2-10-26 Groton Board of Education Policy Committee Meeting

001to order the sorry I'll call to order uh meeting of the Graten Board of Education Policy Committee and it is Tuesday, February 10th and it is 6:04 p.m. I'll just note that we have all members in attendance as well as uh several members from the administration. Um our our first item after call to order is review of the minutes. And uh I took a a quick look at the minutes. I didn't see anything um any problems that jumped out at me. I was wondering if anyone else um had any comments or >> Yeah, they're fine. >> All right. Um so uh without any uh amendments I'll accept those minutes. Um and I see our our chair uh Bev Washington has joined as well. Um so the next item is discussion on P5113.13 credit for work

002experience. Uh we looked at this last time and now it's come through um with some modifications and um I think maybe assistant principal McKenna might be uh contributing to this. Um just guessing. >> Yes, just guessing. [laughter] Right. >> And I don't know if you're leading it or if you wanted to uh Susan, but >> I got I got um No, I got updated about the attendance. I think there's a little bit in here. They even talked Ann Marie's going to investigate for regulations. There's some districts that will put together a contract from the employer and the student. And I think that work habits are really important as part of this. And um there might be a way that the kids can either sign a contract or do something in regulations that would really help

003encourage that attendance both at school and at work. Right. >> All right. Um, I was wondering if we um I don't have the ability right now to show screen share. If if we can, that's great. Um, if not, that's okay, too. >> Thank you, Kate. >> Thank you. And it and it's um P5113.13. It's probably the first attachment after the minute. >> Yeah, it says credit for work. Yeah, >> perfect. one. Okay. Yes, it is. >> And this is a policy we need to have legally. We just um and it's based on cave language and it's been further modified um subsequent to our discussion last time. >> Mike, I can't get my video to work. That's why you can't see me. >> I can picture you. [laughter] Oh, that's funny. [laughter] So, I don't know

004that we need like a a real overview again this time. Um I I'll just say generally that um this is a policy that would be helpful to the high school. There have been some instances where um u students have um done work for credit um in the past or maybe even now and it'd be really really helpful to have policy and then uh corresponding regulations um and with that as well. >> Amy, did you want to add to that anything? Because we do have kids not some of them I know pretty well and they visit me for a while but we do like to get them work credit as um as part of their education. and it's really worthy experience. Did you want to speak to it? >> No, I mean we obviously because it's

005already been a practice at the high school um you know for I would say some students you know maybe a handful here and there every year. It's something that we certainly support. Uh we we all examined the revision. We support the revision. Um, and you know, we're kind of looking forward to to moving forward um, and working within whatever the state's guidelines are and whatever the board sets for policy. So, I'm I'm here for any questions, but I don't really have any, you know, additional comments. I feel like you were all, you know, very receptive in listening to our comments the last time we met and and I thank you for that. >> Thank you. Um I just saw a few things um maybe like on a level of kind of maybe typos. Um and

006it's on if we scroll down to the last bullet point on this page. Um I felt like this sentence in revision sort of lost something in the middle. It says the principal or design is responsible for ensuring that is compliant. So I think it's you see the longer version of it. It says the credit for work experience is compliant, but we need something. We need something after that and before it is whatever we call it. >> Must be that must be a typo. >> Yeah. >> Oh, is it missing student credit? >> Yeah, something like that. >> Okay. Yeah, we we abbreviated and so so something like that. The work experience would be great. That's great. The work experience and then the next Yep. >> No, go ahead. When you're done, I have a question

007because I I can't raise my hand either, so I'm gonna switch computers. >> Sorry about that then. Um [laughter] so, uh No. Yeah, anytime any you know time you want to comment just um um speak um the there's these open bullet points at the end there um and that SCWP um it just has an extra letter there. I don't think the I I think it's student credit for work experience. So it's SCWP. Um and and I think there's another instance of that later on. Um I have I have a question which we can come back to. Um I was just wondering if that last bullet point adhering to all applicable laws including the guidelines procedures for the employment of minors in Connecticut if you look up that's the responsibility of the principal or designate. Um

008it I don't know if there's a qualifying statement because we're going to as a school system of course adhere to all laws that we have to on our side but we can't ensure that an employee or for that matter a student um is is going to um adhere to all applicable laws. I mean you you know there's a limit of our reach I'd say there >> that's a good point >> and um and it could almost be flipped a little like adhering to all laws um uh applicable to uh Graten public schools or or or the board or the the school or something like that >> adhering to the school board policy. >> It's more it's like adhering to they want us to make sure that we're following labor laws on our side. Um but

009but it seemed very broad um in in that way. Uh it's not necessarily something that to get cleared up tonight, but it just that was the one that I was like, h I should bring that up. Um, and yeah, on the second page at the top, there's another instance of that SCWP instead of WP. >> And then at the end of that sentence, these are eligibility requirements. And it that first sentence reads like two requirements um because it's saying um you know 16 years of age. So, this is an age requirement and you're enrolled. Uh, and then it says and must comply with state labor laws. I don't know if we need that. Keep it in if you want cuz it was just said before or maybe you only need it in one spot, but

010um that's it. It it it read a little like it's kind of like doubling up for one bullet point. >> Yeah, it does. Um, and then um I I think this is probably our negotiated um uh wording here. The student must have an acceptable attendance record. That's what we're good with now, right? Before we're going for like chronically absent or not worrying about that. So, I was just wondering this is good. This this wording is good. >> Yeah. Yeah. >> I remember this. >> I still like I still like the chronically absent piece. Mike, but that's just me. >> Beverly, I was talking to Ann Marie and she said that a lot of districts have like almost a contract that they can put in regulations where the student has to sign off and the employer

011has to sign off on, you know, what the expectations are. And that part of being part of a workforce is that you need to attend school, you know, in order to do this project. And then you also have to tend work. So, um, Amarie is going to look into that for regulations for us to make it like have some meat or some teeth. >> Okay. >> We would, Susan, we would probably also need to think about what what the ramifications are if they don't have good attendance. >> Well, yeah. >> Yeah. Right. And so, that would probably need to be in regulation as well, >> like >> loss of credit, whatever. and assistant principal McKenna, you can just speak when there's an opening. It's fine. >> Okay. Thank you. Um, we also had a conversation

012about this language today and you know, we we know that if there is a student that's in attendance that has, you know, attendance, you know, trouble, maybe they're getting intervention supports, we have a system for tier 1, tier 2, and tier three. We we know that they would we would have them under a contract anyway. >> Um and and should they apply for credit for work experience, they they would have to be upholding their attendance contract. So, we just wanted to make sure that we were abundantly clear with this group and then also with the full board that students that did have issues with chronic absence would be working under an appeal contract. Um and we would be tracking their attendance for school. um certainly while they were granted the chance for credit for work

013experience. And as a side note, we have a number of students that are currently working um with the EB boat program, you know, as an afterchool program to gain experience in working with um personnel from EB. And and we are we note that on EB days and on other days now those students have an increased um better attendance habits because now they know they're part of the boat program. What we're hoping to see with this policy is something similar. You know, when students are invested in something like outside work, it's going to make them want their diploma more, which will make them want to have their attendance credits as well because you can't get an education if you don't come to school. just quoting uh one of the other assistant principles, Miss Hodgej, we we

014firmly believe that good attendance is is necessary no matter how you're getting your credits, but especially for the work experience. We just don't we didn't want to exclude chronically absent students if we could hook them back with some work experience as a way to get back to school. >> Oh, I'm sorry. I can't find my Andrew. I can't find my >> No, just speak. Just speak. Sorry. >> Okay. So, what I'm hearing then is that you have to be this is you apply to this. You don't just whoever signs up gets to do it. >> So, it's reviewed. So, that would that would account and what you're saying now, Amy, is that that would account for the chronically ab absent. There's a way of addressing that. >> Yeah, it's it's definitely reviewed. um anytime you

015know you know we we do work in our teams with uh the APs each have two guidance counselors that they work relatively closely with um and we have students in tiered attendance sort of watch anyway um and as they get closer and closer to graduation and something like credit credit for work experience becomes a possibility for them all of these things are are reviewed in meetings with the students and obviously with the parents in the know as well. >> Yep. Okay. >> So, Amy, are you saying that students who are chronically absent would not qualify for this um school work program? >> No, we're just saying that if they were to want to be qualified and we saw that there was an attendance problem that they're probably already getting tier 1, tier 2, or tier

016three supports. And we would want to make sure that we are seeing progress in students attendance once they are getting those supports. So, um, so what's the issue with leaving that sentence in? That part of the sentence in must not be considered chronically absent. >> I think we just didn't want to exclude anybody. We didn't >> Go ahead. >> No, it's fine. Go ahead. >> No, no. I'm just saying if they're chronically absent, why would we want them to be part of the work program? If they can't come to school, why would we want them to be part of a work program where they have to show up for work? >> We have found that's motivation. [laughter] >> Yeah, we have found we have found in many cases, correct, that that it's it is motivation

017um to get them back to school. And you could have a child, Can I Can I also explain, >> Beverly? You might have a child that's gone through a trauma and let's say they had to be out and if they're out >> 18 days in a school year, they're considered chronic. But even if you go through the months, if they're out a couple days a month, that's considered chronic. But over time, it's 18 days. So, you could have a a student who, you know, and we certainly look at that. We look at illness and we look at whether um you know it's been um you know excused or unexcused but the state just calls anybody who's got 18 days out of the 180 days chronic. So, [snorts] I think that because of the definition, um,

018we could lose kids who might need that >> extra, you know, encouragement >> and and as as I'm hearing this, Amy, so then they get to the workforce and they've been chronically absent and then they're good, but then those who and and they work out well and that's a good thing. But then we can we we choose one of those chronically absentuh students because we want to encourage them, but then they get to the workforce and and it's like they're terrible. They're they're out all the time. They they they can be dropped, right? Or >> I think Well, yeah, because attendance is always progress monitored. So, um >> it's the next bullet point, too. Yeah, it's always progress monitored and we would have to make sure that we were keeping track of that for them.

019>> So, but I'm not sure that that my understanding of the answer is clear. So, maybe my answer my my question has two parts. One, could we drop them or could or could could EB just say you're fired? I can't presume to know what the employer would do, but I >> I didn't say would. I said could. >> Could. I mean, sure. If they're not showing up for work, then they it would be a life lesson for them to be asked not to return. Correct. >> Yeah. So, somebody could say you're fired. >> Absolutely. >> Yeah. >> Absolutely. >> Yeah. >> And that's why we should look at these contracts >> in regulations to see what other schools do because that would be part and being able to sit there and sign a contract. We

020do this with stipulated agreements all the time when they're coming to see me, you know, and they need to follow those rules to be able to be back in school. So, I think they're pretty powerful um for kids most of the time. I have another question, Mike. >> Yeah. >> Okay. on the first page on the flip side of what you're showing now. Why did we remove the student must receive approval for credit for work experience from principal or designate? Yeah, we took that out. >> Which one is it? Um the student must receive approval uh for credit for work experience from principal or designate. It's under program conditions slashrulesules and responsibilities. It's one, two, three. >> Yeah, struck. It's struck through right there. >> Yeah. >> Um can somebody answer that question for me,

021please? I don't know. I wasn't here the first time, so I would just see it taken out. [clears throat] >> Yeah, I' I'd be fine with it still being in. Unless it's just somewhere else. That's why I was trying to figure >> Yeah, I was trying to figure that out, too. Trying to be Is it somewhere else? But I couldn't find it. But maybe you can, Mike, or show. >> Let's Let's keep it in. Let's put it back in. >> I'm looking right now. But >> Mike, where is it? I I can't find it on my sheet here. I I'm Under program common rules, if you go down, it's the fourth budget. It says the student must receive approval >> for credit for work experience from principal or designate. >> Yeah, >> it's struck through,

022but we could change that. >> Yeah, >> it's on the first page right in right about just below the middle. >> Yeah, >> I don't see that. I think I think we should keep it in. >> Yeah. Yes. And and my other um >> and it makes sense to stay sorry but but it makes sense to stay in because it talks about how the principal designate in collaboration with the counselors will determine the maximum hours right after. So it makes sense for it to be in there. >> So my other question Mike is uh about the credits. How do we determine I'm just reading from the last meeting, my little notes on my last meeting sheet. How do we determine maybe Amy can answer how many credits they're going to receive? Because am I missing

023that somewhere or is that going to be in regulations? >> I I would like to see that in regulations. I guess it'd be part of these the contract like the general contracts um bullet points, but yeah, I was wondering the same still. I could I'm happy to share what our current practice is and um I think I think we're pretty happy with the current practice. It's been working. Um for 60 hours a student can earn a half credit. >> That usually happens over a semester. Maybe maybe it happens over a year. I'm not familiar with every single case. Um but that usually does happen over a semester. Um, and then we do limit um the potential for earning credit for work to to one full credit. So if a student were to do this, their

024max is one credit out of all of the graduation credits they need to accumulate because we have obviously other requirements um that that students have to uphold to graduate. So this really is only worth one credit, but most students go for the half. Okay. Thank you, Amy. >> You're welcome. >> And and one more. I don't want to monopolize the conversation, but one more. I have a note saying about liability. Um when the students go out, who's liable if something happens to them? I mean in this case the students um do complete you know generally they complete working papers if they're younger I think when a student is getting has employment you know that the parents are heavily involved in that um that is a contract that you know a job is something that happens

025a student maybe I mean usually the parent knows that they have that after school job so any liability doesn't never falls upon the school, the student is not not in the school and they're not in a school sponsored activity. Um, they are getting credit for an employer sponsored activity. So, we've never had any kind of issue, I guess you could say, um, with with liability that I'm aware of. Um, at least I don't think that we do. >> Sorry, just getting a charger. I hope that answers your question. I'm I'm more than happy to elaborate as best I can. >> No, that did it, Amy. Thank you. I appreciate it. >> All right. Any other questions or comments on this one? Well, we can uh >> Yes, thank you very much. Um both both the

026policy and the current practice is very enlightening. Um, so would someone like to move uh that we recommend P5113.13 credit for work experience um to go to the board for a first reading? >> To move. >> Yeah. Sean Andrea moved. >> Okay. Yeah, that's right. >> Sean first, Andrea second. >> There you go. That's good. All those in favor say I. >> I. Andrea. I think you're I >> say what? >> Were you an I? I over spoke. >> Oh, okay. I eyed. [laughter] >> I That's all in favor. That's unanimous. U. So it's uh 300. No one abstained. Um no one objected. All right. Well, thank you. You can stay for the rest of the meeting if you like, but you're very welcome. >> No, I I had a lot of fun at the

027budget meeting last night. Um, [laughter] say just say go Falcons. They're playing New London tonight, the basketball team. So >> Oh, they're doing great. >> Oh, that's where everybody else is. >> Good luck. [laughter] >> Have a good meeting. >> Yeah. >> Thank you, Amy. >> Think I might go to the the meet the basketball game, too. I'll see you guys. No. Um so so our next item on the agenda is actually it's it's PR cuz it's policy and and uh regulation. Um 3323 purchasing and uh this one's a long one. We've uh looked at it already once last month and now it's coming back um with changes reflective of that of that discussion. and and I I believe the some of the there's different colors here, but anything in green or blue is what's

028in the the current version right now. And I I think I um owe a great debt to Andrea as as well for going through and making some wording changes to this and other policies. And of course, Rita for constructing it. >> Yeah, thank [laughter] you. >> No, thank you Andrea for all your help with the grammar. >> You're welcome. This this one's the opus. >> It is pretty lengthy. And so um Erica and I went through it and um hopefully um amended like made changes to all of the um dollar figures that were needed to be changed. Um so I'm comfortable with any questions you have um regarding it. I know it's pretty long, but it is something it is a policy that I have implemented in the past and it gives us the ability

029to um to basically get the job done when things need to be waved for bid. If that makes sense. >> Yeah, makes sense. Um, I want to go through this again because I'm noticing now I'm I'm going to take two and a half seconds to say this. I can see here and I will not put my name on anything that doesn't have an Oxford comma. So property comma real property real property or personnel real property comma or personnel includes that's an Oxford comma and I'm not putting my name on anything that doesn't have one. >> Where are you looking? >> Are you looking at number three? One three >> property. Oh. Oh. Oh. Wait a minute. Property, comma. Wait a minute. Let me Let me Maybe I misread this. I'll blame it on my cataract.

030Property. Real property. That should say real or personal. No, I I said personnel. That's my catalog. No property. Come a real or personal. Second property should not be there. >> So I think it is. Yeah. Property, real or personal, comma. >> I see what you're saying. >> Yeah. >> Yes. >> I'm a big fan of parentheses in that case. But maybe you're not. >> Say it again. >> I'm a big fan of parenthesis properties. Parenthesis real or personal. I thought you might. [laughter] >> Get those things out of there. Get them out of there. >> Put it in angle brackets. Um, I was just wondering the it says property in quotes and it says property next. Uh, and it used to have means. Um, if if that is kind of like a little choppy there,

031but I don't have a >> Maybe it should be like the others that say include. >> Yeah, something like that. >> Yeah, that sounds good. >> Yeah, because the other ones say includes, >> right? >> Property or real property. You know, real property or personal. >> Yeah, that's a good idea. like [clears throat] memes either, so I'd rather use includes. >> Yeah, I agree. I agree. >> Okay. >> Anything else from anyone on this first page or at least what we can see? >> Looks good to me. >> Great. I've got one on that next paragraph. Uh so it's in blue. The bid specifications. It's the second to last blue sentence. Um, and I think I' I've got circled and a draft contract. So, I think there's something weird with the the wording, but I'm

032trying to see from the screen where the where the period starts. Does the sentence it's a really long sentence. Um, >> you're talking about the one that starts with the superintendent or designate. >> I think it said I think it might start at bid specifications. Yeah. Yeah, it starts at bids. >> Okay, sorry. I [clears throat] >> and draft contract. Um, so bid specification should include So what's a bid? What's a draft contract? Is that a bid specification or is that um >> No, a draft contract is from the vendor. Bid specifications are what we tell them that needs to be in the contract. So, so dis um in writing and whether the purchase will require entering into a contract. >> Yeah, that's wordy. >> And a draft I just if you just uh we

033don't even need to amend it now, but if like if it just if if it works for you in the end, we're good. But if you need to make a minor change to that one, like I I kind of got lost in the kind of the comments. I'll re I'll reook at that paragraph. Some of them are very long sentences. We did struggle with a couple of them, me and Erica. So, let me look at that again. >> And and I've got only one other on on this page. Um it's farther down. I don't know if someone has anything on it's it's where the bid is struck through right on C. Um, >> I'm putting some >> Mike. I I just put some language here in the chat that that we may would be able

034to use. >> Okay. >> Kind of calls it out a little bit easier to identify. One, two, three. >> Yeah, if you do that in the chat, um, just you can send that to like ultimately the Erica and and Rita. Um, so that they're not having to track the chat. But it's good to have it there right now. Um um then >> is that for the blue area? I'm sorry. Is that for the what we recently talked about, Sean? >> Yeah, that bid specification piece. I just think that this >> this makes it a little clearer what is needed. And >> yes, it's still long, but it separates it out a little bit. >> I see what you mean. >> Identify. >> Sorry. >> Do you need me to email that or is that okay

035there? Do you have that? >> Can you email just so Erica has it? [clears throat] >> Yeah. And and then on this one, the the bid is struck through. I'm wondering if advertising should be struck through, too. Um >> because it kind of just hangs there. >> Yeah, probably just stop at notice. >> Yeah, >> at the notice. >> Yeah. >> Yes, I agree. Anyone have anyone else for anything else for this page? >> Yeah. No. Uh advertising should be absolutely should be crossed out. >> Great. And then on the next page right at the top I see what was done. The award shall be made to the bid instead of the bidder. um which means the requirements, terms and conditions contained in the specification. That's good. Um in the the lowest among those possessing

036the and then biders is struck out. I see why that was because now we're talking about the bid, but then we're saying the bids possessing the skill, ability, and integrity necessary for the faithful performance of the work. I'm wondering if that's that last part is more of a comment on the bidder or if or if or if the bid just as part of the bid it's like who's bidding too like I'm just wondering if if that last part after the bidder struck out is does that still make sense to be associated with the bid or is that with the bidder itself? It's >> tell me where you are again Mike. uh first sentence on um the page that's up now which is page three of eight. Uh basically what was happened the wording was changed

037away from bidding from the bidder to the bid which makes sense. It's just that last part I'm wondering if that actually is qualities that go with the bidder. >> It does like that Mike. >> Yeah I understand what you're saying. Yeah, >> but but a bid includes who the bidder is and you have to your credentials and everything. So in that sense it could go through >> but does the bid perform or does the bidder perform? >> They work. >> Yeah. >> Who's doing the performance >> and it's wasting money those >> No, wait a minute. the the award shall be made to the bid which meets to the the award should be made to to that bid which which um meets the the the requirements terms and so on and so forth. Um, >>

038or or you could do or you could do as Mike I think I heard Mike say. I think to the bitter who meets the >> Is that what I heard you say, Mike? The bidder who? >> Yeah. Just just um like basically who who's the who's the subject? Does does it make sense that that last part still refers to a bid, not a bidder? >> Um it it's not going to change what we do. >> Yeah. >> I think you keep it one or the other. Yeah. >> And if if you're talking about skills and ability, that's got to be a human. >> So, yeah. And maybe it's Yeah. So, >> that's true. >> Whatever wording settled on is is is fine with me in that. And then my last one, which might be a

039reflective of me um petering out on on these things, is in is in G on this page. Um and it's uh upon acceptance of the LRB uh Q a letter of notification will be sent to the awardee as well as to unsuccessful entity. Maybe it's just entities um like plural. >> Yeah. >> And so that's the last thing I caught. And then but [laughter] maybe I was uh my my inspection skills were weren't as sharp as anymore afterwards [laughter] >> and dying out. >> It it's a it's a great structure to everything. I I really like that. I mean the for sure. >> Should we um are you going to use the word bidder or bid? Because down on um you know three, you see where three is? If you scroll down 1 2 3,

040they use the word bitter. So I don't know if you want to really use the word bitter and not use the word bid in that first paragraph on top of that page. >> I I took out I I made it bid instead of the other instead of uh bidder because I wanted to get the people out of there. And uh it should be the award should be made to the to the bid. Um uh >> but then to Susan's uh point, Andrea, it says possessing the skill, the ability, and integrity, and that's a person. See, but but in my mind when I read it, that meant the bid would would be presented by would would include those skills would would provide those skills within the bid itself. In other words, whoever is going to be

041executing the the the work for that bid would have those skills. See, that's how I read it. So, if that's unclear, see, because I read it a thousand times and finally I said that really means anybody working on this, it is going to it's going to be reflected in the bill in in the bid, their talent and their their um their ability to to and their integrity and that that sort of thing within the company making the bid. That's how I read it. But if >> Yeah. Yeah. Yeah. I could see it that way too. >> So So both ways. >> Yeah. >> That's the problem. >> And and then of course in the determination, the following criteria always refers to the bidder or seems to >> when it's not stricken. Say that again Susan.

042>> Huh? So underneath where it's in determination of the LRQB, the following criteria will be considered as applicable. It it refers to sometimes it's stricken out, but when it does refer, it refers to the bidder and that one >> number two and six. >> Yeah. >> See, >> that's why I was like confused here. I see. >> So, so personally, I'm okay with from the uh perspective of the committee to to allow Rita to mle this over and land on um if you pardon this whether whether bit or bitter is better. >> So, and then we we can go from there. >> Yeah. Me and me and Erica can hash it out. >> Yeah. >> No, I think I think it's a good comment. I just think that we possibly have to put the bidder

043back in because it's mentioned most multiple times after that. >> Yeah. >> I just wanted to get the redundancy out of there. It was the bid and the bidder and the >> Yeah, it it's confusing when it goes back and forth, right? >> It is confusing. >> Agreed. >> Why don't you send me that section tomorrow and and whatever changes you make to it and I'll take a look at it. just for to make sure that it's got the Oxford comma as it were. [clears throat] So, all right. Any other comments on this? >> Are we going out to bid here soon, Rita? I think we have a few things to go out to bid for. >> Yeah, [laughter] >> Sam was talking about it today with these grants. >> So, so I'll just make

044a last comment again. This this is wonderfully structured and I'm happy that this is a a policy that's consistent with uh the business practice that we have and that you want to uh have and um this is also very much responsive uh to the operational review in terms of having our practices clearly um um articulated in policy. So that's wonderful. >> Yeah, it's really needed for my department to have it clear what we need as documentation. um you know for each purchase order we approve basically >> and for my central office director so we're all consistent. >> Right. >> So is there any questions on the uh what page is it on the waiverss? I just want to make sure that we're okay with all of those exceptions. >> Oh yeah. And I'm glad to

045see that you have an exception for special ed. >> Absolutely. Yeah. >> Yeah. >> That was one thing Floyd suggested. Well, and that was I think confusion in the town re in the town um ops review because um you know just the familiarity with special ed law and how that all works and >> exceptions that need to take place >> during the audit this year for last the audit that we are going through and almost done with um we didn't have this in place to help my office you know um provide documentation. So that's why we really need it in place so that when we're audited it's clear that we can have a waiver for certain things if that makes sense. >> That makes sense. >> Yeah. We had the reasons but not not the

046waiver itself. Right. >> Right. >> But we didn't have a policy saying it can be waved. >> Yeah. >> Right. On uh under wave is a number seven. Should state be capitalized? Because I don't see it capitalized um on sentence number six. I mean when do we capitalize the word state and when do we keep it a lower uh case? >> Yeah. >> Federal and state in my opinion should be capitalized but I'm >> Yeah. >> I'm not but >> it often isn't. That's true. >> Yeah. Yeah, it's not. So, when do you capitalize and when do you don't? Professor. >> Yeah, I um [laughter] Andrea, >> I um over that actually um because only because it stood for the word Connecticut. That's what state means there. >> Yeah. >> And that's why it's capitalized.

047>> I thought about it. I thought about it. I kept thinking about that. Um, let's see. And I I kept You were on seven, right? >> And I kept looking at the word contract. And are state contracts a thing or is it just that it's the state of Connecticut as it were? [laughter] [clears throat] >> State contracts are are a thing. They have a number. >> So should cont That was my my thing. Should contracts be state are state contracts the things and if they are then should both of those be capitalized >> I don't know [clears throat] >> above my pay grade >> I don't think so it's a thing but it's not I I I don't I'll have to look into that >> we can always ask AI >> must be it must

048be it must be somewhere lower case A. >> It's got to be somewhere, Andrea. >> Yeah, it's got to be somewhere. I mean, like, it's got to be written somewhere. And my my thing is I I would not capitalize either one of them, state or country. >> Yeah, I'm going back to not capitalize any of them >> because >> Yeah, I I think I think the thing that we have to do is just to make sure that it's consistent, >> right? And and I I I I would be remiss in in at times making sure that that happened. >> So we just have to make >> the state contract can be any state. Doesn't have to be Connecticut. >> Yeah. But I think this one >> this one means Connecticut because we're in Connecticut. >>

049Yeah. But let's just let's just say that we're not going to we're not going to contract we're not going to capitalize those things anymore. Okay. >> Okay. All right. Anything else? >> Just for clarification, number six, Connecticut General Statutes. Those that would be because that's the title. >> Yeah. >> Connecticut General Statutes is the Yeah. Okay. I'll be quiet. [laughter] >> I don't think that's going to happen. Andrea, >> you're very helpful. That's nice. Yeah, you're very kind. >> Are we ready to recommend this for first reading? >> Yeah. >> All right. So, so with amendments, I move that we recommend PR3323 purchasing for first reading by the board of education. Have a second. >> Second. >> Sean seconds. Um, all in favor say I. >> I. >> Andrea, are you an I? I heard

050Sean. >> I'm an I. >> Okay. Yeah, >> that's three Z. Um, and that's uh move to the board. >> And next is >> All right. Oper. >> Next is business operations. Is that correct? >> Uh, line item transfer. I guess >> that's what I meant. Line item transfers. Yes. >> Yeah. So, our next item is discussion on P3160 line item transfers. And this one came before us last month, too. So, >> yeah, I'm just concerned because not all of the um amendments were made in this copy. Yeah, this isn't the most recent, so I don't know if we should hold on it because even I don't really want to, but it's it's there's amendments that me and Erica made. >> Do you remember what they were? >> They're pretty um >> if if you

051have it and can send it to I guess >> I don't know because that's the one that was attached to the email. So, I don't think I have it um electronically. >> Oh, gotcha. >> This is the one Joyce sent me today at 4:30. But if you have another one and want to send it, I can try to share that. No, unfortunately I don't have the Erica, you know, did the um the changes and gave it to Joyce, so it might have been, you know, just the wrong one saved and attached because I know there were definitely um changes made on the breakdown of the major objects. We're trying to mirror our budget book that has the major objects, >> the salaries, employee benefits, and I wanted it to mirror what our budget book has.

052So that's in my opinion very important because this is all about the budget um and reports that we give to the town. So, the only thing I wanted to ask about is see where it says board of finance. I we wanted to change everything to town, but I'm not sure if you guys want to use the word town because there's two boards that had it has to go through. So, do we say finance finance authority? It's like what are your thoughts on that? >> Fiduciary. I like finance authority. We have a couple hoops we have to cross >> because we have more than one. I figured >> that might be better to say. >> I I'd be fine with that. I also noted I was thinking about that when I read the last one. I

053noted it was um we said municipality when we were going into like shared services. Um >> Oh, right. >> So that that could be another option, too. But I'm I'm fine with with either. I just think finance authority will cover both boards, right? So I I think this is going to have to be come back. >> What about the word fiduciary? Because that's that's how they um is isn't that how they um site that in the charter, Mike? Fiduciary >> fiduc fiduciary. >> Yeah, I think that's how they site it in the charter. >> Okay. >> I don't know. >> Can you scroll down a little so I can see the the number of the policy? I can't see it on the board. Can you 3360? Is that it? >> 3160. >> Or we could

054say fiscal authority. I It's just something that's Yeah, fiscal authority. >> Yeah, that's good. >> I didn't get that one in my packet. >> I didn't either. >> Thank you. >> I'm looking at the old one from the last meeting one. Yeah, I don't think you guys have the updated version that >> Oh, okay. >> I apologize. [laughter] I didn't get >> I've been looking and looking. I'm like, where is that dog going thing? >> Thank go [laughter] Thank god Beverly you said that. >> So So So we'll we'll hold on this one. I was just wondering like at this moment do you have any um in revising it were there still outstanding questions from us that like did you needed our input for >> um um I guess if you scroll down like I

055said we're going to mirror the budget book um page that has the major objects and then um I just want to make sure you all are okay with the um timing of monthly reports that go that are prepared September through June in similar format to the itemized estimate. So I just wanted you to guys to like if you have any comments about that. >> Do you want to do you want to um read that to us how how you want it to go? >> Well, I think the the the wording there we didn't change anything. the superintendent designate that that paragraph >> remain remains the same. So there's no changes that I know of. So, I I just want to make sure that we're all on board with when we give the I think it

056was brought up at the last meeting about giving the um town council reports, how often >> officially, right? And I don't believe this policy has been in place to address it. >> Does that make sense? And but this is these reports are not to the town council, right? This to the the board or or to every I guess to anyone. >> I think it's to anyone because once we post it into a meeting, it's public, >> Right. Yeah. >> But weren't they asking for something more quarterly? >> Quarterly. I think it says >> it does say that here. I thought >> it does. [clears throat] >> Uh just trying to find where it says that. Yeah, because there's a specific state statute, I think it's a state statute that says um um we do have

057to present quarterly information. Uh it's not the level of detail. This is beyond the level of detail that that is required. But >> um and and that's why the financial posted >> the state statute >> is by the categories above that we just >> that we have to revise and and make it match our major categories. I call them major objects, salaries, benefits, you know, that is yes state statute and that's why we have to put this policy in place because it hasn't been it hasn't >> budget transfers are not um being brought to the board by c by major object like >> my opinion all budget transfers need to come to you. Our current policy says only only when the function has changed >> right. Yeah. And and when when you do that in

058the the next one, I um like when we see it, uh I I find it helpful if it does have those object codes like the 800 700. >> Oh, yeah. That's true. That's a good idea to add those next to it. >> Is that what you mean, Mike? >> Yeah. Yeah, because I think it's in like an old version of a policy long ago or something. But I I kind of like that. Um my other my outstanding question on this I had was um um you know uh board approval of um of transfers. I I I think it's in the process but I I felt like the we didn't um necessarily explicitly say that in in the policy. Um I was trying to find exactly where I was looking back my old note. I have

059that note written, but I don't have like um where Oh, it it says it in some places, but maybe not for >> Yeah, this is the model K policy slash shipment in Goodwin. So, I I if there's somewhere we need to add that, then >> we should decide. >> I think >> Oh, I know where it is. It's It's uh >> It's on the other side, isn't it? Yeah, >> it's on the other side right on the first paragraph. I think Mike >> Oh, there it is. I think that's when it talks about Yeah, when it goes to ratified by the board, any such meeting shall not be counted in limitation. Yeah. I know we've talked about this. >> Yeah. Just I just I'm trying to figure out where it actually says. So that's saying

060like, you know, if something does get ratified or approved. I thought there was one other place where it actually said it. Um I I just I mean it says it's going to come back to us. Just like just see if it it says like approved by the board like we >> it says the super Oh, is authorized to Oh, I see what you're saying, Michael. It doesn't say like approved by the board. >> You know what, Mike? You know, in the red part that struck out, there's a sentence that are you talking about where you want all transfers of funds between budget account should be recommended by the superintendent for board approval. >> Yeah, I think we just need to have that like a sentence that actually says, you know, involves board approval step because

061it refers to it as you've pointed out in that first paragraph and that's the thing I was looking for, but but it doesn't say that we actually did it. [laughter] >> Right. Right. Well, it's in the red part, but it struck out in the red part. So, >> you might want to take out that sentence and put it somewhere. Then, >> who who else would authorize the superintendent but but the board? >> I just think to get through a first reading smoothly, it should have a nice clear sentence that still says board approval. [laughter] That's just my feeling because we're doing it, but um I just think they'd like that. But who but but again my question would be who else approves but the board. No one the town council doesn't approve. The board approves

062the superintendent to do it. >> They might like to. >> Yeah, I know. But that's implicit. >> No, it is. >> It's implicit. I'd like it explicit. So, so just >> All right, I'll give [laughter] >> you that sentence um Rita that we can ask uh her to put in and where do we put it? >> Yeah, we'll I'll talk to Erica about it. >> So, we'll get it in ship shape next time. >> Yeah, because I'm sorry. You don't have that. That's >> okay. Hopefully we can do it the next reading because this is this is also something that was brought up with the ops review. So I want to get it in place. >> Yeah. Yeah. And and um just when it does come up next meeting, we'll rem remind us all that

063we we went through everything last time [laughter] too. So So we we we're starting halfway through the discussion next time. >> Okay. [laughter] >> So it'll be quicker hopefully. >> No worries. Um, okay. So, I think um are I I'm ready to move to the next topic if everyone else is. We're not going to take any action here right now on that one. >> No, we can't. >> Yeah. Okay. Um so, we'll move on to discussion on P1330, use of school facilities. And um this has a um corresponding uh regulation with it. And I think that's where we're going to probably spend our time. Um and as um background uh this um the regulations part of it, like basically how much is charged for people using school organizations using school facilities. um that was updated

064um um earlier this school year or maybe right before it and it went through the finance and facilities committee uh for for good reason and um and that's I think the the current version we have has gone through them but um it has been referred I think by the chair uh to the policy committee as well so we don't just have to look at those rates uh we can look at the the policy as as well and I was just wondering sort of like get a feel of where we wanted to go with this. But >> so one of the things I asked Erica to do because they had the pricing in regulations, but I said it really should be appendix to the policy and if the board is going to review the policy, they

065also need then to review and update any of the prices. So I would rather have that than on my shoulders. I'd rather have you all help me with that. So instead of calling it policy the the chart we put and I think you should have that in front of you. It would be um the appendix A policy 1330 which has the groups and the and the pricing um and then you know that correlates with the policy and then the regulations just specifies you know the fire marshall needs to do this and you know all of the you know things that need to take place as a regulation. Did you notice that? >> Yeah. So, so are and you're um you're advocating u that we take that pricing list out of regulations, put it into the

066policy as an appendix so that when that gets changed, that's something that the the board definitely >> goes together. Yeah. Yep. Yep. Um and that that really, you know, draws the line clear in the sand of what's a policy, what needs to happen versus what's a regulation, >> you know. >> Okay. And and for the first part, aside from um um like the wording changes I see, is there anything else that like like basically is this is is the the first the main part of the policy right now is that meeting the the needs of of current practice >> or is there anything that we need to add? >> No. No. It's it's very specific about the building usage, you know, happening on weekends, holidays, after school. I believe it says. So, um, and that

067the school buildings are really meant for the school first. So, we would have the first say on the usage of the the building for school events like Fitch High School is always, you know, um, moving and grooving, but, you know, should we have like the chief of police asked to use our building on um the the 17th, which is one of the president's days, and we don't have kids in school, so that worked out great. so he could have a PD session and anybody inhouse in our community really doesn't have to pay but it's the people who are outside our organization that pay more and we tried to talk about profit nonprofit I think if you say it in here let's So it talks about priority use versus um and priority use would be educational

068programs, student activities, you know, things that are directly related to our schools and our school community and it's listed 1 through seven. So the last priority would be out of town organizations >> and and then in I can't remember if it's in this policy part or if it's in the the next part but u somewhere it says um you know the pricing structure changes um if um it's at a time or or day when a custodial uh custodial um um people wouldn't be there Um, and if I had a a broad question like when is that cuz cuz like on a school night it I I've I've been to after school um yeah functions and it it it seems like the custodians are always there and um particularly well in any of our schools I

069could see why [laughter] they they would be too. It's a tough job and um but I I was just wondering um probably not in the policy but um uh at or maybe in the appendex u something that kind of gives like typical hours during the school like clearly we think Sunday they're not going to be there um even though they might be uh but like during a school day like how far after a school day is that um because one of the conditions is that you have to have someone uh uh school staff there when uh something's happening and that can be satisfied by um a custodian um uh being knowledgeable about it and being in the building >> and really all of our schools have a nighttime custodian but it depends on how late

070at night. I mean I would say that um you know we do have after school events all the time um in most of our schools and even using our gyms for park and wreck and that kind of thing. Um, but I would say Saturdays, you see that high school kind of really pretty busy even on a Saturday, but Sundays are and holidays, our schools are mostly closed, >> right? >> Yeah. >> But like we opened up, especially for the police that even though it's a holiday for the schools on the 16th and 17th, we were able to open it up for the police department. >> Yeah. Yeah. And I was asking about school nights cuz that situation that came up a couple months ago um that organization uh meets on a a week night and

071I had actually been at times to that and there there was always a custodian there and then I realized well wait maybe the custodian was there because of the activity. I didn't have a sense of how late >> they were. How late. Yeah. >> Yeah. >> I don't know. I if Sam were here I could ask him. >> Yeah. It just like at some level regulation or the appendix definitely not in the first part. Um it'd be helpful like >> uh because it it it puts you into a different cost structure as an organization. Be helpful to see like you know if I schedule this between 5 and 6 >> I'm better off than if I schedule it like 6:00 to 7 for instance or 5:30 to 6:30 >> like operation. >> Yeah. the custodian.

072>> Um >> yeah. Um because it because that's what the pay the the fees um kind of hinge on. >> So >> um it it's probably quite later. It seems like seems like they're there like all the time to me. >> They are there suggestion. >> They do have first and second shift. >> Yeah, they do. >> Yeah. Whenever I'm there for a sporting event or anything, they're there after school in the evening. But it should be made clear. I agree, Mike. It should say when you're going to be charged, at what time. >> Yeah. >> And vary by school, too. >> Yeah, it does. True. >> Yeah. >> Because we do struggle in the business office. Um we're struggling with, you know, doing the bills and making sure we charging them the appropriate amount.

073And when we get to that, I have a couple comments. >> Yeah. I'm okay going to that that fee structure because I think that's what um the main point of why this is on, but I thought it was good to talk about this part two first. >> You feel it's clear enough between group one, group two, and group three. >> I think we're maybe not on that page yet. So, >> okay. >> Yeah, get there. Is it a different attachment? >> It's appendix A on uh for that policy P1 330 appendix A. >> Yeah. Yeah, I think it is. Um >> yeah. So like group one is the function of a lo of the local government which is the graten and then local non-government local charitable local nonprofit >> and and this is this is

074labeled in ours is R1330 but as u you mentioned up top it's uh at the very top it's now uh policy policy and it's appendex right Um yeah and and I'll just say outwardly like these these the prices previous to that this had not been changed for years and years and years. Um I do not believe the board of education the GR public schools is looking at this as a money-making endeavor rather um uh just offsetting some of the costs associated with um keeping a building open and and using the building. Um so uh and and and knowing that we are a community resource. We just want to um have it be a sustainable community resource. >> Well, and part of that is the sustainability and taking care of the building. Um you know, the

075more foot traffic it has, we want to be able to use the funds and especially pay for our custodians should they be working after hours um you know for an event and that. So that's always that group one, two, and three will always be responsible for making sure they're taking care of the custodian when they're not normally there. and tech if they have technology needs or a police officer, security staff or kitchen staff. Even our um you know some of our booster clubs when they go and do a pancake breakfast or something, they still are responsible for paying for the kitchen staff and you know and the custodian and people coming in. Do you think um people will have a issue with um group two and especially if it's a nonprofit organization charging them a

076fee? Well, I think sometimes it's really hard. Some will have a nonprofit organization um I guess label, but they do make money to support um the organization for their competitions and for their stu they collect money per child. Did you want to speak to that, Rita? Because that was a that can be kind of tricky. >> Yeah. And it's hard to specify like whether or not they really are a nonprofit, right? Some are labeled nonprofit, but they are making a profit. Um, my only concern there, my concerns with these daily proposed day rate is the ones that rent it multiple days. I don't think $500 per day is is reasonable. I think it's kind of high if they're doing multiple days. And also, we I I couldn't find in the policy. We charged them a

077we asked them to put a deposit down of 500, but what if they're renting it multiple days? Again, do they put $1,000 down? So, that's the struggles that my staff are having with billing them. I do think that we should have these three groups um >> because we should be taking care of the buildings because they're being used, >> you know, >> and also this the um the fee that we charge goes to it says in the policy goes to student activities. The the fees for custodian goes to offset the custodian costs or technical staff that goes to the salaries. But if we get $500 for the high school auditorium, that is split um equitably amongst the schools for student activities. Now, having said about the multiple days, is there a way to um put

078in the appendix like if you rent it for two or more days, we'll be $250 a day or $300 a day or you know join it. Yeah, Beverly, I'm not not sure because I like the layout, but it's like how do we you know, and also do we I think there should be a clause in here for grandfathered agencies like the one we just had be kind of grandfathered into paying nothing. Correct. I forgot what agency that was, Susan. >> I know. Um they totally forgot. >> I think it was something with Northeast Academy. It was um >> maybe a performance group that had come in doing it. >> It's something that's at the school. Yeah, >> it was the Eastern Eastern Regional uh >> youth symphony orchestra. >> Oh. Yeah. >> So there is

079that superintendent um waving a feast. >> Oh right, right. You're right, >> Susan. So, so in this like I I see the day rates um and then um then above that that smaller uh is per hour. So, so take an organization that comes in um let's say like right now uh tonight like uh 7:00 p.m. to 8:00 p.m. uh they're not wouldn't normally be a custodian on well I'm just let's say 10 to 11 who knows uh sometime when they're actually not there but they're not going to pay a day rate right they they pay >> they're paying the day rate plus the custodial fees so I'm thinking maybe we say proposed day rate or event because we have agents we have um organizations asking say it's a dance recital so they're asking for one

080day day of rehearsal, the next day is the dance recital. I'm just making something up, you know, that has a two-day thing. So, maybe we add per event or per >> I I I'm not I'm not 100% sure how to address that. >> But if an event took the whole week, then that might be a lot to >> It's typically a weekend. Yeah, it it seems to me like like they're not necessarily a carve out, but like um you know, for instance, this proposed day rate $500 um let's let's say like per hour um you know maybe like it's $100 or hundred and some dollars per hour up to a maximum of >> uh 500 for the day, right? Because that's what like even though the the existing organizations are grandfathered in, a new organization

081that's similar wouldn't be able to float the $500 for a rehearsal every week for for three months. Like that just the the funding structure wouldn't be there, right? Um so >> right. Uh so so like a per like basically a per hour um up to maximum day rate I I would be supportive of >> it sounds like a parking garage Mike you know you park for three hours it's so and so if you park for the whole day it's you know >> you know park per hour it's $3 an hour if it's you're there for 24 hours it's $18 for the day something like that >> exactly You see it in parking garages all the time. >> Susan, did we get this from CABE? This structure? >> Yes. >> Yeah. >> But and then for

082group three, would you say 200 per hour up to $1,000 for the day? >> Yeah. I mean, some of these shows, they're for profit are making a lot of money. Like, you know, I that's probably why there's a $1,000 day rate, but we can >> Yeah. Maybe group three, just keep it like because if it's for profit, it's for profit. >> Yeah. [laughter] >> So, >> okay. >> Yeah. I think we struggle with group two. >> Yeah. >> And and so that was one way I thought of keeping down the cost. The other way I was thinking of like you know uh capping it in terms of occurrences like you know if we do have someone coming in reliably week after week after week uh maybe we cap that at a maximum something. Um I

083maybe it doesn't make it's not as easy to justify I think because you still have these known costs. Um >> well I think about um let's say the youth cheerleaders now that they're probably nonprofit but they do take money from each kids. I know when my kids were in Pop Warner back in the day you know it did the comp it did make money for all their competitions and things but we used to use the schools for free um our local schools. So, um I mean maybe pay for custodians, but I mean I don't know if that would be a group one, group two situation. I don't know. >> I don't think one because it's not a town >> like the AAOU groups. They make a lot of money because they charge families a lot

084of money. >> I know. >> What about like the local little league? I I'm asking because I I coach baseball as well and actually they're talking about >> day. That's wreck department. So I don't think that's that's group one. >> That would be group one. Okay. >> Yeah. >> No, it wouldn't be. It wouldn't be. >> No. >> Um Little League is So there's Graten Parks and Rack. Um Mystic Mystic Little League for softball. They're they're they be group two. M >> so and and so some of that B basically we want it to be uh reasonable for cost offsetting some of the costs but particularly in terms of the fields right then we're right now we're investing a lot the town is investing a lot in the fields we want that those fields to

085be able to be used >> um like for instance the tennis courts right like >> we should find out who's paying now for like who's paying for elementary athletic fields for softball and baseball. Sean, do you do you know anything about the little league if they have to pay for their fields? >> That I don't know. I just coach, so I'm not really sure. [laughter] Um, but I do know that um they have other fields that they use that aren't necessarily like the high school fields. Um, but I was just thinking like I was at the Mystic Little League um, board of ed or board meeting the other day and they were trying to figure out like basically like evaluations that they like to do in like February and March and where they're going to

086do it, what that was is going to cost. So I don't want that to drive groups that are have our kids right in in them away because of the price. But >> right. Well, do we have any data on that um Rita about who's paid in the past like for these fields and things? >> I could have Angela look into it. >> I think we should really I think we need to assess like who's who >> because I don't want I mean we've been talking about fields. We want our kids out on the fields playing >> and I don't want the cost to prevent them. you you know you want to be able to upkeep your fields for sure but >> right >> yeah we can't just let people use them all the time and

087there should be limitations on when it can be used like we can't have folks trampling our brand new football field the day before a a game right like a Thursday night other than the football team themselves so >> right I think well the use of facilities forms goes through the high you know the school first then Sam then >> yeah so they make Prioritize the priorities. >> Yeah. And and so yeah, so I I think we're going to um do some factf finding, my senses, and this will come back again. Um the other one I guess um it was mentioned before but make sure kind of get a sense of what we want to say for the like the custodial hours because I did find where it was um uh is in the original part

088where it says basically you go into this cost structure if there are custodians around other and so my guess is a and that for inside the building I think um so outside the building you might want different All right. Cuz >> um but they're not typically going to use it during the night. [laughter] Well, actually, we've got the wonderful lights that the the middle school feels. >> Now, Rita, how does it work when we h when someone fills this out and then they have to pay the bill? Where does the where does the money come? You said it goes into >> It comes to ours. It comes through the finance office. So, and then you put it into what accounts? >> So, the use of facilities, um, I don't know if it's been done like

089that in the past, but in the policy it says that it gets, um, it's equitably divided into the schools for student activities. >> Oh, it says in the policy. >> Yeah. That that's where the fees go. But obviously the custodian staff technical that stuff goes and offsets salary costs. >> Does that make sense? >> Yeah. What kind of account did you call it? >> Uh oh. The um for the fees it's um student activities like >> Okay. Me and Angela were actually just talking about a check that we received this year um and how to divvy it up. I think it should just be divied up amongst the schools and put into their supply account or something. I just feel like it should go. It doesn't say specifically activities. Um because not all the schools

090have an activity account. So we can't only the high school and the middle school have student activity accounts. So I would like to give it back to them in their budget. >> Oh, >> we haven't exactly done it. though for elementary don't have student activities because they do have student activities. They just don't have >> they don't have accounts. >> They have they have donation accounts. We could divvy it up into their donation account. >> Yeah. We're trying to figure it out because I think in the past it's gone down to the town. But I I do remember a meeting where it was that was asked when we were at the town council and um I remember them saying that oh no that should come to the schools. >> Right. Agreed. >> Right. >> So

091well I guess that's about as much until we do a little research. Right. We'll find out how this has been working. And then I've got a a question that doesn't need to be answered now, but I recently went through this process at work for like not about this stuff. Uh and we came up with a very logical cost structure and then uh we implemented it. It took a lot of time, a lot of a lot of personnel time, probably more probably more than than what we were going to raise from it. So so we modified it, right? And and so a as you're going through these things, you know, if if we're lowering rates, you might think, well, is this costing more personnel time to keep track of this than we're going to likely gain

092from it? >> Yeah, that's true. >> Group one grows. >> Yeah, that's why I said let's keep let's keep it simple. >> It was getting a little complicated. >> No, I agree. But I do want to say that right now it is manual but I'm hoping when we go to Munis that we automate it. Um like I have a workflow there is you know ideas in my head about how to make this more automated if that makes sense. >> Great. >> Yeah. >> But yeah it does take my staff time to I assign multiple use of facilities. um forms weekly. >> Well, I'm glad our facilities are being used, >> but it's just the nature of the you know. >> Yeah. Good. >> Yeah. >> So, what are you doing? It's going to go back

093to stay in the committee. >> Yeah. I'll stay it'll stay in our committee and uh and we'll we'll see it after some more uh factf finding. Okay. >> Are you okay with that, Beth? >> Purchasing is moving to first and everything else is coming back. Oh, yes. Yes. Just we're just talking about this one right here. >> Yeah. Yeah. >> Any other comments on that? >> No. >> Susan, so is the work study one. The work study one is going to first also. >> Oh, yeah. Yeah. Yeah. That's right. >> Yeah. Okay. >> All right. >> I like to hear my talk at the board meetings. >> Yeah, we do. We do like that >> we made some progress. >> Yeah, we did. >> I thought you I thought you preferred to hear me listen.

094[laughter] >> So, all right. Um our next item is uh number seven and it's discussion on committee goals and uh and policy review. And um um our uh chairperson Beverly Washington uh recommended that we have we talk about both these things. And um um this is just the sort of like for the committee goals. It's an opening of the conversation. Um and the idea is that as a policy committee, we certainly have a charge uh to review and and um um like recommend new policies. Um but then my understanding of uh committee goals be that would be like committee goals for say the coming year. Um and and then cuz we we have our overall charge uh but but the goals is more like what what are our priorities in the next say uh 6

095months to a year. Is that sort of the angle you'd like us to take? You you've asked all the committees this. Um >> yes. Yeah. That's the angle I'd like you to take Mike. So, and >> so you have to do the mandated ones you have to do, but you know, >> right, >> other ones and and and so for instance, I I feel like um I think the structure of our goals uh would take the form of for the next um you know um I I I mean we could kind of look at like six months to a year timeline. Um and uh for committee goals, obviously we would want to uh bring bring in um uh required mandated uh policies. Um and that'd be one uh uh financial policies um uh in reference

096to uh operating practices and the um the operational review uh would be another one. That's a big priority for us. Um and then uh it's in this discussion point anyway, but um you know um um uh a progressive review uh not progressive just just a um organized review of current policies uh would be another um th those are the three things I came up with. But but I think maybe there might be room for something more targeted along the way too. um kind of like higher level than referrals. More a bigger envelope than a single referral. >> I like that. >> Yeah. Yeah, I like it, too. >> Okay. >> And maybe trying to go look for the ones that are from the before the 90s. [laughter] >> We still have a few. We still

097have a few that are kind of older. >> Yeah. The 80s were a crazy time. Um [laughter] so so is there um uh any other like kind of priorities like broadscale priorities we should we should should put on our radar screen from from from your viewpoint Susan? >> No I like this list. >> Okay. >> And I do think it has to be systematic. When I first got here, we had um a West Ed report that outlined all the policies and what needed what were the priorities, what we needed to look at first, second, which ones were outdated. So the the with the board, we kind of got real systematic and Erica helped us. So Erica is very good at helping with these things and helping to systematize and get through them. Um but I

098think you're absolutely right. You have to start with your mandated priority. Then the financials are very important with the ops review. So I think you really outlined it well, Mike. >> Great. So So we've got one, two, three, right? Mandated just short-handed uh financial and then um uh systematic review of of current policies. How do you like that, Bev? >> I like that. That sounds great to me. I think >> thank you for putting that on the agenda. >> You're you're quite welcome. Um and uh and so we'll kind of like I can type that up or Erica or whatever and we'll have it back for the next policy meeting so we can >> um sort of just by a claim say these are our our goals. U but so and and if you think

099of anything else um in the meantime we can we can add that too. Um, so the other half of it, and we already started talking about it, is the um the review of current policies, and I I I brought this up uh last time. Um, I'm wondering, is there room? Right now, what you'll see is at the bottom of every policy, it'll say approved and it'll have the date. Um, some of the policies that we're going to go through, we might think, hey, they're good right now. Um, they just need a few less commas. No, I don't know. They're just good as is. >> More. [laughter] Sorry for that. Uh, they're they're good as is. Um, but um, you know, our notes, our minutes would say that we reviewed it, but I was wondering if

100we should kind of have an extra line that says, uh, reviewed by policy committee on such and such a time. Um because I wouldn't want to bog down the the the board by having to first read, second read something that's the same as before. Um I was I was wondering about that uh from any of you actually. >> I think that that makes sense, Michael. >> That makes sense. If you're not making any changes, just put review by >> Yeah. >> And the date. >> Yeah. And so looks like we're doing our job, which we are. And um and and so it kind of marks that. Um and uh I was wondering if uh you all would like to start with the first set, not tonight, but just uh take a look at it. It

101it's just two. It's like our mission statement. Um and um there's another one after it. Um I think it's even the the zero levels or the the thousand levels. I got to open it up right now. Um >> I think it might be the thousands. >> Yeah, I think it's it's something. It is it's just there two of them and um I look through them. Yeah, let me see. Uh no, it's it is the zeros level. So it's district mission goals and objectives. >> And within that there are two policies. There's our mission statement and then um and that's like 0 1 0 0 and then there's u mission goals objectives non-discrimination um I thought you they're worth a look um because maybe there's um and you know I'll take that second one that non-discrimination

102one is probably um since 2006, I think. Um, you you might see as as you look through it, um, the the administration looks through it, they might see, oh, you know, we have something new we have to add because of a special ed law or something like that. And and then for for us as a policy committee and and the the administration as well, the first one, the mission goals, we might see something we might want to change. Um, so I I was pitching that we start with the the the the zeros. Uh, Bev also noted at another time that I I think um thousand levels is pretty short, too, but the zeros are shorter. So, [laughter] >> Mike, when was the 01000 crafted? When was that? I'll >> I'll call it open. Let's see.

103Okay. Uh I think 2009. >> Okay. Yeah. >> They're not they're not as old as some of them I've seen. >> Yeah. Yeah. Just we could tack off a whole section that way. >> Yeah. There you go. And just march our way through. >> Yeah. [laughter] As long as our chair is going to keep attending the meeting. I've got to make progress on what I said we'd make progress on. [laughter] I'm in the hot seat. So, is that a good strategy or we could start another place, too? We could do the 2000s or >> No. Now you got Now you got spiked my curiosity. >> Okay. [laughter] >> Andrea and Sean, are you okay with starting with the the zeros next time? >> Yes, I do have a email I'm tapping up right now with

104a policy I'd like to have us review. Um >> Yeah. And uh but I I would like to start as long as we can review that and and any other referrals that come in. I I think starting there is good with me. >> Oh, absolutely. So, we'll talk about the referral list next. Um this won't supplant um uh that like we don't have to those refer I I really like to cross them off quicker than they come in even though that's that's hard to do. >> Yeah. So, we'll we'll still take incoming. >> Good. >> Any other um questions or thoughts on that? >> No, I think that's a good >> Yeah, >> as long as we're still taking referrals from Oh, there's Yeah, I think it's a good >> Absolutely. >> Yeah. All right.

105The next one is um review referral tracking list. Um, I'm hoping uh you've got that. And this time I we get to see some crossed off. >> Give me one second on that one. >> Yeah, it's fine. It's fine. >> So, we don't get to cross anything off until it gets to the proof through the second reading. And that that happened at um the last uh board of ed regular meeting. Oh, I think maybe they've already been taken off at this point. >> Or were they ever put on? >> No, they were there before, I think. >> Okay. >> Yeah. >> Sorry. This the one that Joyce sent me today. >> Oh, a different one. It says February 4th. >> We We had ones on before that we just finished. I think they just got

106taken off. I think um >> I can find an older version. The these are the ones that we have currently, but we just finished a couple. >> Yeah, Mike. at the last meeting. Um, uh, appropriate student use uh, generated AI that came off, >> right? >> That came off in November >> and the attendance policy came off in November. And then the six steps for um, curriculum, remember that? That came off in December. So, that only left two things on your list. Yeah, but we're deprived of seeing them crossed off our to-do list and written, but but they they were completed. So, we've been making comments as >> Yeah. Go ahead. >> No, it's fine. >> I don't think the library policies that we that you did were on this list. >> Oh, they weren't?

107>> I don't think so. Cuz this list is December 8th and you didn't have a meeting in Jan. You had a meeting in January, but I don't see that list. I can't find that. >> I'll ask Erica cuz somehow she keeps track of all of these. Like when Beverly asked how many policies did the policy committee when she did her shout out for all the committees and it was like one a month that we got done. We got like a dozen done in a year, I think. >> Yeah. >> So, I'll I'll ask. >> Yeah. But I don't think the library ones were on the list because they were mandated policies. So they didn't come from referrals. I think this list is comes from referrals for board members, remember? And the library ones were this

108mandated policies. So not unless you want to start putting the mandated policies on this list, too. Michael, >> I'm just keep track of them. She keeps track of which ones are which. No, you're quite right because the the last time we had the um as as you said, we had the the AI was crossed off and now it's completed and then um review of attendance policy was was crossed off too. So, so I guess we're not seeing everything that was done, but thank you. Yeah. >> So, all right. >> And the one that the Can I just say something real quick, Mike? >> Of course. >> Okay. Um the one it says review financial reconciliation policy. It's not on a monthly basis. You could you could scratch up on a monthly basis. It's just to

109make sure we have that policy. Oops. >> Yeah. And this is one of the set from the the operation review and um >> Right. >> Yeah. Rita, do you know if we have a policy on that already? >> I could check and see, >> but it wasn't on >> Are you talking about the monthly >> the rec? >> Oh, reconciliations. No, I've never seen a policy on that. >> This This was coming out of I think a a comment about like um you know, balancing checkbooks essentially for lack of a better term on my end. >> Um >> right. But I've never seen a policy on that. I understand what you're saying >> and and so >> procedural I guess I guess um and and we can talk about it um next time maybe give

110some space to this well maybe right now is that something that's already incorporated in um like operational procedures like rather than the policy end like like where would that best business practices but >> yeah and it's audited or it's supposed to be >> [laughter] >> I mean that's part of the audit. >> Are you talking about reconciliation? >> Yeah, I'm talking about you're talking about bank reconciliation. That's >> part of the audit. >> Yeah, because that wasn't being done on a monthly basis and that's why that came up. >> That's why I brought it up. But now that we have you Vita, >> we are all set. >> I expect that you would do it so I could withdraw. >> All right. We are doing the best we can to keep up. Yes. I mean

111I >> but they should be reviewed every year that they are done on a monthly basis. >> By the auditors. >> They're reviewed by the auditors, right? >> But I believe me, I'm keeping I'm keeping an eye on it. [laughter] My staff are are um well aware that they need to be done monthly >> and I need to sign off. I mean, >> so Bev, should uh so should we uh write that as as withdrawn >> or >> Yeah, you can. >> Okay. And so that's the second >> as long as we have reader. As long as we have reader, [laughter] >> yeah, I've just never seen it on a policy, but I understand why it's there because of the ops review. >> Right. >> Okay. >> I'm I'm set with that, Mike. >> Okay,

112great. And and then the other one um is the uh complaint process and procedure. And you'll note that that was uh initiated some time ago. Um right now, and just as explanation why we didn't have it on this agenda, the one before right now, we really are trying to get the um as our new board our policy uh committee goals u get the financial uh related ones through. >> Yeah. >> As quickly as possible. >> You said it was number two. >> [laughter] >> on the right. It's a goal. >> Exactly. Exactly. >> We we called it that. So, >> yeah. And then we had the library overhead as well. So, >> yeah, that's right. >> As you can see, we had efficient meeting, but it's a long meeting and uh so we can only

113do so much each month. Um >> any other questions or comments about the referral list? No. >> Oh, good job everybody. Thank you, Rita. Thank you. >> So Andrea, by far the the most important duty of any board member is the one you perform regularly for us. It is time. >> It is time. Okay. Motion to adjourn. >> Second. >> We are adjourned at 7:47. Thank you all. >> Thank you all.