# data[].attributes.headline
Anne Duffy, Cedar Park City Council Member (Place 3)

# data[].attributes.subject
Anne Duffy, Cedar Park City Council Member (Place 3)

# data[].attributes.body
Parent of two kids in LISD; aware of a lot of different ideologies and "who can yell the loudest gets the platform" - wants to focus on meaningful, real conversations on what is real to help leaders be better contributors to society; a lot of adults don't have the right tools on how to listen to different experiences; some of the gender issues and LGBT community - this is more prevalent now and able to live in their truth than before; my husband is a cop, and we have a lot of disagreements as I get to understand the role I play in systemic racism. I love the diversity in our area and I think we have space to pioneer

# data[].attributes.headline
Christine Sederquist, Leander City Council Member (Place 4)

# data[].attributes.subject
Christine Sederquist, Leander City Council Member (Place 4)

# data[].attributes.body
Grew up outside of Oakland in an extremely diverse area (race/sexuality); my kid is half-middle Eastern, and I am shocked when I moved here and haven't seen as much diversity in my community and it is harder to see the impacts of systemic racism clearly for people - we need to address things where they haven't been. There's work to be done in central Texas. I want to make sure we are never oppressed in Leander like in Oakland (example: redlining; in terms of LGBT issues, the amount of hate mail I received was deeply moving and upsettings; looking forward to listening and working together in the future

# data[].attributes.headline
Dr. Larry Wallace, Mayor (City of Manor)

# data[].attributes.subject
Dr. Larry Wallace, Mayor (City of Manor)

# data[].attributes.body
Some don't understand my area of interest/knowledge in education space. Serving at University of Texas education systems - seeing trends in educational systems; some of the things that teachers weren't; it doesn't matter your rating, if students can't be successful post-graduation, that impacts the city

# data[].attributes.headline
Mary Calixtro, Georgetown City Council Member (District 1)

# data[].attributes.subject
Mary Calixtro, Georgetown City Council Member (District 1)

# data[].attributes.body
In RRISD, live in Austin (D3); I serve the city on the early childhood council; co-founder of Educators In Solidarity; I know time is precious and I thank you for your time

# data[].attributes.body
College student (Art education major from SFASU); I am not here just because I am "supposed to be", I am interested in seeing the discussion - I have never been in a meeting with community leaders before. I grew up in Aliff School District in Houston with a lot of diversity; seeing the difference in opportunities I received at a magnet school in Denver was eye-opening. When back in Houston it was eye-opening. I am excited to bring culture into my future teaching

# data[].attributes.body
South Austin, surrounding districts; interested in ReCapture and the impact on Austin ISD - interested in the changes of the system that has made things more sustainable. It should really be 50/50 funding between state and school districts; the concern now is how do we maintain funding when revenue is falling throughout the year. How do we keep our promises? As far as equity goes, I have an anti-racism committee, and the conversations have been very enlightening. In the city's equity committee, there was a project where there was a video of white people telling stories of people of color so they didn't re-live the trauma - that was very eye-opening for me and helps me learn.

# data[].attributes.body
History in EIS, interested in our collective capacity

# data[].attributes.body
The campus principal/hiring manager for every position; they need to be reflective and trained in bias not only with their screening process and interview committee - creating a consistent panel for every opening helps create the vision for a profile for the committee. We know an equity lens can be developed and grown. You have to be willing to be open-minded and open to grow and learn. We need to ask specific questions that elicit that response. I ask a specific question about discipline and boys of color and the outcome of boys of color. Does the answer show a willingness to grow of the idea of "I don't see color."

# data[].attributes.body
Does the superintendent shape that?

# data[].attributes.body
I would push back a little bit when it comes to ethnic and race comparison - I think at the end of the day, it comes to connecting with students. Thinking about not only matching representation, but area. I think that often we try to meet a quota without thinking about the best candidate - ensuring that there is a process in which causes administrators to relate. At the state level, how do you incentivize to meet the quota and also meet standards?

# data[].attributes.body
Removal from the classroom and discipline issues - so much of that (beyond 4 things in in TEC), is discretionary. My hesitation with any kind of mandate on removal is that so much of that is based on cultural bias and respect. For me and what I have been taught of respect is different than my students - that definition is nebulous. In the classroom, we automatically have a role of power -but there are processes in place to ensure a kid is safe (example: calling me) - It is our job to keep students safe

# data[].attributes.body
1. Corrective action
2. Restorative practices
3. Mitigated action
You can always think about this in terms of sports. We always focus on accommodating for students as athletes. Why not for other students? How do we build relationships that are

# data[].attributes.body
Several school districts have police departments. They can arrests, but they are not required to make reports. They can be asked, but not required. It has been very difficult in Austin ISD to provide transparency in the police dept. The data published reflects what we see in APD.

# data[].attributes.headline
Are mentorships available to support students? Would that be a part of restorative practices? - Christine Sederquist

# data[].attributes.subject
Are mentorships available to support students? Would that be a part of restorative practices? - Christine Sederquist

# data[].attributes.body
By district - In Austin ISD (Seedlings in APIE); in RRISD our PIE is mostly based on funding - I am responsible for creating mentorships

# data[].attributes.body
I visited a school one time where students who were removed got sent straight to the counselor where there were rabbits for the kids to pet and talk about what is going on to cause the behavior. The main thing is setting something in place to help students instead of simply removing them. The school said it was very effective and calmed students down easier!

# data[].attributes.body
I love that.  It seems like it would be so calming, and I bet that space opens up the ability to have a calm talk with the kid about what’s going on.

# data[].attributes.body
I think that comes down to money and how funds are utilized. Thinking about how budgets for line items decrease by year - they have to justify why that happens. An example could be the military of department of defense ("If you don't spend it, you don't get it again."). When thinking about money from TEA on per diem - what are the expectations on how we spend this money. You need to justify why the money is going to equity programming. You can utilize collaborations and community to ensure equity.

# data[].attributes.body
Conducting an equity audit is crucial in this discussion. Dr. Terrence Green helped coach us at UT and design this to think through the areas of proportionate representation in a school, district, or department. It is important to reflect on this data because it is hard to think about "anti-racism" as an umbrella. Where do you start? It is a structure of whiteness to say "I know this is a problem. I want to act!" There is great importance in taking time to grow and sit in learning.