001We wanted to see how you would handle. >> I can roll. lively discussion in 5 seconds. >> All right. I'd like to call this October 27th, 2025 meeting of the IG committee to order. Uh, [sighs] Dr. Hub, do you approve the agenda? >> I do. >> All right. Agenda is approved. Uh, do you approve the minutes of the 9:22 2025 meeting? >> I also approve >> as do I. So, those are approved. We're going to get right into uh the policies and regulations requested for review by board members andor staff. Want to start with a um DA management of funds. So that was speaking. >> This one was from like October, not October, like months ago. And [snorts] we just held it. >> Okay. >> All that really changed on this was legal references. And
002the only reason we changed the sentence to go at the top instead of at the bottom is because it was like the starting point of the policy. It shouldn't have been at the end. >> Yeah. >> It was [snorts] really just legal links on the end. I had no issues. >> Yeah, this one is easy. All right, we'll move that one over. Move right to EBB, which is threat assessment teams. [snorts] >> Thank you. >> So, it's really Mr. U Tucker, but we work closely together. Basically, it's um state law saying that notification, communication to parents and certain materials have to be um a made available during a threat assessment to those students to um different different things, but it's based on state law. >> Yeah, I can see you quoting the actual code. >>
003That's the only change that we've made instead of just we change school division personnel. >> We're doing that in all policies. Yeah, I have no issues with that. >> So, the next policy is just hang. All right, we're good. I can go. Sorry. >> All right. C I ke B acceleration. >> Yes. So, this is based on um new state law specific [snorts] to math acceleration. So, um Dr. Trosper and Audrey Ber worked on this. basically um the criteria for being enrolled in advanced or accelerated math in the middle school. Um and the notification to parents that this is the criteria and this is while your why your child was enrolled in accelerated math. We sometimes have parents who don't want their child to be in an accelerated math program. The way the state law
004reads is that they're automatically registered for that math program if they [snorts] um meet the criteria >> and parents have to request for them to be pulled out if um they don't want them in that. Um and then we have to submit our data to the DOE each year to let them know how many of our students qualified based on the new criteria. So this is all coming down through state law. Is the new criteria established? >> We're going to start it next year. >> So, it's changing with the the I guess they escalated and raised the bar on >> Yes. So, >> yeah. Okay. >> We debated whether to start it this year or next year, but seeing we still don't even have all of the accountability information we were supposed to be given
005in August. And now they're saying um it'll probably be the holidays before we get it. I'm not sure which holidays, might be Easter break, but um so we decided we weren't going to try to implement this year this year until we knew exactly what it meant for our kids. So we will start using that criteria in the following year. >> Okay. So this is all state law. >> It's all state >> state law. All right. I think I think we're good. Three for three. Yep. proceed DJ JC school attendance areas and D-1JC school attendance areas. >> How are we doing this? >> Well, are you taking public comment? >> Yes, I will take public comment >> if you want to do that first. >> We have someone for public comment. Steven Hill. >> Um, I'm
006going to read this so I don't mess this up. Um, so as we continue our discussion of school capacity and future planning, I'd like to focus on a policy option, the overflow model, and how it can serve Bedford County as a practical school or practical tool for managing enrollment growth. Um our current policy JC school attendance areas uh gives the schoolboard authority under uh section 22.1-7.178 and 79 of the code of Virginia to define and adjust attendance zones based on the recommendations of the superintendent policy JCR which operationalizes that authority outline outlines a series of strategy for addressing overcrowding when school reaches its established capacity threshold. Those include boundary adjustments, grade level reconfigurations, temporary facilities, and if accepted, the implementation of an overflow model. Uh the overflow model would provide an alternative to a traditional
007resoning strategy by directing newly enrolled students uh particularly from new residential developments to nearby schools with available capacity once the zoned school has reached or exceeded its capacity threshold. It allows current students to remain in their existing schools, preserves the stability for families while enabling the division to balance enrollment responsibly across facilities. Uh this model is also consistent with our goals to ensure equitable access, efficient use of our resources and to maintain the integrity of our instructional program. Um I've put down four key features of the program or of the model. Um predictability. Once a school reaches its capacity limit, a newly planned development are assigned to designated overflow school unit until capacity drops below the threshold. Um the stability aspect, the students that are already enrolled are not displaced and siblings are all kept
008together. Uh transportation equity, the transportation is provided under the same conditions as regular assignments. Um annual review. Um, assignments are revised annually to determine whether or not students can return to their zone schools. This policy addition would allow us to standardize standardize enrollment models without having to hold public hearings every time a new development is planned with intended zone boundary. Uh, and transparency. The division will publish an updated list um to review each year to asssure accountability. Um, in areas like the forest zone, growth continues to out outpace available space. Rather than moving hundreds of students through large-scale boundary changes, an overflow model will give us the flexibility to respond incrementally, fairly, and without uprooting established community. It also aligns with our values of being good stewards of taxpayer resources while protecting instructional quality for
009every student regardless of exhibit clip. Um, I want to make this very clear. This overflow model does not replace redistricting. Uh it just refineses it. It gives us a structured data driven datriven excuse me process to maintain enrollment in real time uh while maintaining community trust and uh student stability. >> All right. Thank you for that. Thank you for the time that it's taken to to put that together and to and to come up with another option that we could potentially consider. So, I guess with that we will we will look at at this and I'll just read what the changes are because we already have um this JC is already in in in the books. This is just would be in addition to that. Is that correct? >> Well, yes. We we added an
010addition to JC and then we added a regulation. We we don't have a regulation. So, just to give you a little bit of the history, right after the board meeting, um Dr. Calbertt began working on a possible policy that could kind of guide our thinking if we were to use an overflow model. >> And then over the last three weeks, we've all been tweaking it. And what we realized is >> if we made just a policy for the overflow model, then that's saying that that's what we're going to do every time a school's at capacity. So what we did was we just went back in and took JC which we already have and added this paragraph that the superintendent will present or create a regulation with lots of options or options. So the new regulation
011that you have >> are all of the options that we could think of. We did some research and basically how they would be implemented um which includes the overflow policy. Um Dr. Calvert actually even went in and put, you know, definitions so that it was very clear what is an overflow school, what is a new development, how do we define those things. So that's how we kind of came to um giving the board options if there are capacity issues um that include everything we could think of which would be redistricting um adding on permanent um building structures, adding on temporary structures like mobile. So, we tried to give you everything that we could in the regulation as possible options. The nice thing about a regulation is it doesn't have to come to the board for
012approval. So, let's say we were in the middle of something and someone had another idea. Superintendent could put that in regulation as an option for the board to consider without having to go through the two-month policy cycle. So, that's where we're at and I'll turn it back to you. >> All right. Dr. Calver, anything? >> No, I just think all the possibilities of anything that we would do are anything that we've thought of are in here. So, and you can do one or more or combination. >> So, >> again, I I I advocate for this um in business and a lot. I don't like when you get to the line of scrimmage and you can only call one play. >> I like having the ability to have options. Um I think Um, Chairman Hill has
013sat up here and has advocated for options on these times. We want options. We want and I appreciate everybody working together to come up with this. It's just another tool I think that >> you know we now have access to. So with that, Dr. Cubach anything on this on this regulation >> on these >> only that I too like a lot [snorts] of options and I like the flexibility that it gives um and that it enables us to work overflow model with redistricting and and I agree it shouldn't replace right they should work in concert um >> I think sometimes redistricting can be um for certain areas that's a that's a pretty aggressive step that may not be needed. You know, sometimes you need to thread the needle a little bit. You need to be
014very smart and you'll need to have all this upheaval. And if you only have that other tool that's the only tool you have, >> you're going to cause, you know, some issues for sure. >> And there are certainly some areas in in the current redistricting topic that we've been talking about that still need that. And and it makes sense to the community. it makes sense to the school board uh and and I don't think we should veer from that in those areas particularly like Vista and some of those other areas that are actually bifurcated by the current zoning. Um I did have a question though um that either one of you could answer and that is you know we we kind of have this nebulous um capacity threshold and we talked about you know 85
015is too low that's not fund efficient >> uh and 99 is too high right that's pushing the margin on that way what kind of threshold are we talking about >> we debated that for a long time in executive see him going back and forth on um [snorts] we had it in at one point, we took it out, we had it in, we took it out, we went back and forth. We >> the fact that it's a regulation, we don't have to nail it down, right? >> We decided not to nail it down because I just thought doing any specific number in here is just so >> it's also dependent on the school too, right? I mean, >> yeah. Yeah. I think what probably more of a realization for me. So, you know, just doing a
016lot of research over redistricting and all of that and talking to the team, I think we recognize that redistricting and growth need to be treated like we treat our CIP as a long range plan. and that really um us coming up with a redistricting plan, we are not experts in development. We are not experts in transportation. We're not experts in in all of the things it takes to to do that. Um so in talking with Randy, we would really like for the facilities committee to really start looking at what subdivisions are coming. Um, and we just so happen that we have a board member who has great knowledge of how those building permits work and how, you know, subdivisions are created. Um, and we also have Taylor Bell who works on our construction projects here
017and per and I was getting notifications of meetings on new developments. Well, I'm instruction. So, we need to get the right people in the right place before we make these big decisions. So, um I think what we talked about was really taking some time to look at five, six, seven years down the road because I think Mr. Hill said it in the last board meeting. It would be really foolish for us to move a 100 kids and then New London to drop down to 60% capacity and stay there for several years because the developments aren't even started [snorts] yet. So I just feel like we have been thinking a lot about getting the right people at the table and if it goes through a committee then during those committee reports that committee can present to
018the board all of that information that they understand and that they're experts in. So that's kind of where my thoughts have been. Um, you know, I think we were doing what the board asked, but even, you know, honestly listening to the parents, I was feeling like, oh gosh, you know, we don't live in those neighborhood. We don't see those things. We're trying to do the best we can with the knowledge we have. So, [snorts] that's just my opinion kind of why we're going this direction. Give lots of options, but as you said, we didn't choose a capacity because it depends on what school you're at. If it's an older school, they have less capacity, they don't have as much storage, they don't have all those things, >> cafeterias, all those things matter. So, putting a
019hard n line number on it, I think it's going to harm us more than >> Yeah. >> And [snorts] I think by by looking at each individual situation, it's, you know, it's not just a number on a piece of paper. It's actually going through and having firsthand knowledge and saying, >> anybody could walk in and see that and go, "Oh, we totally get it." And that's a that I think that's that's a better that's a better way to do it. So, >> and I think there's good conversation that can be had with lots of information because the other piece of information that right now I'm really the only person that has access to it other than the person who built the spreadsheet is how many zone transfers do we have in each of our schools?
020because we have some families that have been grandfathered in for years that would have been staying in schools while people who live in that community are being moved. That's a hard pill to swallow >> and we haven't addressed that yet. like um what do those kids get to stay just because they haven't approved zone transfer or >> well >> it's tough to talk about I think and >> well and this the flexibility that this provides >> um and and the fact that we can revoke those zone transfers if they're creating a problem. >> Yes. And that's in our zone transfer policy. We can revoke at any time for capacity or other issues >> specifically in redistricting. Um, so >> and from a long-term perspective in talking with Dr. Woodford, um, looking at just because there's
021a permit doesn't mean there's construction. So from permit to actual kids showing up in our school, looking at historical data, what kind of what kind of structures are going up, what is the impact of our schools? We can go back and look at when apartments or town houses or houses went in, how many are going to come in. actually looking at some hard data from the past, but when do we, you know, when's a timeline for those kids to show up because, you know, is it when they've cleared the land, you know, that doesn't mean they're going to start construction. So, there's a lot to that. We have some people on the board and actually in our departments that have a little bit more knowledge on that, but to come up with some methodology. So
022we're looking five years out at all times in the facility, not just the CIP, but our facil but the facilities as far as capacity and the methodology for coming up with a capacity very transparent. This is how we've done it. This is when we can expect the kids and that's going to trigger one of these options and that so everybody knows when that's going to happen. >> So does this mean that so like if I'm going to buy a house in this new community and the flyers are coming out and my real estate broker's like, "Hey, come check out this piece of land." and they're going to build acre homes. It's going to come in and usually says elementary school, middle school, high school. >> For this instance, let's say elementary school was the one
023in question. It would just either have a question mark or a TBD, >> something like that until at that time it's like once houses start going up or whatever that comes in and it's it's known then. >> Okay. or if we're far enough advance and it's like they're putting one in and we know a certain school right where it's close to is going to be over capacity, we're going to say to be determined but not the one that's over capacity. I mean that way people buying those houses are coming in with a clear understanding what's happening. Um that has put pressure on a certain school and you want to be as transparent as possible for our current parents that have kids in our school but people buying too. So they don't come in and go
024just because I'm close to that school doesn't mean that's where you're going. if you were if you were to select the overflow policy, there's other options here, too. So, yeah. >> Well, and I think that we're going to be very intentional and and a lot of it is just misunderstanding and miscommunication between the the county administration and us. Um, tomorrow there is a planning meeting for a new development and they're probably going to have way too many Bedford County people on it, but we want people on that call that understand what they're talking about. Um, so that we can then say now we just want you to know that let's say it's, you know, at New London, we're not going to promise that New London Academy is going to be the elementary school. So, we
025just kind of put that out there to the developer right up front. >> Yeah. On on top of that, there's some other things that the developers might need to know or just something like between the county and us and saying, "Hey, this is what's going on. By the way, this other stuff is needed. Maybe the developers can help out with some of that stuff. maybe it's easy. So, I think more communication of course is going to be better because it it does help avoid things being miscommunicated or just someone just not knowing. >> Um, I think that having the regulation the way that you guys have done it allows us to try to have a maximum solution with minimal impact. I think it gives you that that scalpel that you need uh when you're trying
026to when you're trying to it's delicate and but it's it's lives and we want to we want to be you know respectful and cognizant of that. Um one question I would I will ask Mr. Haggler is on transportation [clears throat] >> it would most likely let's say it's a new subdivision next to an old subdivision. This is going to a different school than that is to make sure that the kids are getting on the right bus, separate bus stops, I would assume. Um, what are what do you where do you think I know you guys have to walk? Of >> course, they do that at the school getting them >> to their home. >> Yeah, I think it would just be >> clear communication. I just want to make sure that we >> routing software.
027We're looking at different different routing software. And the other piece of this is I think part of the reason we were trying to define new development. We're not talking about one new home with a with a family in it. We're talking about the possibility of >> 10 new homes. >> Yes. 30 or 40 kids that are really, you know, >> but we also didn't we didn't we left it very open so that we choose when it's needed to be chosen. you know, we didn't say 25 homes or 50 homes or we just kind of defined in the definition of new development. It's it's on the least end moving up. You know what I mean? And it does say >> Yeah. >> Um site plan any residential subdivision site plan resoning or building permit approval resulting
028in creation of one or more new dwelling units that exist as as of the option adoption date of this regulation. So in other words, from this regulation date moving forward. >> Okay, >> that gives us the flexibility that would just be considered a redistrict if we decided to go back and look at another new development that happened that's causing some capacity issues. >> Yes, because we didn't think we could go back and retroact something that >> No, because they we they would have to have we would have to have a meeting >> and they would have to be able to come and present. Okay. The other thing I think this allows and I'm speaking for a committee that I'm not in charge of. Sorry Randy, but you know you can say like we are concerned
029about this new development. Bring us a couple of like what are a couple of things we could do? What does it look like if we redistrict? What does it look like if we do over? So I think it gives >> more to think about. I think before when we program we move all the preschool programs. we move all the programs out of that school then what does it look like? >> I appreciate the conversation we've had in the last couple of months because it's been very eyeopening I think for all of us and um you know I appreciated the public comment last month at the board meeting because there were a lot of things that I think it got us thinking and >> appreciate the >> Yeah, I think that's good. I think one of
030the things I always tell people is don't you know it's not just about the problems come to us with solutions too and it's good to hear that people are very invested and they said that and I and I think that they will absolutely respect the fact of the hard work that's been done to try to come up with the solution because that's what we're what we're ultimately looking for. So I guess with that I am very appreciative of this and this tool um potential. So I do not have any other questions. And I'll just say from the transportation view, I think it's been addressed. The main thing would be you don't want one bus in one zone going into all over the other zone, but if it's one um targeted location, targeted neighborhood development. >>
031Yeah, >> we could make that. >> It's also now if you think about it, I know it's there and it may be several stops in a new neighborhood and if if they were still on the same bus, it would be for a longer bus route for for someone. So yeah, um the only thing I would say is if we do move this, I think it would be important to maybe discuss some of the regulations uh there because obviously we have some decisions to make and I think that would help uh maybe people feel a little better about some stuff. So >> So just you you'd like us to be prepared um when it's introduced as a new policy to kind of [snorts] talk about >> the other ones I I Mr. Dupair usually reads them
032all. I think this one we go we just wanted a you know >> needs a summary. >> Yeah, it's funny because >> it does need something because typically regulations don't come before the board. But I think a good explanation of why it's coming is is also >> and and we need to be prepared it that a motion is made that we take action. So I think it's it's also important from a transparency standpoint. Obviously, we'll get it get it out there and people will see this, but give a presentation and then and then >> and we do sometimes add the regulation onto the boardformational items even though you're not voting on it just so people can see. >> Yeah, >> I would that would be my recommendation. >> Absolutely. >> All right, that is approved.
033All right, let's move on to E. That's JCB. >> Thank you, Mr. Hill, for your hard work and public health. >> Thank you. Um JCB transfers by students in persistently dangerous schools. >> This is another just a legal update and language update to uh we are still going through policies that we just needed to change language and to make them consistent. Um, but this is we don't have any persistently dangerous schools, thank goodness. Um, so we've never had to um do anything, but we do have to have the policy to allow a transfer if there is a persistently dangerous school >> and the legal reference was just outdated. So, it needed to be removed and we haven't looked at this since it was adopted in 2015. >> Okay. So, just cross it off. Um, and
034this is just within the division, >> Correct. Is there any other just side question is there any if there's you know persistently dangerous schools outside of the division does there is there anything for those students to be able to get into Bedford County? >> So if there are no options in that school division um that school division can reach out to our school division and ask if they could pay the cost or tuition of coming. Now, we probably wouldn't offer it as our $500 tuition. We would probably look at the particular student, their services and needs and actually say to the school division, this is what it costs per pupil, they need to pay that. >> So, >> okay. >> Yeah. But if they have an option inside their school division, they have to that's
035what they offer and the parent can make a choice. Yep. >> Okay. And if the parent decides, I don't like those options, then they can they >> Yeah. >> Got it. >> Good. Nice job. F drugs in school. >> All right. This is um [snorts] just policy update based strictly on um legal language code of Virginia um specifically on notifying parents during school connected student overdoses um that how we when and how we would communicate um with those parents. And we we've been doing this didn't see anything. >> We have other policies that are in code of conduct, student code of conduct and and everything else. So like I just want to make sure that you know from an enforcement standpoint, from a student safety standpoint, and from a overall like being tough on this
036that we have all the tools that we need and we're exercise, we're using all the tools we have at our disposal. >> We do. Okay. >> And we have a a matrix that our principles are really utilizing at the secondary level to be consistent with that. Working with Mr. Tucker as the hearing officer in having those those kind of hearings for those kind of situations. This these changes are more about if a overdose defined by the state of Virginia which is very specific. >> This is a life-threatening condition, >> right? You probably have a lot of stuff under that threshold that falls under another policy, >> right? So this is the changes are just more about the communication with parents that we're required as a division to notify all parents of that of that school
037not just it's not just the parents of who whose students are involved at in that incident. So it's about the whole school >> the parents are notified but it's it just would say a student or something like that. It's not like it. >> Okay. >> One of the things I do think is hard about this policy is that law enforcement and medical personnel confirm the overdose and if they get called out and a student then they they'll say it's an overdose and >> on the EMS records which then in turn it does force us to send that letter. And so that's a little >> so we we've worked with the sheriff on this because a lot of times um we haven't had very many of these situations and and really this is over the last
038what two two years maybe >> two yeah two and a half maybe >> because sometimes you'll get well EMS is saying yes >> and law enforcement saying no well this says both right so so you have to it's delicate to work through but actually the new draft just came out um this summer and it really helps us with the definition of of student overdose where um you you're administering our camp. So, um that I think that's going >> we have that in all our schools >> that's going to help >> and our teachers and staff, everyone has knows the policy and procedures on how to handle that. >> We have teams or >> Yeah, we have teams that are trying >> response team, right? >> Yeah. Not every team Um and the ner are the
039ones who were >> SRO's carry narcan also >> and if you know I don't know all the inn out so correct me if I'm speaking out of turn but like if we have to look through some I know this is separate than this and we'll we'll move this one through of course but if we're now something suspecting of something and I know we've we've gone I mean who would go through like a student's like book bag if we suspected something that's not an overdose it's just >> we suspect them they wear gloves. gloves and everything and all that stuff. >> We have that clearly outlined in our code of conduct and administrators would be the ones to do that. Unless it's a um unless it's a safety issue for our administrators, then an SRO would
040would come with them in into that room. But >> you have to basically say, "I'm in danger of my life right now." Because there's a different level of standard for a search for an officer versus a search that an administrator can do. It's only if it's a severe safety issue. >> I'm just thinking like if it was like fentanyl or something. I know they say like that stuff if it can get on you can affect it. >> We utilize gloves and all. >> Sure. >> A diabetic crisis can look like a fentanyl overdose, right? [snorts] >> And I understand what you're saying. Yes. They don't sometimes regularly bring their book back. So you always want [clears throat] >> I don't have a problem with this, but I do think that there there certainly could be
041situations where there's a difference of opinion between, you know, EMS where they're going to say, "Oh, this is a drug overdose because they're impaired, but not necessarily a life-threatening situation that VDOA says uh is an overdose." So, okay, you're always going to have that. >> EMS is going to want to overdiagnose and the sheriff is going to want to underdiagnose. So, >> and we have a lot of volunteers. >> We've gotten through the last few relatively smoothly once that first one happened and that we just it's really communication with everybody and and um [snorts] Janet ship's awesome at EMS to work with and the sheriff's department. Our sergeants have been our uh SRO sergeants have been our main contacts and they, you know, we've all been able to talk through those situations and get through
042it with um principal and scenes helping with communication too drafting letters, but we have a template now um from the DOE and Mr. Tucker and I and Miss Ames um and Miss Thomas are all all involved when when something like that would happen. >> Okay. All right. That's good. G JFCG cell phones and personal communication devices. >> So this is no change to the front half of this policy. We're just making the employee portion of this match the employee policy because we made a separate employee policy and we want them to match word for word, >> right? So we remember we use VSBA on the employee one. So we're just making this match. >> Got it. Okay. Check. There you go. >> SBS. >> Get it? HJO. Student records. >> We just brought this one.
043>> Yeah. >> Like last time. But we had a we got a email Mr. did from the home home educators association of Virginia >> again >> question yeah yeah again questioning the language that we used in the policy which I made the policy it's been that way since 2010 but they just called that so just to keep the peace we took out the language we had added exactly what's in the law so that we're covered and they they should >> have they been able to proof this yet >> no they will at the the same time might be back at IG. >> I know it will. [laughter] >> Okay. >> The part that's highlighted in yellow is the only thing that changed and it's under the home instruction part and we just took out what
044we had in there because they said that we legally couldn't ask for those things, >> right? >> And then put exactly what we have in the home instruction policy that comes straight from the state law into this to cover everything she said in her email. Sounds like you hit the nail on the head. [clears throat] >> She honestly it I think she thought we didn't do any changes from her last email, but we had this was kind of >> it's a different policy. So, it was the home instruction. >> Yeah. So, >> yeah, she's she's splitting hairs. >> That's okay. I mean, >> that's right. She's >> Yeah. Well, >> she's doing her job and representing the parents instruction. So, >> it's a big policy. >> It is records. >> That's my fault. >> Huh?
045>> The original policy was supposed to be like it was like couple pages, but then I added all this stuff into it. Now, everybody keeps scrutinizing all the stuff I did. I should have just left it alone. >> All right. I appreciate your endurance with this policy. Very good. >> I think we're good. Move it. Ki public solicitations in the schools. >> There's nobody here for this one. It actually is a policy that is for Miss across the street and Mr. Duper approved it. Really nothing is really changing. It's just another one that we haven't reviewed for a long time. And she said that nothing needed to be changed from it. We just took out the purpose statement, changed some words that we've changed in other policies. I I actually do not know when the
046last time we revised it is because when I got policies, I go in and try to find that information. There's not one date on it at all ever. So, I have no idea when we made it >> or when December 2025. >> I don't think so. >> Rubber on the road. Is this ever an issue? >> Yes. >> That we just say no, we don't. We have a policy that prohibits you from soliciting here. >> Well, and we've kind of even gone as strict like we used to have employees who would make things, sell them within the schools for their own personal. So, we even had to tighten up on that. Um, >> some schools have like vendor fairs now, but it's it's a fundraiser for for the school and and they do it internally,
047too. I think um at least I've [snorts] I think I remember some some schools doing that. >> We used to do it at middle school. But yeah, >> we used to have kids used to come in and they would sell like you can't even do this anymore like Twix and Snickers for like ROC and then I had a buddy who just went to like Sam's Club and bought like a bunch of stuff and he just carried the bag and he was selling it too. >> Oh, making lots of money. What I remember having conversations with staff where >> booers >> the staff member would send an email saying I have a a car for sale or something and I've had to address >> here's the policy Facebook marketplace. [laughter] >> Well, this was prior. >>
048These are in the good old days. >> Yeah. I mean, as long as it doesn't prevent, you know, our schools from benefiting like it, like you said, if it was for a fundraiser or something like that, like, hey, >> our company will go in to the schools. Usually, we'll partner with the schools and go, hey, >> we're going to give give free sub cards to your team and it's like a donation and we're going to raise the money for Liberty High School or whatever. And so, we're going to give out 10,000 of these in the community anyway and try to raise as much money for the school for the grand opening. So, that's usually what what we would do. So, as long as we can do, you know, people can do that and we can
049help raise money for the schools and someone's not personally, you know, gaining. >> We even have, I mean, Randy deals with vendors for um 403bs and things like that. Even those things are now optional for teachers. Like, if you want to visit them and talk about supplemental insurance or 403bs, you can do that. Before that, they would all line up and come to faculty meetings and you were kind of stuck there listening to their spiel. But >> Mhm. >> we've even tightened up on that. So, >> okay, I think we passed that. I think we got through it all. Any other topics for discussion? >> No. >> Good. >> We're good. Anybody else? Good. Good. Good. >> Next committee meeting date. Skip December meeting. need to do more. Do we need to do more than
050November? How are we How are we looking? We still have ones to do. >> Still have a backlog. >> It's not huge. >> No. [snorts] >> But we're going to be off in December probably. Yeah, we're going to skip the December one, I think. Right. >> Mhm. >> I mean, I can I can do the 24th. Just check real quick. >> I'll leave it down till 26. >> I can I can do the 24th. >> We put it in. >> We put it on there, but they didn't actually approve them. We're just approving them at each meeting. >> Oh, you want to approve more than that, huh? Oh, it doesn't matter. [snorts] >> I'm definitely out of town on the January one. Um, but we only need one. Everything else looks fine all the way
051through May. But we're going to have a new board and so I don't know if we know who's going to be on which committee. Yeah. So maybe we should just >> um we'd have to wait till right after the the January meeting. we'd have to set it or right after we adjourn that meeting and just come up with an IG that that should be set by then. >> So, I think we should do the November 24th one and and and go from there. >> Okay, >> that makes sense. >> Cool. All right. And with that, do I have a motion to adjurnn? Make a motion that we adjourn. I second that. We are adjourned.