October 6, 2022 at 1:00 PM - Board Equity and Inclusion Committee meeting
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                                        1. Call to Order                 | 
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                                        1.A. Board goals tied to the Equity and Inclusion Committee                 | 
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                                        1.A.1. Identify statutory and legislative priorities for engaging legislators and community partners to develop meaningful advocacy for MESD students and communities.                 | 
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                                        1.A.2. Ensure inclusion through implementing our equity lens to achieve equitable student outcomes | 
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                                        1.B. Strategic Plan goals tied to the Equity and Inclusion Committee                 | 
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                                        1.B.1. Improve outcomes for students                 | 
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                                        1.B.2. Become an acknowledged leader and convener for improving educational outcomes                 | 
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                                        1.B.3. Increase district, student and community participation and satisfaction with our services                 | 
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                                        1.B.4. Attract, develop, and retain high-quality staff | 
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                                        2. Review minutes from the June 2, 2022 meeting                 
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                                        3. Review MESD Board Equity and Inclusion Committee Working Agreement and make updates as needed                 
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                                        4. Review policy amendments for gender-neutral language and our Equity Lens                 | 
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                                        4.A. Policy IGBB: Talented and Gifted Programs and Services                 
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                                        4.B. Policy IGBBA: Identification-Talented and Gifted Students                 
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                                        5. Review MESD Board Retreat minutes and goals assigned to the Equity and Inclusion Committee and determine next steps.                 
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