001I would like to call the December 9th, 2025 informal meeting to order at 10:01 p.m. Right. Board members, do we have anyone that wants to start? >> Okay, >> Mr. Johnson. >> Yeah. I got this great email from our chairperson, like I'm sure we all did about many subjects that were covered at the conference. one that caught my interest and I think I got a lot out of it myself was one of the three uh breakouts on AI and it changed my perception of how it can be used and my perception of uh plagiarism and I think we can probably expand it. I also had the pleasure of watching a uh TED talk from Khan from Khan Academy that was quite inspiring the way he uses AI with his tutoring program. uh when from from
002the TED talk if a student goes to solve a complex math problem which was an example he used and they get the answer wrong they don't say well the right answer is this and this is how you do it they try to get the student to explain their reasoning to come up with the wrong answer and they correct that reasoning as as an instructional tool So in the end the student gets the right answer by doing it the way it should be done if you follow what I'm saying. So they're not given the answer but they're given the prompts from AI to to come to the correct answer. and and being u artificial intelligent, it has such a a vast uh library of information behind it that it can cover a whole variety of of
003subjects and and as that AI component gets to know the student, it tailors what needs that student has. So it gets more and more effective as time goes on. The other part of it which was gone over at the conference was um you have to protect the school district from what information is allowed to be used. So what can't what I got out of it they suggest that you only allow the students to use that in school on school on school computers not their own personal computers. So we maintain the integrity of our internal computer system is that there is the possibility that that kids being kids and going places that kids go could bring something that's infected into our district. So I think that if the if the uh guard rails are in place
004to keep uh foreign material out it could be beneficial. Now, I had a discussion also with Tim Kennedy from Citrus County, former chair, I think he was a former president of the SBA also, uh, about AI. And his take on plagiarism is different than mine. Mine is okay. He students sees something, they copy it, they write it, they submit it, it's not their work. His thought is the jobs of the future in 10 years are going to require more productivity from the worker and it's a question of knowing what prompts to use to get that information to fulfill the duties of a job. So the the the plagiarism is not going to matter as much as how you get the information. in it. And like our secretary today who does a great job radar over
005there, you know, she can pump out 10 letters a day and if she's using AI, she'll be able to pump out a hundred different letters a day because of the resources that are be at the disposal. It's going to change how the the workforce works and we need to be on top of that. So my objections to using AI because the plagiarism has changed now. if it's cited, it's not plagiarism. So the question is, how do you get the kids to turn around and make sure they cite the works that they they get or the sources they use for the components? It's obvious if you get somebody's poem and and you quote who the author is or an article by someone and you put down, but I think if we if we do that or
006teach them how to do that, we'll be covering bases. So I think it's something we should look at at expanding or at least come bring it back as a to expand it more fully into the classroom and do it in a in a manner where we don't compromise our computer systems. >> Does anyone else have any comments on the AI? >> I do. If after Mr. Pender, >> so I can have um I know Jesse and his team have worked a lot on this. Um, so I can have Jesse, Joe, um, team come in to do a presentation to the board before we figure out where we're going. It might be good to know where we are with this um, and update where we are and some of the procedures we've come up with, some
007of the things that they've been working on. And I know that they work with their teams at school levels. Um, and then kind of project what you said about what might be the future and what we're doing um, to try to get there. So I can I'll set that up for a workshop. >> Yeah. And as you said, the the procedures in place are very important and they need to be established before anything on a massive level goes out. >> Some of the eye opening things um during the trainings that I learned as well that I'm guilty of that I'm not sure maybe all the staff would even know. Um, if you are making a PowerPoint or putting something on social media and you copy and paste a picture into your PowerPoint or say on
008your Facebook post um or social media post, that's a cop it's that picture is copyrighted. They now have AR AI platforms that look for copyrighted pictures that were quote unquote stolen and then they send the school district a bill for it. An amount of like $600 is what they said. And so this is what districts are facing and educating your staff on knowing that you can't do that anymore. I'm guilty of it. I had no idea that I could get a essentially a fine for doing something like that. So again, going to the workshop and having um our tech go over what our procedures look like with AI. A lot of districts are also um making a policy for AI. >> There we don't have a policy for it. We do have um procedures and
009it's listed I think some of it under our technology. Um but they are updating that and they said it's a policy that is evolving and you need to look at that policy every year and just update because things you know are are changing so fast um in that field >> by the way that was a lovely email. >> Welcome. Thank you for >> so and then I guess also um I sent this email to our superintendent. Some of the questions that they asked were um are the AI the AI platforms that we have do we have like a whole list of those and and do we have um all those security and data privacy agreements in place for each of those? So those will be great questions you know for the workshop. I'm sure we
010do. Um but just very informative. >> Yeah. The session that I attended they stressed the fact to have a closed system you know where where it's our computers only in school using our approved or allowed AI components and if it's an outside you got to keep it outside otherwise you can infect the whole system and it'll be crazy >> right like I think some teachers not necessarily I don't know just in the training they said there are teachers that use the chat GPT and they're allowing the kids to use the chat GBT in their classroom and they're implementing you know student information into that and if the child is under the age of 13 it's actually illegal to do and actually putting the information of student information in chat GPT is also not necessarily a
011safe thing to do. So just education in general um and making sure that we're covered as a district would be important miss >> go ahead. >> Sure Mr. So the we we just had a presentation on AI. One of our lawyers is sort of a leading authority on AI and she presented at at FSBA. Uh she's one of the many. But a couple things that I gleaned from all this is the number of hallucinations and trying to figure out a way of making sure that the answers you're getting are actually correct and and all these providers are working really hard to reduce the number of hallucinations, but it's not easy. A closed system is much better than an open system. The other You should clarify what a hallucination is because a lot of people don't
012realize that a >> hallucination is where you ask a question and you're and they give you a madeup answer. For example, in the legal field, they make up cases, you know. So, I want to I want a cases on employment discrimination and they make up names of cases don't exist. And lawyers who don't do their homework, they've cited those cases in in files and they've gotten disciplined for it. >> Yeah. The state of Florida though, as I understand it, if you're using AI in preparing a brief, you have to that has to be spelled out AI >> and that that clues the clerk and and and the judge into reviewing it. >> The the the other thing that to pick up on the board member's point about prompts, how you ask the question is critical.
013I was doing a debate with one of my colleagues. It was for fun about whether we should have stricter ethics laws and whether stricter ethics laws uh create a disincentive for people running for office. the way we ask the question, we got different answers. So, the prompts are critical. So, training the kids how to ask the right questions, the right prompts is something that's got to be part of all of this. >> Well, that would that would be an educ that would be a a class at a high school level on how how to craft prompts. >> Yeah. >> Right. Absolutely, Miss Monzik. >> So, I have two things. one I'm going to direct to Miss Dval to ask her with well because you worked on the on the field trip policy paperwork and stuff
014and when I went through our agenda a lot of them still aren't complete I know we're learning it um is there any way to make a better checklist for them I I don't know like when I look at the agenda I look for certain things one how it's being paid for who's all going what shops are um are their children going medical needs and do we have that information and that all the parents have signed a consent form is a big thing to me because then they already know that their kids are either going in a hotel room, you know, other counties have gotten lawsuits recently for hotel stays and different things and I want to find ourselves in that. So I'm just wondering can you adise me on if we can do a better
015checklist? No, the check the checklist is in the order of the pages that follow it >> and every page should be in, right? >> Yes. >> Okay. >> And they are not to be using I'd have to defer to Kelly. Um they are supposed to be using the the new and improved. >> Okay. It's there. >> Did you see a copy of that checklist, >> Mrs. Bond? >> Um I have not. >> There's one in the agenda. one in the agenda. Yes. So, I'm assuming that's the one we're using. That's why I was asking, but not everybody in this agenda filled out the pamphlet correctly. So, instead of me having to call every person and how many field trips we have on this next agenda coming up because they didn't fill it out correctly. So,
016um that was just question I didn't know >> they're not supposed to get to us unless it's correct. And I will take some some not all responsibility for that. Um but so much incumbent upon the people filling out the forms. The checklists as I said goes page by page by page which what >> some of them are some of them are very good at it but >> they are just >> some of them are very vague on on funding sources. I mean, the ones where the students are going here or there, for the most part, it says, uh, paid for by students, >> right? >> Other ones say, well, if we get a grant, we're going to do this. >> And that bothers me. You shouldn't be submitting something unless you have the grant. >>
017So, do you think, Mr. Pender, that you can maybe put a memo out so that everything is highlighted and touched on that's on that checklist and that they can fill it out? Well, I I think at this point we've told them, you know, we've kind of told the schools how to fill it out. I think um what I can do is number one, when it gets to me, look at the look more at for each item, but before it gets to me for approval for a board agenda, there's a lot of other people that look at that. Um so the principal signs off on it. Um so I need to I will Thursday when we two days from now we have a principal meeting. I'll talk to them about that there and making sure that
018when they sign off that the packet is complete. >> Yeah, that's >> um that's part of the process. Um and then there's other people that you know Gina looks at it before it comes to my level to approve for a board agenda. So I'll ask her to we'll all look at it a little bit more closely to make sure that um the items are there. >> A lot of it could be handled by the principal. >> Go through the packet, look at what's there, what's missing, kick it back. Uh some of these trips are not until the spring. So there's no rush on getting it done. >> So at the principal's meetings that you have, maybe we could pass one out to everybody and let them look at it and you can go over it.
019>> Yeah, they're on the internet. I mean, we can bring bring it up um and show them the checklist and where they sign off and go over that with them. So I can do that. >> Thank you. >> Yeah, because I don't >> we have made some revisions. Uh, I'm I've stopped now with revisions because I don't want it to get so confusing because the other old forms were still out there and they were accessing the wrong forms. So, Kelly was working on that to get that cleaned up. >> Okay, that's what I was asking was do we are we have we not got everything because I know you worked on it very hard to get it done. I knew you would have the answer for me. So the other thing is um I know
020we all got an email about SAW policy and children being at one high school for three years and I think this has came up because I don't know that anybody has done this route before and that is want to do two of our more elite programs IB and ACE. He started out in ninth grade doing ACE, finished in 10th grade and moved to Springstead to do his IB makes him unqualified even if he's the top of his class being at the school for only two years. I don't want to change the policy that kids can change in for three years, but I don't know if there's something we can add to it saying for only that reason, a child that's going through both of our top-notch programs, ACE and IB, and complete it would be
021eligible. They don't complete it and they get to IB and they can't succeed at IB or their grade point is too low, well, then they're not eligible. But I don't know if that's something we can look at or thoughts on it. So >> So what you're saying is is as long as they're in one of the two programs for four years at the graduating high school, they would qualify. >> Yeah. They have to be in the as a senior, they have to have been as at that school for three years >> because if not they currently >> they used to have kids transferring all >> they could move constantly. I >> and displacing kids. >> Yeah. I spoke to the to the father on that situation. Yes. >> And then I spoke to Mr. Pender.
022Mr. Pender, can you weigh in on that? >> So, sorry. Um, >> so the policy is in place. I understand what you're saying. It would be an exception >> to the to three years >> to the three years, correct? Um, I mean, we can talk about it, but the the >> if we do an exception for that and then the next one comes up, then we're going to have another, you know, exception. Um, I do like the narrow scope that you said because I I believe you said that they have to complete both programs. >> Complete both programs. >> The policy currently states the three years and prior to that, as M. Duval was saying we would actually have um there were instances I guess I should say where I believe people actually shopped around
023>> to the different high schools found out through research what the GPA was looked at their GPA and then would try to get to that high school >> to >> that's why that three years came into play >> the history of that >> miss uh >> they probably still do it now >> Miss Duval knows the history That's why I was asking only for only those two things you have to complete ACE in two years have to complete IB and >> we would have to have that exception because the other way they will shop >> right the other way they'll shop absolutely and I'm not saying that >> a different category for their recognition >> okay >> other than >> maybe >> look at that they would have to add in policy right so that
024would require two meetings >> 28 days Yes. I wouldn't do it now. >> No. If it went in effect, it wouldn't go in effect. Earliest it go could go in effect would be >> for next year school year. >> So for that child, it would affect. But >> and I did and I did >> and they know it going in. >> And I did and I did feel the struggle for that family and for that father and his daughter because that's a lot of work. >> It was a son. I think >> it's a son. The daughter's doing the same. >> The daughter is doing the same thing. Yeah, she is doing the same thing. She's going to do >> a lot of work they're putting in for him that they did and now for
025her that's that's doing it >> right >> so I did discuss that with Mr. Pender thinking there's something that we should be able to do. >> So do we need to bring that back also? >> So I'll have staff um I mean they've gathered some of the ideas that you have here today. I'll have them talk and then get back with you individually um with those discussions and then we can bring that back. >> That's fine. I just thought, you know, I don't want to especially a child that's been in our school system from kindergarten up and then they get to high school and they decide they want to do this this extra program and they can finish it, but then they want to go to do the IB program. They're they've been in our
026schools. They're not trying to jump ship, per se, or make sure that we're telling these parents when that two years is up and you decide you want to jump ship, you've lost this. >> They did know >> and they have to sign. >> They did know. I don't know. I don't think they had a form they signed, but they did know. Um, in fact, I believe after some situations previously, the counselors, administrators are meeting with the top 10 students to let them what these timelines are in terms of this is when your GPA is calculated, this is what counts, etc., etc. because um again people were trying to do something that was not by policy and then getting all upset because they weren't getting what they thought they deserved. So, it's not it's not new.
027I think what threw me was that you could complete the ACE program in two years. >> I thought that was a four-year program. >> You can complete IB in two years, too. >> Well, IB is is only can by IB policy >> can only be two years. >> Can only not our policy. They can only do that in 11th and 12th grade. Okay. >> But they take the preIB coursework in ninth and tth grade. if they don't take the AP um advanced placement courses, they are taking the preIB courses because that's what IB wanted. That's why we ended up going with IB down into the middle school level. Those kids would start a very rigorous program and stay with it for >> five years. But uh >> we're streaming kids that are super duper smart,
028you know, and >> but they can't IB by law by their own international policy is only 11th and 12th grade, >> but you have these other courses you must take. >> So this would only go one way then from from the ACE program to the >> complete both programs. >> But but in IB you're supposed to be taking the preIB courses as a ninth grader, as a 10th grader. >> I got you. Okay. >> But I'm thinking the ACE program probably covered that for this child then. >> I don't know >> with what they have to do for ACE. >> I don't know. >> Mr. Pender. >> So the other thing I'd like to just say, not that I'm proposing it, but uh a lot of schools now with their val recognize the top 10
029students. Um some districts have gotten away from recognizing val and just rec recognize the top 10 students. I'm not proposing that saying what districts do. >> We tried that and I do not like Val. I will let you know and everyone else know that is not something I've ever wanted to see happen. It got itself ingrained in this county >> back in the uh early 70s and there was shenanigans going on then. Um I would love to see it go to the top 10 students. Those students have a complete a an essay, a prompt or something, and you have an impartial faculty committee blind reading these for determining who's going to give a speech at graduation. So, they actually write out their their graduation speech, submit it, and that committee makes a decision. And you
030don't have to do just two. You could do three. You could do four four students because you limit the time maybe maximum two minute speech. I would love to see more kids get recognized >> and Val is not in terms of the top universities anymore. That doesn't mean >> Yeah, that was the other thing I was going to say is really it's more of a tradition and thing in a local >> community universities. They're looking for top talent. Yeah. >> So whether you're Val or S or not, >> um they're looking at a lot of different things including >> your attendance and everything to give scholarships and >> anyway that's the way I feel about Val to begin with. You should know that. Um >> would it be appropriate then maybe to send out a
031survey to the parents and saying hey we're looking to change and this is what we're thinking about. Yes. No. Maybe >> we did that >> and the board is the one who kicked it to the curb. >> So, do you want to bring this back and maybe review the whole policy? >> Parents were okay as long as you phased it in. You just didn't drop it on, >> right? But it's something we should work on now >> for next year if we're going to change something. >> I I agree with that. We're going to make a change. you know, we start now, it'll be in place possibly for next year >> or the year after. >> You know, it's your if you want to take two years to get it in, that's fine. But I
032think at some point >> we're all about kids. And so this is one area we should really be about >> and highlighting them at graduation. that you know it's we do everything we can to recognize them in terms of their um academics your honors your highest honors your >> the only thought I'll throw out there and I really haven't I'd want to give it a lot more thought is education is all about meritocracy so it it is about recognizing the best of the best >> right >> I just want to throw that out there >> I will tell you this came up years ago at Springstead said because we had a student who was in FBLA won a national competition for being able to I forget the exact term but it was it was had
033it having to do with giving speeches and answering questions whatever that national recognition he was in the top 10 but he couldn't speak at graduation because he wasn't or two and he came to me and said, "Wait a minute. This is really not fair." I said, "You're right. It's not." And that's when we started looking at it. We have a lot of talented kids and they deserve an opportunity. >> Oh, we have >> not just based on a grade point average. And that changed that conversation changed my entire focus on what this should be about. And to this day, I still think we should, you know, have a competition among the top 10. We stopped using our administrators to introduce. I don't know if you've noticed, but at Springstead, we stopped using administrators to introduce
034the valadictorian, saludiatoran, da da da da da. I that was the only way I could get these kids onto the stage was have them decide what role they were going to take in the program. And that worked. It helps. It helps giving them some recognition because in the program it will say ranked third, ranked fourth, ranked fifth, whatever >> top of their class, right? >> Yeah. But I would love to see it. >> And I think that's why the only reason I brought it because to me as a parent, as a school board member, as a former working in the schools as a teacher, I feel that a child that's going to try to excel deserves some kind of recognization. And I don't feel that we should penalize them because we don't offer both programs
035at one school or whatever. You know what I'm saying? Like to me, that's not fair because if we had both at one school, >> get rid of Al and open it up and see what we can do. And yes, I'd love to discuss it with you more. >> Okay. >> But that's where it came from. >> All right. Any further discussion on that? Miss Rodriguez, do you have anything for today? I do. Thank you. So, at our workshop at the 2 PM meeting, we have review and tenative approval of the NEOLA policy. And I'm not sure if we're going to get there yet, but this could be for maybe next time. Right now, it is on the workshop. Um, but if timing does not permit, I just want to say that um the policy 2340
036is driven by the exact verbiage in the Florida statute 6A-10.085. And I want to clarify that in Hernando County when we enroll students that we enroll students based on their gender at birth. There will never be a situation where the verbiage in line F in the policy that requires schools to notify the parents for overnight lodging when the room assignments are not separated by biological sex at birth. So even though we're following state statute and we would have to notify the parent in Hernando County, that's not our practice. We will always they all the children will be separated by birth gender. So that is um line F off of the policy. And I think to um take line F off, we would be able to still be in compliance of what our views are and
037our beliefs in Hernando County. And in the new field trip packets, um is there a procedure where it's stated to clarify our views? We need to look at that or have put it in the policy that our district um will always be uh acknowledging birth gender. >> Could you relight F for me? Find F that you said you would want to remove >> for overnight lodging whether room assignments are not separated by biological sex at birth. >> That's the notification to the parent. There will be no We can't take that off because that's statute. No, that's not >> that's not policy though. We need to we do not need to leave it the way it is because the way it is explains that we would just have to notify the parent if it were to
038happen. What I'm saying is in Hernando County, we're not okay with that happening at all. So, there shouldn't have to be a notification to the parent if indeed it does happen. There should never be an if indeed it does happen. In Hernando County, we're not allowing it to happen. >> Right. We need to have a policy that states that they have to be also that it has to be separated by birth, gender, >> right? But you have to still leave that on and that's the Yeah, that has to stay by statute. But >> but we clarified, >> right? Yeah. >> Right now I think it's a procedure um in the field trip packet for the for them to separate them by birth gender and the procedure of the field trip packet, but we don't have
039a specific policy for it. >> That's right. So we need to make sure Is that something we can review? >> We're uh we'll send that language to Niola um and ask them for guidance on that. Um I think that we can take it out because it's in statute. So statute trumps our policy anyway. >> Okay. >> So um did I did I did they do a good job there, Mr. Myers? >> No, I I agree with that. >> Okay. So yeah, but I will check, you know, I can I can check with them and um because they have to guarantee it. So >> I have >> Turn your light on, Miss Duval. >> I have one other section in there that I disagree with. Go ahead. So >> So if there's an amendment, does that
040mean the entire policy >> goes back for another 28 days before it can come forward? >> It's only in the workshop. Yeah, it's only on the workshop tonight. We're not going to get to it. >> It's just a tenative approval. >> so it's not >> if you're going to amend the policy, obviously you would have to you would you couldn't do it today because it's a workshop. So, you'd have to put it on the agenda for your next meeting, >> but you don't have to bring it back the whole thing for another workshop. >> No. No. I mean, in Well, you could you could do that. >> We could pull that policy, >> but I don't think you I I don't think you would have to because you're discussing it at this uh at a
041workshop. I think you have to discuss it at a workshop. Uh >> which is this would suffice. >> Yeah, this I think this would work. This is a this is a public I could argue this is a workshop. So this would be satisfactory in my opinion. >> I had another problem >> on another item which I made Miss Royale uh aware of and that was on 5200 on page 135 of that. Oh, here I finally got it up. >> Can we can we go back though to to her policy real quick? So, she wants the actual language removed because it's already in statute. Correct, Miss Rodriguez? And then are we going to try to make a policy to state that or you you're okay with it just being in our procedures? >> Just we just
042need to make sure that it's in our what we follow in Hernando County. >> Okay. >> That it's our policy. >> Removing it from the policy and adding it to the procedures. >> That's what I'm saying. >> So, you don't want it to be a policy. You just want it in the procedures. You're okay with that >> as long as we follow it. wherever it needs to go that we adhere to it. >> Okay. >> Can I just ask a qu? You think Neola is going to weigh in if we're going to just take it out of the policy and just put it in our procedures? >> I mean, they >> No, we're not putting we're not putting that verbiage in our procedures. >> We're putting that as part of our when we part of
043our our procedures is when we have field trips and we assign overnight field trips, when we assign rooms >> that they'll be separated. >> No, I understand. But but Why would you want Neiola to weigh in then? I mean that I don't think >> No, only on taking it out. I'm asking them. Okay. Yeah. Not to put it in our procedures. I'm only asking them to weigh in. >> Will you are you still going to guarantee the policy if we take that out? I don't see any reason why they wouldn't because it's in statute. >> Yeah. Well, that that's sort of my point. Why, you know, it's in the statute. So, they I don't think they're going to object to it, but >> like we probably wouldn't even have to deal with them on that.
044>> Yeah. We just they have to approve the when we send it back they have to approve those policies kind you know that that they're okay with it but I don't see a reason why they wouldn't be because it's in statute. So >> okay why not have a policy for that though? Why not why why just have procedure with it? Why not have a policy? >> We'd have to find where it fits in the policy numbers on field trips. I'd have to look at the policy numbers and >> I just think that's a safety guard for us. I mean just an extra like hey this is in our policy this is where it reads >> that's what I had written I I had put that we need to put in policy but if I'm hearing
045Mr. Pender correctly if we put in procedures as long as it continues to align with our views it has to be somewhere. So I'm not sure. >> So I I think that's the question from you know if we want to put this in our policy what do you think about that? There's a policy on field trips. If you want to just add it there, >> that's fine. >> Done, taken care of. >> Nola doesn't weigh in on what we do and we have the option of following >> and still continue. We can put it there and but let's make sure that it stays in procedures as well. >> Have it both. Why not? >> That's what I have it on here. But if it's going to be a problem, as long as we just document
046it wherever it needs to go to where we enforce that. >> Okay. I can look at both. Thank you. >> Okay. Okay. Mr. Johnson, I'm sorry I interrupted you. You can finish. >> I I was reviewing 5200 uh policy and there's something in there I didn't like. I had told Angela Royale about it and it got down to there's one line on page uh it's page 134 and five. It's listed and it says procedures. I gota I'm I'm on the wrong page. Uh let me put just change this. [snorts] Pro uh procedures will be each school should establish procedures to ensure good attendance consistent with this policy. I don't think that's the right way to go about it. I think that's something that needs to be a district procedure so it's standard across the board.
047So one school doesn't do it one way and one school do it another. this this particular statute goes more into the truency issues than it does in the actual attendance. So I I told her about that. I'm hoping she brings a change to that. I I just it's mentioned twice on 135 and page 134. I don't think each school should establish their own procedures. I think it should be a procedure. Each school should also establish procedures to ensure good attendance consistent with this policy. I think that should be a district procedure, not a school procedure. That that's my whole objection to that on those two pages. >> I concur. I think it should be the same across the board for all of our schools. >> Thank you. That's I just since we were talking about
048it, I just thought I'd bring that up so >> Okay. >> can digest that for later. I had a few other things but I will bring that if we get to Niola. If not then >> address that. >> Yes you may. Sorry. >> So I think I'll I'll look at that but I think that the also is there indicating that there are district policies and then I think the each school will establish some procedures is the difference between um elementary, middle and high school. I get what you're saying that it should be we do have district policies on on attendance, but then the procedures on how to enforce that policy might look different at elementary than it does at high school. I think that's what it's referring to. I'll look at it >> be established
049for the district for high schools, middle, k8s, and elementary. The way that reads is I got a a school I could as a principal I can establish whatever procedures I want >> also I don't want that I I want it we we should be uniform across the board for all elementary all middle all whatever >> well we'll make sure to have that information >> okay see if this changes it each school should also follow district policies to establish lish procedures to ensure good attendance consistent with the policy. Does that do what you want to do, Mr. Johnson? >> Yeah, Angela is going to come back with some language. I already spoke to her about that tonight, so let's see what she brings back. To me, it's just that sounds >> it's a matter of wording
050a little bit. >> That fixes it. >> It's just word smithing a little bit. I'm not I'm not dis >> if I'm hearing you correctly. as long as as long as all the schools are the same. Meaning if the middle school has their own the high school has their own verbiage as long as it's across the board uniform for middle school and for schools. >> Correct. >> So that it's not up to each principal to alter it to how they see fit to where it stays the same for all high schools, stays the same for middle schools. >> No, I have no objection if if all elementary school principles get together and say this is what we're going we want to do and they create a procedure, that's fine by me. I don't care how
051that evolves, but it's got to be for the district. >> You just want it uniform. >> I want it uniform across across the district. That's >> I think adding sense. >> Adding what I suggested would do that. Mr. >> Okay. >> Do we have any further discussions? I don't think I have any more on the I mean I do but I I just I'll just say I I think this is one of the better conferences of the of the FSA. It it really uh it went into a lot of subjects in a good manner. I think one of them missed the mark one of the classes but overall I think the breakout sessions were good. >> That was a good conference. I do have a few things on YOLO, but some of it's more like
052I could do on the back end when just some wording and grammar stuff. >> Okay. >> Yeah. And I think at the conference every time you turned around there was another AI class. >> Yeah. >> Was the highlight. I I said I'm sure that um you guys probably will not approve for me to go to another conference since I sent an email listing all the information at the conference and it was long winded as Miss Bonsik says. >> Oh, all right. That's all we have. Miss Rodriguez, you're good. >> I'm good. Thank you. >> Okay. So, I call this meeting to adjourn at 1:43 p.m.