[0:02] Um, meaning to order. Um, we have an agenda. Do I have a have an agenda. Do I have a motion about the agenda? motion about the agenda? I move to adopt the agenda as I move to adopt the agenda as presented. Thank you. presented. Thank you. All in favor, please say aye.

[0:14] All in favor, please say aye. Aye. Aye. Any opposed? Passes. Reading of Any opposed? Passes. Reading of the equity statement. Um, the equity statement. Um, April, I'm just going to ask April, I'm just going to ask you. We should. you. We should. Have an open. At least I Have an open. At least I remembered the tab.

[0:27] remembered the tab. Oh. Go ahead. Oh. Go ahead. Okay. Okay. Oh, whichever one of you want Oh, whichever one of you want to do, that's fine. to do, that's fine. You go. Eric, I want to be a You go. Eric, I want to be a public school. public school.

[0:34] Through action and in Through action and in partnership with families and partnership with families and community, will uphold the community, will uphold the values, policies and practices values, policies and practices that promote cultural that promote cultural competence. We will accept, competence.

[0:45] We will accept, embrace and empower students embrace and empower students and staff in their individual and staff in their individual identities to establish and identities to establish and sustain human dignity, justice, sustain human dignity, justice, and equitable treatment and and equitable treatment and inclusiveness in the classroom inclusiveness in the classroom and workplace. and workplace. Thank you. Thank you.

[0:56] Um, we have minutes from the Um, we have minutes from the previous meeting. Do I have a previous meeting. Do I have a motion? motion? I move to approve the minutes I move to approve the minutes from the last policy. from the last policy. Second. Anybody? Second. Anybody? Second. Second. All right.

[1:09] All in favor, please All right. All in favor, please say aye. Aye. Any opposed? All say aye. Aye. Any opposed? All right. Next up is policy right. Next up is policy without changes. We've got without changes.

[1:22] We've got three EB AC integrated pest three EB AC integrated pest management E HB technology use management E HB technology use and G l. Does anybody have any and G l. Does anybody have any comments before we do a motion? comments before we do a motion? Um, the first one is just Um, the first one is just because it's old.

[1:34] So it's time because it's old. So it's time to look at. Um, the second one to look at. Um, the second one is the same reason because it is the same reason because it was last in 2018. And so um, was last in 2018.

[1:44] And so um, operations and it looked over operations and it looked over this to see if there was any this to see if there was any changes that were needed. And changes that were needed.

[1:57] And then the other one is also then the other one is also because, uh, date driven from because, uh, date driven from 2017 and there were no changes 2017 and there were no changes recommended for that from recommended for that from administration either. All administration either. All right. right. Do we have a motion? Do we have a motion? I moved to accept policies I moved to accept policies EBAC. E HB and. GBL as review. EBAC. E HB and. GBL as review. No changes.

[2:19] No changes. All right. Do I have a second? All right. Do I have a second? Second. All right. All in Second. All right. All in favor, please say aye. Aye. Any favor, please say aye. Aye. Any opposed? All right. So we have opposed? All right.

[2:29] So we have a few policies that are out of a few policies that are out of date, and, um, and are being date, and, um, and are being recommended to rescind because recommended to rescind because they are they are found they are they are found elsewhere or are no longer elsewhere or are no longer needed. Um, a f DFA2 and IA.

[2:44] Do needed. Um, a f DFA2 and IA. Do we have any discussion here? we have any discussion here? Uh, these aren't all rescinding Uh, these aren't all rescinding the. the. Same person. Same person. Huh? Huh? I thought I said rescind. I I thought I said rescind. I apologize if I. apologize if I. But I get it.

[2:56] Yeah, I But I get it. Yeah, I understand, I'm sorry. The EFA understand, I'm sorry. The EFA got me confused, but I'm back got me confused, but I'm back now. Yeah, I mean, the there now. Yeah, I mean, the there used to be two, and now there's used to be two, and now there's one, right? So. Right.

[3:05] It's not one, right? So. Right. It's not really a rescind. It's getting really a rescind. It's getting rid of that specific code. And rid of that specific code. And um, right. AF they, um, um, um, right. AF they, um, um, rounded into BBA. Desire uh, a rounded into BBA. Desire uh, a two.

[3:22] They recommended a new two. They recommended a new draft of DFA, which we're going draft of DFA, which we're going to discuss. Uh, next. And then to discuss. Uh, next. And then I, a um, is included in I, a um, is included in multiple other policies multiple other policies already. Yeah. already. Yeah. All right.

[3:39] Do I have a motion? All right. Do I have a motion? I moved to rescind policies AF, I moved to rescind policies AF, DFA two, and I a. Thank you. DFA two, and I a. Thank you. All in favor, please say aye. All in favor, please say aye. Aye aye. Any opposed? All Aye aye. Any opposed? All right.

[3:53] So moving on to right. So moving on to unfinished business. Actually, unfinished business. Actually, um, because we just rescinded um, because we just rescinded DFA. Let's move that one up. If DFA. Let's move that one up.

[4:02] If you if you don't mind, just you if you don't mind, just because I just realized because I just realized normally I put those together, normally I put those together, but I didn't this time, so but I didn't this time, so let's just move to DFA and, um, let's just move to DFA and, um, and that one is. and that one is. It's under tab eight. It's under tab eight. Yeah. Yeah, yeah, I my fault.

[4:12] I Yeah. Yeah, yeah, I my fault. I should have kept that. I should should have kept that. I should have kept. have kept. Five minutes. When we don't Five minutes. When we don't have a policy because we have a policy because we rescinded one. But. Right. rescinded one. But. Right. Something could happen. Yeah.

[4:21] Something could happen. Yeah. The board doesn't. So we'll The board doesn't. So we'll I'll make sure that we do it in I'll make sure that we do it in the right order. And, um, for the right order. And, um, for the board. Yeah. Um, it's the board. Yeah.

[4:30] Um, it's actually a pretty simple, um, actually a pretty simple, um, policy. Um, you can see here, policy. Um, you can see here, is there any discussion on on is there any discussion on on it that needs to be had? Um, it that needs to be had? Um, it's mainly an MSBA update, I it's mainly an MSBA update, I believe.

[4:39] believe. Yeah. We're actually going from Yeah. We're actually going from a long and very complicated a long and very complicated policy to a short, not policy to a short, not complicated policy. And the complicated policy.

[4:52] And the complicated part of it is the complicated part of it is the treasurer's, uh, has rules on treasurer's, uh, has rules on how we can invest money. Right? how we can invest money. Right? And we can't invest money And we can't invest money differently than how the differently than how the treasurer invest money. And the treasurer invest money.

[5:00] And the problem is, is that treasurers problem is, is that treasurers have their policy and then they have their policy and then they make changes to it. And and make changes to it. And and it's easy for ours to become it's easy for ours to become out of compliance. And so it's out of compliance.

[5:09] And so it's easier for us to say we're easier for us to say we're going to invest policy and it's going to invest policy and it's not going to, um, be different not going to, um, be different than what the treasurer tells than what the treasurer tells us to do than to replicate the us to do than to replicate the Treasurer's, um, every time

[5:18] Treasurer's, um, every time they change it. Yes. they change it. Yes. And under state statute, the And under state statute, the the investment policy is very the investment policy is very conservative. And we already conservative. And we already have a very conservative. Um, have a very conservative.

[5:30] Um, um, fiscal staff who do not go um, fiscal staff who do not go anywhere near the margins of anywhere near the margins of it. So exactly. it. So exactly. Your money is safe. Yeah. Your money is safe. Yeah. So is there any discussion on So is there any discussion on this one? Hearing? None. Is this one? Hearing? None. Is there a motion.

[5:42] there a motion. To end policy? DFA to the board To end policy? DFA to the board for first rate approval? for first rate approval? Second. All in favor, please Second. All in favor, please say aye. Aye aye. Any opposed? say aye. Aye aye. Any opposed? All right. Perfect.

[5:54] All right, All right. Perfect. All right, now let's go back to the, um, now let's go back to the, um, regularly scheduled program. regularly scheduled program. Thank you. Um, next is Thank you. Um, next is unfinished business. Um, we unfinished business. Um, we have programs for gifted have programs for gifted students.

[6:08] I, g b and my students. I, g b and my understanding, because I did understanding, because I did not remember at all is the not remember at all is the reason why that's an old reason why that's an old business is because we wanted business is because we wanted to just look at the, um, the,

[6:16] to just look at the, um, the, um, procedures and, um, think um, procedures and, um, think about it for a little bit about it for a little bit before we move forward. And so before we move forward. And so is there any discussion now? is there any discussion now? I love the procedure.

[6:32] I, I, I I love the procedure. I, I, I guess my one of my questions guess my one of my questions would be, did we have a would be, did we have a procedure before? Because the procedure before? Because the way it's marked up kind of way it's marked up kind of indicates that something

[6:42] indicates that something existed. But I didn't know that existed. But I didn't know that we had one before. I don't we had one before. I don't think we had one before. I think we had one before. I think the markup is our changes think the markup is our changes to what MSBA is.

[6:55] I gotcha, MSBA to what MSBA is. I gotcha, MSBA has a procedure and this one has a procedure and this one was a bare for all district. So was a bare for all district.

[7:05] So we came out with a pretty very we came out with a pretty very detailed, um, uh, compliance detailed, um, uh, compliance manual. And so I know that manual. And so I know that Doctor Taylor and his staff Doctor Taylor and his staff have spent a lot of time on have spent a lot of time on this, um, really thinking about this, um, really thinking about how our gifted program rolls.

[7:18] how our gifted program rolls. Right now. So in that first Right now. So in that first under universal screening, it under universal screening, it says the district will provide says the district will provide screening for all students. Is screening for all students.

[7:28] Is that what's currently that what's currently happening? Or we're dependent happening? Or we're dependent on certain school personnel to on certain school personnel to identify students that they identify students that they feel should be screened? feel should be screened? I do not know. I do not know. We do have, uh, screening for We do have, uh, screening for all students. all students. We're all students.

[7:37] We're all students. Okay. Okay. Um, sorry. Um, sorry. I mean, obviously it's not full I mean, obviously it's not full testing for all students. testing for all students. All students. All students. In any assessment. In any assessment. It's just an initial screening. It's just an initial screening. Okay.

[7:53] And then, um, under Okay. And then, um, under further evaluation, where did further evaluation, where did it say? Uh, it said the it say? Uh, it said the coordinator and district staff coordinator and district staff will determine trying to find will determine trying to find that exact sentence, make the that exact sentence, make the determination about further

[8:07] determination about further evaluation. Mhm. Um. evaluation. Mhm. Um. There's a. There's a. Sorry. Was that based on the Sorry. Was that based on the program coordinator is the program coordinator is the second sentence under further second sentence under further evaluation. And district staff evaluation.

[8:20] And district staff will determine which students will determine which students will receive that. Um, and I will receive that. Um, and I guess by further evaluation, I guess by further evaluation, I know there are there's an know there are there's an initial evaluation. Correct. initial evaluation. Correct.

[8:33] And then is there a second part And then is there a second part of that. And is that what we're of that. And is that what we're talking about when we are talking about when we are talking about further talking about further evaluation is my first evaluation is my first question. And then if the question.

[8:43] And then if the program coordinator and program coordinator and district staff are making that, district staff are making that, they're making that based on they're making that based on what. what. Yeah. So there's. Yeah. So there's.

[8:54] Um, I don't have the, the Um, I don't have the, the criteria and the details criteria and the details memorized, but I do know that memorized, but I do know that there is a screening process there is a screening process for all students. And then from for all students. And then from that there is a specific that there is a specific criteria. Okay. So no one is criteria. Okay. So no one is just willy nilly like yes. No.

[9:03] just willy nilly like yes. No. Yes. No. Okay. Um, there's Yes. No. Okay. Um, there's consistent criteria for all consistent criteria for all students that determines students that determines whether or not they move on to whether or not they move on to that next step. Okay.

[9:10] To then that next step. Okay. To then get the full evaluation, which get the full evaluation, which primarily includes IQ testing. primarily includes IQ testing. Should we say that in the Should we say that in the policy? policy? Um, I think well, I think one Um, I think well, I think one of the things is that, um.

[9:25] I of the things is that, um. I wouldn't put the evaluation wouldn't put the evaluation criteria or the term. criteria or the term. Criteria, but just that there Criteria, but just that there is criteria. And it's not just is criteria. And it's not just as I read it, that the staff.

[9:34] as I read it, that the staff. Will make that. Will make that. That's a fair point. So yeah, That's a fair point. So yeah, because this theoretically because this theoretically could mean that, you know, you could mean that, you know, you and I just sit in a room and

[9:40] and I just sit in a room and go, oh no, you know. Yeah. Um. go, oh no, you know. Yeah. Um. Well, isn't that under further Well, isn't that under further evaluation on page one, the evaluation on page one, the district will use at least district will use at least three of the four areas below

[9:49] three of the four areas below to individually evaluate to individually evaluate students and place them in the students and place them in the gifted services. gifted services. But it doesn't say how you get But it doesn't say how you get to that point. to that point.

[9:58] Uh, based on the screening Uh, based on the screening results, you know, versus results, you know, versus screener. screener. Right. But she's kind of Right. But she's kind of basically saying that, um. basically saying that, um. It's on the website. It's on the website. Using criteria. Right? Using criteria. Right? The criteria is on the.

[10:09] The criteria is on the. Website using criteria based on Website using criteria based on analysis of screening results analysis of screening results using standard criteria or using standard criteria or something like that. I think something like that. I think would address what she's would address what she's talking about. talking about.

[10:23] But what you were asking was, But what you were asking was, is there something that should is there something that should be in the policy, right. Not be in the policy, right. Not the procedure. And the policy. the procedure. And the policy. I would think that falls under I would think that falls under the identification section.

[10:32] The the identification section. The gifted Education coordinator gifted Education coordinator will create a systemic, will create a systemic, systematic process for the systematic process for the identification of gifted identification of gifted students. That includes students.

[10:43] That includes universal screening and universal screening and evaluation and will notify evaluation and will notify district staff of parent district staff of parent guardian of the process. guardian of the process. Although that's not accurate Although that's not accurate anymore because there's a anymore because there's a procedure so they won't unless procedure so they won't unless they created this procedure. they created this procedure. What's accurate. What's accurate.

[10:52] That they will create a That they will create a procedure because there is a procedure because there is a procedure, right? procedure, right? It says they'll create a It says they'll create a systematic process for the systematic process for the identification. identification. I think that is the procedure. I think that is the procedure. That is the procedure.

[11:03] That is the procedure. So they won't create it because So they won't create it because it's already created. it's already created. That's true. There's more That's true. There's more detail to the process than just detail to the process than just what's in this AP. what's in this AP. There's more detail.

[11:16] So this There's more detail. So this procedure isn't the process. procedure isn't the process. This procedure is the process. This procedure is the process. But like the cutoff. But like the cutoff. The cutoff in the in not for The cutoff in the in not for the screening but for the the screening but for the further evaluation.

[11:27] It says further evaluation. It says 90th percentile. And then it 90th percentile. And then it says 95th percentile on norm says 95th percentile on norm reference for the cutoff. I reference for the cutoff. I mean those are in the one I'm mean those are in the one I'm looking at. And they don't.

[11:42] And looking at. And they don't. And the the reason that I'm the the reason that I'm pointing that out is that they pointing that out is that they don't match what's on the don't match what's on the website, and they don't match website, and they don't match what Columbia Public Schools what Columbia Public Schools has been doing.

[11:50] has been doing. What's in the procedure What's in the procedure correct, doesn't match what's correct, doesn't match what's on our website. Correct. on our website. Correct. But there's two different But there's two different things on the website. It says things on the website.

[12:00] It says a 95th percentile cutoff and a 95th percentile cutoff and the 98th percentile cutoff, the 98th percentile cutoff, depending on which page you're depending on which page you're on. On the website. I did not on. On the website. I did not mean Eric had to cut off your mean Eric had to cut off your question at all. question at all. That's okay.

[12:12] That's okay. But I think they're But I think they're interrelated because I thought interrelated because I thought that's kind of what you were that's kind of what you were asking was, do we know the asking was, do we know the cutoff? cutoff? Well, I think I think the

[12:20] Well, I think I think the confusion, I think is what confusion, I think is what we're actually talking about is we're actually talking about is the policy. And what we're the policy.

[12:28] And what we're talking about right now is the talking about right now is the AP that we wanted to see, just AP that we wanted to see, just to look at. So the the policy to look at. So the the policy is actually. Um, the, the next is actually. Um, the, the next page, it's actually yeah, it's page, it's actually yeah, it's actually out of order. The actually out of order. The policy should have come first.

[12:44] policy should have come first. The IG BB. The IG BB. Yes. Yes. But I. But I. Think you can't get one without Think you can't get one without the other. the other. Well, no. And that's, that's Well, no.

[12:54] And that's, that's why that's why it got moved why that's why it got moved over to, um to to the, to, um, over to, um to to the, to, um, old businesses. Because it's old businesses. Because it's because everybody wanted to see because everybody wanted to see what they want, what the new what they want, what the new procedure was going to be.

[13:05] Um, procedure was going to be. Um, before we passed the policy, before we passed the policy, just to make sure that just to make sure that everything lined up. everything lined up.

[13:13] And I think, I think I'm And I think, I think I'm speaking for Erica, but I think speaking for Erica, but I think the question is, now that we've the question is, now that we've seen the procedure, is there seen the procedure, is there anything from this procedure anything from this procedure that should also be further that should also be further clarified or stated in the

[13:23] clarified or stated in the actual policy? Is that where actual policy? Is that where you're going? Yes. Okay. you're going? Yes. Okay. In the policy, that sentence of In the policy, that sentence of the program coordinator and the the program coordinator and the district staff will determine. district staff will determine. I don't think that should.

[13:36] I don't think that should. Be. left as. Be. left as. It is. It is. And you're looking at the And you're looking at the policy. Erica. policy. Erica. Yes. Yes. Under further. Oh, yeah, I see Under further. Oh, yeah, I see it. I see yeah. it. I see yeah. Where in the. Where in the. In the policy.

[13:47] In the policy. Under that's the procedure. Under that's the procedure. I mean under under further I mean under under further evaluation in the procedure. evaluation in the procedure. The second sentence. The second sentence.

[14:03] And do you think that that And do you think that that piece needs to be in the policy piece needs to be in the policy or that. or that. I just think it could be better I just think it could be better stated simply. What I'm saying, stated simply. What I'm saying, that it's not. So that to me that it's not. So that to me reads.

[14:17] That you know, that reads. That you know, that there isn't. That it's just there isn't. That it's just left up to the staff and the left up to the staff and the program coordinator. program coordinator.

[14:31] So I take it you'd rather say So I take it you'd rather say something like the program something like the program coordinator and district staff coordinator and district staff will determine which students will determine which students will receive further evaluation will receive further evaluation based on universal criteria, based on universal criteria, based on the universals, a term based on the universals, a term of art, but based on um, uh, of art, but based on um, uh, standard criteria. Yeah.

[14:44] standard criteria. Yeah. Well, and and in the policy it Well, and and in the policy it actually does under actually does under identification, it does use the identification, it does use the term universal screening and term universal screening and evaluation. So, so in it's in evaluation.

[14:54] So, so in it's in the policy to use universal the policy to use universal screening and evaluation. But I screening and evaluation. But I but it's not in the procedure but it's not in the procedure to use universal screening. to use universal screening. So universal screening is at So universal screening is at the top of the procedure okay.

[15:04] the top of the procedure okay. And that's the first step. And that's the first step. Yeah. The first step is we take Yeah. The first step is we take all the kids got it. And we all the kids got it. And we screen them.

[15:12] And then based on screen them. And then based on that screening we dig deeper. that screening we dig deeper. Right okay. And certain ones. Right okay. And certain ones. But I see where she's coming But I see where she's coming from. Yeah okay. from. Yeah okay.

[15:26] Feedback I'm going to take back Feedback I'm going to take back on this is um circle back with on this is um circle back with Mat program coordinator and Mat program coordinator and make sure that what he's got in make sure that what he's got in here is aligned with what's on here is aligned with what's on the web and practice for sure.

[15:39] the web and practice for sure. Well, I have further questions Well, I have further questions about about this too. Yeah, I about about this too. Yeah, I think that's true. So like I do think that's true.

[15:47] So like I do think that the website says two think that the website says two different things in different different things in different places on the website. And I places on the website. And I can show you after the meeting can show you after the meeting where those things are. And where those things are. And this says a different thing this says a different thing altogether. Yeah.

[15:56] So we've got altogether. Yeah. So we've got 90th, 95th and 98th percentile 90th, 95th and 98th percentile listed as cutoffs in different listed as cutoffs in different three different places. three different places. Yeah. I think one of the things Yeah.

[16:04] I think one of the things that we want to sort out, which that we want to sort out, which I'm open to feedback from the I'm open to feedback from the entire committee, is that, you entire committee, is that, you know, our primary function is know, our primary function is to develop and revise policy to develop and revise policy and not administrative and not administrative procedure.

[16:17] So I'm always open procedure. So I'm always open to feedback on administrative to feedback on administrative procedure. Like that's just a procedure. Like that's just a given. But it isn't the given. But it isn't the function of of this committee function of of this committee to to do that.

[16:27] But we will find to to do that. But we will find ourselves in a position when ourselves in a position when looking at the only option to looking at the only option to avoid people having ideas is to avoid people having ideas is to hide the administrative hide the administrative procedures. procedures. I'm innocent.

[16:36] I'm innocent. So we're not we don't want to So we're not we don't want to do that, but it does create do that, but it does create this sort of position where this sort of position where it's like, now that you've seen it's like, now that you've seen it, if you have thoughts and

[16:42] it, if you have thoughts and ideas, what's the best way to ideas, what's the best way to handle that? So I'm kind of handle that? So I'm kind of processing that in this processing that in this discussion right here. And I, I discussion right here.

[16:49] And I, I wonder I don't yet have a wonder I don't yet have a finalized version of what that finalized version of what that looks like, but I do suspect looks like, but I do suspect that as we do this and we see that as we do this and we see more apps that could bog down

[16:56] more apps that could bog down the work of policy development the work of policy development in these particular meetings. in these particular meetings. But we yet we still need to But we yet we still need to find a way. These are all been find a way.

[17:05] These are all been good ideas and valuable good ideas and valuable suggestions. We still need to suggestions. We still need to find a way to to sort of find a way to to sort of collect and and curate those. collect and and curate those. So anyway, just thinking out So anyway, just thinking out loud as we're.

[17:13] loud as we're. Heading, I think I, I think I Heading, I think I, I think I agree with that primarily, but agree with that primarily, but in this specific policy, it in this specific policy, it says we're taking things out of says we're taking things out of the policy and putting them in

[17:21] the policy and putting them in the procedure. So I guess that the procedure. So I guess that line between policy and line between policy and procedure is a little tricky. procedure is a little tricky.

[17:28] Like, so is that going to I Like, so is that going to I mean, because then that can mean, because then that can become a mechanism by which become a mechanism by which things are not discussed. things are not discussed. Are you saying where it says Are you saying where it says that a, a process will be that a, a process will be created? created? No.

[17:37] I thought I read in the No. I thought I read in the update of the explanation that update of the explanation that maybe I misread it. Or maybe it maybe I misread it. Or maybe it was in the on the minutes. was in the on the minutes. Maybe I'm crazy.

[17:46] I thought I Maybe I'm crazy. I thought I read somewhere that it had been read somewhere that it had been minimized. These things had minimized. These things had been taken out and put in the. been taken out and put in the. No, none of those are are in No, none of those are are in the old policy.

[17:58] We did scale the old policy. We did scale back things out of the old back things out of the old policy. Um, but, you know, for policy. Um, but, you know, for example, provide a minimum of example, provide a minimum of 150 minutes and things like 150 minutes and things like that.

[18:11] Um, what we added in was that. Um, what we added in was the identification part, which the identification part, which is which is where that is which is where that procedure falls in, is how the procedure falls in, is how the district is implementing the district is implementing the identification part. But um, identification part.

[18:24] But um, and then, of course, we have a and then, of course, we have a in the policy, the parent in the policy, the parent guardian gets to review. Right. guardian gets to review. Right. So. so yeah. So. so yeah. I think I might I have two I think I might I have two questions.

[18:35] My first question is questions. My first question is um, we got an email somewhere um, we got an email somewhere that somebody asked and said that somebody asked and said parents don't have access to parents don't have access to procedures. Do parents have procedures. Do parents have access to procedures? access to procedures? Yes. Yes. Okay.

[18:47] And they're located on Okay. And they're located on the website. the website. Where the policies are. Where the policies are. So but that's only the adopted So but that's only the adopted ones that we adopt here. ones that we adopt here. No, no. The the problem has No, no.

[18:56] The the problem has been in this district is that, been in this district is that, is that the procedures were is that the procedures were nonexistent. They did something nonexistent.

[19:08] They did something something that that we have something that that we have tried to do in the last year tried to do in the last year and a half is to ensure that and a half is to ensure that especially where policies say especially where policies say there should be procedures to there should be procedures to ensure that the procedures are ensure that the procedures are actually in there. And I actually in there. And I believe how many procedures believe how many procedures have has. have has. 60 something.

[19:18] 60 something. Isn't that does it say 63? Isn't that does it say 63? Since Doctor Klein has come? So Since Doctor Klein has come? So yeah, we've got this. yeah, we've got this.

[19:28] So well, let me give away all So well, let me give away all that credit and give some blame that credit and give some blame to other people. to other people. So first. So first. Of all, I want to clearly Of all, I want to clearly acknowledge because we're not acknowledge because we're not the only people potentially the only people potentially listening to this conversation listening to this conversation that processes and procedures

[19:39] that processes and procedures have existed in this district have existed in this district for a very long time. for a very long time. Yes. Yes.

[19:53] Prior to about a year ago, we Prior to about a year ago, we were not documenting those in were not documenting those in the format of APS that go in the format of APS that go in the board policy book and the board policy book and reside in assembly and are reside in assembly and are viewable online in that format. viewable online in that format.

[20:04] And the credit that goes to the And the credit that goes to the creation of those, I will pass creation of those, I will pass directly to the cabinet. We've directly to the cabinet. We've been working very diligently been working very diligently with the support of Susan with the support of Susan Gould. Amber, um, to get those Gould. Amber, um, to get those completed. So that's that's completed. So that's that's where those came from.

[20:16] where those came from. But and valid. But and valid. And balanced. Yes. And balanced. Yes. For sure. For sure. So, um, yeah, but I think that, So, um, yeah, but I think that, um, and in fact, what we're, um, and in fact, what we're, we're we started with reviewing

[20:26] we're we started with reviewing sort of the set of recommended sort of the set of recommended apps that come from Missouri apps that come from Missouri School Boards Association, and School Boards Association, and then we're going to, um, very then we're going to, um, very soon.

[20:36] Now we're about done soon. Now we're about done through those, and we're going through those, and we're going to move on with what, you know, to move on with what, you know, opportunities we see, because opportunities we see, because not everything goes in an AP. not everything goes in an AP. Right.

[20:44] Like if you can imagine Right. Like if you can imagine a district trying to document a district trying to document every process and procedure in every process and procedure in an AP. So we're trying to an AP.

[20:51] So we're trying to figure out what's that line figure out what's that line for, what's critical enough for, what's critical enough that it needs to go in in that that it needs to go in in that book. So we'll we'll trickle book. So we'll we'll trickle out a few others. Um, over this out a few others. Um, over this semester and the year because semester and the year because we've got.

[21:01] we've got. We've got policies, we've got We've got policies, we've got regulations which are both regulations which are both board based, we've got APS board based, we've got APS procedures which are that which procedures which are that which reside with the policies reside with the policies because they are essentially because they are essentially what administration has said,

[21:16] what administration has said, how the policies are going to how the policies are going to be interpreted. And then, of be interpreted. And then, of course, we have the, the, the course, we have the, the, the student handbooks, which are student handbooks, which are not supposed to be inconsistent

[21:25] not supposed to be inconsistent with. But add to that. And then with. But add to that. And then of course, each school is able of course, each school is able to have its own within the to have its own within the bounds of all of those things, bounds of all of those things, their own processes.

[21:36] So it's, their own processes. So it's, you know, in a large system, it you know, in a large system, it gets very complicated. gets very complicated. And then you have the website And then you have the website to. to.

[21:46] And, and forms, which are also And, and forms, which are also administrative generated, um, administrative generated, um, content which resides with the content which resides with the procedures. procedures. Yeah. And, and you also have Yeah. And, and you also have the website, which is the issue the website, which is the issue that I think you're going to that I think you're going to take back, which makes sense.

[21:54] take back, which makes sense. Whatever you do with the Whatever you do with the procedure, like it has to match procedure, like it has to match the website or the website has the website or the website has to match the procedure. But I to match the procedure.

[22:00] But I think the reason that it struck think the reason that it struck me as being super important me as being super important this time to think about that this time to think about that and to think about the and to think about the procedures, because I think procedures, because I think gifted and talented testing is

[22:07] gifted and talented testing is an area in which community an area in which community members, um, are less aware of members, um, are less aware of how it works. It's a little bit how it works.

[22:16] It's a little bit opaque, even if you go to the opaque, even if you go to the website now, as a parent, I website now, as a parent, I think it's a little bit opaque, think it's a little bit opaque, but knowing that they have but knowing that they have access to the procedure, access to the procedure, assuming it matches, then that

[22:22] assuming it matches, then that makes that a lot better. And makes that a lot better. And that's where my questioning was that's where my questioning was coming from. Um, just making coming from.

[22:31] Um, just making sure that it all matches and sure that it all matches and the parents have access to it, the parents have access to it, and it sounds like that's the and it sounds like that's the direction that it's going, even direction that it's going, even if it hasn't been that way in if it hasn't been that way in the past. Yeah. the past. Yeah. So I love that. That's great.

[22:38] So I love that. That's great. One more before we move on. So One more before we move on. So under the actual policy and under the actual policy and this is, you know, where there this is, you know, where there could be overlap between policy could be overlap between policy and procedure, but under, uh,

[22:52] and procedure, but under, uh, in the red section, under in the red section, under academically Sound, to which academically Sound, to which we're removing number two, um, we're removing number two, um, include a systematic process include a systematic process for the identification and for the identification and selection of gifted students at

[23:06] selection of gifted students at all grade levels. The all grade levels. The identification process will identification process will include alternative include alternative identification plans to plans identification plans to plans designed to identify gifted designed to identify gifted students who are traditionally students who are traditionally under identified and under identified and underserved, such as students

[23:19] underserved, such as students with language differences, with language differences, cultural differences, special cultural differences, special special education needs, and special education needs, and those from families living in those from families living in poverty. So what was the poverty.

[23:33] So what was the decision based on to take decision based on to take especially? Well, I'm not going especially? Well, I'm not going to say especially that, but to say especially that, but some of these pieces out and some of these pieces out and because we know the because we know the identification process, um, not identification process, um, not just within CPS, um, but just within CPS, um, but especially the populations that

[23:43] especially the populations that are listed have been are listed have been problematic. Um, there's problematic. Um, there's certain pieces of this I'm just certain pieces of this I'm just wondering, like why they're wondering, like why they're coming out. coming out.

[23:56] Well, now that I'm starting to Well, now that I'm starting to remember our discussions about remember our discussions about this, um, and, and correct me this, um, and, and correct me if I'm wrong, Susan. if I'm wrong, Susan. Um, but. Um, but. Wasn't part of this to Wasn't part of this to cross-reference the D.C. manual cross-reference the D.C.

[24:09] manual because DC now has a very much because DC now has a very much more prescriptive, um, process more prescriptive, um, process for gifted that, quite frankly, for gifted that, quite frankly, they hadn't had in the past. they hadn't had in the past. Correct? Correct. So all of Correct? Correct.

[24:22] So all of these changes were made, um, to these changes were made, um, to align with the relatively new align with the relatively new DC manual. And one of the DC manual. And one of the controversial things, uh, controversial things, uh, involved in gifted involved in gifted identification is that, first identification is that, first of all, we do have an

[24:38] of all, we do have an underrepresentation of certain underrepresentation of certain groups. And then we also have, groups. And then we also have, um, uh, political forces that um, uh, political forces that don't want us to favor, um, don't want us to favor, um, underrepresented groups. And so underrepresented groups.

[24:56] And so the question is, can we or the question is, can we or should we factor that in, uh, should we factor that in, uh, to our gifted determinations? to our gifted determinations? And the state is saying, no, we And the state is saying, no, we can't. Um, so one of the things can't.

[25:09] Um, so one of the things that Doctor Taylor, they were that Doctor Taylor, they were hoping to do is to make the hoping to do is to make the cutoffs. Um, now we're cutoffs. Um, now we're conversations with him. Um, conversations with him.

[25:25] Um, broader so as to hopefully, um, broader so as to hopefully, um, uh, because, uh, I, I, I should uh, because, uh, I, I, I should be talking because I'm not an be talking because I'm not an academic as far as, but it's my academic as far as, but it's my understanding that we want to understanding that we want to make sure really sure that make sure really sure that we're getting everybody who's

[25:34] we're getting everybody who's gifted into the program. And so gifted into the program. And so I think that's, um, the cutoff, I think that's, um, the cutoff, why the cutoff went down to 90 why the cutoff went down to 90 is so that that additional is so that that additional testing, uh, that can be done

[25:46] testing, uh, that can be done to make sure. to make sure. So other than accommodating So other than accommodating like a student with a like a student with a disability or, um, a language disability or, um, a language development in the process of development in the process of developing English as a, as a

[25:59] developing English as a, as a language, um. language, um. We're. We're. No longer allowed through state No longer allowed through state and federal expectations to and federal expectations to provide different approaches to provide different approaches to a student just based on group a student just based on group membership.

[26:16] So our key has been membership. So our key has been and I've been talking I've been and I've been talking I've been talking to the gifted talking to the gifted leadership about this as well, leadership about this as well, to identify processes that are to identify processes that are as inclusive as possible while

[26:27] as inclusive as possible while being the same for all being the same for all students. So if we know that a students. So if we know that a certain method of certain method of identification is known to identification is known to produce disproportionality, produce disproportionality, then we would de-emphasize that

[26:37] then we would de-emphasize that method in our identification method in our identification process. So that's what they're process. So that's what they're currently trying to work currently trying to work toward. But um. Yeah I don't toward. But um. Yeah I don't think that.

[26:50] So I as I look at think that. So I as I look at what's removed from here, I what's removed from here, I don't think that in any case, don't think that in any case, for any one of these bullets for any one of these bullets that anyone said, you know, that anyone said, you know, utilize instructional personnel

[26:59] utilize instructional personnel with appropriate certification, with appropriate certification, no, we do not want appropriate no, we do not want appropriate certification. Take that out. I certification. Take that out. I think it was just that this is think it was just that this is no longer needed policy. And no longer needed policy.

[27:10] And probably that part that you're probably that part that you're mentioning was removed from the mentioning was removed from the manual because of the political manual because of the political stuff that we were just kind of stuff that we were just kind of talking about. However, um, I talking about.

[27:25] However, um, I wouldn't be against, um, you wouldn't be against, um, you know, I would be in fact, I know, I would be in fact, I would go the other direction. I would go the other direction. I would be in favor of language would be in favor of language that emphasizes the value that that emphasizes the value that the board places on.

[27:36] Um, equity the board places on. Um, equity and gifted identification and gifted identification processes. It doesn't have to processes. It doesn't have to be worded this way, but be worded this way, but something that that signals is something that that signals is a strong signal toward valuing a strong signal toward valuing equity in the process.

[27:47] I, I equity in the process. I, I think, would be welcome. think, would be welcome. So for me, I was somewhat So for me, I was somewhat supportive. I was okay with it supportive. I was okay with it that way. Um, with it being that way.

[27:58] Um, with it being removed because the procedure, removed because the procedure, I feel like the procedure, then I feel like the procedure, then it's placed there and it kind it's placed there and it kind of speaks to like our English of speaks to like our English proficiency students. It speaks proficiency students.

[28:09] It speaks to like underrepresentation for to like underrepresentation for specific groups and specific specific groups and specific ways in which we will identify ways in which we will identify students. Um, using alternative students. Um, using alternative methods. You know, so I feel methods.

[28:22] You know, so I feel like, um, just even having the like, um, just even having the nonverbal achievement test, if nonverbal achievement test, if it's an English language it's an English language learner, you know, giving a learner, you know, giving a test in English. Right, it's test in English. Right, it's going to be very difficult to going to be very difficult to ascertain whether they are they ascertain whether they are they should be identified as should be identified as talented or gifted.

[28:33] So making talented or gifted. So making sure there's some sure there's some individualized approaches, I individualized approaches, I think, within that umbrella think, within that umbrella that allows us to to still be, that allows us to to still be, um, reflected and removing um, reflected and removing whatever bias you can from

[28:44] whatever bias you can from those processes and making sure those processes and making sure that those, uh, you're looking that those, uh, you're looking at the cultural, diverse at the cultural, diverse backgrounds of students while backgrounds of students while also then performing the also then performing the universal screening.

[28:55] And so for universal screening. And so for me, I, I did see that part and, me, I, I did see that part and, and I it caused me some pause. and I it caused me some pause.

[29:01] But then when I went back and But then when I went back and looked at the procedure, the looked at the procedure, the how you plan on actually how you plan on actually implementing your gifted implementing your gifted screening and it was, uh, you screening and it was, uh, you know, articulated in the know, articulated in the procedure ways in which they procedure ways in which they might do that. Um.

[29:16] I was might do that. Um. I was hopeful that we would still be hopeful that we would still be able to identify students from able to identify students from underrepresented groups and underrepresented groups and bias that we know. And some of bias that we know.

[29:27] And some of the assessments have, um, the assessments have, um, hopefully those factors could hopefully those factors could be mitigated with these be mitigated with these different measures that we're different measures that we're planning on employing. So, um, planning on employing. So, um, so, yeah. so, yeah. And that language is kind of And that language is kind of included under universal included under universal screening to a certain extent.

[29:37] screening to a certain extent. Yeah. You know. Yeah. You know. I as I was. I as I was. Oh, go ahead. I'm sorry. I'm Oh, go ahead. I'm sorry. I'm sorry. sorry. I. I now now that now that I.

[29:47] I now now that now that you've, now that you've said, you've, now that you've said, now that we've talked about now that we've talked about this, I actually think we do this, I actually think we do need to include something under need to include something under the identification process to the identification process to address, um, what Erika is address, um, what Erika is saying, because while I agree

[29:59] saying, because while I agree that it's included in the, that it's included in the, procedure, I think it's very procedure, I think it's very important for the board to make important for the board to make a statement there. I don't know a statement there.

[30:11] I don't know if number two here is the if number two here is the language, but I, I, I agree language, but I, I, I agree with the sentiment that we need with the sentiment that we need something else there to something else there to acknowledge what we're all acknowledge what we're all saying here. saying here. Outside of the procedure.

[30:26] Outside of the procedure. Outside of right. Because Outside of right. Because because the procedure. I agree because the procedure. I agree that the procedure does address that the procedure does address it, but I do think that as a it, but I do think that as a policy from the board and I

[30:36] policy from the board and I apologize, Eric, I wasn't apologize, Eric, I wasn't connecting with what you were connecting with what you were saying, but I think as a policy saying, but I think as a policy from the board, we need to say from the board, we need to say it as a board and not just it

[30:44] it as a board and not just it being the procedure. being the procedure. So this section right here. So this section right here. Um, but. Um, but. Does that section actually Does that section actually address. address. No, it does. No, it does. Not know. Yes.

[30:53] That's what I'm Not know. Yes. That's what I'm saying. I'm saying it needs to saying. I'm saying it needs to go under identification. I'm go under identification. I'm saying I agree with you that it saying I agree with you that it needs to be removed from this needs to be removed from this section.

[31:02] But I think under section. But I think under identification, we need to add identification, we need to add an additional paragraph to an additional paragraph to address the concern. that I am address the concern. that I am hearing. hearing.

[31:13] I also think that that goes I also think that that goes back to Doctor Klein's point back to Doctor Klein's point about the difference between about the difference between policy and procedure. If we are policy and procedure. If we are just like, okay, it's in the just like, okay, it's in the procedure, that's fine. procedure, that's fine.

[31:20] Procedures can change and they Procedures can change and they don't change by coming back don't change by coming back into policy. So if the board or into policy. So if the board or this committee or whoever this committee or whoever thinks that something is thinks that something is important enough to articulate important enough to articulate to the administration, to the to the administration, to the people who write the

[31:29] people who write the procedures, then I think you're procedures, then I think you're I think I agree with you. I think I agree with you. Yeah. Yeah. Paul. Paul. So from a high level we have in So from a high level we have in here, well, here's some here, well, here's some alternative screening methods.

[31:38] alternative screening methods. That's great in the procedure. That's great in the procedure. But but then nobody, you know, But but then nobody, you know, say that. Say you say you say that. Say you say you decide to take that out. We decide to take that out.

[31:45] We don't have anything in the don't have anything in the policy where the board can then policy where the board can then turn around and say, wait a turn around and say, wait a minute. It's a it says that we, minute.

[31:53] It's a it says that we, we, you know, the broad we, you know, the broad statement that the board statement that the board supports is we need alternative supports is we need alternative methods. So you take out all methods. So you take out all alternative methods. There's alternative methods. There's nothing in the policy that says nothing in the policy that says you have to have alternative you have to have alternative methods.

[32:04] So I think something methods. So I think something needs to be in there to say, needs to be in there to say, yes, you in fact do need to do yes, you in fact do need to do this thing that I think that this thing that I think that the administration wants to do.

[32:11] the administration wants to do. So. Well, we can do is like, is So. Well, we can do is like, is we can Susan and I can sit down we can Susan and I can sit down and we can draft something that and we can draft something that is also has to be legal.

[32:21] Um, is also has to be legal. Um, and um, but emphasizes equity and um, but emphasizes equity and the importance of equity and the importance of equity and identification process. and identification process. So team. So team. Anything else? Anything else? So this one will come back for So this one will come back for old business.

[32:39] old business. Next month. Next month. Yeah. Yeah. All right. All right. Did we want to do the next one Did we want to do the next one or do we want to do. or do we want to do. All right I'll, I'll, I'll. All right I'll, I'll, I'll. Pull everybody.

[32:48] Do you want to Pull everybody. Do you want to hit bullying or do you want to hit bullying or do you want to get the, um do you want to do get the, um do you want to do the last, um, few things before the last, um, few things before we head back to bullying? we head back to bullying? The only.

[32:55] The only. Thing we have left is. Thing we have left is. The homeless one. Yes. The homeless one. Yes. Okay. I'll go with. Okay. I'll go with. All right. Let's let's quickly All right. Let's let's quickly just do the homeless, because I just do the homeless, because I think that that's, um.

[33:13] I think think that that's, um. I think it's a it's a relatively minor it's a it's a relatively minor thing because, um, they. just thing because, um, they. just shorten the processes. Yeah. shorten the processes. Yeah. The process is set forth by, The process is set forth by, um, by the law.

[33:26] So is there any um, by the law. So is there any discussion about ID b c a. discussion about ID b c a. This tell. This tell. Me what tab it's on my hands. Me what tab it's on my hands. Oh, sorry. It's the very last Oh, sorry. It's the very last thing on me. thing on me. There's under.

[33:35] There's under. The district liaison that needs The district liaison that needs to be director of Student to be director of Student services. It's no longer. services. It's no longer. The supervisor. The supervisor. Student services. Student services. Where's that at? Where's that at? Under the. Oh, sorry. District Under the. Oh, sorry. District liaison.

[33:50] Is that what I'm say, liaison. Is that what I'm say, district? district? Yep. Yep. Yeah. Yeah. You're right. You're right. Okay. Okay. This was also one that got on This was also one that got on our radar because this is part our radar because this is part of the three year review cycle.

[34:03] of the three year review cycle. It came up so a. It came up so a. I guess it's. I guess it's. A director. Yeah. We don't have A director. Yeah. We don't have supervisor in. supervisor in. Student services. Student services. All right. All right.

[34:17] Perfect, huh? Is there anything Perfect, huh? Is there anything else that needs to be discussed? else that needs to be discussed? I'm appreciative. Of an ad at Oxford. Of an ad at Oxford. Thomas. Thomas. Same. Same. She loves her Oxford. She loves her Oxford. We'll discuss them in bullying We'll discuss them in bullying in a minute. Or lack thereof.

[34:32] in a minute. Or lack thereof. I just send it to the editors I just send it to the editors at MSBA and say, add them. at MSBA and say, add them. Comes. Comes. All right. So I'm going to move All right.

[34:44] So I'm going to move that we, um, that we pass I g that we, um, that we pass I g BCA with the change of BCA with the change of director, um, rather than director, um, rather than supervisor under district supervisor under district liaison. liaison. Second. Second. Is there any further discussion? Is there any further discussion? Hearing none.

[34:57] All in favor, Hearing none. All in favor, please say aye. Aye aye. Any please say aye. Aye aye. Any opposed? All right. Bullying opposed? All right. Bullying other than Oxford commas which other than Oxford commas which which will be added in during which will be added in during the editing process. Um, what the editing process.

[35:13] Um, what do we have? do we have? Um. So you guys are provided to Um. So you guys are provided to versions. Okay. One was the versions. Okay. One was the version. It was put before the version. It was put before the board, and the board did an all board, and the board did an all call for comments.

[35:31] And we got, call for comments. And we got, I thought, some substantive I thought, some substantive comments. Um, and so I took comments. Um, and so I took comments and uh, and then also comments and uh, and then also just other things that were just other things that were brought up and made changes.

[35:47] brought up and made changes. And because the red and green And because the red and green was getting crazy, um, I. was getting crazy, um, I. Yeah. I'm sorry. Just to be Yeah. I'm sorry.

[35:57] Just to be clear, we're talking about page clear, we're talking about page 64 as the newest version, 64 as the newest version, correct? Yes. correct? Yes. Yes. Okay. So what I did was I Yes. Okay. So what I did was I took what I things that I took what I things that I thought you guys might want. thought you guys might want.

[36:11] Um, and I, if I crossed it out, Um, and I, if I crossed it out, I put it in yellow. If I added I put it in yellow. If I added it, I put it in yellow. So the it, I put it in yellow. So the yellow is the new stuff. Now, yellow is the new stuff.

[36:20] Now, the one thing that was brought the one thing that was brought up that I did not do because I up that I did not do because I knew it would be a discussion knew it would be a discussion in the group, was, um, uh, in the group, was, um, uh, whether or not we're like right

[36:31] whether or not we're like right now, the policy says and it now, the policy says and it actually says it twice. I moved actually says it twice. I moved the paragraph on notifying the the paragraph on notifying the victim's parents guardians of victim's parents guardians of the report.

[36:48] I moved it just the the report. I moved it just the way my brain works. And, uh, way my brain works. And, uh, which might not be how your which might not be how your brain works. Uh, uh, but it brain works. Uh, uh, but it that I didn't change that that I didn't change that paragraph.

[37:01] And my concern and paragraph. And my concern and the concern that I've received the concern that I've received by at least one other person is by at least one other person is the. If we notify the parents the.

[37:14] If we notify the parents before we do an investigation, before we do an investigation, like, of course we're going to like, of course we're going to notify parents of a victim who notify parents of a victim who got hurt or something. We're got hurt or something. We're going to tell them, you know, going to tell them, you know, that we got a report, and the that we got a report, and the kiddo was hurt.

[37:24] And and we're kiddo was hurt. And and we're taking care of their kiddo. Um, taking care of their kiddo. Um, and we're looking into this. and we're looking into this.

[37:35] The, um, if we notify the The, um, if we notify the parents of and a student, a parents of and a student, a student bully, alleged student student bully, alleged student bully, that could impede our bully, that could impede our ability to fully investigate ability to fully investigate that incident. Because as folks that incident.

[37:49] Because as folks have explained to me, we have explained to me, we sometimes get parents that say, sometimes get parents that say, you're not allowed to talk to you're not allowed to talk to my child. You're not allowed. my child. You're not allowed. I'm you know, they might delete I'm you know, they might delete things from cell phones. They things from cell phones. They might call their friends and might call their friends and say, you better not rat on me.

[38:01] say, you better not rat on me. And, uh, it might impede the And, uh, it might impede the ability to actually ability to actually investigate. Um, and so I would investigate. Um, and so I would like for this committee. Not like for this committee.

[38:11] Not that we're we never hide things that we're we never hide things from parents. Um, uh, another from parents. Um, uh, another principal was telling me principal was telling me they're like, sometimes I they're like, sometimes I investigate, and they. It's investigate, and they. It's like the it's the wrong kid. like the it's the wrong kid.

[38:22] Um, like, that kid didn't do Um, like, that kid didn't do it. This kid did it. Um, and so it. This kid did it. Um, and so now we're contacting parents, now we're contacting parents, and, and it turns out their and, and it turns out their child didn't do anything. Um, child didn't do anything.

[38:34] Um, so that is something that I so that is something that I would like the committee to would like the committee to think about and talk about, as think about and talk about, as well as all this other yellow well as all this other yellow stuff. stuff. Regarding the. Regarding the. Notifying the alleged Notifying the alleged perpetrator. perpetrator. Um.

[38:52] Um. You know, an action happens. You know, an action happens. And currently that we the way And currently that we the way we have it written is an action we have it written is an action happens. We notify the. happens. We notify the. Um. Um.

[39:07] Alleged victim and the alleged Alleged victim and the alleged perpetrators families that an perpetrators families that an investigation happens. investigation happens. Sometimes the some kids could Sometimes the some kids could be misidentified as you you be misidentified as you you mentioned. Right. Um, and then mentioned. Right. Um, and then another concern.

[39:25] Is it can another concern. Is it can impede the investigation if we impede the investigation if we notified the alleged notified the alleged perpetrator. What could I play perpetrator.

[39:42] What could I play devil's advocate and say we devil's advocate and say we notify the alleged victim who notify the alleged victim who is actually making a false is actually making a false report, and now they have the report, and now they have the opportunity to create more? I opportunity to create more? I mean, it's the same thing in my mean, it's the same thing in my mind. mind.

[39:53] I guess the theory is if they I guess the theory is if they were going to do that, they were going to do that, they would do it before they would do it before they reported both they were. reported both they were. Bullied, you would think. But. Bullied, you would think. But.

[40:04] And I kind of think that in And I kind of think that in this particular situation, that this particular situation, that principal should have a principal should have a discretionary power to discretionary power to investigate, determine whether investigate, determine whether there has been some type of there has been some type of offense or infraction violated offense or infraction violated before probably notifying

[40:18] before probably notifying either parent. I think if it either parent. I think if it puts a procedural barrier in puts a procedural barrier in place, if I have to notify the place, if I have to notify the parents, and then what if I parents, and then what if I can't get in touch with the

[40:27] can't get in touch with the parents? Um, then does that parents? Um, then does that delay the investigation? I feel delay the investigation? I feel like I hear a lot of concerns like I hear a lot of concerns from parents about bullying. from parents about bullying.

[40:38] And so to then say, I have to And so to then say, I have to get in contact with both sets get in contact with both sets of parents before I even know of parents before I even know if anything took place. I think if anything took place.

[40:46] I think that creates a little bit more that creates a little bit more red tape for principals to be red tape for principals to be able to immediately address it. able to immediately address it.

[40:56] Um, sometimes the time that you Um, sometimes the time that you might have between, you know, might have between, you know, being able to contact the being able to contact the parents could cause students to parents could cause students to kind of think through their kind of think through their stories a little different or, stories a little different or, you know, it's just kind of you know, it's just kind of like child abuse and neglect,

[41:03] like child abuse and neglect, not the same thing. But we not the same thing. But we investigate. We don't investigate. We don't necessarily we report it, we necessarily we report it, we don't investigate. And so I don't investigate.

[41:12] And so I feel like if it's reported, the feel like if it's reported, the principals then have a duty to principals then have a duty to investigate it. And if we put investigate it. And if we put this in place right now, they this in place right now, they have to contact parents on have to contact parents on either side.

[41:22] It could delay the either side. It could delay the reaction and the response time. reaction and the response time. And, you know, Susan and I And, you know, Susan and I talked about like local talked about like local parenthesis, you know, um, and parenthesis, you know, um, and that whole theory that allows

[41:32] that whole theory that allows principals, it's in place of principals, it's in place of the parent. And so it does give the parent. And so it does give administrators some administrators some discretionary power to discretionary power to discipline or manage or handle, discipline or manage or handle, like any cares for the students

[41:43] like any cares for the students in their building. Um, and I in their building. Um, and I feel like it could create feel like it could create well-intended, but I feel like well-intended, but I feel like it could create a barrier for it could create a barrier for individuals to address concerns

[41:55] individuals to address concerns in a timely manner. And so I in a timely manner. And so I don't if they uncover that don't if they uncover that bullying has taken place, then bullying has taken place, then they can make those calls and they can make those calls and say, hey, this is what

[42:04] say, hey, this is what happened. We investigate it, we happened. We investigate it, we talk to these people, we pull talk to these people, we pull these students who potentially these students who potentially witnessed what took place. If witnessed what took place.

[42:12] If it didn't happen, they can it didn't happen, they can still call and say, we had a still call and say, we had a report. We thoroughly report. We thoroughly investigate it. This is what we investigate it. This is what we found. We didn't. It was found. We didn't. It was unsubstantiated.

[42:19] But I think on unsubstantiated. But I think on the front end on either part, I the front end on either part, I think slows down what should be think slows down what should be a more expedient process. a more expedient process. That's just me. That's just me.

[42:31] Yeah, I actually been thinking Yeah, I actually been thinking about this because, um, Susan, about this because, um, Susan, after me a while back and I after me a while back and I mean, we have heard from mean, we have heard from administrators that we are administrators that we are putting extra burdens on them putting extra burdens on them with regard to this policy.

[42:39] And with regard to this policy. And what I'm hearing is this is what I'm hearing is this is probably a bigger burden that probably a bigger burden that actually impacts the entire actually impacts the entire process. Um, so from my process.

[42:50] Um, so from my perspective, I'm going to perspective, I'm going to listen to you and accept listen to you and accept language. But, um, the one language. But, um, the one thing, the one deal breaker for thing, the one deal breaker for me is we have to tell them on me is we have to tell them on the back end which, which we the back end which, which we added language there.

[43:00] And I added language there. And I acknowledge you have not said a acknowledge you have not said a word about that. In fact, I word about that. In fact, I think you just said you just think you just said you just said I absolutely agree that said I absolutely agree that they should be informed on the

[43:07] they should be informed on the back end. So, so, um, you know, back end. So, so, um, you know, me personally, I'm, I'm hearing me personally, I'm, I'm hearing that and I and I understand that and I and I understand what is being said and I do see

[43:16] what is being said and I do see how it could impact the, um, how it could impact the, um, the investigation from the the investigation from the front end perspective. front end perspective.

[43:31] And it doesn't mean that I And it doesn't mean that I mean, I think there are two mean, I think there are two separate things here. One, separate things here. One, there's the report of bullying. there's the report of bullying. Right, which can take all kinds Right, which can take all kinds of forms. Right? Right. In the of forms. Right? Right. In the instances.

[43:42] where it takes the instances. where it takes the form where a child was injured, form where a child was injured, right, physically or maybe has right, physically or maybe has gone into some mental state gone into some mental state that needs to be addressed. that needs to be addressed.

[43:52] Obviously the parents would be Obviously the parents would be called immediately to talk to called immediately to talk to them about that issue, and it them about that issue, and it might be this might be a result might be this might be a result of bullying or it might not. of bullying or it might not.

[44:02] And there are two separate And there are two separate things. Now, I the policy is things. Now, I the policy is super long and. we've we've super long and. we've we've done. done. We've been. We've been. Working on it since last August. Working on it since last August. But Shonda said something there But Shonda said something there was there's not anything.

[44:16] Is was there's not anything. Is there something that we had there something that we had created and put in here that created and put in here that said, we had to notify both said, we had to notify both people before the investigation people before the investigation started? started? Um, it doesn't.

[44:25] So notifying Um, it doesn't. So notifying the parents or guardians what the parents or guardians what it says is upon the receipt of it says is upon the receipt of a report of bullying, the a report of bullying, the building principal or building principal or authorized designee shall authorized designee shall notify the victim and accused

[44:33] notify the victim and accused students, parents, guardians students, parents, guardians and reported incident as soon and reported incident as soon as possible, but no later than as possible, but no later than two school days of the two school days of the principal or designated receipt principal or designated receipt of the report.

[44:42] of the report. So that a previous version. So that a previous version. So no. So no. I'm talking about whatever I'm talking about whatever we've got currently. we've got currently. I think. I think. In place that 166. In place that 166. Is thank you. Is thank you. Top of page 66.

[44:54] So it says that Top of page 66. So it says that we're going to notify both we're going to notify both parties as soon as possible, parties as soon as possible, but no later than two school but no later than two school days. Um, that doesn't mean days. Um, that doesn't mean that the investigation can't that the investigation can't happen before.

[45:09] happen before. But if you read this in line But if you read this in line with the bullying, uh, statute. with the bullying, uh, statute. So the the when the report is So the the when the report is made, the investigation has to made, the investigation has to start at least within two days

[45:21] start at least within two days of the report being made. And of the report being made. And so I think when you're reading so I think when you're reading them together, the concern is, them together, the concern is, is that you particularly when is that you particularly when you say as soon as possible,

[45:29] you say as soon as possible, um, uh, that the, uh, it is um, uh, that the, uh, it is possible that you're going to possible that you're going to be notifying before the the be notifying before the the investigation is completed. investigation is completed. Right, right. No. Right, right. No.

[45:40] I don't I don't disagree with I don't I don't disagree with that. Um, because the that. Um, because the investigation could certainly investigation could certainly take longer. take longer. Um, I just know day and I. Um, I just know day and I. It doesn't count as a school It doesn't count as a school day. day. I know.

[45:53] I know. In regards to what Shauna was In regards to what Shauna was saying as a parent, have to saying as a parent, have to acknowledge receipt of acknowledge receipt of notification before, so it notification before, so it shouldn't be a hindrance. I, I shouldn't be a hindrance. I, I could see what you're saying.

[46:04] I could see what you're saying. I could see it going both ways. I could see it going both ways. I could see us being in the midst could see us being in the midst of an investigative process and of an investigative process and a kid going home and saying,

[46:09] a kid going home and saying, hey, I've been pulled in to be. hey, I've been pulled in to be. And as a parent, like I would And as a parent, like I would be like, well, what? Like, why be like, well, what? Like, why wasn't I notified? So I could

[46:17] wasn't I notified? So I could see what you're saying? Um, but see what you're saying? Um, but also I could see where it could also I could see where it could become even more problematic become even more problematic for at least an attempt of for at least an attempt of notification not being made.

[46:29] notification not being made. And I'm not saying that the And I'm not saying that the parents shouldn't be notified. parents shouldn't be notified.

[46:39] I'm just saying, like, if we're I'm just saying, like, if we're there's some time bound pieces there's some time bound pieces of this, and then if we put of this, and then if we put something in place that slows something in place that slows down the ability for the down the ability for the principals to investigate, I principals to investigate, I think that that, um, the think that that, um, the unintended consequences of that unintended consequences of that probably outweigh whatever

[46:54] probably outweigh whatever benefit we're trying to, uh, benefit we're trying to, uh, obtain. I think that parents obtain. I think that parents should be made aware whether should be made aware whether it's substantiated or not. I it's substantiated or not.

[47:06] I think they should be made aware think they should be made aware of the investigation taking of the investigation taking place. And just saying, if it's place. And just saying, if it's if it's at the front end of it if it's at the front end of it or if it slows down the or if it slows down the investigative process, then investigative process, then that could create a barrier

[47:16] that could create a barrier that I feel like principals that I feel like principals would. It would make them, it would. It would make them, it would make it more difficult. would make it more difficult. And I know that's not the And I know that's not the intent of the commission.

[47:24] intent of the commission. Well, except except I will also Well, except except I will also point out that and this is what point out that and this is what I this is what I thought that I this is what I thought that language is actually in the language is actually in the current policy.

[47:32] So we're current policy. So we're supposed to be doing it now. supposed to be doing it now. I think it's difficult. I think it's difficult. But in which is why which is But in which is why which is why I'm perfectly willing to to why I'm perfectly willing to to do that.

[47:42] But I just want to put do that. But I just want to put that out there. This isn't that out there. This isn't something this committee added something this committee added to it. This is actually that to it. This is actually that paragraph is actually in the paragraph is actually in the current. current.

[47:49] Oh, this is a good example as Oh, this is a good example as to why we're revisiting this to why we're revisiting this policy. Um. policy. Um. I thought that the statute had I thought that the statute had something about notification. something about notification. Does it have anything about do Does it have anything about do you remember. Pull it up.

[48:00] I my you remember. Pull it up. I my internet's not working there. internet's not working there. There were some. There were some. Proposals last. session that. Proposals last. session that. Had to do. Had to do. With some notifications, but. With some notifications, but. they did not. They didn't. They they did not. They didn't. They didn't actually go anywhere.

[48:12] didn't actually go anywhere. I thought there was something I thought there was something because I thought we were because I thought we were equalizing in terms of victim equalizing in terms of victim notification was required by notification was required by the statute. So we wanted to the statute. So we wanted to add the other that did that.

[48:19] add the other that did that. Going, and we had already come Going, and we had already come up with that before we learned up with that before we learned that they were introducing that that they were introducing that in session. in session.

[48:28] But I guess I really hear the But I guess I really hear the point about slowing down point about slowing down investigation. I think those investigation. I think those points are really reasonable points are really reasonable and fair. Uh, as a community and fair.

[48:39] Uh, as a community member, I have to think that member, I have to think that there are members of our there are members of our community who don't have good community who don't have good relationships with schools and relationships with schools and that if and whose students may that if and whose students may fall into any of those fall into any of those categories that we talked about categories that we talked about while we were talking about

[48:48] while we were talking about gifted education, whether there gifted education, whether there are students with special needs are students with special needs or students in poverty or other or students in poverty or other things that the relationship things that the relationship may be further damaged if their

[49:00] may be further damaged if their child, they find out from a child, they find out from a different source that their different source that their child is being investigated and child is being investigated and they aren't equipped to be able they aren't equipped to be able to protect the rights of their

[49:13] to protect the rights of their child because they don't find child because they don't find out about it in time. So that's out about it in time.

[49:21] So that's like my I don't think that the like my I don't think that the process should be stopped, but process should be stopped, but I wonder if there's a way to I wonder if there's a way to achieve both things, which is achieve both things, which is like we have this language as like we have this language as like as soon as possible, but like as soon as possible, but at least within two days.

[49:27] Well, at least within two days. Well, I mean, we could put some I mean, we could put some language in that is not as language in that is not as tight of a box, but does still tight of a box, but does still allow for parents to know if allow for parents to know if their children are being

[49:37] their children are being investigated or if their investigated or if their children has been the victim children has been the victim of. I mean, it's both sides, of.

[49:45] I mean, it's both sides, right? Like, I think that if I right? Like, I think that if I found out from three weeks found out from three weeks later that my child had been later that my child had been the victim of bullying and the victim of bullying and nobody had told me earlier, and nobody had told me earlier, and maybe my child couldn't maybe my child couldn't communicate with me for a

[49:51] communicate with me for a number of different reasons. number of different reasons. That would be really upsetting That would be really upsetting to me to not know about it at to me to not know about it at the time. And unless we're the time.

[49:57] And unless we're going to have different going to have different policies for students with policies for students with special needs and things like special needs and things like that, then I'm afraid we have that, then I'm afraid we have to think about all of those. to think about all of those.

[50:06] And could that not crossing And could that not crossing over into like what the over into like what the procedure will look like? Could procedure will look like? Could it simply look like a template it simply look like a template that is written that at least that is written that at least notifies you? You know what I

[50:14] notifies you? You know what I mean? It's not. You have to, mean? It's not. You have to, you know, receive my call and I you know, receive my call and I have to speak with you before I have to speak with you before I begin the investigation. That begin the investigation.

[50:23] That that I at least notified you that I at least notified you that what's happening. that what's happening. That's part of the problem. Why That's part of the problem.

[50:32] Why we why this is taking so long we why this is taking so long is because the procedures we is because the procedures we have to have some procedures in have to have some procedures in this policy, which is why we've this policy, which is why we've been going back and forth. If been going back and forth. If you recall, um, so. you recall, um, so. And then. And then.

[50:41] You know, it would be nice to You know, it would be nice to be able to say, admin, do do be able to say, admin, do do what is best, but we can't do what is best, but we can't do that here. that here. Because some policies are Because some policies are required by the statute. required by the statute. Right? Right? Some procedures.

[50:50] Some procedures., I mean some procedures. , I mean some procedures. Within here the the statute Within here the the statute specifically says that the specifically says that the bully policy shall include the bully policy shall include the procedures.. procedures.. Right.

[51:01] But again, I would argue Right. But again, I would argue and and I, I like what Anne is and and I, I like what Anne is saying about, you know, is saying about, you know, is there some something that can there some something that can be created that's not such a,

[51:08] be created that's not such a, such a tight of a box? Because such a tight of a box? Because while I agree that it talks while I agree that it talks about notifying, um as soon as about notifying, um as soon as possible, no later than two possible, no later than two school days, which if I

[51:19] school days, which if I understand correctly, is understand correctly, is language that came from the language that came from the statute regarding statute regarding investigations not notifying, investigations not notifying, not notifying. We kind of use not notifying. We kind of use that language. Um, but it that language.

[51:30] Um, but it doesn't prohibit an doesn't prohibit an investigation to start prior to investigation to start prior to making contact with the family making contact with the family for whatever reason. Right. I for whatever reason. Right. I happen to have this gaggle of happen to have this gaggle of kids right here.

[51:41] I can talk to kids right here. I can talk to them right now. Or I could go them right now. Or I could go into my office and try and make into my office and try and make phone calls, you know, which do phone calls, you know, which do I do? I do? Put that fun, reasonable

[51:47] Put that fun, reasonable standard in there. We love standard in there. We love that. that. Reasonable best efforts. Reasonable best efforts. Make reasonable, best efforts Make reasonable, best efforts to contact the family in a to contact the family in a reasonable amount of time. reasonable amount of time. I don't see anything.

[51:59] I don't see anything. In that statute. I think it was In that statute. I think it was in a previous I think April got in a previous I think April got it for me that it was a it for me that it was a previous version. I'm sorry previous version. I'm sorry for, okay.

[52:06] For making a jump for, okay. For making a jump ship on me like. ship on me like. No. No. There was you have to give There was you have to give notice of the policy, but. notice of the policy, but. Right. Right. That's not there. There was a That's not there.

[52:14] There was a there was a statute that there there was a statute that there or there was a legislative. or there was a legislative. proposal going. through that, proposal going.

[52:22] through that, that had some hearings that that had some hearings that actually incorporated some of actually incorporated some of the things that we're trying to the things that we're trying to do on our policy. And it just do on our policy. And it just did not get through the finish did not get through the finish line. I anticipate at some line. I anticipate at some point something like that will point something like that will pass. pass.

[52:31] And one of those was notifying And one of those was notifying both parties within a certain both parties within a certain period of time after the period of time after the finding was and we proposed finding was and we proposed that, like last August, and I that, like last August, and I think, I don't know, sometime

[52:39] think, I don't know, sometime in the fall, it came out that in the fall, it came out that they were proposing that in they were proposing that in session, but it didn't pass. session, but it didn't pass.

[52:46] Informing people on the back Informing people on the back end was one of the things, was end was one of the things, was one of the impetus for us to. one of the impetus for us to. Start this process. We needed Start this process. We needed to get. to get.

[52:59] So what I'm hearing is, is that So what I'm hearing is, is that we are we acknowledge the we are we acknowledge the issues that that, um, our issues that that, um, our principles are telling us but principles are telling us but don't know the exact language. don't know the exact language. So could we have a proposal for So could we have a proposal for that paragraph next month? that paragraph next month? Oh, yeah.

[53:14] Oh, yeah. Absolutely. Absolutely. And if other members of the. And if other members of the. Yeah. If anybody. Yeah. And how Yeah. If anybody. Yeah.

[53:24] And how about this if you could before about this if you could before the end of before um at the end the end of before um at the end of this month, can you if you of this month, can you if you could maybe in the next two could maybe in the next two weeks get a, a a clean draft weeks get a, a a clean draft out that just has, that just

[53:33] out that just has, that just has. has. These purple. These purple. That just has the changes as it That just has the changes as it would look. would look. Yes. That's that. Yes. That's that. And and you can do the red line And and you can do the red line draft too.

[53:45] But I think the next draft too. But I think the next time I need to see a clean time I need to see a clean draft because yes. For that draft because yes. For that obviously. obviously. I don't even. I don't even.

[53:53] Know what that I, I'm, I'm, I'm Know what that I, I'm, I'm, I'm going I'm going crazy trying to going I'm going crazy trying to figure out what is changed in. figure out what is changed in. Those changes. Those changes. I just want to see I just want I just want to see I just want to see the final of. to see the final of.

[53:59] What it would look like if you What it would look like if you were reading it from. were reading it from. Sorry. I feel like we're almost Sorry. I feel like we're almost there to the to the end. But there to the to the end.

[54:05] But even as I was reviewing this, I even as I was reviewing this, I was having a lot of trouble was having a lot of trouble figuring out is it, you know, figuring out is it, you know, is this a remnant? Is this what is this a remnant? Is this what something we really wanted to

[54:11] something we really wanted to do? And so now I need to I need do? And so now I need to I need to see a fresh, which I think I to see a fresh, which I think I did six months ago at 1.2. But did six months ago at 1.2. But we've changed it since then.

[54:20] we've changed it since then. Can I ask a question? Can I ask a question? You can always ask. You can always ask. A question. So did we, and not A question. So did we, and not to take us back. But so for to take us back.

[54:30] But so for example, under investigation on example, under investigation on page 66, the first line page 66, the first line students will be provided students will be provided appropriate supportive measures appropriate supportive measures like us. That one sentence like us. That one sentence being there and also being being there and also being under student support.

[54:41] Did we under student support. Did we just do that because there was just do that because there was a couple of other places that a couple of other places that happen where it's like happen where it's like repetitive placement of repetitive placement of sentences. Did we just do that sentences.

[54:50] Did we just do that because we felt like those because we felt like those reminders would be needed in reminders would be needed in those sections? those sections? Almost guaranteed. It's a Almost guaranteed. It's a mistake. Okay, okay. At this mistake. Okay, okay.

[54:59] At this point in time, it's so hard to point in time, it's so hard to tell what's new, what's old, tell what's new, what's old, what's the original? We'll get what's the original? We'll get that clean copy. Well, okay. I that clean copy. Well, okay. I think the clean copy is going think the clean copy is going to help dramatically. to help dramatically. Fix you.

[55:08] Are you are addressing Fix you. Are you are addressing the exact issue I was talking the exact issue I was talking about because I think there are about because I think there are remnants of things that we did, remnants of things that we did, and then we move things around.

[55:15] and then we move things around. And at this point, I think it And at this point, I think it has the components that we need has the components that we need in it. I just think the I just in it.

[55:22] I just think the I just think at this point, it the think at this point, it the language is, has been edited so language is, has been edited so much. We need we need to look much. We need we need to look at it fresh. Okay. at it fresh. Okay. Uh. Uh.

[55:34] Afterwards I want you to show Afterwards I want you to show me because I don't think that me because I don't think that paragraph is from our current paragraph is from our current policy. policy. Um, we can. Um, we can. Wait till after. You don't have Wait till after. You don't have to prove me wrong. to prove me wrong. No, no, no.

[55:43] And I just I just No, no, no. And I just I just looked I just looked. The looked I just looked. The reason why I know that is reason why I know that is because I was. That's what I because I was. That's what I was just doing right now. was just doing right now. Um, Susan, did you have other.

[55:51] Um, Susan, did you have other. Stuff? Um. that was my. My big Stuff? Um. that was my. My big one was I. one was I. Wanted to make sure that we had Wanted to make sure that we had the opportunity. I mean, the opportunity. I mean, because the ultimate.

[56:01] goal is because the ultimate. goal is to make sure that if bullying to make sure that if bullying is happy happening, that we is happy happening, that we find out about it, address it, find out about it, address it, have a good investigation and have a good investigation and get that taken care of.

[56:10] Uh, get that taken care of. Uh, the. the. Rest. Rest. I hope you're okay with the I hope you're okay with the yellow bits and had, um, quite yellow bits and had, um, quite a few comments. Um, lots of a few comments. Um, lots of Oxford comments, but lots of Oxford comments, but lots of other substantive step too.

[56:21] other substantive step too. But I think the other ones were But I think the other ones were mostly like check for mostly like check for consistency, make sure that consistency, make sure that this is capitalized. I send it this is capitalized. I send it to April. to April. Yeah yeah yeah yeah.

[56:29] And that Yeah yeah yeah yeah. And that was my observation. I don't was my observation. I don't yeah. yeah. So I think when there's a clean So I think when there's a clean copy a lot of that will go copy a lot of that will go away.

[56:35] But I did have one away. But I did have one substantive one that I wanted substantive one that I wanted to ask about. I have to find it to ask about. I have to find it again. But somewhere we crossed again. But somewhere we crossed out that awards and honors out that awards and honors could be taken away.

[56:43] could be taken away. Yep. Um, probably talk about Yep. Um, probably talk about that. that. It's under the I know the It's under the I know the consequences. consequences. I think. Yes. Page 6868. I think. Yes. Page 6868. At the very top. It's in At the very top. It's in yellow.

[57:05] yellow. Oh, yeah. Yeah, yeah. Um, and I Oh, yeah. Yeah, yeah. Um, and I wonder my question about that wonder my question about that was I think I certainly was I think I certainly understand that, um, there understand that, um, there shouldn't be academic honors, shouldn't be academic honors, shouldn't be taken away.

[57:17] Like, shouldn't be taken away. Like, I definitely would agree with I definitely would agree with that. But I don't understand that. But I don't understand why. Um, honors and awards that why.

[57:28] Um, honors and awards that are, you know, like, oh, he got are, you know, like, oh, he got best student, you know, but best student, you know, but that person has now been that person has now been substantiated as bullying or or substantiated as bullying or or they're up for best, I guess I they're up for best, I guess I don't understand what the idea, don't understand what the idea, what we're thinking there. You what we're thinking there. You could.

[57:36] could. If the criteria for best If the criteria for best student is based on their student is based on their academic scores. academic scores. Oh, yeah. Fair. Oh, yeah. Fair. Then they shouldn't be Then they shouldn't be excluded, right? excluded, right? Agree. Agree.

[57:51] If the criteria for best If the criteria for best student includes citizenship, student includes citizenship, then the criteria itself would then the criteria itself would exclude them. If you're saying, exclude them. If you're saying, oh, you know, I mean, I guess oh, you know, I mean, I guess it's one of those timing it's one of those timing things.

[57:59] Like a month ago, you things. Like a month ago, you earned the award and now we're earned the award and now we're about to give it to you. And about to give it to you. And you just this thing just you just this thing just happened. I think that's a, uh.

[58:06] happened. I think that's a, uh. Yeah, I know, I think you're I Yeah, I know, I think you're I think that's a perfect answer, think that's a perfect answer, and I think it makes perfect and I think it makes perfect sense. So you're saying, like sense. So you're saying, like the criteria should, um.

[58:14] And as the criteria should, um. And as long as we're confident that long as we're confident that all our criteria does clearly all our criteria does clearly include or not include, as include or not include, as specified. specified. Well. Well. All those things that I think All those things that I think that makes perfect sense.

[58:23] that makes perfect sense. It says discipline may include. It says discipline may include. And it lists a series of And it lists a series of things. It doesn't necessarily things. It doesn't necessarily mean that because we've taken mean that because we've taken out honors and awards. out honors and awards.

[58:33] That that in the cases where That that in the cases where it. it. Not being one of the things I Not being one of the things I think, you know, the other think, you know, the other thing is, is that, you know, my thing is, is that, you know, my kid, let's say my kid's the

[58:41] kid, let's say my kid's the victim of bullying by the class victim of bullying by the class valedictorian. Right? The way valedictorian. Right? The way this policy reads may include this policy reads may include exclusion from honors and exclusion from honors and awards.

[58:53] Now, do I throw an awards. Now, do I throw an absolute fit? Yes. And go up absolute fit? Yes. And go up there and go, hey, you know, there and go, hey, you know, one of the consequences could one of the consequences could have been. And why are you have been.

[59:00] And why are you letting that kid be the class letting that kid be the class valedictorian? You know? valedictorian? You know? Yeah. I never thought the Yeah. I never thought the language should stay as it is. language should stay as it is.

[59:06] I was thinking just that you I was thinking just that you could put non-academic in front could put non-academic in front of it and it would work. But I of it and it would work. But I think it also works because think it also works because it's an included, but not, you it's an included, but not, you know, like it's not right. know, like it's not right. I mean, we can't list.

[59:11] I mean, we can't list. Every single. I think it's Every single. I think it's totally fine. It's just because totally fine. It's just because it was so bright yellow staring it was so bright yellow staring me in the face when I read it.

[59:18] me in the face when I read it. And I just stood out to me. But And I just stood out to me. But everything you say. everything you say. That's how I got you to read That's how I got you to read it. it. But everything you say makes But everything you say makes perfect sense.

[59:25] perfect sense. I I think that would be super I I think that would be super punitive if it was academic punitive if it was academic piece. Oh point. It does say piece. Oh point. It does say remove removal from remove removal from participation in activities. participation in activities.

[59:36] And so like that probably could And so like that probably could be that catchall for that be that catchall for that category, that example that you category, that example that you lifted. lifted. And I mean. And I mean. There's. There's.

[59:48] Um, activities that, you know, Um, activities that, you know, they would probably have to be, they would probably have to be, you know, if you're a misha you know, if you're a misha athlete. Um, right. Very likely. athlete. Um, right. Very likely.

[1:00:03] Right now, I mean, this is always the problem with always the problem with non-exclusive lists, right? Is non-exclusive lists, right? Is that and that can encompass a that and that can encompass a lot of other things. Which ones lot of other things.

[1:00:09] Which ones do you include and not include do you include and not include in the understanding that those in the understanding that those don't mean every time that don't mean every time that consequence is going to occur? consequence is going to occur? Right. Right. Right. I got caught by it. Right. I got caught by it. And we're also. And we're also. Now adding the, um, cross Now adding the, um, cross reference to the discipline reference to the discipline matrix in there too.

[1:00:19] So that matrix in there too. So that also helps us with that list. also helps us with that list. Um, because really, that's Um, because really, that's where we should be looking for where we should be looking for the consequences, not this the consequences, not this policy.

[1:00:30] This this is more policy. This this is more informational so that it's in a informational so that it's in a policy rather than, um, rather policy rather than, um, rather than expressive as to what has than expressive as to what has to happen. Right. to happen. Right.

[1:00:41] So the only other thing that I So the only other thing that I had in here is, um, you know, had in here is, um, you know, we're we're in charge of the we're we're in charge of the policy, um, and the policy has policy, um, and the policy has to have procedures in it. Um.

[1:00:54] to have procedures in it. Um. The day we pass this policy, The day we pass this policy, 3000 employees in the district 3000 employees in the district and our educational contractors and our educational contractors and all of them are not going and all of them are not going to immediately know and be able

[1:01:07] to immediately know and be able to be in compliance with this to be in compliance with this policy. So. And you were on the policy. So. And you were on the committee, um, when we did committee, um, when we did this, um, three years ago when this, um, three years ago when we adopted policy, I f which

[1:01:20] we adopted policy, I f which had to do with our curriculum had to do with our curriculum creation. And we kind of creation. And we kind of started from scratch. And started from scratch.

[1:01:29] And obviously as soon as we passed obviously as soon as we passed the policy, we weren't going to the policy, we weren't going to have curriculum for all of the have curriculum for all of the courses. And so Doctor Klein courses. And so Doctor Klein had proposed some verbiage in had proposed some verbiage in that policy so that there was that policy so that there was kind of some leeway.

[1:01:40] So people kind of some leeway. So people didn't. I mean, and in this didn't. I mean, and in this case, you've got kind of two case, you've got kind of two fronts. You've got, you know, fronts.

[1:01:51] You've got, you know, the, the, the employees and the the, the, the employees and the people who are responsible for people who are responsible for the policy. They're coming out the policy. They're coming out and going, oh my God, I'm and going, oh my God, I'm already out of compliance already out of compliance because I don't know how to do because I don't know how to do this.

[1:01:58] And then you've got the this. And then you've got the people who might be impacted by people who might be impacted by the policy going. Nobody's the policy going. Nobody's following the policy. Right. following the policy. Right. Um, and it just can't happen. Um, and it just can't happen. As soon as we gavel and vote.

[1:02:08] As soon as we gavel and vote. So I would like the committee So I would like the committee to think about, and I don't to think about, and I don't know what kind of timeline or know what kind of timeline or training timeline or what training timeline or what expectation administration is

[1:02:17] expectation administration is going to have from the staff. going to have from the staff. But the policy, the verbiage But the policy, the verbiage that we, um, adopted for if was that we, um, adopted for if was this policy shall be fully this policy shall be fully implemented no later than fall

[1:02:28] implemented no later than fall of 2026. The administration of 2026. The administration will take necessary steps to will take necessary steps to ensure all provisions are in ensure all provisions are in place by this deadline, place by this deadline, allowing for sufficient allowing for sufficient planning, resource allocation planning, resource allocation and stakeholder communication

[1:02:40] and stakeholder communication to support a successful to support a successful transition. And so, again. transition. And so, again. Do we make it on the. Do we make it on the.

[1:02:53] I think I think we I think we I think I think we I think we have but um, you know so my have but um, you know so my recommendation would be that we recommendation would be that we find out from administration, find out from administration, you know what you mean. They'll you know what you mean. They'll tell us. I mean, Doctor Klein tell us.

[1:03:02] I mean, Doctor Klein is the one who came up with is the one who came up with this date, right. And so they this date, right. And so they could tell us that, and then we could tell us that, and then we could put in here this policy could put in here this policy shall be fully implemented no shall be fully implemented no later than whatever this date

[1:03:12] later than whatever this date is. And then between the time is. And then between the time that we're passing the policy that we're passing the policy and that date, it's a work in and that date, it's a work in progress. They're checking to progress.

[1:03:20] They're checking to make sure things are being make sure things are being followed. They're making sure followed. They're making sure that people are all educated on that people are all educated on it. You know, all of that it. You know, all of that stuff. stuff.

[1:03:29] And I'm just going to add to And I'm just going to add to that because some of the that because some of the comments that we received were comments that we received were not necessarily about the not necessarily about the policy, but about the policy, but about the implementation of the policy implementation of the policy and what April is talking about and what April is talking about actually addresses a lot of the

[1:03:40] actually addresses a lot of the a lot of those side by side a lot of those side by side comments, peripheral comments. comments, peripheral comments.

[1:03:48] I don't know how to how to I don't know how to how to describe it, but basically not, describe it, but basically not, hey, this is a bad policy, but hey, this is a bad policy, but it's hey, I realize you're it's hey, I realize you're writing a good policy. Let's writing a good policy. Let's see how you implement it. Well, see how you implement it. Well, by giving a runway. I think by giving a runway.

[1:03:58] I think that gives us the chance to that gives us the chance to address a lot of those issues. address a lot of those issues. Um, so forgive me. I like to Um, so forgive me. I like to think of things in terms of think of things in terms of extremes. Every policy has this extremes.

[1:04:09] Every policy has this problem to some degree, right? problem to some degree, right? Right. Not as big as this, but Right. Not as big as this, but on a minute level, every policy on a minute level, every policy is essentially the morning that is essentially the morning that gets passed. You know. gets passed. You know. You don't implement them all You don't implement them all immediately.

[1:04:17] immediately. Next morning. I mean, so Next morning. I mean, so theoretically so I mean, but in theoretically so I mean, but in most cases the changes are most cases the changes are minor. And so they're it's not minor. And so they're it's not that big a deal.

[1:04:25] And I would that big a deal. And I would say, you know, for all intents say, you know, for all intents and purposes, when changes and purposes, when changes occur within a matter of weeks, occur within a matter of weeks, it's not a big deal. But the it's not a big deal.

[1:04:33] But the something that was different something that was different about the curriculum policy is about the curriculum policy is that when we made that change that when we made that change to that policy, we left to that policy, we left ourselves without the previous ourselves without the previous version of the policy. Right. version of the policy. Right.

[1:04:48] That didn't matter because we That didn't matter because we weren't leaving. We weren't. weren't leaving. We weren't. The void was not a problem, so The void was not a problem, so to speak, because the void was to speak, because the void was the status quo. So in this the status quo.

[1:04:59] So in this case, if we replace the case, if we replace the existing policy with this and existing policy with this and yet say this one doesn't need yet say this one doesn't need to be implemented until I know to be implemented until I know then what's implemented now. So then what's implemented now.

[1:05:12] So we have a little bit of a we have a little bit of a challenge. So my my suggestion challenge. So my my suggestion to that would be well let's to that would be well let's take it to the board and have take it to the board and have the board essentially. I don't the board essentially. I don't even know.

[1:05:18] Honestly, I've not even know. Honestly, I've not seen this before, but can the seen this before, but can the board simply say that we vote board simply say that we vote to adopt this with an effective to adopt this with an effective date of blah blah blah? So that date of blah blah blah? So that just becomes part of the

[1:05:25] just becomes part of the motion, and so that the change motion, and so that the change of the rescinding and the, the of the rescinding and the, the it's not really just the it's not really just the revision means that the revision means that the existing policy stays in force

[1:05:35] existing policy stays in force until the effective date. until the effective date. Right? The only problem would Right? The only problem would be is that we've acknowledged be is that we've acknowledged that there are probably a that there are probably a couple things in here that we couple things in here that we are not, um, administering as

[1:05:47] are not, um, administering as well as we'd like to in terms well as we'd like to in terms of the existing policies. So of the existing policies.

[1:05:55] So then does the board want us to then does the board want us to make those changes to then make those changes to then prepare to make these changes, prepare to make these changes, or do we want to really just or do we want to really just spend the next I don't know, we spend the next I don't know, we haven't picked a date with haven't picked a date with three months, six months, eight three months, six months, eight months doing the transition to

[1:06:04] months doing the transition to the new policy. So I think the the new policy. So I think the cleanest but yet not perfectly cleanest but yet not perfectly clean way to do it is to clean way to do it is to actually just change the motion actually just change the motion that the board or request that

[1:06:15] that the board or request that the motion be made with a the motion be made with a future effective date. future effective date. Yeah. And I don't necessarily Yeah. And I don't necessarily disagree with that. Where I was disagree with that. Where I was having.

[1:06:25] So initially Paul and I having. So initially Paul and I talked about, um, you know, talked about, um, you know, basically having, you know, JFK basically having, you know, JFK and maybe JFK one. Right? So and maybe JFK one. Right? So this is the one that's in place this is the one that's in place today.

[1:06:37] This is the one that's today. This is the one that's going to be in place, effective going to be in place, effective whatever day. Um, so that whatever day. Um, so that people had access to what's people had access to what's today and what's tomorrow. But today and what's tomorrow.

[1:06:49] But I think I think it is like the I think I think it is like the curriculum and policy and the curriculum and policy and the fact that this is a big rollout fact that this is a big rollout to lots of people. I mean, 3000 to lots of people. I mean, 3000 employees, um, 25,000 parents. employees, um, 25,000 parents. Um, and stuff.

[1:07:06] And there's got Um, and stuff. And there's got to be some sort of runway. I to be some sort of runway. I don't know that the board would don't know that the board would necessarily be opposed to. necessarily be opposed to.

[1:07:15] We're adopting this policy We're adopting this policy that's going into effect on that's going into effect on this day where my concern is, this day where my concern is, where will people see that where will people see that information, you know, like, information, you know, like, you know, we'll we'll talk, you you know, we'll we'll talk, you know, it'll be online, you

[1:07:28] know, it'll be online, you know, it'll be in the news that know, it'll be in the news that we pass this policy. We pass we pass this policy. We pass this policy, we pass this this policy, we pass this policy. And then people will go policy.

[1:07:33] And then people will go to the website and they'll to the website and they'll click on policies and click on policies and regulations, and then they'll regulations, and then they'll go to assembly, and it'll be go to assembly, and it'll be the policy we currently have, the policy we currently have, because the policy that we're because the policy that we're adopting is not going to be in

[1:07:43] adopting is not going to be in effect until some future time. effect until some future time. And so for me, and that's not a And so for me, and that's not a policy issue per se. But for policy issue per se.

[1:07:57] But for me, logistically I'm like, but me, logistically I'm like, but how do people know? how do people know? So I don't know if this So I don't know if this completely answers the completely answers the question. question. I can I, I can tell you that we I can I, I can tell you that we redid the bullying training and redid the bullying training and that's included.

[1:08:09] I mean, for that's included. I mean, for because the vast majority of because the vast majority of our employees just need to our employees just need to know, you need to report to the know, you need to report to the building principal or the building principal or the designated bullying people, designated bullying people, which are usually the assistant

[1:08:19] which are usually the assistant principals, quite honestly. Um, principals, quite honestly. Um, bullying, you need to put bullying, you need to put someone else to fill out the someone else to fill out the online. They can also and that online. They can also and that is included in that training.

[1:08:26] is included in that training. Um, so which they need to be Um, so which they need to be doing anyway. So it's no doing anyway. So it's no problem. That's the message for problem. That's the message for the for the vast majority of the for the vast majority of employees.

[1:08:36] If you see it, you employees. If you see it, you got to fill out the form. If got to fill out the form. If you if they report it, you got you if they report it, you got to report it. Um, it's really to report it.

[1:08:43] Um, it's really the training really is much the training really is much more focused on those assistant more focused on those assistant principals and principals, um, principals and principals, um, which is a much smaller group. which is a much smaller group. Yeah. Um, and I have no doubt Yeah.

[1:08:53] Um, and I have no doubt when this is passed, um, I when this is passed, um, I mean, we've already talked to mean, we've already talked to Doctor Porter and all of them Doctor Porter and all of them there are they know, um, there are they know, um, there's going to be, uh, a lot there's going to be, uh, a lot of training for the principals

[1:09:01] of training for the principals and assistant principals, and and assistant principals, and they will probably receive a they will probably receive a copy of it. And right away, um, copy of it. And right away, um, and then some intense training. and then some intense training.

[1:09:15] Um, so I don't know if it's as Um, so I don't know if it's as important that it's on the important that it's on the website until the day it goes website until the day it goes into effect or not. Um, but I into effect or not. Um, but I don't know if that helps. Just don't know if that helps. Just that bit of information.

[1:09:25] that bit of information. Is it possible? Um, there's Is it possible? Um, there's there's sections of. Right, there's sections of. Right, there's sections of each of there's sections of each of these policies that are when these policies that are when they're listed online that are they're listed online that are not policy. Right. not policy. Right. What do.

[1:09:36] What do. You mean? Like when I, when I You mean? Like when I, when I pull up this policy right here, pull up this policy right here, these revisions were where's a these revisions were where's a live policy? I'm saying isn't live policy? I'm saying isn't there like a header or footer

[1:09:45] there like a header or footer that isn't actually part of the that isn't actually part of the policy. policy. Those are. Those are. Drafts and those. Drafts and those. Aren't public. Aren't public. So that. So that.

[1:09:52] Never the parts of the policy Never the parts of the policy that are not a part of the that are not a part of the policy are all the footnote policy are all the footnote stuff at the very bottom. stuff at the very bottom. I'm just trying to think if we I'm just trying to think if we could add a footnote or could add a footnote or something to the current something to the current policy.

[1:10:00] policy. I can tell you simply doesn't I can tell you simply doesn't let us do a lot of these things let us do a lot of these things because, because, because we've because, because, because we've already tried. already tried. We tried to do some of that. We We tried to do some of that. We had.

[1:10:06] had. Already in the we're told that Already in the we're told that simply, absolutely doesn't do simply, absolutely doesn't do it, which is why we've got some it, which is why we've got some weird things and some policies, weird things and some policies, because we had to put it in the

[1:10:13] because we had to put it in the language of the policy and language of the policy and couldn't put it as a footnote couldn't put it as a footnote or as a or as a cross or as a or as a cross reference. reference. You get what I was trying.

[1:10:20] You get what I was trying. To do. Yep. Yeah. I know To do. Yep. Yeah. I know exactly what you're trying to exactly what you're trying to do. And yes. And now you're up do. And yes.

[1:10:27] And now you're up to speed with the rest of us to speed with the rest of us that's come out in and. that's come out in and. About and affected by the About and affected by the board. So we've revised this board. So we've revised this policy to better serve our policy to better serve our student population. And we're student population.

[1:10:40] And we're talking about something that talking about something that happened in reference to happened in reference to curriculum and not that that curriculum and not that that like that's what we do. Not like that's what we do. Not that that's not important. This that that's not important. This policy is related to student policy is related to student safety and well-being.

[1:10:51] And I safety and well-being. And I guess my concern would be how guess my concern would be how large of a gap, which is large of a gap, which is probably not something that you probably not something that you have the answer to today, but have the answer to today, but like how large of a gap would

[1:11:01] like how large of a gap would there be between, um, us there be between, um, us approving a policy and the approving a policy and the effective date that would be effective date that would be requested? requested? I have an opinion on that, but I have an opinion on that, but actually, I'd love to hear.

[1:11:13] And actually, I'd love to hear. And I know you're brand new, I know you're brand new, Shonda, so that's unfair, but Shonda, so that's unfair, but you might have. you might have. To start again. To start again.

[1:11:22] Not not asking for an opinion Not not asking for an opinion based on loads of like, time based on loads of like, time experience, but just as an experience, but just as an initial take. And then maybe initial take.

[1:11:29] And then maybe Susan, if you have any Susan, if you have any information on that gap from information on that gap from having the conversations we've having the conversations we've had with Helen. But I do have had with Helen. But I do have opinion on that. opinion on that.

[1:11:38] So not to put me on the spot, So not to put me on the spot, but like, you know, so I think but like, you know, so I think that and I agree with you, it's that and I agree with you, it's it's student well-being and it's student well-being and safety. But I and just safety.

[1:11:46] But I and just listening to your response, listening to your response, Susan, I think it's greater Susan, I think it's greater than principals and assistant. than principals and assistant. Excuse me assistant principals. Excuse me assistant principals.

[1:12:00] Because oftentimes I think I Because oftentimes I think I would think like counselors or would think like counselors or homeschool communicators or homeschool communicators or social workers, whoever that social workers, whoever that student believes is their student believes is their trusted adult. I feel like trusted adult. I feel like they're going to get the report they're going to get the report first. Sometimes it could be first.

[1:12:09] Sometimes it could be the principal or the assistant the principal or the assistant principal, but I feel like principal, but I feel like people like those first people like those first responders, they also need to responders, they also need to be, like, well-versed on what be, like, well-versed on what the policy changes are. I think the policy changes are. I think either way, I'm hearing both either way, I'm hearing both arguments.

[1:12:17] I think people have arguments. I think people have to be afforded some grace in to be afforded some grace in either argument. Absolutely. either argument. Absolutely. Um, both are valid, very valid Um, both are valid, very valid concerns. But the school year concerns.

[1:12:29] But the school year has already started, and so has already started, and so most of those meetings are most of those meetings are already scheduled. So the next already scheduled. So the next time all of the homeschool time all of the homeschool communicators or all of the communicators or all of the counselors get together, that counselors get together, that would be an ideal time to kind

[1:12:36] would be an ideal time to kind of go over the new changes. of go over the new changes. Right now, trying to put this Right now, trying to put this in an email or a news blast. I in an email or a news blast.

[1:12:43] I think it's one of those things think it's one of those things that you kind of have to talk that you kind of have to talk about, um, in person. And even about, um, in person.

[1:12:55] And even though we do have some recorded though we do have some recorded trainings, it would probably be trainings, it would probably be best if we would implement, um, best if we would implement, um, professional development around professional development around the changes in person for those the changes in person for those groups. So for me, it wouldn't groups.

[1:13:04] So for me, it wouldn't be at least until after that be at least until after that time frame where all the time frame where all the individuals would, we think individuals would, we think would touch this and be closest would touch this and be closest to it, have an opportunity to to it, have an opportunity to see it, ask questions, talk see it, ask questions, talk through the changes, um, and

[1:13:14] through the changes, um, and have an opportunity to go back have an opportunity to go back in the buildings really feeling in the buildings really feeling more well-informed about what more well-informed about what they need to do to ensure that they need to do to ensure that they are implementing it with

[1:13:23] they are implementing it with fidelity. I think until we can fidelity. I think until we can have those face to face have those face to face meetings, I wouldn't want to meetings, I wouldn't want to hold someone to the standard hold someone to the standard when it's changed.

[1:13:31] And if when it's changed. And if they've been here for a long they've been here for a long time, you know, the old way we time, you know, the old way we we did it was stuck in their we did it was stuck in their head.

[1:13:38] And so I just think that, head. And so I just think that, um, it's not a non-answer, but um, it's not a non-answer, but I feel like at least until the I feel like at least until the end of this semester, where end of this semester, where they are meeting with all of they are meeting with all of those groups and allowing them

[1:13:45] those groups and allowing them an opportunity to look at it an opportunity to look at it and ask questions and talk and ask questions and talk about what the changes are and about what the changes are and understanding what their understanding what their responsibilities are. I did responsibilities are.

[1:13:55] I did like your idea about like fully like your idea about like fully implemented in the next school implemented in the next school year, but. year, but. Um. Um. Well, I. Well, I. Mean. Mean. I, you know, I don't I've I, you know, I don't I've always looked at a lot. I mean, always looked at a lot.

[1:14:05] I mean, we've had this with some other we've had this with some other policies as well. And, you policies as well. And, you know, we had originally wanted know, we had originally wanted to get this done, so it was to get this done, so it was ready. So we wanted to have ready.

[1:14:15] So we wanted to have this done in May so that we had this done in May so that we had all summer to communicate it, all summer to communicate it, and we could be ready to go in and we could be ready to go in August for this school year. August for this school year. Clearly, that didn't happen. Clearly, that didn't happen.

[1:14:24] Um, at the beginning of a Um, at the beginning of a semester seems to make the most semester seems to make the most sense to me, and I 100% agree sense to me, and I 100% agree with you that this is one. That with you that this is one. That one is such a hot button item.

[1:14:34] one is such a hot button item. It's something that we hear a It's something that we hear a lot about from not only our lot about from not only our community and our families, but community and our families, but also our staff that, you know, also our staff that, you know, having that in-person training

[1:14:46] having that in-person training on that also gives those people on that also gives those people the opportunity to clarify the opportunity to clarify anything that they're not anything that they're not understanding or, you know, understanding or, you know, they they've heard this about they they've heard this about the change or they've heard

[1:14:54] the change or they've heard this about the change. And, and this about the change. And, and they're upset about it. And they're upset about it. And turns out that's not actually turns out that's not actually what that is. And it gives them what that is.

[1:15:04] And it gives them and it's they've got to have and it's they've got to have time to, to do all of. time to, to do all of. That. That. I think that's kind of what I I think that's kind of what I was thinking in terms of was thinking in terms of timeline.

[1:15:16] I think we can be up timeline. I think we can be up and running with the revisions and running with the revisions by semester two. Um, I think by semester two.

[1:15:27] Um, I think that I definitely would before that I definitely would before we, you know, were to go to the we, you know, were to go to the board, I'd want to, you know, board, I'd want to, you know, talk to a couple of folks who talk to a couple of folks who will be involved in that. But I will be involved in that.

[1:15:34] But I also think that based on not also think that based on not waiting until it gets approved waiting until it gets approved to then start planning, I think to then start planning, I think we'll have to start planning we'll have to start planning that time right now. Yeah. And that time right now. Yeah.

[1:15:42] And start picking out dates on start picking out dates on 100%. You know, this is coming. 100%. You know, this is coming. It's going to get approved It's going to get approved soon. And we're looking at that soon. And we're looking at that as a start date. So because as a start date.

[1:15:49] So because most of it, like you're saying, most of it, like you're saying, most of the difficulty is not most of the difficulty is not that, you know, there is some that, you know, there is some lead time needed, but some of lead time needed, but some of it is just the logistics of it is just the logistics of getting people together in a

[1:15:57] getting people together in a room to have that conversation room to have that conversation and do the training for certain and do the training for certain groups. So I've made a note to groups. So I've made a note to double check that, but also double check that, but also communicate that timing.

[1:16:07] communicate that timing. Yeah, I mean, I just that seems Yeah, I mean, I just that seems to be a clean timeline. And to be a clean timeline. And then I think, you know, the then I think, you know, the policy committee should uh, I policy committee should uh, I mean, we've got in here already

[1:16:17] mean, we've got in here already where we get, um, a report, uh, where we get, um, a report, uh, by July 31st and then I, I by July 31st and then I, I mean, I would say it was mean, I would say it was premature conversation, I premature conversation, I suppose, but, you know, um, we

[1:16:31] suppose, but, you know, um, we probably want to revisit, um, probably want to revisit, um, anything, you know, Sean, that anything, you know, Sean, that can let us know if there's, you can let us know if there's, you know, hey, this is how the know, hey, this is how the first year went.

[1:16:41] We need some first year went. We need some additional clarification in additional clarification in here. Yeah, or the first here. Yeah, or the first semester or, um, you know, we semester or, um, you know, we need to add this in, or we need need to add this in, or we need to take this out or something

[1:16:50] to take this out or something like that. Um, this is one of like that. Um, this is one of those policies that we should those policies that we should not just revisit every three not just revisit every three years. Yeah, I agree. years. Yeah, I agree.

[1:16:58] I think there'll be more I think there'll be more statutes that will change statutes that will change before that time. Sure. Yeah. before that time. Sure. Yeah. Not too worried about getting. Not too worried about getting. It's gonna come back next month It's gonna come back next month with. with. A few tweaks. A few tweaks. Some tweaks and some.

[1:17:11] Oxford Some tweaks and some. Oxford commas and some capitalizations commas and some capitalizations and consistencies and a clean. and consistencies and a clean. And we're going to get a clean And we're going to get a clean version hopefully in about two version hopefully in about two weeks. weeks. Okay. Clean. Okay. Okay. Clean. Okay. To read.

[1:17:22] To read. Okay. That's that's the one I'm Okay. That's that's the one I'm going to look at next time. I'm going to look at next time. I'm not even going to bother not even going to bother looking at the red line. But looking at the red line.

[1:17:28] But please send the red line please send the red line because I'm sure I'm don't just because I'm sure I'm don't just cater to me. cater to me. Because then he's going. Because then he's going. To say something to me and I'm To say something to me and I'm going to. going to.

[1:17:35] Point out, no, I think Point out, no, I think everybody's going to look, everybody's going to look, everybody's got a lot of the everybody's got a lot of the key first and not and not look key first and not and not look at the red line. I agree. at the red line. I agree.

[1:17:42] I do want to say on an I do want to say on an anecdotal note, because I'm anecdotal note, because I'm talking with obviously this is talking with obviously this is a top of conversation. You a top of conversation.

[1:17:50] You know, in my family and friend know, in my family and friend group because I'm thinking group because I'm thinking about it so much. But in about it so much. But in talking to my family, um, who talking to my family, um, who works and attends schools here, works and attends schools here, it would appear anecdotally it would appear anecdotally that bullying is less severe

[1:18:01] that bullying is less severe than it once was. When I was a than it once was. When I was a student here in the 70s and student here in the 70s and 80s. And I think that's because 80s.

[1:18:07] And I think that's because of some of the positive things of some of the positive things that have been done over the that have been done over the years in this district. At years in this district.

[1:18:15] At second steps, like all that second steps, like all that stuff that I wasn't so sure stuff that I wasn't so sure about when my kids were little, about when my kids were little, but I think have a really but I think have a really positive impact on like positive impact on like lunchroom bullying and those lunchroom bullying and those sorts of things. That's just sorts of things.

[1:18:23] That's just anecdotal and I don't I'm not anecdotal and I don't I'm not saying in any way that there saying in any way that there isn't really serious bullying isn't really serious bullying that is taking place, but that is taking place, but anecdotally, I think it's anecdotally, I think it's better than the 70s and 80s.

[1:18:31] better than the 70s and 80s. That's what I get. So good job. That's what I get. So good job. I yeah. Thank you. I yeah. Thank you. All right. Is there anything All right. Is there anything else about this policy? Hearing else about this policy? Hearing none of the motion. Yeah.

[1:18:46] Just none of the motion. Yeah. Just to be clear, I'm talking about to be clear, I'm talking about an adjournment. I'll second an adjournment. I'll second that. All in favor, please say that. All in favor, please say aye. Aye. Any opposed? All

Policy Committee Meeting | 08/31/2026

Transcript