[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.

Policy Committee (2026-09-15)

Transcript