001Welcome everyone. Please rise for the pledge of >> allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Please be seated. I do a motion to approve tonight's agenda. >> Some moved. Second. >> We have a motion and a second. All in favor say I. I. >> I. Any opposed? Hearing? None. The motion carries. On that note, I need a motion to enter into executive session pursuant to Idaho code 742061B. >> So move. Second. >> We have a motion in a second. I do need a roll call vote. >> Trusty Bane. >> Yes. >> Trusty Broadhead. >> Yes. >> Trusty Thompson. Yes. >> Trusty Quy. >> Yes. >> Trusty Gryom. >>
002Yes. >> On that note, we are now in executive session. It is 52. Those of you that are not here for the hearing, I would ask you to leave. All right. So, we've come out of executive session. Uh the time is uh not important at the moment, but uh all action that needed to be taken was taken in executive session. Uh on that note, we'll go ahead and end executive session. It is 6:34. All right, we're going to go ahead and start uh policy committee at 6:38. Uh we apologize for the late start. Um Um I lined them up at the top there. So the first blue tab. >> Yep. That is the 4405 to separate into a second number. >> Okay. The first policy we need to address. We have personal sick leave. Um
003there was it came forward with a change and then we were paralleling this. But the sickly bank portion that was initially intended to be in its own policy, not added to a policy so that it could um be uh because the LEA gets to weigh in on the sick leave bank. So it needs to be its own policy, not within the personal leave policy. So um does anyone feel that we need to read through the sick leave bank or just go ahead and make it its own policy? >> We just taking verbatim what's there and just putting giving us new number. >> Right. >> Okay. I got the wrong this because I know me. So, we'll go ahead and do a Google C. And then this is not a conducive spot to sit >> when
004you're Google charged. No, it's me. It's me. >> How do you do my head? >> No, you're totally right. How do you do a new document? >> Uh, hover over new there at the top. >> Nope. Where the drop down was that first one and then new document. >> Thank you. >> I'm not a fan of Google. Um, paste with no what's paste with what? >> Paste with formatting or markdown would add all of your notes from the previous >> the markdown just >> it says that's what it does but it doesn't always do the thing. >> So if I go backwards >> excuse me you >> Okay. Well, I'm gonna leave it to Oh, it did. Okay. Um, and then back over here. We will go here. Okay. So, Okay. And 40 5405. Should
005this be six or 10 or what do we what do we have available? >> Yeah. Turn your mic off. We're trying. Okay. So, under 54 we jump from uh 5400, 5405, 5410, and then 5412. So it looks like >> So let's make this kind of six. >> Yeah, it's a it's a sub of >> personal leave. >> Yeah. So you'll need that on this. >> Um and then >> take this off and that off. And over here we go. here. Some of these legal references may not um over here may not be needed. >> Okay. So, that is >> Oh, I got to Oopsies. Don't stop. No. Cancel. I'm listening. You added the at the at the bottom when it was adopted and when it was reviewed. Is that what you just did? >> Um,
006>> is that down there at the bottom? I didn't see >> I removed the dates. >> You removed the dates, right? >> Okay. >> Because it hasn't I mean it was in its own >> Okay. I saw you >> Yeah. >> highlighting it, but it seemed to be part of the other documents. So, draft oopsies. I think that's what we're doing, right? For review. Okay. All right. So that's done. That's not what I want. Okay. So those are I can make those go away, right? >> Okay. Not that one. Where did the Okay. I don't know what I did, but this thing is a written statement for um form 330 3330F1 um with respect to student discipline. Isn't that right? >> Just context for everyone. Um, so I came in and I, um, in taking
007over the role, I found that there are a lot of policies that people discussed that never made it to the board for action or the board sent it to policy committee for review or for updates and the thread just got lost. And so I've been trying to keep track of of where we're at now. So when um the forms 3330F1 through F3 went to um the board for action, the proposed action was to remove them from the policy itself and the trustees voted to retain the policy. Um, but that didn't address some of the fundamental things in the form that need to be adjusted like listing superintendent instead of the specific person that's in there. There were specific things details that had been worked through that those amendments were not given to the trustees to
008approve in that. >> We're playing catch-up. I'm trying to clean up everything. >> Make sure all the forms the forms go into forms and policy is policy. Yeah, he said remember this one needing some different wording. >> Yeah, the form made it seem worse than it was some time if I recall. >> Yeah. So, this is the written statement form. Looks like we didn't really change much on it. Um the school name, date, describe the incident, dates, times, places the incident occurred. Um Oh, and up here >> is the student's name. it. Yeah. But um we're going to change that to um five, student ID number. Oh, not it does not have to be their name. So, um, all right. Were others involved in the incident? Yes or no? If yes, please name the individuals
009and explain their roles. Did anyone witness the incident? If yes, uh, name the witness. All right. So, we were taking this out or did you just start this out? I did not make any changes to this. So I think that it was the intention originally to remove that. >> Did you take any not action >> including but not limited to photographs, videos or recordings in any way in response to the incident. Describe any action you took in response to the incident. Okay. >> So like keeping that language instead, >> right? >> Is this meant to be for all grade levels? >> Yes. Um, were there any prior incidents? If so, describe any prior incidents. >> Okay. Student signature, principal signature, and date. Okay. >> So, the student signs it at the end. Is it important
010to have student ID number up above? Well, the intention is that I mean the student name doesn't have to be on the document >> and >> but the student has to sign it if they're involved. >> Well, >> I guess it's the bottom page at least. If it was stapled and left out on a counter, there wouldn't be a name right on the top, I suppose. >> Right. And I think I mean student doesn't have to sign it. their parents could sign it on their behalf, but I mean it is there. We'll leave it there. I don't think there is any um >> No, we should leave that there. >> Yeah. >> Okay. Signing and or completing this form is optional and voluntary. So, they don't have to do it anyway. But if they want
011to do it, then we have a tool for it. Does anything else you think need to be revised, changed, whatnot? If it's optional for the student to sign it, is there like a like a part where it's like mandatory for staff then to complete this if X, Y, and Z have happened then? Like it is a mandatory form that like a staff member would have to complete or is it just like when there's an incident like they're expected to fill out this form whether the student chooses to sign it or not. Um or is it just if >> let's do >> the staff feels like they want to use the form it's there and available to them. If we do name student ID number, this could be a form that staff can use because then
012that way they can just put their name on it, I would think. Um, but there's also the option not to put the student name on there that we can do their ID thoughts. So I schools have in place incident forms. Is this meant to be universal used across the board for every incident? >> It should be. Yes. Yes. I mean because the the challenge with everybody kind of doing their own thing, not everybody is >> Well, yeah. I don't know if we've we've evolved to this, but I wasn't quite sure where we were. >> Yeah. >> To that point. >> Yeah. >> Kind of what level of incident required for just >> Okay. So, that could go back to the board then. >> Okay. What is this? Oh, is that that? Oh, that is that
013one. Okay. >> What's the number on that one? >> That's 3330 F1 >> 30 >> and that is F2. >> All right. So, this is the behavioral support plan. So, um, when you get back to this, can you make sure this is like one fluid line, not up above or I mean, see how grade and date are above the name, but not like a full line. >> Now I Yep. Now I see it. >> Okay. Superintendent of Lake School District 272 ordered this behavioral N. This behavioral support plan is in is in effort. effect. >> It's effect. >> Oh, thank you. >> Sideways. >> Thank you. Is in effect for one calendar year from today's date. This contract is consistent with school administration and LJSD district policy. >> Did you want to change contract again
014there in that? >> I do. Um, what am I doing? Just do that. Thank you. Somebody stop me. Is it not spelled correctly? I can't see it enough. Okay. um is consistent with school administration. Okay. Board policy in order. Okay. So, I would like to leave all conditions up to the discussion of the building principal in virtually all circumstances. One or more of these are not appropriate for the situation. Um and we offer we often need to add to the list. I'm afraid we're creating an unnecessary gray area by having this default items listed. I love the tissue pretty. So okay. Um I will continue my enrollment after I have completed my suspension I guess. Oh wait in order you know what we can do. Some of us get smarter as the night goes on.
015All right. So I will continue my enrollment after I have completed any since oh I was going to okay in order to maintain my enrollment at wherever I am. I understand I am required uh to meet the following conditions. I will continue my enrollment after I have completed any suspension days. I understand that I am required to be a to be in full-time attendance during school Monday through Friday unless released by parent or guardian. I will earn passing grades in all classes. I understand that the school campus will be closed to me for the duration of the contract unless permission is granted by the administration. Um, I will be subject to random searches of my personal property while at school based on reasonable suspicion. The following will be determined upon an informal hearing and as
016a conditions to return to school educational component school community. I will not be allowed to participate in any extracurricular activities um for 40 days pending reductive activities approved by school administration counseling referral. I thought we had changed that to school counseling referral. School counselor referral. >> Is this meant to be all grades as well? >> Well, that's very >> This is very secondary. This is definitely not elementary. So maybe we need to have secondary and elementary. And if we do, then I would think we would need the elementary principles to weigh in on, you know, what is it that they require of their little people when they choose to go this route because I I don't know. I mean, but this should definitely be I think we need to have a 333F2 and F2.1 so
017that we have um support because I get what he's saying. I think what he's trying to say is none of this applies to elementary school. >> Exactly. >> It might not all apply to every situation. So, >> correct. Um, and I think maybe those instead of bullets should be check boxes so that they thinking, >> right? >> And then in other like at the bottom, >> you could put a couple more lines of other elementary could just write in their own stop. >> Yeah, that's true. >> And just phrase in order to maintain my enrollment at blank, I understand I'm required to meet the following checked conditions. if because it's not going to apply. It's not all those are going to apply to every situation >> or how change that to >> if it's checked
018to probably don't need to put it in there. >> Select condition. >> There you go. I knew checked was not the correct word. >> That's okay. I got what you're going for. >> So, um yeah. And then I do think that um we should add other required activities are right here. Um >> and maybe just a couple more bullets with just blank lines. >> And the top part other as as yeah defined or something. >> Just put a blank line there. or additional. >> Yeah. Additional >> conditions. >> Two rows for them. Two or three. I mean, they could get pretty creative, >> right? And knowing, you know, what the situation was or whatot, not >> clean up the space or um Yeah. Um, like middle school like they don't have an open campus but
019they're not elementary Can I ask a question about the previous form we were looking at? >> Yeah. >> No, it's fine. I like >> So, this has come up before. I'm curious um because in this it has opportunity to list other children's names. Mhm. >> Um, and when we have had conversations or I personally have had conversations with our school administrators and there has been an incident, they will not say other children's names and they will not share that information. And so I'm curious if this is going to parents to sign um >> if that can be included, if it has other kids that were involved. >> I don't know if that's like a school choice that they have made or like that's a typical like we're not going to share names. So what you're
020saying is like as a parent when you go to the building because there's been an incident they don't disclose to you anything but yet on this form we're disclosing information >> very my kid doesn't come home and tell me everything anyways and use names all day long right but what I'm saying so like if >> it's not black and white she calls me and she says there was an incident with your child and another student I like was it this child because we've had some conversations she's like I can't disclose that >> and so this form would totally totally blow that out of the water if I'm a parent being asked, "Do you want to sign this?" and it lists all the other offending parties, >> right? >> I'm just curious. I don't know if
021that is a problem. It >> I my understanding of this form is that it would be for the parent of the student who is being the witness or a parent who was the witness. this form wouldn't be provided to the other parents. And so if this was something that escalated to the level of like a student hearing, other student names would be redacted from the document. That wouldn't be shared with the other student. This would more be a record document. >> But what she's saying is, I mean, if a student's filling this out and they fill in this information and then we're like, "Okay, parent, here you sign." If it were me, I'm reading through this document before I put my signature on there or before I let my kiddo put their signature on there.
022And so I'm going to be privy to that information because it's not going to be redacted. >> It would be redacted. >> And I don't know if like the form is, let's say my kid is the one, let's say my kid got pushed. And so then cuz we're elementary kids, my kid got pushed. So the pusher. So is this form being filled out by it's for the pusher of the incident, right? >> But the other kids are still listed in it. And I I just don't know if that's like >> I think the form is for everyone. I don't think it's specific to victim or perpetrator or um >> can I ask for a copy of it and if it's going you know yet to either side can I ask for a copy of this
023form if my child's involved or my kid's name is ending up in this form >> because they witness something. Do all parents involve all parents or students involved? >> That's a good question that can of worms can of worms to open. um >> cuz going back and redacting all that is can be quite time consuming >> but it would still be >> done. So if if a parent is requesting documents about >> but if if you're if we're filling this out and we have at the bottom of it a space for parents to sign >> then the goal is that the parents are going to see this if you're asking them to sign it at some >> Yeah. >> irregardless. It's not a >> if they request it. It's we're going to send this home
024or we're going to have them come in >> and they're going to >> So, we need for kids to know to work it out and all parents to be involved. Sometimes the intent of it >> um you know, a kid takes it home and it lists all the kids names and if a parent takes a picture of it and now it's sent to 10 different people and it's got everyone's name in it. >> Years ago, we went this route but it wasn't an official form like this. that kids did fill it out and they named name named and they talked to everybody d but >> parents didn't get involved in that until you know it was deemed to be a >> a bigger thing >> in which case the parents the parents were not the
025parents weren't given copies of the forms you know the >> things that the kids wrote out >> and they didn't ever know it was Joey versus >> somebody Bobby who pushed TV. >> Mhm. >> I'm not suggesting everyone >> and I don't think this is bad for like documentation and for the school to have it all. Um >> I'm just but putting a space there for the parents signature >> opens up the whole >> opens it up to we are giving >> a support plan right that's different than asking for >> now here's our go forward plan and you are agreeing to support this versus the was the parent notified >> was the parent contacted is a Great. Say Um, who knows what will do. Oh, I guess we don't need to yell at him.
026that compromises privacy. Thank you. just put on there, call me start of this mess. >> Is it with her child rather than of >> what? with yeah after after incident with with the incident. >> Thank you. >> I appreciate >> that hurt. >> Yeah. >> Okay. >> Sorry about that, Jake. >> Okay. >> Any other questions? I mean, that was a good good question. >> So, are we going to not take that to the board for action now? >> We need clarification. Well, we need Jake's input on it and then depending on what is input in depending on >> and we're going to do those as bullet points or boxes rather than bullet points. >> There are bullet points. >> Yep. >> Okay. Now, this one, the notice of temporary suspension. Okay. I'm curious. Huh.
027Interesting. Do that. That's weird. Okay. Um. All right. Two. Can you fix the spacing on this? It'll drive me nuts. >> Okay. Two. CCed regarding student name, grade, address, telephone. There should be two. Is this a cell? Oh, looks like it. I'm not going to mess with that. We'll be here all day. Um, you were hereby notified. Pursuant to the procedures adopted by the board of trustees, an informal hearing was held pertaining to the temporary suspension of the above named student enrolled in the Lakeland joint school district. Reason for temporary suspension, violation of policy 3330. Um, date of informal hearing, number of days suspended, dates of suspension. The student and parent/guardian were informed of this decision. I'm assuming it's a date. >> It says date student. >> Oh, thank you. Uh, you have the right
028to contact the superintendent or to a formal hearing for the board if you believe your child was wrongfully wrongfully suspended. Then we're taking out all the green and the black and added red. And a copy of this notice has been provided to the parent either in person, electronic mail, or standard mail. The student's records have been reviewed. The student qualifies for services or the student does not qualify for services. Okay. Oh, a pain. We'll have to fix that. And I'm sure we can the electronic email, whatever. Um, how does that tie to the last statement but before all the crossouts? I'm just trying to think of the wording. That's so right there. So, >> you have the right to >> so should that be inserted between I mean after right after the date student parent
029was informed via email blah da da da da then make that statement. >> Oh, I get what you're saying. >> Yeah. Shouldn't that be right in in between those two? >> Makes sense. >> See just totally budget. >> No, no, above that because it says date student and so that explains how they were notified >> there. Copy was >> what's the you you have E the right >> the A is crossed down. >> Oh okay. Why is that in there? Why is it just taking out? Okay. Excuse me. >> Okay. Okay. Spacing should be >> okay. >> What's that? >> Okay. That's >> better. So then you copy this provided this way. you have the right and then come down to take this uh the student's records have been reviewed and the student qualifies for
030that or they don't and then the principal signs it. >> Any questions? All the part that is taken out is that just details of >> well >> or was it made different policy too many? No, it initially what was in this was this paragraph and the problem was was um what it's talking about is that if your students suspended and then the district administration feels that it needs to come to the board for suspension hearing, there's all these qualifiers and that's what this paragraph deals with. But it was confusing parents because when their kiddo was just suspended for a 3-day out of school suspension and then they got this note, they thought they were coming before the board for an expulsionary. >> So then we were trying to make the language more conducive to so
031what are we really trying to say? And then um Jake went through and made it real robust with a whole bunch of stuff that it was >> basically what the red part says at the top is all of that in a nutshell. like they have the right to >> Yes. Yeah. The the thing is is that if they don't agree that their kiddo's been suspended for three days, they can go to the superintendent or they can just request a formal hearing. >> Um and then we did try because I was trying to mirror it with the policy. >> We created all of this with checkboxes, but then we found out that we don't use this format anymore. We use something completely different. So that all got struck out and then it was um more or
032less just trying to make it what it is. It's a notice. It doesn't need to be detailed instruction. >> Um >> Okay. >> Yeah. So, but that's how that's the history of the colors. >> Yeah, it is. I mean, and it's been a long time >> and all of that is explained within policy. >> So, yes, it is. >> Yeah. >> Okay. All right. So then this is board goals and directives. Um Oh yeah. Oh yeah. Don't do that. I don't like it. >> Okay. >> Just because it's too small of a box to figure out what what the point. All right. So um you didn't do this. It was >> Yeah. No, that wasn't me. But I know not to do it now. >> We don't have to do that anymore. >> Okay. I
033do like the hyperlinks though for when we're saying it and then we can just pull it up there. >> Saves me from Google's searching. >> Um each year the board will formulate annual objectives for the district and have available a written comprehensive philosophy of education with goals which reflect the district's philosophy of education. Can you put this on the agenda for um this concept here for June or July? Maybe we should have Jake weigh in on it. >> Uh for a June policy committee. >> No, for a a June board discussion. >> Okay. >> Only because what happens is this doesn't occur. The district does its thing and we're constantly running around trying to catch up with everybody. >> Okay. Um, so each year the board will formulate annual objectives for the district and have
034available a written comprehensive philosophy of education with goals which reflect the district's philosophy of education. The philosophy of education goals will shall be in writing and shall be available to the district staff and to the public. To this end, the board will periodically set performance objectives for the board itself and evaluate their accomplishments. Establish practical and simple goals and conduct a concrete review annually of performance against these goals. Manage the school system in accordance with board policy and maintain two-way communication with the public served by the schools. At the conclusion of the year, the superintendent shall submit a report to the board which shall reflect the degree to which the annual objectives have been accomplished. Upon receipt and review of the report, the board shall hold an evaluation of the objectives at a regular meeting
035or a work session with all board members present. Develop a consensus of opinion. Who cares? On the objectives following I don't I don't know. Develop a consensus of opinion on the objectives following a discussion by Albert. No. Opinions are too subjective. What is the purpose of this? develop both short and long range priorities to ensure continued proficiency in area of excellence to strengthen weak areas and to eliminate those areas no longer appropriate. this. >> So, >> go ahead. >> I I think what that's trying to say is, you know, so the evaluation is delivered and you discuss as a board, we we really hit the mark on these specific goals or, you know, we fell off of one or whatever and come to a consensus of this some, you know, we've met these goals, we're
036good, we're going to continue to work on such and such. So selection. >> Yeah. So yeah, they're just you're >> But if we're evaluating them, >> so we evaluate them and then create an opinion. >> Well, it's like you're making a statement. You evaluate and say these were our three goals. Bam. We got it. We got it. Maybe not so much. >> However you want to state that summary of like >> Yeah. But yeah, it's develop a summary. >> Yeah. Summary. >> And write a summary statement. Yeah. That >> or create a summary statement. >> Fair enough. You need a majority almost over here. There you go. >> I have a question. >> Please. >> Um, this is really confusing. I'm going to be honest. Um, if it's the board goals and objectives, what is
037the superintendent supposed to submit for a report? >> Right. >> Um, if it's the board's goals and the board is saying we hit our target or not, um, is there an expectation of what the superintendent should be submitting for the board to measure their goals? See? Yeah. >> Well, I think he would have that information like if their goal was a certain percentage of proficient students, he would be able to get that information and bring it to them. That's what I >> Well, what's very interesting is is when you read this uh which was linked with formulate annual objectives, it's the continuous improvement plan. And we do that, but it's not in this format where we're looking at the the continuous improvement plan or SIP plan, and it's like we're going to increase um the
038IR reading scores by 3%. Um, so I mean we do that >> but not like this. >> So it feels like a final form. >> I mean does that then just need to be rewarded to the continuous? >> Yeah. Well within this which she didn't say which statute it's coming from. I'm assuming this one 33. Yeah. Accountability and continuous. It's a SIP plan. Um, I think this whole thing needs to be redone and I think this is a board I Okay. >> Wasn't there I may be remembering this wrong. Wasn't there just legislation that changed how the SIP plan is done? >> The SIP plan was removed. >> Yeah. So >> yeah, it was gone. >> But but in all fairness, I don't think it's gone forever. It's a year reprieve. They're not doing it
039this year. This upcoming school year. There's no SIP plan. So, everybody run wild. And then next year, they're implementing something else. I don't know what it is. >> We'll come back to this in a year. >> I don't know. Um that why >> I still think if I just don't think it reflects your example though of like your reading scores and X Y and Z. I don't think it >> it's more that what Yeah. what the board is wanting to accomplish. versus like a district a district plan. Where where are we going here? >> I thought that's what I was thinking, but the way it's laid out and then what it's aligned to and then what it is I'm just making this a comment. >> What it's aligned to is the SIP plan. >> Um,
040>> can you check to see if language was revised in 331809? Not right this second, but I could do that. Let's do this. Oh, so in 2021 it was added. I don't know that it's been updated. So it won't be updated till after July one. So >> the other thing maybe need is like timing of when it's expected to happen, >> right? Oh, what am I doing? Oh, there we are. future policy and I guess deciding if support something that is separate like from the plan that is truly around the board having objectives and goals or is it just in support of assign that to you. >> I'm gonna add it to my handy dandy spreadsheet. >> There we go. Okay. Yeah, this um I mean they're Yeah. So bizarre. What do we even I
041don't because board goals and objectives for the district as a whole. I mean that's absolutely reasonable and needs to come before the district makes its determination on this is the path we're going on. Um but then we're also have been bound by this SIP plan which doesn't come until octo October. Um yeah it's it's a very a skewed approach. So >> well you know it says each year. So, is there is there a specific timeline when that needs to be taken care of? >> Right. That's what I'm thinking. This needs to come before the year starts. So, not like in October the SIP plan was due. Um, and I believe we started working on SIP goals in like August. So, it would seem reasonable that it should fall in line with what the district does,
042but it wasn't a board directive of goals and objectives for the district as a whole. I mean, it was, but it wasn't uh articulated that way, if that makes sense. I don't know. not make it. >> And honestly though, it's like doing this each year. >> Your administration wouldn't have a lot of chance like time to actually like react and thoughtfully implement it. If you said like, "And we want to do something different or we want to see something here." They'd be like, >> "Oh, cool. Like school starts in a week." >> Exactly. Exactly. >> So like the timing of that, you know, so it says every year. Is it >> is it a three-year plan that you're just modifying? Is it a little bit bigger? >> See, you know, if it stays in alignment
043with the expectations within the SIP, >> I do think that's reasonable because if we're reviewing data which is able to get to us in July >> because they don't bring it to us in June. I think it's July. They bring it to us. So, if we're looking at that data right then and there, we should be like, okay, why are we so low here? what are we going to do to improve or we're doing high we how are we going to maintain this growth and should we allocate you know 5% growth um so I do think there is some benefit to having goals and objectives kind of in alignment with the standardized testing that we are required to do to ensure that there is growth the reality is I mean this standardized testing growth is
044more of a reflection for the teacher than it is necessarily for the student. I mean, yeah, the student should be growing, but I think it's good data for the teacher to go, am I reaching my kids? And if I am, what am I doing that's successful? And if I'm not, what should I improve on? But, um, that's more of a I think an administration teacher relationship, not a board relationship. the board's just overall health of the district. >> Do we have a comprehensive philosophy of education already written? >> I don't know. >> Okay. Because >> there's a lot of philosophy words in that. >> Yeah. >> It's in there three times in the talk. Oh, it's a lot of people that >> I'm pretty sure it's on the website. >> What our philosophy of education
045that the board didn't create? >> What's that? >> And it's too old. Okay. Mission and philosophy. Well, I know we have the mission and philosophy, but that's created by the district. The board's in six years, the board hasn't done that. >> I shouldn't say they've never done that, but in six years, they haven't done that. >> Philosophy of education different though than the philosophy of the school district or the board. >> Yeah. >> Should not be this complicated. >> Okay. So, it is almost 7:30 at some 7:27. >> So, um, thank you all for waiting patiently. >> Yeah. >> For this wonderful adventure that we went on tonight. >> Oh, we got a couple things done. >> We did. We did. And we typically don't put meetings on Monday nights, but this was a requirement.
046So, I apologize. Okay. Okie dokie. We'll go ahead and policy committee. >> Yeah.