All right. Good afternoon everyone. We will get started with our first session. Um Dr. Gil, uh Dr. Walker and Miss Woodson, welcome and thank you for talking about our students code of conduct. I know there's going to be some topics that we'll discuss at a high level that will be coming to I believe student achievement committee to do a deeper dive and so I just wanted to set the tone. So before we got to that slide or those particular slides that the conversation was there. So Dr. Gil, I'll kick it over to you. >> Thank you so much Swanson and good afternoon to you all board members. This afternoon we do have Mr. Jamal Woods who's with us and he serves as our director for food processing. >> Sorry, Mr. Woods. I I have him. Dr. Walker is not able to be with us this afternoon. So, we're glad to have Mr. Jamal Wood with us and Miss Michelle Wilson. We have some more of our team members from student support services as well. As Sheriff Swanson said, we want to give a high overview as we're starting off readiness with our traditional calendar starting next Monday and we want to look at student readiness as it pertains to the student code of conduct. Looking at our desired outcomes for this afternoon, we want to revisit that referral process for our student information system for campus as it relates in regards to discipline referrals. look at, as Chair Swanson said, next topics, four future topics to come up in regards to overall student well-being for enhancing our students behavioral health practices and those things that including some recurring initiatives. We're going to look today at our code of conduct as we are beginning our traditional calendars next week and then outline supports for [clears throat] supporting our students in regards to the topic of bullying. I'm going to now pivot to Miss Woodson and she's going to take us through our presentation and then we're going to tag team this as we go through. >> Good afternoon board members. It's good to see you today. So, I'm going to begin talking a little bit about the teacher referral process. If you'll remember, about a year ago, we talked about moving the referral process for administrators into Infinite Campus, which is our student information system, so that they would document and report um disciplinary referrals in the Infinite Campus system. We have had a really good year with that. some learning for sure but we have really done a good job but uh we are in the process now of kind of really transitioning teacher referrals into the input of campus platform. So this is really the first year for those disciplinary referrals to be in with regards to teachers putting them in. Last year we did have a few teachers that did uh begin moving those referrals into infinite campus but this year we wanted to make sure we got some feedback around that. So, um, this system will allow teachers to, uh, gain data on their own for their own classrooms about what is working and what is not working with regards to, um, their support for students with behavior. And we want to make sure that that data is is clear and available for them in their decision-m. Some teachers again have already submitted some of the discipline referrals in the in the campus platform, but we wanted to take this past spring to provide some opportunities to get some feedback from those individuals. So, we had many virtual sessions with teachers, administrators, um ifs, a variety of other staff members to solicit feedback um on how they can use that tool to better track and monitor their major and minor incidents in the classroom. Um and our current priority is certainly to ensure that that tool will be effective for teachers in supporting their management of that because we know the more they are looking at that data, the more proactive we become because we want to we want to make sure we intervene as soon as it occurs uh in the classroom. Additionally, this is a little bit about those future topics Dr. Hill was referring to. Um, as we look beyond today, we're going to be focusing a lot on our student achievement meetings as they are coming up. And actually this next week on August 25th, we will begin a deep dive into shifting our school climate and culture. And we're really going to be focused on restorative lens, a restorative lens in that presentation next Tuesday. In addition to that, right alongside that, we will also review our 2627 mental health plan. Um we will continue this work in our policy meeting the same day actually. Um we'll be talking about the appeals policy policy 4300 during the uh policy meeting on the 25th and then we will continue to um provide additional uh information as we're looking at um the student achievement meeting for January 26th. will be talking again every winter we have brought to you a presentation around our disciplinary practices and the interventions that are associated with those. So that's just a little bit of a a forecast of what is coming. I'm going to turn this over to Mr. Jamal Woods who is um going to share more about the code of conduct itself. Right. Great. Thank you Michelle and thank you Chair Swanson and Vice Chair Hershey and all the board members. Good afternoon to you all. And so uh I'm not going to read for you word for word what's on the slides because of course it's uploaded in your assembly. You can read it at your leisure. But I do want to have some high level conversation with you about the world of due process, where we come from and what we do. And so compliance is the baseline, but accountability and partnership are the goal. General statute 115 C uh 390 uh.2 two requires us as a school district to publish discipline policies. But for parents, a handbook uh that is handed out on day one is just paper unless it is used uh to create real transparency. Now, board policies must guarantee three things. Plain language clarity so that families actually understand the expectations. Uh strong emphasis on inclassroom non-exclusionary interventions so OSS isn't always the default answer uh to minor behaviors. and a shift from viewing parent signatures as legal compliance to treating them as a genuine two-way contract of trust between home and the school. Now, we have the applicability of the code of student conduct uh and parent notifications. Now, this policy sets two vital boundaries uh where the school's authority reaches and when parents must be brought into the loop. So, while it gives administrators the necessary jurisdiction over off-campus and online behaviors that impact school safety, parents absolute clarity on where that line is drawn and that uh and they expect immediate reliable communication when the moment a disciplinary line is crossed. Now, board policy must ensure that off-campus reach is applied with objective fairness, that parent notification isn't treated as a best effort courtesy, but as an immediate, non-negotiable step in supporting student behavior. Now, policy 4309 establishes a clear philosophy that discipline is meant to correct behavior and not just collect consequences. The board is explicitly signaling that non-exclusionary supportive interventions are our first line of defense and removing a child from class or school must be reserved strictly for serious safety threats or substantial disruptions. Now, for parents, this is a welcomed commitment to keeping kids learning in the classroom, but it success hinges entirely on the consistent execution across every school in our district. so that administrator discretion feels predictable, fair and supportive rather than arbitrary. So within our policy of uh policy 4309, our uh language is broken up into levels of code through uh levels 1 through 5 which creates a transparency tiered framework that aligns with the severity of a behavior with the appropriateness of response. It tries to prevent arbitrary decision-making, protects classroom instructional time for minor infractions, and ensures that severe exclusionary consequences like long-term suspension or expulsion are strictly reserved for major safety threats. Now, the tiered system shifts disciplines from a one-sizefits-all punishment to a model of proportional intervention uh first model. It provides clear guidelines for administration, reassures parents that consequences are fair and predictable and deserves out of school removals strictly for the severe safety concerns. Here we have an example of our level four and level five rules which are the most severe within our code of conduct. Level four rule is the only infraction that is a zero tolerance policy and administration must take action and suspend a student when that occurs. And a level five rule of conduct can be the sum total of one of the level two, three or four rules of conduct which would lead for a principal to recommend to Dr. Taylor to consider to this body uh of leadership whether or not to expel a student from Wake County schools to which a student is considered uh no longer in attendance with Wake County schools. Our next slide is the model of what new process the process itself looks like. uh making thought uh talking uh making thought and talking points visible. Uh we share this with our administration every single year and they have access to this model as they perform their work and making decisions to uh suspend or not suspend. So of course we have the principles having the awareness of of the event that has occurred in in the buildings. They're required to investigate but they're also required to speak to the offender on the rule of conduct in which they report uh and and violate. Uh the principal then decides and reports on what it is that they're going to do, whether it be in school suspension, timeout, detention, or out of school suspension. And they are required to inform the parent of that decision uh when it comes uh about. So at this time, I'm going to turn it back to Michelle Woodson on the determination of suspending or discipline and go from there. >> All right. I Yeah, I think that ultimately the policy and state law are in place that for that decision for the principal or their design. Um, and if a principal does choose to suspend, it is again not a mandate by a policy. It's not a requirement for them to suspend. Um, and the only mandated suspension, just as a reiteration, is for that firearm or destructive device. So, that is the only thing that is a requirement for suspension. >> So, we're going to um transition just a little bit. Having discussed about the structural framework of our code of conduct and due process that ensures consistency and fairness, we now want to kind of turn our attention to some of our proactive strategies. Um, and the code of conduct certainly provides the necessary boundaries for accountability, but we recognize that true school safety is built long before disciplinary approach. [music] We are committed to a balanced approach, one that combines clear expectations with robust support systems to foster empathy, social emotional skills, and a positive school culture. So, we want to today highlight some of these strategies that we are using to proactively support students with regards to the topic of bullying. And I'm actually going to start at the bottom and go up. Um we do and most of you are have seen um every May we present uh the district-wide bullying prevention videos. We do those every single year during during bullying prevention month which we have highlighted here in the next uh grown up that we do uh celebrate that in October. We try to make sure that we have groups and organizations and students involved in paying attention to a bullying awareness. How do we know about what that is? What do we do as a result of that? Second step is our social emotional curriculum. And in that curriculum and every single grade level K through 12, it does address bullying within that. So there are explicit lessons embedded within that curriculum around bullying. In addition to that, we do have additional classroom lessons that our counseling and student services department has available if they are are teaching to an entire group of students or even in a small group. Uh we also have explicit counseling lessons available for students if if they're want having small group lessons around bullying. Of course that is always with parent permission. And then there is in in addition to that individual counseling available to our students who may be struggling with um bullying or addressing bullies um bullying situations in their in their environment. And with that, we will take a pause and certainly answer any questions or discussion you may have. >> Great. Thank you um for diving into this and you know again this is high level because we'll do a deeper dive into this at the upcoming policy I'm sorry student achievement committee meeting. Um so I vice chair Hershey Miss Evans Dr. I got around the table. So that's how we're going. >> So chair, for clarity, we should not get into like a level one-2 type question. You want us to save that for student achievement? I think we can dive into it, but I think if it's if it's dealing with specific matters that we deal with as it relates to those discipline appeals, I would recommend that we keep those high level just because those are student due processes and if there's laws that protect that absolute accurate turn. >> I mean, I guess if the question is just more generic as to the applicability of rules, then it's probably okay. >> I mean, we can give it a shot, I guess. [laughter] >> Two two quick questions. You mentioned, I can't remember how you phrased it. I appreciate your passion when you were reading it about making sure we it's more than like a cursory effort or to contact parents. >> How do we ensure that that your passion and your messaging is getting to our schools so stuff doesn't come before us and we say, "Why did we not do a better job of contacting a parent?" >> Understood. Understood. And when principles and assistant principles do have questions, uh we have open lines of communication either through phone call, email, we're there for thought partnership and all of my team uh will state specifically make certain that the parent receives notification. They can receive it either by uh picking it up in person, the student can bring it home with them and we can even have it created as a PDF and have it emailed to a working email address. So there is no reason for a parent not to receive any notification of of a out of school suspension or things of that nature. um our team doesn't delve into the realm of of incidences and say make sure because our audience is administration but when they do call us and in our trainings in fact this past summer we've had at least five or six trainings so so far uh we constantly lift up the fact that our uh expectation is that parents are notified in writing of counseling. My only other comment on this for now talking about the different levels of suspensions and that sort of thing. Yeah, I look at level one-2 the mutual respect and I know we try not to suspend those sorts of things. But if I'm on a football field, which I will be Friday night, and I get cussed at, that player is gone immediately and probably suspended at least one other game by the state, if not two. And so I'm wondering if we are doing enough when we keep that as level one. And I know we want to keep students in them, but where do we find that balance where there is actual mutual respect and our teachers are feeling supported and you know if a student does cuss at somebody to me they got to be removed from the classroom at least at that moment. I'll take a stab at what you're asking. I think I think I'm going to be addressing what you're asking, but but there's no doubt that some of that is up to interpretation of the teacher that may be receiving it, a referee who may be receiving it, right? First of all, but I agree with you and certainly if it is repeated. So the even a what we would call a level one can elevate if it is continual and repeated and we want to make sure that that does happen. I don't think any of us want a classroom environment, school environment where a teacher is not feel safe or respected in their in their workplace. Um, but we also want to make sure we teach children along the way. What is the way to go about doing this and the most the the most healthy process for them to be able to get to where they need to go? >> I will say that it gives me a lot of pause when you say if it's repeated because to As an official, if it happens once, gone. They cuss at each other a little bit. That's different. But if you moment you catch an official or teacher, I don't believe it should be a well, if they did it once, eh, if they did it multiple times, then it becomes a problem. I just think once you cross that line, that is a definitive line one time, then you can kind of perhaps correct behavior. But I'm I don't love that we kind of go towards multiple on that from my perspect that's a comment. I'll just leave it at that. >> So um I knew this was coming to policy next week. I didn't know it was coming to student achievement and I'm a little concerned. It seems to me that it'd be better to have that in reverse that the discussion at student achievement happen first because that might inform >> the edits that we make to policy. Um, I don't expect you to address that right this second, but I did want to say that say that with all of you staff in the room and not just huddle up with Miss Gordon and and board leadership. I don't know if it's possible for us to swap those times anyway. Um, I don't want to give Miss Allan any heartache, but but I I really think that's that's knowing that that's coming just just an hour, you know, right after our policy discussion gives me a little >> So, is it your recommendation that you pull that one in and all that policy or >> No, because my understanding in in prepping for the policy meeting next week was that staff really wants to get this in place because of the start of the school here. I literally mean if it's at all possible to have the dis like maybe move student achievement to 1:00 and policy to 3:00 and we don't just just we can come back. >> Well, I want to address it now since you start off at the table while Miss Allen is >> what are your thoughts? Is it possible or you >> I mean I don't know what you're bringing to student achievement. I I knew I knew what was >> I just want to make sure if there's any calendar voice because she's the one. >> Yeah. >> So yes, if there's a quorum and that's something that needs to be as long as you have a quum for your committee, >> right? >> And uh Gordon, if you can get a quorum for yours, then that's then we can swap those times. >> Okay. >> That'll be reflected on the calendar that go out. >> And I know we don't finalize anything in committee. Well, this one has to get balanced because it's swapping calendar. So, that means it's going to impact the the posting that had to go out on Friday. So, >> I meant with next week voting like we wouldn't vote on anything formally adopt any new policy on Tuesday. That's what I meant. But yeah, thank you. >> Thank you. >> Uh yes, thank you. Um, I I always look through through the eyes of our kids with special needs and my one concern about the student due process steps in terms of the investigation part is how how successful are we in able to be able to uh get information from a certain student that may not have the um uh ability to communicate their you know their experiences, what they went through um um or or have accuracy in terms of conveying the information. Um and of course you also you know at which step should the parents be involved in the uh being notified of a child that has special needs? um you know that I I don't want our our parent to be notified after after the the the the staff has already you know asked the questions when the the parents didn't know about it. Um that's that that's that's where I I don't know if there's a uh flexibility in the the sequence of of of the steps that you you take. Um, I certainly think that, um, our kids that have difficulty communicating their experience may need a little bit more of of a, um, difference in the way we approach things. Um, just my my take on it. Um, and then secondly, in terms of uh, what u, Mr. Hershey was talking about you know I think it's a it's a philosophical discussion that we have here in terms of you know what is what outcomes can change behaviors you know um I know that we want to keep our kids in class at at as as much as we can but then there are you know we know that behavior um human nature uh is that you know if you can get away with it, you will keep on pushing. And how do you know how how much can can a can a teacher take in terms of a a a behavior because they know that that the student knows that they can push a little bit more. Um so that's um something that we should have a you know a frank conversation on. I agree. I think there's also many factors that goes into that whether a kid has not had food or they didn't have a you know great living condition. Like I had to make sure before I came out here I took a Snickers bar so I'm not hungry. Um and that's just me practicing and being self-conscious. And you know for students they're still learning those soft skills and so maybe at their family and cousins what they see and they may think that's appropriate and that may not be. So it's a lot of factors that has to go into that and I hear what you're saying but I just wanted to add another layer to that and um uh Miss Rice and then >> All right. Thank you. Um you know I love these topics. Um advocacy around um student discipline has always been something that I've done over the years. one. There are a couple things that I love that you said and thank you um Chair Swanson for bringing up those points. So now I won't have to um but I did hear you uh there's a couple things I think that you say that's very important. You're working on restorative practices and training staff around that. And then the other part is the only reason the only mandate for a suspension is firearm. And I think with you all talking about restorative practice and understanding that one statement, the only mandate for suspension is re is a firearm. So a principal does not Yes, they just said it. A principal, and I heard it very loud and clear, a principal does not have to suspend unless it is a firearm. And so I am very interested in wanting to hear feedback. And I think that it spills over into another committee that Miss um Cfield and I were talking about earlier today is community engagement, right? What does that look like for parents to partner with our school to make sure that um we are doing as minimal suspending as possible. Um we don't have to share the data of anybody who remembers at this table. um black and brown students are disproportionately suspended in Wake County public schools, right, and around other areas. And so that I think it's a conversation worth having based upon what Mr. Hershey said, what Dr. Eing believes, and what Chair um Swanson had to elevate. And one of the things that I that I appreciate with Apex, um, the former Apex chief of police is is that they had if they had any issues that were going on at the at the in the community and they knew students were involved, they would literally contact the school, not giving any details, but just the students information and saying, "Hey, handle with care and that was an understanding that the teacher and everybody just needed to relax a moment so that if you get someone who's agitated or whatever the case may be, you don't know what went on in these people's house the night before. And then the other part I want to switch and so I think that's something that's important for student assignment and things that I'm talking about around welcoming schools that we're trying to push in community engagement is that how do we partner with families and how do we partner with our educators and everybody so that everybody understands how to be kind to each other. And the flip side for me is when we're talking about students and their attitudes. Let's not forget that teachers are humans too. Teachers have a lot on their plate too. They don't always come to school perky and ready to go and treat every child kind because they've got their own stuff. That's not, you know, slighting it. We're just being honest and being human is that it's not just a student thing. It isn't everybody's thing that everybody has to learn to be kind to each other. Everybody has to learn to have patience and grace with each other. and the fact that we see it in our suspension rates, then we need to be more mindful about our own biases and things that we have um that are that are um documented in research about how we engage with each other. So, I would really like to see um in a deeper conversation within the three committees that this spills over into community engagement around welcoming schools. Everybody feels welcome. everybody feels like they belong, that parents have a place to support their child, and that families are actually getting um and that and that principles are looking at something other than suspension. Because if we think about it and we look at the research, if a child does something, they want to be suspended in the first place cuz they don't want to be here. So, let's look at a bigger picture of why they don't want to be here. Let's dig into what is causing the high absenteeism rate. So, the conversations that I'm sharing today is not just fly by the seat of my pants. this is data that we have um and that we should recognize as a board and bring to us when you're sharing these things. What is our data saying that we have to make a decision that we need a restorative practice that um that what's your name again? Sure. >> Miss Woodson that Miss Woodson and her team feels like why do we need to practice restorative justice um work, right? It's a reason the data is showing that we need to do it. And so I think the more that we bring data into the picture and give snapshots of our subgroups of students and profiles of that, we can make better decisions as a board as it influences our policy that some things we may need to shift um that we talk about as a level one because what one teacher may consider as disrespect is a cultural thing. >> And unless you're from the culture, you don't see it as disrespect. You see it? First of all, the data shows with us behavior-wise. If students respond rudely and disrespectful is not the question of they need to get out. The question, the next question is to ask is why? What's wrong? Not what's your problem. No, what's wrong? That's just the behavioralism of a child that misbehaves is saying there's a problem. Something's wrong. That's their way of crying out for help. So, I appreciate the work that you all are doing and the way that you're looking at things and the way that um we if there's a way in policy to push for principles to understand um because that's not been the thought process in the district. You don't have to suspend. It's a choice. And I think that's something that we need to look at more um considering our absenteeism rates and things of that nature and the suspension rates that we already have amongst black students. Thank you for your work. I appreciate it. >> Thank you. I know this is a topic that could justify a whole day or more worth of meetings. So, I'm going to be very brief. Um, one thing that we've observed over the years is that I think sometimes we could do a little bit more with staff training at the school level in terms of compliance with our due due process policy. will run into situations where issues have come up and um the situation has risen to us in an appeal because policy was not necessarily followed correctly and that's something that we can improve. Second thing is, and this is going back, I'm not sure exactly which changes will be brought to policy, but an issue that we've identified in past years that really does need urgent addressing are problems um with due process and the bullying policy where right now the policy is structured and I think the idea was a good idea, but it's in initiated by the victim of bullying. But depending on what happens with the policy, then you could have an order basically instituting discipline against a student who has had no hearing and has in effect received no due process. And that's just a structural flaw in how we set up the policy. I don't know that anyone anticipated we would have these situations, but now they've actually occurred and they've taken some legal efforts to maneuver around. And so that is something that we do need to address with some draft language and make sure as early into the year as we can, we've got all that satisfy. I'm sending him an email right now checking on that. >> Okay. I appreciate that. Thank you, Attorney. Thank you, Mr. chair, Miss Gord. >> Um, thank you. Um, this is very timely. Um, and I can't wait to dive more into this in our our our meetings about several of these topics that have been that have been raised. Um, I did want to ask um because I think it is it's timesensitive seeing that we're coming up on a new school year. What can you speak to the level of um professional development and training educators are receiving on any updates that are made um to the student handbook and like just reviewing policy and things of that nature? >> Yeah, I'll start and you can jump in. Um certainly as an as a ex-principal myself, I would certainly go over the code of conduct with my staff in those opening meetings that are your traditional calendar uh teacher. You're probably in those this week where I was at a elementary school this morning. So certainly an opportunity to review what those practices and policies are. We also have some of that embedded in our HR requirements for employees to look through the code of conduct and what they're required to do as well. So if you're thinking about I I think you're asking about about across the board the entire staff's involvement with it explicitly in the code of conduct. Um there is also an opportunity and we've done some training and provided some video support and additional support. Many APS will be presenting to their staff about how do the how does the teacher input a teacher referral which I kind of mentioned at the very beginning and >> and keep in mind we want to do that as the teacher who is noticing that Miss Mada can't sit in her seat right it's not anything major but as long as I keep up with that then I can start looking at my data to determine when and where does that happen most and that needs to change my behavior as the teacher right? Do I do I need to have her in a different area that helps her be able to attend more? How do I make a decision as the teacher that's going to help be more proactive so doesn't have a challenge in her in that seat any longer? That's just a simple example. But we want to make sure that the more we empower teachers with that data, the better we're going to be at being proactive before we ever get to the place where we're looking at serious charges or serious incidents that may occur in the code of conduct. >> Thank you. And um just to follow up on that, I know that this is a very very broad, very high level discussion that we're having about this today. So, um, I just want to bring up some points that I am looking forward to to you all bringing to the rest to the board. Um, I know Miss Rice touched on, you know, this being about mostly about human behavior and understanding like culturally responsive tailor. That is a huge component of of what we're talking about today. Um, so I'd like to I'd like to bring that to the forefront in in future discussions and presentations. Um, but also the parent piece of it, like how are we as a district supporting and um, how are we giving parents an opportunity to be heard as it pertains to this student code of conduct? Um, for example, expectations that we have in our school buildings may not be the expectations for for home. So, how do we how do we bridge that gap? How do we support parents in that getting them to understand and for us to really listen to understand our communities more? Um and then um along the lines of the the bullying, making sure that um that administration and our educators and staff know that there needs to be a document like some type of like documentation that is that that we can clearly go back to that says that this child um this student has expressed that they have been bullied or these parents parents have expressed that that their child has been bullied. Um like what is what does that process look like? Are we making sure that we are following every step in that process? Um and yeah and then just understanding I think we have we have reached a huge um epidemic of the lack of empathy um for our students. So this is again another bigger conversation about social emotional learning and understanding that we are in the business of helping and supporting and guiding children. They are going to make mistakes. They are supposed to um and I'm not talking just on the elementary level cuz you know that's my love but both on the elementary level, middle and high school level. >> Thank you. Miss Cfield Dr. Joe class first. Um I just have a couple of quick questions and then um something u the forms that we send out at the beginning of the school year. Do we still do that where we collect all the parents data? >> Talking about just demographic information >> the phone numbers emergency who to contact. So we still do all that, right? Um and I saw in here that we say may require shouldn't that be mandatory? There's so many reasons why we wish you to have their updated information, emergencies, all that stuff. We do hear that a lot in the meetings that we don't have the parents information or we try to reach or we may attempt to reach. But if we have the updated I mean most people parents do not change their phone numbers on a regular basis. It's quite a quite a process to do that especially with business and everything else. I'm not saying you don't have it. >> Okay. Okay. All right. Just leave that alone. So, I'm just saying it might be better for us to make sure that it is mandatory that it has to come back. And I know that might put some on the teacher or the front office, but just having that complete information. I think if we're better with that, we're better with communication and being able to reach parent. Um, and that I know we're going to speak more about bullying, but that is one thing that I had a concern about is what are we doing to the child who is receiving this treatment, who is getting bullied, and how are we supporting their parents when those situations come up and if we need to talk about if that's something we're going to be speaking about in committee, I can hold off on that. >> Yes. um we wanted just to go and let you know what we're doing on the preventive side and supporting our students, but we know as we were talking that that's going to be a much deeper conversation that we need to bring back and how to give that support for those families as well as for the students who are received. Okay. So, I'm just going to make a comment here. I've been on this board for four years and from day one been trying to get that bullying to come to this table. But he was saying we're going to bring it to the table >> out today and by when I share with Dr. Hill and and when we did our vice chair and I shared with them that this is what we want to bring forward. That's why we have the uh quarterly forecast. We're just talking about what those works are and so we can bring these items to the table. So I've been >> well it's going before the committee as it's indicated and then once the policy that needs to be addressed has to be addressed but it will be resolved. is the staff giving them high level to talk about bullying but also hopefully letting families know too that bullying cannot just rely on the school as well. It takes a community approach and parents also have to have conversations about how to be a good neighbor to their to your peers. Um so it's a both it's a two-way street. um we will do our part to ensure that bullying takes place so all kids have an environment that they can learn in but there's also outside conversations that families and parents and guardians need to have prior to I don't know August 25th or 24th. So >> so that was going to be the other part of my question was you said that we um that we talk about this in May which is the end of the school year and then we celebrate it in October. So can you clarify that? >> Yeah. Yeah. What we we and during bullying prevention month which is October, the students are all participating through many groups and clubs and organizations through their school counselors. They do a lot of activities. They create posters and they create videos. We just have a video competition that happens throughout the year. The kids all submit the videos and we share them with you in May so that you get to see them every year when they when they post them. But that the the activity is absolutely happening in October. >> Okay. I just wanted to be clear about that and then if I could say one more >> very quick so we're over the time so very quickly and then >> so when it comes to the behaviors because one of the hardest things to do on the board is to sit in those hearings >> and hear the stories from the families and the students and what led up to that. It is one of the hardest things that we have to do as a board member. So I just want to make a comment that I agree that there are many reasons why a ch child could be struggling. It could be food. It could be what happened at home like you said. It could be you know they have sensory issues. It could be a whole strand of things. But finding that balance where we also teach the children and if they're not getting it at home or whatever the reason is something is provoking it. We are teaching them in school that when you're out in public and with all these people, this is how we do it. This is how we behave. So, children really do thrive on clear expectations, clear expectations and healthy boundaries. They may not always have it in all situation and like Miss Gordon said, they are learning, but the comments that were said and I agree with Sam that when you make it very clear, this is not the language we use. this is not the behavior we use. We don't hurt people like that. Having those things and I know you mentioned SEO, but we have to have clear boundaries for our students. And this is the biggest thing that I hear from either bus drivers, mostly teachers that they don't feel like they have the support from administration because it's happening in their classroom, it's happening to them. I met a teacher who has a a hoof is a really big I don't know what you call it like a hemorrhage on her calf that the doctor said will never go away. She got it years ago from a student in elementary school. I mean these these situations are real for these teachers. So when we talk about retention and we talk about behaviors when these kids get out into the real world. I mean that was elementary school. So hopefully that kid is kind of you know iron some things out. But when we get to high school, they're about to enter the real world where they're going to wind up with a whole lot of trouble if they do that behavior. So, I understand talking to the kids and trying to meet them where they're at, but we also have to have healthy boundaries so that they understand that this is not how we do it, but let's show you how we do do it. >> Thank you. And I know we are well over and I I'll Dr. Jo, I know you >> literally 20 seconds. Thank you very much for everything you said here. I just want to make sure in the student achievement section um we have a discussion about uh bathrooms on the agenda because it was noted in the security and safety um how students really find them to be the most unsafe places in the building for a variety of reasons and I think we need to talk about Thank you. That's it. >> All right. So, thank you and I know if there's any additional questions, Dr. Hill, if board members could share those with you so we can have a great discussion at the next meeting. I want to thank you all for bringing this uh forward and um appreciate the work that's going into it and as we tee out these conversations also through the expectation that this is again a two-way street where we need parents to have those tough conversations so students can understand as well as teachers being aware of the work that has to go through. But I I'm a sole believer in just being a former high school teacher that that responsibility solely does not fall in teacher. Um and when you build those relationships that those positive relationships, you can see some changes in behavior. Um so we'll transition to our board advisory committee. Thank you all. Um and we are going to have an abbreviated discussion for time purposes um so we can get to our emergency preparedness and hopefully get into close session and dive deeper into the emergency preparedness conversation. So I'm going to welcome Miss Allen and Miss Fields um and we're going to triple team this topic um and go from there. So as you all know our board advisory committee uh committees are outlined in policy which is 2331 um and which kind of highlights all of the board the roles of the board advisory committees. this conversation. Why this is very involved to work session? Because we had a dis a meeting which we meet with the board advisory chairs twice a year according to policy and at the last board advisory committee meeting the board advisory chairs had shared that they wanted some consistencies amongst topics amongst appointments um and making sure that they're in the know about big topic issues such as the AI policy and making sure that whatever topics we're bringing forth there's some alignment across there. So, I'm going to start with the document that Miss Bills created and give some overview. But before I do that, Miss Allen, did I miss anything from that BAC chair? >> I have not thus far. >> Okay. >> Doing great. >> Thank you, Miss Allen. Um, so I just wanted to say, Miss Allen has been holding down the board advisory committee updates and meeting with the chairs and so now that work will ship to Miss Fields. So, Miss Hills would be the point of contact for our board advisory committee chairs as well as getting this form to inform them. So, Miss Hills, if you want to talk us through the form. >> Yeah. Um, so it's pretty much the same. We just made some adjustments based on what our board advisory chairs were requesting. Um, and actually, Chair Sponsson made the suggestion to change naming the child's first name and last name to just the first initial and last name for privacy concerns as these do get uploaded to simply. Um the chairs requested that we move the board signature line down past the office use only because a lot of principles or the nominees themselves were signing there. Um just cleans up the form and makes it easier. The chairs um of the board advisory council's biggest request was to change the way the form works for the terms. Um it's a term of up to three years into policy and they've asked that we make it one academic year on the form with the option to renew up to three years on the same form without having to fill out a new form or it lasting and then they move out of that school and then there's confusion over who represents. So >> and that um the form is already fillable. Um, board members can either at your VAC meetings scan those forms and email them directly to Miss Fields so they can get taken care of. And we want to just make sure we're consistent by requiring a wet signature so therefore everything is consistent. So that was what we had shared with the board advisory committee chairs and so I will open up the questions for the form and then we'll get into sorry it's another form that goes with this the expectation uh that goes along with this as well that's uploaded to assembly um just so board advisory committee parents sorry this is for the chairs excuse me I'm looking at this incorrectly this is for the chairs we'll pause and just stick with the form and then I'll go to the chair's form later >> just one small correction And therefore is for everybody, not just the chair, but the chair on the top helps us know which BAC in case we information to load it to the correct. >> Thank you, Miss Ellen. I was looking to you to make sure I had that correctly. >> I was catching. >> Yes. Um, so with this particular form here, which I which is also in assembly, lays out what the duties and the expectations are for the board advisory committee members. So it talks about which is an ordinance with board policy 2331. Um serving up to three years the BAC meeting posting dates what to be engaged in um and just so when folks are joining the board advisory committee meetings it's they're not joining blindly. So I will pause on to to discuss these two items and then we'll dive a little bit deeper into policy 2331. I lift up a couple of things. So I saw Mr. Hegerty was that a hand? Just a quick clarification. You talked about the wet signature, but I know we have a fillable form. So, is a wet signature going to be required just to board members? >> Yes, just for board members. So, the parents can whoever you appoint can still be there, but the wet signature at the bottom where it says board members signature will still need to be a West signature. So if you get those at your VAC meetings, they can fill them out, scan those forms back to Miss uh Phils. Miss Phils can print those out for us and then place them or give them to us at a committee meeting work session with your signature so they can be uploaded into assembly. >> Okay. Thank you, Miss Edmonds. >> So um they don't if we want to do a three-year term, they we just fill it out here, >> right? So we're not getting rid of the three-year term. the board advisory committee chair just said instead of having them to refill out the form or having some confusion at the bottom of the form that Miss Bills has created a reappoint date of three different times. So that will still have that threeyear uh time frame but it would just go into three years academic versus the academic school year versus if we sign it today some confusion around when that three years start. So, we want to make it consistent across the board, >> but all the board member has to do is inform you. >> Yeah, you would just need to we do a wet initial um where it says um board member initial on that reappoint date. Um so, just beginning of the academic year if you would just I can print it out for you if you tell me who it is or showing it to me. >> Okay. Thanks, >> Miss Rice. Sorry. >> Thank you so much for fill forms. You know, I love great administration. I just have one question. I was scamming through policy. Is there any particular reason why on our form I've noticed that forever. Why do we have spouse on this form when when it's for the individual person? I can understand occupation possibly employer type of thing, but why spouse? I never knew that. >> It's always been on their phone. >> Mhm. I know. >> We also made it so that there were no conflicts of interest at the time. Okay. >> Yeah, that was the only justification I ever knew for it was like if a spouse of somebody like worked for the district or worked for a vendor, it could get into some like legal issues with the appointment, but that's the only reason I know. >> Yeah, I had some folks that was asking about that and because you're asking for a person filling out, everybody's not married, everybody's not whatever. it seems a bit invasive upon your private life when you're just trying to serve in a role that's a volunteer role. I don't think on our volunteer forms that we put on there people's spouses and stuff. >> If someone is in uncomfortable with anything on there, they don't have to necessarily fill it out. It's not going to I don't think it would disqualify them from serving on the BAC. But when I raised the question as well with Miss Allen, it was it was this has been a practice that to ensure there was no conflict of interest. But I hear exactly what you're saying. >> Yeah. I still don't understand the conflict, but I I get what you all saying. I think we should still change it. But um the other part is can we on the other form, can we make that billable? >> Talking about the expectations form. >> Sure. >> Yeah. I would love if we can get everything fillable. It just make my life easy for the next two years. >> That is not a problem. >> And I think that was all I had for um about the federal reform. Yes. Thank you. But um so I can just tell people they don't have to fill it out. Some people just be asking. I just I still don't understand y'all point. But it's okay. >> Hey, if they don't want to fill it out, they don't have to fill out. As long as you got your signature and your board advisory chair is indicated that they are there to serve, that is water in the bridge and we'll get them on your BAC so they can keep doing great things in district 4. >> That came with y'all today. Miss uh >> um I have a couple of quick clarifying things. First of all, thank you for this because it was going to be one of my things. Is can we do it online because they all forms and paperwork. So, thank you. Thank you. And my board chair Thanks you. Um who is considered the council leadership? Is that going to be us the chair in regards to >> or you one of the one of the I think it was on the policy um said something about council chair. So, I'm going over with my for chair just to see if she had any suggestions on council leadership section F. >> I think I haven't policy yet. We were just on the form. >> What did you say? >> We just on the form. I haven't got to the policy yet cuz there's >> Oh, okay. I'm sorry. I'll follow up on that then. Um there was So, we just form if anyone had any questions. So, therefore, um the goal is to have Miss Phil send it out to all of our board advisory committee chairs today. There's not a lot of feedback or or adjustments that we need to make. Miss Phillips is prepared to get the new form out to the chairs ASAP. >> Okay. So then my questions I think are for more about it the policy of that. Thank you. >> Any other questions guys? Dr. >> um just to clarify a question. um for a member to serve for up to 3 years. Is that inclusive inclusive of them being a school representative for a particular school and as an atlarge member meaning like sometimes they they you know the student graduate or you know you know you know going to a different school or >> so what we've done in the past is if they have served at the school for three years and it's an elementary school student >> and they want to move to an atlarge position then we would have them complete a new form to the at large because their form right now is just for the school. So, if they're going to be at large, we'll take the atlarge and run that for your for the three-year term. >> So, at large will be a separate >> That's correct. Because you need to replace your school representative because you cannot serve in both places. >> Correct. >> You have to serve as one. >> So, same same scenario, but if they have more than because I' I've reappointed past the three-ear mark. If if a parent has a student, well, more than one student rather, more than one student, they got three kids, so they're going to be in that school for 12 years or whatever it is, however that math works out. So, that's um really a policy >> thing. But >> since you raised that, I've kind of bothered policy, too, cuz I have some of Mr. Fletcher's advisory at large. Mr. Fletcher has not served in almost six years. So some things we just kind of if they're willing to serve before I >> we have not denied anybody who wanted to serve. >> We've always given you guys the option to reappoint them as long as they stay within that bracket. >> Do know of one that has served for multiple years or multiple uh with multiple students. They can no longer serve at that school anymore because their child has all of the children have moved now out. Yeah. and they can no longer serve in that position. So, we have accommodated um does not pertain to your chair. So, we understand that with your chair as well. We do understand that some chairs find it very hard to give up that position because other people don't want to serve in that capacity. And so we have allowed board chair board advisory council chairs to remain in those positions so that you do not go without a board advisory council chair. Okay. >> So we have given grace and flexibility >> and it's not just one board member it's multiple situation. I think it's >> Yes, it's majority. Um, so if we go to the pause, it's just two things. If there's no more questions regarding the paper, so if we're good with the the fillable forms, bill forms being fillable, the edits that has been suggested, Miss Phills, we'll get those over to the board advisory committee members and chair, well, chairs, and then we can begin this process. Are we good with that one? And if you know that you have a chair that is no longer going to serve in that role, we ask that you share that information as a so there's just two things that we wanted to highlight with that the board advisory committee chairs have lifted up too as it relates to policy. Um just doing a plug for all of us and we know there's high school students who want to figure out how they can get involved. This is an opportunity that they can lend their voices to our board advisory committee meetings because they are open to the public. So, um, section D of the policy, um, each council shall hold regular meetings at least four times a school year. Hopefully, there's no bad weather this year and we don't have to worry about that. >> Yes. >> Yes. Um, and then just section two of that that says all BAB blah blah all that the meetings should be held before the October 15th according to policy. We also understand that some of those things happen and then the last minute meeting shall be held by June 30th. Um and then we take care of the two BAC chair meetings that takes place during the fiscal year. So they meet with the chair, Miss Allen, Miss Fields, or student will just be Miss Fields beginning this year. Um and then some topics the vice chair and I had some conversations about just trying to make sure there are some um um alignment across all of our ballers. So we want to make sure that topics that we're bringing up. I know Dr. Robson has sent an email every year about some of the topics. So the discussion he and I have the vice chair and I'll defer to you vice chair in a second. Let's make sure since the AI policy is one of the topics that we are going to be moving forward with. Um and I know Miss Evans had put that call out for us to have that discussion. Um so we want to make sure that is a topic that is brought to BAC's the strategic plan and the budget. Um were the topics that we would like to make sure all BAC chairs were lifting up. Um and Miss Allen you I'll pause and I'll let vice chair >> well just to one of the reasons we had this discussion was coming out of the retreat kind of some of the conversations we had is the board were making sure that we were discussing these issues together getting feedback from the community on some joint issues that we face and of course we face the budget every year and I think everyone probably has a budget u but it's really trying to as we uh get aligned on some ISS issues and get feedback on big issues. It's it helps um the board in general. >> And this is what the board advisory committee chairs that we met with said that they wanted to make sure that there was consistency across the board. And I told me that I would do my best to honor that request, bring it to the table, and that's what I'm following up on my ends. Miss following [clears throat] up as well as Miss Phils because that's what that was their wish and I'm trying to honor their their brush. Dr. Robson, I saw your >> Yes, sir. chair. Um, would you like for the office to create another menu of agenda topic opportunities that board members can choose from for the BAC meeting that we can share that? >> Um, by board member Hicks. >> Thank you. So to provide some more context and maybe a slightly different point of view, um first of all, I think it's wonderful to have a menu of options because sometimes topics will come up or meetings will come up and there's no real obvious topic. And I'll, you know, I I come up with topics in consultation with my board advisory committee chair, hearing from the membership about what it is we want to talk about. And I can imagine as as diverse a district as Wake County is, there will be some topics that are more of a priority in some areas than they are in other areas. And so I think on one hand there's a benefit of consistency, but I also think we should be able to retain some sort of flexibility to have things that are sort of like unique to and responsive to the communities we represent. Um I know that in the evolution of the BAC's we went through a period and Miss Evans might remember this miss you might remember this when the BAC topics really shifted from being communitydriven to basically like a press release from the district that was basically trotted out to present with no questions and then the meetings would just end. that was under a previous board that's no longer here. But I know that both of you were involved in advocacy on that. And so, you know, time passes and pendul pendulums swing, but you know, I like we mentioned the AI policy. I've already done two very thorough and I thought very valuable meetings on the AI policy and the last one just being our last meeting. And so, I wouldn't want to feel compelled to do one. Again, that's just what the board advisory committee chairs that were on the call lifted up. I understand some were not on the call, but this was the it was five, which if we're looking at what the majority is, >> that's the majority. So, I'm taking what they shared and their input and I've shared what other parts need to be shared with administration. So, they're in the no. This was a topic, but again, there is no policy that says what it needs to do. I'm just looking up a suggestion. That's what me and the vice chair talked about and we had already prepared for push. So, so and again please don't misunderstand me because you know this is you know you and the vice chair lifting up their voice and bringing their voice here and sharing that and conveying that and that is wonderful and I respect that we need to do that. I just wanted to present and as I tend to maybe go a little overboard but present the other side of it >> and that's all that you know two of your four your successor will be able to choose so it's just laying out and make sure that we go from there. So I saw Miss Coughfield I think and then Miss Rice and then um Miss Edmonds and then we'll wrap so we can get to our next items as we are kind of over time but go for it. So some some of the feedback um along with the consistency and the topics um and I know that it doesn't have to be the whole board advisory but they were saying we were talking about budget safety policies and programs which I guess would kind of include the AI but just to maybe have that suggestive language to say such as and give an example so that you know new board members know let me plot out if I only have four meetings I got to I should really fit some of these things in there. Um and then the other thing was to kind of require um the board members to have like input sessions like breakouts or something because it is an advisory. So um they were saying like to to do that so that we do get feedback from the community. It's not just all presentations. Um and I do kind of see the eyes glaze over when the presentations kind of come over versus they're all sitting there having conversations. So I think that was valuable input. Um the one thing I wanted to ask and now I didn't write where it was is we talked in the policy it talks about um that you're required to have the schedule of your four meetings up front and the mandated year. Um that could um be a little bit of a challenge if that's a requirement versus a suggestion. Um, like right now even I I have dates and I gave two dates just because I wanted to be flexible but we can't get a school yet. I'm not putting anybody down but we haven't had a school say hey we'll we'll hold the first one. Um, so then that could shift the date depending on what school is available. So each time we have a meeting we're saying and if somebody could post for next time. I know it's hard and it's challenging because they've got so much going on, but that could be a struggle. >> Yes. And it's not like we are dinging board advisory committee chairs for not following policy. And your board advisory policy I mean board advisory committee chair gave us the most insight with her longevity serving uh on that call gave [clears throat] us a lot of insight to how we streamline this process better. And so, um, I hear and understand what you're saying and I understand what she was saying. And so, I am trying to push to my ability to make sure that their voices are being heard to the best of our ability. Um, and the board advisory committee chairs didn't make that call, we have opportunities to make make it for them to make sure that their voices are being heard. But the five that were there, um, those were this is how this came about. >> Okay? >> And I'll just keep it there because I don't want to go into details. The four that were not there. So, >> okay. And then the only other thing is um with the council leadership, I think the concern was more that we had it seemed like to have a secretary, but that >> Yes. >> So, requiring it may be a little bit difficult, >> right? So, and it's also who shows up as well. I know every every BAC is very unique and so it's a way of meeting the needs that are there. So, Miss Miss Rice, >> thank you. Um, I kind of have to lean toward um, Mr. Hagerty, but uh, still uplift. I don't know if my BAC chair was there or not, but he's very thorough. Dr. Bailey is fire and amazing, and our conversations are definitely tailored around um, what administration may want to hear and know and to support and to partner with parents. And so, we're very strategic in that work. And so I think for us with what you all may be asking um for three topics out of four times a year that we're going to meet, you're basically controlling what we do as a BAC to speak about in in in some sense. And so what I'm thinking is a possibility that um like if Mr. If we haven't discussed a topic that that the board chair and vice chair may be elevating for us to discuss in our districts, then maybe we can take 5 to 10 minutes to discuss that, but keep our our headlining still kind of the same, so to speak, to at least announce or provide a one pager where families can get more information and support. But my district um is unique um just as when I served as BAC chair for district 1 was unique and um because I did not have a board chair a board member at the time directing me what to speak. I I actually was able to bring things that our administration didn't even know was happening and this is before Cap became the actual thing you had to log into. I actually brought people from central office and Dr. Robinson was a part of that BAC at that time that our our administrators didn't even know was there. And so I want to continue to reserve the right um to elevate what's necessary for a district um and then highlight um some key topics that we may need to share as a as a board as a whole. I think that's fair. >> I that's fine. And I hate to sound like a broken record by saying this was the will of the five board advisory committee chairs that were present at the call. I am honoring their request and I'm bringing this forward. You all will receive the email from Dr. Robinson about some topics. Um and according to policy, we have to have one of those meetings before the 15th of October. And if there's any additional questions regarding the BAC's, the three of us are available to dive into those questions. If your chair did not make those conversations and want to be a part of that, we can we can accommodate them. There are virtual calls because we knew that I heard in my head Miss Coughfield's saying that we don't need to have this in person because it would not be fair to your person coming from uh all the way out in district 1 to come here. So, there are always virtual calls and if we need to make those optional or or whatnot, we can. So, thank you, Miss Fields and Miss Allen for this. And I apologize, Mr. Scott, that we are not going to take the full hour. Um, but I know you work diligently in getting this topic brought forth. So, as we kick off the school year, um, just wanted to make sure we're talking about the emergency preparedness that's going on and given some of the new changes that will be taking place uh, as it relates to safety and security. And so, Mr. Scott is going to dive into this uh, this topic. Chief has to stress about that. Thank you. Good afternoon everyone. Good afternoon Swanson and members. So I'm going to go over a very high level session presentation on emergency preparedness where our new traditional calendar is going to start want to give you an idea of what we have ready for traditional calendar starting by keeping us good safe. So our intent today is to bring some context to the district um promoting preparedness for upcoming school and our focus also today is to make sure that you have some understanding around exactly what it is we do and how we do some of those things. Uh it is aligned our strategic plan three also want to bring to your attention 18 where this is the improvement of plans and that was the focus of today's discussion. I started to blur this slide forward in all the presentations I do whenever we're going to start talking about uh mercy plans. So just as a reminder for those that are streaming that general statute 1403 through 181 sections 88 also prohibit us from talking specifically about high detail level of what those plans may contain. So some of this is going to be very high level and that is on purpose because it's general statute. Close session is more appropriate place for you to get that information in more detailed times. So let's go to how do we keep our kids safe and what are we going to be doing this year. My goal today is to also give you a high level to bring some things down a little bit deeper and even get as granular as I can without getting into the the things that are better for closed sessions. So as you hear what I'm going to talk about today, I'm going to give you some principles and application of that principle and then maybe some specifics is how we use those principles. So here are response efforts. So that is again very high level what we're talking about now emergency operation we go through with our response procedures training our emergency response itself and the incident recovery. These things are not sequential. They always happen together. Uh, and anytime we get done with an incident, that incident recovery piece, part of that is the afteraction review that will feed back into our Mercy operations plan, which drives all of these things. So, I'm going to try and give you some a little bit more deeper dive into what those are. So, these are the principles that we use to get our SOPs together. This is the building blocks of how we come up with how we do what we do to keep our kids safe. So, the first thing we want to do is mitigate. Those are actions taken to prevent an incident from even happening in the first place. Now, I'm going to definitely give you a deeper dive into this in just a second, but again, let me give you the concepts. The preparing of that is the planning and training, putting the SOP in place. And you have to train on what that SOP is. And then actual response. And let me take just a second before I responding to an emergency and reacting to emergency. Two different things. Anyone want to take a stab real quick? What's the difference between if you're reacting to an emergency versus responding to one? >> Yes, ma'am. I >> think reacting would be just um would come from not being prepared like Yeah. So responding is following the preparedness plan you had. Reacting is just trying to come up with it on the spot. >> Ready to come up with us. Thank you. So what we're looking at here is when you're reacting to an emergency, that's when you don't have a plan. Just react to something happen. It's it's a lockdown. You don't have a plan. You're trying to just build it and build that plane and flat at the same time, which you all know is not a good concept. So, what you're going to hear me say a lot about today is responding. We respond in Wake County Schools and things. So, that means we have a plan and how we execute 21. So, again, actions taken during an incident. That's that response model. And then again, we talked about recovery. That's where we're going to get things back to normal and also learn from what just happened. So a little bit deeper dive on how do we apply those things we just talked about one in we'll call this the active incident which is we call the active shooter things best practice now we actually call that the act of sale it's not active shooter anymore so mitigation is the same principle we talked about before we apply this so to mitigate that incident we're going to make sure we have things like all of our doors have the consistent door locking hardware and doors have locks on them that actually work moving into That preparedness piece is we establish wind down process. So that's going to be that protocol that we put into place and we train practice on. Next is that response model. So we've got to remember we're not reacting, we're responding. So we have a process in place. So when the incident actually happens, we're responding to it. That response is the standard response protocol that we're moving to this year. And once all that is done, we want to try to recover from that incident, which is lifting a log down, communicating with staff, communicating with families what has happened. And of course, if it's a major incident, we look to do an afteraction review. So, as I spoke about before in that recovery phase, whatever has happened, we can then bring it back here and try to apply to these principles of mitigating, preparing, and responding. So, that brings us segue greatly to our S response protocol. This is not new. You heard me talk about this several times, but uh I in that our staff is being trained heavily on this right now. I want to make sure we just bring back a quick reminder. This will be replacing the old code red and code yellow procedures. This will be the standard way that we respond to things going forward. There's five distinct actions. It's plain speak. It gets us away from using those codes and colors and things that you have to remember. is going to give you a command such as lockdown followed by lots of sight. So it's action verb with a command behind it in plain speech. Again, our staff is being uh trained on this as we speak. Tonight we talked about kind of some principles and building blocks to get to some specific things. Let's talk a little about some of the specific rave we've had for the 2425 school year. Um, that's just another layer of how staff can communicate with 911. It is an application. It's not something that they have to wear. Um, we've used it. We're going to use it in just a second what it is or the use that we had with it, but this I think is one of the great things we brought forward recently to give staff another way to respond to managing an emergency. We pulled a little bit 12 months out from RA. So I'm go through kind of quick about this is just showing you a little bit about how it's been working. If you're going to remembers when we brought RA forward, probably what I told you I think was that it's a new process and it's not mandatory for you to download it on your phone. But what I anticipated happening was that we would see greater participation and that is coming to fruition because as we use it and as we're using it in drill staff is becoming aware of what it is and they're seeing the value and what RA brings to us. Right now we got 5,432 people who have downloaded the application who can now two-way interface with the command center when activation happens. 14,000 have enrolled. So, they're getting information via text message or email through employee self-service, which is a great thing for us. We've had 144 total activations. One of the things that we very proud of is that we're using it in drills. I think that's part of what has made us unique with other districts I've talked to that have RA and don't necessarily use it for drilling purposes, but I think it builds that muscle memory with our staff when things happen that they know, oh, wait, I've got my phone. It's got this RA. can hit this and it communicates with 911. It communicates with the security office. Um so that using I think for drills we've had 25 just in the last 12 months where people have actually used it when we've had an incident which I think again for one year I'm happy with these numbers. I think they're going to grow next year. Um a breakdown of those 25 things are what's here. These are the things that we've been experiencing as far as how we're using them. I want to bring attention to things like staff assist here and the staff assist medical report. Those things don't go straight to 911. So the way the platform works is there's some things that we can put into the platform that will only notify people at the school. So that if you have, for example, uh a kid that got sick in the hallway, you can still use Ray for that. It just doesn't call 911. It just alerts uh the people that have it on site that can respond to something like that. So that's what something like the staff assist could be used for. So while it's there and it looks like, oh my gosh, we're calling 911 for everything. Staff assist functions don't go outside the school only. It's contained to the school. There's a new dashboard coming from Ray, which I'm very excited about. We have not launched it just yet because we're trying to get our training on the standard response protocol to be completed. Well, what is going to happen soon is RA and the stand response protocol are going to blend themselves together and you're going to replace the action buttons with the stand response protocol, which I think is a good thing because instead of worrying about having a whole bunch of buttons for individual incidents, this now is going to blend our emergency response with what our teachers are trained for instead of worrying about what type of incident is it and let me figure out button to use. Much more simplistic to do this. uh gives us one vocabulary that SRPI is going to be built in there and again this is a new dashboard that's coming um as soon as we get done with our training of the STEM response protocol I think then we're going to probably migrate to this so this is just something that is coming to talk about my colleagues we just completed our first three years with them um we've had a total of over 1 million scans so far through the system uh we've had 33,000 uh that require a little bit further action so further investig ation of an incident of a scan could be a commonly used last name Johnson Smith Jones that could have tagged something that we have to just look in make sure that person is not somebody that's on our access list uh which has had 122 hits and we've got currently 86 folks on restricted list our emergency operations plan. So this is our truly our our um manual that that drives everything that we responds to emergencies. So it was established around 15 years ago plus or minus when I first got here I think was about when that came about. It's a primary document that is going to contain all of our emergency office plans. Uh it is since migrated to the state platform state platforms the schools management plan. So that's moved uh across the state and we have now been uh complying for about a year or so with that. Uh it has district information as well as sight specific information. So we'll have some very um district highle things like the standard sponsor protocol that's going to be used for everybody everywhere. But there might be some things at the school level where emergency valve shut offs are located, where emergency exits are located, things uh like elevator safety that if a school is one floor doesn't have that, but a school is multiple floors may need that. They'll have those ability to put the specific information into it. Uh it's updated every year annually. We have the emergency operations or EOP classes. They're going on right now that go on every summer. We've got a few still coming up this week. Uh the schools get to come in there and that's where we fill out and update those plans so that once we start the school year that they're fresh and we do them before July 1 for our year round folks. We do several right before the modified so they can get caught up and know we're doing some right now. They're going to get our traditional calendars so everyone is ready come of their school years. These are just this is just like a snapshot of what's in that schools management plan. Obviously the details of what these are when um you go into the online platform all of these things are there. When you click on any one of them it's going to drop down those pillars that we talked about of mig uh prevention response and recovery those things and mitigation those things are going to fall down inside of each of these. So for every one of these we build those pillars into each of these categories. And there's absolutely a few more of these, but we get to do these for every single incident that we have as large event security planning. This is a document we're very proud of because it's a in-house created thing by our department. It has four major platforms to it or four major pillars to it. The event demographics, that's going to be just your time location, what the event is. Uh the plane details, very detailed where specific people are posted for specific duties. uh the response uh actions for those folks and what they're going to be responding to. And we also put maps in there so that uh if I'm a SRO or a police officer responding to or working at one of these events, they all get a copy of this plan to pre-brief of the event. So I know exactly where I'm supposed to go, what I'm supposed to do, how emergencies are going to be responding to. And the maps help me see a big overlay picture of where all the other support personnel I'm going to be looking. Weather response is just another thing in our office that we handle. So whenever the weather turns nasty, we have a monitoring capability where we take in three or four different places where we get our information to put together our what I will call our Wake County schools weather forecast. So that when we actually go and then facilitate that meeting with senior leadership, we can give them the breadth of exactly what type of weather event is about to happen. We have a response plan that we enact whenever the senior leadership has finally made their decision on what we're going to do. We execute that plan and that cycle runs year round. It's not just for snow. It could be for anything. Hurricanes, um tornado stuff that's coming by, but of course we use it mostly for so resources that we deploy during an incident when you have a problem. So these are just kind of the tools from the people that go to help schools when they do have an incident. So the first thing that we want to do look at our emergency operations plan that gives us our response action not just a reaction action. Uh our security staff that's our department that goes out to Lancet when it happens. Um we have our command center which is newly remodeled here in crossroads one that can help provide resources to schools when those things happen. And then we've got our [clears throat] command vehicles that we gave to audience. So >> no, and you know, I don't mean to to cut you off. We had a lot prepared with regards to sharing this information. A lot of things that are within this slide that really talks about the scope and sequence of the work. And I know that Kendrick had did a lot of work with regards to really talking about the standard response SRMP. >> Say that. Say the words for me. >> School risk management plan. the school risk management plans where it has detailed information with regards to what we look for when an incident happens on campus. So when we talked about what it is, how we respond versus how we react, that's where all of the information is and that is really a lot of the information that we wanted to share. So when we talk about opening the schools, our preparedness, what we prepared for, everything that Kendrick was talking about inclement weather, um the SRO update, the resources deployment during incident is very very good, but I would really and I hate to pause you at this particular conjecture of the time, but how can we go ahead and go into close session we can share some of the other information that was really critical to some of the things that you have wanted presented. >> Sure. So, thank you because I do know a lot of the work that you said is in close session. So, and we'll be able to answer those questions in close session. So, I I I'll read this and then entertain a motion unless there's questions thus far regarding this, but not I think the question that we want to dive into will be in close session. >> I have one question about the um what are we calling it? initial >> SRP um that the new model that we're using is that district or is that like state required that we're making that change >> district right now >> it is okay I just received feedback about the confusion with the colors and what it means so who is who is using that SRP is it trained staff are we expecting students to respond parents volunteers substitutes, >> all the above. And we're providing training for all those groups. The best thing I would tell you is the I think what you're alluding to, if I can go back to that graphic, >> this >> Yes, >> this is a just a graphic. Now, don't pay attention to the colors. That's the best way I can tell you. It's word and action. The fact that this picture is red is it's not really It could be blue, green, orange. >> But red to the eye means stop, danger, stop. Something's going on. Green means go. I've got some funny feedback on what people think those things are. >> It's it's just markings here as you can see. I mean, if we could take this away and just make the lock a color, but it's not that this is red to mean anything. This is just a marking. It's just a picture. And what you want to concentrate on is the word lock down in the statement below. >> Right. But in elementary school, some of these kids can't read some of those words. >> Oh, they won't be saying this is just they're not going to be elementary kids aren't getting that. >> Okay. So, that's what I was wondering who is actually utilizing that. >> That picture is just from this presentation. It won't be like show this to an elementary kid who remembers that code. >> Okay. So, are these posters going to be around school? >> There are some. Yes. And we're giving every staff member will have on the but a card that will just have the words, not not this graphic. >> Okay. I'm just um I know we're trying to go into close session, so I'm just going to be really quick that I I think that when you have the graphic, you have the color, it sends a message and it's when you're in emergency mode, clear and swift like like somebody understands what they're looking at. So, it's quick response and you understand what it is that you're doing. So, I don't know. That was just my feedback on it. >> Any other questions as relates to what's here? But I want to >> Yeah, just clarity. I think that I think that um you're simply saying this is nowhere on in any of the campus campuses that um this graphic is >> that is not that's this is just for this presentation. This graphic is not on any of our campus just the words. >> No ma'am that's >> this graphic taken from the I love you guys foundation. This is the graphic that they use that we also use. Everyone that uses their material uses that grass. >> Right. Which is something we can't change. >> Correct. >> Right. Okay. Right. >> Mhm. But we are using >> I'll entertain a motion to well let me read the motion then I'll go for it. um to formulate plans related to the prevent to to the prevention of school violence through to let me redo this. um to to formulate plans related to the prevention of school violence through the development of emergency plans under North Carolina General Statute 143-318.1188 and to consider uh confidential personnel matters regarding uh under that's also under general statute and to consider the confidential student information under GS115C 402 and the family education rights um and privacy act and to consult with the board attorney to preserve the client attorney privilege to consult with the board attorney to preserve of a client attorney client privilege as relates to uh providing GS143-318. Um that'll be the motion. I'll clean up a little bit, Mr. Malone, if that's okay. So moved. >> All right. This is a motion. Is there a second? Second. >> All right. All those in favor of going to close session for the reason state on the agenda, let it be known by the sign of I. Oppos. The eyes have it. We're in close session.