001can go ahead and move on. Um, is there any public comments or anything, Hilda? Sorry. Um, no, there have there was not. Okay. Um, so we're going to go ahead and start. I wasn't at the last meeting and so I didn't know what to um, adjust or like take out. So I figured I would just use the exact same agenda I had planned for that January meeting and then you guys can let me know if you're already there um, or you've already finished all of those things. So um, for today we're going to finish up the student conduct, the code of conduct and then we were going to hopefully start looking at the clubs and activities. Um, but does somebody want to give, I guess just to me, but Evan and uh, James, what did
002you all get to? I was only there for like the last 15 minutes. So I think Evan would be the better person to speak. Okay. Uh, okay. So I am not looking at the documents in full transparency right now. But we did uh, um, the one about clubs and the different types of student clubs, like the I don't know, there was some discrepancy between like certain types of academic clubs and types of credit clubs and things like that. Um, there were some questions. I know we left some comments on the side cuz there were a few things that we were not sure about. Okay. Um, and I'm pretty sure we looked at a second one too, but I'm drawing a blank on what it was about. No, that's fine. I it might have just been
003both. Okay, so then um, so Amy had mentioned to me that there were some questions that I had put that she wasn't sure what I meant. So if you guys don't mind we can just go through the one that sounds most finished, which is the students clubs and activities. And then um, kind of like just confirm, is that good with everybody? Sounds good. Good with me. So if I share All right, so um, there's actually you're the first um, Sorry, I got to position this little um, screen better. Um, Evan, you're the first comment. Do we have curricular groups that students can earn credits for attending? And I don't know unless BPA has one. So we are we did talk about that and the answer is no, we don't have any. So I think we
004just didn't delete that comment. Okay, let me I'll resolve it. Um, typically we've left stuff in, like we left the I I'm almost certain we left the marriage one in a few years like the first year. Do you suggest Katie and Jay that we leave uh, definitions even though they may not pertain to now or do you do you think we take it out? Yeah, I think we had discussed leaving it in on the off chance that an opportunity did become available. I know that the like credit thing isn't a thing obviously, but I don't I don't think we saw any harm in leaving it there for now. Okay, perfect. Um, the faculty advisor and the faculty sponsor, I just wanted to make sure because this year we're going to well actually last year too,
005we were allowed to have a classified employee um, do it, but in years prior it was always it had to be a certified teacher. So I just wanted to make sure that this was good and that we didn't have to worry about funding issues. No, I think since it just says means an employee and it doesn't specify what type of employee, I think we should be good. Okay. Um, and then I'm thinking the hot pink and the blue is just we're taking those things out. Well, hold on, you said we're leaving it. So the all curricular groups must, if we're leaving the definition, should we leave the things that are in blue right now? >> mean, Jay, do you recall what your opinion was on this part? Sorry, I don't want to like I don't
006know if you're still there. No, I I think um, I thought we had decided to remove the the highlighted text. Oh, okay, yeah. Well, that's cross the strike through. So then we want definition then. I mean, that makes sense. Yeah. >> Cuz we don't we currently don't have any curricular student groups. I I can't think we couldn't think of a circumstance where we would, but if we needed to stand them up, there's nothing preventing us from doing so in policy and we could always add it back in and just from the frame of reference of working with Beth on a policy diet, why define something in policy that doesn't require definition? Yeah, okay. Um, when Camelback wanted to do, this is for my own edification, but when Camelback wanted to do the like they would
007bus our cer- a certain group of students to um, this was pre-COVID. Uh, to the to Camelback to take their algebra credits, is that's not a student club, right? No, it wasn't a student club and it wasn't technically extracurricular. It was part of the school day because students took it in lieu of their normal math class. Okay, perfect. Yeah, and I think the plan was to bus them during Camelback zero hour or something like that. So So it was it would be during our normal school day. Okay. Um, all right, so then advisors. Oh, this was my um, my question was Sorry, I this I did this in like December so it's going to take me forever to get to it. Um, it has prohibited activities, but it doesn't talk about like um, removing of
008like a sponsor or a student. So for example, like we have kind of like our own like um, number of office referrals. You have to like meet with the principal to decide if you get like kicked out of either sports or student council, but there's nothing like official about that and then also um, if let's say like the there was a as like the like a sponsor. Like we don't have anything about when we remove a sponsor. So that's what I was asking. So um, do we need something like that in here? I guess my question would be does it need to be covered here or is it covered someplace else in the rules around how we handle employee issues? Maybe. I I have no idea about the faculty but even the student one. So
009like cuz we've had pushback where like my my kids shouldn't like just because they got in a fight two times or three times, they shouldn't be out of student council. So the faculty sponsor probably is somewhere else, I would assume, but I don't know about kids stuff. I I can't recall, but I wonder if in like the consequences that are outlined um, in some of the student discipline stuff, if being prohibited from activities is one of the potential consequences. Okay. Cuz if it's covered there, I don't know that it needs to be covered here. Yeah, agreed. And if it's not covered there, then we either need to cover it there or cover it here and whatever and in whatever other policies are specific to sports. But I think I think it would be cleaner to
010cover it as a blanket statement for students participation in things cuz there's a whole bunch of other stuff like commencements that sometimes student behavior prevents them from attending. Mhm. So I think it would be better for us to maybe just capture that as a potential consequence. Um, related to behavior issues. Yeah, the consequences may include and make sure that we include that in there. Cuz very often if they're restricted, it's because of things that are disruptive that are preventing the other students from participating in that activity. Okay, perfect. Um, all right, so then that one is done. There's no other comment. And I just put a well, I left the one comment about like making sure both of those things are in some other area, but other than that that one was good. And then
011Oh, whoops, I forgot to swap before I closed out of it. Sorry. Um, so then you guys did that one. That was the one we just looked at, 52A. All right, now that I'm on my computer, we did look at 5305A, the one about student conduct. Okay. And I can see like a couple of things we added was about like pictures, videos, and social media. But that one I don't think we changed very much. Okay. Um, Oh, whoops, sorry. Share this tab instead. The one part of this like district sponsored activities, I had reached out to some principals to ask what they thought. Um, Oh, wait, maybe it's all the way up here. I I was wondering if we should have a conversation about what we're putting in here in terms of like their grades
012and their like eligibility to participate in stuff in regards to like how often we're checking and um well really just that because I think that I've noticed that logistically it's been very difficult for our teachers and our students and the coaches to keep track every week to get the grade check signed. And so I was wondering if we could and it's not clear in here it just says that it's like what their performance is. Um so I'm just wondering if we want to do like at the time of tryouts um or here's my proposal. You do it at the time of tryouts and at the time of um like progress reports and then again like if they make the championship it would be like um if it like there was like where they were still
013within the season when report cards came out. And then when Dr. Dupin was here he had suggested that like in high school kids don't typically get like kicked out of a sport or like not allowed to play just because of the grades that a lot of the high schools um they end up just having like now you get put into like a study hall and you have to like progress in a plan to improve in order to play and so I was wondering if you went to try out and you had D's or F's you had an additional component to your um eligibility that you were required to do until you were like eligible again. Um I don't know. I don't have a lot of people I didn't talk I talked to like six people.
014Um and everyone was like I don't really care. >> [laughter] >> Um or they're like I'm done talking about sports cuz it's a hot button topic right now. Um but I was just wondering if we could maybe consider putting like a little bit clearer parameters on at least the number of times we're checking or what the results is of that. And like I don't think any of us or no let me speak for myself. I do not send out a written notice of the ineligible student. Like those are usually conversations. It's technically my AP. So I just I I think this section if nothing else maybe we come up with like what are the questions we need to get more information from people on. Cuz I did talk to one person who did not like
015my idea and they were like well this is what kids are like working towards and so the only the only kids that will the only reason that work is because they have to show they're eligible every week. But which I get. But that's kind of like well that's why that kid maybe should be on a plan if that makes sense or even if we did it I don't know. Can we stop talking? Evan, James you guys are deeply in the sports what do you think? Evan you go first. Oh my goodness. Um I have an opinion I agree with you Briana like I the checking of the grades is a lot especially when there are some weeks where they played more than one game. Yeah. Because hypothetically you should be checking their grades before each
016game. Um but that is a lot. So imagine you played Monday and Thursday so you're getting a grade check Monday and what Wednesday after school? But I only had seven kids on my team this year for basketball anyways and I had nine for volleyball so it was really less to handle when I get to some of the schools and I see like a whole bench of like 20 some odd kids I can't imagine the leg work that goes into and gathering all those grades. Um I like the idea of maybe like progress checks or some sort of like um I don't know. I wish we all had like tutoring available cuz it would be awesome if we could say you can be on the team but you also have to go to tutoring. But I
017know that's not necessarily something that every school would be able to offer. So I'm not sure what that would look like to say you can but you need some sort of growth or some sort of additional something. I don't know. I could be easily swayed to change the the progress checks to like a little bit more periodic. What do you think James? So just so I understand are you are you suggesting that uh a kid that is not um eligible academically wise is not uh allowed to play or is not allowed to be on the team? What what is it that you're saying? Well right now it's like if they don't um have passing grades they can't play in the game. Um but then also like some of those kids it's like you're basically not
018on the team because every week you aren't eligible. So really I'm focusing just on like playing the game and the grade checks just the logis like how the logistics work for grade checks. Um cuz and and I think it's also um I'm not trying to be about adult convenience but we're like really rushing to get kids to get their grade checks in and so sometimes this season it felt like um and I'm just kind of like a bird on Karina's shoulder so I could be wrong but I read I read the thread um but it's like all of a sudden we're canceling a game cuz somebody ran out of players because that the test the day before like made them ill ineligible. And so I just feel like the way that we're doing it is
019creating a lot of complications and so I thought if we could maybe find a way to make it more like student supportive and then um like kind of like discipline focused basically. Um that would be helpful. And I and I know what you're saying Evan like I don't think we necessarily would have like a you must go to tutoring but I do think like okay if missing assignments in if in second quarter you got D's and we can attribute to missing assignments then your next plan is that you get in 60% of your assignments and even if you had got a D this week you turned in that assignment then when we did mid quarter checks there is a plan based on the performance you saw from this point to this point. And one last
020thing. Or we make it where there is a minimum that's put in here and then if schools or teachers or coaches want to do an additional like number I think then fine I'll go go ahead but I just feel like when I was in charge of doing this sometimes I would be frustrated cuz I'm a rule follower and I'm like but you said before the games and then it was like oh well they didn't get grades so like their whole team is it just never felt like we were like logistically doing it the same as a as a principal team AP team. Hm. [clears throat] Um I mean I So for me we have a number of students that are on the team um and high participation and uh I I I'm maybe some parameters
021for consistency's sake. It it isn't it hasn't been that complicated for for what we do. We the only uh the only expectation we have is that you don't um cuz we we start off with a spreadsheet and we get give it to teachers and it's basically are you passing or are failing? It doesn't get into how many assignments or anything like that. And it starts with the assumption of everyone is passing so the teacher has the burden of going in and changing it to a fail and um it's always uh we do it uh once a week and it doesn't count uh like you can't go the day before a game and change a kid's grade to a fail. That's that's that does not give a kid an opportunity to improve. So we usually do
022it like at least a week before a game. Um that that's what it counts for. Um and it's I mean I don't know maybe I'm being naive but it it seems to work pretty well. I feel like if we're trying to reduce paperwork and reduce things that are it I just feel like it would be much more complicated to have an individual plan for each kid to improve. That seems like a lot of I'm not no I I don't think you'd have a plan for each kid to improve. I think it's just like if you are not improving then like or if you are failing these are the things that you're going to do. And then you can play until our next grade check as long as you are doing those. So basically they're on
023contracts. Yeah. Who would be responsible for that though? I think you'd have to decide. I I'm here's the thing though like you're doing it so much easier than we're doing it because we're having the kids they're responsible for going and getting their grade checks which is causing other issues because they're trying to get it last minute. We're doing it like the week of the two games but Evan you're doing it every game. Like there is no consistency and so and like I I used to do it online too but our teachers were very much like our kids should take some responsibility for this. Um when I was at Excelencia we did it like a spreadsheet like that. I mean the responsibility from the kid is once the teacher puts a a no pass grade then
024their responsibility is to do what they can to make it up otherwise they don't play. So I guess I'm confused why they're not why teachers wouldn't be cuz it doesn't take much. Um they just they push they put it from pass to fail and then the kid is responsible for going to the teacher and taking care of it or sometimes the coach will help facilitate that conversation, too. But usually coaches feel the same way. They feel like the burden has to be on the kid, and they they usually have the conversation with the kid saying, you know, "You're failing, um and uh we have a week's notice, and you have a week to make it up, and if you don't make it up, then you don't play." I mean, that's That's usually how it's been
025going. Um I I'm I The only thing I can and I worry too much about too much consistency. Um not just because everybody has their own uh kind of approach to things. Um and but I do think that maybe it would be a good idea to say, you know, um a week before, cuz it's unfair I think it's un- I think it's unfair to especially for like a major game or something like that, if you're saying on the day of that like 2:15 and the game's at 4:30, now you're failing. Well, that's >> it's opposite. The kids are failing, and then some APs are waiting to see, well, maybe you can catch this up, or maybe you'll pass the test. Oh, you didn't pass, even though I was hoping you would. Okay, now I'll cancel
026the game. I'm fine with it, to be honest. Like, I'm okay with us all doing something different, but I guess what I'm asking for permission is if I want to only check twice in a quarter, that's enough. And if she wants to check every game and you want to check weekly, fine. But that means um cuz right now right now I think that we're going off of like just feel like we're all going off vibes or like whispers that we were told before. Yeah. What are the I mean, are there official rules and stuff for no pass? I'm so I'm surprised that at the high school level that they allow allow kids to play if they're failing. Yeah. Dude, I am the last person ask about sports, but according to Eric, when we were trying
027to make it C A D's were ineligible, he said that was like not common, and that they usually do like the A hour, or instead of being at practice, they were at practice, but they were like doing their work. Um so those were options he gave us, cuz initially um Monta Vista wanted it to be like only C's could play, and he was like that's really unrealistic, cuz that's not even how it is. Um so I'm fine with like if we don't put anything in, I think as long as Cuz it's like so here it's based on a student's most recent progress report. So if I'm saying it's 4 weeks from now their progress report is going to decide their eligibility for the next 4 weeks. And if that's fine, then I think everybody can
028do it kind of how it works for them. I just think that right now it's not working. I think I think the coaches and Karina and the kids are putting too much work into kind of keeping track of this in a way that's like not supportive. You know what I mean? Like I would much rather it be like, "Okay, you're not eligible to start of this quarter, so here are the goals that you're going to have." and have something that they're consistently working towards than like go find every teacher and have them initial a certain slot, or go wait till the spreadsheet's updated. Yeah. I don't I don't honestly I I don't know what other This hasn't been a topic of conversation at AP meetings, so I don't know what other people are doing. So
029I was I was just looking at the I I checked our sports handbook. It doesn't say anything there, but I'm looking at the presentation from the coaches meeting, and it does say there's a slide about uh grade checks, and it says eligibility should be completed and communicated by 4:00 p.m. the Friday prior. So by Friday at the end of the school day, the kids should know whether they can play the next week. And it [snorts] says kids are not to be allowed to scramble the week of game so that they can play. Paper forms or Google sheets are both options. Oh, good. That's what I'm doing. Yay, me. So that is indicating that you would check every Friday by 4:00. Yeah. And that's like just like real talk, that's like not happening. Which it was
030impossible for me, too. A kid's absent, I'm like, "Oh, fine, I'll take it this Monday." Uh you know, um but I think if like if I don't know who I don't know who I'm asking for permission, but if this could be like based on their most recent progress report, and we can determine the span between progress reports, and we take out weekly in the um PowerPoint, like that I I mean, that ultimately meets kind of what my thought was for everybody. So would that mean that like a kid could be failing for 4 weeks and still be able to play? So at Monta Vista, no. That would mean that you are failing, and so for the next 4 weeks until your next progress report, these are going to be the things we expect. So you're
031going to you're going to be turning in your assignments, and we're going to know, "Oh, you didn't turn in your assignments, then you can't play." Like it would be You're right, it would be more work, but I think it's more worthwhile than what we currently have in place, so. >> [clears throat] >> Or it might be like, "Okay, like you need to like get at X fluency when I was the co- I was never a coach. No. When I was a middle school teacher, um [clears throat] we would have like, "Okay, for your like um they'd be on behavior contracts. Like, you're not participating in class, so you got like a rubric score of 1 through 4 each day, and you had to get a certain number of points um from your teachers that you
032that you were earning. Um And how is that putting the burden on the student? I'm not saying it's putting a burden on the student. I'm saying it's like putting the like responsibility and like supports on the kid. The teachers want it. Yeah. The teachers want it. >> that was my question. How is it putting the responsibility on the student, I guess? Cuz now you have like a thing that you're working for, cuz not all of our sports players are going to be like A students, B students, D students, right? And so when we do something like that, then it's like a this is like specialized to you. These are the things we're wanting um for you to like work towards. I don't care. Nobody has to do it this way at all. I just would
033I do care about can we make it very loose on the how often people are checking. Yeah. Who So it would would that mean that your AP would be responsible for the behavior contracts? So when we were I don't know, cuz when I was a middle school teacher, I did them. So like I was the team lead, so like we had like a sports we had be the a sports behavior plan, and it was like, "Okay, this is yours, and this is like this is your an assignment kid. So you got to get this many assignments in." And then we just like passed it out. And then the kids would get them filled out, like they get their grade checks filled out, but they would do it um like based on their need. Or we
034did like you just had to get 10% higher was like another thing we do for like the promotion contracts, too, was like, "Okay, you got to get on your next test, you got to get a 43 instead of a 33, and like work our way up." Yeah. But it really was It really depended on the kid, cuz some of the kids it was literally just like, "Did you, you know, it was all about participation and like how they were acting in the class." Yeah. I mean, I think if I mean, if you're suggesting that we allow flexibility in the in the policy for something like that to occur, then I I mean, I wouldn't I wouldn't be against that. I would be a little uncomfortable about requiring it, though, um only because I'm not I
035I I I would say that that would be something cuz ultimately someone's going to have to be responsible for that, right? Either the AP or the classroom teacher, they're going to have to create those behavior contracts. So I would before I would be be supportive of that, I would ask that that that brought be brought to the APs to talk about to see if that's something that they would be support But if you just want to put the flexibility in there as an option, I would I would think that would be I I wouldn't have an issue with that. Yeah. I just want to I want it to be more flexible at how often we're checking grades. That would be like my apparently the hill I die on, cuz there's been a way too much
036time on this. >> [laughter] >> Um but that would be my the thing. I I do think it needs to be consistent from school to school, otherwise we end up with, you know, a parent whose child moves from one school to another, and well, my old school let me do this, but now you're applying this different rule to me, so I don't have a problem with creating a work structure that's manageable, um provided it's still keeping students focused on the importance of their academics. And of course, we are very much um you know, more of a restorative district than we are a punishment-based district, so having a mechanism by which a student can earn their ability to still play if they're working to improve their grades, I think is something that is very much philosophically
037aligned with how we operate. Um I but I do think it would be worth working with the APs to make sure that whatever we come up with it's something that everybody can um functionally implement, and that um it's consistent from school to school. Are you thinking it has to be consistent like um like we need to have a minimum that everyone is consistent on, or do you think it's like we need to all agree we're going to do it Fridays at 4:00? Um I I'm I think to me a Fridays at 4:00 agreement seems very, very restrictive. Like what you were talking about basing it on progress reports, like functionally as a district, and I'll share what my expectation is and and how it would impact this. Like we want kids involved in their learning,
038so like one of the things we've pushed really hard for, and I know many of our schools are doing this, is student-led conferences. Um you know, we pushed really hard for things like test talks. Like kids need to understand what you know, what their contribution to their learning is and and why the learning's important for them. And so to me um a weekly thing that's just an enforcement thing is less important than having the student involved in the conversation and learning to make responsible choices. Part of the whole concept behind sports isn't just hand-eye coordination, it's sportsmanship and responsibility and character, right? So um so if we wanted to go to something like at each progress monitoring period, that would be fine. But then I think the student should should have a conversation with whoever
039we determine is the responsible party. Um It might be the teacher. It might be might be the AP. It might be whoever is the you know, whoever's coordinating sports for the site, which might very well also be the AP. Um but the student should basically have a plan for how they're going to get back on track for their academics. And as long as they're fulfilling their plan, then they get to continue to play. If they're not fulfilling their plan, then they don't get to play. I mean I I I liked that in what you were saying, Adriana, unless I misunderstood it. No, but I hear James. I think like especially if you're like navigating a new program, you maybe don't want to like create that. Like it's not complicated in my mind because that's what
040they have me do. Um but I think like starting a new system Um I honestly, it all comes from the like I'm so tired of the kids getting mad because they didn't get their grade check signed and it was supposed to be in here and now I got an office referral for the kid or like um Yeah. Getting getting the grade check signed feels like I mean, honestly, given all the technology we have at our disposal and everything, getting a like having somebody physically sign a piece of paper and then having a kid hand walk that piece of paper feels kind of silly to me. Mhm. >> it almost feels like we should be able to stand something up in Edgenuity where you could just monitor the group of students that are part of the
041sports team or something like that. Oh, that's true. That would be easier. All right. Well, then we got So maybe it's a conversation with the APs. Maybe this is a section we like mark um >> Yeah. and it's a conversation with the APs to figure out like what's something that's feasible. There's a difference between adult convenience and can we actually do this, right? Um so I know there's a lot of responsibilities and if something is if the process is going to get in the way of the process supporting the goal, which is for kids to be taking their academics seriously, um then the process is really just a barrier. And so I I don't want to stand up anything that like is going to fall by the wayside because it's too much work or it
042relies on too many points of failure or whatever. Is that Am I making any sense or am I just being >> Yeah. Yeah. And just just to clarify, I I'm not I'm not against going and and doing something because the the work element. I'm just thinking about uh I'm just thinking about how difficult it is to just recruit coaches. Yeah. Um it's it's a challenge and uh if you tell a coach, "Hey, now you got to do this as well." I I I can't imagine that being something more enticing that they have to go and like look cuz ultimately it's going to I I mean, yes, the the responsibility should be with the kid, but nine times out of 10, it's the kid with the parent and the academic teacher and the coach all behind
043them saying, "You need to do this." Very few kids are truly independent. And the kids that would fall in that category of failing, the passing kids, I don't have to worry about. They'll they'll be fine. The ones that I worry about are the failing kids. Um and it's it's I don't know. I I I And maybe I'm hung up on the wrong thing, but I would I I would appreciate it uh going to the APs so they can provide feedback. Yeah. I also think too, James, I'm in the same I do agree with that. Like why am I checking this one kid and like giving him to the logistics of it where it's like, no, I got four failing kids. Those are the four kids I've got to worry about every week. What even I
044would be fine with. >> Um So I think that yeah, it it just feels like it's a lot. Well, and ultimately, that sport may be the only reason that kid's still showing up for school. So we we don't want to lose their connection to their learning experience, right? So so we whatever we're doing like you know, who cares about it from a disciplinary perspective? It's not about, you know, making a kid feel bad or, you know, having some sort of draconian measure. It's about how do we reach this kid to help them understand that yes, you love playing the sport, but this other stuff's also important. And so we need you putting effort towards this in order for you to participate in the sport. Mhm. >> Yeah. Our um the APs are meeting next Friday.
045And I know one of the things on our agenda is sports cuz of all the issues that have come up this season of sports. So maybe we can add this to that conversation. Um and see if we can kind of settle on something. I know like we played a game uh last week and the other school, I won't rat him out while we're here, but uh there was a kid who showed up to play in the game and the AP was like, "Whoa, you weren't even at school today. Like you were not allowed to play in the game if you weren't at school today." But it was their last game of the season. So the kid had come, his parents were there, jerseyed up, like ready to play in the game, last game of the
046season. And um they had decided it as a team like, no, like if you're not like obviously, I think that's part of the rules too. Like if you're not at school, you can't play. Um but we had him, he ran the scoreboard and he, you know, facilitated in some other ways so that there was still like we don't want him to feel like you, you know, you've come here. He was eligible to play, but he had been absent. Um So I don't know. I I love the idea of something that's a little bit more restorative and a little bit more like encouraging for our kids. There are kids that are only coming, right, cuz of these sports and these opportunities. Um So I think um I don't know. Maybe James and I can can get
047some answers from the APs on on Friday when we meet. Yeah. I have a feeling um me personally, I have a feeling what most if you were to pick a top issue for sports, this would not be it. To me, the the top issue is safety at games. And honestly, it's not safety, it's I'm not worried about the safety of kids. I'm worried about the safety of people in the room from adults. Yeah. Um well, and I think too, if you don't get to it, that's fine cuz I mean, we've already played two seasons with these rules. So like what's one more? But I do feel like of all the stuff you guys are dealing with with sports, like let's make this one less thing personally. Um Okay. Um Let me switch the tabs. So
048the next two, I didn't copy and paste cuz they were so short. So I just like a officially agree on this makes sense to everybody. So if you want to take a second and read this one. There's not Oops, sorry. So this is like if a an outside organization wants to use our field for something. Is that what this is? No, this is literally just our clubs. Just like any like extracurricular um >> Oh. >> thing. This was the policy what we were just looking at right now was the procedures, what used to be called regulations. Um so this is like the the philosophy of clubs and activities, basically. And the part that's odd is the grade levels. Like why it's 7 through 12 instead >> Yeah. like K through 12. But I think it's
049because the the statute refers to grade 7 through 12. Oh. I mean, I me personally, as long as long as it's not something that's required to have, I would I would like to cut that. The grade 7 through 12? You just our grade our grade? Yeah. I mean, why why can't a another I mean, I I guess if we wanted to be consistent, we could say that like five through eight or something like that. But I don't know. We have kids wanting to participate in those things at all grade levels. Yeah, I think we we like if this group wants to suggest just removing that square bracket reference, we could double check with legal to make sure like that doesn't take us out of compliance. But I can't imagine that more broadly applying it to
050all of our grade levels would make it non-compliant. So it's likely going to be okay. Okay, let me copy and paste it really quick and then I can put that we want to take that out. Yeah, those little kids are often like the feeding ground for for the older grades. We got that would love to start a club like a sewing club. Uh things like that. And they're they're the kids that are I'm not saying that older kids wouldn't be interested, too, but sometimes it's those little kids that that kind of participate more. Okay. No, I think that's fair. Okay. So, hold on. Now I've lost all the tabs. Policy. Okay, so then this the next one that was on here was 5213B. Oh, 212B. So, if you want to read that one really quick.
051So, we can't use it to fund our Hawaiian vacation? No. It seems It seems pretty straightforward to me. I thought so, too, but I Does it say in at the end of that second paragraph including for activities with a religious component? That means they can't be used for activities with a religious component? No, they can. Oh, they can. >> and may therefore be used um for lawful purpose blah blah blah including activities. Okay. Interesting. Are y'all still reading? I'm done. Okay, so can we move So, you guys good just leaving it as is? Yeah, it looks pretty I I agree with Evan. Looks pretty straightforward to me. Okay, perfect. Um let me just paste this really quick and then I can move that one. Okay. Um So, then the last one that you guys did,
052I don't know if there was comments still. Looks like you just did. Okay. So, I think we might be ending early today unless did I I don't I don't think there was bonus work. Yeah, so we didn't have any bonus homework from last time. So, um we're done with all the stuff that we've reviewed. So, we can kind of just decide Well, I guess there's the first part of the conversation we need to have is like is this committee continuing with the members that we have? And if not or if like not until we find more, then we probably don't need to decide on their next policies. So, I'm going to throw the floor to Jay or Katie. What are your um What are your thoughts on that? Well, I I feel like it would
053be ideal if we could add a teacher, which I'm still working on. Um but I think with having um Justin, I know he's late this evening cuz he's doing some support for Gateway. We at least have we do have a parent member. So, that that puts us at at least five. If we get a teacher or two, we could be at six or seven. And I think that sounds feasible. I can ask my behavior interventionist or um some of our teachers who have been on PBIS. I just didn't know if that would give like an I haven't offered cuz I thought that it might give like an outside voice to Montavista, but if we're if if that is actually helpful, I can at least throw it out to them. I would prefer a slight imbalance
054in school representation that creates a better balance for role representation Okay. over not having a teacher. Okay. And I've, you know, I've I'm very fortunate like that I have a really good relationship with like Kelly and CEA. And so, you know, I've they've tried for us. Um they're just really struggling to find somebody who's willing to do it. Um one of the things I know about Montavista of all of our campuses, you're a lot of your team members are very kind of social justice oriented. So, this like is more up their alley than it might be for teachers at another school where that's not really something like you either have to be really into policy Yeah. >> or really into really into social justice or restorative practices or something for this to be um for
055this type of work to hold your attention. So, if you've got someone like that on your campus, Okay. unless, you know, unless Katie has some heartburn with it, I think that would be better than not having somebody. No, I didn't turn my camera on for that. It's just uh I'm starting a trial tomorrow and my second chair was in here and I had answered some questions. So, I'm sorry. I was like, "They're going to think I'm really interested in this when I turn the camera on." >> [laughter] >> It's all good. Um we were just discussing um moving forward with additional policies and you know, the fact that we feel like we need a few additional team members. Um we were able to get a parent cuz Justin Campbell's joined us. The only reason he's
056late this evening is he's doing some uh support work at Gateway. Um which, you know, like when he reached out, it's like, "Yeah, no, please support Gateway." Um but he's typically been pretty reliable and he's got a great lens and and great experience. So, he's he's a wonderful parent member. Um and he represents Bill Moore as a parent. So, I mean, that gives us more spread, right? Cuz we don't we don't have Bill Moore representation um otherwise. So, the question to the table is because we're struggling to get a teacher, um Adriana said she may have some people, but she just didn't want to create an outsized uh influence of Montavista as a campus. And my perspective was I'd rather err on the side of more role different roles having voices than worry about one
057school having two members on the committee. In In fact, back when we had our student member, they were from Montavista. That didn't create any problems. It actually was something that was helpful to us, right? Because we were able Okay. Okay. I can at least ask. Um So, then until we have those members, do we want to pause on um like continuing meetings or keep going? I defer to Katie on that one cuz like I really need the board's lens on like are we out of are we out of what the board intended for us if we're continuing forward without without all those members present? Okay. versus where people are coming from. So, I'm totally fine with that. As far as like stopping work and whatever, I mean, it's February. So, as long as we think
058that Justin can make it moving forward and this next person could start maybe at the next meeting, then I think I'd be good. All right. I don't Okay. I mean, we're already we've already done all this work as is. So, I wouldn't I would hate to like pause when we're also getting closer to the part where we're having to submit things to the board. I don't want to like put a kink in things. So, >> Yeah. I'm >> And we could also provide them with a brief overview of what we've gone over if they have any specific interest or questions about any of those topics overview of the topics. I don't know. Yeah, I'm pretty confident Justin's committed. So, I I think we will have >> at the last meeting? I thought there was somebody
059else at the last meeting. Okay, yeah. Yeah. He was at the second to last one at least. I missed the last one. And then he was at the last one. Yeah. Yeah, okay. So, we're I think we're great. That's fine. Okay. So, then with that I think it's time for us >> Yeah. pick our next few. The only one that we have like been really holding on to is the secret clubs and hazing No. Secret societies and hazing? I can't remember what it's called. Yeah, hazing and secret society. That one is was initially like one of the first year ones. We just have never gotten to it. But then I was also trying to think of where it is in the new one again. Yeah, or it was a gang activity and hazing. So I
060don't know if it's easier I mean the other thing we can look at is um like we just did we've done student discipline. I don't know if we've done restrictions of wireless. I don't think we've done anything with this one. That would be a good one given that that's one that that we have a recent ratchet of it. I mean I know it's our policy is compliant with the new law, but it might be worth us having some conversations around um does the policy meet our needs and then is there are there any procedural elements that we're missing that would support the schools implementation of the policy? Okay, so then Oh, I I I got lost here. Okay, well Norman attendance we're not really doing anything with that. Um the gifted instruction kind of is
061out outside. Well, I don't know. Sorry. I'm rushing us. I don't know why I'm rushing us. Let me just go on >> Is there anything that anyone feels like we should review? Um maybe we just have like a a big old list going and then we can I I just had a question. What is the uh and just for my own clarification, what's the like what's the criteria for like choosing a policy or regulation to review cuz I I mean my understanding it was that everything had to be like centered around cuz this is a discipline policy review committee, right? So what what uh is there do we have like criteria? You know, like does it have to meet does it have to meet this and this in order to do it? I mean I
062know most of these are pretty easily in that realm of discipline policy review. Um so I was just curious how that like how that worked. Can you share our agenda um Adriana? Uh And just to clarify it's not a discipline. It's >> Yeah. >> the board advisory committee to review policy. >> Oh, thank you for that clarification. >> like it's it's written in a different way is what I was trying to get to. There So if you look right here it's in there. Our initial fo Yeah, our initial focus is >> will continue to cross walking our new policy services policies. The committee will also review the procedures forms to these policies. In addition, the policy cross reference But no, there's something that says about I think it's at the very beginning. Um maybe. I
063think So initially it was the the wondering was what were we doing about student rights because we were talking a lot about restorative practices and so it was like how um are we like ensuring like student discipline and student rights were similar at all of the schools and then also were like matching our um like mission and vision and like the profile of a crane leader. But then what ended up happening was we started to realize like oh well, if we're going to work on this, we really should look at this and if we're going to look at this, we really should look at this. And so it's just kind of like slowly evolved. >> what I'm trying to get at is the original motion, which is what our committee is based off of also
064included at the end and any other related policies. So basically that kind of leaves it to us to determine whether we feel like it's related. I don't think the board's going to be mad if we look at >> [laughter] >> something. So I'll put that out there. No, and in fact there's a there's an outstanding future agenda item that the the board will be considering moving forward with the creation of a student bill of rights, right? Which you know, this this team would be a good team to support a group of students who are working on that. Yeah, I I mean I I I mean I'm not saying I would want to be on it for the rest of my life or anything, but I I I I think it's a great idea to have
065a policy review committee. It's just I got I I guess like the especially with the top there where it says policies related to student behavior and discipline. So in my mind I just thought everything that we were going over was should be specifically connected to behavior discipline. And I'm not saying we've we haven't been doing that. It's just like I I it clicked in my mind when we were going over the over the clubs and stuff. I'm like, well, does that really have to do with behavior and discipline? And Katie, I have the motion if you want me to read it. I mean it's basically what what you had said. Yeah. So it's just to review student and staff policies and any other related policies with approval to direct the superintendent to bring forth the
066same committee members and approve the ex officio members, too. Got it. That's because we also added staff policies cuz the thing is is we had to we have to renew this every year because we can't have standing committees by law and so that's why this motion is from last school year, not the original motion that created the committee and so we even added staff in to today. Yeah, and I think too I know exactly what line you're talking about. I think it was in the previous year's agenda. Is there a way we can have it expanded for us? Got you. Yeah, we also had a conversation at one point about how a lot of stuff spills over between students and staff and when we made the policy manual change, there's a number of policies that
067provide specifications that are then applied to both students and staff equally. So that was part of why when we did the renewal, Katie made the recommendation for what we should just include staff policy on this. Got you. Thank you. Okay. Um maybe limited when they're found to be a disruption. Okay. Sorry, I was just trying to look cuz I was like I don't know if we double-checked student attire. Um [clears throat] I don't really feel like we have I may it might be good for like Katie and Jay if you want to talk to the other um board members and see if there's anything in particular, but these just feel these next these ones that I'm looking at right now I feel like there's very little wiggle room outside of whatever the statute is. Um
068with the exception of We already go through all of the We did the staff search one already? Uh-huh. That's right. I forgot. >> get to hazing and I don't think we did that one. >> Hazing prevention. And where did I think I did a search. Could you search for um gang in the quick search and see if it come pulls anything? Student freedom of Student freedom of expression, student attire, student code of conduct. Okay, so it's under both 5301 and 5305 probably is where they split up the stuff from like Oh, do you want to search for secret society? >> [laughter] >> Can we add secret society? Oh, they took out secret societies. Yeah, cuz remember these policies are are pretty specific to state statute. Yeah. >> Yeah, so they must have had that back
069in the day. So yeah, maybe I guess maybe go to 5305. I think we've done that one already. >> one? Student conduct? >> one's the same. I think it's it's like Um or 5301 I think is the other one maybe. And maybe we already looked at both of these after Did we look at both of them after we adopted this manual, though? We You guys just went through 5300 and 301. >> Okay, so 5301. Did we go through 5301? >> 301 No, I don't know. Okay. That's the one that I just put. The two that I know for sure that we haven't looked at is 5305B, which is about wireless devices, and student freedom of expression. Those would be two probably good ones. That might be a good starting point especially if we're bringing a
070new teacher member or two on board. Why why don't we just stand those two up for the next meeting and then if if you wouldn't mind Adriana seeing if either of those individuals you're thinking of would be willing or even if both of them would be willing to join us cuz we might bring both of them into the meeting and one decides to stay and one decides this isn't for them. Okay, that sounds good. Uh there was one Oh, and then this one. Hazing Hazing prevention. Hazing, yeah. Um okay, so let me All right. And then of these two or three, do are we counting all of these as like half two homeworks or would we like to just um make one a bonus or put these in a certain order? Oh wait, sorry guys.
071I forgot you couldn't see what I was doing. So these are the three that we would need to go over. Does anyone feel I feel like phones have been are usually a bigger issue than their freedom of expression. I actually don't mind this order. Yeah. Yeah. It's fine with me. The order actually looks right to me especially given like we've had strong support at our sites for student freedom of expression especially recently, right? >> Yeah. So. Okay, and then um Evan and James, um do you want to make some of these bonus for right now to kind of like limit the workload or do you want to just try to knock out all three? When's the next meeting? We're going to do that next. It would stand to reason that it depends. We haven't scheduled
072it's March 20 6th I believe. Let me look. Yes, March 26th is our next meeting. So we have a full month. Okay. I think that's >> is there is spring break in there. I mean We can meet our policies over spring break. It's perfect. Yay. I knew there's a reason I liked you, Evan. They're actually pretty This one's pretty short. I've got to thank Evan later. >> [laughter] >> Okay. All right, I will like do I will copy and paste these and put them into the folders that people can look at them. Um I don't know offhand, but Katie, do you think that you should review them? Um I feel like the previous ones we had there was a lot of legal questions. I feel like we haven't had those when we looked at the
073new trust manual stuff, but do we want to go where >> you guys 305 is going to be a lot of stuff that was in recent laws that just got passed, right? So there may not be a lot to of wiggle room there, but as far as like what could be taken out, but if there's something that wants to be added, that would just be like a different conversation. Okay, so then I think I would um Since we're ending early, I'll just make these copies right now, scheduled by tomorrow end of day, and then if you guys want to look at them whenever you want to look at them. Um Okay. And then I Can everyone do March 26th just to make sure I want to I don't And you guys should all have a
074calendar invite already for for March 26th. Mhm. Okay. And they filled that out there. Um Yeah. Okay. And according to my calendar Hilda said I can attend. Yes. >> [laughter] >> The calendar invite is actually coming from Jay's calendar. There you go. Okay, perfect. All right, is everybody Is there any good of the order? It looks like there's fire behind Katie. I know. >> [laughter] >> Like what is What is happening down at the She's got the halo of Jesus behind [laughter] her. Oh, that's so funny. It's a lamp, and like on my camera thinks it's like on fire. No, I haven't set my office on fire. >> [laughter] >> It makes them It's like those religious like those Like halos that are like a religious thing there. >> [laughter] >> We knew Katie was
075righteous, but come on. >> [laughter] >> Sometimes I want to jump out this window, but no, I'm not sitting on [laughter] fire. All right. Well, can I get a motion to adjourn the meeting then? I motion to adjourn. Awesome. Second? I second. Okay. I'm also in favor. I can reach out to Amy and tell her not to bother joining, but would somebody be willing to reach out to Justin just to let him know we ended? And he was going to have to leave at 5:30 if he was going to join us, so I Okay, we're fine. Oh, yeah. So I think we're good. Okay, perfect. Have a good night, everyone. All right, y'all. Good night. Thank you all. Appreciate you. Good night.