that somebody put down on the. On their groups. And this was one very strong one that we wanted to make sure that got in here. So I also do understand that the thoughtfulness and being mindful, but definitely, I think keeping just the voice will make sense because again, we are hoping that the students are being mindful and thoughtful, but that they do have a voice."},{"start":4111919,"end":4169900,"speaker":"B","text":"Cecilia, thank you for reminding us where some of these words came from, because really, we did draw on this collective work and we tried to draw on the wording that particularly came up in a lot of different places with a lot of different groups. And I also might add that at the end of the day, these, all of this doesn't have to be our forever. And hopefully we'll revisit all of this sooner than we have done since the last time we did this. So maybe what I might suggest to help us keep moving on is maybe we go back to the beginning, kind of read through where we're at and, and see if we're close enough maybe for now, or if there's any additional wordsmithing we want to make. And again, I could easily see us going out with these and over time, you know, updating them as well. And again, I welcome other board members to chime in. I'm just trying to, as board president, kind of facilitate and lead us through"},{"start":4169900,"end":4170180,"speaker":"C","text":"this,"},{"start":4172260,"end":4174260,"speaker":"B","text":"but in no means want to be a dictator."},{"start":4175300,"end":4179060,"speaker":"A","text":"Is it okay, then if I remove the items that were the older items and keep."},{"start":4179060,"end":4181020,"speaker":"B","text":"Yes, let's do that. Just. Yeah."},{"start":4181020,"end":4235820,"speaker":"A","text":"Okay, so we don't need that wording anymore. And we're going to remove this section here. I will keep what we thought Safe, refer to, etc. Just in case, you know, just for future or maybe. Ellie, do you already have those notes? Because maybe I don't need to keep it here if it's. If she has those notes already, yes. Okay, I'm gonna just delete it from here then. Because it's just extra right now. And here I'm gonna delete this. And then. And we're keeping values. Okay. Would someone else like to read it? Just for. There's somebody else's voice on this, too."},{"start":4237820,"end":4243020,"speaker":"B","text":"I've done enough talking and facilitating, so if one of the other board members would like to read, I'd welcome that."},{"start":4247020,"end":4278830,"speaker":"E","text":"I could take that on. Let's see. RCSD creates a safe and supportive, inspirational and rigorous, joyful and exclusive environment for all learners. And then the vision would be, RCSD will be a thriving, dynamic, innovative and nurturing community where each student realizes their unique gifts and strengths to achieve high intellectual performances for personal and academic success."},{"start":4289080,"end":4291480,"speaker":"A","text":"Would somebody else like to keep reading the next section?"},{"start":4295400,"end":4312370,"speaker":"B","text":"I can go. I felt bad we had Cecilia do it. Who's reading off of her phone? That's not easy to do. All right. RCSD affirms our collective responsibility, actually, and I think, Maria, you had some other verbiage that Menlo park used that I sort of liked, which they. The intro to that."},{"start":4313250,"end":4316130,"speaker":"D","text":"I was going to say, actually, the way this flows doesn't really work anymore."},{"start":4316610,"end":4317130,"speaker":"B","text":"Okay."},{"start":4317130,"end":4317890,"speaker":"D","text":"So we may have to."},{"start":4317970,"end":4325890,"speaker":"B","text":"Oh, and maybe we don't even need that. We just say our values and we move right. You know, actually, when you see corporation values, you often see just our values in the header."},{"start":4325890,"end":4326210,"speaker":"G","text":"But."},{"start":4327010,"end":4378970,"speaker":"B","text":"Yeah, we may not need that. Yeah, let's see if we just take that out. Our values. Okay. Innovation to analyze systemic practices, including racial biases through an equity consciousness lens that dismantle barriers to student learning and emotional well being. Student voice to encourage students. Bravery voice and leadership. Equity to instill passion and learning, emphasizing students strengths and gifts for all learners, all abilities, all ethnicities and cultural identities. LGBTQ youth and multilingual learners. Engagement to offer opportunities and access to joyful, rigorous and enriching instruction and resources. Partnerships to build a fam."},{"start":4379610,"end":4380050,"speaker":"A","text":"Sorry."},{"start":4380050,"end":4383050,"speaker":"B","text":"To build family and community partnerships for student success."},{"start":4385690,"end":4396720,"speaker":"D","text":"I do like what Menlo park has. Kind of just a lead in to what the values are. It says we are committed to achieving our vision by relentlessly focusing on these core values."},{"start":4397680,"end":4398800,"speaker":"B","text":"I like that too."},{"start":4402720,"end":4404480,"speaker":"D","text":"I don't know. Can we steal from Menlo park and"},{"start":4404480,"end":4405200,"speaker":"A","text":"not get in trouble?"},{"start":4405360,"end":4407360,"speaker":"B","text":"I was going to just say, do"},{"start":4407360,"end":4408880,"speaker":"D","text":"we need to change some words?"},{"start":4409600,"end":4411840,"speaker":"G","text":"I think we should change them a bit, you know?"},{"start":4413120,"end":4413520,"speaker":"B","text":"Well,"},{"start":4415760,"end":4423940,"speaker":"C","text":"we could leave Redwood City. We can change a couple of the other words. I really like relentless."},{"start":4424340,"end":4424860,"speaker":"D","text":"Oh, you do?"},{"start":4424860,"end":4425220,"speaker":"A","text":"Okay."},{"start":4425700,"end":4426660,"speaker":"D","text":"That's one we can change."},{"start":4427060,"end":4436420,"speaker":"C","text":"Well, no, I mean, it can be something else. But the idea that you're always going after it, that you don't give up. It's what I was thinking of."},{"start":4437460,"end":4445220,"speaker":"D","text":"So what did we have before that was there? Because they say relentlessly focusing."},{"start":4450270,"end":4451790,"speaker":"G","text":"Relentless. You can say determined."},{"start":4452510,"end":4455590,"speaker":"D","text":"See, I liked the collective responsibility that"},{"start":4455590,"end":4473790,"speaker":"B","text":"was there, you know, and that actually was intentional because we've had a lot of conversations that it's really a collective responsibility from our whole community to help our children. Right. A lot of times it has been the schools who have been, you know, you've got to do health, you've got to do food, housing."},{"start":4474550,"end":4485350,"speaker":"D","text":"So RCSD has a collective responsibility to achieve our vision by relentlessly focusing on these core values or however we want to change that"},{"start":4488230,"end":4494790,"speaker":"G","text":"passionately by our determination. I don't know."},{"start":4495430,"end":4503980,"speaker":"B","text":"Yeah, I don't think we should use relentless. Only because that's such a unique word. It does feel like we're copying them. But."},{"start":4509660,"end":4511180,"speaker":"A","text":"I can't spell passionately."},{"start":4514380,"end":4515220,"speaker":"B","text":"Pas."},{"start":4515220,"end":4516940,"speaker":"A","text":"Oh, ss. That was the problem."},{"start":4517420,"end":4523140,"speaker":"B","text":"Now I do that too sometimes where I get locked in and you just can't. And then it's not close enough."},{"start":4523140,"end":4533890,"speaker":"A","text":"It's like, come on, check. Give me something. So I'm not sure if I captured the phrase quite what was needed here. So you're welcome to."},{"start":4534610,"end":4536930,"speaker":"G","text":"Somebody has a collector who wants to achieve our vision."},{"start":4537010,"end":4539250,"speaker":"D","text":"I would change collected to collective."},{"start":4539250,"end":4541730,"speaker":"A","text":"Yeah. To achieve our vision."},{"start":4547490,"end":4548770,"speaker":"C","text":"By passionately."},{"start":4554380,"end":4568700,"speaker":"B","text":"One of the chat comments is around growth, mindset or continuous improvement. We do talk about continuous improvement. You know, we're always trying to learn and innovate, improve."},{"start":4572140,"end":4573500,"speaker":"C","text":"What's that? Grit."},{"start":4574300,"end":4576540,"speaker":"B","text":"Grit. Grit."},{"start":4579270,"end":4579510,"speaker":"C","text":"What."},{"start":4579670,"end":4585910,"speaker":"D","text":"What about to achieve our vision with. Oh, I just blanked. Never mind."},{"start":4588390,"end":4589830,"speaker":"B","text":"That happens to all of us."},{"start":4589830,"end":4590390,"speaker":"D","text":"I know."},{"start":4597190,"end":4601750,"speaker":"B","text":"RCSD has a collective responsibility to achieve our vision."},{"start":4607200,"end":4608240,"speaker":"C","text":"Mike, any ideas?"},{"start":4608400,"end":4609640,"speaker":"B","text":"Through our values."},{"start":4609640,"end":4612480,"speaker":"D","text":"I was gonna say through our. Our commitment to these values."},{"start":4612560,"end":4614000,"speaker":"F","text":"Yeah, commitment to the values."},{"start":4614000,"end":4615680,"speaker":"G","text":"That's good. I was gonna. Our pursuits."},{"start":4615840,"end":4616560,"speaker":"B","text":"Values."},{"start":4616720,"end":4619680,"speaker":"F","text":"Yeah, Our pursuits of these values. That would be the other one that I like."},{"start":4619680,"end":4620960,"speaker":"B","text":"Pursuit. Pursuit."},{"start":4621040,"end":4621520,"speaker":"C","text":"Yeah."},{"start":4623520,"end":4628320,"speaker":"B","text":"Sort of like we. Pursuit of happiness. You're not there in happiness. Right."},{"start":4630670,"end":4645310,"speaker":"A","text":"Somebody want to take a stab at putting somebody. As a collective responsibility, which is our vision. By passionately or not passionately. By our commitment to these values. To collective responsibility to achieve our vision."},{"start":4645310,"end":4650030,"speaker":"D","text":"To achieve our vision through a passionate commitment to these values."},{"start":4662120,"end":4662520,"speaker":"A","text":"Yeah."},{"start":4671400,"end":4672440,"speaker":"D","text":"Don, what do you think?"},{"start":4677880,"end":4684720,"speaker":"G","text":"As a responsibility to achieve our vision. Three passionate. I have."},{"start":4684720,"end":4685360,"speaker":"B","text":"I have an issue."},{"start":4685360,"end":4687520,"speaker":"G","text":"I have. Passionate."},{"start":4688720,"end":4695280,"speaker":"B","text":"Determined, maybe, or. Sorry, John, say what you're going to say."},{"start":4696080,"end":4705520,"speaker":"G","text":"Passionate. That doesn't strike well. What about determined? Our determined commitment."},{"start":4706570,"end":4708650,"speaker":"D","text":"A determined pursuit of these values."},{"start":4709210,"end":4740820,"speaker":"G","text":"That's a good one. A determined pursuit of these values. As a collective responsibility to achieve our vision through a determined pursuit of these values. I'm looking up different synonyms for words right now. Let's see."},{"start":4742180,"end":4747620,"speaker":"C","text":"Mike, I think you had something there before. What was it?"},{"start":4748660,"end":4758110,"speaker":"F","text":"I think it was basically something along these lines. Although I was thinking, like, instead of determined pursuit, I mean, can it be commitment to these values? Is that."},{"start":4758430,"end":4760510,"speaker":"G","text":"That's short and sweet and to the point."},{"start":4760590,"end":4762470,"speaker":"F","text":"Our visions or. Yeah. Commitment to these values."},{"start":4762470,"end":4766270,"speaker":"B","text":"I like. I like commitment. Because we are committing to these values. Right?"},{"start":4766590,"end":4766990,"speaker":"G","text":"Right."},{"start":4767710,"end":4771310,"speaker":"B","text":"It's not even the pursuit. Like we're committed to these values. Yeah."},{"start":4776430,"end":4777070,"speaker":"A","text":"Okay."},{"start":4779790,"end":4781230,"speaker":"G","text":"I like that. Out of all of them."},{"start":4781230,"end":4781510,"speaker":"C","text":"Yeah."},{"start":4781510,"end":4785330,"speaker":"A","text":"That's to a commitment. Or to the commitment. Because there's an A right here."},{"start":4787570,"end":4789330,"speaker":"B","text":"Has a collective responsibility."},{"start":4791570,"end":4794770,"speaker":"E","text":"What about with a commitment to this values."},{"start":4796930,"end":4798530,"speaker":"D","text":"Wait, what did you just delete from there?"},{"start":4802210,"end":4803810,"speaker":"F","text":"I think it was achieve our vision."},{"start":4805330,"end":4806530,"speaker":"A","text":"Let me go back. Sorry."},{"start":4810620,"end":4810780,"speaker":"E","text":"Yeah."},{"start":4810780,"end":4815260,"speaker":"D","text":"How come we took out the achieve our vision. I missed that part."},{"start":4816460,"end":4818660,"speaker":"A","text":"Oh, I didn't realize we did here."},{"start":4818660,"end":4819140,"speaker":"D","text":"Yeah."},{"start":4819140,"end":4820220,"speaker":"A","text":"This is our original."},{"start":4821420,"end":4821900,"speaker":"B","text":"Oh."},{"start":4822780,"end":4825340,"speaker":"A","text":"Collective responsibility to achieve our vision"},{"start":4827100,"end":4827820,"speaker":"D","text":"through a."},{"start":4827820,"end":4830220,"speaker":"F","text":"Commit commitment to these values."},{"start":4831340,"end":4831980,"speaker":"B","text":"There we go."},{"start":4832940,"end":4840390,"speaker":"A","text":"Commitment. All right. There. How's that?"},{"start":4841590,"end":4844790,"speaker":"B","text":"To these values. Commitment to these values."},{"start":4846550,"end":4851589,"speaker":"G","text":"He has a collective responsibility to achieve our vision through a commitment. Yeah."},{"start":4854630,"end":4888860,"speaker":"B","text":"Can I ask that? Can we go back up to the mission real quick? Just because we sort of add. I just want to make sure. All right. So what do people think with what we have here? Board members, Dr. Baker."},{"start":4892700,"end":4904700,"speaker":"G","text":"I like them. I'm fine with them. I mean, there has been a lot of wordsmithing from everyone. Everyone's had their input, and I think we should go with these."},{"start":4906940,"end":4958640,"speaker":"B","text":"So what we could do? Either we go with them today, or we could take this package and put it on our next board. Agenda for approval, for formal approval. And that way we'd have, you know, the opportunity of a couple of days to reflect and see if there was any thing that we missed today. I'm fine with whatever the group wants to do. And I don't know, is there an urgency at this point? I mean, obviously we want to get them sooner than later, but my only thinking is we could approve them today, but sometimes, you know, just sort of sleeping on it to make sure that we didn't miss anything. Or we could read it through one more time. I'm fine either way. What would the board like to do? Do you want to just finalize them and be done with it?"},{"start":4958960,"end":4968970,"speaker":"D","text":"I like what we have here, and I think it is. There's so much more meat and stuff, substance to it than what we've had before. I think these are really good."},{"start":4972890,"end":4999460,"speaker":"F","text":"I think the only one that I would want to sleep on if we were to pick would be on the values, just to make sure that we have the headings right for them. But the mission and vision, I think, have shaped up well, surprisingly cover a lot of ground in a very concise format. So I think that those are really good. But that would be the only one. I mean, that's not to say that we couldn't just say, okay, do it all today."},{"start":5002900,"end":5020820,"speaker":"B","text":"I suppose we could do it all today. And then if we sit on it and want to circle back to a value, we can always just put it on a board agenda and update it and change it in the future. Like I said, none of this has to be set in stone for the next 10 or 15 years. Right. We can revisit it at any time."},{"start":5021300,"end":5033860,"speaker":"C","text":"I would like to get them done today and put out what we have. And then if we need to make revisions. I like your idea of putting it. You know, just that part so we don't have to go back to the whole thing again."},{"start":5036740,"end":5045850,"speaker":"B","text":"Okay. So are you. Is everybody okay if we go with this? And it's kind of exciting to think about putting it on our website and. You're good, Dr. Baker?"},{"start":5046010,"end":5047250,"speaker":"G","text":"I'm fine. I'm fine."},{"start":5047250,"end":5049050,"speaker":"B","text":"Dr. Montez, you've done our."},{"start":5050330,"end":5052970,"speaker":"A","text":"It's kind of like a yes to the dress kind of occasion."},{"start":5053050,"end":5053530,"speaker":"B","text":"Yeah."},{"start":5054730,"end":5055130,"speaker":"A","text":"Great."},{"start":5055610,"end":5068890,"speaker":"B","text":"Okay. So unless I hear otherwise from board members, do we want to take a formal motion to approve? How is this listed? Was it a. This was actually a discussion item."},{"start":5068890,"end":5070570,"speaker":"G","text":"It was a discussion. It was not an action."},{"start":5071140,"end":5096830,"speaker":"B","text":"Yeah, and I don't know that we have to take an action on something like this. There's nothing legal around it. I don't think what we can do is present it at the next. In a more formal. I mean, we could put it on our website right away, but in a more formal way. We could present it as just an agenda item at the next board meeting. So publicly we acknowledge. Right. Since hopefully we'll have a few more folks at our next meeting. Okay."},{"start":5096830,"end":5107310,"speaker":"C","text":"And in the meantime, we can look at the values and see if we missed anything or if we want to add something. I just basically kept everything you guys had."},{"start":5107790,"end":5108350,"speaker":"B","text":"Yeah."},{"start":5109230,"end":5111630,"speaker":"A","text":"So, Dr. Baker, I'm just going to update the date here."},{"start":5111870,"end":5112190,"speaker":"B","text":"Great."},{"start":5112190,"end":5114830,"speaker":"G","text":"Thank you, Linda. Yes, that's perfect. Thank you."},{"start":5115230,"end":5124950,"speaker":"A","text":"So then you'll have the newer version, and then I'll delete all the extra language we had from our. Just. This was just all of our notes from prior."},{"start":5125590,"end":5125990,"speaker":"F","text":"Right."},{"start":5126230,"end":5128070,"speaker":"A","text":"And so you have them here. Okay, perfect."},{"start":5128070,"end":5129670,"speaker":"G","text":"Thank you, Linda. Thank you so much."},{"start":5130230,"end":5130710,"speaker":"A","text":"Okay."},{"start":5130710,"end":5157410,"speaker":"B","text":"Thank you, everybody. This was a really collective effort, so really appreciate everyone, and thank you to our attendees. We really appreciate the comments you provided today, and you guys have been such partners with us over the last many years. So thank you so much. All right, so I think if we are. Okay, I think we're done with this portion of the agenda, we are going to have a closed session after our short lunch break. Sorry, you have to."}]}