[0:12] Try it again.
[0:14] Awesome.
[0:14] Thank you. We're going to try this again.
[0:17] Good evening, Bensalem, and welcome to the Policy Committee meeting.
[0:22] I am your chair, Rachel Fingles, and we are here to discuss some of the latest and
[0:26] greatest on policy news.
[0:30] All right. So,
[0:34] announcements to the audience.
[0:37] Our meetings are videotaped and available on the district's website.
[0:41] There is public comment. There is no one here, so we're not going to have any
[0:46] public comment, at least not this time. And we're going to move on.
[0:51] We're actually going to skip ahead to Policy 707, Use of School Facilities.
[0:58] We
[0:59] tabled this item last month. Mr. Allen was asking for a change to
[1:05] allow people to submit rental forms more than nine months in advance because our
[1:10] policy specifies that it should be not more than nine months in advance, but we
[1:14] recognize that there are occasions and events where decisions need to be made prior
[1:19] to that. So, we're
[1:23] going to open up the policy, but I also wanted
[1:27] Leanne Hart to comment on this because was this your-
[1:34] I don't have a specific comment up front, but I figured since it would end up back
[1:38] for business, I would just come and save the back-and-forth time.
[1:41] Fair enough. All right. So,
[1:44] the provision we were looking at specifically,
[1:49] Dr. Cohen, do you remember where in the policy it is?
[1:52] It's what I'm looking for, ma'am.
[1:56] Just looking myself.
[2:02] Yeah, I think so.
[2:04] Okay.
[2:15] Okay, thank you.
[2:20] It's under right Application Process.
[2:22] Mm-hmm.
[2:22] Second paragraph down, "Application should be made."
[2:25] Yes. So when we tabled this, we tabled it to come up with some new language.
[2:31] Were you able to do that this month?
[2:33] So I did not have an opportunity to talk to Mr.
[2:36] Steffy yet to see if there were some issues about extending the timeframe beyond
[2:41] the nine months. Remember there was some conversation about
[2:46] certain areas that they would rent, like athletics.
[2:49] Do they know how far out they're going to be able to provide the gym usage and that
[2:54] type of stuff? I know ICAP is one that rents a lot of stuff.
[2:58] Mm-hmm.
[2:59] And I think that that was part of the issue, but he was tied up with some other
[3:04] facility things, and I wasn't able to get that for him yet at this point.
[3:08] All right.
[3:09] But there is something else on here that we added that also does need board
[3:14] attention as well.
[3:16] Okay.
[3:17] And that, I believe, is in green.
[3:22] Yeah, I didn't see any colors yet.
[3:23] Yeah.
[3:27] What I found was if I make a draft on it, so it's actually underlined.
[3:31] It's number 14 towards the bottom.
[3:34] Okay.
[3:34] If we put it in draft-
[3:36] Okay
[3:36] ... for some reason,
[3:38] it gives you one chance, and then for whatever reason, when I try to re-edit it
[3:42] again, it doesn't let me do it in green.
[3:44] It does this-- When I do my editing in the policy section, it's in green, but when
[3:48] I save it, it underlines it for some reason.
[3:50] Okay.
[3:51] So it's almost like you have to get everything right the first time.
[3:53] Almost a green underline, actually.
[3:56] Yeah. It just
[3:58] doesn't make it easy to see. And this has to do with some devices that were
[4:03] apparently set up-
[4:05] Yeah
[4:05] ... in one of the buildings, and-
[4:07] Pyrotechnics
[4:07] ... we don't want that to be done in it.
[4:11] Okay.
[4:15] All right. So
[4:18] of course, I
[4:20] obviously have no issue with this, with one exception that I can think of off the
[4:24] top of my head, but I think this language provides for it, which is that in the
[4:27] event that somebody wanted to use something like that, they would be able to seek
[4:32] authorization. And the only thing I can think of at the moment that
[4:38] could happen is, for example, a show, a play, or a musical where on occasion you're
[4:43] going to see some really basic pyrotechnics.
[4:48] And that's if there's money to do that, which usually there's not.
[4:53] But just as long as there's a provision.
[4:55] I don't think we usually go past fog machines.
[4:57] No, I don't think we do either, but you know what? The sky's the limit.
[5:01] We don't know. We don't know what we're doing this year with pyrotechnics, so
[5:07] probably nothing, but-
[5:08] I believe the last paragraph, it's underlined, makes mention that-
[5:12] Yeah
[5:12] ... you can waive it with authorization from the superintendent, board approval-
[5:18] Right
[5:18] ... that sort of thing, yeah.
[5:19] Okay. Well, I don't have a problem with this language.
[5:22] The only thing I do, I want to go back to the first issue, and my thought is
[5:27] really as follows, which is that we can put the language in to change,
[5:35] we can put in exception language for the nine-month rule with the understanding
[5:40] that it's going to be case by case, and just because you can apply doesn't mean
[5:45] you're going to get approved. I don't think it's necessary for us to
[5:52] cross every T and dot every I with what could potentially happen, because this
[5:58] isn't going to just allow people to do it. This language allows them to apply.
[6:04] That's it.
[6:05] And I think one of the questions I had, too, was is there a set amount of months
[6:10] you're looking? If it's not nine months, is it 12, a year? Is it a year and a half?
[6:16] I don't know how far out people look to book.
[6:18] Well, the problem comes in where we need to have something, I don't know if it has
[6:24] to be bold, can't be neon lights, whatever.
[6:27] Can't be pyrotechnics.
[6:28] Because, definitely not pyrotechnics, which should also include stuff on the
[6:32] grounds, on dry grass when you're lighting off your fireworks, but whole separate
[6:36] topic.
[6:39] I can understand the need to want to advertise and get everything ready,
[6:46] but they need to understand, just because they advertise and they have something
[6:49] ready, if the schools have something, and we can't accommodate them, you're going
[6:54] to have to scramble and find something.
[6:56] Right.
[6:57] Maybe that needs to be a separate signature that they sign off on.
[7:01] If you're more than that far out or whatever, and yes, I acknowledge
[7:07] that this is a
[7:09] preliminary approval until we're closer and can-
[7:14] So here's what I think we-
[7:16] Because it would then keep them from another outside organization getting there
[7:21] first when the nine-month window opens.
[7:23] But if a school thing comes up, then it does.
[7:27] So I think what we should actually do is create a form that is special for rental
[7:32] requests that go outside of the typical nine months, and that form should have very
[7:37] specific language that says that you are assuming a risk
[7:43] by asking for this date if we give it to you, because at the end of the day,
[7:49] we can cancel your event for school purposes,
[7:54] period. And that's something that they will sign.
[7:58] When they apply, they will have to sign that.
[8:02] And if they don't sign it, they don't get the rental.
[8:04] I think that is the absolute protection. It's very explicit.
[8:09] And then when they sign it and they hand it in, they need to be given a copy.
[8:12] And so they're not guaranteed. I understand you're putting a $500 deposit down or
[8:16] whatever it is, but you're still not guaranteed to have the venue on that specific
[8:20] date-
[8:21] Correct
[8:21] ... because it's 16 months down the road-
[8:23] Right
[8:23] ... or whatever it is.
[8:24] Right. Now, I think that being said, if you're going to put a deposit down and we
[8:27] have to cancel the event, you're going to get your deposit back.
[8:30] That's for those rentals that when we have to cancel on them, not the other way
[8:35] around.
[8:37] So I think regardless of what Mr. Steffy says, which is still in complete deference
[8:42] to him, we can put this together.
[8:46] And then
[8:48] I think that what we should do is attach the form to the policy,
[8:55] and it can be on the website. And if people come in to apply in person, it should
[9:01] be at the desk.
[9:03] And again, it's just for those that are looking to reserve something outside of the
[9:08] nine months.
[9:09] Well, there are certain things we know roughly when any shows are going to be held
[9:15] at the high school. We know roughly when Snyder's
[9:21] is renting out for their fall fling, or there's certain things we know.
[9:26] Right. Yeah, for sure. We know approximately when middle schools are going to have
[9:31] concerts at the high school, and when the high schools are going to run their
[9:34] concerts, and when the shows are. We know these things.
[9:38] So for the most part, it's probably not going to be an issue.
[9:41] I think it's good. I don't know that, Mr.
[9:42] Steffey, you'll have one issue or another if it doesn't make a difference, if you
[9:46] booked it 12 months out and then something else comes up and the school needs to
[9:49] call that person back and say, "Sorry, this came up." You signed the form.
[9:53] It was never a guarantee.
[9:55] Right.
[9:56] But I'll run it by him.
[9:58] Yeah, and I think that what should happen to be really thorough is that you make
[10:04] the copy, and you give it to the person when they apply, and you send an email with
[10:09] the form so that it exited a footprint for it.
[10:16] Yeah.
[10:16] Yep. Yes, just right away.
[10:23] So we need some language, which I'm happy to work on.
[10:30] We're really talking about maybe a sentence in the policy, and then the form
[10:34] itself. Is that something you can put together?
[10:37] Do you want me to put something together?
[10:40] I'll work with Mr. Steffey-
[10:41] Okay
[10:41] ... on the form, because obviously they have one already, and maybe we can just
[10:44] tweak the one they have-
[10:45] Yeah
[10:45] ... and then have two separate forms, A and B, or one and two, whatever.
[10:48] Absolutely.
[10:49] Six months or nine months beyond nine months.
[10:52] Yep, absolutely. Okay, great. And if we could have...
[11:00] Is there a group that is waiting for this to pass? That's what I'm not sure of.
[11:05] I haven't heard any of that.
[11:07] Okay. I'll ask Mr. Allen if he's aware of people who are waiting for this, because
[11:13] I'm not inclined to rush it through unless somebody is waiting on it.
[11:17] And what I'll say publicly is if there is somebody or a group that is looking to
[11:21] rent and they need that exception, this is a publicly available
[11:27] conversation. They can check our system, and they can feel free to come to
[11:33] us to see if this is something they can take advantage of.
[11:36] Even if we don't pass it yet, we can consider it.
[11:40] Okay.
[11:40] Super.
[11:41] So for next month, when it comes to this policy, we're going to see a form, and
[11:44] we're going to see the language in the policy. Those are the two goals.
[11:51] Does that cover everything for 707?
[11:54] No.
[11:56] Oh.
[11:56] The other thing on there was
[11:59] removing the prohibition on political group rentals.
[12:03] So
[12:05] have you been to this meeting to discuss that yet?
[12:07] No.
[12:08] All right. Why don't you talk about that?
[12:11] So I've looked it up, and most of the districts in
[12:17] our area don't have any specific language that I can find that allows or
[12:23] prohibits it.
[12:25] There's no mention of political use or political groups or partisan
[12:31] activities, nothing like that. Except for,
[12:35] let me see, where is it?
[12:40] Central Bucks doesn't allow it, and Bristol Township specifically does allow it,
[12:46] which I thought was interesting. So
[12:52] category H is where it is for Bristol Township.
[12:58] And really most of their policy surrounding it is that attendance of any district
[13:03] students or employees is purely voluntary.
[13:04] So most of their outlining of it has less to do with the actual event and more to
[13:08] do with the impact on students and
[13:14] employees.
[13:15] Okay. So are you suggesting that we have language that--
[13:21] Do we take language out that says we can't, or do we put language in that says we
[13:26] can?
[13:26] I would think remove the
[13:31] part that prohibits it.
[13:33] Okay.
[13:33] I don't think we're going to end up with a lot of requests for this, and we can
[13:37] always still take it case by case. We don't approve everything that comes before
[13:41] us. But if there's
[13:44] a group that wants to use the auditorium for a meeting and they want to pay us.
[13:50] So they would be
[13:52] essentially class seven.
[13:54] Yeah.
[13:54] So the people who don't get any waivers, don't get any-
[13:58] Correct
[13:58] ... exceptions.
[14:01] Now, Heather, I know you don't want to see a bunch of political activity on school
[14:06] grounds.
[14:07] If it's a monthly meeting or something like that, that's inside and
[14:13] it's classroom or auditorium,
[14:16] I don't really care.
[14:17] Which I think is where-
[14:18] If we're filling out the stadium, and there's signs on and all over, I don't want
[14:22] it to look like the school is supporting one way or the other.
[14:26] Mm-hmm.
[14:26] And I don't want to leave it too vague.
[14:29] Mm-hmm.
[14:29] Because then you get down to the chance of it not being consistent.
[14:34] Mm-hmm.
[14:34] And then that'll become its whole thing because we all know how it is here.
[14:38] Right.
[14:38] And I'm just trying to keep consistency when it comes to anything, especially-
[14:43] Okay
[14:44] ... when it's politically charged. I'll go there, I'll say it, I don't care.
[14:48] No, that's fine. Yeah, that makes sense.
[14:53] No. So the way Bristol has it, the part that they have that addresses
[14:59] that, well, it
[15:03] does not talk about not being allowed to use the stadium or anything.
[15:06] So we could carve that out if we want.
[15:10] But it says, where is this? It does say, "All contending candidates or parties are
[15:15] given equal opportunity in the use of the facilities in accordance with the
[15:18] district's rules governing such use." Which basically says you can't pick one or
[15:23] the other. Then after that,
[15:27] and I guess this part is, too, it does clarify that it can't be during school
[15:31] hours,
[15:33] the attendance part.
[15:38] And then it just is very clear about which set of fees they are paying.
[15:45] Okay.
[15:48] The partisan political meetings, which is what is in there, if it's just a meeting,
[15:53] I honestly don't care.
[15:55] And from what I know of surrounding districts and things I've been to, that is the
[16:00] majority of the use cases is that that's a place where you can have a meeting
[16:06] because there's seating already available.
[16:09] Okay. Yeah.
[16:10] So I think that
[16:15] because things are so contentious here at times,
[16:21] it might make some sense to have some language that
[16:27] says that it's permissible,
[16:32] but under certain circumstances, like you mentioned, it can't be during school
[16:35] hours. There can be absolutely no political solicitation with any other person
[16:41] who is in the building for any other reason.
[16:44] And maybe something like with posted signage, because that would be different,
[16:47] because then you're making it part of district property, even if it's just for a
[16:52] small time.
[16:53] So maybe no signage.
[16:58] No posted signage.
[16:59] Yeah.
[17:00] And that if you leave anything, you risk not being given the rental again.
[17:05] And that way, everybody has an opportunity.
[17:08] It's an opportunity for us to bring in some money, but it's also
[17:14] this is not going to be a political game, and anybody who abuses it will lose the
[17:19] privilege and will ruin it for everybody.
[17:22] So I'm okay with that conceptually. We just need some language.
[17:27] So do you want to shoot me over the Bristol?
[17:31] Yeah. I used that new notes feature on the agendas and saved everything,
[17:37] so
[17:40] I'll just copy-paste. I don't think I can share those.
[17:43] That'd be cool.
[17:45] I'm just going to copy-paste into an email.
[17:47] Great. Awesome.
[17:50] So the proposal is to strike prohibited activities number eight.
[17:56] Make it more clear.
[17:59] Yeah.
[18:01] It wouldn't be prohibited, right?
[18:03] Right. So strike it with an outline, but instead of just-
[18:06] Just frozen
[18:06] ... omitting it completely, we will define what is allowable.
[18:12] Yeah. So permissible use.
[18:14] Yep.
[18:16] Yeah.
[18:17] Because
[18:19] we might as well take their money.
[18:20] We don't want any 1,500 people political rallies out on the-
[18:25] No
[18:25] ... outside of the school.
[18:27] No, we're not doing a political rally.
[18:29] No.
[18:32] You've sent me a message, and I've sent them.
[18:35] The day after, somebody forgets a sign, it's like, "You need to go pick this up."
[18:39] Okay.
[18:39] After an election.
[18:41] Everybody's guilty of that. It's awful.
[18:43] And I was going to say, Addison sent me the picture, and then I texted you.
[18:49] Is there any thoughts of limiting
[18:51] locations that they can rent? Is it indoor usage only?
[18:56] Is it-
[18:57] Yeah
[18:57] ... strictly indoor, no football stadium, no front lawn of Snyder, no-
[19:02] Yeah. I think that's-
[19:03] Technically, we're not, football stadium is a varsity field, and we shouldn't be
[19:07] renting it anyway, but...
[19:12] Yeah, no, indoor I think. Yeah.
[19:16] Does that cover?
[19:17] Mm-hmm.
[19:18] Okay.
[19:19] I'm going to go back in the hall.
[19:20] Okay. You're dismissed.
[19:22] There you go.
[19:25] All right. So let's hop to
[19:29] number four on the agenda, which is Policy 122, extracurricular activities.
[19:37] So this one is on. We have not spoken about this before, but
[19:43] when I was going through policies for something else, I came across extracurricular
[19:48] activities, and there was a line in it
[19:52] under authority, where the board shall maintain the program of extracurricular
[19:58] activities at no cost to participating students.
[20:01] And so there is a nominal fee-
[20:04] Mm-hmm
[20:04] ... at this point that we're looking to charge for athletics and activity fees.
[20:09] And so I think the board needs to address that.
[20:22] I don't think we've collected, right?
[20:25] We haven't collected anything because we don't even have the ability to do it.
[20:31] Electronically we have, and I can't tell you how many families actually brought in
[20:36] cash yet.
[20:37] Okay.
[20:37] And some people were doing that.
[20:40] Okay. Well, thank you to those-
[20:41] Yeah. Some parents were on it.
[20:43] Okay.
[20:43] Me too. Now, I can't tell you if they were for the Chromebook or for the activity
[20:48] athletic fee, but there's been some collection. That's correct.
[20:52] We have policies that are rolling changes during the school year that affect.
[20:57] So I think we should
[21:02] change it so that it's-
[21:06] Current
[21:07] ... yeah, so that it's current and so that it's consistent with the letter that
[21:13] went out. So I think minimal is an appropriate word to use,
[21:20] because it's not specific and-
[21:23] Yeah. I wasn't sure what the future would hold, right? Is it always 40?
[21:27] Does it go down to 25? I don't know. You know what I mean?
[21:30] And so we don't have to continue to go back and forth and change the policy.
[21:34] The pricing is in the student handbook, and that would get updated and changed
[21:39] every year, right? So.
[21:42] I think that we should, however, include language that
[21:48] does carve out what to do if you can't afford it.
[21:52] I think it would be a good idea to have that in there,
[21:57] so that people have access to that information,
[22:02] and that's actually for the student handbook, which may get a facelift
[22:08] anyway. That might be a good thing to include, to have those
[22:13] instructions in the handbook as well, so that it's not just in policy where no
[22:17] one's really looking, but is in something that is getting touched by more hands.
[22:26] Does that seem fair?
[22:30] Yes.
[22:30] Are you good with that, Heather? Okay.
[22:33] And as a side note, your green and red did show up just fine on this one.
[22:37] Because he got it right the first time.
[22:39] That's because I did it the first time.
[22:41] So now, if I go back and add the language about people unable to afford
[22:47] the fee and the methods to
[22:50] go around that, it
[22:53] might come up underlined.
[22:56] Yeah, I'll let you know.
[22:58] Okay.
[23:00] That was easy.
[23:01] Thank you.
[23:02] Yeah. Thank you.
[23:04] You're welcome.
[23:08] Oh, no. All right.
[23:11] So I want to get into the longer conversation, but I think we should possibly-- I
[23:16] know 220 and-
[23:20] So can we look at 220 and just talk about that one real quick?
[23:23] Yep.
[23:23] And so 220 has been on for quite a while.
[23:26] Mm-hmm.
[23:26] And that was back in February. The board chair at the time requested this to be put
[23:32] on because you'll remember around February is where high schools were having some
[23:37] walkouts-
[23:38] Yeah
[23:38] ... and some protests, right? And so she wanted to take a look at student
[23:43] expression to see where we were and what our rules were.
[23:49] And so
[23:55] I don't know that there's anything that needs to be updated with the policy.
[23:57] It's a pretty recent policy. Oh, no, I'm sorry. Well, we reviewed it in '23.
[24:04] So it's pretty up-to-date. I'm not sure that we had any particular issues
[24:10] back in February or March.
[24:13] Well,
[24:15] I don't know that we had an issue per se, but I think that what was happening at
[24:20] the high school was that students wanted to be able to express how they felt about
[24:25] a particular issue, and Principal Parr gave them that opportunity,
[24:31] but within
[24:33] limitations, right? And that's like it says here, limitations on student
[24:38] expression. So, a lot of people don't know this, but just because you have rights
[24:42] granted to you by the Constitution does not mean that those rights apply similarly
[24:46] or exactly the same when you are in school.
[24:49] Because you do not have, anybody who's not listening, which is everybody, you
[24:55] don't have the same rights in school that you do outside of school.
[24:58] That's not how it works.
[25:00] So you can't just walk into school and say, "Well, I have a First Amendment right."
[25:04] Yes, you do, but it is limited. You don't have a right to privacy in school.
[25:09] That is also limited. Your locker is our locker.
[25:11] You put something silly in that locker, we have the right to go in and look for it.
[25:16] And so, Principal Parr tried to put some reasonable
[25:22] limitations to ensure that the kids were as safe as possible, and that was good for
[25:28] some and not good for others. And people have the right to, whether they should or
[25:32] shouldn't, whether they are allowed to or not allowed to.
[25:35] Some of the kids left the grounds, and that was dealt with.
[25:38] But so I don't want to say there wasn't an issue because there was an issue.
[25:41] The question is whether or not this policy gives them the right and gives
[25:48] folks like Principal Parr the opportunity to allow them to have that moment.
[25:54] So I think it does do that.
[25:59] Obviously, you can't walk around saying hateful things.
[26:02] We're not going to tolerate that, so don't bother.
[26:06] But if you have a viewpoint on something, you're allowed to express it.
[26:12] I
[26:13] think this is okay. If I'm missing something, someone should certainly say so and-
[26:19] I think the students that followed Mr.
[26:22] Parr's option of going to the gym and they had their moment, were okay.
[26:26] There was no negative disciplinary issues or anything with those kids.
[26:29] Correct.
[26:30] If you left the building and left campus, then they were treated like every other
[26:33] student who happens to leave campus and may cut school that particular day, right?
[26:37] Right.
[26:37] And obviously, there becomes safety concerns when kids start to do that, right?
[26:41] Right.
[26:41] And so when you're in the building, we can keep you much safer than when you're
[26:46] outside the building walking down Humeville Road unaccompanied.
[26:50] Right.
[26:50] Freedom doesn't mean free from consequences.
[26:56] Well put.
[27:00] Everybody has the ability to make a choice whether or not there are consequences,
[27:05] like you said. So yeah, and I think that it's just important that when applying
[27:11] this policy, and this is really for administrators more so than anybody else, that
[27:16] we are giving everybody equal access to these opportunities so long as those
[27:22] messages that they want to send are appropriate and
[27:27] not In
[27:32] conflict with safety and well-being of students.
[27:36] So, yeah, I don't have any specific changes, but I'm always happy to entertain them
[27:40] if people want to bring it up again.
[27:44] Let's see. Okay. Video surveillance.
[27:49] Can we just move 122 off-
[27:52] Yeah
[27:53] ... for next month? We'll get to-
[27:53] I think that's fine
[27:54] ... the rest.
[27:55] Sorry, yeah.
[27:55] That's okay.
[27:56] Are you good with that, Adam?
[27:57] Thank you.
[27:57] Okay.
[27:59] Yeah, we don't have to do anything to it.
[28:00] Okay, great. So 709, video surveillance.
[28:06] Dr. Velasquez asked if
[28:11] we could have some
[28:13] language.
[28:28] See-
[28:41] So, yeah. Page four?
[28:44] That's page five.
[28:48] It should be number 10, but it came out as a...
[28:52] Yes, and I know there's a 12, too, which isn't there either.
[28:57] I like the language in 11 that was added.
[28:59] Actually, I think it's technically supposed to be 10.
[29:02] That is correct.
[29:03] Yeah.
[29:03] It is 10.
[29:04] It's just I know what happens when-
[29:07] We're just trying to-
[29:08] No, I-
[29:08] ... provide for viewing.
[29:10] No, I like the language. It's good.
[29:13] That it's a case by case, and that nobody has the right to just come in and say,
[29:17] "Show me what happened in room 309."
[29:23] Okay. And then parents/guardians or students directly involved in a particular
[29:28] disciplinary action, security, or life/safety incident.
[29:34] Yeah, and it limits the viewership. I think that makes sense.
[29:39] Okay.
[29:40] So I would move this to a first read.
[29:44] I'm fine with that.
[29:44] Okay.
[29:46] Thank you.
[29:46] Yeah. Thank you.
[29:50] I want to have a longer conversation about 4E,
[29:55] so should we skip to 5A?
[30:00] Because that's not going to be a super long conversation.
[30:03] Oh, sure. Absolutely.
[30:05] Yeah.
[30:05] Yep.
[30:07] What gave rise to this?
[30:09] So, one second.
[30:12] Money.
[30:13] Okay.
[30:15] So you might remember, last school year, I think Mrs.
[30:19] Fernandez brought up advertising in school buses,
[30:25] probably at a business affairs or something, if I'm not mistaken.
[30:28] And so I was asked to see other districts that had
[30:34] policies for advertising in buses, and so it went to the solicitor and they did
[30:39] some policy work on it, and this is the draft.
[30:42] It is legal, we can advertise within a school bus.
[30:48] Okay.
[30:57] So
[31:01] do we have an advertising committee?
[31:04] We do not. So that's part of if we were going to do something like this, right?
[31:09] Mm-hmm.
[31:10] It's bigger than just the policy. Is there going to be a committee?
[31:14] What committee's going to handle it?
[31:15] Should that be business affairs committee as opposed to advertising committee?
[31:21] How does that process also work?
[31:23] I think that should fall under business because, A, they're collecting the money
[31:26] for it, and B, that's where the buses report.
[31:30] Yeah, that makes sense. So-
[31:34] Yeah. So I would say we should strike advertising and put in business,
[31:40] and
[31:44] all advertising fee shall be subject.
[31:48] So it doesn't actually have fees in here, so how do we
[31:53] determine the fees?
[31:56] Because it says the superintendent can determine the fees, but how do we-
[31:59] All good questions.
[32:00] Yeah.
[32:01] All great questions.
[32:02] I would suggest we do something similar to my beloved policy-
[32:06] That's what I was going to say
[32:07] ... 707. It's been the bane of my existence for 19 years now.
[32:11] I'm allowed to do that. So something similar to that, so that when it needs to be
[32:16] updated, you're not updating the whole policy.
[32:19] But as far as the advertising committee, would it make more sense to just have it
[32:24] be the business committee? Like, don't even have a separate-
[32:29] Yeah
[32:29] ... committee?
[32:30] Yes.
[32:30] Yep.
[32:30] I agree.
[32:36] And I
[32:42] think we could do good things for the district.
[32:45] For example,
[32:48] if we didn't have people that were necessarily using it for advertising space,
[32:53] we could be putting things in there, like reminders to kids about certain upcoming
[32:58] events or something like that. I don't want to spend a ton of money on this, but
[33:04] it may, on occasion, be a useful idea.
[33:11] Business is also going to have to figure out how much is it going to cost to put
[33:14] the things up in the bus to hold the signage.
[33:19] Who's going to maintain the signage when you might have a child that
[33:24] wants to affect it? Are we going to have to replace it at our
[33:30] cost? I'm not trying to be a downer, I'm just-
[33:34] Yeah
[33:35] ... questions before we say, "Yes, let's take your money," and realize it's costing
[33:39] us.
[33:40] Frankly,
[33:42] this is really a business policy that they have to piece together.
[33:48] We're here to make sure it makes sense and that it doesn't conflict with other
[33:53] policies.
[33:55] The first thing I was directed was, before you start talking about even attempting
[33:59] to advertise in your bus, you need a policy on advertising in the bus because you
[34:03] never know who's going to want to jump on that and put up advertisements in your
[34:07] school buses with kids.
[34:08] Right.
[34:09] And you don't have a way to limit who's going to do that advertising, right?
[34:15] Yeah. So I would say it could be as simple as SAT companies
[34:22] putting up an ad or something like that. Yeah, tutoring, something like that.
[34:26] So I would say that as a whole, I don't have a problem with the concept, but I
[34:30] think that only the business committee can evaluate whether or not this is a
[34:34] worthwhile endeavor. And I don't want them to go down a rabbit hole if they
[34:38] determine that the costs are going to outweigh the benefits.
[34:42] Makes sense.
[34:42] So I would kick it to them. Sorry, guys. Sorry, Leanne.
[34:47] And
[34:49] see what they think. It's just going to require some research.
[34:53] And on my copy, on every single page, I have this little thing covering up some
[34:59] words that says, "Policy saved. Content-"
[35:02] I know, right? Okay.
[35:04] Yes. It's not your computer. It's on there.
[35:07] Yeah.
[35:10] Awesome. All right.
[35:11] So we'll pass it to, I'll let Mr. Sapp know, and we'll-
[35:14] Yeah
[35:14] ... pass it to business affairs and they can start taking a look at it-
[35:17] Yeah
[35:17] ... and see how they want to roll it out.
[35:19] Yeah, we don't even need to table it or anything.
[35:20] I think we just take it off, and then if they want to pursue it,
[35:26] we just have to make sure the language is okay. Yeah. Yeah, that makes sense.
[35:31] All right. Yeah, thank you. All right, so-
[35:34] Might as well do a draft administrative regulations while they're at it, while
[35:37] they're doing the whole thing because you know there's going to be questions.
[35:40] Oh, yeah.
[35:41] Do it all.
[35:43] All right. So this is one that I've been itching to discuss
[35:50] for a while now. So, I appreciate all the attachments, first of all, and I
[35:57] like that you pulled the policies that are affected by these concepts.
[36:01] And just for the public, the
[36:05] reason we are talking about this is because we want to make sure that our students,
[36:10] our staff, our community knows that this is This is not the place to
[36:16] come to spread your hateful messages.
[36:18] If you have something hateful to say, do not say it on our grounds.
[36:22] Everybody has the right to a free, appropriate, safe, public education,
[36:28] and nobody should feel like coming to school is a place they can't feel free to be
[36:34] who they are, no matter what that means.
[36:37] So, if you go into policy 103, I was looking at some of the
[36:44] additions, and I really appreciated a lot of them.
[36:47] I liked the bit on the top of the second page, "This district prohibits hate
[36:52] speech, bias-motivated conduct, and discriminatory harassment directed
[36:57] toward an individual or group based on actual or perceived race, color, religion,
[37:02] ancestry, national origin, ethnicity, sex, sexual orientation, gender identity,
[37:07] disability, or any other protected characteristic.
[37:11] Such conduct is inconsistent with the district's commitment to providing a safe,
[37:14] respectful, and inclusive learning environment and may result in disciplinary
[37:17] action."
[37:19] So, I love that we have that language in there. I think it's really important.
[37:24] I think that it sets the tone for what people can expect for their children in
[37:30] these buildings and what staff can expect from each other,
[37:36] and no matter what level, so to speak, you're on.
[37:42] So I definitely like that language.
[37:44] I think that was the only change to this policy, right?
[37:49] Yes.
[37:49] Okay.
[37:50] There is no specific PSBA policy on just hate speech.
[37:55] It's encompassed in, baked into other policies on discrimination or diversity.
[38:01] Right.
[38:01] There's stuff in personal computing.
[38:03] So, the last, I'm not trying to rush you through the rest of the policies.
[38:06] No, you're good.
[38:07] The last potential change is regarding hate speech handbook.
[38:11] That is a newer add that I put on there today, and it's
[38:16] clips that I added into the handbook.
[38:20] And I tried to capture similar language,
[38:26] but putting it under specific policies.
[38:29] Okay. And,
[38:32] yeah, so I was looking at this earlier, and I like what's on page one,
[38:37] the electronic devices one. So this is just an overall question because
[38:44] I know this is an issue all the time, which is, if it's on an electronic device and
[38:49] it belongs to a student,
[38:52] when is it grounds for
[38:55] the school to get involved? Because obviously they're not supposed to be on their
[38:59] phones during school, but let's say they go home, and they start posting about a
[39:03] kid, and let's say it's a racist comment.
[39:06] Do we have the authority and ability to do something about that?
[39:12] So, we do. It depends how much of the disruption occurs
[39:18] throughout the school day within the building, right?
[39:23] But there are limitations to what the school can do, right?
[39:26] Right.
[39:26] So if middle school kids are going home, and they're on the phone, and they're
[39:30] inappropriately texting or putting stuff on Instagram or whatever they're using
[39:34] today about each other,
[39:37] does it ultimately spill over in the building the next day? Possibly, right?
[39:41] Mm-hmm.
[39:42] Some of those instances, depending on the level of it, is where we'll start to get
[39:46] the SRO involved because the police obviously have different level of gaining
[39:51] access to students' devices than a principal does, right?
[39:54] Sure.
[39:56] All right, so basically, let's say Sally goes home.
[40:00] She sees something terrible about her on Instagram. She comes in.
[40:03] She goes to the guidance counselor.
[40:05] Is that considered a disruption in the school day?
[40:12] You might not be able to answer this question-
[40:13] Great question
[40:14] ... but I think, I'm just trying to get a feel for it.
[40:22] I don't know that it would be a substantial enough disruption to the school
[40:26] process, right?
[40:28] Mm-hmm.
[40:29] I think it would be an issue where the administrator would then need to get
[40:32] involved and see.
[40:36] Obviously, if that student went to the counselor and was claiming that this other
[40:41] kiddo was harassing them or doing, they would probably then volunteer their device
[40:47] to show. I'm assuming this is a personal cell phone.
[40:50] Sure.
[40:50] If it's on the Chromebook, that's a school device, then it's different.
[40:54] That's different.
[40:54] It's completely different, and we'll be able to pull whatever we need to pull,
[40:57] right? But we have had instances of those as well.
[41:01] And,
[41:02] depending on once that victim shares that information with our
[41:08] counselor or administrator, then they have access to the full thread, and then it
[41:14] becomes an issue depending on what kind of comments are being made or if there's
[41:18] threats, and then again, it could be SRO involvement as well.
[41:22] All right. So if I'm looking at-- Oh, go ahead.
[41:25] 237, you can see, so I missed putting in policy
[41:31] 237, electronic device. It wasn't even in the handbook.
[41:35] So that's why I have this on here.
[41:36] Mm-hmm.
[41:37] Electronic devices. This policy was adopted to support an educational environment.
[41:40] So I put that piece in, but also the language underneath it as well,
[41:47] which would be new.
[41:48] Mm-hmm.
[41:49] And that, again, I tried to tie the hate speech piece, right?
[41:53] I tried to kind of thread it through different policies throughout the course of
[41:57] the process here.
[41:59] All right. So I
[42:01] have a question. If you go to page five, it has...
[42:06] Wait, hold on. Yeah, page five. It has level two, it has level three major
[42:10] offenses, and they're both identified as major offenses.
[42:15] Is there a level one?
[42:17] There is a level one.
[42:19] Okay.
[42:19] But I did not list hate speech or bias-based harassment under level one.
[42:25] So what is level one compared to these? Is it less offensive?
[42:29] It is less.
[42:29] Okay.
[42:29] Level one is a minor, not a major offense.
[42:32] Okay. All right.
[42:33] All right, so-
[42:36] There was some conversation in cabinet if I should put hate speech, bias-based
[42:41] harassment in level one as well.
[42:44] I just, I didn't do it yet. You can-
[42:59] Okay. Sure, okay. So, just because you don't have the microphone, the
[43:05] conversation we just had was that hate speech
[43:10] and bias-based harassment is not appropriate for level one because it's more
[43:13] serious than take the gum out of your mouth or take your hat off.
[43:19] So basically, by putting it in level two and level three, we're saying that
[43:25] we're not treating this like you don't get a slap on the hand.
[43:28] There is not a slap on the hand situation.
[43:32] And that all of the consequences listed under levels two and three, they
[43:38] start with as little as detention and go up from there to Saturday
[43:44] school, in-school suspension, restitution/restoration, loss of privileges, police
[43:49] referral.
[43:54] Is there any way, and maybe the answer is no, but is
[44:00] there any way to
[44:03] basically clearly identify if you're found in violation of...
[44:09] What I don't want to do is say that some hate speech is not as bad as others.
[44:13] Obviously, there's always going to be some merit to some insults are worse than
[44:17] others, but I don't want anybody thinking that...
[44:23] I think that the kids and the staff, and no one is excluded from this,
[44:29] need to understand that this is bad behavior that
[44:35] will be punished. We would love to have everything be a learning experience, and
[44:40] hopefully it will be, but there can't be, again, like it was with my
[44:46] daughter, "Well, we had him write an apology letter, and he's really sorry." Oh, is
[44:52] he? Is he sorry he got caught? What are the consequences?
[44:58] So I don't know if there's more teeth we can add to this.
[45:01] I'm not necessarily suggesting that we need to. I just don't know.
[45:05] I know there's a topic under this that you mentioned, or I think it says something
[45:10] about comparing it to the surrounding districts.
[45:12] Did you have an opportunity to see what other folks are doing?
[45:15] I did, and
[45:18] they're using the existing policies.
[45:21] I think there's some concern to put too detailed in-
[45:26] Mm-hmm
[45:30] Yeah. I think that's the concern is I don't know that we're going to be able to
[45:35] necessarily cover every possible-
[45:39] Sure
[45:39] ... you know what I mean? That making a comment to this person equals X number of
[45:44] days suspended or something. You know what I mean?
[45:47] I think that was kind of the rub.
[45:51] So, I mean this without any disrespect-
[45:54] Oh, thank you
[45:54] ... but can you tell me why? Because I just want to understand
[45:59] what the hesitation is in doing that.
[46:03] About anything.
[46:07] Yeah. Well, I think the language that talks under bullying, right?
[46:11] Mm-hmm.
[46:12] That includes slurs, derogatory language symbols.
[46:17] I feel like that kind of encompasses every possible-
[46:21] Oh, I'm sorry. I don't mean the kind of speech.
[46:23] I'm saying, if we determine that you have used hate speech in
[46:29] school and you have offended another student, or you have done something to harm
[46:33] them in that way,
[46:36] this is what happens to you. You get a three-day suspension.
[46:40] Is there some kind of problem with having what I guess would be considered a
[46:45] mandated punishment?
[46:47] Well,
[46:50] I'm not aware that we mandate any specific-
[46:53] Okay
[46:53] ... discipline issue with any specific punishment.
[46:55] Okay.
[46:56] That's kind of why we have those broken down into level one, level two, and level
[47:00] three offense. And it gives some latitude to the building administration, right?
[47:05] So you can end up in a level two major offense, insubordination, defacing school
[47:11] property, and end up with a detention, a Saturday
[47:16] school. You could end up with one day out-of-school suspension or up to five days
[47:20] out-of-school suspension. It gives that latitude to the building admin.
[47:25] I'm not aware of anything that says it automatically equals X, short of
[47:31] violating board policy and end up in expulsion, like you get-
[47:34] Sure
[47:34] ... a weapon or something.
[47:35] Sure.
[47:35] Right. Yeah.
[47:36] Okay. That's fine. I just wasn't sure.
[47:40] And I understand. You
[47:45] are concerned about
[47:48] something happening in one location and someone being disciplined in a certain way.
[47:53] Right.
[47:54] And a similar incident happening in another location being disciplined differently,
[47:59] right?
[48:00] Right.
[48:00] Sort of.
[48:01] Yes, and I guess the question is, can we provide or do we provide
[48:07] training or guidance as to how to assess
[48:13] each situation? Because look, it's not a secret that different buildings handle
[48:17] different things differently. And it's not because anyone's trying to be
[48:22] inconsistent. It's just the nature of the beast.
[48:25] So I don't want some schools to be easier on kids than others.
[48:30] I think everything should be handled the same.
[48:32] So do we have,
[48:35] and I know I'm asking you guys for a lot of work, but I just think this is really,
[48:37] really important. Do we have ARs that we can pull?
[48:41] Do we have trainings that we can give?
[48:43] And I know there's already not enough time for that, but what can we
[48:49] do
[48:51] to bring this issue up to our administrators and our staff to reinforce these
[48:57] concepts, to let them know that this is now in here, this is serious, this isn't
[49:02] something we say sorry for and move on from?
[49:06] So I guess that's really the question.
[49:08] When it comes to teeth, it's great to have it, but it doesn't mean anything if we
[49:13] don't do something about it.
[49:14] Right. We've given the administrators the ability to discipline it.
[49:17] The question is, do they exercise that ability, I guess, is what you're saying.
[49:22] Right.
[49:22] And is it consistent?
[49:24] Is it consistent, and are there certain violations that warrant
[49:30] escalating the issue up the chain in terms of not because everybody needs
[49:36] to be handheld, but in an effort to make things as consistent as possible.
[49:41] Does that make sense? If there's an issue and a principal says, "All right, well,
[49:47] I feel like I should handle it this way, but let me check with DO because I don't
[49:52] know how it's being handled across the board."
[49:57] Dr. Minnich, do you have any thoughts on that?
[50:05] I was scanning a neighboring district's student handbook expectations and
[50:10] responsibilities, and I haven't gotten all the way through it yet.
[50:13] But in my experience, and forgive me if this was discussed, the difference between
[50:19] a level two or an escalation to a level three could also be repetitive behavior.
[50:24] Mm-hmm.
[50:25] If you do something once, yeah, it's horrific. We're going to do this.
[50:28] Mm-hmm.
[50:29] But if it's more than once and you've been warned, then we would escalate it to a
[50:33] tier three. I think that's a matter of the admin team sitting down, either getting
[50:38] the training or making a determination that these are a set of guidelines we would
[50:43] use, but obviously understanding that there is still the case-by-case
[50:46] considerations to be made, whether or not the student has an IEP, like all the-
[50:50] Oh, of course
[50:51] ... those kinds of things. But yeah, I'm looking through somebody's now, and they
[50:55] have it broken down. It's 72 pages
[51:00] .
[51:01] Is there a
[51:04] place where these things are reported to DO?
[51:08] Do you have statistics on what's going on in the schools with regard to these types
[51:13] of issues or any kind of disciplinary actions?
[51:16] Yeah, I would think all of it's reported in Sapphire, and it's coded.
[51:20] Okay.
[51:21] Whatever the PIMS code is for certain offenses.
[51:24] It's a safe school report.
[51:25] And the safe schools report. Yeah, so we could definitely pull all that
[51:28] information.
[51:28] Because I'd be curious as to how these issues are being handled on a
[51:33] school-to-school basis, and I'm wondering if it's worth-- I'm sure there's a lot of
[51:37] things worth the time, but time is precious.
[51:41] But I'm wondering if in an honest effort to curb some of the issues in our
[51:47] schools, is it worth spending some time, maybe every two to three months, looking
[51:53] at the data and saying, "All right, how many incidents fall under this category,
[51:56] and how were they handled?" Because there might be a way to, instead of looking at
[52:01] a year and then going back and trying to recalibrate 10 months of data, maybe it
[52:06] makes sense to look at two to three months of data and then say, "All right, how
[52:09] are we doing with these issues, and how were they handled, and do we need to
[52:15] address how they're being handled because they're not being handled the same way?"
[52:21] I just think we've
[52:24] had so many issues, whether it's personal or you've heard about them, but everybody
[52:29] seems to have a story about behaviors that are based in hate speech, and there
[52:35] are kids who don't want to come to school because of it.
[52:38] And it's our job to make those kids feel like they can come to school
[52:43] not only to learn and to be social, but to feel comfortable and safe, and then to
[52:49] feel safe enough to tell someone, because that's always the hardest part, is to
[52:54] actually say it without fear of retribution or retaliation from their bullies.
[52:59] So, I
[53:02] think this is one of the most important things we can do for kids other than
[53:05] educate them academically is educate them socially and
[53:10] hold them to a standard that we
[53:14] would like to see in our community.
[53:17] So I don't know exactly what my ask is, but I do appreciate the additional
[53:22] language. If we wanted to integrate that into the student handbook, I know we
[53:26] have released it for the year, but can we make additions?
[53:32] We can revise it. We really don't print paper copies anymore.
[53:36] Sure.
[53:36] And in the handbook, we're able to revise it whenever we need to.
[53:40] So really, it's almost like this ongoing living document, to be honest.
[53:44] Okay. And which I love. Now, as a parent of a middle schooler and a high schooler,
[53:50] I didn't receive,
[53:54] I don't think I did. I don't think I received anything about a student handbook.
[53:58] The kids may have, but I didn't. So is there a way
[54:03] to-- There used to be, you get the handbook, and then you sign it, you received it,
[54:08] and you read it. Do we have that still?
[54:11] No, we took that away this past year.
[54:13] Why?
[54:14] Yeah. I think Dr. Velasquez felt that the buildings,
[54:21] they had to rip the page out, if I'm not mistaken, or sign something, and it
[54:24] became-
[54:25] So-
[54:25] ... answered and unreturned
[54:27] ... in tech times to come-
[54:28] Mm-hmm
[54:29] ... what we're working on in our SEP is a way for parents to acknowledge,
[54:35] to have it linked in there electronically.
[54:37] They review it, and by clicking this button, I agree that I have read it.
[54:41] So that is coming. We're building that.
[54:43] Okay.
[54:43] Coming. So that may be why the paper, we're trying to address it.
[54:47] Great. That's fine. All right, so
[54:49] Do you anticipate that this is something that we can achieve this year?
[54:53] I'm hopeful. We're doing a lot with-- It's all built into the whole rev track
[54:57] revamp of SEP. So I will double-check with my team, and I'll let you know.
[55:02] I think that the school board, and I don't want to speak for everybody, but I think
[55:06] I probably can speak for most people when I say that having a specific announcement
[55:12] letter or rollout of these changes in particular would be great.
[55:18] Maybe it's a letter from the superintendent saying that, "We have
[55:24] updated the student handbook, we have updated our policies.
[55:28] Here's where you can view them," with some hyperlinks.
[55:32] "If you have any questions, reach out to the board, reach out to the
[55:37] administration."
[55:43] I don't want this to be a quiet
[55:46] change. I want people to know that we do hear them when they say
[55:52] it's a problem.
[55:54] And this was not your fault at all, but I certainly was not heard. I was mollified.
[56:01] So I don't want people to feel that way.
[56:06] Is that something you think is reasonable, Heather?
[56:13] Maybe not within the next few weeks.
[56:17] No, no, I'm not saying-- No, I'm not suggesting that.
[56:19] I just want anybody who might actually watch to understand that this
[56:25] will take some time to put together. That's all.
[56:29] Something important like this is worth doing slowly, methodically, and
[56:33] thoughtfully, and getting it as right as we can, and then being big enough
[56:39] to acknowledge when it can be improved upon.
[56:41] And I don't think there's anything wrong with making changes as necessary or as
[56:45] issues come up. I think that's fine. That's why we're here.
[56:48] All law is living, breathing, and changing.
[56:52] Unless you're a strict constructionist, but that's another story.
[56:57] So what I would actually love to see is for the resolution,
[57:04] we don't need to update it just yet, but once you find that you're coming to a
[57:08] point where we're going to send that letter out, that
[57:14] is when I would want to see this resolution go up for vote on the board.
[57:19] Because the resolution can include some of the language we have here, but what I'd
[57:24] like it to say is, "This is how we feel.
[57:26] To that end, this is what we're doing differently, and this is what you need to be
[57:30] aware of." So, I don't know that we need to change the language right now, but that
[57:36] is, I think, how I see this rolling out.
[57:39] Will you take a look at the existing resolution and tweak, kind of-
[57:42] Yeah. Absolutely.
[57:44] Perfect.
[57:45] So what I would say is, for the policies, I think we can start
[57:51] putting them on the agenda for reads.
[57:59] Actually, before we do that-
[58:01] Yeah
[58:01] ... can you do me a favor, and after this meeting or this week,
[58:07] can you send these policies out to the board for review?
[58:12] I can, but not every one has an update to it.
[58:15] But I can send them all, or do you want me to only do the ones that have updates?
[58:18] You can send all the policies that fall under this
[58:22] topic.
[58:22] Topic.
[58:23] And I think you said there's one other that needs to be included, right?
[58:26] Did you say 237 or something like that?
[58:28] Uh...
[58:30] It might be easier to ask them to log into the personal agenda
[58:36] instead of-
[58:37] Emailing them
[58:38] ... the board agenda.
[58:39] Yeah. Log into this instead.
[58:41] Yeah. Whatever works.
[58:43] Yep.
[58:44] Yeah, but if you email them and tell them, maybe just put the hyperlink in there
[58:48] for the meeting or just say, "The meeting that occurred on so-and-so date.
[58:52] We're looking at 4E, take a look." Because
[58:59] people care about it, so they need to just be reminded to take a second.
[59:05] Yeah.
[59:05] And you're good with the language in 103, policy for discrimination,
[59:10] that was in green at the top of the page there?
[59:13] Yeah, I like that language.
[59:15] Yeah.
[59:15] I'm sure keener minds will have other ideas as well.
[59:19] I'm really open to anything anybody wants to suggest, but I
[59:25] just like that this is specific. You can't do this.
[59:31] And I really appreciate you working on it.
[59:33] Oh, thank you.
[59:37] All right. Is there anything else to address tonight?
[59:41] I know that the agenda doesn't say so.
[59:43] I think we do need to keep working on the charter policy.
[59:50] I know that's not on the agenda, but that is something we have discussed.
[59:53] I got some notes from Karen on that.
[59:58] So
[59:59] that's not necessarily due at any point soon, right? There's no due date for that.
[1:00:04] It is not.
[1:00:05] Okay. And when is-
[1:00:06] Progressing.
[1:00:06] And the charter renewal, we have some time for that.
[1:00:10] Yes, ma'am.
[1:00:11] Okay. All right. So then let's just...
[1:00:14] Yeah, that came up because PSBA made some updates to the charter.
[1:00:17] Right.
[1:00:18] I believe it was the transportation piece, right?
[1:00:21] You have to provide transportation, but it doesn't necessarily have to be the same
[1:00:24] type of transportation that we provide.
[1:00:26] Right.
[1:00:26] So that's what prompted PSBA to push out a new policy, but since we have a charter
[1:00:31] school in our district, it's pretty important.
[1:00:33] If we're going to look at it, we might as well look at the whole thing.
[1:00:37] Yeah, no objection from me. All right.
[1:00:41] Well, we have public comment number two. I have no public comment cards.
[1:00:46] I have no public to comment. So with that, I think we're going to adjourn the
[1:00:52] meeting at 6:33 PM.
[1:00:55] Thank you so much.