001Good afternoon. It's 6 p 6:03 p.m. on Tuesday, April 8th for the regular April meeting of the Graten Board of Education Policy Committee. I note that in addition to Wait a second, Ian is here. Ian, could I just see your face for a second? I've done this with everybody. Want to be sure everybody's here and participating. You can turn it off in a minute. Thank you, Ian. Leave it on or not as you want. Um, okay. So, I've called the meeting to order. I would like to ask for a review of the minutes of the meeting of March 11th. Does anybody have any comments or wish to make a motion? Hearing no comments, I'll ask for a motion to adopt the minutes of the meeting of March 11th. Do I hear a motion? So moved.
002Thomas. Thomas. Andrea, would you like to second the motion to uh adopt the minutes of the last meeting? Can you hear me? Andrea, uh, somebody else want to see if it's maybe my microphone. Andrea, can you hear me? Your mic's working, Matt. I can hear I know my mic's working, but Andrea's is uh Kate, would you give Andrea a phone call and see if you can help her? No. Uh I just realized that there was a little message up there that I was supposed to click on and I didn't. Okay, great. So, did you want to second the motion to adopt the minutes of the March 11th meeting? Second. Thank you. It's been moved and seconded. Is there any discussion on the minutes? Hearing none, I'll ask for vote. All those in favor of adopting
003the minutes of March 11th meeting, please say I. I. I. Ian, were you voting? Uh, yeah, that's affirmative. Okay. So, it's adopted three to zero to zero. We're going to move now to the evaluation of coaches. For the benefit of I mean I know I've shared this with our committee members but for the benefit of the public we had an initial uh proposal submitted uh by the administration through Mr. Romano and I wrote him a letter asking for some clarifications. uh these were included in your his clarifications were included in your packet and I'd uh like to thank you Mr. Romano for a very quick response. It's truly appreciated. Thank you. So uh have you read that? Would somebody like to move the evaluations for the purposes of discussion? So moved. Do I hear a
004Do I hear a second Thomas? Thank you. Motion by Acriman, second by Thomas. Okay, I'll open the floor for discussion. Well, actually, why don't I and give the the floor to Mr. Romano for a moment if there's no objection from my colleagues and let Mr. Romano, uh, see if you can make a very brief overview for the benefit of the public and, uh, then I'll ask for comments. Yep. So, uh, coaching evaluations just as a broad scope are done annually, um, with all our coaches, uh, paid coaches, varsity, JV, freshman, whatever the level is. Um you know some of the things that um occur during those are observations, communication with the coaches which is constant um during the season um you know and then obviously informal observations that are happening whether it be practices or
005games um where I'm I'm a reserving coaches um you know coaching kids um displaying sportsmanship um you know all those types of things that we kind of look for in a in a coach. Um, as well as, you know, some of the administrative side of it, whether it's paperwork, uh, making sure kids are, um, their physicals and all that stuff are up to date, which we provide all that information to them. um you know uh trying to think what else make you know any conferences or um other workshops that they're attend obviously look for those you know always looking for um bettering themselves or whatever it may be. So that's the kind of the administrative side, you know, the planning and preparation side, you know, are they coming with practice plans? Do they have an
006agenda? Um, you know, what does that look like? You know, also about, you know, ordering equipment, those types of things. And then in season expectations, more about the coaching side of it. Um, you know, their performances, how they're interacting with kids, officials, um, other teams. again like I said displaying sports sportsmanship how they are you know public relations um making sure that they're following through that aspect of it and then obviously the postseason part where I meet with every coach um head coach and go through their evaluation with them um and then you know they meet with their assistant coach and then if um there's other um discussions that need to be had you know we have those with the excuse me with the assistant coach who would bring them in, but predominantly it's with
007the head coach evaluating their assistance and then we talk about that and um and that's kind of the synopsis of it. We try to get that done more or less right at the end of the season. Part of that also is uh the awards banquetss and making sure that all that's completed as well. Uh uniform inventories, those types of things. So that's kind of a quick synopsis of what kind of we're looking for in regard to the um evaluations. Thank you. On the first version that came out, uh there had not been what I perceived as an articulated uniform standard for evaluating coaches, particularly since uh different coaches don't always interact together and and there'd be possibly, if I understood it correctly, different supervisors conducting the evaluation. We wanted something uniform. And you did send
008us three documents. one entitled co graten coach evaluation one a cac sample of coaches evaluations as adopted adapted to graten and a third called GPS athletic head coach and assistant coach evaluation form. So could you as a matter of clarification tell us are all the these three operative as a unit or were they some of them just exemplative to give us background. So part of this you know I obviously I always looking for different ideas uh different ways to evaluate you know and I explored different um schools and what they use for evaluation tools. So the current the first one that I sent you was a graten coach evaluation that is what I'm currently using right now um and how we evaluate our coaches. The second one that I had sent you was one that
009I used previously. Which one is which one is the previous uh the coach's evaluation form brought in public schools and had the school year right under that. So this is the former this is the former form. Okay. Correct. Yep. I I felt like the you know the one we currently using has more detail into it more specifically. I felt like the first one was a little vague. So I was looking for more. So again you know uh trying to improve that. I got this um you know and kind of put that together. So I think it was more specific. And then the last one I had sent you uh the GPS athletic head coach and assistant coach evaluation. That was one in in doing some research I found I liked actually how it it displayed
010the note evident developing proficient and distinguish kind of like we would use for a teacher evaluation. Um and it kind of had specific areas under you know program culture um professionalism knowledge you know um program development. the administrative part and you know kind of list their goals. Uh they would do their annual goal prior to the season. So I kind of was looking actually to move to that evaluation form. Um and you can see down the bottom I put uh July 1st of 2025 as a possible movement to that. So again, I'm always trying to look for different ways to improve these and I felt like this one kind of I was actually really impressed with this format. So that's kind of why I um I sent you that and something that I'm looking to
011do, I think. Thank you. So I'd like to open this up to discussion to the members, Ian and uh Andrea, if you have any comments. Mark, did you look at I guess I'm supposed to raise my hand. Have you looked at the teacher evaluation and administrator evaluations, the way they're approached and did you did you incorporate any of those ideas into into this? Um, I actually did not. I uh you know in the previous evaluations that I did, it's more specific to coaching and and those types of things. And I I think the setup and when I look at other districts and the evaluation tools that they use, and I said this to Susan the other day, I feel like our evaluation that we use are much greater than what I've seen. So, I I
012felt like what I've, you know, shared with you guys, at least the last uh the the current one and the one I'm looking to add, um I I feel like those are far greater um evaluation tools than I've seen in a lot of districts. So, I feel pretty comfortable with what we're using. Um and I feel like it kind of outlines what we're looking for in our coaches. Yeah. Yeah. They they're pretty um pretty specific and indepth, right, today. Yeah. But again, I'm I'm open to, you know, always making them better, different ideas. So, you know, that I'm I'm not opposed to anything either. So, okay. And well, maybe he stepped away for a second, so I'll I'll throw in a couple of Yeah, go ahead. I'm I'm I'll I'll chime in after you. Sorry.
013Okay. Thank you. Um well first of all thanks for the clarification on the forums and I think you're moving in the right direction. Uh I like Andrea think maybe there's some elements of the current form. I I like the idea of scoring particularly if basically what you what as I've understand what you're doing it in your key definitions basically exempl exemplary is the is the u 76th cortile the the top quartortile proficient is the second cortile etc. So it's pretty clear where where one stands on it. The question is how do you determine the overall thing? We have uh a number of categories. I think you have five sections. Are you going to add up the scores for all of if you continue to use this form or some version thereof? Would you add up
014all the scores and come up with an average treating each section of equal value? Or perhaps one section is of greater value in your opinion and you'll need to have kind some kind of adjusted form. But we're never going to get perfection even though that's what we're trying to pursue. But the the clearer it is to the employees of what's expected of them and we'll come to PD in just a minute. the uh the we avoid any possibility of somebody saying well in this sport they did it that way in this sport they did it this way and we we just don't need that that complication in our lives right no I mean it's the same evaluation for every coach um so there's consistency with that for sure um you know but and and that's
015honestly you know I read your comments in that email and I know you you know you're like what defines exemplary. So that's why I kind of started moving to this other the newer version that I provided. I felt like it clearly states what distinguished would be it clearly states what proficient would be developing and not evident. So I actually I took your took what you said into consideration and I said you know what I think by moving it toward this it's pretty evident you know what each um level is I guess you could say you know whether if they're distinguished then obviously they're doing these things if they're developing then they're they're meeting some of it but they're not you know they're doing some things but not all things. So, that's kind of why I
016started looking at this new um prop, I guess, this new form here that I presented or that I shared with you. And and I actually think that it clearly states, and there's really no gray area what each um what each standard, I guess you could say, um outlines. It actually does match up with the educator about very nicely. Yeah, I think it does. If there were if there I'm I'm sorry. Let me get Bev get a Oh, actually Ian, you're up next and then Bev, unless you want to let Bev go first, Ian. I don't, you know, whatever you guys want. Okay, Bev, you give it a crack. Thank you. Uh, Mark, how often do you do um an evaluation on your coaches? And my second question is the culture and climate. How do you
017go about evaluating that? So, uh, formal evaluations are done annually. You know, it's after every season, they're all evaluated. So, um, in regard to coaching climate, I don't, you know, you're talking about as a whole, individually, what, you know, I don't know. I'm Yeah. How do you go about it? It says stakeholders feel devalue and not included in the program. Now, how do you know how the stakeholders are feeling? Do you talk to the team people? Like if if you're evaluating a basketball coach, do you talk to the players? I think I see what you're saying. I mean, I attend many practices, games. Um so I feel that, you know, and watch the interactions and things like that. Like I have a pretty good pulse on um each individual program and and those coaches and
018I talk to kids a lot as well. So I, you know, and the assistant coaches, so I feel based on those types of things, I can pretty much give a pretty accurate um representation of what the culture and climate is of that program. And is it mandatory that the coaches do fundraising or is that an optional thing? No, I mean, they don't have to do that. um you know the as you provide each program with a certain amount of money if they're looking to get more or whatever it may be. you know, those are that would be something that they would have to do in order to, you know, whether it was uh new uniforms or they, you know, um coaching apparel, you know, not coaching apparel, but like uh you know, for example, in
019the sport of baseball, um you know, the cost of baseballs now are astronomical. So in in being purely honest with you, the amount of money that we have budgeted pretty much covers the cost of baseballs. So anything beyond that that yes, that that program would in half the fund raise if they're looking for whatever it may be. So you know, we can go with the bear bones minimum and some teams do that and other teams want more and extra and they fund raise to do those things. So, and then my last question and then I'll let somebody else go. Character development. When you say they have a plan, do you check these plans that they have? It says like has a minimally developed plan for daily, weekly, monthly character development of all athletes in the
020program. Do you is that something you check and make sure that they have? I I think it's Yeah. in speaking with the coaches and I know some coaches have different themes for every week whether they're talking about you know perseverance or um you know whatever I'm trying to think of whatever leadership whatever it may be other coaches you know they choose to mix that in throughout the course of their practice plans or throughout the course of their season some of our coaches have uh leadership programs where they meet with the kids uh during the summer to kind of enhance those leadership skills for those teams. So, I I would say that each program has somewhat of a different type of uh character development program that they offer their student athletes. Are these plans written or
021are they in the coach's head? Um, no. They're shared with the kids. I mean, it's nothing formal that we have to do. Um, you know, we encourage it, but it's not something that's specific. So when you say not specific, it doesn't have to be written. Is that what you mean? Correct. Yep. It could be, you know, after a game, um, you know, maybe a hypothetical, uh, you know, maybe there was a poor display of sportsmanship and that might be an emphasis at the practice or the game the next the next day. So, you know, that that would be some form of a character development that a coach may use. So, how do you as a athletic devel U u director evaluate a coach on that if it's in their head? And I think through discussions
022and in communication, which I have with them, I mean, like I said, I talk with these coaches on a daily basis, you know, especially in season. So, I I have a full pretty good handle as to what is going on um on a daily basis. Thanks, Ian. Uh, yes. Uh, thank you. Um, yeah. So, just to follow up a little bit on what u on Bev was uh talking about and I guess in reviewing the documents, I was just looking for something. Um, and this also ties back into email that uh I received from a fellow board member. Um but um as far as like goals and objectives, uh is there is there a section on you the mission statement that goes over goals and objectives for the athletic programs? Is there a common theme?
023I mean, as far as like what Bev was saying about character development, um, just something that EM emphasizes how that how that's done and and and what, you know, methods are embraced and supported and encouraged. So, e each coach uh prior to the season sets a goal of goals uh, you know, for their team. And I know each uh, team does that individually. I know that when I meet with a coach in the preseason, they set their goals for the season as well. So, you know, that's that's kind of our starting point. And would you say that there's like any sort of universal goals that transcend across I mean uh as far as like uh across all sports, all athletic clubs and activities, you know, along the lines of character development, sportsmanship, that sort of
024thing. Is that emphasized and encouraged? Yeah, I mean that's always a point of emphasis during our coaches meetings that we have in the preseason. Um, you know, sportsmanship's obviously our our top one of our top priorities. Uh, you know, whether it's home, away, practice, game, whatever it may be, you know, we want to be a positive representation of Graten Public Schools, Fitch High School, Graten Middle School, whatever it may be, um, at all contests. So, you know, that that's something that we take seriously and that, you know, we have different um sometimes we recognize our officials, you know, throughout the course of the season to display sportsmanship. We've done other things to support um other schools within our conference, you know. So, um you know, and that ties into also the character development and things
025like that. So, you know, those are that's that's with every program. Every program, you know, I think each sport differs a little bit. So, I wouldn't say necessarily uh you know the basketball program goal might may be different than the soccer goal, you know. So, and I think it's based on you know the the coach's kind of perception of what they you know what they're trying to accomplish, you know, whether they have a younger team, a more mature team, whatever it may be. So, I think the goals based on each team are different. Got it. Understood. Um would you um be open to to inserting some things that maybe are more like universal or more um sort of like holistic approach to like you know uh that would apply to any team any season. Yeah.
026I mean and that would be something that you know in talking with our coaches that could be a seasonal thing and I would be open to that. I think, you know, at our preseason meeting that might be something I could establish, you know, with our let's just use the fall season for example, if we as uh fall coaches decided that these are three goals as a fall um you know, athletic staff that we'd like to establish for that fall season. Yeah, I I would be open to that for sure. I I think Ian, may I? I think Ian was getting at something else. If I'm mistaken, Ian just cut me off. Okay. Um, in our communications, we talked about mission and goal statements and because it was not articulated in in the initial draft that
027you sent and you sent me back the mission and goal statements that you have in the department, right? Uh, I is that what you're referring to, Ian? And articulating goal statement? Yeah. Yeah. I think I think something like that, you know, would would be interesting to develop. Um, you know, it's not not anything not necessarily anything that could be like pulled out of like, you know, anything like carbon cookie cutter type style like, you know, I think it might be something kind of be bounced back and forth once or twice. Um but yeah, I think a holistic development approach would be those that I shared with you are the ones that I, you know, I just I I created those recently. So I just haven't really put those into play. So if you know, if
028that's something that you're looking to for me to add, I have no problem doing that. Okay. an element that I I see and maybe in your program, I just didn't see it, okay, is professional development. And it would occur to me that as part of the professional development that at the beginning of each year u each coach would would get this just annual 2026 27 2034 35 season. These are the department uh mission statement or maybe it's a goal statement and these are the the specific things we're liking you to do. Here are the standards by which you're going to be evaluated in at the end of the season so they have that at the beginning of the season so nobody can say nobody told me about that and give it to them up front
029and develop whatever you consider because this is this is not a part of policy. This is I think an operational thing, but I think as a policy I'd like our if the staff is going to be evaluated, they should know the basis upon which they're going to be evaluated. That's part of their professional development. Yep. No, and to answer your question, I I honestly do that already. Uh I have a a folder with them shared of all our coaches resources that we that we utilize and all the evaluations are in there. um any you know we have a preseason meeting with our coaches prior to the start of every season and we go over everything from academic goals to um you know sportsmanship to with the evaluation plan. Uh they set their goals during those
030meetings. So you know that's followed with every preseason meeting that I have with just the coaches. I haven't seen any regulations to them. I'm I'm presuming there are no regulations at this point and I guess I would ask you and Susan to get together and say some of these things that we're talking about that are not policy they're operations would it be useful under the rubric of regulations even though they're not regulations they're just kind of implementation strategies if you will um to articulate that and let's see uh Andrea you have your hand up I do uh Mark help me understand something that you said, maybe I'm just not getting it. Um, you use the word sportsmanship and I would I would think that that would be the uh and character development and uh you
031know a humanitarian development. I I would think that that would be the uh the purpose of having athletics at all. So, why would the soccer goals be different from the uh football goals or the spring from the fall? I don't get that. Maybe I'm just not understanding what you meant. No, that's a good question. I I think you know each team b like I said each team based on their you know what they have in their program for example you know like if obviously you know is a realistic you know goal of when a state championship is that you know state championship or bust I don't believe that that defines success you know there's plenty of teams that have had success that have not won a state championship you know so I think um you
032know I I do think that how we would define sportsmanship and those types of things and setting goals for each team you know I think as a whole and I can say this confidently that you know each team when we meet their first goal is you know we want to win our first game that's important we want to get that you know the second goal would be you know probably to win our division and then the third goal to qualify for the state tournament and that you know so that's I say that's a uniform goal for every athletic team no matter season uh level whatever it may be. So that part of it is definitely uniform. Um you know I do think you know you have some teams that are have stronger leadership than other
033teams. Um so trying to develop leadership skills, sportsmanship skills, those are all things that you know every team obviously strives for. So there are certain things yes we could be consistent with throughout uh the course of our 30 31 athletic teams. Um but you know when I when I think of each team I think of the makeup and the climate of each team and and kind of as a as a former head coach how I would you know my goal as maybe a football coach may be different than a soccer coach to be honest. I don't get it. Well, I I think I mean when you're I like I'll be quite Utah. No, no, that's fine. No, and it's about, you know, program development and where your program is at that at a certain point
034in time. You know, if if for example, our you know, if our soccer program was or is very successful, you know, my goals may differ than a than a team maybe that struggles or has struggled. So, our goals may differ a little bit based on that. I don't know. It's hard to explain, I guess, but you know, each team in my mind has a little different uh, you know, like I said, you might have a younger team. You know, we have some teams that had one senior. So, that team, you know, in my mind is more a developing team and they're going to work to build those skills. Um, whereas, you know, because of that point, whereas if I had a heavier senior class team, my goals, I think, would be even higher. So I
035think it differs based on each team to be honest. I see. So I guess what you and I are look at goals in a different way. I look at athletic goals as being that develop character development, but you're looking at now that I'm listening to you, I'm hearing Yeah. You're looking at maybe the state championship or at least winning our first game. I Right. I mean those terms the consistency thing though that you're that you're mentioning you know like an academic goal would would be consistent you know we want all our kids to remain eligible we want to support them want to make sure they're going to study hall like those are all things that every team does so I guess the answer that hopefully that answers part of that question you know and that
036is a consistent thing for all every athletic team that we have here okay thank you Beverly Okay. Thank you. Uh Mark, can you give me an example of what kind of professional development the coaches go to other than uh going for um CPR and first aid? Sure. Uh I know some coaches there's different clinics offered throughout you know whether it be the state out you know there's some offered in Newport there's some offered in Massachusetts. So you know some of our coaches do take advantage of those things. There are some offered at the casino. um you know so there's different I would say um coaching uh professional developments for each sport that are that are offered you know all across the state whether New England so be it is there a certain requirement that they
037have to have x amount of hours in professional development or do you just leave it up to the coach and if they don't go they don't go and some do is there standard I think no I think it's encouraged you know I think you know some sports you know there really isn't much professional de development locally we do we do utilize to the uh NFHS or excuse me yeah national federation there's different kind of character things that are offered to that that we have our coaches do you know if they're if they're looking to enhance that piece of it but in regard to like coaching and X's and O's and and those types of things there are things offered or clinics offered throughout New England uh that our coaches do utilize. So, so how do
038you evaluate the coaches on the uh on standard three professional learning? Well, you know, I would encou I encourage them, you know, we do have a bunch of local colleges in the area. So, sometimes our coaches will go and meet with, you know, maybe the Coast Guard coach or a con college coach and we consider that professional development. you know also you know meeting with colleagues coaches from you know other teams within our conference or within our state you know that that sometimes you can come up with ideas too so you know when when we communicate that what are you doing for professional development what are you looking to do can I support you those are things that we do discuss thank you so if I'm understanding Mark while we do work on a whole
039bunch of items character development much of The focus is skills development and X's and O's if you will. So I'd like to turn to a policy that they have at West Point, Annapolis, New London and in Colorado our servicemies. Their academic standards are that every student recites in every class. Everybody participates at least at a level. And I'm thinking about what I've observed in my my generation, my kids' generation, my grandkids generation. We have students who are very good at X's and O's and are not the greatest players in their sport, but they give all their heart and they sit on the bench maybe three years before they finally make the varsity. Would you give some reflection? I don't think we need to put it in policy now, but give some reflection on whether we
040might consider a policy in the future that sets a minimum standard for student participation in intercolastic sports. Whereas whether it's Tommy or Sally, Kenisha, Dewan, it doesn't matter. If they're giving their heart and working, they know they're going to be in a play in at least three quarters, three ac not academic quarters, game quarters or five quarters or two quarters. I leave the details to you so that they they really build this feeling of bonding with the team on a very consistent basis. Even to the point that if somebody who's weak goes on to the football line, the other football players don't look at him as a weak sister, but look at him as a team member. And we just got to put out that much more to to to get this thing. And the
041coach will determine when the right time. But there's a spirit of participation that all kids really get to play if they're really on the team. I'm not sure I've articulated that well, but I think you get the drift of what I'm saying. Yeah, I mean you know and I think that's where a lot of our subvarsity programs come in would allow which allow those you know uh the kids who are working hard and to give them an opportunity to you know participate and and play whatever the sport may be. You know one of the things that we are consistent with is any senior that um you know is is in a program they do earn a varsity letter. So that is something that you know I don't know how you perceive that but that's something
042that we've adopted as a athletic department that you know any senior on any sports team earns a varsity letter regardless of the amount of playing time they earn or whatever it may be. So, uh, but you know, I I don't know if, you know, like I said, I think the subvarsity sports are for, you know, those, you know, those kids or those students, student athletes who are, you know, developing and trying to fine-tune their skills. Uh, the varsity level, you know, I think is, you know, that's more for, you know, um, the ones who are, you know, probably at a little higher level. Um, and, uh, you know, That's kind of I think how it's perceived. Well, I would just hope you'd give some consideration within levels so that whether it's at a junior varsity
043or varsity level that the kids at that level get a certain minimum amount of time on the field in an interscolastic game as a way of building this sense of team teamwork that they're not just sitting on the bench. So, I don't think that needs to be a policy, but I'd love you to reflect on that. Yeah. Uh, anybody else want to have any suggestions for modifying this? I I think I've heard us say maybe strengthen the articulation of the professional development. Maybe I've heard uh to move towards your new form, but involves some kind of uh databased evaluation. Maybe putting numbers on some of this and and setting it by cortiles again. So you can have the however you want to frame it, they can still have a an overall evaluation based on some
044numeric uh particulars across the form. Does anybody have pleasure on making any changes? Ian, I don't know. I guess I just want to check in on the process. Are we at the point where we're looking to to edit this or do we are we um looking to pass it as a first read or is this just a a check-in? What's what's the intended outcome of this meeting and this agenda item? Well, that that's a good question, Ian. I can give you my hope was that we would have a first reading and gather from from this first reading. We can bring it to the board and say this is a first reading. We do want to we've we've asked administration to look at X Y and Z and come back to us. We have some more
045work to do on it. But if you feel we've moved along far enough to justify a first reading, I would hope we would do so. If we've not gotten that far, I'm more than willing to uh uh table this to the next meeting because we've already done about 45 minutes and we have another eight items to go. Um well, all things being what they are, I I would be in favor of um passing this as a first read because I you know, we've had some a good dialogue here. I think, you know, it sounds like, you know, the athletic director is going to take some notes and and and and come up with some ideas on on his end to make some revisions based on the commentary here. But I think there's also great value
046in getting it up to board level so that the full board could have some input too that could also be done in an amount of time that, you know, the athletic director could take those notes into account as well before we see this again. Beverly, you're Isn't technology a bear? Thank you. Um, so there's no policy. Is this a new policy or is this a uh existing policy? To my knowledge, it's a new policy as Oh, this is a brand new policy. Susan, would you chime in? It's green. I think that means it's new. Okay. So, we didn't have a policy before this, Susan. I thought Oops. Mark, are you there? Yes. Did you have a policy before? I I've always followed this policy that's written here. um that because it looks like a cape
047policy to me. Yeah. I mean, this is this is what I've always followed. So, to me, this is no different than what we're currently doing anyway because I do not recall having found this policy in our policy manual. All right. So, this is a brand new policy. Yeah. But I think this is what he's been working off of, but I don't think we have ever adopted it. Okay. Right, Mark? Yeah. No, I mean, you know, the the timeline and everything, it's a state policy. So, we, you know, this is exactly what we've been, you know, at least I I've followed the state policy since the beginning, you know, 14 years ago. So, it really hasn't, it really hasn't changed my mind. So, that this is just something I think that we're looking to adopt. Correct.
048So this looks like the state if I'm hearing you correctly this this um reflects the state policy. Yep. Just a timeline of you know every coach is evaluated annually annually um you know and then it gives you kind of goes through the process and you know in regard to days what the next steps would be um you know those types of things. So I think what we have in here in this in the green writing that's the you know state policy I mean that's that's out there. So you know this is the same that other you know other districts follow this as well. So so this is a state policy. This policy didn't come from CAD. I'm confused. Well the time yes the timeline is a state policy. you know, every like it says in
049here, you know, every every coach is evalu evaluated annually. Talks about the um the non-renewal days within the 90-day window and the coach has, you know, 10 days to appeal that. So, I think that's all stated in here. So Bev, I think what I will do if if you all agree is I will give Jody at Cabe a call and ask him to send me a copy of P whatever they have for P 4115.3 that we be able to look at when we review it again. Okay. Thank you. So um I would like to entertain a vote on a first reading but I would like to suggest what I think I'm hearing is the consensus of the group is that uh you prepare I don't think these are really regulations but guid call it regulations
050but have administration prepare guidelines that would include uh what professional development would consist of that would include um whichever form you adopt but maybe melding the two forms to include a scoring system in use your new form. I like your new form but it doesn't have a scoring system to ensure equity across people and sports and meld the two. Um have I missed anything that other members wanted to see included in these guidelines that would be that's administration. We don't do that stuff, but we're giving our input, um, and like in suggestion of the goals, right? Yeah. I was going to say like maybe developing some draft universal goals um and objectives that could apply to all athletics, you know, focus on like more specifics of like, you know, character development and um, you know,
051you know, positive uh, positive atmospheres, that sort of thing. Yeah, I think Mark is is is sh in response to my initial letter to him, he shared some of what he was doing. So, I think he's well on his way to having something. So, the mission statement, the vision statement, and those types of things are things that you're looking for as well. Correct. Yeah. I don't know that that goes in our policy. It would go in your your guidelines, but regulations, but that would kind of tie into the, you know, our goals and what our mission is and that type of stuff. Yeah. Right. We also have a portrait of a graduate that goes for all kids in our district and could go universally through sports as well. Okay. So, if we're if we're all
052on the same page, I would uh ask if there's any thing any of the members want to contribute before we take a vote. Seeing nobody rushing to contribute anything at the moment, I will ask all those in favor of passing uh 4115.3 as a first reading to go to the board for approval with the understanding that the we'll also see when it comes back to us something under the guidelines regulations. All those in favor, please indicate by saying I. I. I Ian, are you still with us? Oh, sorry that didn't come through. I said I Okay, so we are passing this three to zero to zero and moving on and my real deep appreciation to Mark. uh you responded to my questions with elacrity and clarity of both things I hope sports gives to all
053of our kids. Thank you, Mark. Thank you. Thank you. Thank you, Mark. Okay. Uh I'm going to need to take a 90 second break. I'll come back in 90 seconds. I'm going to feed my cat. Okay. Okay. Is uh I I know the members of the committee are here. Uh Susan, are you is it Bev? Susan, Ray, you're all here. We're here. I'm here. Thank you. Okay, we're reconvening. Thank you. We are now working on P 3160, transfer of funds between budget functions. I've asked or Ian has offered to post it. My understanding is that from the from the board of education March meeting discussion was that there was a discussion uh the only part that was uh questioned at the meeting sent back to us was the phrase at the next regular meeting or
05436 hours. my assessment and I'm seeking validation on whether I assessed correctly or incorrectly was that while there was not unonymity uh unonymity of opinion there seemed to be a clear majority in favor of having some time frame. So my question to start out the discussion before I ask if there's a motion is does this correspond to what the other policy committee members and be uh heard at the last March meeting? No. Um I'm opposed to any kind of time frame. Okay. I I was asking whether the fact that there was not unonymity but that there was a majority of the board that felt that some time frame was needed and of course we're going to discuss it. I I think you're correct. You're correct, Matthew. Okay. Yeah, I was going to say Matt. Yes,
055definitely. That was my memory as well. But everyone's entitled to their own, you know, personal perspective, but the overall consensus might take. Would somebody for the purposes of of discussion like to move uh P3160 transfer funds between budget functions as business operations? So moved, Thomas. Motion by Thomas. And since I I'm going to guess that Andrea has some concerns, I won't ask her to say. I thought I heard I thought I heard you say did I was there unonymity and I said no no no there was not that was not my understanding. No. Okay. What I meant to say I'll read down was not un that the discussion was not unanimous but there seemed to be a clear majority in favor of having some time frame. That's all I wanted to know is if we
056if I was completely off the uh mark on that. Okay. Okay. So, uh I will second this motion and begin for discussion at anybody who wants to I'll jump in, I guess. Um I I I'll just say like I'm in favor of a some sort of time frame. I think it's reasonable. Again, this is not to um this is just notification of the emergency and the fact that a transfer is either underway or soon or impending or needed. Um it doesn't have to interfere with actual emergency response. So, I'm open to having it kick back to like 48 or 72 hours, but either way, I I think it it it's well within reason to expect some kind of notification to the chair, which then could be fanned out to the board that something's coming down
057the pipeline as far as that goes um prior to the next regular meeting, unless the next regular meeting is within that time frame. Okay, I'm sorry, Beverly. Go. Um, I would be in favor of I bet in another board's um um policy book that they have, and I think this was good, two weeks. The superintendent has two weeks to notify us and has to give us a full report at the next regular board meeting. Interesting. Andrea, I just think that that there should be no time limit and it's just it should be an expectation that there would be a a full report. So, okay. I I I like Beverly I would I would support Beverly's Oh, I'm sorry, Ian. Go ahead. I was just going to say uh not to be snarky, but uh expectations
058basically policy is just expectations put into writing. Okay. Uh I I would be supportive of Bev's approach. My my personal inclination would be if there's an emergency, the chair needs to know about it ASAP. But if Bev is satisfied and thinks the f future chairs would be satisfied with with a twoe period that's fine. I mean because we are hoping that if there's a true emergency that the superintendent will tell us right away. I mean, and I think in the past, the superintendent has told us right away if there's a true emergency, if there's a fire at the at a school or evacuation or a lockdown. Uh, I think Susan has told us right away when this has occurred. As soon as I know something, I tell you. I don't think this is a Susan
059question. I don't think this has anything to do with Susan. was superintendent. I think superintendent because I have heard that in the in Gratton's past history and certainly in other school districts, there have been times and superintendents who have not been as deciduous as Susan and that's the purpose of policy. Okay. Um, and yeah, if I could just uh jump in again, I'd say, you know, again, I just re reiterate reiterate that this is supposed to be a policy that transcends anybody that may be on the board or anybody that may be serving in the administration. Um, so we're trying and again, policies in my mind, policies are expectations put into writing. Um, so I don't think there's any harm if we if if that's the general drift that we we would hope that the
060superintendent, whoever it may be, would inform the board in a short amount of time as to like emergencies that are significant enough that's going to require transfers of funds between budget functions, then that's something that should be um put into writing and say, well, the expectation is that it'll happen within 36, 48, 72 hours, whatever that time frame is, but I think a couple of days is is more than enough. Um, as we can see, like, you know, it has not hampered our super, our current superintendent now in notifying us very quickly as to like when things pop up, we do get notified. All I'm looking to do, I guess all I'm advocating for is that we codify that, you know, in the policies moving forward so that future boards and future superintendent, you know,
061will adhere to the same standards that we've enjoyed thus far with with Susan. So, would somebody like Bev, go ahead. Would somebody like to make a an amendment or move what we currently have, whatever your pleasure is? I could go down to a week like she know that the superintendent will notify the board uh in a week at least by you know within a week and give us a full report at the next regular board meeting but this is not aimed that way Bev with due respect I think it's the to the give notice to the chair okay within a week within a week okay okay within well then okay if that's what you want. If that's what the group wants, would I'm not saying we should, would somebody make a motion to amend to
062delete the highlighted phrase and substitute something else that you want? Um, I feel like we're in an auction. Um, but I still Yeah, I mean along with that being too directive, I I would um for the sake of just kind of expediting this back to the board and so we get the full board's read on it, I'd be in favor of of of putting a week in now just to kind of get this passed as a second read out of committee and then we can kind of, you know, uh do what we have to do as a full board. Um because you know 72 hours versus anything you know 84 verse 96 you know then you know what are we doing? Hey we are at an auction. So um I would uh I would say
063I' I'd take the week and uh just to just to kind of get back to the big to the full board and and then we can just Am I hearing you say to delete the highlighted phrase and insert the words within two weeks? No, within a week. within a week. Be's most recent offer was a week. Walk me. So, I'm I'm gonna meet her halfway. Okay. I'm gonna vote for it, but I'm just not going to move it. So, I'm going to uh just Yeah. So, I'll move that we um strike at the next regular meeting or 36 hours and replace it with within one week. Well, Ian, suppose the next Beglin meeting is before a week. Well, then that's within one week. Okay. Within means inclusive. Yeah, I know what that means, but So,
064it could always be soon. Okay, that's good. That's good then. Yeah. Okay. Is there a second to the to the amendment? I I'll second the amendment. So, the the motion to amend to amend is Thomas Shman. Is there discussion on the motion to amend? Hearing no discussion on the motion to amend to delete the phrase at the next regular meeting or 36 hours and to replace it with the words within one week. Please indicate by saying I. I. So I'm seeing all in favor. So we have passed the motion to amend 3 to 0 to O. Would uh somebody like to move the amended motion P 3160? Mo the motion to adopt the amended to adopt the amended 3160 for second reading to the board. Did you say you we're doing that, Ian? Ian said,
065"Yeah, he's moving." Yes. I'm I'm I'm so moved. So moved. Okay. I'll second it. Uh Amen. Okay. Is there any discussion? Hearing no dis, did you want to say something? Oh, no. No. Okay. Hearing nothing, I will ask for a vote on adopting uh the amended P3160 to be sent to the board. All those in favor indicate by saying I. I. I. I. We've adopted the amended P3160. Okay. We are now on uh item 3,200 and I've been struggling to figure out exactly what to do with this because I had I'd asked there was some discussion on the on the intersection or conflict or in or consist consistency between 3320 and 3,200. Uh, so I guess we're going to just act on 3,200 then. And I got and Ian also sent a transmittal letter to
066me on the 4th of I'm sorry, the 3rd of April with a you correct me if I've got this wrong, Ian. Okay. U a a alternate version to what we have uh submitted on our uh packet. So would somebody like to for the purposes of discussion make a motion about P3200 as it was sent in the packet? I move we we um whatever we're doing accepting it or whatever I don't know what the verb is uh 3200. So, and I uh Ian, did you want to second? You you you help me out there. Okay. Mo motion to uh adopt P3200. Ian, did you want to second that? Um I will for discussion purposes, but under objection or duress. If you're not if you're not comfortable with it, I'll I'll second it. Well, no. I we
067need to handle this one way or the other, and I'd rather just like, you know, talk about it now. So, I'm not going to try to quibble or play any games. Okay. So, we have it uh moved and seconded to adopt P3200. We are open for discussion. So, my knowledge is that this is a CAD policy and it is named income with P2320. Um, so I think in the past it had been named something different but we just I think we looked at the K policy P322 3200 um and just followed that and it's labeled income. Um, the one that Ian is showcasing has a different name entirely. So, I don't know if it comes with a different number for Kate, but I'll let you know. So, if I could just jump in and explain
068um yeah, what I've projected up on the screen now. Can everyone see that? Yes. All right. So, this is what's in the current board of education policy book. And this is the document that the ad hoc budget procedure committee was attempting to um to re to revise and that was the draft that we submitted under this code. Um now what apparently seems to have happened is that sometime in the past 35 years this was uh changed published in 1990 um somehow I think CABE changed their coding matrix. So that their 3,200 now if you go to their reference documents pops up as income and does not relate to transfer of funds between categories. Um so while I I'm I'm fine looking at the P3200 income idea at some point in the future, the impetus coming
069out of the ad hoc budget procedure committee was to focus on the document that we see before us now. Now, if that if that revision needs to include a revised coding to match the current model, then that's something else we should discuss under this heading. Um, but it was not the intent of the ad hoc budget procedure committee to have the income policy under review. The point was to have the transfer of fund between categories under review and revision. Okay. How are they the same number? Say again. How are they the same number? PB. Well, I I just explained that. I think I I was just trying to say that that this is what is in our policy document now. What's on the screen and as you can see published in 1990 or was adopted
070in 1990. Yeah. So I think at 30 the 3200 coding was used in 1990 to define this sort of policy and since this policy hasn't been touched in 35 years um you know at some point CAB's recommended catalog of policies changed their coding matrix and shifted the transfers all to somewhere else probably more the 3160 camp that we just handled for funds between function codes. It's It's probably some subsidiary of that. Um, can I suggest a work or a potential workaround? Ian, tell me what you think about it. If we were to tonight, I'm not I'm just feeling my way. If we were to adopt the the proposed P3200 as P3200-A and then we were to look at the existing policy P3200 and and readdopt that as P3200B. Get rid of the old policy 3200
071because it's misnumbered. I will would immediately call Jod this this well it won't be tomorrow I'll call Jod and ask him what the categorization for transfer of funds between categories is now and if there is such a policy uh could she send me the sample policy would that move us forward because I'm hearing what you're saying which is reasonable we do want to have a policy on transfer of funds we do want to have a policy on income Um, I don't see us resolving it tonight, honestly. Understood. I'm not I'm not trying to I'm not trying to play a game of delay. I just want to find a process that's going to get us there efficiently. Well, I do think you're right that we need to ask Pab like, is there such a thing now?
072And what is it coded? Yeah. Right. I think that would be a fair approach, Matthew. I'd be I'd be on board with that. I think that's a good way to move forward and kind of I just don't think we should number it A and B because if 3200 is no longer the number. I think we need to look at what is the cape policy. What does it look like? Well, the reason I said 32A and B, Susan, is if we adopt this as 3,200, the the income one that eliminates the old policy and we have nothing about transfer funds in our policy manual. And I really don't want to see us, you know, walk in the world naked. But we just did 3160 between fun between functions. Between functions. Yes. And and the way that
073the 30 the 3200 as proposed by the budget procedure committee was uh one was was for looking at object codes and line items. Well, I think I'd like Ray to speak up about that too and what that would business office. Sure. At the at the appropriate time, I think that'd be fair. But right now, I just want to kind of get clear on like, you know, what are we discussing right here and now? And I think what Matthew proposed as a way to move forward to get some clarity from CABE as to what the proper coding is and as long as it's clear that you know we have the transfer between functions code. Um that one's 3160. We just passed that as a second read out of committee back to the board. What we're looking
074for is clarity on if we wanted to and that's a big if I want to put in there as a big if. If we wanted to put some guard rails on how we transfer between object codes and line items, what code would we use for that for what policy code would we use for that? And is there a template out there that we can build a model off of? I would further add, Ian, that while I would personally be supportive of of of stricter language on the object codes, I have real reservations about the line items. this is not the moment to discuss those concerns. I do too and I don't have a and that's all really good to have those concerns, but I'd rather I'd rather I'd rather have that discussion when we're explicitly
075talking about that policy and then not having some give some thought in the intervening week, Ian, about dividing them up and and proposing two policies, one about object codes and one about line items so that at the end of a meeting if we're not resolved on both of them, we can at least get one of them through. Well, to my understanding, they're pretty much kind of the same thing, but they're different. Matthew, can I make a suggestion? Absolutely. Okay. Um, in light that we are soon going to have a business manager, I think anything that has to do with transfer of money or anything that has to do with the finance or business office that we wait until the new finance manager comes on board. I would not want to make a agree on any
076policy that affects their office until they're actually in that seat. And we're very very close to getting a new finance manager by the end of I don't know a month. So I I I know something by the end of the week. We're hopeful. Yeah. I I would hold off on any any financial stuff until that person is in place. So, Matthew, um, with that being the case and that being, you know, the advice of the chair and the superintendent, do we want to just table 3200 and, um, in in all its forms? Uh, I'm more information. I'm willing to do. Does your hand up, Bev? Still? No. No. I'm I'm willing to do that. Um, I I would also urge you to consider, Ian, I know your preference is to put object codes and line
077items in the the same uh policy and that's certainly your prerogative to propose that um given the fact that you know there are concerns could understood. Why don't you write up three versions and understood? Yes. And I'll, you know, and AD plus A plus B. Sure. Sure. And and we could, you know, maybe both reach out to Cabe and and have like a or when you reach out to Cabe if you want to pass me in on the conversation so I could help kind of clarify what what we're looking for and, you know, we can get some advice and and guidance on them from them. Well, what I what I understand that we're looking for is we're looking for policies that affect uh transfer funds between object codes and transfer funds between line items. I
078did that. So, we that is what I'm tasked to do. If I don't do it, impeach me and suspend myself. And and I will do it. I will do it. I promise. All right. Sounds good. Okay. So, do I hear a motion to suspend to to uh table P3200 until the new business manager takes his slash her seat? Uh, so moved. Uh, we need to have Andrea's No, I'm sorry. We I'm I've got the process wrong. Andrea, would you would if if Ian is in agreement, would you withdraw your motion to adopt P3200? That's this the great standard move to uh IO to withdraw uh policy fee 3200. Okay. And Ian, are you in agreement with that? Uh yes. Yes, I'm in agreement with that. All those in favor say I. I. I. Three in
079favor, none opposed, none abstaining. Now, would I have a motion to table to table So moved P3200 until our new until business manager is seated. Second. Okay. So we have Thomas and Aman. Is there any discussion on this? I think we had it. Okay. In which case let us um agree to vote in favor or against. All those in favor of tableabling, please sign indicate by saying I. I. Three to zero. That's wonderful. Okay, we're now moving on to old business on purchasing procedures. Ry, is that something that could be adopted now or do you want us to hold off on this as well? Let me take a look at it real quick here. I'll turn pages. Hold on. Sure. Hold macro. We're going to get through this tonight, guys. Uh, it is now 7
080o'clock. Are we Are we willing to work till 8:00? Yeah. Yes. Good. Yeah, I'm good with this. You could This is decent the way it stands. It's not much changes from where where Cab was and like that. So, and we're already doing 99.9% of this. Okay. So, wait a minute. I just got to Ian's page. Hold on. Yeah. Curveball. Got to take a little more here. Hang on. What What changes do you really want to make? Do you What are you trying to do? Let me ask you. Hold on one second. Let me uh get it up on the screen here. And uh see, we're looking at 3320 or 3310. Sorry. 3320. 3320. All right. Purchasing procedures. And this is the amended draft. Yeah, it's based on the CA sample. Yeah. So, in looking at
081the version that you sent, Ian, which is not yet up on the screen, my read of it was that the last three paragraphs are operational stuff that would go into regulations. Not not even speaking to the merits of them, but just as to the function of them. They're operational things. Right. You may disagree with me, but that that was my read. in. Can you fix that? What happened there? Hey, Matthew. Yes. Can I again suggest that you wait until we get a new business manager for this one? If that's what you want. That's why I That's why I started with Ray to see what he felt. But sure. Maybe. Yeah. This is this I just I'll just say that this is another draft that that um doesn't fully represent what the ad hoc budget procedure
082passed out of their committee. Um what what are they actually trying to do? Let me ask that. What's the ultimate goal? Honestly, like when I when I drafted this thing up, um it was based a lot on on on some of your emails and and suggestions from meetings when we talked about it. Um, but this is not the the ad hoc budget procedure committee version. There was another version that had a lot more regulation kind of written in there. Some some of what u we spoke about at some of the meetings. I've got 20 30 maybe 40 procedures we've written up. Um, we've got other documents that we're we put together within the department to try to tighten up loose ends internally. So maybe maybe there's a way around this where we could have a
083general um again I I do agree with the idea of maybe like we defer this until we get the new business manager on board. Um but uh in principle just moving you know how to how to approach it philosophically um I would say that the um I just would maybe like to take a look at that procedure manual and that could probably satisfy a lot of the urges that or or the desires of what was coming out of the budget procedure committee and I but I do think there's going to be a transition and Rey is certainly willing to stay on to help with that transition so that the new business manager will have the work that's been done so far. But I think to get her in the seat and you know to be
084able to have that transition period will be important too so that we you know make this policy something that can last maybe not 35 years but you know last caveat I won't be back in 35 years. I know that would put me at 105. Younger than I am, my friend. So, for yourself, Ian, you you said a few minutes ago that the one of the thing that the I heard you say, maybe you didn't say it. I heard you say that one of the things the the ad hoc committee did was want to discuss or see some regulations included. Uh yes. Yes. And and actually let me let me continue. Let me continue. Please. Uh, personally, I think some of what you want to regulate is great. Some of what you want to regulate is
085not so great. But that's just a personal opinion. But regardless of whether we think a regulation is great or not, it belongs in my humble opinion in the regulations. And if it's not in the problem with with with putting regulations in policy is that we cannot foresee future evolution of needs. We cannot foresee the future composition of the board or the administration. And what might make sense for this administration and this board at this time putting it in policy really risks uh paralyzing an administration or board in the future. So if we want to have things in regulations, let's have a vigorous really great discussion about the the merits of each regulatory thing you want and communicate that to the administration and say we really want you to address X Y and Z in regulations.
086They will then out of the courtesy they have always shown under this administration come back with regulations or our feedback and tell me if I'm wrong Susan you will come back with the feedback and we will get another voice in this process but I really don't want to gum up the works for future generations we're not that smart right you're correct and regulations belong to the superintendent not to the board so give that some thought and meet with you know chat informally with the other members of your ad hoc committee. I'm not opposed in any I don't think this committee is opposed or if Bev will allow it to uh to the regulations. I just want to see the way it's structured be sustainable over a long period of time. Right. And and and to
087that end, I I do agree that a lot of this gets very technical and I and I I appreciate your assessment of the situation there, Matthew. I think that's very succinct way to to express the concerns of why we don't want to put too much detail into policy. Um, and again, I would just say like, you know, the the motivation behind the way we constructed this was based a lot on the conversations that we had at the time with Ry and a lot of the commentary and there was a few emails back and forth um as well that I that we lifted some language from. So, a lot of this is very technical and um definitely probably fits better for regulation or the procedure manual. Um so, I would definitely look forward to the idea
088of trying to translate this, but this is the this this version that's on the screen now. This is what passed out of the uh budget procedure committee. Um but Ian Ian, you know what Ian say? I just wanted to share this to let you know that there is a difference. Um and and I do agree overall with the approach of waiting for the new business manager to come on and I do agree with the approach with like cutting this down to a point where you know getting a lot of the regulation staff out of here and put it into the into the appropriate place. I agree with that. So, okay. Um I've got Bev and Andre. I don't know who put his her hand up first. I did, but I want Bev to go. Okay.
089I I just want to get this straight really. The purpose of the ad hoc committee, I went back and I looked at the minutes. The purpose of the ad hoc committee was to be create a report and make recommendations to the full board with regard to budget preparation and presentation. It was not the purpose of the ad hoc committee to write policy. Um I I beg to differ on that. The the I talked to Jay this afternoon about this. No, we had this conversation last summer when I set up the agenda and the mission statement on the agendas had to do with oversight as well. Yeah, that wasn't what Jay said. Well, that's what was documented and then I have it in text and I have it in email. Please, please, please. One at a
090time. One at a time. You will have your time. One at a time. Being mischaracterized. One at a time. Beverly, you have the floor. I I'm not mischaracterized. I had the paper right here. June 20th at 6:30 p.m. remote meeting charge of the ad hoc procedure committee and then somehow that was the charge and then somehow somebody at the next meeting couldn't oversight. That wasn't the original charge of the ad hoc committee was not to change and write policy. It had to do with budget. It didn't have to do with anything with the business office. It had to do with budget. Well, that's not the conversations that I had with Jay. Well, and I have I have some of those via text as well as some emails. Um, when we set up the agenda, yes,
091there was a draft of the agenda that went out that did not have oversight in there. And then, you know, I expressed my concern with that and I went back and forth with Joyce a few times on this as well and we brought in Jay and we talked about it and it was not voted. It was not voted by the board. I invite Bev and Jay and Ian to have a three-way conversation and figure out a conversation today with Jay about this because we don't have oversight of the business office. We only have oversight. We have oversight of the budget. The budget is our responsibility. Yeah. Okay. But not how the business office operates. We have oversight of the budget. And that's why I I let you have another ad hoc committee to have to
092make the budget book better. But we don't have oversight or how the business office operates. And that's what your committee went and did with all these Listen, like we we were we've been doing this above the board and on the record the whole time. So if there's an objection about it back then, then it should have been voiced back then. But you know what? I don't see this being a constructive conversation at this point. I'm done. I'm done. I don't understand where this objection is coming now in the late days. Like we've already been through a number of point of order. We are discussing what we're going to do with the 3320. We are not discussing what the water that went through the turbine and over the dam. That's that water's down the stream, baby.
093Okay. I'm not saying the arguments on both sides are without merit, but I am personally going to trust the the judgment of the two chairs as to what was in the original charge. How it got changed, who agreed or didn't agree with it is a it's above my pay grade. Above mine, too, all right, Andrea, you had your hand up. My questions are very very simple. I have I have actually I think maybe you addressed it Matthew when you said I think you said like I was looking at buy the proper product of for the proposed pro uh u the purpose required and that those belong in regulations am I correct because I wrote down how is it not only is insulting that it's insulting but I saw that it was part of cave okay
094where that came from I have no idea. But that is that what you're talking about when you're saying belongs in regulations because it surely doesn't belong. If you could scroll up a little bit, Ian, scroll to the bottom of it. Thank you. Uh maybe I'm looking at the fourth one, two, three, four. The fourth paragraph, it says it's the one that's in green under the black. A notice shall be sent. This the strict work notice needs to include the essential information. All of these are operational details, important operational details, but operational details. They're not policy. Yeah, exactly. Okay, that's one thing. And then I I have a couple of other questions I'm just not clear on. Um, one of them is now maybe I'm not looking at the rice. Yeah, I I'm not looking at
095Ian's. I'm looking at um the one that exists and it it says that um purchasing purchasing yes and uh I'm looking at where where it says I think it's the one two three par paragraph down on mine anyway it says that um purchases or contracts made outside of the approval of the purchasing process will not be the responsibility of the board. I don't know how anything that's done in our name is not in our responsibility. Now, maybe it's it's a part it's a time to sit somebody in down and say, "Hey, you can't do this." But to say it's not our responsibility when it's done in our name, I don't understand that. And then that's that's one. And then I see uh and I've questioned this before. Um, that's the very very last thing before
096legal references. Yeah, I'm in policy. You ready? Go ahead, Andre. Oh, well, we should let know Bev. I think Bev has a hot mic. I'm hearing some background noise. Be hot. Bev. Bev, we're hearing you. I muted her. Thank you. Thank you. Okay, so the last thing and I'm not sure what this means. So anyway, it says specifications governing materials are a joint responsibility of the teaching and learning department. When do we get such a thing? I mean that's our mission, but when do we get a department? So that's and I saw that in the other one as well. I saw that in Ian's version as well. I don't know what that means. So I'm open to a motion to table this until we have a new business manager. Would somebody like to make that
097motion? Me. Okay. Ian, what's your Yeah, I move to table. Second. Sorry. until until new business manager is on board. Ray just sent us another one to look at, but that's for the future. Okay. And we can tell Bev when she comes back that we've doubled her salary. And and again, I just want to reiterate that I'm in favor like the ad hoc budget procedure committee revision that came out definitely was loaded with a lot of detail and I'm in full agreement that a lot of that needs to be excised out and put into like regulation or procedure if there's not already parallel policies in place in those documents or parallel guidelines I should say you know so it would like to I'd like to do a compare and contrast between all the documents when
098the time comes. So, I'm moving on to uh the new business items B, I'm sorry, new business items A, B, and C with an observation uh before I ask for a motion. And if you don't agree with my observation, I know you will not hesitate to tell me. The reason we are looking at public complaints is at this moment in time is pretty clear to all of us. It doesn't need discussion. What we in my humble opinion I think we are premature. We are premature because we do not know the problem. We do not know with specificity the problems that we need to repair if we need to repair any. And we will know those once the superintendent comes to a finding and the board is informed of the finding along with the discussion with
099our attorney presenting his analysis and where we need to go. At that point if there are pro there will be issues to be resolved with the specificity of the problem at hand and then there may or may not be need to identify processes that have failed us. And once we have identified those processes that may have failed us in the past, we'll be in a position to rectify them. But until we know what those problems are, we are premature in trying to rectify that which we do not know. Agree. Okay. Uh, whose hand was up first? Ian, was it you? Oh, okay. So, I guess Andre forgot to take her hand out. Laura's yours. Who's up? I'm sorry. You're you're up. You're Europe up. Ian. Oh, okay. Um, yeah. So, I'll just say that uh
100I can understand where you're coming from with that comment and or those comments. I should say overall like just in the time that I've been on the board, I I already do have a number of concerns uh regarding some of these policies and things that I think we could um polish up and tighten up. But I do understand that that at this current moment it it it seems like it's more reactionary or it may seem to some that it is reactionary. Um I again I I've been observing and and taking notes on the stuff. Um, I'm prepared to kind of have some commentary on it now, but you know, if uh I'm not I'm not necessarily prepared to do a deep dive and um I I definitely don't want to try to drag reluctant committee
101members along with me um at this time. So, you know, we work on consensus as a board. We work as a as you know, we need majorities. Um, so I don't want to, you know, rub people the wrong way. Um, I'm prepared to discuss these things. I have some ideas um to get things started and get lines of conversation, research going, but um if it's the will of my fellow committee members to uh hold this until uh the next meeting uh where we might have some more time and more information and more insight, um I'm okay with that, too. Okay. Thank you very much, Ian. Anybody else have any comments? Yeah. Uh, I would like to hear what Floyd has to say before we do anything with this. I I'm with you, Matthew, is what
102I'm saying. I just don't want to conflate the specificities of one instance with the universalities of our process. And there there were a lot of things that I saw that were uh repetitions of uh you know we said the same thing in different policies and proposed policies. Well, if if it if it's the will of the committee, I'll invite Ian or Andrea, if it's true true to your heart, to make a motion to uh um table u policy 1312, 13123, and 13124 until the denum, I should use an English word, until the resolution of uh current situations until until we had a chance to speak Floyd. So moved. Okay. Do I have a second? I I'll be glad to second it if you're not comfortable doing that, Ian. No problem. So table until until uh
103I'm sorry, the timeline was a little unclear on me. The the timeline is the timeline in my mind would be the next regular policy committee meeting following uh Floyd's opinion given to the entire board. So okay at that at that point there'll probably be some initial discussion but that will be in a different type of setting. And is that something we anticipate happening between now and next month? Boy, I have no idea. Well that's my concern I guess is is I don't want this to go too far down the road. Like many things in life, that one's beyond my control. Susan, do you have any insight as to when Floyd will be able to appine to the board? So, we are going to try to get um the final report to Floyd by the end
104of the week. I'm not sure what his week is like next week, but we are trying to get that all completed. So, we're looking at May, right before May. Well, yeah. The the next meet Well, our next board meeting will be in May. Well, you know, we could we could punt on this and table it to our next regular meeting and if we haven't heard from Floyd by then, we can table it again if we need to. I I would be more comfortable with that approach so we'd be that we're sure and confident that we're going to at least touch on it in some form of fashion. Are you are you comfortable with that, Andrea? Yes. Okay. So, we're tableabling it tableabling until the May meeting or before or before or or Well, we're not
105going to have another meeting this month unless it's an emergency meeting. So, okay. So, we're moving to table uh all three of them. Is that is that your intention? My understanding was that yeah, it's kind of a whole package because they all very similar in parallel. They all depend on each other. 13123. Yeah. 1312 at all plus 1312. I don't speak French. 13124. Oh, that wasn't that may be French, but it's also legal. It's not. It's It's Latin. It's Latin. Yeah. Well, either way, it's it's legal between everything underneath that. Okay. Okay. Well, uh I have a a motion is by Andrea and seconded by Did Did Did you want to second that, Ian? Yeah, I'll second it. Yeah. Thomas, uh is there further discussion? Not at this time. All those in favor of tableabling
106policies 1312, 13123, and 13124 until the May meeting, please indicate by saying I. I. I. Um, we move on to the referral list. Um, I am going to ask for removal of u my motion of my initiation in January 9th 29 homeschooling. Uh, I just see our docket. I do not see any pressing issues that force this discussion now and we have too much on our plate. So, uh, if if we free up some time, I may ask to put it on again, but I'm going to ask to have that removed. Was that the home screen? Yes. Can you enlarge this, Ian? I can't see it. Can you enlarge? Sure. Yeah. Let me ask what I can do here. Thank you. Oh, good. Thank you. How's that? Is that good? Great. Thank you. You're welcome.
107Okay. You know, that was to discuss whether there was some opportunity to make certain things available to homeschoolers and and uh we've got other fish to fry. Okay. uh next at next month next meeting we will be discussing artificial intelligence um and then 1312 and 134 on day completed we're put that on for the currently for the May May meet and uh to the May meeting well um yeah so that 10:15 referral yes was just looking at at the anonymous complaint process but now like yeah so I think that referral and the one that we just looked at right now should all be completed together. Yeah, we we that's tabled that till next month. Okay, perfect. So, yeah, that they're all going to be combined. That obviously should not be separate. Okay. Is there anything
108else that anybody on policy or bev wants us to look at? Like that's going to be a pretty full meeting. May Oh, yeah. They always are. And especially with AI, we have lots to talk about. and Sus Susan's going to cater this for us. Okay. Well, okay. So, that's what we've done there. Um, do we have any anything for the good and welfare of the committee? Not at this time. Not for me. Andrea, you're up with your motion. A motion to adjourn for the good the I want to really thank you. This was this was a tough meeting. Adrien, I want to particularly thank you for participating. I'm glad Bev was here, but it did freeze you out of being able to speak so we wouldn't violate any regs. If you have anything you want
109to communicate to the chair, he is very willing to receive your call. Well, thank you for uh having the meeting. I I'm obviously didn't participate, but I appreciate listening. Okay. So, um having had a motion on the table to adjurnn, all those in favor say I. I. I. This meeting is adjourned with joy. Good night. Good night. Good night.