Special School Board Meeting 10/23/25

001Dan >> present. >> Miss Teresa Calhoun. >> Yes. >> Jer as well. >> First on the agenda is approval of the agenda. Policy hearing. I'll make a motion to approve. headset. comment. I can hear you. Pray for the >> flag of the United States of America to the republic for it stands nation indivisible. [Music] have this on the agenda. We'll probably do something a little more formal, but I hope it's okay. I think we just yesterday touched a lot of kids at the middle school. My daughter had her battle with quilts and so she's taken it pretty hard. But you all are special people to these kids. I hope you all that make a lot of hard lose anybody any time but it's even harder so that's what I'm talking Sound. First we got in

002school boards association first school boards association um specifically Delen simply have wide participation in sports association conferences evenings. This particular one is their annual conference and um we have um the opportunity um to have up to four participate and essentially what it is um is the direction of um the school boards association. uh they vote on officers. Um they need to vote on what their priorities are going to be. Um and we do have four um board members attending that conference. Um so to me I just want it has to be voted on by an actual vote during the meeting to appoint or we forfeit them. Um but since we have 12 people going I think that's you know very people that's so that's if you so choose to vote for each other um to

003be uh appointed as a delegate and that's also for specifically for Wednesday November 12th so you have to be present on that specific day as there are four of us going and there are four delegates I move that all for attending um being listed as or approved as delegates representative. Do I have a second? >> I'll second the wrong way. >> Any other questions, comments? >> If I can make a comment regarding the board meeting, I looked it up. Last time I looked, there was no list of the breakout sessions. But this time, we don't know when the different sessions are occurring, but there's 46 different sessions to choose from. So, plan take some time before we get there to read through and pick your priorities because we may not have much time. [Music] >>

004Any other questions coming? session if we're delegates would have to go through the meeting. So other folks that are not delegates will be doing some other >> and you don't all have to go together. you know, I mean, you can go to four different sessions if they're four at the same time, which I would, you know, recommend so that you get four different information and collect any handouts that they might be giving so that, you know, or whatever, we can discuss. >> You can bring discussion. >> Good night. If there more than two of you at one time, then that would be >> so you don't want to have a meeting >> outside of a meeting >> outside. [Music] All right. Well, jump in here. >> Everybody get all excited. >> Oh my god. So,

005I do want to kind of give you a rundown since we were through part of them and then you were told scrap all those go back fresh because of how the updates there were since then. Um, so a couple of things that I want to explain in here so we can tackle this as efficiently as possible. Um, I put in uh the folder that you see, the Google folder. Um, all the documents um in there. I think there's a link in there with all of the individual documents. Um, there is a 3000 update chart that has uh the ones that we're looking at today. And there's also, this is the first bullet with the 3000's policy update. The second one are policies that need updated due to recent legislation and that needs updated by the

006December movement. So no matter how far you get on some of the some of those are in the 3000s. Um some of them are not but we'll need to update them beforehand. Um, the 3000's update chart of course has the draft policy, number, title, and units for consideration. And obviously doesn't list every single change, but those are the biggest changes. Most of them are either required by law or strongly recommended. And some of the things that are recommended are cross references and things like that. Um, so I would recommend putting them in there so you don't have to do that regular when you update the next policy. Um, and the school boards association once you vote to update it will um update it in on their their end and on our end. So they'll have

007um I mean I'll send them the policy and then we'll update it to um uh to their system because they house our policies now. Keep them straight. the there are three folders in there. One is policies new to Ash County. So most of those um uh some of those policies are brand new. One of them is not and I'm going to tell you that because um she had not cross referenced it to the 10,000s because the school board's association does not have the 10,000 series and a lot of these were technology. So 32264205 is actually not new to Ash County. That policy was formerly 10,000. [Music] I lost it now. Um, it's in the 10,000 series. The And it's not as bad as some of the others as far as the updates, but I think

008the last time it was updated was still 10 years ago. Oh, I'm sorry. 10,226. I take that back. It was 12 years ago. Adopted June 28th, 2013. So, from a technology standpoint, it's behind. Um and I think um Diane had mentioned that the policy regulations have been updated, our practices have been updated to follow the latest, but this definitely needs updated um um from a best practice standpoint and for the law. There are quite a few things that we have to do to protect children and and we are doing that. We can't access other things uh without doing that. But that doesn't mean the policy actually reflects that that's something that we have to do. So that language is in there. So those are the new new to Ash County. Typical with a new policy

009um you will look at it today sit on it through a meeting of that has a public comment in case there is a public comment necessary and approve it the next time. So, anything that's new that um that is what our policy says that we do. If it's a policy that's existing, you can approve it like right away if you wanted to. I would recommend going to the next coordinator and I say um uh the next regular board. There are three policies in there with minor changes and then there are quite a few policies with substantive changes also in that folder. Also in that in that folder um of policies um was a um folder named local policies. So speaking of those local policies, many of those um are will not be necessary after you

010do the updates to all the other 3000 series. So, um, Christine Sheep from the school boards association said there's only one. Look at her exact wording. Um but she said that uh uh she's reviewed the 10,000 series policies and she said um the internet safety policy the 10 226 um and it's a base policy it's based on policy it's in the 3000 series um we'll we will renumber that one and go ahead and update that instead of um instead of it being new it will be an updated policy. And um she recommends repealing all but 10 30 10 335. So um that one aligns with the policy 7335. So it's pretty much the same thing. It'll just draw the 10,000 reference and that one will get dropped off. So, we're trying to align it so

011we don't have an extra section that that's not in the school board's association so that when we get updates, it's clear where it should be and it should make it seamless um uh for our policy changes once we tackle um this section. Um this is not our biggest section, the 3000s, but it is pretty big. The 4,000s are a lot. That's the biggest section out there. on students. The next one will be some of the finance uh in the 7,000s, but that's coming up in in a ways. Um rather than um sending all of the policies at once, um Christine um suggested that once we get through these, she'll send like 15 at a time. 15 is probably so like the 4,000 series will be split up into four sections. you know, might be 15,

012might be 18 depending on. But that way you all can tackle that many, get it updated, and then go on to the next one. And she will send on the day that you guys review all these policies, then you update it once you get them the next day. So, it's a continual process. And yes, it's a lot of work. Um, but I think that this can get us in a rhythm, especially having uh this meeting uh two weeks after the board meeting on a regular basis. And once you get into a rhythm, it's a little bit easier to figure out. Um, but anyway, that was her suggestion and of course it provides some context into our 10,000 series because a lot of those are already in the thousand series. So those local policies all but

013the one that I referenced um uh will really go away. So we're going to have to pay attention today to those local policies because they're already will have referenced once we update the other 3000s. Let me pause there. So, just in case you have questions so far, can we start with the ones that we don't have for the discussion because to me those are the ones I had the most questions about. Um, and I know it skips around, but some of them were think and thank you for organizing that way. Made it easier. So try to wade through what we were doing. Some of the my biggest questions were about the new ones and how that would work for us. Um and the new policies will have to sit on longer. So, um, so would

014you would you like to then I um if we go back to >> I just don't want to start over on the 3000. Well, you know, when she when she said delete all of those, I I literally gasped. But she said it would be less confusing because there's so many changes and quite a few of those policies had updates and legal references that were not included before. So, that was one of those things that um I think she'll be able to get us into a rhythm that um allows us to not be in that position again. And this and this whole update procedure will allow us to get into a position where this isn't something that we have to spend hours upon hours upon hours on because you'll already be familiar um with the policy

015and it'll be a legal reference or it'll be hey it'll all change here so you must include this language. >> I agree with Diane. I was either told or under the impression that that was what we needed to deal with first. So, it's the one I'm the most familiar with right now. >> So, the sec second um the other thing that um I guess I would suggest that we get into um next thing would be the policies that I included under that second section which are the ones um specifically that need updated to recent legislation. Again, we don't have to get to it today, but that's something we do need to have outdated by December. Um, some of them when they when the law went into place, um, they expected us to already have that

016language in there, which is impossible for you. >> Which of the you've got four folders here, local policies, policies new to ash, policies with minor changes, and those with substance changes. So, so they they are in assembly >> under policies that we've updated due to recent legislation. I did not put them in a single folder because they are all over the place. You've got a 1,000, a 5,000, a 7,000, a 4,000, a 6,000. And so, that was not in a separate Google folder. These are ones that are going to be updated out of order um only because legislation requires it. That's so under policies that we got to recreate that. >> That's where you That's where those are always. >> Yeah. >> So, do we need to be on the next one? >> That's just

017where those are. >> They're not in a separate Google folder because then they would have been all over the place and they really needed to be together. So those are actually in um insembly. There's a special at that [Music] two more copies. >> Two more copies of the special update table under the policies update. It's under the secretary. [Music] Just so these special updates are just these are policies we already sent out there just what the legislature >> correct and there's one caveat that I want I want to provide to you the choice in so I want to start there we want we want to start in that 3000 policy update and um and do the ones that are new to >> Ash County. I have all >> 3000 go, >> right? But at some

018point since those others are new legislation, we have to start doing them right away. So we have to get those done >> quickly. There's a lot to be done. Um well those not necessarily quickly but by December. >> So how long do we have to wait on those like we did? >> No >> we can vote on him. >> You can vote on them today if you want is just updates. >> Okay. um anytime we already have a policy in place. The only thing when I talked to um Christine Chief about this because our policies are very out of date um rather I ask can we just do it right now and just say hey here's the policy um let's follow this um you know this is the number one responsibility of the board is

019to set policy so that we can instruct things to follow the policy And to make sure we're giving it its due diligence, um, new policies need to sit among, but old policies typically you can just vote and do. However, some of these require substantial changes, you might want to not vote on it today, but for action, you might want to do it the next day for action. So anyway, that gives it a little bit longer, but that way there's a And it depends again if you already have the policy existing you can vote on it now for action that's not a big deal but anything new you have to set on. So right now we're going to start at the 3000 update chart. We're going to start with well but so the question is do

020you want to start with the update chart and go to order or do you want to do the brand new policies? Um uh some of which we do not have. So like 3220 is that the ones you had the question. >> Let's do this on the question. >> I was told we would start with so that's what I looked at first. >> Well the others that don't have as many if the most questions are on the new then we should be able to roll through the other ones >> easier. You never know. Tell me where to go. >> Policy manage county. Is that where we're so right now? We're we're on policies county and that would start with 3220 >> and that's not the update. This can be these brand new so it doesn't have

021a update. No, there would not be any update to what we exist and have. We don't have any. >> So if you look online, um Amy has provided some suggestions since she's over the technology program itself. And um essentially this is language. Yeah. Um, but I needed one for [Music] everybody else. >> So, if you if you uh look at this um you know, we have to we have North Carolina has a digital learning plan. We also have our um plans uh through the technology that um essentially uh technologies there to enhance and support uh the curriculum. It shouldn't be the end all be all. It is a tool to deliver the curriculum. And um of course we have communication technologies. It's not just what's in the classroom. Uh we have curriculum and instruction guides

022that are updated every single year um by teachers um typically over the summer is led by Julie and Casey and school or school personnel. >> Um but anyway, uh we also have digital teaching and learning. So we're we're essentially doing this even though we don't have a policy on um specifically that reflects this um selection of tech technological resources um you know we are we've been for years um using Chromebooks uh largely for students in the classroom um we have updated our systems thankfully we had ESR dollars that allowed us to do that for many years um And then there are some cloud-based and web- based uh programs and platforms that will be reassessed every single uh year as needed. There are some technologies that you probably don't even hear about because we're required to

023keep paid safe. So um some of those uh um some of those uh things are quite expensive but all they are there to do is to protect and filter and make sure bad actors can't get into our systems. >> Does Amy have any recommendations for changing that first paragraph? >> No. >> Okay. And the second paragraph >> and I don't think anybody in curriculum either had um had very It's it's involved but it's straight. I mean it is pretty straightforward because a lot of this are actually required by the state. So there are things we've been doing. >> Okay. >> One question in the last sentence of the first paragraph it says in addition to the extent funding commitments blah blah blah blah blah and you get down there that students have access to personal

024digital and technology enabled teaching. Okay. >> Correct. >> The personal should be individual, >> right? Or >> Okay. So, um >> I didn't that didn't go together. >> Um so, essentially what I read this as is that all students have access to personal, digital, and technology enabled teaching and learning devices. Every single student has access to >> I know that. But personal would could it be individual instead of personal? We can just take that out. >> Yeah. >> So digital technology >> personal doesn't >> I just believe that >> well I don't bringing your own stuff. >> So I believe in personal and if you go down to the bottom which we'll get there in a little bit. We have recommended that we believe to bring your own technology. So just take it out if

025we for some reason need to do that in the future then we can add that back in. >> In the second paragraph the footnote says the curriculum committee and school improvement plan references are optional. Does the staff want those still in there or do they want us to or do you think it's >> I would put the option on because not every school improvement plan will include technology but they also do have a technology plan that's districtwide that ref references grade level. I mean we even put out implement weather plans that include technology. Um, and some of those um are they're very w they're very broad because we don't know what that's going to bring on any given day. >> And that's an example of the kind of thing I'd like to do throughout when

026it's optional and it's not something that we need to to spell out in detail that we don't because then that limits us for the future in many ways. >> Okay. So whatever the references are in that second paragraph I can send it to you later. >> I just think that would be would be helpful because um we even have it down tourism classified staff as a take off time. So it's spelled out. My next question is it says in footnotes three and four that those paragraphs are optional. Which which ones? >> Paragraph three and paragraphs or footnote three and footnote four. They said those are optional. So um what is the staff's feeling on those paragraphs? Do they need that explanations those explanations spelled out? >> So right now paragraph three it is optional but

027historically recommended that planning for digital teaching and learning be integrated into the school system. Strategic planning is provided there. Um we have a separate technology and so that's um and still posted online. We changed our website so I don't know how to find it right >> seamlessly but um we have a separate technology plan. It's not in um it's not something that we've referenced at a from a school strategic plan standpoint. um because we haven't needed it. That was that was precoid language when people were not fully equipped um from a technology standpoint to um provide technology to all our kids and that would have included Ash County. We did not have one to one or um we had the devices just not a system for making sure that everybody had access to it. And

028I don't think technology is to be end all be all. I want it to be a tool. >> Well, that was not going to do kids any good either because they're going to have to be skilled in um using technology and be able to use it responsibly, but it cannot be everything. And I've also wondered um I want to know in my own mind what kind of training that we're receiving student wise and professional wise in each of these. I mean I just like to have it for my own reference and okay we're doing this now. So some parent comes up says hey well the teachers are all they do is do all this. Oh but this is the this is the plan. This is the plan. And I do, and I will say it

029again, you've heard me say it before, the AI stuff bothers me because it's too broad. What does that mean? I use AI. I use Siri and we know Siri's got me in trouble before, especially those things I do on the road. So, um I think it's too broad. Okay. So, AI >> very too broad. So, >> AI is going to be referenced in another policy. >> I I saw that. I read that. But at the same time, I think we need to as a board bring that definition into because it's very negative to some folks in our district. What does AI actually mean and how are we going to do that? I'm also concerned that we jump into AI before we have the skills that are um good that would allow you to navigate discriminately

030what AI looks like. For example, I've seen some written stuff that was, "Oh my lord." Okay. Um, it sounds good, but there was no substance to it. So, we've got to be careful that we give the students the critical skills first before we move too much into the AI, the creation part. Uh, I think that's very important that we do that. >> So, you're talking about like child because they're using like all of our testing systems use AI now. So that it might give you a >> see that's a wrong definition AI that's why it needs to be in the separate policy >> versus defined we that discussion can wait until we get to the AI policy >> it's listed here. So um it needs to be consistent whether we in both policies it needs

031to be consistent however we do that because it's listed right there in part A. So >> part what >> part >> so we're not there yet. >> Oh I'm sorry that's okay. So so section a um selection technological resources and again that was the hardware and software and other other things. Um uh you know Amy is lar Amy and her team is largely in charge of that where it would be a curriculum resource uh that is selected um and typically um from bidding and purchasing and whatever else we are following um essentially what it's saying there that you she she will bring to you that Hey, we're doing it for Mountain View Elementary School and we need this many devices and it's going to be approximately this much and she'll say here's the she goes

032and gets the bids from from whomever and of course we need it to be consistent and compatible with our systems and um those purchases are made. um a lot of software are um required and then there are those that we actually have choice in. Sometimes they go along with our textbooks. Sometimes it's something a little bit uh minor, but um teachers are usually involved in that. We look at usage to see if we need to purchase it because it is or is not being used. Um um and then of course they have the different standards there and um essentially we're following exactly what this is. We have a technology budget from the county. Um, now we will have to um we have to uh manage that because we used ES funds um to purchase do

033a full refresh. If you remember that a year ago, last year was that last year um we used the ESA funds um to do the refresh so that we would have the latest and greatest and extend the life. So we will have to go to the county commissioner for another law outside of our regular technology in very few years. Another recommendation that comes before A that I noted in in the footnotes is that we can change who's the designate. And this says only the superintendent may. And it seems to me from what I've learned from being on the board, >> the paragraph just before a the very first sentence, the superintendent may establish relationships with businesses seek grants. Should that our policy or our procedures isn't more likely that superintendent or designated going to be

034or I mean I can't if we did all of our policies just as super there is no way I can't have a staff. >> So you are going to put that in there because it's not in there now and I thought it should be added anytime when you see >> I think that's understood but I think we can add in and I I'll see guidance on whether that's needed in all of our Did Amy want any changes in the list of one to five because they can all be modified >> supposeding. >> So um C she the only thing um she recommended uh was to delete C. So bring your own technology initiative. We don't have that building do not want it. >> I agree with that. She's good with the rest of it. She's

035ready. And then the rest of that um excuse me. Um she does ask ask if we need to add a COPA compliance. um that'll probably come with another policy update um as far as code compliance >> and we will reorder these too. So now we're down to the um please um I had to look up that acronym privacy. Yeah. >> Okay. >> So >> that's something we follow but we don't necessarily have any policy but I when she added that. Um, here's my question about [Music] >> Yeah. Why can't we incorporate there's a separate policy about the web pages that we had [Music] >> right there? >> Yeah. Okay. So, but could we not incorporate whatever that policy is right there under web page and and it was very lengthy, very wordy. The web page

036one. >> Yes. Yeah. Can we condense that and stick it in there and not even have that policy? I mean, it it effectively said the superintendent will supervise all web pages and blah blah blah. >> Well, and it's superintendent or testing me. I can't like that's I think that's why it's understood because like there's no >> it's pages >> but I'm just thinking we need a separate policy when we're basically saying that under C web pages and to be honest with the web pages are not as emphas used to be every teacher had to have a web page >> well I thought that Amy said we're deleting section C completely which was one of the record was allowed >> that C or B I just if you could or you just I literally just I've

037been trying to update it as I go so I don't uh >> um so I just changed the letter just now so like >> or the numbering but that one under C for the web page I think the reason why I would need that because there are specific requirements in the other places and you see it's not by reference because if it's only a policy on the web page then you're going to go to that policy thing every time. So that'll be specific to it because if not, this one would be like 20 pages long. So you'd have to go to the reference on students and put that all in there. The reference on 7320, which is probably something or other, and put that on maybe infrastructure. >> You guys can find it. >> Listen.

038I understand. But I think that's the reason why they do that. So if it's only on that, but it does impact a bunch of other policies. >> I can see if maybe come to our next session like this too and we can ask all those questions at one certainly at least virtually um that way if there are anything like that where we can condense it. But the problem with that is when when the state sends an update, they do all of the legal work for those updates. And if we do or don't have if we have it in a different policy um than what the updates for, we may miss something. So if it's only on the website, it's um it could get missed if if our policy isn't referenced. And I think that's what's

039gotten us some trouble before with all the internet policies why we're so far behind. But I see the point I mean I simp [Music] it's it's a very general kind of wording. Um so we're down to the AI stuff. Yeah. I have a personal thing here about I want us to be able to I want our students to be able to use AI, but I want them also also to have the skill to be able to look at and then meta did something for me the other day and I just laughed out loud because all it was was a repeat of my words. So I want them to have the skill and the critical thinking and when we do all those things like that's coming out about brain shrinking and all that because we're not

040using them. If we don't give them the skill first before they start using it, how are they going to develop those skills? So, I think you'll you'll like this because what I think this is general enough that leaves it open from a policy standpoint that it says that superintendent design shall develop and maintain guidelines for acceptable use. We've had our media specialists and Amy to actually work with um DPI has a 32page we're not going to see that long um recommendation on AI which is ever changing. So that's why um I think the acceptable and responsible use we will happily bring that to you and we can do that as soon as I actually have a Google doc with their recommendations and like I do not think under any circumstance our listeners need to be

041using AI. They need to learn how to write first. Um, right. They need it, you know. But, >> but if a fifth grader is at home and needs a a tutor to teach them how to do step by step on a math problem, most of those are AI um, programs. I want them to be able to use it so that they're not relying on wrong information. But that has to be grade level appropriate. Most of those sites though are blocked from our filters. >> So we don't have the access to them unless it's teacher purposeful driven um on our site. So for example, um there are some AI things that I would love to use that and I can't even think of one right now. Jamie, can you think of one? >> Well, a lot

042of it is blocked, but I haven't used it. I would check. No, you can't. >> And you can't do it. >> Yeah. So, and and I think and that's uh some of them can though. So, at high school um you know, they can they can utilize some of that, but they're utilizing it purposefully. Okay. So, let's let's look at good home grading. Mr. Beckworth is fantastic at this. >> But I also know of students who've gotten in trouble and their efforts have been rejected because they said it was a credit too. I've known seniors who got flunked because they generated their essay with AI. So, where's the line about, okay, we're we're going to use it or we're not going to use it. And and I had an employee today. We weren't talking about school,

043how about something else? And he said, I'm I'm just going to go on and do chat. And I'm going, okay, maybe that's an appropriate use, but he said it just sounds better. and I'm going probably get a job um to teach them how to write correctly. So there there needs to be that I know what it's supposed to look like, but I'm going to make it look better using always when they were going >> and find someone to write their essays because the whole time they me $100 to write essays for I had students talking at colleges when I was teaching you had to turn them into and go through the computer to make sure you weren't doing it right. So balance is one of the things more general kind of thing that I've got

044down here for my questions is I know we had a systemwide meeting that first day of of work where we had that excellent speaker on AI and gave me a lot of information. But it seems to me that we need to have we need to have workshops set up for all three school levels because their use in first through third grade is going to be far different than 9 through 12. And so I recommend that that is being done. And I also recommend that and I think you have already said something to the effect that you're looking for guidelines that are already out there that you can modify or adapt for us rather than starting from scratch. So we already have like I said we have um something I don't have it right in front

045of me now but you know something to break through from a general policy and that would be a subset or a um a regulation to a policy on AI. Um so we have that but um just to give you an idea last Friday you know it would have been it would have been the high school. So for example, last week we had um uh Friday was our professional development day. On the professional development day um I think it was Mr. Beck who actually led a session with teachers on AI artificial intelligence um to teach them essentially um how to use it in their uh classrooms not so much for student use. right now our teachers are able to use it. So for example, I think um you remember um this past summer we had Mountain

046View Elementary School. I had sent I had sent team at least about 15 people to PD leading up to Bill Gaget coming. Um he actually spent time with 55 people after he taught and took a deep dive into it mainly high school um and middle school very heavy and then some for each of the elementary schools because we've got to keep a breast of what you know what those uses are. Um, but we sent a team before then and that team actually put into I think it was Claude AI um their standards for Carolina standards and created that booklet that they evalued at the last day or so to school and um were many field trips um that they could take with their families over the summer. It had writing prompts. It had uh references

047to uh like there was a visit to Ash County cheese for example. There was a visit to the Ash County Museum um of uh was it history. There was one to I think it was Mount Jefferson uh state park. There was there were several different sites and that was all created with AI with the teachers working together to um put those heavy prompts into the system. So I want teachers to be able to use to use things like that when it's easier, much more efficient. Um you know they say hey what kind of materials am I going to need for this activity? individual spit out a list of materials versus a teacher, oh gosh, I forgot the whatever it is. Um, so we want them to be able to use that. >> I agree. I

048think what my problem is is AI is such a broad problem. >> Well, this is a broad policy without get to the specific AI policy if you're going to put discuss restrictions and and privacy and that and I think that's where I'm having the problem. It's such a broad time that what does that really look like? And you've got to be very careful. Well, you want your policy broad enough to take care of what might happen tomorrow or not, right? Have to come back and redo them >> or you know, but at the same time, you want it restrictive enough and we're not going so far left field out here that we're losing the curriculum. Well, this portion of the policy is about the fact that we as a board are encouraging training in this

049area. >> I understand that. >> I just we're having a discussion more generally about AI right now. So, >> it says this thing also directly crane and then eventually the senator >> has to acknowledge that he or she has received the training and understood it. >> I think even as important as a policy, it's the proceeders that come with it. to help us understand the policies into a problem. Is that you know the procedures that come with them is important to Dr. box underneath that. >> Yeah, that that one policy, but it's got listed three of them, three 3225, 4312, and 7320. >> There's also a procedure underneath that on our website, >> and that's current based on policy. So, we'll have to go through and update procedures based on the policies, >> but this

050is this is going through 3220 is not the place for those discussions because that's going to get us too confused and and slow us down a lot. you got a lot done. So, um agree has read this. >> Oh, yeah. So, all the AI >> Well, the problem is is that this one's specific to the technology and education. >> There's there's AI references under students. There's AI references under um procurement. There's I mean >> it's not it's yeah I mean the policy would end up being very very long and I would recommend to keep it structured like the schoolboards association has because when we had it in the 10,000 and we got a 12y old policy on technology that really needs updated and we might have been able to update it sooner had we gotten

051notice of it under beyond the structure that we're providing now. And I just think this will help. >> And if you scroll down to 3220 on assembly, Amy has put her comments and highlighted what she wants uh us pay attention to in terms of her recommendations. There's four different spots >> and the first one was to get rid of C the whole section. >> But I think less wording is So that whole big paragraph, it goes from that down. >> Are we moving on from this or are you are you still? I I think basically E is has um Amy has approved E and I would like it to be less wordy but the state board has recommended this lawyer has approved this lawyers have so unless they say it's optional or that we can

052amend it but the lawyers approved it that's my opinion F I think is just repeating the training for staff. Whereas the other one was regarding students. >> I just changed it down. Yeah. E at the bottom. It's on that used to be F or G or something. I think it's F. >> It was A before. Yeah. >> Yeah. Um so it's F or G. >> It's E. >> It'll be E now because I've been trying to keep up with it as you guys delete stuff. >> No, I'm on it. I'm in it. But >> I'm not in it. You can't see the edits. >> I'm just >> Yeah, >> because I'm not seeing it as you go. >> Okay. The school improvement plan. Do we need to still have that these school improvement plan? You

053know, >> how how else are we going to know what we need to buy? Um it's under the last section >> the last section just should identify any staff development appropriations for technology related professional development in a school that's if necessary that doesn't mean a school needs that we know it said we could delete that we think that if we were told we could delete that >> so that's why I was questioning do we need that or not um in their school improvement plans. Um I mean they they don't have to have their own school. We can delete that if that's not um >> we do we do I don't think mandated they have it in their school school. I think that should be left for the teachers um as far as what their professional

054development needs are or and the administrators. Um I mean I think that's what we need to do. I wouldn't but this one says they should identify any staff development appropriations for technology related. I just don't think that's necessary. If that makes sense. I don't think it's necessary because that's what we're doing and it's >> it's specific to whatever the needs are is going to be repeated. Some of it will be. >> No, I think it's asking for the appropriations and I'm wondering there's some school systems if it's not in your school improvement plan they're not going to get it done is why that's in there to start with. But I don't see that we need it. >> I didn't see either. >> But I wonder why it's in there because it, you know, our sign

055for who plan >> and the superintendent and technology director should assist schools in coordinating staff development needs as provided in policy. Does that >> that comes right after that sentence regarding school improvement plans? Is that all? >> I don't I believe >> it's not it's not required or necessary. And >> that's there's no way that our policies can include every scenario that might so it's got to be general enough to cover the subject. Who was it? Mr. Margie. [Music] >> Get rid of that. >> Think you said it? I was like, "Yes." >> Okay. cut it out. >> Plus, we have to worry about there. I mean, a school improvement plans and you'll you'll get those um coming up. I think the December meeting um uh the schools are writing school improvement plans and the

056teachers work on those for a long time. They've been working on them for a couple months now. So are we going to 3226 >> next? >> So 3226 would be next slash 4205 >> and this is the policy that's actually not new. So this policy is formerly or it is 10226 and um that particular policy was last updated on um June 28th of 2013 on internet safety. A lot has changed since then. The first thing I noticed is that section B doesn't have to be here. Um, you don't have to have that list at all because you just needed to re link them to the law itself where they can see that list that's already printed if I'm remembering correctly. >> I think that's just a definition thing that does not belong in policy as

057well. Uh the one thing that bothered me about that whole thing under five, the term minor means any individual who's not the age of 17. Well, that leaves a whole bunch of students still in school that would not have these protections under this policy. >> We provide blanket protections to everybody who's on our our internet. >> So, do do we need that under the age of 18? because you know most kids are not 18 when they're in high school. >> But this is these are the legal definitions used in the the uh law that is the seven legal. >> Yeah. >> Exactly. And I'm not saying we need those definitions. I'm saying does our policy cover all students who are in school, not just the minor. So as far as how we provide safety measures,

058yes. Okay. And so it doesn't we don't have it on when you're 18th birthday something that puts on the you know what I mean? That's what it would literally take. >> And so um this would be all of our kids would be protected under whatever we do to protect um and some of ours some of our exceptional children can get under 21. >> That's what I was just So, >> but that doesn't mean the law states that they will prosecute beyond if they're 18. You know what I mean? That might change differently, but from what we provide, if we provide our our filter is is the same. >> So, what what can we get rid of section? >> We can get Well, I would say get rid of it. um or add if you look

059at footnote two it says the board can simply state key terms are as defined in the children's internet protection act and either have that at the end of section A or section B would say that and give a link to it so that they could easily find it >> so delete B and then put the definitions um just the link to it because if that wall changes or updates then you don't have to update it And do we have to have that statement that we are not necessarily responsible for links? And you know that's in the in one of these things where we we have a disclaimer that we have to put on some of these. You know, like the web pages the disclaimer if you have a link >> that was in one of

060the other things that we're not responsible for number children's protection act 47 USC have a active link. >> You can just put key terms um are as defined in the children's internet protection act and then after that 47u SC 254 and make that a link. >> All right. And have that at the end of paragraph A or section A. So, what I did is I highlighted B to remind me to go back and make sure that it's um worded correctly, but I copied that thing that we said at the very end and put it there to remind me. >> It just takes that out. >> Okay. So, this will be and and D, do we need that either? Is that not included in some of the other stuff? We got three policies there. >> Yeah,

061but this isn't so I think it does need reference here. Um because it does um it does reference that we have that >> policy references for technology acceptable use. >> We and they so the technology acceptable use gets signed by parents that's sent home at the very beginning of the year. What happens if they don't they can't get on the internet if they don't sign that? >> Well, we hunt them down until they sign it >> because anymore you got all of that to happen and >> to test to do all the things the state wants you to do. have that permission under procedures for disabling or otherwise not finding blah blah blah. In what circumstance would we disable the technology protection measure? [Music] No, I'm talking where are you at? No, I went down

062to E. Sorry. Next time there >> Well, there was something in C that I wanted to note. I noticed that audio is not required by law that it be blocked if it's pornographic. >> That bothered me. >> Yeah. And I think it should be. And I their statement does say in here that um the board has determined that audio or visual materials that depict violence, nudity, or graphic language that does not serve a legitimate pedagogical purpose are inappropriate for minors. I think we ought to leave that in there. The wording is one I like. I think it covers most anything we need to be concerned about, but it does the law does require us to specify as a board according to the footnote. >> So, um, as far I I think that absolutely needs to

063be left in there. And you know, so for example, you when you're talking about materials that may be appropriate be like for studying the holocaust, there are pictures out there of, >> you know, that, >> you know, are appropriate at certain grade levels for kids to see. >> Yes. Um, and we certainly wouldn't want to take that away from kids, but they don't need to be, you know, that's that is and I had a question for us to think about regarding toward the bottom of the page, school system personnel may not restrict internet access to ideas, perspectives, or viewpoints if the restriction is motivated solely by disapproval of viewpoints involved. Are we going to be specifying anything connected to terrorism approval, violence approval, or is that adequately named? I don't remember. >> Yes, it depicts

064violence >> violence and all that is already there. >> But we're good with that. I don't have any other problems with that. We certainly don't want I get different um I'm thinking about the parent thing here. Which one? um access to inappropriate material where it says the superintendent in conjunction with school technology and blah blah blah blah blah blah and make a determination regarding what other matter materials are inappropriate for minors that would be in school discipline and that leaves it open so that if there's something that's inappropriate and it's not listed here then it's >> and so parent rights there. I'm thinking of one specific lady, we have a lot of trouble. >> I'm sitting here thinking that if it's on our device, then we should be able to say no. >> I don't

065think so. >> You know, if it's on their home device, then they But there are certain things that we cannot have on our devices. >> Absolutely. if they get home. >> Well, there's certain things that they cannot download to our somebody else's devices at home. I wish people would make better choices, but that's that's enough. >> 15 years ago, >> well, a a lot of it is, but you cannot not no filter is perfect. It would not catch everything. Sometimes they'll catch things you don't want to catch. >> And sometimes they'll catch things you don't want. >> Like if you want a a recipe for chicken breast. >> Exactly. You're exactly right. That's ex that is a perfect >> I dealt with that for quite a number of years. But by still >> um the

066the the um on the page three the bottom the first footnote it talks about us having to be sure that the policy meets the requirements of the law and that we have -ate applicants must retain internet safety documentation including the policy and adoption records. Where are we on that timeline? Because it said you have to keep it for 10 years. >> So I don't think we've started anything a long time. So, we actually have a document that Amy maintains uh that has how long um we keep certain things. And if you want to go back in this room and in this room and in the two offices next to my room and yet like we're we're eventually going to have to come up with an electronic way to keep a lot of it's expensive, but

067we're running out of space here with the stuff that we keep. So did we just u reapply the - so that would be up to >> I mean >> I appreciate all the the hard work the staff does with this kind of paperwork that is just >> humongous amount of extra load on people. >> I'm fine with that as we altered it. I don't know about anybody else. [Music] >> So the next one >> I did have a question under seven. Is MySpace still around? >> It's got on their Facebook and MySpace. >> That's a little dated. >> Yeah. chat Snapchat. >> So, we can put Well, I mean, we can delete my space and put Facebook. >> There might be a new one coming out. I don't know. Anyway, >> Facebook, we can say

068I don't usually use Facebook either. That's old people like me. Um but social media s such as Facebook and Instagram >> Instagram are not considered harmful to by the FCC and need not be blocked. Um we block we we do block social media for student use. They're not blocked for adult use. I mean, we posted I posted yesterday in the middle of the day um something on our website, but there only a handful of us that actually have those capabilities. So, you don't want to block it for adults who communicate, but for kids and this is >> this is meant for kids. >> The internet safety, this is in general. It is in general. Okay. Can we can we say that social media sites cannot be allowed >> during the school day? >> Not in

069general. >> I mean has been I would never be a we would never be able to keep up with our website and media. >> Do you have to specify Facebook or Instagram on there? Can you just just leave it social media? >> Social medi >> my face. >> Exactly. Uh there have been some really interesting stuff on Snapchat started. Um >> they say that >> well I think that um there are some social media websites that are considered harmful reminders that's why so something like Facebook would not be I don't know we need to but there are some that are harmful to minors considered by the FCC. I can find a list. I don't even know if um we block it anyway. >> Okay. >> I mean, we block it from learners. We do not

070have um students who have access through our filters um to social media. Now, they can do it on their phone. >> Social media, >> right? But how is it on their social media? >> No, I'm just saying if you got rid of saying Facebook and Instagram, like you're pulling them two out the reference. Social media websites >> are not >> categorically considered harmful to buyers by the FCC and need not be blocked. >> Yeah, some of them are some are considered harmful. >> But why is that statement even in there? So that was for >> Yeah. I mean, but why are we I don't think we should allow that during school period and we with the use of the couches we were saying we're not allowed. Well, that's are only high school. >> And I've

071seen child. >> We've got some at the middle school. I think >> Oh, I know. >> Yeah. And other I've heard of third gra. So, he >> we should not allow it at school period. >> No. >> Why do we need >> footnotes will be deleted? >> Because this is Jack. This is >> sorry. >> It is response law. >> Well, it's easy to do on >> Are we ready to go to 327? >> Wait just a minute. Let's see what we're going to do about the social media website. >> So, >> which it's a footnote. >> It's a footnote. Those will be up here though or it would be a footnote. So, um >> the little section was on that. Yeah, >> it was under. >> So from a student standpoint, I think you're

072100% correct. >> And most of this is [Music] >> Oh, there you >> see >> pictures I've seen or to be child are harmful to others. And the answer seven. So under E is where they reference the >> the social media um and I mean we absolutely block and there's nothing that they can access on our network that I know of but it's part of the policy that we are block they will not have access >> here's here's the thing it's getting since We help the pouches at the high school. The middle school kids are using phones sometimes. >> No. Well, they they should not be using correct to be away, but unfortunately um you have kids that sneak stuff and we have somebody yesterday. >> Yeah. So, I mean, can we just not allow

073social media for stigma? >> So, there they can't. we can't we cannot put for example if you go to um if I'm not on the network I don't think I am because I was trying to use a hotspot or later because it would let me go to >> looks like some of their state phones if they have a school phone I can't get a hot >> okay so my state phone cannot get a hot spot. >> I can't get a hot spot and of course you can't put Tik Tok on this phone. Okay, it's a state phone. >> My personal phone, I do have a hot spot, but I need it often. There are places that you go that you can't get on the internet. You have to like you just have to do it,

074>> right? Well, exactly. And so on my own talking, >> right? Well, exactly. So, you know, you from an adult standpoint, most of the time, um, you know, You can't from a student device access social media. So you can't get on Instagram like to me you cannot get on and do that. What I'll do and I'll see what I can do. I'm going to highlight this and put a little add a comment and I'm going to say question social media a thoughts and one of these policies guys addresses um personal use for teachers and I'm going okay how many times do you give up your phone to answer a call from a parent because you can't stop and hook up computer to talk to my computer while talking. >> But that one's not in this

075one, right? >> No, it's okay. I was going to say when we get to that policy, we can um there's some things like uh Remind that is like a that is a communication platform >> um that certainly they we send messages all the time. I don't want a teacher access to sitting the phone all the time either. But at the same time, there's sometimes when that's the way they communicate uh with families. So we got we have to have a professional liberty of you know what I mean? There's a level of professionalism and then we have to be able to address when they're on the phone every time you walk in the classroom. That's a problem. Well, I was thinking more after after the school day, you know, I don't go hook up my computer

076to send an email. I pick up my phone, send my email. >> Oh, kids are not there. >> You know, I'm out at the ball game and some parent sent me 10 messages. I need to talk to you right now. You don't go home and get your computer out and hook it up to respond to that. You use your personal device. So, when we get to that point, we're going to have to look at that very carefully as to what teachers are actually doing. after school hours because they do a lot of work after school hours and so we >> well we don't provide a phone to every teacher but also I don't want um parents feel like they can call them at 10:00 at night and you know what I mean. So are we

077okay with that one for now to move on to 2032732? [Music] Okay. to um with knowledge and written consent of students parents allow students to create a website that's linked to the school. How do we want to handle that? It's on the second part D. Well, we do have some CTE technology related classes. Um, but typically that would not be directly linked to our school website. It would typically be a faux website that doesn't necessarily get published. But we do have digital technology classes that um have these capabilities in them. I know that that's why I was asking is does this match the procedure that we're using um or or is there does that need some rewarding because I know that they need to learn how to do that in high school level. A lot

078of times they're not public. they they will put things in their canvas page which is not social media but it is it is a website. So um I mean that and that's >> secure. It's secure. >> Secure. So you have to be logged in to be >> like it's not just open to anybody. A student has to >> have to be in that class to be able to access. >> Yes. >> So this I'm assuming this wording is acceptable >> both ways. And one of the things on on item five um it requires links to the law and to the policies in this case. Do we do this regularly with um system related websites? Are there those kinds of links there? >> So I can check but I think um that policy the responsible use

079we actually have it listed on our website. >> Okay. all system related websites must look forward to this policy. Yeah, it's on our website. >> Okay. I was questioning why that the schools was listed separately than the district because shouldn't the rules be the same schools as districts? So, I'm reading the notes, but it's it's on here. >> It it repeats itself. It's got the district stuff and then it's got the school stuff which to me when it's district there shouldn't be a school that would be doing anything different than the district was doing but um okay no see web page may be posted individual school websites. Each principal has a tutorial and then they've got all the addition individual school websites must comply with all the other iso. So, um, so for example, we

080have our district website, >> right? >> And then you have a link on the district website to a school website. And that school website, like Travis does the high school, um, Kelly did middle schooling. We've got different people who are assigned to update and keep those those um going. Um, [Music] And that's different over a link to the teachers, but typically the teachers don't capture all right now. I think we're getting pretty close to that right now because we have um we did our redid our website in July and so they've been updating the pages. It just it's massive. So it's massive. Is Crystal still doing that? >> She no finally retired last year. >> So we have all kinds of people that are doing it. So they had individual um so like eventually the

081district will have individual rights like Earl will have the ability to update his Jamie will have the ability to do student services. Um right now um Rhonda has largely been updating anything that uh we've needed. Um, but they've done it there was a whole team of people that helped to get the content moved over from the other website to this to this one. And then eventually the district people will be trained. Unfortunately, we don't have people under us to give that ability. And certainly that's not something we're willing to really push to a student. Yeah, just done a great job. And part of it's the new design of this website too. Like it gives you templates. Um, but she's fantastic. But you can see >> on footnote number seven, it it seems to imply that

082it's required that this disclaimer statement be on the official system website that we can modify it, but that we have to have it. But then when you go to Footnote 7, it says the disclaimer statement is optional. >> So which are we going to do? which is required or not required [Music] five link. It's part B under external links item five page three and it there >> it's the italicized paragraph toward the bottom of page five. on page. >> Well, it's on page four. I think it >> what I've got here that I printed out earlier and what's here are different. >> That's right. >> Which one are you talking about? >> It's this right here. It'sized on page four. end up being page three. Yeah, that was what I was asking about earlier. >>

083Well, I mean seriously confidential stuff. I think we do have >> above it says we can delete that's we can delete that whole paragraph under eight >> let's do it >> clean under internal um each page it says we can we can get rid of that one >> each page page of a system related website must include a reference and hyperlink to the school system official website and homepage. I think there's a home button on each on each page but I will >> there is we don't we don't believe we shorter we can make them the easier they are to understand them. I mean, I don't think that make us break us either way. >> No. >> Is there anything else under this one? This is part of what's going to be deleted in the

08410,000, right? >> This one on internet safety, the 10,000 one will be that whole thing will be deleted. This this would be our policy. >> You finished with this one now? >> Well, we managed to finish three, >> but in an hour in an hour and a half faster somehow. Well, these are these are the these are the new ones. >> Yeah, they're the hardest. They really are. >> So, you're going to 32 or 28? >> So, 3228. This particular one, uh, the limitations uh on use um 3228 that we will not have a um bring your own technology. >> You got a misfire. Underline it. >> Let's have that. >> Hey, what are we talking people? >> Let's take away from their necessarily. >> There you go. >> Okay, let's see. electron that okay

085so if we don't have a is that not where it addresses the personal technology devices and I have a question about that because teachers just don't always work at school. Um, >> well, but they have they have laptops and computer, >> right? But I mean, like I was saying before, when I I don't hook up my school computer always to stuff I do on my phone. It's not conveying to me. Okay, let me ask about phone usage specifically, but I I will ask that question. That is a good question. And and I think that it's important to inform staff annually that if they choose to do stuff on their personal accounts that can be in litigation that can be >> a liability. >> So it's really important that you do everything on your school stuff.

086Keep it, you know, >> well, >> you can't. >> We don't issue funds. So, if they're if they're making a phone call, um if they're texting or something like that, that is that is anything that is school work is um what is it the what's the word? Uh they can they can request that specific information and be able to access because it was school. That's like the school board. If you're on your personal device >> um doing school board business or talking about school board something that can be accessed by anybody that's just >> Yeah. And if you look at item C, all employees must be informed annually of the terms of this policy and the methods by which they may attain a copy. They must sign a statement indicating they understand and will comply.

087Is this done and do we keep the record? So this is a new policy but yes we do every year we sign off on a a use policy and >> um vector training vector training electronically sign off on the policies >> and Amy comes and talks to all brand new employees and teachers. Um she hits them pretty hard. um because we've had I mean we've had some um new teachers to um need some help and she does >> she talks to student teachers interns too [Music] if you can't do it on your um >> well and in in footnote number one, which is connected to item A, it says the board should the board could strictly prohibit employees from using their personal technology devices and accounts to conduct school business or to store school business

088related ESI. is electronically stored information. >> Is that Oh, you cannot use your your personal device at all. >> We don't we don't issue you a phone, >> right? >> Well, >> we're not the commissioner. No, he don't use it. But I mean, even if you if you don't >> Yeah. >> I'm talking about teachers. So, we we do it. So, if we do that, we're saying you can't use your phone for school business. I mean, it's not a good practice. But, >> you know, if Teresa calls, I'm going to pick up the phone. I'm going to talk to her on my phone. Well, >> doesn't say the deal. >> So, I carry two phones, but when I'm in Raleigh, this phone probably it does not work very well. And so I have to use

089my Verizon phone instead of the Carolina West. >> Okay. >> So there are times when it's not practical and you got to be able to get a hold of me. You know what I mean? And not always am I sitting seated at a at a computer. Now I have my computer but I and I do not have my work email on my personal phone. Um but I do have you know I have it on this phone. Um, but I can sign into a web application in any vote. >> Yeah, I agree. I don't think we could we should strictly prohibit employees. I think we should strongly discourage them from using as much as possible. But to say they can't is u >> especially with our poor technology, our poor rural area. >> Oh gosh. You

090think? >> Okay. So, let me do this. Knowing how you all feel about this and that is really from a practical standpoint. Um let me get wording from Christine that reflects strong language around discouraging but yet I mean you have to we have to and that's just be smart about >> but they don't need to use their Google their personal Google account for student information. We we provide that for teachers. So, you know, they they don't need to be doing that. They do not need to be emailing a student from their personal account or texting them from their personal account. >> They have from school email, right? >> What's that? >> I said they do know that. >> They do know that. >> They do that. But let me let me make sure that we're

091not creating something that's going to prohibit >> um >> necessity. Right. >> Let me tell you a whole funny story. We went to the Charlotte Hornet game last night on the bus. They sent a bus to us. >> You were you were the one who got to go. >> Yeah. I got the first and I mainly wanted to go because Austin works for the Hornets now. My nephew. So we So the bus didn't come home. The bus didn't come. Where's the bus? Steve Steve turn about half fit because the bus is not there. His GPS did not work. So it see him up 16 and this bus this bus holds >> tour bus. >> Yeah, the tour bus it holds eight some people and he is trying to navigate 16 because the GPS quit working

092and he did not and it said to take 16 was the last thing he saw. >> Yeah. He was using his phone for a GPS. He didn't have service here because >> he Yeah. And so, you know, it was hilarious. And he was so frustrated when he found out this if I had seen the low because he was driving around his chairs and trying to find lunch because he his CPS did not work. >> So, let let me let me get some clarification on this. Is there some things that teachers do not need to be using their personal devices to share student information? >> I don't. So, right. Exactly. And I know that's not your intention. So, let's get some clear language on what that looks like. So, if a if they make a phone

093call and anyway, they don't have to do it, you know, between the hours of whatever. All right. I put a little note in there to get some clarifications on phones, personal devices. We we'll come back to that when we have to sit on this. Anyway, anything else on that? >> I'm good. But we discussed 420. Did you see 3420? Now Casey's in here. Um, but this has to do with student promotion. Um, I don't know if this is relevant. The first thing I put a question about is um after um it's halfway through point B. It says that the state board of education rules in the students not be promoted from 10th grade until the career development plan is revised. >> Not all students will revise their plans. >> Well, that so the different um

094I think we could put in so that it >> or re-evaluated. >> Re-evaluated would be much better. >> Yeah. because they have to have one in eighth grade, they have to have one in 10th grade. And we're actually considering in some of the teams that we've looked at for our strategic plan, that has to be in it. Um, but for the 12th grade, uh, for that to be a part of every child that you're actually looking at it again to know what's next. >> Well, just in courage. [Music] And does that have to be with um guidance the guidance folks? >> Well, it's it's from an essentially an adult, >> but we do have um students at both grade levels that have it. And it's right now it's housed in um starts with a C.

095What's the career thing? >> Zello. >> Used to start with a C. >> It's actually an X. It sounds like a Z. Oh, we had major clarity. Major clarity was the one we used to use. >> We do make sure that those kids that transfer in have that career development. >> That's a requirement. Yes. For promotion. that puts it back on the queue, right? >> If they're coming from a North Carolina district, they have to have that. Um, if it's coming in from a different state, um, then we would work to get them there. >> And and they're pretty straightforward, too. It's essentially align their classes that they've had to what's next. It's changeable any time, and then it looks at their interests and what the possibilities are for next. What I'd like to see

096are some true goal setting with that. Um, so students are directing that piece of it with guidance from an adult and any adult. >> That's actually in the plan this year. >> It's in the plan >> for every grade level six and up. I guess my biggest problem with with this is the promotion decisions is when we get to that last week of the senior and they need to pass a test of yes to graduate which is a promotion right sometimes Sometimes there's been a disconnect there because you're taking a test one day, but you've already sent out your graduation invitations and we've had several students and to do that and then they didn't make it. We have a couple this year that didn't make it. So, is there something here that that plan or

097that progress could be reviewed where it says down here graduation requirements in January? And I know some of these kids are flying by the seat of their pants. I got four new classes that start in January. >> Yes. >> So, they have to they've got to make progress and do some kids shut off thinking, "Oh, well, I can coast this last semester." >> And that's what happens to them. And so, there are some kids, not as many, um, but there are some kids who do shut off and then go, "Oh gosh, you mean I'm not going to pass?" and it doesn't settle in until it's really down to the wire. >> I've known students get notification of scholarships at the end of first semester or January and then they start stop working and then summertime

098comes when they're and they don't have their scholarships anymore. >> That's right. >> I guess what I have I've heard the kids say and the parent say, "Oh, well, nobody told us." And then I've heard the school system say, "Well, you were warned so many times." Is there a a a procedure that needs to be here? Like >> when we get ready to do waiverss for waiver committee that also includes any of those seniors, they they do start if there is a kid that's that close. It is started look at mid semester for making up time, getting their grades brought up because if it's a course that's required for graduation, those children are set up in ALA to get the tutoring andor making up the time. they're put on into um what is it for

099the credit recovery option if that's what we need. It is monitored very closely. There's two folks um in the student services department um that are monitoring that and then Dr. Krisco monitors that and it literally is a weekly monitoring. >> Is that going to be part of the procedures that we have here or do we >> Well, I think it looks different though at the high schools than it would at the early college. just I mean you can say that it's monitored but if you get very specific it is being done but >> I was going to say what's in this plan is actually gotten >> well maybe more I guess this one I don't I don't think so and I also think and this is I've talked with a bunch of people about specifically

100because some of the teachers that are given feedback toward goals for the strategic plan include the ownership that you're talking about and I would love to see every child have a portfolio of what they've done. So what toward their goals. So it can start in kindergarten. We already do K2. Um I mean they have their own report that's more teacher directed but three three and up are really um you know students can stand in these and tell you what they do well and what they've done what skills they're working on what their reading or math goals are and articulate it very well. But by the time they get to high school, um, you know, somehow we think that, oh, well, you know, they still have to be relying on an adult to tell them. And

101we need to develop that skill all along so they can say, no, this is what I'm really good at. This is what I'm working on. Here's what I have. And put those accomplishments down on paper and really have it so that they can um move forward working toward independence as they go. So I anyway, so we're really looking at um having portfolios um and studentled conversations. So there's no chance that in March a kid does has no idea where they are because they're going to be held accountable for it. So you know at least >> the students we did we used to we did that. I mean they do K2 anyway. We did it, you know, in the hospital, but we ran out space to store >> and we had to go to and pull

102certain things out. It becomes >> Well, I mean, you real fashion notebook, but I wouldn't store it. It takes it with them. It shows them what they do next. Or, you know, you can pass it on to the next grade level and look at where I keep >> and they keep and Bloom did this for a long time. And so, you know, I think if we get back to that kind of student accountability, >> um, and they're talking to their parents about it, less chance somebody can say, "Well, nobody told me." >> Well, my biggest and I hold on to all their work into it. when we have those as options and I know we've been trying to go to student le conferences >> the problem is we get some of those students whose parents

103do not participate in those >> but that doesn't mean that I completely agree there every year there will be parents who cannot or will not or do not show up >> we know that but there is an adult in every school I will go I will go to as many as I can >> I know Casey would Jamie would um Susan would I mean stand in for that kid because that's how important it is that they can stand up and say what they do well and what they're working on. And I think if we can get to that type of agency for our students where they are owning what they do, I think we're going to develop great kids who can articulate that from the time they're younger and imagine what they're going to be

104able to articulate. lyrics do uphold these high standards from a young age. They're going to be any different when they get out of school. So, you know, maybe pine sky, but at the same time, I've seen kids if a third grader can do it, an eighth grader can do it, and a senior in high school can do it. And then they already have their portfolio when they're applying for scholarships or a job or something >> organization, which some students lack. There there is a lot of truth for that, >> but but we've got to help them develop because that's not an innate skill >> and so we got to give them those opportunities to work all along. But we'll get there. >> Okay. Under credit, repeating a course for credit, we have um that's on

105page well, I don't know what page it is on computer, but it's um item I number two. The footnotes and whatever make it clear that A through I are optional. We determine how we're going to handle credit recovery and not credit recovery but credit recording grades when they repeat a force for for credit. >> Okay, >> how is that currently done? >> So there there is actually policy through the state board um specifically on repeating course for credit. So you can repeat a course for credit if you fail a course. And um it does if you repeat the full course the grade gets replaced. So that's essentially the procedure as far as um one time. >> Well, it can be one time, but if it's a if it's a course, they can avail the a

106course more than one time. >> But it says here a course might be repeated on their time. So >> on the page, >> see 27 says the treatment of the student's new grade is not required by school board policy and may be modified. For example, the student could be awarded the higher of the two grades instead of the grade from the most recent attempt or it could be the average of the two grades. Um so okay, so there two there are two different things we're talking about here. Credit recovery. It does not mean repeating the course for credit. >> Well, I was just talking about the repeat the course. >> So, if you're repeating the full course, it literally replaces the grade currently um that's in there. So, if they if they repeat a course,

107it is um excuse me, that means that they failed the course. Um, and this is a little bit different with a community college because a D or an F you don't get credit for, right? So, if you repeat the course, you get the new grade on there. It was it's going away for students to have a pass or fail in NEOC course. used to if you did credit recovery, you only repeated parts of the course that you failed during that time and take a test and it tell you where you're deficient and then those are the things that you did the activities for. >> Right now, um that's getting ready to change. So that's in I don't think that's even reflected in here right now. Um going to retake it. The exam will be administered

108in 30 days beginning 256 school year, student shall order numeric grade. Okay, it is in there. So a student shall earn a numeric grade for credit report upgrade. So in other words, um instead of a pass or fail, you have to get a 96 or a 42 or whatever it is. Um but it has to be above that 60. So 60 is the passing student. 60 or above. So before they were just letting kids take a test and if they got above a certain score uh they could pass or they were making them take um multiple things but they were only getting up to a D. So and then that would now they have the opportunity to actually earn a grade toward that. >> Well if you notice on item two under I it says

109repeating a course for which credit was earned. The board recognizes high school students may need to repeat a course for which they've earned credit in order to increase their understanding or mastery or to meet post-secary goals. They may repeat a course for which they have previously earned credit under the following preconditions. And this whole section is optional for us to decide which ones are going to be in there. Um >> so >> according to what the footnote says. >> Yes. So, as far as uh repeating a So, if you failed, the whole section up there is repeating a previously failed course um in one. Number two is repeating for um a course in which they probably got a D and it might have been they got a C in the class. And if you if

110you're an A student, you get a C in the class and you want to do better, that's what this is for. We haven't previously um to my knowledge been doing that for kids who have um a it's only been a D. But here's where it becomes sticky. If you earn a D and you can take this course over because you need credit for college or whatever and you now have an A. it could put you above somebody who got a C, a higher grade to begin with, who now is no longer able to repeat the class. >> So that's where it becomes sticky and that's where the GPA game >> it becomes. So anyway, I I hate the fact that we're doing a GPA game, but it exists. >> And if you have a chance

111at one grade to repeat it and get higher and it replaces it, you can go the course first and then get an A the second time and somebody who got back to C the first time around doesn't get the same opportunity. To me, if you're retaking it, you want to retake it, why don't we take it? There's no um most kids are going to choose not to do that. >> We need kids to do that. >> Yeah, it's good. Most kids are not going to choose to do that because they're going to want to um they're going to want to >> try standing up. We've had a few do that. >> Yeah. And it is usually or less. And point F here states that if they pass the course the first time and they choose

112to repeat it, >> they get the later grade whether it was higher or lower. >> Correct? >> So I I'm what I'm asking is how many of these things match our current policy because we don't need all of them if they don't match our policy. I I don't mind giving students opportunity if they want to to repeat a course that doesn't bo it's it's so few and it's a choice if if it's not failing but if you failed it we have to give them an opportunity to repeat a course and if they repeat the course it has to be given whatever they get the grade they get and the other one gets removed. So like I said, you could fail it first time and get an A the second time and it bounces you over

113somebody may be the first time around. >> Could this impact impact class size? Class size like social studies who are some of our high school classes are already pretty large. So >> item D, look at item D. It says there must be space available after seats have been assigned to students who are taking the course for the first time. >> Yes. So they could only do it if there was space. >> And I can't tell you a student that's done this in the last several >> the only students that are redoing failed or are doing credit. We do credit recovery in the same. >> This is just not really unless we've got a child who wants to replace a C or something >> and that's happened before. I I know somebody whose child during high

114school replaced a C for for class standing since I've been here. And you know, so be it. If you're going to take the class over again, so be it. So, you know, most kids are not going to do that. Most kids are going to that care that much are going to do well at first. So, you want us >> you want us to leave it in as it's currently stated because it said we could modify some things or alter the way the grade average is determined at the end. But I'm I'm fine with leaving it, but I just wanted to >> because it's optional. >> As long as we leave it in there that we have to have space for those taking it the first time. >> Um, it has conditions >> and it does

115have that condition. So, as long as we leave that in there, I'm okay with someone doing that. Um, I don't think this will be a large problem. And if it is, um, you know, we could I guess we could put in there, uh, procedures developed by the superintendent and leave it and then have us make we just have to be consistent year from year. >> You can't change it. >> Oh, yeah. You you absolutely could. if you if you wanted to, >> but they can't do it during like >> summer school. Well, not summer school. Summer school is usually >> they could take it if we offered full summer school like that, but we don't. The community college does have some courses that would replace it. Um, and they take it during the summer, but

116for the most, but that's usually under community college rules, not under our rules. But we typically don't offer a full credit during summer school like we >> would that summer course replace something they failed or would it basically >> they can take summer courses for stuff they had never taken it or it could be something they previously failed if it's a community college >> right >> but I mean would it count towards >> oh all summer courses count toward the >> there has to be >> could we discuss if again I hate Terry Le that um my heart's with students with disabilities. I'm concerned about students with disabilities because of the disarray of the um office of education right now. Um are we going to are they still going to have the same protections under

117the disability acts that we've had before? I mean concerned that um everything under IDA still stands and there's nothing there's nothing as far as policy that has changed the law. >> I I'm not worried about that and I'm really not worried about our kids take our teachers taking care of kids who have disabilities. I think we're going to do everything we can to get people to education regardless of their disability or their ability there. That's definitely true at the hospital now. Um so since this is a new policy what I'll do is I will ask the question specific and bring and send it to you all. um exactly what the procedure is. We have one already written down uh through Earl's office. He has a procedure tomorrow, so we'll not um so it'll be next

118he's fine. Um so it'll be next week before I can send it to you, but um he's got it on his computer exactly what we do specifically. So, you'll know that most of this would not be a change from our current procedure, but um I do have a question on how we're operating. And I think we've allowed kids in the past to redo a C or a D. I don't want to say I don't want to say it exactly, but I'll I'll send you what we're what our secret is. But it's not going to be more than a handful of kids. Have you ever had anybody go over? [Music] >> We had somebody a couple years ago. Didn't we have somebody through the uh whatever program? >> The what? >> The program. >> Yes. Yes,

119we did. >> Yeah, we I think we had somebody through the Yes program study abroad a couple years ago. But I remember it. >> So, we've had we've had students who've done that, but it's only if they actually have something like we have to sit down and evaluate course and transcripts to see how it matches current standards and it may be that it just earns a local credit um which we we issue local credit that's not like a required countries [Music] of my uh son's brother-in-law's children he's a missionary in Germany when they moved there, his oldest daughter, because she had already been to school a little bit and it didn't match the German curriculum, she was demoted >> and is now in the same grade as her sister >> because our our alignment of

120what they were taught was so different from what German students were taught. >> I just learned that. So anyway, I I think I'm fine with this the way it is after the discussions. Just wanted to make sure a lot of this was matching with what we current our procedures currently are. The next policy is 3515 and this one is religion in these schools and that is a um policy we do not currently have but I think we operate very >> um I don't think this is our polic Let's see. Well, there is religious information. Let me see in um in one of the policies that we do have to update, but I don't think it's this one. >> We used to have a card. Well, if this is addressed, >> I don't know that we

121need a separate policy for this. >> What I said if this is addressed in that other policy and I did see it in one of the other policies on why do we need a separate policy because it's such a controversial thing right now or >> we need it for Well, you need religion in school. I'm gonna say that >> some people just >> of course, but it doesn't affect it. I mean, it just protects those certain ones, don't it? >> It doesn't even say anything except the first of the constitution. I mean, essentially, that's all it says. And I think that's a we have to anyway. I mean, >> but confirm that we don't have whether or not we have to have this policy in there. Although I think for teachers to have a guideline

122of what is and isn't allowed is important. Um I think the attorney general back in the 1990s published a brochure that you could pass out. I mean I received a brochure at my school listing what the attorney general had listed was appropriate religious inclusion or exclusion from a classroom to provide guidelines. Well, usually as far as religion is concerned, it's in the standards or curriculum standards for social studies classes exactly what you teach and do not teach. Um, you know, as far as uh I mean, I don't even know that you need to explicitly say maybe maybe you do. School employees are expected to show respect for the police of all students and employees. Well, of course you are. I mean, that's what it says. I mean, you need a policy to say that. I

123don't know. >> I'm just asking a question you've got, you know. Should we have must we have it or not? >> Yeah. It says required. >> Yeah. And I I don't see that it's required. The only thing that, you know, I would want them to be have to ask the principal before they did any kind of observance thing. And um we used to role play a lot in social studies the different stuff. >> Well that might be taken care of in another policy where you have to get >> under the curriculum where you get approval from the principal for any special activities on them. So >> well and and specifically um you know if a parent wants to object to anything based on religious purposes even if it's in the standards they can object to

124it and to do it and we've always operated on that >> so the parental rights I will ask a question must we have this particular policy the benefit or not allowed to read a [Music] the mind changes that you want. We didn't still. >> All right. So, this one is title one program compar comparability of services. Julie Taylor and Amanda and Susan and myself and probably um Casey as well sit down every single day and do a comparability report specifically for the federal. But we're doing this. We have to be making some effort. What's that? Working on tomorrow. working on tomorrow. Okay. So, we do it every single year. >> Well, it's due December 1st, isn't it? >> Yeah. So, >> how long is that thing? >> A long time. >> What things are you

125looking at? >> Well, gender stuff. >> Make sure that we're not slightly correct. Well, and things like you know for making an effort to fight a line um essentially you have to invest more than you did unless you can show certain the reason why you didn't. So there's a change in the number of uh uh students in a school or you have a shift in demographics or >> and we have well and we have to do it also for um um EC services. Yeah. So any type of funding we have to do just this specifically for title one and um again we do it every year. >> So is there other places that we have stated that we're doing every year this year we have every year we see funding but so we do it.

126Do you do it for the high school and middle school because 7 says I don't have to do any ability testing if there's only one school. >> So it's we use title one services or title one specifically for elementary and that allows the students schoolwide versus only for students who qualify um because usually we've got um it's a schoolwide. So some students don't necessarily qualify for some of the services for title one, but they might need it. If you do it schoolwide, then um you don't have to. You target it differently. >> Okay. I'm trying to figure out in my head why they would have this policy and that may be because some schools have not complied with stuff and so complaining or the federal government has already. Do we need this here for your

127detection is is my question. We know you guys are going to do it. But okay, I just put it under questions. Do we need this? And I will ask it. If you don't need it, then we'll bring it back. I'll let you guys. >> I mean, but we we literally have to do this every single year. And it's a lot of work. But I don't know if this policy for tax us or not because the money >> and if we don't get the money there's no reason I mean I know it hurts anyway >> says why are you doing that please that don't deserve it. >> Yeah. >> All right. So, those are all the policies that are in the >> look through the folder that says minor changes because that I think we could

128get through today if it's only got two files in it. I was going to say, can we take a break? >> Take a break. >> I was going to say that the minor changes. Um the specific 3140 I don't see any issue with any of that. It's just very very minimal. saying it just it it just updates some names from and some things from like will to shall >> and then 3440 um it take it shifts an entire paragraph um but then it uh you know some of it's just memories are really >> I had looked at all three of those and he's mind changes that older everybody's in agreement being done. It was really good [Music] to get on those feet. Some of them you've already looked at, but there changes a lot. [Music]

129start [Music] policies. [Music] No, it was somebody substitive. [Music] Everybody good? >> Y. >> So, the first policy here is 3000. You notice that it's all in red and underlined. Um it's a very large change but essentially um it does update legal references and um I mean this was last done in 2002 >> so a lot has changed since then. Um but essentially um it looks a lot of it's just wording changes and if you want to read read down through um it's the the changes are pretty basic. I mean develop the capacity to examine and solve problems. You know they're very talks about high levels of six status and a rigor rigorous curriculum. talks about remain in school and earn a high school diploma and then um you know earn additional college credit. These

130are things that we're you know we're promoting and doing. Um >> there's basically >> it's the goals of the education program. >> I'm fine with the changes after reading through it again. >> Looks like a little more. Yeah, but some of the other ones are it is more detailed >> and I think it's more diversity in terms of the kinds of things >> such as team building and that kind of thing. Those are >> critical today. So 3100 is next and this is curriculum development and um essentially um um yeah there the things that we do. We direct a a team essentially, Casey and Jolie and their team do this yearly and sometimes more often than that depending on um depending on the year and what they're doing. But >> um >> I like the

131paragraph added in in under a where the last part of that course is addressing the founding principles of our nation. We've lost sight of that. kids really that would be covered under a separate comed that was included in our if you look >> if you look at a lot of social studies textbooks and materials out there they've gone with the 1618 and the woke culture and they've eliminated eliminated a lot of the key principles and So we really need to make sure that our teachers are in my opinion emphasizing >> right. So the curriculum is how we teach this. So it's saying I I understand as we are we are ensuring that the curriculum that we're choosing the content addresses >> that which are in our standards for the curriculum >> and that's why you've

132one of the reasons why they have had such a hard time getting the social studies curriculum to use because >> still have a hard time. >> Yeah. with the recent culture. I think it's important to be in there. >> Everything else and I agree with the the the policy. I think that's >> so accept the changes. um talks about dual enrollment and of course we have a lot of dual enrollment opportunities here. In fact, we have about 300 students per semester that take dual enrollment courses which is unbelievable compared to our you know the smaller number of kids that we we have. So a lot of students are taking advantage of this. So um it did cross out the junior or senior and that's specifically because there are opportunities that younger grades in community in

133including our early college but even students at the high school who are academically gifted or qualify by other means take classes. In fact, we've created opportunities in some of our CMBB areas for students to qualify at a younger age by taking a test. So, and of course, current college promise is what we're talking about, CCP. Um and and of course we work with our community college um and uh through accountability with CTE to to make sure that we have these opportunities excuse me um opportunities for kids. So this is what we're doing essentially and they're sure we're taking the right course. Yeah. graduation. Yeah, that's important. >> Y we it comes aligned every year and then we make sure that for example um students are taking uh some of the classes so they can become

134completers not just because it's a community college pathway but that way they actually get um uh the high school credits in that order too. An interesting observation. I had a a high school actually was an early college graduate who's a freshman this year saying we wish he had more um AP classes because it was harder than he thought. >> He that came out of his mouth. I think yeah I think balance is fine and of course the credit they actually get the credit here but um when you're going into an upper level class it could be a shock for kids especially if it's been a while since they so if you're taking it some fresh um and then aren't taking it again until you they're in college it's a different level of balance and you

135have to uh take credit. >> Plus, he went in as a junior. >> She said, "I've been struggling. I've been struggling." I don't know how we fix that. Well, and it really depends, you know, on the same breath. I had, you know, we've had students some of the science part that depends on the professor who they have. Oh, yeah. So, you know, my own child had Amanda How also teaches at at state and he's phenomenal for chemistry. He was well prepared for organ chemistry college. So, I think a lot of that depends on that was a college class that he took. So, the next one is policy 3102 on online instruction. [Music] So again, we don't have a whole lot of online instruction um that's going on. Um we do have students that take online

136classes and um you know essentially that we uh we maintain a policy when it comes to online instruction. Most of those are done through NCBPS. Um we have you know it's how some of our OCS students get some of their curriculum and it's required. Um, and it's how you know kids are able to take French when we only offer Spanish. So, there are opportunities there. The last paragraph on remote learning um we've experienced with Elena and Storms. >> Yeah, we are. So, you know, we we want um we want um to provide as much advanced notice as possible. That's why I love to call it the night before if if that allows, but sometimes you just don't know. So, we have online um uh principles and directors uh spent a good while on updating the

137documents again this year um for uh remote learning um to make sure that they're both um consistent across the board and that um our families um you know, for example, we designed schedules this year so families have lunch at the same time because if you have three kids at home and you've got some in elementary, middle, and high school and they're all eating at the same time. They're at a different time and it's tough. So, we made all lunches this year. Everybody starts at 10:00. >> Lunch is at noon and then they can fit their classes in. We had to design it around the community college. You know, schedules are um different based on the student and their needs. So, for example, a student who needs their EC services will still get their EC services,

138but we defined that more clearly. But we gave them the start time and lunch at the same time. So that way um people know their expectations. Planning >> similar. So at the very beginning of the day it starts uh with that planning time. So that >> what about teachers who um it might be dangerous for them to do their remote learning at school. Their what do you mean school? >> Well get to school. >> So they will they have to call their principal. of the principal. >> Well, they're expected to be as most of us are at work. I mean, most of us come into work, it's not a problem to get there. You know, somebody doesn't clean their driveway, I can't help with that. But if the roads are um you decent, if they're

139not saying, "Hey, stay off the roads." >> Um what county is a little different than the others, >> right? Well, and I'm barometer. We've got we've got a staff member that works for central services. who's there almost every day and and and he lives way out there. So, you know, it's different. I think adults have can say that, but you know, if it if we have people that we have 14 different people that are out there taking pictures and showing that this is for buses. So, our barometer for the roads are can buses safely operate. Most of the time we're all coming in. So, you know, if they call their principal and they have an uh a circumstance, but for the most part, most people aren't aware. Sure. >> And we're in her other shops,

140too. >> I had one teacher reach out to me and they were saying, you know, that's one reason they got into teaching was because, you know, the schedule and the kids and all that. I said, well, the bankers and the nurses all have to still go to work. I mean, teachers are no different than everybody else that works and we're as accommodating as we can be. Exactly. Um, but for the most part, um, people work better when they're in a work environment versus a home environment. >> And so, you know, we have expectations in place that, you know, unless I'm saying everybody stay off the roads, >> but usually >> you're reasonable. >> We're reasonable. We're reasonable. And this is just for my personal information. the remote learning they sometimes say that this calls or

141this um class is being recorded or is all classes supposed to be recorded or just certain ones. >> So real um because like like the boys like I can hear theirs like some teachers say well this one's being recorded blah blah blah and then the other ones they never say any. So I'm wondering do they all have to be recorded or is it just certain ones? I'm gonna ask that question to see see what we're actually doing. And we're typically not recording students, but there may be a reason to record stuff in advance. >> A lot of the time the littles because they don't have it's a little different for them to navigate. They can't on their own. So, >> um like last year high school grant like his math teacher, >> right? You know,

142she would say that's the beginning. She goes, "This is being reported." >> Yeah. I think in last year was a little different, >> but I was just wondering if it's just once. I didn't know if somebody broke the rule. Someone they had to >> record. I don't know. >> No, I there I don't know that we have >> I Let me find out for you. I don't We did not put anything about reporting classes in those documents that I remember. And it's only accessible, it's not accessible to everybody. It's only accessible to campus. So that would be um it would be protected. But I >> Right. The only ones I can think of are the lower grades like your K2 if they want to record a letter lesson on their own. Yeah. >> And they

143put it on remind them then they can watch it whenever. >> It's not when kids are >> right. There is a setting where you can just record the teacher and not show the kids. >> It's the focus. It's a focus setting. Yes. >> And maybe it's just the teacher and not this, you know, >> right? I mean, I think if if the children are talking, but you wouldn't see. So, if the kids are responding, you would hear it because it's being >> But the teacher always made sure that she announced that it's >> I could see that being helpful for multiple children, families who only have access, a unlimited access to a device or any internet. Not we couldn't do three people in some household. The She might normal class size. I mean, I'm guessing,

144>> but I was just wondering. I just seen that. Ask >> I'll ask about what um what's typical. I know we do record things. >> Hello. I know we did record things and have them uploaded into Canvas and some of them would pre-record, but >> I'm not sure about the actual Zoom class >> that they're doing because that's typical. I mean, we want students to show up for the Zoom class, not just watch the lesson in Canvas. >> We can clarify that. I mean, that's a good point to clarify because there could be people that are confused about that, too. So, that's good. >> So, 3110 is the next one. invasion curriculum or instruction. Um this is not a whole lot of change other than um you know consulting with local industries employers and you

145know we do this um often. In fact, I had Earl um at a local business who's expanding um recently um to help plan for some potential local courses uh that we could offer in aerospace as a result of that collaboration. So um we had met last month with their um plant manager and then he was there it was this week um planning some of the details from it. So then 3115 there are um it's a short policy anyway um but um instead of will things like musk um instructional standards are Um and these are the again these are things that we are already doing. >> I don't call it standard posted study. >> No, they're calling it instructional standards. >> Well, you put whatever changes you need to Okay. And the next one is 3130.

146This is grouping for instruction. Now this one is you know interesting because um to find some of this but um anyway um essentially uh talking about things that you could consider and this is really the MTSS process. >> Yeah. Um, in general, students best opportunity for achievement, the skill level of the student, the most effective instructional climate. You know, these are just numbering some of the things that are already there. >> And then, um, you know, assignments classes. Um, you know, this might be for something like a inclusion class or an AI lab, something that's, you know, more advanced, but these are pretty standard. Yes. >> The next policy is 3135. And again, um, while this is considered substantive changes, um, really it's not a >> it's really just [Music] used to be a um

147a guide based on age, how much homework should Um this one we anyway there are a couple grade levels that are >> where the the work may be extra depending on the teacher may be a lot and so >> how do we monitor that because I'm of the opinion that homework should be minimal. I got a complaint from a parent recently that their kindergartenner was spending a lot of time on homework. >> Okay. So, their kindergartener should be reading at night and I mean that's it. >> Like that's it. Like there shouldn't be a lot of work for a kindergarter. There is not a lot of work for a kindergartener. We need to read and they might send home a baggie with manipulatives in it to practice counting or something. >> But it shouldn't it

148should and it really shouldn't be. So >> if you let us know where that where that is becoming like go outside and play should be the homework. >> Yes. >> I mean read with read to your family. >> Yeah. >> Practice site words or whatever it is on it blends >> right home a lot. There's spelling homework every night. There's math homework every night. reading homework and >> is that I'm just curious just because I've with children that are in and have homework. Some grade levels will say here's your packet of homework and you have till the end of the week to get it done. So it's like one thing you can choose how you want to get it done or is it reading math and something else every night? I guess that's what my

149wonder would be. There is a component of reading math something of spelling every night but you do have to read all things. So I asked a student the other day going to the um festival. Yeah. But in kindergarten there are those kinds too that I went to how was your day? Oh I got my homework done. My day was good. So, they're gauging their day on whether or not they get their homework done because they have to do it when they go home. And sometimes it's, you know, you've got all these things. >> There's a I mean, as I get it. I mean, I'm up doing stuff and helping. I get it. >> So, let's talk off online where we might be able to support differently. Yeah, because really some homework is healthy. >> Yes,

150>> it is. >> Going home and reading, being able to work independently, >> but some kids are dumb at the end of the day, too. And we've got to we've got to look at developmental develop whether it's developmentally appropriate, right, >> for that child at that time. And largely kindergarten should be an amazing book. a little reading here right >> I think 3135 covers things that need to be covered appropriately without specific parameters that would have to be changed maybe in the future so I'm fine with the changes that will make them >> so 3200 so selection of uh textbooks um I think we I'll I'll brag on curriculum people for um the process that was used and how transparent it was um and that that was a huge undertaking for them and we will

151go through a similar process for the math curriculum. >> Yes. >> Um >> yes, that will be updated um soon. But anyway, this actually looks at um do we have supplementary? >> Number two, >> well, I think to a degree because it could get a little Okay. So, for example, a supplementary material could be something that a teacher could choose and that becomes very um questionable especially if they're using something like teachers pay teachers, >> right? >> Anyway, so I do think that there is um a need um to have supplementary materials that we define. That doesn't mean that has to be everything, but I do think that it protects the future, especially from choosing something that would not be appropriate. that because [Music] >> well I looking at my my situation was different. I

152had to create my own career was that was one >> um He's on both ends of the spectrum. When I was in AC, I had to create my own curriculum. We didn't even have a a standard course of study. We had to develop our own. So, we did. And then when I taught AIG, there was no curriculum. I was to supplement the curriculum and take the curriculum further. Of course, I I did that. I developed my own curriculum. So, I mean, I as a teacher, should I not know what kind of supplementary materials is best for my classroom and their needs? Uh, I mean, I don't see how that could be generated at a as a director or at at the district level. If my class is unique and we have these unique people in

153my class, should I not have that right as a teacher to choose my supplementary materials? >> But it's very broad. It doesn't say anything specific. That's what I'm hearing specifically say, well, you can't use this, but can't use this or this. >> Well, I I think too something to consider and as time has changed, there's a a big emphasis on researchbased, evidence-based practices. and the difference in that evidence-based practices, evidence-based resources, that kind of thing, versus a worksheet that you found online. >> You see what I'm saying? I think just making sure we're in that avenue of is it best practice or not? And sometimes people don't know. I mean, they don't have the either the central curriculum committee which that's where a lot of this stuff is developed, especially over the summer. Or it

154says a school through a school improvement plan or or maybe should say through school improvement team. Um, you know, would actually look at that. that I don't think we need to have five different teachers doing five different things like all the time >> because I think that that could get really, you know, it's not that they don't have autonomy because they do in some ways, but >> I think this protects them to have have a process that allows them to and protects the board >> with people being able to use things that are just Point three under section B, principal shall establish rules concerning what materials may be brought in by teachers without review. Principles are encouraged to involve teachers in establishing these rules. So I guess it's just changed a lot. Um, you know,

155I mean, nobody else was going to help me build curriculum. There was nobody else to do that. Um, and I would never have chosen something that was sent or not researched. >> I mean, you know, I had to develop my own >> and we have teams that work really hard on it over the summer and ensure that our pacing is pretty similar and that we are going in very similar words because we do have students that from elementary move from elementary school to elementary school. um every year. And if we didn't have some consistency, they would have complete gaps in miss entire units >> um >> throughout the year if we didn't do that. But also, we've got a lot of newer teachers that aren't as experienced and some of the Anyway, it helps when

156you can have some consistency in those materials and that you've got a team around you to help plan so that um you have the better quality and you're not spending, you know, until midnight every night planning like probably and I were without resources years ago. >> So, we try to as much as we can. There going to be some classes that are oneoffs that don't have the same number of materials as like an ELA class or a math class. >> Sure. >> It's a little easier at the elementary. >> It is easier in elementary >> based on what was available at the school, >> but eventually AP came back and you had to develop it and send it to them. So is there are there teachers that are on these committees and is there a

157balance like if I want to use this resource that >> I went to a workshop and this resource presented to us that it was not yet being used by the district is there a process for that because sometimes we learn I mean that's why go >> oh yeah sure learn more sure usually they do bring it to their principal or their school improvement team first >> and typically they'll talk to their team about it and then they, you know, want to continue to bring it to surface level and try to ask, they'll go to the school improvement team. They'll go to their their principal and ask if it's okay. Does it fit the criteria, blah blah blah, you know, kind of thing. And typically, it's kind of, you know, made the decision there based upon

158our plans, math, literacy plans, what we know is researchbased, evidence-based practices. um if they ever question it, which it did. It came up this summer, the principal calls us and asks us our opinion on it and gets our advice on it. Um typically that's what's happening. >> If this has satisfied everybody's concerns at 6 o' we can approve this one and go home. >> Is it Is it in here that that um look back at the end? I can't. Is it in here where that the teacher can have that process in this policy? >> It's actually [Music] um school improvement plan may submit a request for the alternative textbook. >> Yes. >> Um it's a that's an A for selection of textbooks for supplementary materials. Um >> um [Music] >> school media and technology advisory

159committee is what's in there. Is that what you're talking about? >> Well, I lost it. I t >> Oh, I see. Under number two, maybe the committee shall be appointed by the principal, teachers and instructional support personnel representing. So typically it's going to be um the principal with advisors from the media and technology instructional support whether that's a specialist or um someone that's >> where are you? >> Uh number two process and criteria for selecting. So, what would a school media and technology advisory committee have to do with using a supplementary material? Because >> I think it depends on what the material is. >> Okay. But that's not the way it's read. >> Yeah. I I do agree with you that that's a little wonky for me too from a standpoint of >> these people

160don't know. >> Right. I agree with you on that. >> Maybe. the media, school media and I think it would be like relevant to like if you're talking about books >> like the library selection >> usually at the table for books and supplement most of the supplementary books and they're going to be um technology technology websites things like that. So, you would want to make sure that if we're purchasing something else or going to a website that they're going to be involved to help make sure that they are um you know, >> could we add if appropriate there because I can see if it makes it sound the way it's written it makes it sound that these people are going to decide when the classroom teach. >> Yeah, I would agree with that. I I

161think even if you put something in there like um instructional a teachers instructional you could say >> and I think it's going to be more important as you as we move forward because textbooks are switching to web based >> um the hard copy books are are >> disorders relevance >> how about relevance >> or something like that >> within the curriculum >> because teachers and instructional personnel representing various subject areas and grade levels parents if that's I mean that's who the >> it's not just it's not it does have the part that they're adding are the facilitator >> are you are you on to processing criteria selecting so it reads the committee shall be appointed by the prime will include teachers and instructional support personnel representing various subject areas and grade levels, parents and if

162on staff in the school the library media coordinator and technology facilitator so if they're there they can be a part of that a part of that team that helps to select >> right that's true that's so it's inclusive and there needs to be some kind of punctuation after that either with and if on that And if I'm staff >> and if I'm staffed in the school and if I'm staff in the school after you and I don't know it doesn't it doesn't look >> no I mean that don't look right >> and any I think what they're saying is if you've got a library you can put them on is that does that help if I do Please think and I accepted it and I think it reads better when it's not in red. >>

163It doesn't take it to another line when it was on staff. >> And if on staff on staff >> what if we say and if in the school the media the media >> well because it would be a school parents. Well because that means you have to have everybody. And this is essentially if they're available. >> Yeah. >> I'm going to put this >> somewhere include principal discretion. >> Well, they're saying it has to include the media coordinator if I'm south. But let let me say may include I put in question and I'll I'll get some clarification. What I think that that means is they don't want this one person and say, "Hey, I'm going to use this. Let's as a team sit down and say this is if that if on staff in the

164school was at the end of this sentence would be a lot better than have it right there in the middle." I think if we decide to keep that. Okay, fair enough. Once you say it, you can then say we got a motion to miss to. Do I have a session? >> Second question. >> We did