001We are opening up session for our great >> and today's schedule is to review the agenda. >> If not, just sit here and review it, but have discussion about agenda items. So, I'm just going to go through them now. there's questions then you can break in and say >> some >> other information >> some um board policy process. So >> I see >> first item >> uh no that's all I is that post that >> first one on there is to call to order. Is there any questions or any comments? [laughter] >> [laughter] >> Sometimes people want to know, you know, anything to do with it that way or uh welcoming visitors like salute agenda agenda changes. The only thing I'm going to tell you about agenda changes is we need to approve those. So
002if I slip up because sometimes I do. >> Okay. >> Remind me. >> Yeah. >> We need to approve and vote or just Okay. >> Yes. Approve and vote. >> Yep. Sometimes I get a little fast and go through breeze through that consent agenda. Excuse me. I always call it consent agenda. Actually, consent items. So really, you guys probably have taken care of all that stuff beforehand. Reports and recognitions. Any questions about those? >> Not this particular one, but maybe in general. >> Can I Can we go back a second? >> Yes. Yeah. >> So, so the personality, I think we've always just been like, "Okay, yeah, great." Um, what like after this, after we vote on this, what's happening somewhere that's voted to approve >> like retirement? >> Um, yeah. So, I mean, when
003you approve consent items, you approve everything, right, in there. And so, that's recorded through your minutes and then stuff. Is there time like that? >> Well, there was one person, [laughter] >> but it's not it's not like a I don't really that was the only time that I think it was not really anything that was legitimate. It was more just but certainly um ask the question is is important. So, >> okay. >> I guess that is a good question. Like, like what if we're like and not that we are, Lisa and I are not honest, but we're like we don't want that coach. Like, that's silly. That doesn't seem like it's in our purview. >> It's not. And so that's a great question though because and I mean you always have to go back to
004um board roles and responsibilities and as we continue to roll out and I said that I would continue to provide you with additional things that that would be one of them like okay what h scenarios what happens if you say we're not going to that is it's it's um the board can the board approves but the only way you would say I'm not voting for this or I'm not going to approve this person is if you have information regarding them that is like something that we don't know that would >> keep them from being kind of like eligible or there was something that you know that you would have wanted to bring to our attention before that time and so >> if there's a if there's a new hire does this come to us before
005they've actually started >> usually not so they've already started >> yes and and prior to that they've had obviously their background check, their drug test, their um TSPC lure. >> And our retirements usually always at the end of the school year. >> Um well, I mean, so so a lot of times they come early because we have a clause in the um in our bargaining agreement that it's an early retirement clause. So if they let us know by >> February 1st >> to that they're going to retire, they get a stipen. >> So and that's just an incentive for people to not wait till June or July to retire and then we're scrambling trying to find somebody. So if they let us know by February 1st, that gives us time to look for somebody to
006replace them. And it's >> How much is it? $700 like a year or something? Except for the admin. >> Yeah. So between like the months from February to July. >> No, for seven years. That's where I got the >> um that was put into the contract. So >> Okay. Yeah. Well, thank you. Yeah. Good questions. Good question. So it would be more if we had safety concerns, we'd address those with you. Yeah. And then obviously if it's like family, right? Like where do you know your husband was coaching but not anymore? You wouldn't have been able to husband >> has not resigned. >> Oh, he has not resigned. Okay. >> To my knowledge in your head playing volleyball next. >> Okay. So Mike Mahia though is coaching where you would step. Well, technically we don't
007approve the coaches, right? Because they are >> well specified or do we >> it's done um in the fall under a kind of blanket type of deal. >> Okay. So like when this is just simply understanding so like it's okay for her to vote on that because Mike's in >> uh technically I probably should not. >> I think you're I think you're better on prefer not to not to leave that opening. Yeah, but it's always better to do that. >> Um, like if I accidentally did um and then Matt Matthew his 17th year, like I don't think anybody's saying he's getting that role because of my power. [laughter] >> Yeah. And just on the other side of things, so like if you actually came in and said, "No, I'm voting no." and you and let's
008say three of you voted to not hire somebody that we've recommended for hire, then there's always a little chance that that person could come back on the board and take action against because the district did their due diligence and hire >> Well, we're not their boss. We're your boss. >> Exactly. You have to have It's weird, right? That we're employee, but you approve the hires. So you're basically approving that we've followed all protocols, that we've done our due diligence in the hiring process to push this person forward. And again, it would be really only if you had information about somebody that you know would could have an impact on our >> I have another question when it comes to the um contractors, but I'll wait till you get to >> because we're still in consent
009items. >> I slowed us down. Yeah. No, that's okay. >> Didn't have anything else on reports and recognitions or any questions there. >> Uh, I'm just going to go TVCC opportunities. They're just presenting us with opportunities. We're not making a decision on that. Oh, no. No. Okay. No, >> all decisions have to be made in business. >> Okay. She's just wanted She caught me at chamber event and asked if she could um share out what new stuff that they're doing opportunities. public comment >> other business contract renewals and non renewals. You get a question. >> Oh, perfect. Okay. So, um awaiting your questions. >> Well, I was uh >> So, you did have some questions the other night. I did. I answered those. You guys, those are fine. which is the P1, P2, P3. >>
010Yeah. >> She's a a speech is she >> Oh, Leslie, sorry. She's a learning specialist. So, >> how it works is that we do not >> um they are a state sponsored charter. So most charter schools fall under a district and are sponsored by a district. Long ago when they started that school up, this district determined not decide turned down their application, came back, turned down again and then so at that time a lot of of those were starting up and the state decided well we'll just sponsor them ourselves. So they had a handful of charter schools. And so [clears throat] but the way that it works is is that their money flows through us and then we give them and we get to keep a little tiny bit. And then but the other thing
011is this is the weirdest thing is even though they're not we they're not ours, we they force us to support them in special ed. the state the state requires >> the state does. Now, here's the downside of that is that we spend more supporting them and we get how many students are enrolled for their in special ed. And we're also forced >> to oversee their statewide assessment, which we don't get paid for either. because they did did it themselves and then there was some a turned over to us. >> So we do their >> now they might say well you get paid for that because you've taken indirect >> offendings but by the time that's all said and done the indirect is not that much. >> Well you get the indirect regardless of whether you
012provided those services or not. >> Yes. So does that mean you provide the staff to oversee their testing at their school? >> Yeah, we do the training. They we train their staff, but Erin is over assessment for our district, Erin Ryan. So she still has to oversee that and do >> improprieties and those kinds of things. So that's the weird thing. So yes, we have special ed staff there. They work for us, but we have them placed or supporting. >> So that's why it's >> or rivers. So she's employed by >> Yes. >> Can I ask you a followup question that if St. Peters just because this is a random bunch of needed special ed services we would be required to >> so they're they're a private school and charter we have provided services to
013to um to but you want to answer that we do provide a proportionate shared so it's very minimal so by law they are entitled to access some funding so we have a formula and we meet with them every spring and say here's your allocation for the next here and then as they have students that need evaluation or things like that, that money is eaten up. So, by the end of the year, it's gone. So, it's it's not special ed direct in-house services. It's more of assessing um consulting with the teacher so that they know what to do. It's more of that >> More of a consultation. We do have some cases where speech does go in. So, it's case by case. this is the expert and she's not here. Um, but they have a proportionate
014share amount of that allocation. >> Okay. >> And it's vastly different than public education. >> Yes, >> for sure. >> Yeah, good questions. >> Okay. Uh, any other [laughter] >> questions? Okay. Then down on the third page um where it says license action needed for the temporary position and then administrators. So how come are some of them under action and some of them are are under no? Do you want to answer? Sure. >> Yeah. So by by statute um administrators are on a three-year contract that aren't probationary. And so the law says that you don't take action their first year, you take action the second year. And so those that are on the no action, they were they had action taken last year and so they would you wouldn't take action the first year of
015their three-year contract. So >> there contracts. [snorts] >> Okay. >> Yeah. So law law says you don't take action the first year. So those all those on the non-action list, we took action last year. So they're on their first year of their three-year license this year. So you just took you take no action the first year. >> Okay. >> Yeah. But we will take action a third year which is why they say P3 on >> you take action in year two of a three-year contract. >> So basically those those lists they swap every year. >> Okay. Okay. So you look at sorry you look at Kevin Caps >> and he this is his second year as principal at Mayor Roberts. >> So last year his >> but he was a >> because he was assistant
016>> he was an administrator. Oh, okay. >> Okay. >> Yeah. We don't distinguish like if you become from a vice principal principle. >> Yes. >> And yours are under admin. >> Um yeah, they're under admin. Um because there's it's awkward to have them under because they're on a different salary scale. So it would be awkward to have them under the certified >> well, you know, assistance. And so they are supervising assistance and both collective bargain agreements uh exclude any supervisors. So the only other group we have to put them in is the admin group. >> Oh okay. >> That's the that's in the uh recognition clause. Uh that should be article one of both of the licensed and classified bargain agreements. They exclude supervisors and our SLP supervised SLPAS >> direct supervision through bill. Okay.
017Yeah. >> As opposed to like a learning specialist who supervises IA. Correct. But it's just different supervision. >> Correct. They don't evaluate them. >> Yes. >> That makes sense. Thank you. >> Anything else, Lisa? [laughter] >> I made a list. >> Good questions. And and the good thing is if this is confusing, but you can think of other ways it could be more confusing, >> reach out to your legislator and let them know what you can do. >> Approval of the 20 26 2027 calendar. >> I have a question that everyone in the city of Ontario would like to know. Why do we start on a Friday? >> Oh my gosh, I get this question every year. Um, starting on a Friday actually has has been a happened for a long long time. Um, and
018really actually one year I think we might have even started on a Wednesday or a Thursday. Um and and we've actually started one year on a Monday and I think that was following after we were getting the new building done and or we had to start construction so we had to move it up or move it back or whatever. So, so some of those things there's been a few instances where we haven't and there's been reasoning behind that, but um it's been kind of tradition and it's one of those things where um if we didn't start on a Friday um we would then have to have teachers start like on like a when like depending on when you would start they would start on a different day because they they have four days leading up
019to so they have two PD days and two work days leading up to that Friday. The other great thing about it is that you have that Friday to bring kids in and you get to teach all of your um classroom routines and you you get names and you get stuff unpacked and you get all of those kind of procedural things done and you get to know each other and all of those things. and then you have the weekend to finish planning kind of a thing and then hit the ground running on Monday. I mean there's nothing significant about it other than it works to start staff out because they have four days and t and kids come one day. And it's also one of those things I think in this community that what I've heard
020from parents is that they realize, oh shoot, the buses are running. I got to get my kids to school and shoot I gota we got to go get them some clothes and some supplies and some you know what I mean? It's like a last mad dash and that really truly is happened. Like some parents go oh I see buses >> a school start school. >> So no no no you know brilliant reason for that. So, back in the old days, >> like when you were teaching and I was in school, [clears throat] >> Really old days. Okay. Way back when Lisa and Sarah were in school. Okay. >> Remember, I don't know if we were doing it at this time, but we had school on Thursday and Friday. And those days were set up for
021link crew. And yes, the middle school did certain things. groups after >> a youth challenge or >> Yeah, same thing. So on the Friday, that Friday, ninth graders only come in. So that way in that transition to high school, we do something that's very intentional for a full day with mentorship and all kinds of stuff. It's called length. So that gives the ninth graders kind of the head start that goes this fall. >> Yeah, very good. Maybe that's something we want to put out on Facebook prior to restarting. Just say, "Did you ever wonder why USD starts on a Friday?" That might be helpful. >> Is it a big deal to get that extra day ahead of the rest of the building >> about it? It's been a It's been a struggle with this mother.
022I was originally against Fridays and I like Fridays because gives my kids one day to kind of get into a schedule and then they break for the weekend and then they go to wake up sometimes and that's >> help them find their classes, meet their teachers, all those kind graders could do it and then bring seventh and eighth the next just so sixth grade can feel because they're doing the same or even your seventh graders because your seventh graders move more than your sixth graders. do >> maybe. But the sixth grade transition from Alama to middle school is just very you go from little kid to big kid from >> 8:30 start to a 7:00 start. >> Yeah, just a thought. Just throw that around. >> Well, not 7. [laughter] >> Any other questions about
023the calendar for me? you guys and they voted on it and it worked. >> Yeah. So, we um so normally what I do is I build a a calendar. I I've been doing it actually building the calendar even before I became superintendent. I don't even know how I got the job. It was voltold to me. And so I create calendar. Um I I usually just create a rollup calendar. Take the current years and roll it up. And then this year I created a second calendar and then we invite representatives from the building and the union to come together. I explain to them the basics of a calendar. It has to be this many student days. It has to be this many staff days. And we have count we have um PD days that are um
024combined with the county on this day and this day. This is how many paid holidays we have. this is when spring break is. So I kind of share all the rules with them first and then I show them the rollup calendar. I'd let them ask questions and you know they say well you know why why do we have to go to school on this day or why do we have to and I usually explain that and you know this year I built a second calendar I built because I always get the question why can't we end before Memorial Day and so I built a calendar I said we can we can absolutely have that and it was actually really for the first time in 20 years um I thought it was going to it it
025was that tight um and of a of a vote. And so um we ended up um if you do that, if you want to get out those four days early, you just have to go to school somewhere in the school year or more days somewhere else. And so I tacked those days on to um Thanksgiving break. So that calendar said we would go >> Monday through Wednesday of Thanksgiving week and then we'd still have two weeks at Christmas off and we could get out before Memorial Day and um but it was close. I' it's never ever been everybody's always wanted both full weeks and um but it just they just barely inched out this the regular rollup of the calendar. Is the length of our school year more determinate on student hours or contract days
026for staff? >> Yeah. So, we when we transitioned from let me explain how we got to to Friday's off. So, after COVID, we came back and our teachers were teaching double time, right? they were teaching students in person and they were still required to teach students at home and it was a heavy load. So what we did for uh I think a trimester or or two I think it was toward kind of towards the end of the year for the end of the year we said we proposed just having Fridays off so Monday through Thursday so on those Fridays teachers could do some planning. So, it was a a work day for teachers, but it not a day for students. And um turns out that um they really liked it and wanted to push it
027forward. So, we put a a survey out to parents and we've done this we did this back when you were here, Brett. We've surveyed parents before and it was a definite hard no for parents. So, we thought, well, that's what it's going to be. Back 80% in favor of having Fridays off. So we built a compressed calendar and the the condition with the board was that we would not lose any instructional hours. So the minimum requirement for instructional hours in Oregon for elementary it's 900 hours. That's instructional hours. That doesn't we don't get to count recess unless it's structured kind of a structured recess or whatever. We don't get to count lunch those kinds of things. So a minimum of 900 hours for secondary it is a minimum of 990 hours. So we have obviously
028more day more hours than that. So we ended up um being able to make it work because we added what 35 minutes or so onto each school day which is how we got the Fridays off. So, um, so we currently have about,58ish hours, um, instructional hours total for the school year. Now, I say that in in that it's a little less than that because we get to count some PD hours for towards that and we get to count um, also so for example um, uh, are counted because we count that as instructional time because or student contact time sorry so we have 1,58 hours and we've held steady to that through this whole time and so I did get the question from people well they I think there was some confusion thinking that those were
029like extra hours in case we had snow days and things like that that's really not how why we do it we just we want we didn't want to reduce instructional hours. We didn't Our kids need all of the hours they can get in terms of of this. And when we rolled up from [snorts] the previous calendar to a compressed calendar, what I did was I took and broke down how many actually minutes a year um a staff member works and then I translated that into a compressed calendar. So, because they didn't want anyone to make any less money. So, that's why they work the number of days that they they work because we did get some of that like, well, why can't we get all Fridays off or why do we have to do this
030or why are they banking those days? They're not snow days. We don't bank them. We just are trying to hold those instructional hours harmless as we build a calendar. >> That's your question. >> Yes. >> I have another question. on hours. Does when it comes to hours, is it let's so let's just go with elementary 900 is does that get counted like okay so my kid made it 100% of the time for the 900 hours but 50% of the school only made less than 900 hours would funding be affected if we couldn't get a percentage of our student body to the required minimum hours um a very complex >> that is a very complex question um that's more about like more of division 22 standards and under staff view how many we have to go.
031>> Okay. >> Yeah. And then the the other piece is more about the students that's about more about student attendance and >> but there's not going to be something that that is specific to every student has to have the 900 hours in your district. It's just we have to offer at the minimum this amount. that really boils down to chronic attendance and the stuff that we've done with chronic attenders and that actually the implications of that is different now. So for example um we're we're going to have these new accountability this new accountability bill from the governor that's will be implemented in a few years that's going to be one of the accountability okay >> is is chronic you know um absenteeism and and those kinds of things. So, >> okay. >> Has there been
032talk of getting rid of the five Fridays or not? >> Um, well, so they asked that, why do we why do we have to go those days or why do we have to have as many peach days, which are PD days? And I said, well, if we um if we got rid of those, either you're going to get paid less, or we have to turn them into student instructional student contact days, right? Because if we get rid of peach days, which those are working days, then that means they would need not get paid for those. >> We could, but what we would have to then then do is either the board would have to say you're willing to reduce instructional hours of students or we'd have to extend the school year. >> Yes. Yeah. But
033I think the other question where you were going is like she did minuteby minute like yeah dollar to dollar and so they would be working less for the same salary, >> right? So then it would also have an impact on staff if they weren't coming to work. That would mean less money for them. Five less days that they're being paid. >> What are your teacher contract days? >> 159. >> It's listed on that calendar. >> Okay. >> It's on the bottom >> of that. It'll say student contact days and then now remember that some of those days in their total days are paid holidays and remember this is just a certified >> calendar not a classified curious. >> So we build those after >> classified or a few less right. >> Yes some PV days
034>> they're matched up almost exactly to student days. there's just a couple extra >> in addition to that we count their paid paid holidays. >> So So they might have um let's say they if you workund days you have five paid holidays ever for more of the blue days during the year than just four or that that's enough. >> Um so good question. So >> I like it. It used to be that when you guys were in school and we had quarters, we had a work day at the end of every quarter. >> So, two up front and then one at the end of every quarter. And then when we transitioned to trimesters, we took that extra day and we kept it in there, but we put it at the front end of right after
035Christmas holiday or Christmas break. So um we haven't but I also want to mention that on those peach days we call them PD days and they are the days that we have PD but we give teachers at least half of those days almost for the most part unless we have like a full day train trainer that we're bringing in but we have committed to giving at least half of those days for planning time so they have >> work time in those peach days for the most part. Like I said, unless we have something really special and we have a trainer all day and just can't get >> and that's that equate equates to at least 60 plus hours of additional work time or planning time >> which you try to relic those count for your
036relic. Yes. >> Every three to five years depending on your license. Yeah. Yep. >> This counts. >> So, I get to keep >> I can count this. >> Yeah. >> Oh, >> as long as your supervisor pay signs off. >> Oh, perfect. She will. >> I don't know who's going to sign. >> Like and counting. >> Good questions. All right. Any other calendar questions? >> A lot of calendar questions. Those are really I mean from my standpoint as a superintendent those are the ones that came to me all the time in a small district. It's why are you guys doing it this way? Why are you doing it this way? And go through that same process. Oh, makes sense. But having five people understand it >> really is definitely an advantage explain it. >> Yeah.
037Because in the end I think I think it's easy to stand out there and go, "Oh, they just make a calendar that they want da da da." And that isn't it at all. Like I I tell them I do not like it doesn't matter to me. I work all of these days >> and even the green ones that you get off. I'm still working these days. So So it doesn't matter to me. We do we are thoughtful also in like knowing when we get done because we have for example summer school or Josh was like gosh if we go to school we don't go to school this time we usually have tournaments or you know we're we get out earlier than the rest the state and we still have baseball going on or we still
038have playoffs or state or everything else at the end of the day compar across the border closer you got there. I just cut it down. >> Yeah. So, that we try to consider. Yeah. Okay. >> All right. To the schoolboard meeting date for March. Right now, it's scheduled on the week of uh spring break. You guys all have kids, so you probably have something better to do than a board meeting in the middle of your spring break. >> I think everybody wants to come during spring break. I think that'd be so great. Just kidding. I won't be there. >> I will be the only one. >> So the the 16th or the 30th are available dates and uh I can tell you I already have plans to be inject on the 16th. >> Not on
039the 16th as well. Okay. >> The 16th. Should I be going somewhere? report the 30th and 30th. >> 30th is great for me. >> 30th. Okay. So, during the meeting, we will uh bring forth the change in that date to the 30th vote. >> Our motion and vote on it. >> Approval of the sixth grade ODS build triplet. Speaking of, >> that's the day they leave. March 30th. >> I know. I was like, you going right away. Okay. >> Does anybody have any anything you have for questions on this? I know we've discussed this is why we have to approve them. >> We go on to the world language day at EOU field trip. >> Yeah. >> Who goes on this? >> Um is this Sid's trip? >> Yes. [clears throat] So Ken Ken, can
040you do you could you tell us more about Sid's trip to EOU? >> Yes. for world language day. He's going to be here tonight so he can answer questions more directly. But we take the kids to it every year. It's a big regional event culture. And >> what kids do you teach? >> Uh he takes some of his uh advanced Spanish students there. >> We've done it every year. It's a great opportunity to to network with other students. They usually bring in guest speakers and have all kinds of cultural activities and enrichment opportunities for students up. >> What day is that? March 4th and it has field trip again field trips like this have to be approved if they're >> over 100 miles one way or they are um they used to be but even
041when they went out of state and you guys have to approve it. So if [clears throat] they were going >> How did we get >> It should be on your in your form there. >> I don't have the students names on there because it's >> but it's around 40. It's like one bus. >> Yeah. >> And we don't do it for out of state anymore. >> Not if it's under the mileage. >> I think they changed the mileage of 100. Right. So how do you So here's my question for you. How did we get that? How did we make that change? >> Well, board call like I I'm gonna force you guys to learn this. >> And some background. I used to bring a sheet of paper that was probably two sheets of paper. All
042the field trips we were going to have for the year that would be over to Frandland over all these things just so we could have them done and out of the way. It's like this is kind of ridiculous. >> And most of the time that's like what we do with athletics. I was gonna say stuff like that >> and extracurricular clubs, activities, things like that. [clears throat] >> Okay. >> Oh, can I go back to outdoor school? >> I know that it was like a line item that had been >> right. Part of budget cuts was outdoor school for the state of Oregon. Yes. >> So, was that affected this year for this class? >> Yes. Um, good news is that I think that that's going to be all make us whole again. I mean,
043going forward, there were questions on because the legislature is very is very supportive of this. So, I think going forward there'll be full funding. There was still a question I I know I will that take effect for this year. Will we get some money back for this year? No. But I don't think or people are already taking their trips. >> But you were able to make it work. >> Yeah. >> Yep. Gigantic class. >> Yeah. >> And the next year will be in approval for the two years, right? By >> it now. Um we're in year one of so next year, but it will take effect for I think second year, which would mean that that's when the money would come back. So hopefully we'll have whatever they took will come back for next year's
044trip. >> Victor, >> that was done through a ballot >> outdoor schools. Yes. >> You think about we're going to cut that. Legislators or voters across Oregon said we want to have this. It's kids kind of touchy. Parents really want to have these kids. >> Awesome. Thank you. >> Um, no others on that. Then we will move on to superintendent evaluation. >> What gets said? Do you do you read it or we just vote on it? >> We we pretty much vote on it because we spent some hours discussing it. >> Just a few. >> So, >> and all that. We don't like research like we approve the evaluation >> and then if someone wants to see the evaluation is that something they can do or do you have to post it or the world
045or >> no? So you'll approve for Brett and or the chair and vice chair to write the media letters what they call it and then you'll work on it. They'll work on it together. Then I'll email it out to you all and that's what could be sent out. >> And there's there the reason is there's no hurry for that. the you just had to have had me evaluated by March 15th and so that I mean they've usually taken >> your time big deal because it there's no deadline. Okay, >> uh board policy. We're going to go through a second reading which means you've already gone through um first reading is kind of that generic yep we're going to we're going to say this should be part of our discussion and the second reading is where
046we might get into those nuts and bolts and questions is the way has explained to me. I have not must be a meeting on this in a while so I don't know if they've changed their mind but that's how they used to explain it. Would you like me to do this now since we're on Sure. >> Yes. >> Okay. So, there's a a lot of information here, but I'm going to You can kind of look at this and I'm going to basically for time just because of time, I'm going to kind of skim. So, I I typed up a um board policy 101 for you. So, um, in Oregon, we rely on OSBA to, um, help us navigate state and and federal law. So, um, because the legislature frequent legislature frequently updates statutes or or
047statutes, OSBA then acts as the kind of clearing house for all of that. Not in every ca, not in every district. If you have a great big huge district like Portland, they may have their o own staff that do all of these themselves because they're big enough to have their own staff. We're not big enough to have our own staff to do that. So the basics, the board policy is is the what and the why. So policies are the broad principles and goals established by the board of directors. Um they set the direction for the district. So only the um school board can adopt, change or delete policies. Um it requires an approval process at a board meeting. So that's a a formal public process. You cannot approve policies in work sessions only in regular
048sessions. Um and and then it I just kind of go it gives I gave you the example of like cell phones, right? why we created a cell phone policy because there was because the governor said you have to have this policy. Now that's just a regular policy. Another piece of the policy is the AR the administrative rule and that piece is the how and that's really more supposed to be more of like the district level stuff. So you guys say the what and why and we decide how to get there. Now, OSBA still sends us drafts of how. So, um I'm going to bear with me for a second and then I'm going to take you through the process. So, if you go um on down to the back of the first page and where
049it says number one receipt, how policies reach the board. So um what happens is that the legislators change policy in Salem and then OSBA keeps track of those. They translate those into policy and then we subscribe. So we pay basically pay OSBA a fee and they look through all our policies and then they come back and say here are the policies that match yours. You need to update this policy. And they do that about quarterly. So they send us a stack quarterly and then we go through and I usually try to do a few at a time so we don't overwhelm you because it's a pretty good size stack. So um and then they have a coding system for how they do that. So um if you looked on our website for under policy so
050if you go to the schoolboard page and down below under policy it has like AB which is governance. It has a student section and a community section and all of that and then those link into our policies. So that is actually u maintained by OSBA for us. So if you go to veil they'll have a similar link and it'll go to OSBA. They have the same kind of subscription with OSBA. [clears throat] So number two is uh review the local evaluation process. So when we receive that stack, what we usually do is we go through and prior to coming to you, if it's a policy that has uh something to do with like HR, human resources, then what I usually do is is that I take that policy to Eric because he is the most
051familiar with those kinds of things and and we kind of match it up with how we do things and um and so they have the recommendate recommended changes. Most of those are based on law. Some of the policies are required and some of the policies are highly recommended and some of the policies are just optional. And so he'll come back and say because sometimes there's little brackets in there that say like designate a person. Is it who does this in your organization? Is it the superintendent? Is it the HR director? Is it the special ed director? or is it the board or or whatever. And so he'll cross out that or um or we can choose sometimes between shall or will depending. And most the time in those we go off of what what we
052do we have done historically in our district or what we have the capabilities to do. And then once um he like say if that was a policy he would review um we might get together talk some more about it. What are our thoughts and then we move that on we give it to Andrea to come in front of the board and then you guys will look at the policy be able to analyze it ask questions. Does that make sense? So that's what I call the administrative review. That's what that piece of it is. Um, and then, um, sometimes we, there's been times where I just go straight to our attorney and say, "What are your thoughts on this?" Um, I haven't done it a lot, but but, um, certainly have asked their recommendations. So, and
053then, um, [snorts] the last part is adoption of the policy and and so as you know because you've done policy just a short amount of time but we've done first reading second reading um you can do it all at once if you want if it's actually technically I think you could even take that if it's just a simple like changing >> the 6575 >> yeah basic I think you could actually even push that up into consent agenda if we wanted I've never done that with you all before I think It's more transparent for us not to do it that way so that every person that looks in on our agendas can see that that it's right in front of them. And if somebody doesn't like a policy, they can come and and you want to
054make sure that they can see the agenda, what's on the agenda. If it's if they have, you know, concerns about it, they can show up for public comment or write into the board and and give their opinion on that. So, um, that is why I personally have never pushed those up into consent. I've always just left it in the business section of of that. So, um, now just one thing that I I know well, let me let me finish this. So, um, administrative ARS um don't necessarily have to be they don't have to be approved by a board. Um, I usually put them in front of you guys because I want you to know, you know, um, what what they're about. If it's a simple change of an AR that they've recommended, we might not
055if it's really really simple. But for the most part, we'll put ARs on here and we just go ahead and let you go on anyway just because it's a paper to be transparent that way. So, but a lot of districts don't even put ARs in front of you, in front of their boards. So, I made you this little [clears throat] chart that just kind of shows you the steps of that. Now, if you go to there's a little packet, the first portion that's stapled together. These are all the policies that have to do with policy. >> These are policies. >> These are the policy policies. uh everything from adoption of it to implementation of it to administrative regulation. Those are as we said the ARs um to um if if we don't have a policy
056what to do and so on and so forth. So that's what that is. The next two I just literally went into board book and I picked two random policies because I just wanted and these have been these have been previously adopted in the district at some point in time. So if you look at uh policy EBB which is injury and illness report this is how we get them from OSBA >> marked up. Yes. >> Okay. So those markups um are um what their recommendations are strike through or the additions are the highlighted and I was looking for I did I couldn't this one didn't have the little brackets where we might change something but but this is basically it and sometimes they're a little more complicated like this where there's a lot of new stuff
057and then I gave you a different one where I I picked this one because at the top where it says board member standards of contact and you see version two, a lot of times OSBA in their pushouts will send us like up to four versions or more. And then what I do is I look through the versions and I say which one is most like ours and then that's the one I pick. And then this was a pretty simple one. If you look on the back, this was um board members a few years ago became mandatory reporters of child abuse. So they made that change in statute and they put that. So that's why we changed and updated this board policy to that. >> So I do have a question. >> Yeah. >> So this
058is how they come from OSBA, but like the 65 to 75, how do we know if that's like an OSBA adjustment or an US adjustment? >> US adjustment. >> But how do we know the difference? like how do we know when we're reading these whether it's an internal OSD or an OSBA >> recommen so we will usually like that when we talk about it we told you that was our adjustment okay >> because we'll we'll try to tell you that um just because >> that was and I we were trying to decide like where we were going to go and I and I went and I visited all kinds of of um districts I'm like [snorts] what do these guys have and there was somebody that had unlimited there was no cost and there was
059others that had like 25,000 >> 20 well less than that because it's a really tiny small district, right? And so 25,000 is a lot of money to them. We could rate them if they didn't if it wasn't all done right. So we just we just try to do the minimum of what we thought was appropriate which matched up to your other resolution. >> Totally fine. >> And so um so we will we will and that's where you come in also. You can ask the questions, right? Don't be afraid to ask us. Hey, I know. >> Where did the will to make headlights come from? >> Oh, [laughter] so we technically are not supposed to >> I'm pretty sure we can't we can't them because it's a health. >> Yeah, correct. like hippo violation and we
060kind of we kind of drove our feet on >> well just >> changing that policy >> problem kids and yeah >> we did we d h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h we drove our feet because we get a lot of parent push back. My kid got licensed at school and upset and everything else and so we drove our feet and then we finally updated it. Uh here's what we said was that um because it's all it's a lot of times the same kids that struggle with it and then they become chronic issues, absentee issues and and um what it says is
061that you should not exclude exclude them from school. But what we said is is if they have live knits and a not one but a headful of live knits, then um we are going to call the parent, work with a parent to help get that cleaned up and get them back in school. But for the most part, and I'll just tell you my own personal experience is when we had kids at Alama that had headlights and we knew they were chronic and we were we couldn't just keep sending them home every day. Um we put them in an office and we each took turns making >> help the parents out. May the will to May is likely because we need to ensure that we're not excluding them. >> Yes. Because the ones that are being
062excluded are are the ones that are back like they're chronic, right? >> They need to be in school. >> They're they need to be in school and send somebody home every life. >> Exactly. >> Is just I get it. Do you guys want to comment on that? I mean I that's the discussion we had in our leadership meeting. So changing we recommend >> and our nurse let us know. I guess the thing that made me feel better but if you have somebody in your classroom that has live you know it has been in your classroom. >> So you know that just by oh automatically popping that little person outside the door doesn't solve what's in there. So yeah. >> So that I know that was really really fast, but I just wanted you to know
063that we don't just make all these policies up. They come to us. We go through the process. Um I try to do a few at a time. If sometimes it might just be that I put only one policy in front of you because it's a heavy duty one that takes a lot of review. And so, um, or I'll put I I've tried to start with, as you guys have come on new, a few easier ones. They'll get more complicated as time goes on. And, um, yeah. So, that's that is the policy. Oh, one more thing. So, every once in a while, I don't think we have had any at this point, but when you look up here and the code is EVB, right? So, do you all know how to read the codes? So, so
064if you go to um EVB >> support services, >> what is E? What is policy? What is the code E? >> Support services. So, when you look at the key and you go into policy, you look at the and then you go down EBB. So, um every once in a while you'll have two codes right there and you're like, why is there two codes here? That's because you might have one policy and it's the exact same policy, but it might be located in two different sections. So, it might be located in the student section and it might also be located in like a the G GBB whatever is one that is sometimes swapped. So, that just means that it's located in both of those sections in board policy. Any other policy questions? >> You want
065to know the law which where where it comes from. That's what these OS's are listed at the very end. It tells you where they are in statute >> and it comes to us I mean the first reading says OSBA model sample policy. The second reading has the Ontario school district 8 on it. >> Yes. So, what happens is after you vote first one, Andrea goes in and she cleans it all up and makes it look like what it's going to look like once it's posted on our website. And then after you do second reading, what she does is she sends that to OSBA and OSBA updates it on the platform. >> Yeah, that was a beautiful crash course. [laughter] And if you ever have any more, like feel free to give me a call and
066I'll take you through whatever I can. We used to have big policy books, >> which it was a waste of time because you're printing printing constantly changing and so now they're all accessible for our work section.