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

[0:00] Start. So we do have a piece of business that minister, we have to minister the oath, which means, I guess, as we understand it, that we each have to individually say this oath and be recorded. And then just for the recording, I think all seven voting members are present. Okay. Just the roll call. Yeah. Thank you. So I don't know. I do
[0:29] Well, I can introduce, this is Tiffany Allison, from one of the Vice President's offices.
[0:34] She's in a military public and is graciously helping us out today with this, oh, my car
[0:44] now by the way.
[0:47] Thanks.
[0:48] We can hand it over.
[0:49] And so, I do need to have ID so that we'll drive this license and the first one on my list
[0:55] is Becky.
[0:57] Oh, you have a list.
[0:59] I want to come up or yes, yes, I'll come up.
[1:01] I'll have my ID on the car.
[1:04] I need my ID on also.
[1:06] I do.
[1:07] You guys go to the side of the house.
[1:10] I left my ID on the car.
[1:11] Can you put me at the end of the list?
[1:13] I put you where I can.
[1:15] I've left my ID on my car.
[1:17] Can we put me at the end of the list?
[1:18] I'll go grab a robot.
[1:18] Okay,
[1:22] so raise your right hand and repeat after me.
[1:25] I do solemnly swear.
[1:26] I do solemnly swear that I will support Obey and defend that I will support Obey and defend the Constitution of the United States, the Constitution of the United States, and the Constitution of the State of Utah and the Constitution of the State of Utah,
[1:39] and that I will discharge the duties of my office, and I will discharge the duties of my office as a charterer, which is full of governing board member, as a charterer school government member, with fidelity.
[1:50] Thank you. I think I have this one word in there.
[1:51] Let me get your signature.
[1:58] Okay, how are you ready?
[2:00] Oh, you can go.
[2:00] Ellen?
[2:01] All right.
[2:02] Yeah, and I can do this with me.
[2:04] I'll just get your ID card.
[2:13] I said a pretty high bar.
[2:15] You did it.
[2:16] Yeah.
[2:17] I just struggled a little bit on a few of those words,
[2:20] so I didn't have any.
[2:22] Well, thank you.
[2:23] Can I get you the sign in the book, also?
[2:25] Yeah.
[2:28] It's just right here.
[2:29] Can I take a minute?
[2:46] Is that bad?
[2:47] It raised your right hand?
[2:48] Yeah, for me.
[2:49] I do solemnly swear.
[2:51] I do solemnly swear that I will perform Obey and defend.
[2:55] And I will perform Obey and defend.
[2:57] The Constitution of the United States?
[2:59] The Constitution of the United States?
[3:01] And the Constitution of the State of Utah?
[3:03] And the Constitution of the State of Utah.
[3:05] Then I will discharge the duties.
[3:07] And then I will discharge the duties.
[3:09] And what this office is.
[3:10] I shall go and go to the school.
[3:11] Or go to the boarding.
[3:12] So then again, as the charter school gallery board.
[3:15] As a charter school governing board, with fidelity.
[3:18] All right, I guess you're the scientist and then the book also a little bit of a pumpkin there
[3:25] We're gonna have to take a word
[3:56] Hey, we'll drag in
[4:03] That I will support a band of them the Constitution of the United States
[4:11] and the Constitution of the State of Utah,
[4:15] and then I will discharge the duties of my office.
[4:18] And I will discharge the duties of my office
[4:20] as a charter school, going board member
[4:22] as a charter school governing board member
[4:24] with fidelity.
[4:25] With fidelity.
[4:26] Perfect.
[4:27] Thank you.
[4:28] So I'm here.
[4:30] I'm here.
[4:33] I'm here.
[4:34] I'm here.
[4:35] I'm here.
[4:35] I'm here.
[4:35] I'm here.
[4:37] So Christopher.
[4:38] I'm here.
[5:16] The Constitution of the United States and the Constitution of the State of Utah and that
[5:24] I will discharge the duties of my office as a charter school governor board member with
[5:33] fidelity.
[5:35] Perfect.
[5:35] Thank you.
[5:36] I'm going to sign.
[5:37] Yes.
[5:38] Have you signed this one here and then signed?
[5:40] I hope you already signed it up.
[5:41] No.
[5:42] No.
[5:42] You're not Steven. You're Christopher. Okay, we just did Christopher. We're
[5:48] getting to the tail end.
[5:52] Thank you. So Frank, was that Frank?
[6:19] Okay, so if you'll raise your hand and repeat after me, I do solemnly swear. I do solemnly swear,
[6:25] that I will support Obey and defend the Constitution of the United States and the Constitution of
[6:33] the state of Utah and the constitution of the state of Utah and then I will discharge
[6:38] the duties of my office and then I will discharge duties of my office as a charter school
[6:43] governing board member as a charter school governing board member with fidelity with fidelity.
[6:48] Great, thank you. So have you signed right here? I'm then in front of your name.
[7:06] Okay, so Whitney,
[7:27] if you'll just raise your hand and repeat after me, I do solemnly swear
[7:32] I will support the Constitution of the United States and the Constitution of the State of Utah and the Constitution of the State of Utah and that I will discharge the duties of my office and I will discharge the duties of my office as a charter school governor board member with fidelity.
[7:55] Thank you so there's the sign here and then just in front of your name
[8:08] you just sign the
[8:15] next line huh that's all right okay so Frank's the last one
[8:43] okay if you'll reach right
[8:44] hand repeat after me I do solemnly swear I do solemnly swear that I will support Obey and
[8:53] and the Constitution of the United States and the Constitution of the State of Utah and the Constitution of the State of Utah and that I will discharge the duties of my office and that I will discharge the duties of my office as a Charter School Governoring Board Member with fidelity.
[9:12] Perfect, thanks.
[9:41] And for future new members, the board chair can swear that in this case, everybody needed
[9:49] to do it to establish that compliance.
[9:52] Thanks. So I guess in the minutes is the next item on the agenda. Does anybody have any changes they'd like to make or suggest?
[10:03] I'd
[10:08] like to forward a motion to approve.
[10:12] Second.
[10:14] Second.
[10:15] All those in favor of approving the minutes or this.
[10:19] Hi.
[10:21] So I'm Smith.
[10:32] Okay, so I guess the next thing is the school and safety and anti-bullying policies did and Krillian, did we have anyone wanting to make a comment?
[10:41] Okay, okay, I'll go ahead with that.
[10:46] So I sent you the recommendations implementation plan, and I'll pull that up for discussion.
[10:59] There were 10 recommendations, and so I added some kind of narrative commentary on that
[11:08] for each of those recommendations, and at the bottom a timeline for each of the action
[11:15] items associated with that implementation.
[11:18] Many of these, I wanted in place before school started.
[11:23] There were more just building out forms and documentation
[11:27] templates and things.
[11:29] That's been completed.
[11:31] And I was able to train Dr. Reina and our school
[11:35] counselor, Mr. Farmer, on the use of those forms.
[11:39] So I think we're off to a good start.
[11:42] and I'll report on this implementation every month and you know if we're meeting
[11:48] our deadlines or not. Any questions may have. I think Jason has cookies if anybody wants
[11:56] I'm gonna say cookie before I leave.
[11:58] Remember.
[11:59] It's a 50-year-old.
[12:01] Oh, not the word.
[12:04] 80-year-old.
[12:05] Thank you.
[12:05] Don't hold on to cookie.
[12:06] This is not on the internet.
[12:09] Thank you.
[12:10] Oh, you got two.
[12:13] I'm gonna take a picture.
[12:15] I just gotta say the tree on the...
[12:17] I know that it's a bird.
[12:19] I know that it's an 80-year-old.
[12:21] Thanks, see.
[12:22] I'm good.
[12:23] I had one.
[12:35] So I'm open to whatever questions you have about the plan.
[12:48] Yeah, and I think this is going to be a great level up for us.
[12:56] I feel good about the recommendations that came in.
[12:59] I feel good about our ability to implement them.
[13:00] I know our team is taking them very seriously, so I think this is a good thing for the school.
[13:09] Are there concerns, I guess one question, with recommendations one and two, just going
[13:14] to have those, might work together, is there a concern or thought that more restrictive
[13:24] disciplinary actions in place once we'll be included in behavior intervention plans or
[13:31] or will those be kept separate
[13:33] from the intervention plan will be focused
[13:35] on positive behavior modification strategies
[13:39] and school policies will be primarily focused
[13:42] on the more restrictive disciplinary actions
[13:46] and placements.
[13:47] Yeah, thanks for asking.
[13:48] I have viewed them as two separate items.
[13:51] I agree with that perception.
[13:54] Yeah, okay.
[13:55] Get it out there.
[13:56] Yeah, and I did mention in back to school night last night,
[14:01] kind of a higher level on this, some of the items.
[14:06] I'd like to just show it to you.
[14:10] Let's see here.
[14:14] I mentioned this year, we did a lot of work last year
[14:19] and this year we're implementing greater consequences.
[14:21] You can see I'm for A for major behavior infractions
[14:25] and updated investigation protocols,
[14:27] increased communication, increased train.
[14:29] And I said, we need your help, you know,
[14:32] making this happen. We really want to continue to improve and that's going to be one of our key
[14:40] focuses this year.
[14:44] Thank you. Yeah.
[14:49] Other questions on that? Is there a follow-up from the third party
[14:54] reviewer that we had to look at what we're doing and give feedback.
[15:00] Yes, I was, yeah, what I'd like to propose is that, you know, most of these deadlines wrap up. We have an October 2nd, you know, wrap up by mid-October. So I think we could share back with him what's been done and get his perspective on that. If the board feels good about that. It would be great to have an outside perspective, I think.
[15:29] on where we started, what needed to change,
[15:34] how we've changed it, and get that outside perspective on,
[15:39] is where we wanna be, are we in the right direction?
[15:42] Yeah.
[15:43] No, I think that's very sound advice.
[15:49] Especially returning to the author of the recommendations,
[15:52] you know, he has all the context.
[15:53] So I think that would be really valuable.
[15:56] And then on the audience,
[15:58] So number seven, the regular internal audits, the school responses to aggressive behavior.
[16:03] Well, basically that be a tracking to see if the rubric for recording behavior incidents
[16:10] was applied, what will the audit look at?
[16:16] No, I think the audit is looking at consistency of disciplinary action taken.
[16:22] That's my interpretation of that.
[16:24] Okay, so they won't be looking at necessarily the recording, they'll be looking at what
[16:28] what the disproportionate response was?
[16:31] Yes, based on the recording, you know,
[16:33] on the documentation, most likely, yeah.
[16:36] So that, too, I think will be a great practice
[16:39] for you at the moment, you know,
[16:40] to improve consistency across disciplinary actions.
[16:47] So that might be something that will help us
[16:50] as identifying before that first audit takes place,
[16:54] what some sort of tool that this is,
[16:57] if you're going through doing a financial audit,
[16:59] Okay, here are the questions we're going to ask.
[17:02] Here's the indicator that we're going to look at
[17:05] because that's the answer to that question.
[17:07] So it just gives the audit team
[17:10] a little more confidence moving forward
[17:12] and what they're looking at
[17:13] and it's easier and more consistent
[17:15] to report back with the bill there.
[17:18] Okay.
[17:35] Good to move on to the attendance policy.
[17:41] Okay, I'll dive into that.
[17:42] Not a number of legislative work was done this past session on school attendance.
[17:51] So I want to acknowledge Melody Weston in our main office spent a lot of time on a
[18:00] massing documentation, helping us draft updates to policy.
[18:07] She built out a whole parent communication campaign that her parents here have seen.
[18:13] And so I just want to publicly appreciate her and her efforts on this.
[18:18] So this is our draft policy, which I shared with you.
[18:25] Some key points.
[18:26] There's a lot of attention on chronic absenteeism, which is 10% of school days.
[18:37] There are school to family interventions that we mapped out in our parent handbook for
[18:44] any families who hit like the 5% mark and then if they hit the 10% mark, those interventions
[18:50] are not mapped out in law, so we've developed those and we can tweet those as we start to
[18:56] try them out and see how they do or don't work.
[18:58] work, we want to work with families, we don't want to, you know, analyze them, we want
[19:05] to work with them and help remove barriers so that school attendance can remain a priority.
[19:12] The list of valid excuses is slightly modified.
[19:21] Every once in a while the legislature adds some really specific pieces to this, like mountain
[19:26] inviting, shooting sports. I use the development program at USU. So somebody look happy to do it for that, I guess.
[19:36] Rodeo participation is
[19:45] So yeah,
[19:49] Nate in that section, I'm sorry, yeah, where the section 80 reason a parent provides to justify students absent
[19:56] and if the student maintains a cumulative grade point average,
[19:58] but at least you'll point out,
[20:00] is that applicable to Edith Bowen?
[20:02] I mean, we're having questions about our secondary school.
[20:05] We wanted to bring this up.
[20:07] So good catch, Frank.
[20:09] We didn't know if maybe the language
[20:11] should be, you know, tweaked for Edith Bowen.
[20:14] So maybe it could say a student's absence
[20:16] if the student exists.
[20:22] That's how we, as a parent, we get the report card
[20:25] of exceeds or masters exceeds, right, approaching that kind of thing, could you do it in that language
[20:30] so the parent wouldn't understand it? Or is that not an intent to better think they're
[20:35] reading them? I'll share one of our concerns, as we're working through this policy, is if any
[20:43] absence can be excused, if a child has a GPA or performance at or above a certain level,
[20:49] then the only students who will be penalized by this policy are those who are already academically
[20:54] risk. The way this law is written in combination, there are two laws that were passed at the same
[21:01] time. In red and concert, there are multiple contradictions and how those laws can be applied. So
[21:09] as a district leadership, one of the things we're looking at is this even a provision we want to
[21:13] include in leadership in our policy because it immediately disadvantages in an equitable way.
[21:24] Students
[21:24] puts the administration in a really awkward position you know hey we want to go
[21:29] this five day vacation while your students really struggling yeah well this
[21:35] is going to be really enriching for yeah I really have a 3.3 EPA so yeah but
[21:41] isn't it says for the 10% that's excused and excused right is anything like
[21:51] Because it seems like the consequences are for unexcused, not so much for the
[21:56] excused. Is there anything for if you what happens if you miss 18 days but
[22:00] they were all excused? Yeah, that little trigger of the intervention was from
[22:04] the school to address chronic absenteeism, like meeting with the family, identifying
[22:10] challenges, identifying resources that the school could
[22:14] reasonably provide.
[22:18] Unfortunately, there are a number of things that you thought
[22:19] can do with our robust counseling team. We also have last year, our team, our counseling team
[22:28] assembled a great brochure of all the community resources. You know, not indicating that we could
[22:35] fund those, but hey, here's somewhere you can go. So that's pretty new. I mean, I do have those
[22:40] conversations with handful of families every year, but we'll initiate those conversations much earlier
[22:46] this year. Going back to what Frank is saying, yeah, I don't know what the right language
[22:52] to use is for an elementary school. The law, the legislators appear to want parents
[22:56] to be able to, you know, give any reason for excuse, which is interesting. The school's
[23:04] can't ask for doctors notes anymore either. So, I mean, right now, a parent can just call
[23:10] say they're sick. They're sick. They're sick. They're sick. They're a little worried about that, but how many students, if this law were on the books last year, how many students and families would have been affected, do you think?
[23:24] Oh, I should have come with that number.
[23:27] Oh, I get it. It's in my notes.
[23:28] Laura can pull it up. Let's see how close I can get.
[23:31] So, maybe the question is, what percent of it is born families last year had chronic absenteeism?
[23:39] What percent of students had chronic absenteeism?
[23:42] I mean, you were at it.
[23:43] Yeah.
[23:45] And all circumstances would be considered.
[23:47] Of course.
[23:48] I understand that.
[23:49] I mean, I guess 20 percent of our students had chronic absenteeism.
[23:55] It's really high.
[24:04] It's interesting, though, the overall average attendance every day is in the mid-90s.
[24:11] But you have certain group of families that wait that tip the balance very heavily.
[24:19] I'm
[24:22] wondering if it would be possible to keep everything up there as it is, other than
[24:29] remove that section that you have highlighted just because it's it's of awkward
[24:34] application and an elementary setting but everything else the horsemanship,
[24:39] sportive rodeo, mountain biking, students, sports, you develop a program that
[24:43] those are all those all remain and those are part of the policy just where a
[24:49] GPA isn't something that we often calculate if we'd say you know that's really
[24:55] Yeah, that's a secondary provision.
[24:59] All these other things, though, we're going to acknowledge our part of the law and should
[25:04] be part of our policy.
[25:06] So you're suggesting take out what I have in blue?
[25:09] Yes.
[25:09] Just that.
[25:10] Everything else remains in.
[25:17] What I didn't really understand, you know, if you really pick up the words is, do they mean
[25:22] including and only including?
[25:24] I don't think so.
[25:25] And I would look at removing the any reason a parent provides to justify a student's absence because that does
[25:35] Open the door. I mean there is no reason not to
[25:40] I'm not sure that'll keep us going
[25:42] I don't know that I worry with the leading bad.
[25:45] Well, yeah, it probably
[25:54] isn't a problem to keep it,
[25:57] because someone said, well, what about the GPA?
[25:59] Like, well, I can't tell you this would be a little calculator.
[26:02] So it becomes, it's in the tax, but it becomes a non-issue
[26:04] in application.
[26:09] Could we say something about, I wish it would indicate
[26:14] that, you know, the student's academic well-being
[26:17] would be considered.
[26:18] But to your point, we also don't want to create a disparity.
[26:25] Create.
[26:26] Yeah.
[26:27] And I'm a believer that at your education is not just in the walls of your school experience.
[26:34] It's with your family, too.
[26:36] And the experiences that become available to you through your families.
[26:40] I
[26:43] think the reason we couldn't be the any reason that Karen may have is because
[26:47] excused absences count anyway.
[26:49] We do count towards the chronic absenteeism, which triggers the right intervention in some resources.
[26:56] This is any advantage to removing that.
[26:58] So you would say just remove the blue.
[27:02] The results are the same.
[27:04] In my understanding, right?
[27:05] Are there excuse for any of these reasons or not?
[27:08] The result for the triggering is the same.
[27:11] If it goes into the intervention, are the resources different depending on what if it's used or not excused?
[27:18] Yeah, I mean either way we would engage with the family.
[27:21] But it's not like, oh, these are all excused.
[27:24] So I'm going to send these resources to them or engage with them this way.
[27:27] No.
[27:27] Or these are all un-excuse, no differentiation.
[27:29] This way else.
[27:30] Then I don't see the results any different.
[27:33] Well, the un-excuse would trigger like the compulsory letter work quickly.
[27:37] Yeah, there are some more like serious actions that are taken with un-excuse.
[27:44] Yeah.
[27:45] The reason I like it is because unexcused absence, to me, suggests that the parent isn't paying attention.
[27:53] Because any parent who's actually paying attention or whether their kid goes to school or not, it's just going to call or fill out the form, and it's very easy.
[28:01] So that, if I were an administrator, I would take that as a clue of something larger at work.
[28:09] And so how I would intervene would maybe be adjusted based upon that.
[28:15] So that's why I feel like maybe we should leave it in.
[28:22] I'm okay with that. I get the other language really puts the administration in a text mod.
[28:28] So I'd suggest we leave it the way it is right now on the screen and revisit it if it becomes
[28:42] other points to draw your attention to pre-approval. So now vacations
[29:04] so there's an indication here that the school will reasonably approve requests for absences
[29:11] that are 10 days or less in duration. This has not been in our policy in the past. I'd like for
[29:17] it to be in policy.
[29:20] My rule in practice what I've been doing is if a family contacts me and
[29:26] says, hey, we already bought our tickets. We're going to Peru for a month or well, let me go into three
[29:33] weeks. Okay, thank you for letting me know. Please don't do that again. You know, please talk to me
[29:40] first three weeks is a long time to leave a seat empty. Two weeks, I feel like it's
[29:49] reasonable and maybe once a year, but once you get past that, it feels like too
[29:53] much.
[29:56] Sometimes I have international families contact me and say,
[30:01] I think they fully realized that we're on a longer calendar than the university, and I have told families in the past, if you do that, you will need to withdraw a whole month, come on. So, and I have one family which I had another one adjusted vacation. So, how do you feel about that bar?
[30:21] person
[30:33] is a parent. I would think more than that seems excessive. But then you did bring
[30:39] up what if your what family does like two, five days right or not. Yeah, I'm taking
[30:48] three days here and four days here. That would that would trigger the chronic absenteeism stuff.
[30:55] But I don't know that we need to find a dream we need to find to policy to address
[31:00] that. This is also something I shared with families last night. This was a new focus on attendance.
[31:09] I indicated that vacations of more than three days need pre-approval. I thought that was in our
[31:13] draft policy, but I'm not seeing it. And then maybe the last will reason is that it's a
[31:31] Those are not in state law.
[31:32] The three days and the 10 days, those aren't in state law.
[31:35] But it would help us.
[31:37] I definitely think 10 days is a max.
[31:40] Especially where 10 days are consecutive absences.
[31:42] When you do the drops by state law,
[31:44] so they can parent understanding that you're gonna be
[31:47] absent more than 10 days.
[31:49] That's what the state says.
[31:51] You dropped out of school.
[31:53] Mm-hm.
[31:53] So is that excused absences or unexpected absences?
[31:57] 10 days consecutive absences.
[31:59] Any kind.
[32:06] If you're at the state saying you're missing 10 consecutive days of school, you're considered
[32:11] to drop out.
[32:13] If you're excusing your child's absence for 10 consecutive days, you're putting your
[32:18] child in a situation where they're missing a lot of school.
[32:23] So I definitely think more than 10 days should not be allowed.
[32:27] Okay.
[32:28] I think they should be withdrawing after that.
[32:30] Provocation purposes, right?
[32:32] Yeah, illness is different.
[32:35] What does that look like in your internal system,
[32:38] when Sam and I go over four days,
[32:41] and I'm going to say, okay, I'm putting in my request.
[32:44] What burden does that put on, on EBS, for that?
[32:48] Yes.
[32:48] So we go in and we put a V, vacation on each of those days,
[32:51] and then we'll also be monitoring the total absences.
[32:56] So what happens if it's not approved?
[33:02] Yeah, thank you for asking.
[33:03] So at five, unexcused absences, you get a notice of compulsory education.
[33:10] So that is right here.
[33:13] And then ten, well ten consecutive initiates a withdrawal, like Frank said.
[33:21] My work with DCFS, they've told me,
[33:29] call us if they have five more after your first five with a notice of
[33:36] compulsory education. And I've only had to do that once in the last eight years.
[33:41] In reference to your saying that this is just a e-tipo and policy on point D,
[33:46] three point D. That piece I was just referring to is that going to cause a new
[33:51] underwear for the office or as a parent if I get a non-approval do I get to find
[33:56] Why you know that kind of thing because it's not you said it's just an ebls policy and not
[34:00] It's like this yeah, yeah, no I can't
[34:07] Sorry, maybe no, no, no, I mean the rest of board doesn't
[34:10] It's a good question and welcome
[34:17] Those are the
[34:20] I think those are the main like points you need to attend to
[34:26] before approving the policy.
[34:32] Do you have any questions?
[34:33] I can't, but it's a quick,
[34:34] and it's probably a clarification.
[34:35] Yeah.
[34:36] So when this is like the 10 consecutive, excuse me,
[34:39] but then the student has an IT, it was 30,
[34:42] and I'm like, you're going to like hit
[34:43] in the six weeks of school before now.
[34:46] This is in the state model policy,
[34:49] because I had never heard that before.
[34:51] I contacted folks in the state office
[34:53] and they confirmed this.
[34:55] Frank, I don't know if you've ever heard this.
[34:59] Yeah, we've had conversations about this year.
[35:01] They add extra days for students on IEPs
[35:05] to accommodate what they're considering
[35:08] is delays in transfer of paperwork
[35:11] between institutions and things like that.
[35:14] So they're trying what they've written in is more space.
[35:18] So what we do is, if you have a student who has the 10 days,
[35:21] we start the process of withdrawing.
[35:24] but in terms, they give that extra space
[35:27] because when a school exits a child,
[35:30] they have to send their IEP paperwork somewhere,
[35:32] and they have to be tracking that there's
[35:34] not a discontinuous of services,
[35:37] so they provide districts and charters
[35:38] a little bit extra cushion to manage that process.
[35:43] Is that mandated by the state, or is that a recommendation?
[35:47] That's, there might be an issue.
[35:50] The way our special ed directors explain it to me,
[35:53] We're not required to wait 30 days.
[35:56] We have the 30 days.
[35:58] So that's why it's more of a how do you allow schools
[36:01] to manage the IEP compliance piece of the issue
[36:05] when you have a child who's non-attending
[36:07] and now you're exiting from there to your list?
[36:11] That's the way she's explaining.
[36:13] We don't have to do the 30 days.
[36:14] Okay.
[36:15] The 30 days are there to allow the school time
[36:18] to manage the five days.
[36:20] Could we set a different limit?
[36:23] Could we put up two, three days, which implies that we don't sooner have to do with this?
[36:30] Yeah, if we put up two, then that kind of implies that that's not expected to be 30 days for every student.
[36:38] Yeah, we're going to have to do something.
[36:44] I don't have any concern with that.
[36:47] I would be really surprised if this ever happens.
[36:51] I mean, these are like the families not contacting you at all.
[36:56] You know, yeah, no communication, no ability to get a sense of, you know, excusing the
[37:02] absences, but in less advantaged communities, I can see this happening.
[37:12] That being said, we want robust policies.
[37:19] So for now, we'll just add up to you and if somebody learns something to the contrary, please
[37:23] let us know.
[37:28] Any other questions?
[37:33] All right. We didn't even like to pour an emotion to accept the attendance policy, so it was revised, I guess. Thank you. Second vote.
[37:48] Favorite?
[37:48] Aye.
[37:50] Opposed?
[37:53] Thank you.
[37:55] I'm not letting you all be really happy.
[37:57] That's so hard on us.
[38:00] That's so all the teachers.
[38:03] The next is the criminal background check and reference check policy.
[38:09] Jennifer is going to head this up for us.
[38:12] We should bring it up and see if anybody wants to see it.
[38:15] A few weeks ago I did an audit with the Bureau of Criminal Identification for our audits that we do.
[38:29] So we are in compliance, but I was looking at the policy that we have that's been on record and the last time this was looked at was in 2016.
[38:42] So I have gone through and updated the rule law, which has changed numbers with the state of Utah, and then added in some additional wording.
[38:54] So, um, one thing that Nate and I, as we were going through these laws, um, realized,
[39:02] you know, we need to have a signed reference check so the employees that were offering positions
[39:07] too, they have to sign a release to have us check their references and we have to verify
[39:15] that, you know, what was disciplinary action, if anything's like that.
[39:20] So, we needed to add that to this policy, as well as a section of what happens if the
[39:30] EVLS employee that's handling the background checks does something, what's the disciplinary
[39:34] action.
[39:36] So,
[39:38] we, I came up with this paragraph that usually, so currently right now, the only people
[39:45] in the school that have access to BCI is myself and Nate.
[39:52] I look at the background checks when they come through.
[39:55] If there is any red flags, Nate and I have discussion.
[40:00] Proof the law.
[40:01] I'm not allowed to download any information, share any information that's on anyone's background
[40:05] check.
[40:06] If I do, I am subject to class being a smear.
[40:10] I told Nate I'm like, that's never happening that I'm going to have to tell what the legal
[40:14] issue. So if that's ever discovered even long after I leave my position, then that
[40:22] person that's running these background checks could result in even termination of their
[40:27] position. So just needed to update the policy and make sure that the board approved that
[40:34] before we made that live on the website.
[40:37] so.
[40:40] And this is only for volunteers who are getting unsupervised access to
[40:44] students. All volunteers still have to do the cross check with the sex
[40:48] offenders database, correct? That's that's a good question. So we do have a new
[40:53] check-in system but we'll need to ask. Yeah. Nobody's been working on that. We've
[40:58] also we also have the Raptor Technologies contract under review by USC right
[41:03] now. So yeah so volunteers I know anybody who checks into the school
[41:18] needs to be checked against the database. Any volunteers have to do this
[41:23] ex-fender database if they're going to have unsupervised access. The
[41:27] students have to do the BCI. Okay that's what I'm wondering so if parents are
[41:34] of volunteering in the classroom, even supervised.
[41:37] Yep, great.
[41:38] We need to check.
[41:39] Yeah, just the cross reference with the sex
[41:41] vendor database.
[41:42] OK, does that happen when we scan into the system that
[41:46] automatically does that?
[41:47] Yeah.
[41:47] And that's the raptor technologies
[41:49] that we're trying to get in place so that it will just happen.
[41:52] Yeah, and which system are you guys using?
[41:56] Do you know?
[41:56] Oh, is it homegrown?
[41:59] No, no, it's purchased.
[42:01] OK.
[42:04] I know we've looked at Raptor, I can't remember if that's the one we're using or
[42:08] not, but I know that's one of the things that's going to happen.
[42:12] No, we're just, we're working right now with USU contracts to get that approved favor requested
[42:17] some additional information from Raptor, so I'm waiting for them to get me back those documents
[42:22] and then I'm hoping within the next week that we've got that signed and we're done with.
[42:29] It may be an easy step to update our current system to make sure it's checking against
[42:35] the registry because it's public.
[42:37] Yeah.
[42:38] You just need an API to put it in the database, or maybe we'll end up going with Raptor.
[42:44] And I don't know.
[42:45] It has to be, sorry, part of this policy where this is specifically criminal background checks
[42:49] and the reference check process.
[42:51] Right.
[42:52] So I think that's great.
[42:53] I just was wondering if we have recorded anywhere if it's best to put it in this process or if it's best put it someplace else that all volunteers
[43:03] Do also go through a check to prepare for the safety
[43:08] So we can't add that until they get their system right so that's what I don't know if it needs to be included here
[43:14] Or if it would be something once that's established we come back and say hey, can we know how to run it just says? Yeah
[43:19] just clarifies
[43:20] Um, just a quick question on how your district is doing it.
[43:26] Um, so if you do have someone that volunteers at the school,
[43:29] it comes in a scandal badge, right?
[43:31] It red flags.
[43:33] Fader on the list.
[43:34] What, how do you guys handle that?
[43:36] Cuff them.
[43:40] If that happens, then the administration has to have a conversation
[43:44] with that person saying, hey, something has just come up flagged.
[43:48] before we have you volunteer, we need to follow up.
[43:51] We do have, there have been cases where
[43:53] someone's in an accurately flag,
[43:55] it pulls a record from another person,
[43:57] we have it stabbed, they're saying name,
[43:59] and we've gotta check that.
[44:00] So we have had a couple of situations like that.
[44:02] So the administration just asked
[44:04] that conversation with them to,
[44:05] hey, here's what just came up.
[44:08] Well, I know that we had, yeah,
[44:10] and I've had that conversation with RSRO
[44:12] that I said, what happens at that point?
[44:15] You know, what do we do?
[44:16] And the talk has been that if it would just err on their side, we would see this red,
[44:23] hey, it's flagged, it's to notify him so that we know, okay, are we good or are we not,
[44:30] because he said, you know, legally there's cases where you may have someone that's flagged,
[44:34] but because of their kid goes to that school and they're here for an event like a play
[44:40] that they can be here to watch that play.
[44:42] So I know that there's some wiggle things on that side too if they're flat
[44:47] So yeah, it doesn't seem like it's very black and white and that would be the difference between them volunteering
[44:52] I came to do okay, but we still for example on an elementary school. We would have everyone check in right but
[45:00] We, we wouldn't do the, the sex offender database check with everybody who comes to a third grain assembly. Right. Only if they were helping run the assembly, if they were doing prep activities, etc. Then they're volunteering and we've got to do it. So you're right. There are, there are situations where a person a parent might come into the school. And then we wouldn't require the background check because of the type of activity there. Okay. But I company in the class on the field trip. Yeah. They need to. Okay.
[45:29] It seems like it's easier to have a system that checks everybody and then ask them what they're doing in the school that day.
[45:36] I'm going to watch the play.
[45:38] In some cases, yeah, it depends on the class.
[45:42] Then that's a different scenario.
[45:45] And if you happen like the fifth grade program that's been done, if you were trying to check everybody coming in and saying,
[45:52] Yeah, now where are you here?
[45:54] You're lying just because you don't know what you're talking about.
[45:57] That's true, but we don't do that.
[45:58] That's true.
[45:59] Oh, that's the only part.
[46:00] Yeah.
[46:01] Parts should be over.
[46:02] Plays over.
[46:02] Okay.
[46:04] Sorry, we didn't get to the last five people.
[46:06] Yeah.
[46:07] When you have implemented this in other schools, do you find that you do like the supervisor
[46:11] unsupervised, right?
[46:12] Because the policy talks about supervisors unsupervised, or you just say no, we're going to cover all the
[46:18] liabilities and anyone whether they're supervised or not we check. Well we do
[46:23] the sex offender with everyone. We because the BCI comes at an additional
[46:28] expense we don't do that with everybody we've just really worked on training
[46:31] principals and teachers said you can't let this person be unsupervised which
[46:37] they have to be in the room with a school employee so you can't take a volunteer
[46:41] you have a volunteer take a child out in the hallway and read with them they're
[46:45] in the classroom where they're supervised by staff. So there are some logistical things
[46:49] that you have to change the norms, but once everyone understands that and it's part of
[46:55] being compliant and safety for kids, everyone says, okay, we can do it.
[46:59] But that'd be the case for like playground supervision, like you know how we have parents
[47:04] to learn when our supervisors are, you know, between semesters.
[47:09] Yeah, so we it's been really rare that we would have a volunteer that is
[47:15] supervised. I mean with with the number of employees that are out there even
[47:20] now with pairing volunteers serving on the playground we haven't made them go
[47:26] do fingerprint checks. I think the only time maybe this has come up for us has
[47:35] then I think like with the Frisbee program sometimes the volunteer is way
[47:41] on the other end of the field with kids and Dr. Kaws is maybe on some other
[47:46] end and so to be safe we've had them do fingerprints.
[47:55] So that is the update. I don't
[48:00] know if anybody has any other questions or comments. I have a little question and
[48:05] And you may have already explained this in the group,
[48:08] but on the reference check piece on 3.0, right?
[48:10] So is this legal to say, hey, we're
[48:13] going to contact your past employer.
[48:14] We're going to ask them all these things.
[48:17] And we're going to expect them to tell us
[48:20] because really traditionally, right, employers would say,
[48:22] the only thing I can tell you is they're hired
[48:23] and they're end date, right?
[48:25] I can't tell you anything else for definition by ability.
[48:28] Yeah, so per roll code 53GL1N for all of it for that.
[48:32] So the blue is actually copied directly off of that rule.
[48:37] Yeah, they have to sign a release.
[48:40] Yeah, well, no, I know they do.
[48:41] Yeah, but that doesn't mean as if I'm the last employer,
[48:44] I wouldn't touch that with them.
[48:45] And if anybody, yeah, if anyone refuses to sign that reference
[48:51] check, then we can't pursue that any further.
[48:54] Sure.
[48:55] Also, if they refuse to do a background check,
[48:58] then that would be a fault in just a short time.
[49:02] Yeah, I think so.
[49:09] Do you have anything else?
[49:10] Well, your question, if you call the past employer
[49:14] and you get that, then it's something I would use.
[49:17] Then what?
[49:18] Yeah, can you send them at least to the past employer?
[49:20] Because really that would be the only way to be effective.
[49:23] You mean if the employer says I don't feel
[49:25] like I can disclose that information?
[49:27] Right, because no employer is going to disclose that.
[49:29] Not allow the person to volunteer,
[49:31] here do you have another step where you send the sign
[49:36] documents to do that like what happens with that I
[49:39] was probably refer them to this law and have them
[49:43] reconsidered like review and call me back and what is
[49:46] a LEA stand for I'm sorry local education authority
[49:50] okay pretty sure I couldn't have said yeah so in a
[49:55] district the district is the LEA yeah thank you I
[50:01] I need the key to the map, okay, thank you.
[50:04] Ask away.
[50:05] So this is for volunteers and employees.
[50:11] Yep.
[50:11] So every volunteer will have to have,
[50:13] I'm supervised volunteer.
[50:16] Okay, it doesn't say that.
[50:20] And where is it at?
[50:24] Well, in C, I mean, maybe it should say earlier,
[50:27] but in C it says,
[50:28] It is not given unsupervised volunteers, I'm into a potential volunteer who does not sign or receive it.
[50:33] It is also in one in one, the light is being played volunteer.
[50:38] Who in one is in one?
[50:39] A volunteer who begins to give in to the kinds of services that are associated with volunteer assignments.
[50:44] Where it is in one?
[50:45] It is in one?
[50:46] One.
[50:48] I don't know.
[50:49] Oh, unsupervised.
[50:51] The
[51:05] light which in three A then be changed to a potential volunteer with unsupervised access.
[51:11] I think that should be clarified.
[51:12] Yeah, yeah, with potential, I'm super advised to get access.
[51:25] I just copy that straight out of the book.
[51:29] Yeah, since this deals with employment,
[51:33] I would also wonder based upon current practice at EBLS
[51:39] if this falls within what USU's policies are.
[51:43] Because our charter says that employment goes
[51:46] through USU policies and procedures.
[51:48] Right.
[51:48] So how does this?
[51:50] So, with this section, that's the background, like the
[51:58] disciplinary action. So, USU actually doesn't have a written policy on the
[52:03] disciplinary action of sharing background information. They only have one
[52:08] that what was, I can't remember the exact wordage, but it had to do with like data
[52:13] privacy, confidentiality, and that they're like it could possibly an
[52:18] intermination. Yes, with us being USU employees, we have to follow both. And that's a lot of our
[52:28] policies do reference Utah code for public ed and some USU code. So but all USU employees are,
[52:39] they are subject to a background check as well.
[52:46] I'm sorry, did I not answer your question?
[52:49] I guess what I'm trying to understand is, is this policy in addition to, or separate,
[52:57] so are there two background checks that will have to go on in other words?
[52:59] No, so I, so USU allows us to do a third party background check.
[53:05] So when we post the position, we tell them it's going to be third party.
[53:10] And then USU confirms with me that, hey, did the background check get done?
[53:16] Okay.
[53:17] So that is still part of discussion with USU because they want me to download those and I can't legally.
[53:26] So it's been a discussion for a couple of years and I just didn't like I'm not downloading them.
[53:34] So if push comes to shove these could end up costing our department more because we may have to go through USU's background
[53:44] and then do BCIs background with fingerprinting and I'm hoping we don't get
[53:48] to that point so yeah but I mean I could see it going that way but I'm not
[53:57] willing to download something that I've been told and they've now even been told
[54:02] through the auditor do not do it so so this policy is to be compliant with the
[54:09] Yes, and USU is right. So USU has a team of three people that do the job postings.
[54:20] They check, you know, did they get a background check done. And then about every six
[54:26] months they'll reach out to me and say, hey, you did not upload your third party background
[54:31] check. And I'm like, well, they've all been approved. They're all there. So we
[54:41] are in
[54:41] We're compliant with both.
[54:48] Do we have any more discussion, questions?
[54:53] Great event.
[54:56] Would someone please forward a motion about this policy?
[55:00] Would
[55:04] you approve it?
[55:06] I'll second you.
[55:07] Thank you.
[55:08] Thank you.
[55:09] Those in favor?
[55:11] All right.
[55:14] See you.
[55:17] Thank you.
[55:18] Thank you.
[55:18] Thank you.
[55:19] It's been a long time.
[55:21] Thank you for the time.
[55:22] You're fine.
[55:23] You go ahead and give that to her.
[55:25] Put me in the middle of the second.
[55:26] Oh.
[55:27] Or Christmas.
[55:28] Yeah, you do.
[55:29] Christmas.
[55:30] Christmas.
[55:31] Christmas.
[55:32] Yeah.
[55:33] In being second.
[55:34] In being second.
[55:35] Yeah.
[55:37] That's the best I can swear to you.
[55:41] Lauren?
[55:42] Oh.
[55:43] Yeah.
[55:44] So I just took all of our policies and built a review schedule so
[55:51] that we would have a consistent 10 year cycle.
[55:54] I prioritized this year the things we were all really talking about, the things we knew were outdated,
[56:00] the things we know we had in the legislation that we needed to address, put those in here one,
[56:05] so I would guess that after year one we might filter some of those, spread them out more evenly,
[56:12] and then I tried to cluster them so that as we were talking policy we would be talking about
[56:16] things that were similar, oddly they don't all line up in number just because they followed
[56:21] different categories but you know the year that we have health issues might be a year that we
[56:27] would bring in our school nurse and talk through policy with her and be talking about common types of
[56:32] things and just make a reasonable amount to address each year. Obviously if something came up in
[56:40] legislation we would just bump something up to the current year but I think it's good for us to
[56:45] constantly be looking at these and just making sure we're saying current and if we have a clear table we can
[56:53] do
[56:56] we want to engage the same policy review committee that was helping us last year or do so that was
[57:03] Chris Whitney and Frank or would you suggest that others participate I'm open to whatever you decide
[57:12] And I would suggest that we have like a monthly meeting, you know, to look at it and we
[57:19] may get through these more
[57:22] quickly than nine months, but I don't know.
[57:26] I have a suggestion just because I saw that travel is year two.
[57:30] There's a lot of university travel changes coming in November and just now I just quickly
[57:37] scroll through this.
[57:37] So, I probably, as those changes come to be, we probably need to update this sooner.
[57:48] So, and I can show you an insight here, you guys can, but yes, there is a lot coming
[57:55] that's with travel, so.
[57:57] There's also two policies I'm aware of, that you just want hasn't adopted yet.
[58:02] once a language access policy and there's another one that I'll work with Stephen on the agenda to prioritize.
[58:16] I would say that like the process would be that Nate and I sit down and go through our policies draft edits or edit increase in draft.
[58:26] It's been a long day.
[58:28] with suggestions that we would then bring to you the policy review committee to discuss and then bring to the board once we've gone away.
[58:38] Yeah, if that's the structure I'm playing with being the committee again.
[58:41] I think we want to make it as efficient as possible. You can do it well.
[58:45] I can do it again.
[58:46] Oh, that's very kind. Yeah, Becky.
[58:48] I appreciate there are a lot of policies that need to go through and are limited resources,
[58:54] but I'm just thinking outside the box from the perspective of parents if we are only reviewing certain policies once every ten years, that that could be a concern.
[59:05] And totally understand what we're working with, but how do we address only looking at a policy once every ten years and the parents perspective?
[59:21] I think this is going to be a living document, you know, if our state legislature makes a lot of movement on something, we'll need to change the timeline.
[59:36] If it's a highly, maybe contested policy, I think we should review more often.
[59:44] Okay. So maybe just with the reassurance to more infection. So this might be
[59:51] a little later than. Yeah, absolutely. Never go along with the 10. But many things will come up earlier.
[1:00:01] I think depending upon how fast we actually, through the policy that could, you know, find us in April. And we've finished everything in, you know, year one column. And so maybe we grab a couple from year two. And, you know, I think, like Nate said, I think we look at it as a living document, you know, fixed. We're only going to do it after 10 years more like try to do it sooner. It sounds great. Just wanted to voice the
[1:00:30] with the perspective and share the way we can view it
[1:00:37] as a living doctor, that's a great thing.
[1:00:39] Yeah, good.
[1:00:40] I also think that parents would probably prefer
[1:00:44] that night, night, night, night, night hours
[1:00:46] writing policy and rather be in classrooms with kids.
[1:00:51] So finding a good balance for me was like,
[1:00:54] this takes a lot of time
[1:00:55] that I'm not as students and teachers.
[1:00:58] And I would weigh rather being the students
[1:00:59] teachers how much can we get done in a reasonable time? So for me it was like I had it at five years
[1:01:05] and I was like this is multiple policies every month. I'll never get back to a classroom. So it's a
[1:01:14] it's a careful balance. Yeah, of course. Yeah. Well eventually A.I. is going to solve all our problems.
[1:01:24] Thank
[1:01:28] you.
[1:01:29] Any other points on that?
[1:01:30] Thanks, Lauren.
[1:01:37] Should I move on?
[1:01:38] Yeah.
[1:01:39] The annual focus is, I mean, they're not very sensational, but the implementation of the recommendations
[1:01:44] on the student discipline and bullying, that's going to be a key focus.
[1:01:48] And then the attendance, you know, fine-tuning this, use new attendance expectations.
[1:01:56] Obviously, we want to make the magic happen, right?
[1:01:59] And I think getting those pieces nailed down will continue
[1:02:03] to increase our capacity for making all
[1:02:07] of the other wonderful things happen at Edith Bowen.
[1:02:10] So just to, well, there's three highlights I want to make
[1:02:16] quickly.
[1:02:17] We have two new fifth grade teachers.
[1:02:21] We're really excited about here.
[1:02:23] Mrs. Pugh came over from Greenville Elementary.
[1:02:26] She's been teaching fifth grade for many years,
[1:02:28] and she's really excited to teach fifth grade at E.F. Bowen.
[1:02:32] So she has this real skill set related to fifth grade,
[1:02:36] and Felice from a survey.
[1:02:39] She was teaching at E.F. Bowen, and then took a hiatus, I guess,
[1:02:44] and did grad school and wanted to come back.
[1:02:47] We think she may be the only person ever hired twice by E.F. Bowen.
[1:02:51] So we're really excited to have her back so she knows it is
[1:02:55] born really well. She brings that to the team and Stacey brings the fifth grade
[1:02:59] expertise to the team and we're really excited about them.
[1:03:04] We also have, we're promoting the statewide readathon on October 2nd that the
[1:03:13] governor and first lady declared and we've been engaging with Teal and multiple
[1:03:20] parents and the president's office. We got to meet with President Martinson earlier and he
[1:03:27] and his chief of staff are all on board with making this a campus-wide initiative. We're really
[1:03:32] excited to get Edith Bowen's students reading with folks all over campus. And then you know this
[1:03:39] already but keeping this on our radar, we have the international conference we're hosting April 20.
[1:03:44] first second and third we'd love to have you involved however you know
[1:03:50] interested in getting involved we'll have probably around 100 to 120 folks
[1:03:54] from other lab schools I love connecting with other lab school people because they
[1:04:00] get it in a way that other charter schools don't get it and maybe district
[1:04:05] schools don't quite connect so it's really a cool community to be a part of
[1:04:11] And those are the highlights.
[1:04:18] Thank you.
[1:04:20] The next item is the closed session in order to go into the closed session.
[1:04:26] So we'll have to make a motion to hold a closed discussion session to discuss the character
[1:04:33] professional competence or physical or mental health of an individual who would sell on.
[1:04:40] Thank you.
[1:04:46] And then with this situation as I understand it we each have to vote or are each of us
[1:04:52] by the court and I guess yes or no.
[1:05:02] I'm assuming I sometimes the chair doesn't say your name and your vote.
[1:05:06] That's Stephen. Yes. Chris. Yes.
[1:05:10] Elspeth. Yes.
[1:05:12] Frank's cool. Phil. Yes.
[1:05:14] Becky. Chloe. Yes.
[1:05:15] Whitney Robinson. Yes.
[1:05:17] Bernie. Stop. Yes.
[1:05:21] Thank you.
[1:05:26] Thank you.
[1:05:28] So, I don't think we have any other further agenda item.
[1:05:31] So, I think that's it.
[1:05:33] Thank you.
[1:05:34] Thank you very much.
[1:05:35] Thank you. Thank you.
[1:05:36] I don't even know what it is.