[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:03] All right, welcome to our board meeting. It has picked the 1 p.m. on March the 26th. Even if it's got my readers, it's going to be good. We have an attendant. Missy ball, board reporter, tough. They everyone's role. You say that. The whole admin, too. The whole admin team. I don't even need an individual.
[0:28] Myself, Barbara, one bird, Julie, the Mara, and on Zoom.
[0:31] we have tiles left. And then we have a few members of the public joining a
[0:35] gathering with the government in service hold. Should I pass that and say, um let's see here.
[0:42] We need approval of last board meeting. So Kyle and Julie, you guys are a team. You guys are
[0:50] no moving and seconding. You guys are. I did read that. Here we have a motion. Kyle. Yeah, I'll second that.
[1:01] Well, in favor, I have any opposed.
[1:09] How did we have an eye for you?
[1:10] I figured I seconded it.
[1:13] Oh, yeah.
[1:15] You're just approving the motion, not the vote, right?
[1:21] Yeah, no, it's a motion to approve.
[1:22] And I second the motion.
[1:24] Perfect.
[1:29] And we also acknowledge the receipt of the executive report.
[1:33] Does that mean the motion?
[1:34] Or can I just say that we received it?
[1:36] That's what I thought.
[1:38] Okay.
[1:38] Do we have any public comment for members of the public?
[1:45] Okay.
[1:49] And for achieving the school's mission in vision care,
[1:51] I was going to do that this evening,
[1:52] but she is sick and wasn't able to attend.
[1:55] So we will work out that tonight.
[1:57] and we will move straight on to Nate, although I don't see him on so maybe I'll
[2:02] find him a quick text and we could circle back to him. I got him meaning I just
[2:07] texted him. I really thought the first four sections would go a little bit
[2:11] faster so I'm gonna waste some time right now. Look at us being on time and
[2:15] and that's the, if you don't want to get out of the, that means we're going out really
[2:19] specifically.
[2:24] You want what he said he would be Johnny on the spot, so madam chair, which like you
[2:30] we want to wait for Kyle for a second or do we want to just move on to what else do we
[2:35] have next?
[2:35] Let's see.
[2:37] Um.
[2:39] The fee hearing, I just put like Nate here, because he's in town, yeah, so the duration
[2:46] and approval of gifted and talented grant.
[2:49] So I'll talk about that and then we'll go back to Nate when he's over there.
[2:53] The USBE allows every school to assign for gifted and talented funds,
[2:56] but they tell us how much we can apply for.
[2:58] It's $2,300, so it's very small.
[3:02] It's not like we can do a whole lot with that.
[3:05] So we put it for supplies and materials to extent for extension and hands on learning.
[3:11] So kids who are in RTI groups, so response to intervention groups that need
[3:16] extension or like they are gifted and talented students so it's for supplies and materials to provide
[3:21] that extension. So I just have to re port to you that we're applying for that and if you're okay
[3:29] that we buy supplies and materials to help kids then you can vote on that. Is there an amount that
[3:34] you vote for or that we like you know the state tells us all we can they give us the amount they
[3:39] a lot. Do they tell you what you can and you cannot spend it on or just not like
[3:43] because I have around there's a lot of those programs. Yeah, it's, I'm just, I'm
[3:48] not super familiar. Yeah, get into the challenges for students who are
[3:52] get through that. They tell me the extension, basically. We have a lot of, so I get
[3:57] to try challenging things. We have a lot of students, as you know, on the
[4:01] autism spectrum, for smart, get their work done. And so then they need to have
[4:06] something additional. And so that's what to buy supplies and materials for them to have like
[4:12] those scum challenges or those extra lipos to fill or whatever to exist.
[4:20] They're great. Do we need to go? Okay. So I wrote to you. Was that something that we were seeing in
[4:27] our documents? Or did we just, you're just telling us? Yeah. I have to have a, I think we've already
[4:34] They actually have no line for the grant because they just want money or not and they say what is your board?
[4:40] No, you're getting some evidence and so I have to tell them, yeah, we're getting got it.
[4:44] Okay, well, I haven't I had a sense of how this boat might go because no one just likes money for children.
[4:51] But let's make a motion and I'm like, that's really dumb.
[4:56] You get as much money to tell your boards you're getting it.
[4:59] If they like you to take the money then do we want to open it up for discussion?
[5:06] discussion
[5:07] Okay, if you are welcome to make a motion.
[5:12] I motion to approve or about was it moved to approve the consideration for the approval of gifted and talented.
[5:23] Consideration of a gifted and talented friend.
[5:29] Is that good?
[5:31] You can second take.
[5:31] Oh, can I?
[5:32] Because you didn't put this one on the agenda I did.
[5:37] So if you, so does that make sense?
[5:40] Oh, yeah, that's true.
[5:41] Okay.
[5:43] Then I'll second that one.
[5:47] I'm sorry, we just had a bad storm roll through here so I'm trying to catch up but I'm getting
[5:53] all my documents open.
[5:55] I'll be there for you.
[5:56] Okay.
[5:57] I was actually just reading your text and a little distracted as I was doing that and I
[6:02] Know it's inhale all the stuff all of it
[6:06] You know past work 15 minutes, but I was in the in the basement. Oh, you were oh, yeah
[6:13] I got sirens going off everything. It was crazy
[6:18] Live in the Midwest and we're all good. It is true
[6:25] Yeah, that's fine. I was outside right up till, you know.
[6:30] Um, we're all good. I'm gonna just say all in favor. Hi. Hi.
[6:37] All right. You all should have had to see an enemy sleepers.
[6:41] I still don't see me though.
[6:43] Should I call and maybe he hasn't popped up on the reading?
[6:48] Okay.
[6:49] He said okay to me, he said oh did you reply back to you yeah yeah he said he can't find the link
[6:56] That has been a problem. Just by the way
[6:59] Link as well. It's on the website the CCID website. It's a firm link
[7:04] Well, it's on the website. That's um, I think the problem. It's usually in that agenda document. Oh
[7:10] Got it. Is that where you look for it? Is that way? That's where I looked for it. Got it. Okay
[7:14] Um, so I just went to admit that I'm not an arm on the board meeting.
[7:20] Just look at that.
[7:21] Don't let me in this movie.
[7:25] Oh, except then I'll let you rejoin it at any point.
[7:28] Okay, I won't do that.
[7:29] It's okay.
[7:29] I went.
[7:31] I went.
[7:32] Okay.
[7:33] I've got this.
[7:34] Um, I'm talking the link for him right now.
[7:37] Thank you.
[7:37] Yeah, Kyle, if there's a time you can't find it.
[7:40] If you go on the school website and click quick links,
[7:43] It's right there. It'll say board meeting and it's the same one that I was going to tell.
[7:47] Well, that's where I found it, just by the way, but in fact, I say that's not where I've
[7:53] been looking for it, so it changed. That's where I would go, because it looks there permanently.
[7:58] Let's make that when he gets on to. In fact, do you want to show it on your,
[8:03] show your screen? Because he's going to have you show your screen for the, do you want to go ahead and
[8:07] get up the natural report while we're waiting for him to jump on? Well, that up and the website.
[8:17] But I think it's important for the public to know that as well. I don't know how they find it. I'm just saying. I think that's how we inform them. It's permanently listed on our website. And then it's also.
[8:27] Yeah, we said that on the school website, the links on the website or things.
[8:34] I guess what I'm saying is on the agenda, there's members of the public may attend a person or view meeting live at.
[8:44] And we could have only. Yeah, okay. So that I guess that's my B not not a B from
[8:52] just saying. No, that's what that's not to consider. Yeah, definitely. Do you think it's
[8:57] funny, Kyle, that you didn't know there was that quick link after how long you've been on
[9:00] the board? Because it's always been on the agenda. I've never had to do it that way. Right.
[9:04] Okay. But you know, I've always found it on past agenda. I don't know, documents and stuff.
[9:15] Hi, Nate.
[9:17] Hey, how's it going?
[9:18] Hey, good.
[9:18] Hey, we were just talking about the easiest way to find the link to our board meeting.
[9:25] And do you see this is our website?
[9:27] Do you see us on your screen?
[9:29] I found it.
[9:29] Yeah, I saw the quick link.
[9:32] So I wanted to share with you that under that quickly, that there is a permanent address for that board meeting link.
[9:38] Yeah, I that's actually super convenient because most of the links that I click on are like embedded in like the agenda. So I'm like digging around trying to find the agenda. So what you guys do, I think that's pretty awesome actually. Yeah, that's probably your
[9:53] cooking way to find it when you need it in a pinch.
[9:56] Yeah, that's fantastic.
[9:58] I'd still say just as far as being clear with the public.
[10:04] Yeah, but we can have it in both places, it's better to be redundant.
[10:08] That's a great idea.
[10:09] Yeah, because when I send you the link or the agenda that I created, two is one, one is none.
[10:17] But tell me.
[10:17] You remember to have the quickly signed.
[10:20] Okay.
[10:21] Next time.
[10:22] All right.
[10:22] We are going to circle back now to the finance committee report by Nate. Nate, time is yours.
[10:28] Okay, fantastic. So yeah, we actually have quite a bit going on this month, not necessarily
[10:35] with the fiscal year 26 budget, more with the fiscal year 27 budget. Obviously, the legislative
[10:42] session ended at the state. We just received yesterday, or this morning, the legislative
[10:51] of estimates and so that means is that the state is kind of projecting what each school
[10:57] is going to end up with student count wise for next year and I mean they're probably
[11:03] not accurate I mean no one can put a pen in you know exactly how many students we're
[11:09] going to have so I take that information that they gave us and just kind of do some math
[11:14] whether it's you know above what the state estimated or less than what the state estimated
[11:20] and then just going, you know, from there to build out our budget for fiscal year 27.
[11:26] So now that we have those, we can really dive in and then start building out a budget.
[11:33] Mollia and I are going to actually be talking tomorrow morning, a little bit about that,
[11:39] trying to, you know, put that together. There'll be several different iterations of it as we work
[11:45] through that process just a kind of different moving parts. So we'll keep the board updated as we
[11:53] you know kind of do that and project out what our enrollment is going to be for the upcoming year.
[11:59] Nothing too crazy as far as like funding anyway. I think it came out like 4.2% increase on
[12:08] the EDM and the WPU, and so that's kind of average daily membership.
[12:17] Sorry, I was nodding, I'm sure you can't be that.
[12:20] No, you're good, so the WPU is actually the weight for each of the grades, so.
[12:26] I'm familiar with that one, now we've become, there's so many acronyms that that one has
[12:30] become.
[12:31] Oh, there's too many, 100% too many.
[12:36] So yeah, we'll be working on that as far as this year goes, as far as like expenses and things like that.
[12:43] I mean, there's a few line items that we're kind of nearing the end of and I've highlighted those in yellow.
[12:50] One of the revenue pieces that did get updated in this last little bit is our federal special education money, so our IDEA money.
[13:01] For whatever reason, that is one that always gets adjusted for the current year in the
[13:09] spring time.
[13:09] I think a lot we've now got like two months left in this year.
[13:15] Luckily, it wasn't a huge change.
[13:19] We did lose a little bit of money from what we had last year.
[13:24] So we had about $38, $13,900 that came off of the budget.
[13:29] So we had a little bit more last year than we did this year, but now that we have those
[13:36] final numbers, we can actually start making the reimbursement request that we need to and
[13:41] getting those federal dollars brought in.
[13:43] So outside of that, I mean, just, you know, I think most of our line items, you can see there's
[13:54] a lot of green in our far right hand column. There's a few that are red. Most of those red
[14:01] ones have a story to it. Our software line item has actually gone over just a little bit
[14:07] in terms of what we had originally forecasted for the year and what we've actually spent.
[14:13] But really our bottom line is still looking really solid. We're above that 5% mark that we
[14:19] I've kind of wanted to, you know, shoot high for, and so, you know, that hasn't always
[14:27] obviously been the case, but we did have a very generous, true up that came.
[14:35] One thing I do want to point out, though, is, you know, we had a dip in our enrollment.
[14:47] One of the things that has carried us this year is that ADM so that
[14:53] average dealing membership from last year. And so I actually have a school
[14:59] all of that.
[15:01] They had a strong ADM two years ago, and that average salient membership carried over to the current year, and they were fine, but they never made up, you know, that student count. And so that average salient membership piece of funding that we see for the prior year, it actually,
[15:29] will drop off. So we really do need to kind of make an effort to to bring that
[15:36] enrollment back up to what we had last year and kind of make up some ground so
[15:42] that we don't experience that same drop because if we go into fiscal year 27
[15:48] with the same student count, we are going to probably see a lot less revenue from
[15:54] the state just because we have not only a lower October 1st count again but we also have a lower
[16:01] average daily membership from this school year that is not going to be as generous to us.
[16:08] So just something to keep in mind is we're making marketing efforts and planning for next year
[16:14] because my guess is that I start putting together that preliminary budget for next year that's kind of
[16:22] the. So
[16:26] we lost to me. If we're still planning on about.
[16:29] Can you hear me now? Now we can you disagree for a few seconds.
[16:33] So. Oh, well, you're saying every quarter of the year and
[16:38] that's where we lost. Yeah. So yeah. So we just I expect if
[16:45] we stay at the same student count, we will see probably a little
[16:49] bit of a drop in the or stay revenue for next year. So it's
[16:52] It's been pretty critical that we make a really concerted effort to get that enrollment
[16:58] back up.
[17:00] I have a question Nate, our October 1st count was 279 this year, so what if we're higher
[17:07] than that October 1st count?
[17:09] Then you get rewarded for that actually, so we'll have this year's average membership,
[17:15] but if we gain, you know, 20 students, you know, and we get $7,000 for each of those students, right?
[17:24] We're going to get rewarded for that. So our budget or state funding will actually go back up
[17:30] with that jump and enrollment. So that's why, you know, we want to make sure that we try to get
[17:37] October 1st, you know, higher than what we are this year.
[17:40] Well, do we know if that legislative bill passed that was for funding charter schools
[17:48] more like districts?
[17:50] Yeah, they passed, part of it passed it passed so that it would be, they've been a partial
[17:55] for a study to see if they get less money.
[18:03] Oh, we do.
[18:04] No, they're deciding what a cluster on the charter, what a cost to run a district.
[18:08] And so when they say, oh yeah, you know churns have to do a lot more work than it's obvious. We all know that but the legislature doesn't need the data.
[18:18] Yeah, they need the data.
[18:20] So is that tabled for now then?
[18:23] No, there's when the data could that like next funding the next legislative session.
[18:31] Yeah, it'll be for this in a year, it'll be for a year, so that's not funding option that we have for the share.
[18:37] I don't think so. I think it was only for the study because I have to collect the data.
[18:43] Oh, it was only for the study.
[18:45] And then we still get the local replacement fund, right, Nate?
[18:48] Yeah, that actually went up as well.
[18:51] Yeah.
[18:52] Nate, is there anything right now?
[18:56] like I'm fixated on the school expenses I'm sorry lunch expenses that were like
[19:04] $6,000 short we're coming up to the end of the school year I didn't get to
[19:09] look over the full budget I'm asking you is there anything right now that we
[19:14] should be focusing on to squeeze just a little bit out of this rock these are
[19:20] salaries so you don't want to go down just wait so you're like oh wait until you
[19:24] We want to go to the very top of our creditors.
[19:28] As far as like squeezing it out of the like like trying to spend more or save more or
[19:34] more, right?
[19:35] I mean, we're going into, I'm not going to say it's a short year and we'll talk about
[19:42] a role in it here in a minute, I'm pretty sure.
[19:44] We're at 260 is, Amelia reported, we're looking at what, 280 to 90, maybe 300, that would
[19:53] be optimal, but besides enrollment, is there anything for this fiscal year that we really
[19:59] need to be focusing on?
[20:03] Above our five years soon, I mean, honestly, like the projections that we have to end
[20:10] the year and as far as a financial status, I mean, we're looking really good. Really, it's
[20:23] have been said, we could always explore the possibility of, you know, since we do have
[20:32] a pretty healthy bottom line, exploring the possibility of maybe purchasing a curriculum
[20:38] or purchasing something that we expect will come, you know, next year that we're going
[20:45] to need to purchase anyway. Maybe we can maybe purchase that ahead of time so we don't
[20:49] being put out in the expenses next year, but I mean really
[20:53] marketing and getting those kids in is going to be a little bit key
[20:58] to make it sure that we have that success.
[21:01] Do we have more money that we can allocate towards marketing?
[21:04] Of course we're asking. Yeah.
[21:06] That probably, yeah. So yeah, because we talk about that all the time in marketing
[21:10] meetings. Yeah, allocating more money to it. And we also talked
[21:15] last finance meeting that we had about that all of the staff members got a $1,000 raise.
[21:21] Sure.
[21:22] Uh-huh.
[21:23] And the fence is a very stipend, not a raise, a stipend, yeah, that was a $1,000 stipend.
[21:27] So that might be something I'm really interested in looking in.
[21:31] We're a couple hundred thousand dollars above our five percent.
[21:36] So that's another thing that I think we would like to do is to, would we just determine
[21:42] about it next time I'm not sure if it's big. Yeah, yeah,
[21:51] baby. Baby is big. Baby is not a
[21:55] cryer, which I'm very grateful for. He's just a sweet baby. He loves to cuddle and I like that.
[22:03] and, you know, he eats, he sleeps, he, you know, he does breathe. I've got my other son
[22:12] right next to me here. And, I mean, just, you know, phenomenal kid, he's as cute as can
[22:19] be, so we're, you know, for an unplanned, he is definitely a treat in our home.
[22:26] Well,
[22:30] Nate, if your other kid is listening, just know that his dad is really valued and
[22:36] loved.
[22:36] Thank you.
[22:37] A lot of other people.
[22:40] I'm on a side note.
[22:42] I'm really actually mentioned that.
[22:43] Oh, there you are.
[22:45] We love to go here.
[22:46] Loose me again.
[22:48] We had grandparents stay in the lab today and then some my mom and my grandma actually came
[22:54] up and went to school with the kids and my mother-in-law.
[22:57] but I walked in and and Lynn and his wife were there as well and I got to say hi and and talk to
[23:05] them for a little bit but it was sure good to see him out and about and he's you know he's
[23:11] such a loved individual that anywhere he goes so it was good to see him. You work here on campus
[23:17] today. No way. Oh. So Lynn's grandkids go to the same school my kids go to.
[23:23] all times. That's cool.
[23:28] That's awesome.
[23:31] Well, congratulations. Thank you. Thank you.
[23:34] I will have other questions on the financial report or are we? I just have a question. What time
[23:40] would you like to meet tomorrow? So I can vlog on my calendar. I will, I will get back on that.
[23:46] You said after 10, right? Yeah, I have to do PLP clubs in the morning. Is that for the
[23:56] What's plan on should we say 10 30?
[24:01] Yes, I'll send a link out for you.
[24:04] Okay, thanks.
[24:06] Okay, well, thank you.
[24:09] He jumped off.
[24:10] I was going to ask myself.
[24:12] Okay, do we need him for the next section?
[24:15] For the fees.
[24:17] I mean, if you want to hang on, make it.
[24:19] There's questions.
[24:20] We could just have you like.
[24:22] It's million section, but you could.
[24:24] just kind of hang in there if you want to talk about our fee schedule.
[24:28] Sure.
[24:29] Okay.
[24:31] You say the violin?
[24:33] Yeah.
[24:33] Yeah.
[24:34] Then he said he's headed out so.
[24:39] Violin.
[24:40] Violin.
[24:40] All right.
[24:40] Thank you.
[24:41] Thank you.
[24:42] Thank you.
[24:43] Thank you.
[24:43] Thank you so much.
[24:45] Thank you.
[24:47] Okay.
[24:48] So we'll go ahead and turn the time over to Malia to talk about our fee schedule.
[24:51] Okay.
[24:52] Okay, so we have, every year we have to present our fees to the board and to the public.
[25:00] It has to be on two board meetings and so we weren't ready to go with it last year because
[25:06] I had heard that from all the teachers of what fees they need for the middle school.
[25:09] We can't charge fees for elementary school.
[25:11] And so now we're ready to go.
[25:12] Oh, excuse me, I send out the key plan.
[25:15] It's exactly the same as last year except that we have
[25:19] lowered the ND Club last year.
[25:21] The ND Club was $53.
[25:24] And she said, we've got so many dice and materials
[25:26] I'd like to lower down to $23.
[25:29] The reason why it's $3 is odd is because they pay
[25:32] on my school bus at the end of the $3 service fee.
[25:37] Yeah, so that's why it's $23.
[25:39] So we don't have to eat that thing.
[25:40] So it's $23, so that's the only difference from last year to this year.
[25:48] I don't know what else to say.
[25:51] I mean, if you look at it and saw it, there's the requested donations of this as optional.
[25:55] And we had a lot of discussion about that when this, a couple of years ago, when this came out,
[26:00] how parents, if they want to pay, you know, to make donations for STEM or field work
[26:05] or kindergarten snack. And then the big thing was it's a lot of money upfront so allowing them to pay
[26:13] them every term. And so Christie will send out every term a reminder. It's a new term right,
[26:20] you know, go for it. If you're still interested in making a donation. And this is only sent out to
[26:25] middle school age. No, no. The donation is sent out to everybody. I don't remember receiving one.
[26:33] And then a donation at the beginning of the very, very beginning of the year.
[26:37] And then people who want to set it up with her monthly thing, she'll send it to them.
[26:42] If not, then can we continue to send it to people reminding them that it's available,
[26:49] like that they can voluntarily do these fees, even if they're not set up on a monthly.
[26:54] I, my only feedback in all of it is that we continue to request it a parents regularly
[26:59] because once at the beginning of the year, it's not like getting the donations in.
[27:06] And so if we did that, even if it was like by monthly, quarterly, yeah, every term, every school term.
[27:15] Just an email reminder that says, yeah.
[27:19] I like that idea, but just in case you have something, I didn't mean to catch off, but just in case there's something specific.
[27:27] If you can tie it to something, we really need help with our music.
[27:34] Oh yeah, okay. Sorry, I didn't mean to cut you off, but like good marketing moments,
[27:40] like when we hit the Fox News thing.
[27:43] Sure.
[27:44] And if it's in a cycle like that too.
[27:46] So it's either we need your help, we're doing all these kind of things right now or whatever we're doing.
[27:50] that order. The other thing there has been suggested and I can share with you is that
[27:57] every time another employee, every time their child goes on the field trip, they say the
[28:04] cost for this field trip is as much as a donation. So for every field work, we could ask for a donation
[28:10] and give it that field work lying through that. Yeah. We could just on that quarterly, I mean,
[28:16] I think to what Kyle was saying, just a quarterly request tied to a specific need, or tied to a specific thing that we're doing well.
[28:26] And we can even talk about that in marketing, we could pre-write some things or whatever, I don't know.
[28:33] But I think that hitting them up for a request multiple times throughout the year rather than just only wanting to the beginning would be my only feedback.
[28:41] I heard your brain. You're good. The other thing is the middle of school fees. We can charge
[28:47] fees for 7th and 8th graders. One of the things is musical instrument rentals and insurance.
[28:54] So if you're renting it's very common. If you're renting an instrument, whether it's renting
[28:58] from the school or renting from the music store, you pay a rental fee for your instrument.
[29:05] That's the middle one of the middle school fees. And then the other one is
[29:09] instructional nurse applies and there's quite a bit of legislation on that of what can
[29:12] it can't be charged.
[29:13] It has to be something that they take with them.
[29:15] So if we had ceramics, we could charge them for the clay and the pot that they are the
[29:21] dish or the mug or whatever they end up taking because it's something they're taking with.
[29:26] So our students and the two things we have are in that area that are charged for this year
[29:34] our art gets a digital visual journaling and it's like some special kind of paper.
[29:40] It's not like watercolor paper, but it's some sort of special paper that works with the
[29:44] that is a sketchbook type thing that she orders special for them. That's one family charge
[29:49] and they choose to take that class and then the other one has for campuses for the painting class.
[29:53] She provides the paint but if they finish, they can do another one. So,
[30:00] They get so many canvases. And if they want more than we charge for them. Consumables, basically, yeah. Okay. Yeah. So anyway, any other questions on for those, for those kinds of fees that we send out to request. Okay. It's like an invoice. If they're, if they're one time invoice, they can we get follow up on page on return. She sent the invoice for that. What terms for that term, but if that term one ends up going unpaid.
[30:29] Can we send a follow-up?
[30:30] The choice.
[30:31] Yeah, she does.
[30:32] She does.
[30:33] Those ones because they are consumables.
[30:35] The other ones are considered donations for either actual fees.
[30:38] Right.
[30:38] The other thing that I wanted to highlight is after school care.
[30:42] If we choose, we've got a lot of things in the works right now with 4-H.
[30:46] And maybe there's a girls club and that sort of thing.
[30:48] If we choose to run it ourselves, we did not, the cost did not change.
[30:53] And because we can charge that to elementary students because it's not during the regular
[30:57] they it's an after school service that we're providing.
[31:03] So any other questions on that?
[31:07] Megan, your question about there's tinker space fees. Yeah, the tinker space. So it says
[31:13] six to 21 dollars for supplies and equipment that remain the property of the student. So if they
[31:18] work to buy additional bill, uh, 3-D bill, bill, bill, bill. Yeah, bills, and we're talking about
[31:26] a ten cents per grand. Yes, it's between six and 21 dollars. Do they just pay it at the youth,
[31:30] or do you want to be like, okay, yes. I'm working on that. We're working on a policy.
[31:37] Ten cents, so if we're going to print it, they would have to pay, because you know how many
[31:42] grams it's going to be ahead of time. So, for you, do you wait before you break off all those
[31:46] support. No, no, no, sorry. The machine tells you what it will weigh. Yeah, we've got new machines,
[31:52] the software. Yeah, they're really cool. Yeah, I'm doing sound loops. Have you seen them? We heard.
[31:58] Well, I've never seen them. I'll show them to you. Any other questions on these?
[32:03] No, it's not that we need to go down though. It is. It is. Oh, no, no, no, no, not today. It has to go
[32:16] And we did the gifted talented grant, so that moves us on to Lentrest.
[32:24] I think you need.
[32:30] Let's see Lentrest.
[32:31] So there's a form that Megan is going to be sending out to each of you through Adobe
[32:36] site.
[32:36] Yes.
[32:37] In the name of my question, who needs to be on it?
[32:40] Every board member.
[32:41] So here, it needs to be sent separately.
[32:44] So this school Lentrest can.
[32:46] Oh, I'm sending one to each of them separately.
[32:49] So there is a form that there's new this year.
[32:54] Yes.
[32:55] Yes.
[32:56] Okay.
[32:57] And you have more than you have more than two.
[32:59] So there's a form that says I served because our school and trust council is our board.
[33:05] So now they're wanting board members to sign that you've received the school and trust training, which we have.
[33:11] and that you had input on the plan, which we brought it to you and said,
[33:15] this is what we're planning on doing, does anyone have any additions,
[33:18] suggestions like that?
[33:19] They want boards to now sign that they participated in,
[33:25] got the training and all of that.
[33:27] So that's what she's sending out.
[33:29] But we have to have it on in agenda.
[33:32] So I have to link, when I submit the assurance, I have to link this agenda that says
[33:36] that we talked about this in this meeting.
[33:40] So all you have to do is sign it and then it says I ordered to make it because it says we have to do it in the Adobe sign and we have come here on file for three years.
[33:48] And we'll go ahead and update Kira and Peter to sign it as well.
[33:54] Yeah, so she said I'll just receive it and they'll just receive it and then we'll ask.
[33:57] So we'll keep their like the signatures from Adobe on file. Is that what we need?
[34:01] Yeah.
[34:01] Kid.
[34:03] Should we print them and put them in the board, find a comment.
[34:09] So that's what that was.
[34:13] I was just notifying Peter and Kira.
[34:16] Okay.
[34:19] Got what we need to do with that.
[34:22] Yes.
[34:23] Okay.
[34:23] Let's move on to the required state data review for LEA boards.
[34:26] We're learning health instruction with Molly.
[34:29] Yeah, I mean, Bill, this bill is some of the stuff.
[34:33] So let me pull with this right there.
[34:35] Okay.
[34:36] So as part of the human sexuality assurance
[34:40] that I have to submit with the State Board of Education,
[34:44] we have to assure that you have access to data
[34:49] on the following.
[34:51] Team pregnancy, child sexual abuse, STDs and STIs,
[34:57] Adolescent birth rates, chronography complaints.
[35:00] So I will be sending after this meeting,
[35:02] I didn't send it to you before it's made in your life.
[35:04] Heck is this.
[35:05] After this meeting, I will send you all of that data,
[35:08] the team pregnancy data, the child sexual abuse data
[35:10] that has compiled from the county,
[35:14] the county, county and state.
[35:17] And it was that he filled with that, right?
[35:18] Did you get all of a sudden?
[35:19] Did I suddenly receive all of it?
[35:21] And I was like, this isn't true.
[35:22] I know, I was like, a lot of data.
[35:24] Yeah, so, so that you have to we what do we do with that data? This is have to be it says that they assure that they have received that data on the following the last item to what end.
[35:37] So if my question you just have to have received it says who is this from the human sexuality assurance to the new test date or the education.
[35:49] Are they the same ones that set the curriculum for sexual education?
[35:53] Did they see it?
[35:56] Did the data is like, we shouldn't sexually transmitted diseases.
[35:58] And they're like, don't talk to them about that.
[36:00] Don't talk to them about sexually transmitted diseases.
[36:02] Are you furious right now?
[36:04] Same.
[36:05] That's right.
[36:05] Why I have bills.
[36:06] You look at this data.
[36:08] It's not the same.
[36:09] So complaints or records of pornography
[36:11] complaints or incidents is reported within the LEA.
[36:15] So I don't feel this way.
[36:16] Is that immunography?
[36:17] So we had to dissect what that meant. It was like, you know, what is that in the lottery? So what it is, is we have to show that we, if somebody searched soft foods that we have, or, yeah, that we have software that detects that.
[36:37] So Bill's going to talk about it for a minute. And then if you have more questions after building this is like,
[36:41] in order to be complaints on school servers.
[36:44] Yes.
[36:46] Yeah, I didn't understand the complaints in the county.
[36:50] No, no, no, at school.
[36:51] Like, or in order to be necessary,
[36:54] the complaints incidents is reported within our alley.
[36:58] So he's going to talk about the reporting assistant.
[37:01] So in the past, I've had
[37:04] get such a report out of me.
[37:06] This year, not so much.
[37:07] There's been like, we have two systems we use.
[37:10] So we use go guardian, go guardian, tracks their internet searches, and then when a red flag word comes
[37:18] up on go guardian, we get puts it in levels of severity, and if it's a severe one, it emails me,
[37:25] look at this right off you. If it's not a severe one, there's a whole list that I can go through and
[37:30] click and be like, oh, okay, bad. I can't review them every morning. So whenever we're doing
[37:36] health and we're learning about anatomy, but then the number of hits we get increases
[37:42] astronomy.
[37:44] Then I can just look and say seventh grader, okay, same slide, same slide, same slide show
[37:49] and I can see, okay, they're all looking at the health thing and I can ignore, it does
[37:55] 56 complaints for that 10 minutes, right?
[37:59] But the go guardian, so I printed out, I don't know why I could show it up with her, but
[38:04] this is easier.
[38:04] So it prints out the kid's name which I blacked out and then it gives me a link and I click on that link
[38:09] And then I could see exactly what they looked up. So like this one was a
[38:16] Lot of them are small lyrics too. Oh
[38:19] That's usually like hey, it's another stupid song with bad lyrics. So I go until the kid you know we see everything you look up
[38:27] So this one was from the other day. I was a fifth grader who was looking up a new code at laxon called cyber truck
[38:34] which then I get to print out the lyrics to Cybertruck and then he goes,
[38:38] you're going to look wow, this song's terrible but also wow there's a lot of
[38:43] language there so we talk about it blocked it so the kid can't see it
[38:47] but I can see what they're trying I've got and then and then I print out another one.
[38:54] I can't tell you how much garbage I have to filter this is a second grader who
[38:58] got to google something and I can just look at the URL here and I can see
[39:02] you know, it's about word hoop.
[39:04] So what that second grader looked up was the word.
[39:07] Everybody pooped.
[39:07] But they wouldn't move.
[39:09] So he got to look up hoop and then it blocked it.
[39:13] So Go Guardian's internet searches.
[39:15] And then go Guardian does not let me do a year long search.
[39:21] I got it for the report.
[39:23] I've had it for a month.
[39:24] I picked a month.
[39:26] And then I picked the most severe things.
[39:31] And so I printed out this list of the most severe.
[39:35] Now I went through and I highlighted the only one I actually had to talk to a kid about
[39:40] because it was legit.
[39:42] And this one was, this was, there was several months ago, a kid had to go poop.
[39:46] So we had a conversation about not going to go poop.
[39:49] So there's a lot of data.
[39:50] It's good because it blocks a lot.
[39:53] But there's a lot to, like, go through to find the ones that I legitimately have to tell you.
[40:01] Yeah, that was the most severe.
[40:03] In high school, you might have a different service experience.
[40:06] I just went down to have our rabbit hole of Italian brain rot means yesterday to decipher an inappropriate middle school slideshow.
[40:16] So I'm very familiar with some terms and what they mean.
[40:19] And then I had to divvy out a number of, we had to ask what certain words meant to the
[40:26] certain employees.
[40:28] Oh, you don't know that's language.
[40:30] So that's fun.
[40:30] We're learning too.
[40:31] That's fun.
[40:32] That's the way we ask for their internet searches.
[40:35] We have another program called BARC and BARC does their Google Drive and their e-mail.
[40:42] And so BARC let me print out a graph of the year to show us which months we have the most
[40:46] extreme cases.
[40:47] But again, there's a lot to filter through and most of it's just like a kid sent an email and they're like, you're a door.
[40:57] I don't like you or something. It's two friends going back and forth and it's like it's flag for bullying and then I have to like.
[41:04] And with that one too, there's a lot of really bad poetry like middle school poetry.
[41:09] I give or like love emails back and forth. I'm like, I don't want to be reading this.
[41:13] but you've got something in here as inappropriate.
[41:17] So I'm feeling like I got another part kit.
[41:20] I'm like, oh, how fun.
[41:22] So you tell the kids, I'm reading your email,
[41:24] they go back and forth.
[41:25] And that's what I say.
[41:25] I sit down, I print it out and I show them I'm like,
[41:28] you know, we, like we could see anything you're doing.
[41:32] Where's your filter at?
[41:33] Like, why is your brain not saying,
[41:36] Mr. Grave, Mr. Ketter's just gonna have a readness
[41:38] because it's got the word, it's H-I-T, it's like it.
[41:42] So, this gave me a report since August, and so we had three severe incidents of bullying.
[41:48] I had to look into zero junk or alcohol related, which was good. No weapons.
[41:55] It says zero for profanity, but that's not true. There's a lot of that one. So far,
[42:01] there was a few of those that we're going to talk to kids about, and then zero for
[42:06] sexual content.
[42:10] So now you can say that you have learned about the panrography
[42:15] incidences within this. Well, and what's also amazing is during COVID, we use this
[42:20] different program, a little dark, that looked at their emails and they're
[42:25] held securely. And any kid that was here during COVID, somehow we haven't paid in
[42:30] five years, but I still get hits for securely from kids who were here during
[42:35] and COVID, they're still here
[42:36] because it's still the same act of account.
[42:38] And so we have a paid part for that.
[42:40] I'll randomly get to that and I'm like,
[42:42] okay, and now they're about.
[42:45] I think they'll age out.
[42:46] I think this year, this next year,
[42:48] they'll age out from that.
[42:50] Yeah, that's great.
[42:51] I, my biggest curiosity with all of this is like,
[42:55] who is sending us the data of the health data
[42:59] that was like the gonorrhea and chlamydia,
[43:01] that or yeah, but no,
[43:04] it's like the health and human services. It's not the health department. It is like the national health
[43:08] and human services. Hold on, I'm going to find it. Does I have nieces on? It is. Like I see people
[43:15] that have called me every night asking if I have children and make them wonder the age of 17
[43:19] and if they've been immunized. And I'm like, it does say Utah Department of Health and Human Services,
[43:24] Utah Division of Child and Family Services and your report. But I am like, because I've
[43:31] come through all of this data and there's all of this like insanely steep
[43:38] increase in sexually transmitted diseases and yet we are banned from
[43:42] talking to children about this so it's clearly we're like we're notifying you
[43:46] that we have a health crisis of this specific thing we can just tell and we're
[43:51] not allowed to talk us and we're not allowed to talk to them we're
[43:54] addressed it in any way there's a bunch of data saying something alarming is going
[43:58] on. Yeah, don't talk to them about it. Like why are we being given this to just tell them
[44:03] not to talk about it? Exactly. So, the Health Department provides
[44:08] the data. And there's a tricky balance that legislators, we want them to know about education
[44:21] and know how things work. Sometimes they create bills and things like that that they
[44:27] They've never been in the classroom so they don't understand and this is kind of one of those scenarios they are very conservative and don't want to force certain specific curriculum or certain things.
[44:42] Even though the data is saying that, which is really dumb, because the health department would be like,
[44:47] It's a huge difference.
[44:48] It is.
[44:48] Yes.
[44:49] But then on the other hand, we don't want the legislature to be like, let's get super involved
[44:55] in education and tell them what they can and can't do.
[44:57] Uh-huh.
[44:58] Other areas.
[44:58] But yet, they're reparting.
[45:00] I just send this all this data, like to what end? Yeah, exactly. Exactly. To say they checked up. But there's no box to check if we're not allowed to address the issue. No, I think that the idea is that they're putting them back on parents, but a lot of times I have what are we proposing out of our parents of this then searching concepts because they're on the where right. That's why we have the maturation program. Yeah, because some parents won't talk to their kids about their body in house.
[45:29] to that being and changing. So this one frustrates me though, that they're giving us this data that
[45:35] has like alarming statistics in it and that we're unallowed to address it. I feel like that's
[45:41] problematic. We can just push that out. Oh, Bill, you get on that.
[45:50] I've been watching it for years.
[45:53] obviously it's not effective. All right, oh, let me get back to our agenda or are we?
[46:01] We are all three reviews. No way. Hold on. I'm an ice-curled ahead. There we go.
[46:08] Executive enrollment reports. Okay, so I'll just briefly go through the enrollment report.
[46:15] Currently, we have 260 students enrolled. That went down from last year. Their last board meeting
[46:20] and the reason why is because we had some students who would just weren't
[46:25] funny and finally we said you have to unenroll that if they don't yeah and so
[46:30] we and they say welcome welcome welcome and the law the state lies 10 days so we
[46:35] had a family the their child would come on the 10th day and then not come and they
[46:40] come on the 10th day and they lost track and so we had to know them and we have
[46:43] preferred sense so that's why the numbers gone down but our average average
[46:48] which David membership will be at least two, six years up,
[46:52] which is not real good because we want to hire.
[46:55] But the good news is with all of our marketing,
[46:59] does it average out across the whole year?
[47:02] So if we have new people enrolled,
[47:04] it might need to be done.
[47:05] Like the Monday I just remembered,
[47:07] we have a couple of kids coming.
[47:08] So it might, yeah, that looks it up.
[47:10] Yeah, but financially,
[47:12] I admit October, where it kind of cuts over.
[47:16] And then our trip is December, but then the average day of the membership like it was explaining. Yeah, in terms of that, you're right.
[47:22] Yeah.
[47:24] Next year, I'm excited to say that we have registered for next year.
[47:30] New parents, new students, 66 of them completed the paperwork and I'm fully registered.
[47:35] We have 10 in the, call it in the queue or in the process.
[47:39] But I did put those on here because they may or may not.
[47:42] they're not all of yet. Yeah, so marketing efforts have been consistent and good. Yeah, but this
[47:50] does tell us that we only have 23 kindergartners next year. So, we have, so that tells the marketing.
[47:59] It tells us marketing activities. We only have 23 kindergartners. So, we need to market to
[48:06] I don't mean preschools so that we can get more kindergartners, we have to do 26 kindergartners,
[48:12] currently we have 28 kindergartners, just depends, we can have to get a two-pattern,
[48:20] we'll do to less, if we have 40 or more, we would do to, well, if we had 30 or more,
[48:27] we would do to classrooms, but we prefer 40 so it's 20 and 20, but we're at 23, we'd like it to be
[48:38] So you can see there's 28 kindergartners this year.
[48:42] Next year there will be 26.
[48:43] One of those kindergartners was very young and his parents have chosen to keep them back in kindergarten.
[48:51] That's why he's not in the other ones in the league.
[48:53] So that for our retention, that tells us that people are pretty happy with that first grade next year.
[49:01] So that's 26.
[49:02] and then we have five new. Second grade, we have 17 and 6 new. Third grade, we have 24 and 6 new.
[49:13] Fourth grade, we have 18 and 7 new. Fifth grade, we have 33 and 5 new. Sixth grade, we have 29 and 7 new.
[49:22] Seventh grade, we have 33 and 4 new. Eighth grade, we have 44 and 3 new. So that's a total of 224 students
[49:29] returning and 66 new for a total of 290.
[49:35] I'm really happy with the position
[49:37] that we're in now with those. What we usually see happens is there will be
[49:45] people who don't even think about next year or tell next year during the summer
[49:49] so hopefully we'll be able to advertise and we're going to hit kindergarten
[49:54] hurt and hurt. So if you will get the preschools, yeah, I heard you talking about the preschools.
[49:59] So one of the things I talked to Stokes Nature Center has a preschool. And we have, I don't
[50:05] know that we've ever given anything to them. And I talked to their person who was, and
[50:08] the baby still do it at our health night. And she said, yeah, bring this stuff so we'll
[50:17] be delivered to them. I know that we're first time parents and kindergarten having like your
[50:26] registration or things happen in February is kind of not on their radar. Yeah so it's like a
[50:34] jarring effect of oh I need to be thinking about this now instead of like March April, May, June.
[50:42] Yeah, right. We wanted to talk about the like a district. Yeah, so one of our
[50:49] Just think this is like they just don't know what I don't know. I think it was going in here. I did not know right
[50:53] So we're getting out of one of the reasons we haven't delivered the preschool things is because we wanted to have
[51:00] Parrot with a kindergarten open house and so carries it
[51:03] Please wait to after spring break, which makes sense because it's creepy, but so we will get a date for a kindergarten open house
[51:10] create a flyer, the marketing team will create a flyer that has the kindergarten open house,
[51:16] take the flyer in the bookmark to the preschools so that they can make you know talk about
[51:22] anything like open houses or yeah. In different events of the school community events.
[51:28] So since we had our last open house for new families, we've had a whole bunch of more new
[51:33] families come because at that time we only had 25 new families, 25 new students and now we have
[51:38] 66 so our other plan is to host a new family open house like we did before we only had 25 new families
[51:46] now we'll host it again for those additional the families that we've added so that we can
[51:52] share all the information that's just that the FYI cash district does their
[51:58] kindergarten registration to be completed by March 31st okay just to meet them okay which is
[52:04] like now. Yeah, yeah. Alright, my next thing is, so that's the moment. Yeah, you go ahead,
[52:10] your next thing. Next thing is school events. So we had FOX 13 here for cool school. I put the
[52:15] link there for the highlight room. I'm in the process, but it's been really difficult. I recorded
[52:21] it on my own personal YouTube TV account at home and I can't figure out how to get off of YouTube
[52:27] TV because every time I played on my computer and I tried, it blocks it and you can't like screen
[52:32] Capit or so what I did for my phone like this recording my screen and it's okay but I'm not super
[52:41] you can't screen cap it. No because you two puts in a thing that you can't record things unless you
[52:48] download my screenshot last night. You download an extension add-on but I don't know I'm working on
[52:56] So eventually I'll have all of the clips, Annie, our science teacher, Eddie Croft, her husband
[53:03] is like, you have to do this and this and so he was telling her. So she was trying to tell me
[53:07] that it was like the telephone game. So she's like, I'll work with him over the screen break
[53:11] and we'll get him off. I was like, great, thank you. So we'll have all of the segments. But it was
[53:16] really cool experience, really fun. They topped up our school a lot. It was just really great.
[53:24] It will be so good in terms of marketing.
[53:26] It will be really good because we have a lot of signatures now from parents that we can use for our media.
[53:34] And well, this is cool. Sorry to interrupt you.
[53:37] But when they set everything up for the school to be here and they were doing a lot of hands on activities.
[53:43] I went around with my phone and just recorded kids doing cool things, which I can use in reals and in all kinds of advertising and they're all kids with media releases.
[53:51] So thanks.
[53:52] Yeah.
[53:53] Like in terms of content creation, it was like genius.
[53:56] I would like this is amazing.
[54:00] We also sent it to all new families or families we've considered.
[54:05] So there was a email that Jane sent out to everyone who's already enrolled for a link
[54:11] to dinner and is rolling with that, like the highlight themes.
[54:15] Yeah.
[54:16] With the box news stuff.
[54:18] So that's cool.
[54:19] cool. Then the rest of the things on my executive report are things that are policy or that we've
[54:26] talked about. So the next thing is the fee hearing and I kind of explained that and we we're going to
[54:31] do our fee schedule or fee policy schedule next for me because I scroll through to we talked about
[54:38] the data review for health instruction. And then another thing that I haven't talked about yet is
[54:45] the employee appeal process is related to harassment and bullying. So we have a new updated employee
[54:51] handbook and in it now there's a section on it, so I can read it carefully.
[55:01] Just again,
[55:06] in there there's a section on when employee is being bullied or harassed,
[55:13] I will read it. The section to you. Is this new? This is the amendment.
[55:18] It's an amendment to there's two new sections in our play have back.
[55:23] Employee grievance process for abusive conducts. And then I give the definition.
[55:28] And this is just for your information because this is a school.
[55:32] You're updating us. I'm just updating you.
[55:34] So abusive conduct it defines what abusive conduct.
[55:39] and then a written recreative, a written recreative is required in an employee that has experienced
[55:45] an incident of abuse of conduct as defined by this policy. It does not satisfy the initial
[55:50] efforts to resolve this issue. It may submit a written recreative to the executive director
[55:54] over 30 days and it has to include these things. The date, the circumstance, and all that.
[56:00] And then, so it has the procedures for the response. So the 10 days, the executive director
[56:04] has to make with the employee to discuss the grievance and and then there's a procedure
[56:11] for appeal and so what that is is if I don't, if the executive's director does not status
[56:16] effectively resolve the issue, the employee may have held the executive's director's response
[56:20] and writing to the board chair and then they have to do that with a 10 days and then the board
[56:25] chair has 10 days or an officer to the board appointed by the board chair has to make with the employee
[56:30] to discuss it, and then within 15 days after the meeting, the board chair of the chair says,
[56:34] in the older spot in writing, with the final resolution of the agreements,
[56:40] agreed events. So it's a agreement's process. The thing that's interesting is it's
[56:46] abuse of conduct means verbal, nonverbal physical conduct from a parent or student directed towards
[56:52] an employee. So we already have in our employee handbook, it's like sexual harassment from colleagues,
[56:59] but this is parent or student directed towards an employee based on its severity, nature,
[57:04] and frequency of occurrence. A reasonable person with a trauma is intended to cause. Intimidation
[57:09] can only be a humiliation or unwanted stress. Substance with physical or psychological harm is
[57:14] the result of intimidation, humiliation or stress. So this is if a child or student or parent is
[57:23] is using one of our teachers, and the teacher feels like Bill or Megan doesn't handle a
[57:31] program because Megan is curriculum instruction in those students and families, then they can
[57:36] bring it to me as the executive director.
[57:39] I followed this process.
[57:44] So that's just an update.
[57:45] Great.
[57:45] I'm curious.
[57:47] Is there a reason that that came to your attention?
[57:49] No.
[57:50] This is new law.
[57:51] Oh, okay.
[57:52] So there wasn't like an incident that prompted it, it was just like you're trying to profile
[57:56] your...
[57:56] Well, we know that.
[57:57] I kind of...
[57:58] Yes.
[57:59] I feel like any time a parent, and I help our teachers fill this way, any time a parent
[58:07] is aggressive or abusive, that Bill, usually, it's usually Bill, you know, gets involved in
[58:16] stuff.
[58:17] One time a parent was being especially abusive and aggressive and Bill said, I'm...
[58:22] not miss a way to talk to you.
[58:25] You need to talk to the director and the parents
[58:27] like, oh, and then they came and talked to me
[58:29] and they were totally different.
[58:32] Like, you know what I mean?
[58:32] So it was like this big message.
[58:34] I feel like at least I hope our teachers feel
[58:37] like they're supported in whenever a parent is upset.
[58:41] We always say never meet with a parent without an administrator
[58:44] because you don't know what's gonna come out of us.
[58:46] So we do attend a lot of meetings,
[58:50] especially with our CHAMPS program where if they get two parent letters within a certain
[58:55] time frame, you have had a meeting with the teachers and we always have an administrator
[59:01] go there. I just don't want people messing with my teachers.
[59:05] My parents can be filling in me especially keep what I call them keyboard bandits.
[59:11] Because they blah blah blah and I'm like why don't you come in and talk to us?
[59:14] Nope, I don't want to talk and I was like that's fine but I think that this could be solved
[59:18] more amably in person so we can both see how it's really hard to interpret
[59:24] people's feelings through email and you know that sort of thing. Let's come
[59:27] in and meet and usually when they come in and meet it's a whole different like
[59:31] it's a conversation yeah it's a conversation yeah so that's a new addition. The
[59:37] other new addition is breastfeeding part for employee handbook. So for the employee
[59:48] Infants and breastfeeding, a new section, and it went in the entry-handbook for later this week when I got it.
[59:57] It's in accordance with Utah Code 34-4920.
[1:00:00] To nursing mothers in the workplace. And it talks about procedures for rescuing throughout the day throughout the work day. And things that we have to do, there's also an anti-discrimination statement in their limitations. And then procedures for determining whether an infant is not out on campus. So that was a new addition. A full-time employee may make a formal request to the executive director to have that employees under six months old infant in the work
[1:00:29] on a case-by-case basis, when a daycare is not available on campus.
[1:00:34] So some schools provide some chartered have daycare for the kids.
[1:00:38] Upon receipt of our written request, the executive directive will be determined
[1:00:42] if the request can be granted based on the nature of the individual's job responsibilities
[1:00:47] and whether these responsibilities allow for, it's the occasion of the employees' responsibilities
[1:00:51] within the infant attendance, the agent disposition of the infant and the adequacy of supportive plans
[1:00:57] was presented by the employee, including plants
[1:01:00] where an infant's fussyness, plants for changing,
[1:01:02] illnesses, beatings, student environment, et cetera.
[1:01:06] So that would allow, if we have a brand new baby
[1:01:09] that sleeps the whole time, and you're just sitting up
[1:01:13] at the office in there, they're just in their best
[1:01:16] in their feed room, you know, at your feet.
[1:01:19] So, we went in and talked about the procedures
[1:01:21] when the permission was granted, different allowances.
[1:01:24] And then the liability, if you always have to talk
[1:01:27] about liabilities and then limitations. So that's a new section of it.
[1:01:36] Okay, sounds good.
[1:01:37] Next we have the allowance of administration of opiate and taginist medication, opiate
[1:01:42] and taginist. Am I saying that right? Yeah. Yeah, females in a proffson. Oh, Narcan. Narcan.
[1:01:48] Narcan. Narcan. Narcan. Narcan. Narcan. Narcan. Narcan. Narcan. Narcan. Narcan. Narcan. Narcan.
[1:01:55] I'm marking. Yes, so we have, and I think I included this while ago we passed a new administration
[1:02:06] of medication policy in there. So what I, what's happened is in
[1:02:18] our policy, it says that
[1:02:20] we can allow, and what is it called, an opiate antagonist medication. And so what we decide,
[1:02:27] but this is just a more for information for the board.
[1:02:30] We've decided after Claire, who is one of our social work
[1:02:34] interns, one of her assignments,
[1:02:37] or she wanted to use it as an assignment,
[1:02:39] but then Susan, we already had the policy,
[1:02:41] but she was really interested in it.
[1:02:43] But the data from teachers on Narcan,
[1:02:48] Meloxone, things like that.
[1:02:50] And we've decided as an administrative team to carry
[1:02:56] than our Ken and the lock. So in our keep it in our nurses office there's a whole
[1:02:59] plan. There's a lock box where the nurse keeps personal medications that need
[1:03:04] to be under lock and pee. So we're going to keep what's this? If someone's overdosing
[1:03:11] that's what I thought was to that. And is that something that would occur on our
[1:03:16] number? I mean, I never know. After I was very surprised at the data that Claire
[1:03:21] presented and talking with the middle school teachers and things like that.
[1:03:26] so yeah, it could very well happen with middle school. I would not think so much as the elementary,
[1:03:33] but definitely middle school from some of the things that they've tried to bring or brought to school
[1:03:37] and that's what the student risk and the student risk. But in the policy of the administration
[1:03:44] of medication policy, it talks about how if you're acting in good faith. Oh, I was going to ask
[1:03:52] If you're acting in good faith to save a life, then there's a reliability.
[1:03:58] So life saving is a life saving measure.
[1:04:01] And so I learned a lot about it.
[1:04:03] I really did a good job at presenting all of the information.
[1:04:07] And we had a few meetings where I was skeptical at first and tell she showed me the data
[1:04:12] and then I was like, oh boy, we need this.
[1:04:14] And I didn't ask that.
[1:04:16] That's not a world that I really live in.
[1:04:18] But I know that.
[1:04:19] Yeah, I know what you're most of us grateful, yeah, but if so I mean having it just like in your glove box of your car could save a life like, you know, if you come on in, you know, what I what she shared with me and what I've been researched and read on my own and like, yeah, we're getting this in my car. Like, I don't live in that world, but if I can save a life.
[1:04:43] Does it is it deadly or risky to like if it was to be administrative to administer to somebody who was not
[1:04:52] So that's just it for your
[1:04:57] And then hi, this is Claire. I can also answer any questions about about this
[1:05:06] So if there are any questions and I can share all the work that I've done with like the data that I found
[1:05:13] training I made. But yeah. Thank you for collecting that data. Oh, yeah. Of course, I love policy
[1:05:22] and I love Narcan. It's awesome.
[1:05:27] They're who are you with? Oh, you work here at this school.
[1:05:33] Yes. So I am Brittany's master's social work, social work intern. And so like during this semester,
[1:05:41] mostly focused on policy just because that's what I like to do and so with this Naloxone project
[1:05:48] there was the like policy but not a lot of people are like new about the policy and then I also
[1:05:54] went through all the state legislation this last session and like there's nothing that would prevent
[1:06:01] us from having out on campus as long as like staff are trained by a medical professional so if Jamie
[1:06:09] We were to do the actual training.
[1:06:11] There's no liability.
[1:06:16] So that was, that's just more of an information item.
[1:06:20] Yeah.
[1:06:20] We've decided to carry on campus.
[1:06:24] Claire is working with Jamie.
[1:06:25] There's a like a wholesale thing that we
[1:06:28] had to go through if we wanted to do that.
[1:06:31] You can also just buy it on Amazon.
[1:06:32] It's about 38, 40 bucks.
[1:06:34] Oh, I have a question.
[1:06:35] Can it be just administered by any staff member?
[1:06:37] Or is it Jamie or any staff member?
[1:06:39] So what we'll do is we should clear set up a plan for it and I'm speaking for her, but
[1:06:45] we have required trainings at the beginning of every year or on new onboarding when new
[1:06:52] teachers or staff members are onboarded. Effie pen training for diabetes, like all of those trainings
[1:06:58] that we do at the beginning of the year and this will just be added into that. And she's created
[1:07:02] it on a Google slide show to go through it and so yeah, she did all of that work for it.
[1:07:10] So okay,
[1:07:15] sounds good.
[1:07:16] Do we have any other questions or can we move on?
[1:07:19] Hey, well, we're going to go on to our policies to review.
[1:07:23] Do we want to start by talking about miniature horses?
[1:07:29] We'll start with animals and service animals on full property.
[1:07:33] I only had one small question, let's see, can I be honest? I did not have time to review any of these.
[1:07:41] That one is an updated policy to update the legislation.
[1:07:47] My only question is obviously animals can be disruptive, but I know that we have to do it according to law.
[1:07:56] So what's the policy update on good other than that?
[1:08:03] Yeah.
[1:08:04] You
[1:08:07] know what, as far as the policy update based on law, we have no say.
[1:08:12] We have to do it, right?
[1:08:14] Right. Well, we already have this policy.
[1:08:16] We can make revisions to this policy if we want.
[1:08:20] The only thing that changed in this policy is the legislative code.
[1:08:28] That's contained within it.
[1:08:30] That's contained within the policy.
[1:08:32] Okay. Did you have a question on?
[1:08:33] I did. I was just looking for where I wrote it down for them.
[1:08:37] Funny enough. This policy came.
[1:08:39] This was one of the first policies that Cindy helped me write.
[1:08:42] And it's because I remember.
[1:08:44] It's because we had a family that wanted to bring a path on campus.
[1:08:49] It was an emotional support animal.
[1:08:50] Oh, I didn't have a question.
[1:08:52] But there's a law on emotional support animals and what can and can't be an important
[1:08:56] emotional support animal. And the two approved our dogs and miniature horses.
[1:09:01] Right. But a service animal is not an emotional support animal. And an emotional,
[1:09:06] the thing that my biggest take away from reading it was that an emotional support animal does not
[1:09:11] constitute a service animal. And we are not required even with a doctor's note to take them
[1:09:16] on which I was like, good, that's right.
[1:09:21] The only thing that I would like that raised my eyebrows a little bit, and I understand
[1:09:26] and I'm not like contesting it, but the teachers are responsible for all of the things to
[1:09:31] do with the pets in their classrooms, it was like including that build and food and stuff
[1:09:37] like that.
[1:09:37] And I was wondering if the school could help since it is like enriching the school environment
[1:09:42] And if those kind of costs could be assisted by the school in some way, I don't know, that
[1:09:48] was my only like.
[1:09:49] So teachers receive money every year called legislative money and they can spin on whatever
[1:09:53] they want.
[1:09:53] So that's like, could be used for a pet.
[1:09:56] The other thing I wondered about is that it banned rabbits and we've had rabbits before.
[1:10:00] Why did it ban rabbits?
[1:10:02] Because rabbits are not one of those in a classroom pet thing.
[1:10:08] Who had it?
[1:10:09] It was the poor kid.
[1:10:10] I can't look at that.
[1:10:12] Yeah, very much.
[1:10:13] So that was just, we just allow.
[1:10:17] A beloved rabbit, might I say.
[1:10:20] Yeah, it was very beloved.
[1:10:22] It had some little traveling back back.
[1:10:24] Yeah.
[1:10:26] So I was just wondering the reason
[1:10:29] is behind banning the rabbit
[1:10:31] because there were some that were allowed
[1:10:32] and some that were banned.
[1:10:33] And as school pets are easing.
[1:10:35] As school pets.
[1:10:36] And it's because something along, I don't, this is the public meeting and that will be recorded,
[1:10:44] but I'm not. It was something along the lines of how to have all of the vaccinations and that sort
[1:10:51] of thing. And according to Kim, they were like thousands of dollars for the vaccinations, so she wasn't
[1:11:00] willing to get those. And so we're like, oh, that made it wasn't
[1:11:04] some science. Yeah, because I wouldn't want as a director, I
[1:11:10] wouldn't want a teacher to have. They not be banned, even if they
[1:11:13] like if somebody's day was willing to do all of that paying for
[1:11:17] vaccines, could it still be possibly like it need not be banned?
[1:11:21] Do you know the thing? As long as it meets those requirements?
[1:11:24] Because the requirements are laid out.
[1:11:26] In the policy, it says specifically no rabbit. Yeah, it does.
[1:11:29] It does. It does. It specifically banned them. So if they're not so curious, why? Why also because when we ran, the rabbits were left or were too grown on over and they were peeing and pooping in the, the, you can't.
[1:11:47] It does. It does. Like, am I, am I, um, fast in that we're not, we're not talking about school room animals.
[1:11:54] We're talking about service and
[1:11:55] bolts are in this policy right now. We're talking about like right now. We're talking about classroom. Right. Okay, but both are in this policy
[1:12:05] Got it
[1:12:16] Let's do
[1:12:17] and then you all have sneeze, and you're like,
[1:12:21] what was that?
[1:12:22] You're right, it's in Joseph.
[1:12:24] Anyways, it's not a big deal. I those are just kind of like the things that came up in my mind as I read it.
[1:12:32] Is it the T-shirt or one? Do you have a rapid and suppression pattern? Can't read this at that.
[1:12:39] Yeah. But I do feel like if there's vaccinations and things like that.
[1:12:42] I could only say meet the parameters because it's a contained in a thing that doesn't mess up the classroom.
[1:12:47] It's like, yeah, and if it had all the best vaccinations, there's no reason to like name certain species at the end as long as they still comply, right? It's kind of my thinking.
[1:12:58] Anyways, and then we have the safe schools discipline and behavior policy.
[1:13:02] Yeah, I have multiple notes on this one.
[1:13:06] Wait, I'm excited. I'm ready.
[1:13:08] Let me tell you what changed that one.
[1:13:15] I'll be honest, I didn't read it beforehand and this time I actually read all 27 pages
[1:13:19] and so I have a good 10 different notes.
[1:13:21] So then we rise in the following ones.
[1:13:23] The emergency safety intervention sections of the policy have been removed in the night
[1:13:27] of the new standalone policy called emergency safety intervention.
[1:13:31] So the old one there was that section, that section by law had to become its own policy.
[1:13:37] So you can see that which title looking.
[1:13:38] The emergency.
[1:13:40] I'm looking at it.
[1:13:41] Thank you.
[1:13:41] The title of that section that you said.
[1:13:43] The section that was removed was the emergency safety intervention section is now it's
[1:13:48] on policy cults and emergency safety interventions.
[1:13:52] The definition of expulsion has been updated to reflect the latest U.S.P. administrative
[1:13:58] rule.
[1:14:00] And then it's, it's because all the members are two so blue and a definition of expulsion.
[1:14:07] And then all of the links in the policy have been updated in areas of upper and lower
[1:14:10] that they've been improved. So that's all my changes that were made to that side as well.
[1:14:16] Okay, and I run sure the little notes that I said are different. Okay, yeah, probably then you're
[1:14:20] done making your note. Do you have a policy in front of you? Because I work down page numbers for
[1:14:25] the different things, but I'm going to
[1:14:29] start
[1:14:34] on page four if you want to hold that up.
[1:14:41] All right, Barbara, I'm ready.
[1:14:46] Okay, on page four, it talks about a qualifying minor.
[1:14:52] Okay.
[1:14:54] It is defined as nine years old.
[1:14:58] Yeah, that's not our.
[1:15:00] That's the state's definition. What does, what does that mean? So, so when we go to our, about just go presentations, we, they should be paid, they have to pay, they have to sign to attend or to know, they have to sign that they, the bullying party or what are you talking about? We do it all the way down the kindergarten, but we only have to get a qualifying minor is the state defines a qualifying minor.
[1:15:29] as nine years or older. So we collect signatures from kids nine or older. So third grade because
[1:15:37] they'll be nine some time in the third grade year usually or higher. That's what that's what the
[1:15:42] state defines as a tall type. Um, I'm just going to find the line and where it's at.
[1:15:48] So it's three years old or turns nine years old during that school year. It's the beginning. Yeah,
[1:15:54] and older. Like it makes it sound like it's only nine-year-olds. Oh, the
[1:15:59] verbage is confusing. The child who is at least nine years. Okay, at least. All
[1:16:04] right. Next question page 15. It says oh yeah. Oh, I did make two little notes in
[1:16:15] here that didn't have a page number. One of them was like there was a thing
[1:16:18] about that we are allowed to search students lockers and there's another one
[1:16:23] that were allowed to search students' vehicles,
[1:16:25] neither of those of bikes,
[1:16:26] we don't have walkers, nor do our children drive.
[1:16:29] And I had a feeling that this was like boilerplate
[1:16:31] for like a high school or something.
[1:16:33] And but that vertage, I felt like didn't apply to CCID.
[1:16:36] And so like I felt like it might need to be amended
[1:16:38] just to suit us better.
[1:16:43] Personal spaces, yes.
[1:16:45] Yeah, they have cubbies, they have backpacks, whatever.
[1:16:48] But we don't have lockers in these.
[1:16:49] We don't have the kids old enough to drive.
[1:16:52] That was the note that I had on page 15, it talked about suspending a student for one
[1:17:01] year and I do you ever suspend a student for a year that's not excessive and crazy?
[1:17:06] So you were the board to it when this happened with the suspension and the explosion but
[1:17:11] you were on the board.
[1:17:12] The only one that can expel the board has to vote to expel.
[1:17:16] Yeah, I remember, I'm doing the expulsion, like hearing, hand suspended child for a year.
[1:17:21] And so instead of it, we ever then defended a child for a year, okay.
[1:17:25] But if they get suspended for a year, the difference is, is they can't come to your school,
[1:17:31] they're suspended, but they can go to another public's, and they're expelled.
[1:17:35] And if they do, they may unenroll, right?
[1:17:37] If they go to another school, but they're expelled, the law says that they cannot attend another public school for a hundred.
[1:17:44] I see. So if you suspend them for a year, then they don't have an explosion on the record. They can attend another school. Right. Got it. Okay. But the reason why we chose to expel that student was because the grief and the grief. Oh, I remember. And it was the appropriate.
[1:17:59] It's the word.
[1:18:01] Agregious.
[1:18:02] I was a teacher again.
[1:18:03] Yeah, the nature and the.
[1:18:04] And it was directed towards the.
[1:18:07] I protected class special education students.
[1:18:09] And there's special education students in that.
[1:18:11] Any school you go to.
[1:18:12] So we felt like that was appropriate.
[1:18:15] So also it said the board of directors may suspend a student for up to one school year or
[1:18:20] excel a student.
[1:18:21] Is that so mine just with a clarifying question is that you're making this determination and just bringing it to the board.
[1:18:28] because the board's not suspending soon.
[1:18:30] No, no, so what that word's selling soon
[1:18:32] so other than with like backing you when you do it, okay?
[1:18:36] So what that would be is if that parent who came,
[1:18:38] so we had that parent came to an appeal
[1:18:41] and it was me and Lara Kohler, who was our board chair,
[1:18:44] the she could meet with the board and say,
[1:18:48] because we had, remember we had those board meetings,
[1:18:49] she could say, let's suspend them for a year
[1:18:52] instead of expelling them, right?
[1:18:55] So that's how it would have to go down is.
[1:18:57] The way it was worth it, the board, the board, the board, and the student, and I was like,
[1:19:01] oh my gosh, I'm not spending any. He can suspend us too, and if we decide the
[1:19:05] expulsion is too much, does that make sense? Yeah, like you and I would have a
[1:19:10] conversation about it at the time, or if it was that for expulsion and we had all
[1:19:14] that's messed, we had this one. Yeah, like hearing, like a theory. Yeah, in a closed session,
[1:19:19] you guys could just like, you know, let's suspend them instead of. Okay, that's what that is.
[1:19:23] Okay. Um,
[1:19:28] there was one that was on page 24 that was said about a student traffic violation. Again, not applicable because we don't have driving students because we're are kids are too young.
[1:19:36] But what if they take this and then on page 26, what are the parameters that one of professionals should make a timely submission. Okay. So let me find that one.
[1:19:48] There was a line that said
[1:19:53] it's obvious that there was a threat that a staff member should make like a timely submission. Okay, wait. Oh, yeah.
[1:20:01] And there's no definition of what that means. And I worry that that means that a staff member will be held liable for something that's kind of undefined.
[1:20:09] So you know what I'm saying here.
[1:20:11] So in our see I can read you that that if a student threat assessment a student threat assessment as an individual assess of a particular student by qualified employee or contracted employee to determine a seriousness of the student threat the likelihood that the student will follow through with a threatened action and or the likelihood that the student presents a threat to a particular student or group of students or the school going forward and then it says later.
[1:20:37] There are clear, full of nights, and then it's a more philosophical.
[1:20:40] Yes.
[1:20:46] If a school counselor or a school social worker is assigned a way F of it, hold on.
[1:20:51] And where does it say student pass is when you need to?
[1:20:56] Is it timely as the word you're looking for?
[1:20:58] Yes.
[1:20:58] You have to search.
[1:21:00] Okay.
[1:21:02] Okay, right here.
[1:21:03] What is timely?
[1:21:04] Yeah.
[1:21:05] What kind of manner?
[1:21:06] Yeah.
[1:21:07] There's, like, what is, what qualified the timely submission?
[1:21:11] It said that they should make a timely submission.
[1:21:14] So I feel like it's kind of an undefined parameter.
[1:21:18] Yeah, so it's in there a few times, a little bit of a script search, so we do them,
[1:21:24] to try to leave that day, by the end of the day.
[1:21:27] And I just worried that, like, a staff member might end up being held liable
[1:21:34] for something that's undefined.
[1:21:37] Because in the safety, in the safety schools,
[1:21:42] It's advice that the only one that can do through assessments is and then a list to them.
[1:21:47] So it's an administrator, social worker for our behavior support person can't.
[1:21:52] So and we all know that it's one day.
[1:21:56] So.
[1:21:56] Okay.
[1:21:57] Yeah.
[1:21:58] Definitely had for that.
[1:21:59] Yeah.
[1:21:59] Okay.
[1:22:00] And then our final policy.
[1:22:02] Just by the way, we all know it's not a term that you want to hear.
[1:22:08] That's what these policies are for.
[1:22:10] But okay.
[1:22:10] Absolutely. No. The other question that I had was about the other policy, I'm going back
[1:22:17] to our agenda policy. Yeah, I read through ours and I don't have many questions about
[1:22:21] it and I think it's fine, but it did link Edlio's privacy policy and I did not read that.
[1:22:26] So I was just going to say, how do we review it? Edlio and we signed it when we couldn't contract
[1:22:34] So did you get the link it for at the end of the day?
[1:22:37] I'm not reading another piece.
[1:22:40] No.
[1:22:40] So what this is is that Utah Code 63-8-19402.5 requires websites of governmental entities,
[1:22:50] which we are to post privacy notices, disclose data usage, and reasonable measures to protect
[1:22:56] personally identifiable information.
[1:22:57] So, this is recently changed. School were not held to this standard, but now we are after this legislation.
[1:23:06] And so, what it's going to mean is that we are going to put on our website at the very bottom.
[1:23:13] I think it says privacy information, and they can click on there and find out all of the data usage reasonable measures.
[1:23:21] just put it like so they can click there to find all of that and that's but and to find
[1:23:29] this policy it'll be now on every single page of our website so that parents can or public
[1:23:35] is defined it can find it and it's just to meet that that new class of occasion. One thing I noticed
[1:23:42] the legislature is combining considering schools and more state entities and so now instead of
[1:23:53] getting building permits from the Utah State Board of Education we have to go to the same place
[1:23:57] that any other person in the state has to go to to get a building permit. They're consolidating
[1:24:03] instead of having all these different offices they're making it all as part of the state and so
[1:24:07] now we'll consider a state website because we're a state entity so we have to follow the
[1:24:12] code and what is that that. So that's why I became just by the way and I'm taking a second because
[1:24:20] it's been a minute since I've done this but a lot of my clients who do work nationwide have to
[1:24:28] follow all kinds of like California issues and then of course NATO privacy policies. I don't think
[1:24:40] stuff in my clients' websites just in case, because California kind of leads the way.
[1:24:47] So yeah, usually California does it and then the rest of the country follow up.
[1:24:50] Yeah, I don't know where to go with this, I guess.
[1:24:53] What are the policies are you talking about, though?
[1:24:56] I mean, it's information as far as maybe HIPAA or kids under 18 or 16, I'm sorry.
[1:25:06] I don't know, I just wanted to bring it up and see if my brain came up with anything for
[1:25:12] a minute.
[1:25:13] It really has been like three years or four years since I've done this.
[1:25:19] But just make, you know, as long as you're following Utah law, I don't know if that's what
[1:25:24] it is.
[1:25:27] Yeah, the GPR, the GPR for NATO and you're, I don't know, I just want to make sure that
[1:25:38] the GPR's got four.
[1:25:40] See here really.
[1:25:42] I can search real quick.
[1:25:44] I can Google it.
[1:25:45] Yeah, I mean, I guess I really was joining us last year or so.
[1:25:51] Yep.
[1:25:53] use script, data privacy law, and I know that your marking messages aren't going out
[1:26:01] to those.
[1:26:02] They don't kind of read the newspaper.
[1:26:06] Say again, I talked to them.
[1:26:07] I talked to them.
[1:26:08] For NATO or military, GPR is ground kind of trading radar.
[1:26:13] Right.
[1:26:13] Why are you looking at it?
[1:26:15] Because that's what you think of GPR.
[1:26:17] You're right.
[1:26:18] Yeah.
[1:26:19] So we're just, we are following you to talk code and then the board's administrative
[1:26:22] in full, because what happens is a legislature makes the code, and then the board interprets
[1:26:27] it.
[1:26:28] Is it the schools of how they want to test something?
[1:26:34] Okay.
[1:26:34] I mean, I'll look, because I didn't look at that a lot, I'll get with you offline, if
[1:26:41] I really feel like there's something.
[1:26:43] Yeah, like if you have recommendations for something else that might be prudent to share kind
[1:26:47] of it.
[1:26:47] Yeah, it's just.
[1:26:49] Um, my question is on these three policy for voting on yes, uh, I was wondering, because
[1:26:58] I did have, I was just looking through my notes and most of them were resolved by just
[1:27:02] speaking to you about them, but there is a bit about walkers and cars and like making
[1:27:07] it more applicable to our school, which is an amendment to do, we could do that thing
[1:27:12] where we vote and we say with the approved changes, I have to know what those would be the
[1:27:19] ones that I would say but I guess we'd have to be a little bit more specific. There's
[1:27:23] a couple of places that we have the right to search student blockers but we don't have
[1:27:26] lockers so as these can be but we could take personal spaces and well it says vehicles as
[1:27:31] well but we again could change where it says vehicles or lockers to say personal spaces
[1:27:36] or cubbies, or whatever, students,
[1:27:38] backstacks, or personal property, I don't know.
[1:27:42] It just seemed not tailored towards our school.
[1:27:47] Like it seemed like a boilerplate
[1:27:48] that was kind of not for our school.
[1:27:53] So I don't know if that is like something that,
[1:27:55] I don't have an issue with the policy,
[1:27:58] policy specifically.
[1:27:59] It just seemed the worst, isn't it?
[1:28:04] The worst, not the clarity.
[1:28:06] The words, nothing. Yes, thank you. But yeah, it just kind of seems not quite great for our school. So I don't know if that's worth like taking the time to amend. It's not that I have like that I'm taking issue with the policy itself. It's just like the wording of it is slightly inaccurate for.
[1:28:25] If you guys want to not board on it, would you want to cable it to the next meeting and then have a small amendment and then yeah, then you're going back to the changes that you want me to have.
[1:28:37] Barbara, you also mentioned the other one I mentioned earlier.
[1:28:43] Well, with the threat assessment and then Malia said that everybody knows do you want
[1:28:51] that to express it in there? Is that another edit you want Malia to make and then bring
[1:28:55] back the timely fashion? Yeah, I mean we could if ones were making an amendment we could clarify
[1:29:01] that within a day or a school policy or a court. Yeah, because like there's this but there's
[1:29:08] another law that says timely fashion and this date office does this purposefully. They say a
[1:29:13] timely fashion and for like what a parent requests to have their child get and you see special
[1:29:19] education services, it says the school has to respond in a timely fashion. There's a law that says
[1:29:24] what that timeline is. So our school says that timeline is 14 days. Okay. And so it is defined elsewhere.
[1:29:32] It is defined elsewhere. Yeah. So our school says the timely fashion for a thread assessment is
[1:29:36] is one within that day.
[1:29:39] 24 hours or if I end of day.
[1:29:41] We try to do it by this kind of distance
[1:29:43] because sometimes it's really, they'll continue.
[1:29:46] This is really uncanny how things happen
[1:29:50] last five minutes of school, like often.
[1:29:52] And so we can't always catch the student and investigate
[1:29:56] because school bell rang, everybody left.
[1:29:58] So we try to do it.
[1:30:00] 24 hours. But yes, so would it be difficult just to, like, in a time of fashion within 24 hours, according to football. Yeah, within 24 hours, yeah, like. Yeah, I would say those two minor amendments would be okay. And then we vote on it next. So then we would need a motion for the animals and service animals on school property and the website privacy policy.
[1:30:29] and terms as use.
[1:30:32] And we will be tabling safe schools, discipline, and behavior for the following April Board Meeting touch.
[1:30:39] Can I get a motion?
[1:30:50] Sure.
[1:30:51] I would move that we approve the animals and service animals on school property,
[1:30:59] as well as the website privacy policy in terms of use and table safe schools,
[1:31:07] dispload and behavior policy. Was this the policy, the animal policy, with the
[1:31:14] rabbits in it? Oh, do we want the rabbits on our sea? Animal
[1:31:21] polyphysines? I don't see it if you want. They're good sand. A lot of them. They were
[1:31:25] all men. They could suggest it. Because it could suggest to amend it to just say
[1:31:30] animals with that meat, the criteria. I would just not like list some animal
[1:31:36] yeah and then as long as they meet the criteria of vaccination and they're like they're not running
[1:31:41] around for you and looping on things because it said that in the policy but I
[1:31:52] mean I suppose we
[1:31:53] could vote on it and then if it is not passed then we could just bring it back next year or we could
[1:31:58] table it too and vote on it. Well this is a little bit of a bit of a difference. What do you want to do
[1:32:08] with that man. What's your thinking? I was trying to read what it said to me to
[1:32:14] nurses, therapy animals.
[1:32:18] Oh, do you want to find a part where it bams rabbit?
[1:32:21] I got a minute.
[1:32:25] The someone let me see. I think rabbit. So because now that I see it, it's
[1:32:35] red ears, lighter turtles, and the holes, hamsters, rabbits, tingles. Some of those had
[1:32:41] with certain diseases that were, yeah, that's the only one that caught my attention
[1:32:55] on that list.
[1:32:55] So I think that they have, and I can search for it, but I think that's why it was certain
[1:33:00] certain species had, oh, diseases that
[1:33:04] found in the rocks make our kids sick.
[1:33:07] Well, the same for our rabbit.
[1:33:09] Yes, I can think, okay. Yes.
[1:33:12] And I can find out what that was. I remember now.
[1:33:14] But I see what I saw in that context.
[1:33:17] Mm-hmm, yeah.
[1:33:20] Well, when I second, we have Julie second that,
[1:33:26] and we can go ahead and vote.
[1:33:28] I'm just thinking.
[1:33:32] Transmissed, transmittable to humans is Toravia, Ringworm, Castilemultice,
[1:33:39] Zidia, and Crypto-Sporia-Rosis. And parasites, such as regressions of rabbit fever and
[1:33:46] it's spread from rats, humans. So, it's wonderful. Our kids too, yeah. So, if they're
[1:33:56] It's a very low-rith but not zero, extremely uncommon but possibly yeah that's what lens disease was very
[1:34:03] risk but then you got it yes that's why it's in there okay now that I said in context there's
[1:34:09] Okay.
[1:34:09] We know FDA license backseat for 12 a.m.
[1:34:12] or a couple of.
[1:34:14] Two.
[1:34:15] Two.
[1:34:16] All right.
[1:34:17] Bill.
[1:34:18] Yeah.
[1:34:19] Yeah.
[1:34:20] Yeah.
[1:34:22] Okay.
[1:34:23] All right.
[1:34:24] Um,
[1:34:25] all in favor.
[1:34:27] Hi.
[1:34:28] Hi.
[1:34:29] Hi.
[1:34:30] Great motion passes.
[1:34:32] You know,
[1:34:32] and we will vote on the safety one next.
[1:34:36] Thank you for the clarity.
[1:34:38] Yes, thank you for the clarity.
[1:34:41] We, let's see.
[1:34:43] Oh, for training.
[1:34:45] Yeah, I did a short breast and brick.
[1:34:49] Yeah.
[1:34:50] Thank you.
[1:34:51] I can catch up.
[1:34:52] Thanks.
[1:34:54] We're causing four moments.
[1:34:56] It didn't take me long to catch up.
[1:34:58] Give me a second.
[1:35:06] Then this is soon.
[1:35:13] We might get out on time.
[1:35:15] That's a good goal to have to.
[1:35:26] Oh, do you want me to pull up that email that you sent me with the training?
[1:35:35] Is that what we're at?
[1:35:37] The email with the training.
[1:35:38] Oh, wait.
[1:35:39] The email I sent you wasn't the training.
[1:35:40] I think the email I sent you was the signature form.
[1:35:43] Oh, that's what it was.
[1:35:44] I just saw it in the middle of board meeting.
[1:35:45] Usually it's the training form.
[1:35:48] I didn't even get it.
[1:35:49] is really, really short, like, literally tensed and sensitive.
[1:35:54] But it has to be noted that I'm not talking about it in a word.
[1:35:58] In my notes, can I just say,
[1:36:00] Maria provided us training?
[1:36:04] On the public health training.
[1:36:07] Who should say, Maria?
[1:36:09] I'm just going to take that in.
[1:36:32] Totally.
[1:36:33] I mean, that we have, like, none.
[1:36:35] I understand.
[1:36:36] I totally understand why the board wants
[1:36:39] to see that we talked about it in a meeting.
[1:36:40] so that it's on the minutes and it's documented, but sometimes I'm like, yeah, I mean, if I
[1:36:48] consider that in an email, but I guess that maybe some of them may not read the email or
[1:36:52] some of the email.
[1:36:53] I get it, but it says, all right, I'll be back.
[1:36:57] You're back.
[1:36:58] Did you have enough time, Nikki?
[1:37:00] You're still typing, I see.
[1:37:01] I'm typing ahead of time.
[1:37:03] Oh, she's doing great.
[1:37:05] Yeah, so she was really...
[1:37:06] So, what are the requirements for?
[1:37:08] during the time in the history of our 277-123 is the
[1:37:14] multiplier's local governing boards of directors of public schools,
[1:37:17] which is to receive a training about the processes for members of the public
[1:37:21] to report violations of statutes and rules.
[1:37:24] So you need to know that there's a hotline that people can call to report
[1:37:30] violations of statute and rule and that hotline is on our website as well as on the
[1:37:35] the U.S.B.E.S. Westside.
[1:37:39] That was the shortest training I ever did too.
[1:37:41] I have a question in regarding trainings in general.
[1:37:45] So I did those attendant sheets and got those in our drive.
[1:37:49] Is there anything we need to do for board members
[1:37:52] that haven't completed specific trainings?
[1:37:55] Yes, they need to complete the training.
[1:37:58] And if it's a training that we did in a board meeting,
[1:38:01] Then we can give it to them or they can go back and listen to a previous board meeting and listen to the training and follow all of the slides.
[1:38:10] And then do we just like they notify us and we just say, yeah, and then they completed this on their own. Yeah, on this date or whatever.
[1:38:17] Yeah.
[1:38:19] So if someone says how can I report a violation, you could say call the hotline.
[1:38:23] It's on our website is on the USB's website.
[1:38:25] about the violations or the work about the work or the violation of statutes or statutes, yes.
[1:38:34] So violations of statutes and work rules, so if the school, a law has been broken in some way.
[1:38:39] And so it's a law has been broken in some ways, in some ways, in some ways, in some ways.
[1:38:43] Yeah, in some ways, in some ways. So that's our quick training.
[1:38:46] Okay, sounds great. Next we have board elections, which I am going to table till next board meeting,
[1:38:52] because we are missing Peter and Kira and that's basically half our board. So I would like to
[1:38:58] just table that until next board meeting.
[1:39:03] But just as a reminder we did talk about this last
[1:39:05] board meeting that we're going to be doing board elections, nominating people for committee chairmanship
[1:39:12] and executive committee, like board chair, what is the executive, what is it called?
[1:39:23] I don't know, we went over it last, we remember, you guys are both here, you're both here.
[1:39:28] So we also need to establish a board recruitment committee because we need more board members.
[1:39:36] So anyways, we will do that next board meeting. I did actually have a conversation with Kira about her and I possibly doing that doing board recruitment.
[1:39:50] But again, we'll disable that till next meeting.
[1:39:55] and next we have need for closed session. Oh, it's on the agenda. It's always there.
[1:40:11] It's always there. Does anyone have need for closed session? No, but can I turn on the character competency? Oh, can I miss? No, that's what a closed session is.
[1:40:21] Oh, yes, thank you. Yes, and I did want to also remind Kyle and I'll just reach out to
[1:40:28] Kira and Peter separately, but you know the what is it called evaluation, the director
[1:40:37] evaluating rubric that Julie has so generously made for us, we will vote at the next board
[1:40:45] meeting to approve that, but we need to have everyone make comment on it if they have anything
[1:40:50] that they would like to manage.
[1:40:51] More than half of it.
[1:40:54] That's okay.
[1:40:55] I'm ready.
[1:40:57] Because I haven't read it.
[1:41:00] We'll be addressing it at the next board meeting,
[1:41:02] but we want to make sure that everybody has read through
[1:41:04] and if they have anything to amend, we'll discuss it
[1:41:06] and vote on it.
[1:41:07] Make a comment that says,
[1:41:09] I have read this and I'm okay.
[1:41:10] If you don't have amendments, make a comment that says,
[1:41:13] I'm good with it at this.
[1:41:16] Don't worry about me.
[1:41:20] Okay. Julie said she's going to put me a thread that you have to find a correct.
[1:41:24] Yeah, I was used to put curse words in my email just to see if I would not be
[1:41:34] bathed by it. I put a little thing in my cell by for my students, nobody's ever
[1:41:39] put it out. Oh yeah, I'd like to know. He's like a prize if somebody ever brings it to you
[1:41:43] is Lakewood. Yeah, that's great. Okay, that's good. And I am going to go ahead and make an
[1:41:50] unsputed motion to close this meeting. Thank you all for attending. Okay,
[1:41:58] our next meeting is going
[1:41:59] to be, well, let me just pull up my calendar. April 30th, the very last day of April, wait, no way,
[1:42:15] that's not right. I'm showing the 23rd. Yeah. So that's another thing, Maryman. I mean,
[1:42:22] our meeting is over, but if you want to consider having the board retreat.