00125 to order. Um, Dr. Kubak, do you have any approve the agenda? >> Approve the agenda. >> All right. Do you approve the minutes from the 6525 meeting? >> I do. And I I couldn't figure out what the uh difference was from the most recent one that was sent. Apparently, there was a a change. I was like, looks the same to me. >> I think we moved something up. I think we moved something up from five to >> four on the new one. >> You mean the agenda or the supporting document? >> I thought it was on the minutes. >> All the minutes should be the same. >> I think it was on the agenda or the supporting >> it was the agenda. >> All right. >> Cool. Those are approved. All right. So, number
002four, we're going to start with the policies that are requested for review. We'll start with A, which is DJ small purchasing. >> I'm sorry. Before Before we start, I want to explain why you have yellow writing and marks and more underlines is because we had VSBA recommendations that we were using while we were waiting for more updates. So that was what I did originally. Then we received Sans Anderson's updates for the same policies again. So I combined both so that you could >> both Yeah. >> Yeah. These are double looked at >> and I didn't realize that till after we had already made the supporting documents and I didn't want to confuse you and bring in another set of paper. So I just put it all in there. So anything that's yellow is what schoolboard
003member not school board member goodness sans Anderson said and anything that's just struck through or struck through and not highlighted is VSBA and this is what the exec team decided to leave for you to work from. We did all the combining of the after she did all that work then we said here's how it sounds the best. >> That's confusing but >> all right so DJ which is uh small purchasing that's the first one on our list here Mr. Haggler. I think that might >> Yep. I know what you mean. So, bottom line of this one is they're raising um the requirement for doing a formal bid process on this one to 300,000 from 200,000. They've gone up on this in my years here two or three times as time goes on with inflation. So,
004just before you have to do a formal bid doesn't we could still do a formal bid under that if we wanted to, but we could go out and get three written quotes and move forward with a project if we wanted if it's below 300,000. Um so it's moving it up. Still the requirement that we take these things to committee um when we do that either facility committee or finance committee depending on what we're doing on. So that doesn't change notification of the committees just the threshold of when we do a formal bid. >> Um I remember that this was this actually brings me back to my first ever board meeting in the infamous water fountain situation where the water fountains were brought up. It was $250,000 for 50 water fountains. and I said I in
005good conscience I can't vote for that. So we didn't and then but since then so we then formed committees based off of that meeting. So now we have several committees now that would see that and that we could go to board members and the staff and so are we we're good with this and then so we lowered it. That was one of the the first changes we did. We lowered it to 200,000 I believe it was >> um it was it's been at 200,000. This is >> we lowered it from wherever it was down to 200 >> and I think now you're asking for it to go back up but I think right so playing both sides of this >> well the state is asking >> that's what the state is saying >> the state
006law change this is this is really not reporting to committees this is state code that says if it if you think a project's going to be over 300,000 you have to go for sealed formal bid. >> Okay. >> Um this will not impact notification of committees. No, no. Because now that we have committees at that point, we we didn't have them. That's what I was saying. So, but this is for state law. Yeah. >> Then, >> yeah, the facility committee uh and really this would pertain mostly to facilities and construction. >> We're bringing projects to them for 25,000. We're briefing them on all projects that are going on except for a repair that needs to be done, but any kind of project, we're briefing them on everything. >> So, what what's the net effect of
007this? Does it streamline the process? So it would streamline the process that if a project was going to be for 250,000 or estimated that we could get three written quotes from three different vendors, present that to the committee and move forward. The the formal bid process is you got to put the legal document, they submit it by legal, they come here, we open it at one time and we do that. It just streams the process a little bit. I'd say for our organization with the committees really not much of an impact. we would re we would be reporting three written quotes to the committee rather than a field formal bid. >> So that's the only change >> and this really reflects state law change. >> State law change up to 300 >> policy owner. >>
008Yeah. >> It just gives a little bit more flexibility to move quicker. Um but with our committee structure we we still take everything to committee. >> Okay. >> Yeah. >> I think but I think that instills confidence the way we have it set up. So I'm I'm fine with that. >> We're good to move that one. >> Yeah. Any policy that has yellow highlighted on it today is from state law changes. >> Okay, >> that's from state law that Sans Anderson has reviewed and said you ought to do this. >> And just for total, >> it doesn't have to be 300. It could be lower. It just can't be higher than 300. That's what state law says on Germany. >> Okay. Okay. >> So, boards can get me more restrictive, but they can't be looser.
009So, Got it. >> Okay. Got it. I'm I'm I'm good. >> Yep, I'm good. All right. B, professional staff development GCI. >> Okay. So, I know she said this is VSBA and the sand destro is yellow, but these code changes came like this VSBA document was January probably of last year. >> It was May. >> Yeah. These happened over the summer. The code changes happened over the summer. So, that's why it's not shown in the VSBA document. um one is just about um the training that has to be done for autism and then one is very confusing but it is in code so it does have to be there. Um, it basically says that teachers shouldn't have to be trained other than every 5 years on non-academic items up to 25 hours. But what's interesting
010about this policy, and we've we've kind of put it up to the BDOE to tell us what to do with this. Um in here it says the total frequency duration of non-academic training activities in which each BCPS teacher is required to participate state law or regulation. So basically um is required to participate pursuant to federal law or regulation. So, it's saying there is a limitation on how much nonacademic training can be given except if it's mandated by federal law or regulation. Well, guess what? All the ones we do are mandated by federal law or regulation. Um, so we ask for example specifically because I think the ones that get in the way here are like um cultural competency training that's required. Um, you know, bloodborne pathogen has to be done every year. All of those
011types of training. Um, title N has to be done every year. There's a whole list of them. but um even seizure training, but they're all mandated by law or regulation. So basically, I can't figure out what this what this code change does in actuality. So I kind of wanted you to know that in case because people think this limits their training, but when you know that everything's in code and it has to be done, then it doesn't really limit the training. So I just kind of wanted you guys to know that. But it is code. It has to be. So, so we've asked for clarification. Which code do we obey? The code that says we do it anyway cuz we would like to cut down on our mandatory training. >> Doesn't sound like that. >>
012It doesn't sound like they're contradictory. It just sounds redundant. Well, I think they're contradictory in saying non nonacademic training like bloodborne pathogen and cultural competency. Then if I read this correctly, you should only have to do those once every five years, but they're saying you have to follow the statute, which the statute says you have to do them every year. So that's what we're asking for clarification on if you know but I can't change what's in code. That's what's written in code. So >> um >> so if these changes are changes to code and things that we have to do waiting on clarification where that clarification >> how how good that would be in like a regulation. >> Yeah. >> Okay. >> Yeah. Once we get or basically I just want I guess I just
013want teachers to understand because when you read this and you say oh well they came out with this code that I don't have to do training but you know every 5 years and up to 25 hours then you like why am I getting all this training again this year >> because it's superseded by federal law. >> Federal or state law says that and it's not like we're asking as Bedford County Public Schools to do it. That's where we have the discretion is is in in that. So I guess just so you guys would understand that in case you get a complaint, you would understand how they contradict each other. >> And this got it. And just for people that may be watching, I mean, the the the central office staff and this committee have met
014with elected representatives and have talked to them about how burdensome a lot of this can be. Uh they understand that and uh hopefully we can get some things done. But we are fighting to to ensure like hey the training that we need to do we're going to do. The training that we think is relevant we do. But the other things we're trying to push back on that. >> It's like knocking over a Coke machine. Takes a while and hopefully get them to go over. Okay. So anything that's in yellow are those are those are the changes. >> Yeah. And they're both uh the section codes are listed in them. >> Yeah. this section here that's been underlined. It's on the second part on on on the page. It's all underlined. So, that means it's all
015new. Um, is that are those things that that you guys put in? No, all all the yellow is is >> the the yellow is what Sam Anderson >> gave us and some of it is from 2024 law and some of it's from 2025 law. >> Okay. >> And so that's >> so I guess >> this is this is saying a whole bunch of Virginia code and Virginia code. So I would assume that was >> and I guess you didn't highlight that because CNC Anderson didn't say that part. BSBA had already said that part. They they gave us that in May of 24. >> Mhm. >> So I guess we're kind of like two revisions behind. Like if we' have revised in May, we would have put the black section. And then if we revised now,
016we would have put the black section and the yellow section. >> So >> and if it's yellow and it has stuff struck through, it's VSBA writing and sans Anderson. They were so similar that we just marked through some of it. It's confusing. I understand. This is the easiest way I knew how to make you see it all in front of you at once. And a lot of that in the middle is just what you have to do with provisional teachers coming into special education. because you can come into special education with a provisional with a degree in something else and one class in special education. So I think that's why they had to mandate some training there. >> Yeah. Well, that makes sense. >> Which I agree with. [Applause] >> Dr. Hubach, you see anything
017on there? I can see Leanne's point that uh there could be kickback or people saying this says you can't make me do anything that I've done in the last 5 years. >> I thought I'd have kickback with the start of this school year because it was a big thing in the news. Like this whole thing was huge in the news uh about the limitations to staff training and because they're overburdened and >> which they are. Um but there was nothing. I got Everybody just did it. >> So >> maybe it'll be >> things go into several columns. What do we mandate? Was a state mandate. What does federal do and how often that is. If you could do that, we say we're limiting on the things that we can do. We're controlling what we can
018control. There's other things that we can't. And if you break it down that way, I think they would understand that. And doesn't mean we're still not fighting for for the teachers. But >> yeah, >> I I think that's a good clarification. >> Yeah. a lot of things when we put it out there, we put the code beside it. >> So there's no doubt that, you know, Beford County just didn't doesn't just do this to do it. You know what I mean? We have to do it. >> Okay. Are you okay with that? >> I am okay with B. It doesn't option. We will go to go rogue. >> Um we'll do C IA instructional goals and objectives. >> Okay. So these are just additions. U notice I don't have any yellow. Mine is all from
019the SBA. So it is um just codifying in policy what's already in law that um there's a passport program with community colleges. is we sign an agreement with them um that will um participate in the passport program. Basically, there are certain classes that um we can offer dual enrollment in that will help students get an associates degree. Um CBCC is working really hard with all of our partnering colleges in the community to have those colleges take any dual enrollment credits that we offer through CBCC when our students are juniors and seniors. So, that's just putting that in there. And also there's some discussion about college and career ready Virginia programs. Um that is part of the new 3E accredititation model making sure that our students are college and career ready. Um and then on the
020back of that policy is just adding in part of our instructional objectives is this new program of literacy instruction based on uh the science of reading and that we will have a plan that's approved by the board and that um at the very end that parents will be given notice and a copy of their child's reading plan and they'll sign off on it and that's now K8. It extended to 8th this year. said we're just updating what we're already what we're doing by law. >> I didn't have any questions about that. It just looks like it expanded to include the passport program and the Virginia literacy. >> Correct. >> Just kind of ballooned it a little. Right. Um, okay. That's good. Rolling right along. IG AD, career and technical education. >> So, this is part
021of that career and college readiness um and the new accredititation model. Um, so students have always been required to do academic career plans. Um, we are now required to list, and we get these from the Department of Education, the top professions in Virginia, um, and what the skills are that are required for that. um and which institutes of higher education comply with um the DOE and provide students with what they would need to be ready for whatever career they choose that are in those top list of top professions in Virginia. Mhm. >> Um it also on the back you'll see that we've also and again this is coming from the DOE, we now have industry recognized credentials that are accepted as substitutes for certain credits um for high school graduation. Um and students are now
022as part of that new accreditation model, they get more credit for credentials in what we call um high need jobs. Um, so if it there's a large need in Virginia for a let's say mechanics or cosmetology or something like that, when um school divisions are are graded under accreditation, students who choose those career paths, you get more points if they go into high needed jobs in Virginia. So that's part of that CTE credentiing. Um, so it's all again just part of that whole umbrella of college and career readiness. >> Background question. >> Sure. >> Do you have any idea how they rate the top 10 professions in Virginia? Is that based on numbers of people that are going into them or is salaries or by >> I could get that information and uh CPA would
023be a great place to bring it back to. I can I can get you that information >> number qualifies as the top 10 and well you know and overall need or pay and something like that could help to kind of form okay what's the next CTE program that we're looking at you know where where are our gaps in those top 10 >> yeah that's a good question and I can I can find out >> all right I'm good with that y >> next mine, too. >> You're just on fire. >> I am. >> Health education, physical education. >> So, this is um we were going to bring this policy back anyway and then I went in and added um more based on what we talked about at the board meeting um last month. Um so
024we were required to add um the new health instruction and health instruction that includes these topics. These are in the health solos um and the family life SOS. And so I think we did a great job with family life. We addressed that first one and then all of these are just new health SOS. Um, we also we do have a policy about physical education. Um, and so what I added here is so K5 students are required by law to have 20 minutes of daily recess. Now recess is defined as it can be PE. Um, most of our elementary schools do PE and recess. You know, they give that extra recess. Recess is every day. Um, so what I added was recess is for physical activity and shall not include time on Chromebooks or other devices
025because that was a concern that students were being rewarded by having time on their Chromebooks and things like that. Um, and so physical activity um, we we have had some questions about like students losing the privilege of recess. Our goal is always, okay, so you might not have the privilege of right now you've lost 10 minutes of recess for behavior. So you're going to walk and do some things, get like do some physical activity and for part of your recess and then the rest you can join back in with your friends and doing games and things like that. But we did put it in this policy that it can't be on a Chromebook or any other device that it has to be physical activity. >> Good. Yep. I like that. Oh, and I'm sorry. And
026then on the back, it's just again codifying what we've been doing for a couple of years, which is JOTC. Um, they fulfill their health requirement when they are at in JOTC. Um, they do the physical education part as part of their JOTC training. They run and they do all kinds of, you know, very, um, they they spend a lot of time training. Um and then we provide the health portion to them online with Janelle Trosper who is PE teacher at um Forest Middle School. So that just adds that in at JOTC that that time in training does count towards their PE requirement. So they don't have to do JOTC be in training for an hour or so and then when they go back to the base school have to take another PE class. It keeps
027them open to get the rest of their core classes in for diploma. >> Very nice. Um, I think there was an executive order this year. I could be mistaken. I thought they were bringing back the presidential fitness physical fitness test. >> There's nothing else. It was just an executive orders. No guidelines or anything. >> I think um >> that was in K through five, right? Wasn't that >> I think what they are uh the direction from the executive order was that the DOE would have to create guidelines and a process and they'll send that out to us. Okay. All right. >> Yeah. We haven't heard anything new about that yet. I think Johnny Knight would would like for disciplinary action to be extra PE recess time. >> For some people that would be true. >>
028Yes. And I will say um our board probably I think it's been over 10 years ago they actually upped the goal of required physical education time for students in Bedford County and they actually made it higher than >> Yeah, it was 10 minutes or something. >> Yeah, it was 10 minutes and then they added more to the 150 minutes per week. So yeah, so it used to be the state required 10 minutes of recess and they upped it to 20 and >> yeah, >> I remember getting class rewards when we were kids and like if we if everybody did their homework all week or had perfect attendance, we would get like Do we encourage that? Do we encourage that? Okay. >> Yeah. Extra recess. >> That was like the best. >> Oh man, everyone better
029get their work done. Peer pressure involved. Pressure. Make sure there's no hazing because you didn't get the work done. But that's good. I'm glad we use that as a as a good incentive. >> Um okay, we're good there. >> F >> this is mine too. So um basically this is updates um basically about special education regulations and it kind of puts together the state and the federal requirements for students with disabilities in the form of credit accommodations. So basically this is talking about how as a school division we can authorize locally verified credits for students who have disabilities um so if they reach a certain score but maybe it's not um what the state would say is a passing so score but they're in um 15 points of receiving that passing score that we can
030as a school division if they've tried multiple times they're doing well in the class we can give them the verified credit without making them take the test Before this law, we were ourfed kids were sometimes taking tests 10 11 times and it it it's it just that's defeating. Um and so this gives us some um flexibility with that. Um it also allows us to um actually um give them credit accommodations and we start talking about that early on um in talking about career planning. So when they're transitioning over to 9th grade, we'll start talking and educating parents about those locally verified credits um so that we can support our students um with an IEP. So we basically just updated that. And then there is some updates here. Basically bottom line, this whole section here that's
031highlighted, underlined and all of that, we have to designate one faculty member to serve as our special education parent and family liaison. and that's actually one of our supervisors and that's the point person for families and parents if they have questions about eligibility, IEPs, um any kind of family support they need. And that's advertised on our website and so we're required to have it. >> Um we've had one for quite a while but it's now in our policy. Can you elaborate on the child find program? Okay. So, um, Child Find is a program where we work with um physicians, we work with um mental health counselors. Basically, anyone can refer a student to us for um participation in a meeting to discuss their concerns of a student's academic or developmental growth. So, we get a
032lot of students who are going to their pediatrician. The pediatrician recognizes there may be a speech problem or they're not developing physically. So they will make a recommendation to the school system for us to meet with that family. Um and then we begin the what we call the um school consultation team begins to meet. We try to do intervention. That's how we get a lot of our two and three-year-olds in speech services or OT services or PT services. So, it basically is a requirement by law that we we are open to anyone who might make a referral for us to look into if a student is struggling. Our preschool population in early childhood special education has really exploded from those referrals, which is good because early intervention is the best. Um, our struggle is being
033able to we don't want to identify kids too early. So typically those students are we say unless there's an obvious >> right >> um disability that they may be developmentally delayed they need a little bit more time and with intervention we retest them at the age of seven to see if they fall into a category or not or has the intervention they've gotten in our schools worked. We also work with local preschools, community preschools. We actually have a teacher who goes to our community preschools for any student identified for speech OTP. They go out to preschools in Bedford and work with those students offsite. >> Does that help? >> Yes. Who's the contact person? >> So, >> like if I wanted to make a referral from my office, sure, who would I contact? you would
034reach out to Kelly Jennings or Ashley Safit and that is on um I actually think Kelly may have some brochures and stuff that that she tries to get people to drop off. So, let me check with her. She might have some brochures you can have, but I'll definitely get you the contact information because typically that referral comes to Ashley Safetit who's our preschool coordinator for Child Find. And it can be Childfind. Let's say you have a student who comes to you, maybe they move in. Childf find applies from 2 years old up to 18. So it may be a child who comes in and you recognize need services or something's going on. You can make that recommendation anytime, >> but I will I'll check on the brochures and make sure you have the contact. >>
035Thank you. >> Uh some good. Very good. We're good there. F uh school zone transfers. G >> I'm so proud of this. Okay, this is me again. So, we talked we've been talking the last couple months about what do we do to address redistricting? Um and so I have added and this is based on um actually I got this from a recommended policy for um a group a company who was advising a school board on redistricting and they advised that for redistricting you should just make a generic policy in the sense of when a local school board wants to do redistricting or is considering redistricting. They recognize that there are different adjustments in different parts of the school division. So basically when redistricting is necessary, the superintendent or designate will develop and implement procedures to
036guide that process um that comply with the code of Virginia and any schoolboard policy that gives clear and consistent criteria that provide opportunities for public comment which you have to do when you're doing redistricting. includes a timeline and ensures equitable access to um um programs and it also says that that will be presented the procedures and any suggestions for that to the school board for approval. So basically when if we continued to move forward um our team would come to the board and say based on the the area we're looking at redistricting this is what we think we should do as father you know do we grandfather all the kids in just fourth or fifth grade and we come to you with a plan for you to approve >> I think that's established in that
037second bullet isn't it >> well >> it's kind of generic but yet >> um >> for us to make that a you know request of them. >> Oh yeah, that's actually in this last the superintendent um now I took my glasses off. We'll present the redistricting procedures to the board for approval. So do we address those issues here or do we address those issues when we make the presentation again for grandfathering? So what this pol So what this policy is saying is that if the board makes a decision that they want to look at redistricting instead of having a onesizefits-all school zone policy >> that we just put into place no matter what the school or area is. um we talk about it at the time of redistricting and then we make a recommendation based
038on the data we have about those schools. So I'll just give you an example. The the board requested that we look at the forest zone schools. So part of what I'm thinking about as I am thinking about what to suggest to the board for what we do with school zone transfers, I'm looking at how many do we currently have in those schools. how much is it changing the the population? What's our projected population over the next couple of years? Um, you know, do we look at siblings? So, so I'm trying to gather the data to to make a good recommendation to the board of this is what I think you should do with current zone transfers that we have in schools and what do we do about parents who want to put in a zone
039transfer for schools that have been closed because with they're full. So, so really the board makes the decision about how we do it. This just gives us the freedom that we don't have to change this policy every time we look at redistricting based on the school. It's just basically this policy says the board will make that decision upon recommendations from the superintendent or their design. I mean, and that makes sense because the situation every time you look at redistricting is going to be >> Exactly. >> Enrollment changes every year. >> Yeah. >> And there's a decline. I was reading a little bit about today. There's a decline right now in birth rate and because of co so we're going to see a little bit of a drop before we see that. >> Yeah. >> Which
040we've had. I mean, >> we have definitely had >> you three even three children you see it's like one and a half. >> You know what I mean? And so like >> that's that's that's tough. >> Um I think it's very clear. I think it gives the flexibility. You know, you always want to be able to call an audible when you need to and >> otherwise it would have to come back to a committee. You're looking at at least two months meaning that if the if it even gets at a committee, >> right, >> and then to even get approved. So I think by doing this gives you guys some wiggle room, which is which is what is needed because time could be of the essence >> and uh you don't have time for a
041four month back and forth per se. The only thing so the it's very clear but the last sentence says all changes shall be communicated to the public in a transparent and timely manner. I understand timely manner. I understand what you're getting at. It's that's still kind of a bit vague. >> Vague. Okay. >> Um so >> you know >> thoughts on that? >> We could take it out. I mean, I just I was just using an example that I had because we do say here in this bullet, we provide opportunities for public input and that public input is a public hearing. So, >> I don't think you can put a timeline on it because you have to go in and change your policy when you didn't meet the timeline. >> I would take out saying
042Tommy because one thing we're definitely going to be is transparent. So just all changes >> and as soon as we have information and we go through all the steps of having the public public comment and everything else, >> it'll be on the docket and they'll all know, >> correct? >> Um, >> do you are you okay with provide opportunities for public input or would you want that to say a public hearing? By law, it requires a public hearing if you change more than 15% of a school's population. But input can also be I use that word because it could be a hearing, but it also could just be phone calls. It could be >> letters, emails, which you'll get all of that. >> Is that the case still when it's only 15% or less? >>
043You don't have to, >> but as a So if it was under 15, let's say it was 14%, you wouldn't even have to send a letter >> necessarily. >> No, you wouldn't have to do a public hearing. You'd have to notify. Yeah. >> But you might have five or 10 kids that you needed to move at one time that you wouldn't want to go >> that you wouldn't need. Yeah. >> No, I get that. The only thing and this is me looking back at what I have already written that the superintendent or superintendent's designate that approval right there. It does talk about redistricting procedures and any proposed boundary changes for review and approval. Um so this is the school zone policy and the reason it talks about boundaries is because that's what school zones are
044made of. Um, and we definitely, I mean, obviously for moving boundaries, we would have your permission, but also the procedures is what I was really trying to get at like how we do it. But I just want to be sure you're okay and you feel like that's clear enough that the board, it's really the board's decision on all of it at that. And I mean, I'm I feel like I'm okay with that sentence. When we have like um a public hearing, >> we've had them here, right? So, we'll do that at like six o'clock. Correct. >> Whenever y'all want. Yes. >> Whenever we're doing it. So, our five to six hours usually a lot of other stuff, staff reports and things of that nature. I think that maybe when we're doing redistricting at that point,
045people will probably be here and we'll probably get more people than we would normally get, it would be important for one of those staff or the thing right before it uh would be again because we would have already discussed it at a meeting just a summary of what we're proposing and why we're proposing it because you may answer some of the questions there. Um, so I don't know if we want to put that in there. I I would think it's a best practice and we would do it anyway, >> but you want to just add a bullet point and saying prior to that uh the public in input like we would have a quick summary or review >> because people may just hear about it on Facebook and they were not going to go back
046and look at what you said. >> But you're not necessarily talking about the you're just talking about a public hearing, not the like before the 5 or 6:00. You know, >> if we did the public hearing, odds are it would be uh right before a school or during a schoolboard meeting. >> So, could we say prior to a public hearing? >> Yeah. >> Um staff will present the board at that point. >> Just cuz I'm thinking if we have 30 people here or 50 people here, >> they're going to go, "Well, you're doing this and you're doing that." And sometimes that might not really be the truth, but if we're like, "No, here's what we're doing." And and by the way, we do want your input and and then we're going to go back and
047I >> think it's good practice >> just for clarification. Current data >> situation, the problem that we're addressing and how what we're proposing addresses that problem and then let's hear what you have to say. So, how about prior to a public hearing, the board and staff will summarize proposed changes for the public. Maybe we'll give an overview summary. >> Yeah. Either way, >> one of the things that, and we could add this in here, um, one of the things that would be my suggestion is that every parent is mailed a letter who's affected. In that letter, we say there will be a public hearing on here's access to a presentation with more information. So, we could even I mean we could say prior to a public hearing the school board and schoolboard office staff will
048send letters to all families. I >> think we send letters. I think we could e we can even post the proposed on our Facebook or whatever social media. >> It's like overcom an overcommunication but we want to make sure they're aware. I would just say we'll communicate rather than you know what I mean. We may not have Facebook. How about >> you want? No, you don't want you want it to be more. >> How about we'll communicate >> um the plan through multiple avenues and then in parentheses say letters i.e. presentations in social media. We're just not going to drop them from >> to ensure that everybody affected is contacted directly >> and I'll clean it up and send it to you. I knew what you were I knew you were looking at me. I
049Yeah. >> Yeah. Just put ass. >> Okay, I'll add that in. Okay. So this would this stat goes for information review in the next meeting. >> Yeah, it does. Now, >> how does that affect this one which is now in our timeline already delayed timeline? >> I mean, it could be pulled off and approved separately if the board is okay with that. >> Essentially two months behind, >> right? Or you can fast forward one by presenting it as an action item. >> Yeah. Um or >> because if we have to wait till October for you to approve it. >> Yeah. >> Then we're not getting into a conversation with the public until second third week of October end of November >> which we need we the more time we need the better. We have the
050whole second semester decision. >> Do you pull this one out for an action? >> Yeah. I don't I think we've been pretty public and transparent about the thought process. We should do that. >> If that's the case, then when you guys rewrite this one. >> Mhm. >> Could we submit it to them to read ahead of time? >> I could send it in a Wednesday memo and send it Wednesday. >> You have time to look at it. If there's any issues, dialogue back and forth, >> I just don't I don't want to go another month if we don't have to. >> I agree. I think it should be presented forformational and action at the same time and we'll get it out to the public and Diana will have it squared away. >> I have three
051now it'll be four really important Wednesday memos next week. So take care. >> Actually tomorrow >> Tomorrow's Wednesday. Yeah. >> One of them's family life changes. >> Yep. All right. So, that'll be good once you you send it. Put it in a Wednesday memo. I'll get it done tonight. >> Make sure everybody comments. I'm sure it'll be everyone will be fine with that. Okay. H JF CG cell phones, electronic communication devices. Um these changes are due to state law. Um, Sans Anderson reviewed our policy and we got that back recently. Um, I'll highlight the the summary of the changes on the second page. The first paragraph with the underlining, all that does is it outlines circumstances where students could possibly use devices at school under certain plans and documentation. Um the second paragraph there outlines
052the the responsibility is the principles to implement um the bell-to-bell no cell um policy. And then the third underlying paragraph basically outlines from state law that students cannot be suspended or expelled solely for the possession of an electronic device and air air um regulation current regulation outlines the consequences. Um on the fourth violation uh it clearly outlines that it's outright defiance and that the defiance results in a suspension. So the other thing that I wanted to bring up is um Sans Anderson did and Dr. Calbert and I spoke about this. Our current policy has the employee use the cell phone as a part of the student policy. Sans Anderson said um one of their suggestions was that we could pull that out and make a separate um adult employee policy. SBMA had a has a
053sample um adult policy, but that's truly y'all's preference. Um, >> we can bring it back to you, I guess, if you want a separate policy. >> So, if you want a separate policy, we could strike the bottom and then pull. >> What advantage would a separate policy create? it would get it in the employee section opposed to the student section of of the policy manual. Um, >> SBMA's version is still a very is pretty short and sweet. >> Um, >> it's all pretty boilerplate standard of what we already have. look at >> and we have some policies that are word for word and they're just in two different sections so that you know this one applies to students and this one applies to the adult staff >> and we do that's why >> we do
054look at um SPMA student policy but our current policy is more aligned to our regulation because um our pouch our pouch uh program and all all of those things align so the verbiage >> it made sense with Sans Anderson on that um the the staff policy I think we're open to >> whatever you want >> and we've consulted with everyone and this is the this is the right policy that's that's written here. I understand you're taking it out and moving it. I mean >> now back to the the regulation >> says the same thing. Yeah, >> we'll need to change the regulation after you all approve this pol if and when this policy is just on the um IEP504 language um because right now it talks about medical um exceptions. >> I was going to
055say this is expanded over what the original policy >> we're still doing. Our practice is doing that but um we'll put it in the regulation to match to match the policy once you guys approve as a board. Well, I mean, I'm I'm okay with this even even the employee thing if we want to just get this in so we can information and and get it get it through >> as written. Okay. >> And then bring another policy that's just the one for the teachers information and do that and then we can bring this one back and then we could strike that section if you want to do it that way and have it clean. At least that way we're getting kind of through it. >> Yeah. Because striking the section right now takes it out
056till we get it back >> and then they have no teachers. We have no regulations. >> So, I agree with you there. >> I kind of I don't mind it being here, but I kind of like it being in the employee section. >> Yeah. >> Um and then we can reference the policy and all the employee handbooks and everything like that with the employee policy number. >> Does it need to be either or or can it not be both? If you took that, it can be both >> paragraph out and put it in the employee section and leave it here because it is pertinent to cell phones period. >> It doesn't muddy the waters or make uh >> as long as what's in the student is congruent or >> Yeah. I would want them to
057perfectly match. >> Yeah. >> You know what I mean? I would want this one to match that one perfectly. Maybe put it in twice. I'm fine with that. Um theirs is just more I mean while we mention emergency situations they mention it by a sentence enforcement like it it does we didn't put it in a sentence they have supervisors are responsible for ensuring compliance with this policy enforcement shall be applied consistently and fairly across all schools and departments. I don't think I specifically said that in the one that's listed on this page. They say also say they're not liable for lost or sold or damaged devices. >> We have that in our rag. >> We have that in the rag. Yeah. And then um it references emergency situations. This one does too. Um so I'd
058want to tweak a little bit, >> but as of now it's if we do you want to change it? Do you want to go right? We're going through it. So do you want to We have time. Do you want to make those changes now and then we just approve it once and then put it in the other one or you want to wait? >> I want to bring it back if you don't mind. >> So we can we're not going to strike it. We're going to leave this as is. We're going to try to move this along and then you come back and make the changes. That's okay. I'm okay with that. >> Cuz I I just want to I just want to make sure I'm happy with everything and I really haven't done that
059yet. I wanted to ask your opinion first. >> Our opinion is we want you to be happy. Thank you. Can hurt. Don't roll up her head. >> Thank you. >> If everybody had that attitude, we'd all be happy. >> Okay. I'm not going to speak for any other. >> Can I We We blow your head up in another way a lot of times anyway. So, we can we can get one. >> Can I ask how you like this bullet? I'm backing up. Just I want to be sure it's right. Prior to a public hearing, the proposed changes will be communicated to affected families through multiple methods, i.e. letters, emails, presentations, etc. >> Oh, I'm back on G. >> Yes, I'm sorry. I'm backwards. >> To ensure that all affected persons are communicated directly or that
060are contacted directly. Okay. You don't want anybody coming back and saying, "I never heard about this." Well, we send up a smoke signal. >> Okay. >> I was going to say dropping leaflets from a plane. >> That's cuz we sent it to your house and put it somewhere else. >> Well, and you know, H is good to go. >> You may end up with a certified letter. I can't >> do you know and just do that instead of hitting every six seven eight. >> Do you guys have any other topics for discussion? >> Uh no next committee meeting date. >> Yes. We need to get that on the calendar. Okay. >> My only request is if it can at least be the week before I have to give stuff to Diana so it gives me
061time to >> edit this. >> If not, I'll just deal with it. But >> no, we need to make you happy, too. >> Yes, that's another should be a policy. >> Um Okay. 23rd of September. >> Same bat time. Same bat channel. It gives a couple weeks before the >> CPO. >> Oh, really? I see how it is. >> You could do it back to back. >> I could do it back to back. Who? >> Oh, boy. I'll be driving back from Raleigh on September 30th. Might be tight, but that that still gives you missing the time that we need she might need. >> That's the day you have to give set by Diana for the board meeting. >> All right. So, it can't be that. >> If you want something on the board meeting,
062then it' have to be before or else it would be on the next board. your CPO meeting on a regular day, monthly schedule. >> It's always on the fourth Tuesday. We probably need to fix just fix a date that >> Yeah, >> you guys know in advance and if an emergency comes up, it comes up. But >> I could do the 16th or the I can't do the 16th. I could do the 23rd. But that's I'm just just sticking to a Tuesday. I mean, I could do >> I was going to say, what other days of the week could you do that same week? the 23rd. >> No, I could do the 22nd. Pretty soon I'll be wide open. But uh >> What day does Diana need hers? >> The 30th, 30th. >> We do
063the 22nd. It's a Monday. Your Monday mornings are tied up typically, right? So Monday afternoon's a little better. >> Monday afternoons are better for me. Yes. But >> we can do the 22nd. I >> can do the 22nd at We don't do 3:00 again. Yeah, that gives us >> you want to shoot for just putting that on the calendar. >> I'm good for that. >> Fourth Monday. >> Yeah. >> Okay. Let it be said. >> I'll put that on the next agenda. >> Declare it. >> I'll put a list of meetings so that they >> I mean, and if it comes down to the fact that you're on the road or something, you had to tweak it to a Thursday afternoon or something just to get it in. >> I mean, we can do them
064much more. We can do them with one too as well. >> We can do that. You know, it's just establishing that makes it easier on you guys. >> Say the fourth. >> I'm not gonna be here. I'm not going to be here. >> Fourth Monday. Edit this and see if we can because I noticed the other day I was looking ahead on CPO and good grief. I think we've had CPOS's scheduled in the spring already. >> We're efficient at >> Yes, we are. I like that's the only thing I had in one week was see I don't know how to >> I'm interested in the outcomes every four >> it I don't think that Google calendars do that you can do it every four weeks or >> come once a month or >> oh I
065can >> Oh you can do it every four weeks >> monthly on the fourth Monday. Yeah, you can do it. >> Rotate because not all week, not all months have four weeks. So, >> yeah, it's true. >> I can add you to my invite I'm creating for the exec team. If you'd like me to, >> it'll send you an invite. >> One thing that stinks is I have like five different calendars and I have to then copy it. >> But, um, no, I'll get it. I'll I'll put them. I got nothing to do with night. >> Send some sarcasm there. No, I'll do >> I mean >> we merged our companies with another. So now there's a new So now I have another new email and I have another new So but like I have
066a shared calendar with my wife and she keeps me she's like you have a meeting. So I'm like okay good. But that's like it's different than our calendar. So >> Oh, did you just put that on? >> The boss of the house takes care. >> I put it on like double just let her know. She's keep she'll keep me straight. >> All right. Well that's good. We got a lot done in an hour and change. That's really good. Um, do I have a motion to adjurnn? >> I think we should adjourn. Make a motion. That makes two of us. We are a journey.