001So, first thing is is just um can I if everyone could read quickly through the agenda and if I can get a motion to approve the agenda as it stands. >> I don't want to beat you guys to it, but I'll go ahead and motion that we approve the agenda. Can I get a second? I second. Okay. >> All in favor? I >> Okay, perfect. Hi, James. We just barely started. Um >> I sorry minute or so late. >> No, no, you're good. Um All right. So then the next thing is just if there's any um calls from the public. >> Was there anything? >> No, there is not. >> Okay. Um and then I apologize. I did not I forgot that I I usually stay after we're all done and like update these and
002I just forgot about it completely. Um so we're going to kind of operate off of that first agenda the 121 um and just kind of con continue it. Um so um but before we start uh Evan you just hopped on and then James there uh the lawyer did approve um the documents that we had been working on with like the APs and like with this group and so uh we're going to I think probably go we'll go over those first and then we'll kind of see where we land just so we can like wrap that up neatly with this group. Um uh doubts to submit. Okay. Um All right. So, I'm going to go by like I think what's going to be easiest for us to look through to like the more complicated ones. So,
003nope. These are the not the clean like sorry uh Emily like did her magic on the like logos and whatnot. So instead of that weird one room schoolhouse, there's like actual things. So let me go and find um the ones that Lissa sent me directly. >> Are those the ones that the lawyer >> Yeah. approved? They're just not the ones that are in that folder. So, >> in that folder was where all the changes that had the stuff from the lawyer. The one I just opened was wrong. So, I'm probably in the wrong folder. So, I'm just going to go to these ones. So, this is the first one. >> Yeah. So, those are the ones from the lawyer. They just have like little highlights and they're not super clean copies. Um, can I interrupt
004and just let everybody know that um Justin Campbell has joined the meeting? >> Oh, hello. Hello. >> Um, >> Justin, did you want to introduce yourself before we like keep on trucking? >> Yeah, give me one second. Excuse my attire, but uh >> Oh, no. >> I'm Justin. I am working with the district and uh I was at the governing board meeting and um this came up and I said, "Hey, can I be a part of this?" And so I appreciate the invite. Thank you guys for having me and I look forward to learning more. >> Awesome. >> Thanks for joining, Justin. Appreciate it. >> Of course. And then just to kind of root you in what we're doing, we have been like um updating policy for the past couple of years and then we
005had started moving towards um like consolidating and like uh systematically having like the same forms within our policy for schools to use um and they've just been approved by the lawyer. So we're kind of just running through them. Um so it's more for this part right now with more awareness than anything else. But um if you do have any questions like let us know. Uh, so this is the um student statement and concern. >> Sorry to interrupt you, Adriana. I just sent you the folder so that you have it. >> That's great. Um, I'm going to stop sharing here because I was sharing through my email and I just know I'm going to somehow >> and um, don't feel bad if it I am wearing uh, Mr. Campbell, I'm wearing um, a Cowabunga Christmas Ninja
006Turtle sweatshirt for spirit week this week. Oh, [laughter] >> you're in good company. >> Okay. Okay, good. >> For some reason, it keeps not letting share things. Let's try again. >> Can you see that folder? Okay, there it is. >> See your >> All right. So, the So, the first one is a student statement form. So, this will be like what you use during like the referrals situation. Amy, there's still the they're not the ones that are updated from what Lissa sent because there's a little weird schoolhouse with the ones in her email. >> Yeah. Okay. >> I don't know. Unless there were those must have not been. So maybe I need to go in and we need to update the ones and just take off like some of those edits on there because I
007made all the edits that the lawyer gave us on here. So we can just we can go from the email. Okay. So I think this Okay, sorry. Give me one second again because I got to go back to Lissa's email before. Then I'll need um those Adriana that you're projecting. I'll have to make some changes like take the highlights and things like that and there's some text that's crossed off and different things added so from the lawyer. So we'll just need to update Yeah. whichever like just cross compare make sure they're the right ones. >> Yeah. So that way we have the right ones because I'll put those in board updates for the governing board. See like you can see here 5-49 was new added which is why it's highlighted in yellow. Got it. Um
008can I ask because I'm in my email, not that there's anything crazy, but just for the sake of the people who've been emailing me with their subject headings, will you just let me know if you actually see my email and then I'll stop sharing and load it back up. Um, so this is the statement uh form. Basically, we're going to use it for um any like discriminatory like concerns from families, any grievances. So 2011 is like um the anti-discrimination policy. Then the other ones 305, 306, and 409 are all um behavior like student discipline and the concerns with um bullying. So what they're going to be asked to do is to identify like the purpose of this particular kid statement. So APS or principles will like identify what it's being used for. Um and then
009it's really simple. Uh we do want to identify if they if you were writing it or if they're writing it. Um and then this is just who, what, when, where, what. The second half of the um document is typically going to be used for like um restorative practices. So, um it it's kind of like the pre-draft of what that student might need based on like the harm that they feel um they were impacted by and or um acknowledging the responsibility they have to like the community and the harm that may have been created. Um and then the last part is just kind of how our offices will use it. think this will typically be um this will be like you will need to do each of these parts where you might not necessarily do the
010back like if it's I don't know like um how did it make you feel when you uh graffiti the desk that may not be a question that they answer um and then again what the policy is and then this here is going to be um kind of how we identify if we need to move forward with our like bullying policy and procedure. So, these are the components of like an issue with bullying. Um, and then if there are all yeses, then there's supposed to be like an additional component to like your investigation and your discipline process. Um, so that's that pretty simple. Correct me if I'm wrong. This is used anytime there's like uh a student like they're writing a statement about a behavior incident or something that happened. Correct? Yep. I just wanted to
011make >> [clears throat] >> Yeah. So, these ones you can kind of see too, like these two are really for 50-305 and 306. Um, where student conduct. So, an incident statement is like you were in violation or someone violated like your um like I don't know rules or whatever. And then the witness statements. And then the school concern that's like I'm mad at my teacher or I didn't get enough time at lunch. It's any basically like student grievance that they might have. And then the problems with another person is the 409 I believe. And that's the um that would be like our bullying process. But yes, it's supposed to cover everything. So that way we have one form because we had a bunch of other ones. >> Yeah. >> For a short time. Okay. Very
012similar to that is this form. Does it now say parent concern for you guys? Okay, perfect. Um, so the same thing, uh, it's just the who, what, when, how can we support. Um, and then the only thing that's different from what the AP shared is the second half of like how we document document admin or like admin designate stuff is a little bit more um in-depth than we had first talked about with the APs. So, um, when it's been received, the person responsible, which policy it pertains to. So, this obviously should match whatever's on the kids statements, your notes, the outcome, and then if you contacted parents and if it was put in synergy. So, everybody should have these same forms. Oh, maybe I can just go to the Okay. Do you see outside agencies?
013>> Yes. >> Okay. So, previously we had two separate forms. Um, this is for when we as a district or a school site are reporting to an agency. Um, we didn't really have like a police department. We were reporting to the police department documentation. Um, it was kind of umbrella, but it really was focused on like uh calling DCS. So, now this will be like the one form um for both outside agencies. uh really like succinct what your um reports were kind of leaving um only like factual information. So we aren't putting a ton of details necessarily like this is just documentation that the call was made but the like information that's tied along to it is going to be part of your other processes. Um and then your purpose of call. Um I know
014there was conversation about like um should you identify like what type of sexual abuse or like what type of physical abuse? The recommendation was to keep it very broad because um the you want to like protect the right and privacy of the student. So the details shouldn't be like floating about. So this is what we'll now use. Or if a kid like brings like a knife to school, you will still use this. But then obviously you wouldn't do abuse. You might use the other. Okay. >> Questions about either of those. >> Can Can you hear me? >> Yeah. >> Um just a I guess for me it's just like a process type question. Uh for the student statement forms and all those other forms that were that you showed us before. uh the I my
015assumption would be these these the idea is that they're you know these are standardized district forms that everybody would uh use. Uh but I guess uh in terms of would each site is the idea that each site would set I assume parameters on like how those statements would be uh done or not done but how they like when does it when would it be like if for example the student statement form like I'm just thinking in my mind at what point would I say okay this kid needs to fill out a student statement form obviously if they request it. Um I I would think that that would be one, but um I'm just thinking the process side like how would that look? >> So I'm so glad that you said that because Adrian and I
016literally just met today to kind of talk about that because Dr. Pombo has asked me to work with the APs to really standardize that process across the district. Um so that it's, you know, if I'm at IMA or if I'm at Gateway or if I'm at Lolinda or any of the other schools, it it's the same process and procedure. So, we were actually just going through um some documents today and we'll be meeting with you guys or I'll be meeting with you guys later on um probably sometime in January. I have not worked out the date so don't ask. Um so that way we have that standard process and procedure and it's consistent across the district. I would say anytime there is a student incident that requires an investigation like they should a student should
017be writing a statement. We want to ensure that they have a due process. Um, and they they should be writing a statement anytime there's any type of investigation on on something or they have a concern about something or they have um they it should be standard process. You want to keep all of that paperwork. >> So when when would they did you guys have a discussion about like the concern form, the student concern form? >> So the student concern form and the student statement form is going to be the same. So, if a kid comes to you and they're like, um, it could be down to, um, like the academic programming. I don't think that the math teacher is teaching math in a way that I can like learn from, but it could also be
018just like the climate culture and safety of the school. I think this duty aid yells at us too much. They would put that on that exact same form and you would indicate what policy it refers to. >> Gotcha. in your notes and um you add so I think black and white these are the forms you're going to use um when I was like well do you care if I just change a little bit if I want it no there is no changing of the content that's on the form that's like black and white you definitely have to have documentation to show due process where the gray is going to come is how much do you think that you need to investigate in order to collect the appropriate amount of um like uh witness statements for
019instance. So, um like standard of practice at Monav Vista is we do any victim, any offender in that same situation. Um teacher statement or adult statement if applicable and then we allow the students to provide us with like the names of everybody and to like ask for us to speak to whomever so that um both sides and then we do like objective bystand like bystanders. So, we typically have at least six um six statements for every incident, but I don't think that it's necessarily going to be it's going to be gray, I think, because sometimes, you know, you're like, "Were the 13 children involved in the soccer brawl or like so you might have a ton more." Um, yeah. So that part is um >> I guess I'm just thinking about uh because this has
020happened before about uh a a student that would make statements or have concerns about a particular thing and what we found out or what we came the conclusion we came to was that it was more work avoidance than it was an actual like legitimate concern. So, I assume we'd have that kind of flexibility to make those determinations. It's not just like, oh, I have a concern. I need to come up and do this or typical middle school uh situation where there's a kid trying to get out of class and uh and come in and say, "Well, I have a concern about this student or this teacher or whatever the case may be." Um, and like I said, it it we what we realized was that they were just trying to get out of class and
021try work. >> Just I would say best practice is if a student has a concern or they're a witness to something, you should always collect a statement because there have been times where I have been involved in situations where I am like no way in the world did this happen. upon having the student write the statement and doing the investigation, it absolutely happened. Um, so best practice, and my guidance to all administrators, not in our district or not, is you always take a written statement. It does not mean you have to pull the child out of class. You can say, "Okay, you have 10 minutes. Write, especially if it's a child that in the case that you might be talking about, okay, go ahead and write your statement. You can sit at this back table,
022but you're still in class." I have done that before especially when it has been a lot of students but you always want to collect those statements that that's part of the due process because there are things I've experienced that I would no way have thought that happened and it absolutely did happen. >> Yeah. I think too that the part that you're talking about now is going to be like it is like more procedural. So that stuff's going to end up being decided like with the discipline um like the APS but for sure what she's saying I think that how you collect the statements is going to um there will be again some like gray to that. So, I can tell you um at Monav Vista students are sent like directly to make a statement if
023um they're like a clear disruption to the classroom, they have like a personal uh emotional or physical like safety issue that we're concerned about or that if they were in an altercation, like no matter what you come down for that, if the teacher puts in an office referral for some behaviors, um we call them down as long as they're not one of those three things. And then if a kid wants to make their own statement, um the teachers are asked to call the office and let us know that they're coming down and we'll either either have them fill out their statement there and then they'll speak to an adult after because you don't have to necessarily speak to them right after. Um or we send it up with them. >> So I think that that
024is still going to be kind of like sight specific. >> I think that's very similar process that we followed at at um the schools that I was at. >> Gotcha. Thank you for the clarification. >> Yeah, the only thing I forgot to say with this, and it is more procedural, but um you you would still do the profile sheet. You would still attach the profile sheet, and it's in the directions for the like staff member who makes it. Um but that's it's a common school form, but it's also not going to be like one you special fill out. You'll just print it out from Synergy. >> Gotcha. Um, I'm going to skip these ones because these ones, um, we already went over this is just the matrix part and I, that's an AP one, so
025I'm not I'm I don't think I can speak to it as well as others. Um, the only other form that we would need to talk about as a team is um, interviewing. And then this is one that I have a question about for you, Jay. Um, am I sharing a tab that has CSD proposed DCS request? Can you all see that? >> CSD proposed DCS request and it should but it has JLF-BC at top. >> Yes, this part needs to get changed. Um, but this is the one. So if you recall, if you are an AP, we had a request for interview that basically we had just like taken their letter that they give us and asked them to like rewrite it. Um, and we were in that situation where we were being asked to
026admin was being asked to verbally ask the representative their purpose for being there. Um, and I know that that's been like problematic. And so what's occurred now is as opposed to having their policy on our form, we've made it with what's it includes now our district's policy about it. You can still take the letter that they give you. You can still take their like um non p n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n non-personally identifiable information. So you can't take a driver's license, but you can take their badge copy. Um and the question is now included here. So, as opposed to you like
027asking and like questioning them, they just need to share. They just need to check off that it's they're coming in regards for one of those things, all of those things, I don't know. Um, and then they sign and provide their contact information. Um, now this one, Jay, is one that I did get a question from a principal about. >> Um, what happens if they say that they cannot check any of those boxes? Um and you can look at the first one like students well-being that is so broad but um there that was a question do we say like well if you can't identify as one of these three then you can't see the student. >> Oh we could say according to state statute and our governing board policy we don't have the ability to allow
028you to see the student if one of these three factors isn't >> okay >> the reason why you're doing that. So now they could choose to not care that you've said that, but that I mean at that point I think that's when you start speed dialing do people and we get um some attorneys on the phone for the district. >> Okay, I will let that principal know. Um so those are >> you you had a situation similar to this not too long ago, right? Oh yeah, that one. It was a police officer >> and he wouldn't wait for us to find out. Yeah, we did. That was really weird. I've had very lovely DCS people, they've been like very supportive and helpful. So, I'm hopeful they'll keep being that way. >> Well, and now that
029you say that, that that was a police officer and given the nature of the situation, it made more sense once we understood what was happening. But >> um but yeah, typically the DCS people are pretty cooperative cuz they're they're in that field because they care about kids. So they're not really trying to get into a fist fight with, you know, friends someplace. >> I mean, and in most cases, honestly, the school has been the one that's contacted is my experience. So >> yeah, it's that's the most common thing, but we have had we have had rare occasion when they've reached out to us. So we've also had rare occasion. is the reason we were trying to check ID. Um Hilda and I had someone show up at the district office like claiming they were from
030DCS and when we tried to get identifying um like a badge or whatever from them, they couldn't produce it and went away and never came back again. So um so the practices we have are important because we also need to be cautious that someone's not masquerading as you know representative of of DCS. Okay. >> Um Okay. Also, I think I might have done those in a different order because those that's what we're doing today is we're going now what you just saw was our form our form for this uh policy. So, we're going to edit through now the actual policy. And I think that this even has procedures, but that form we just looked at about um like DCS or police, that's going to be what we use for that. and then we'll start with
031the um policy. So, if you already have access to the folder and you want to open it up on yours, we're going to start with 5-42 um Department of Child Safety and Interview Custody. And then it looks like people have already put in comments. Um, Hilda, have you given access to Justin for all the different parts or do you want me can you send it to him? >> I believe when I included him in the invite, it asked, >> but I'm not sure if it actually gave it to him. >> I'm sorry, which >> I haven't I'm sorry. I haven't received any email or anything saying I have it. U if possible, can you >> It would have been in the calendar invite. That's where the rolling notes are. >> All right, I'll check it
032out. Thank you. >> Is that folder part of the rolling notes? >> Yeah. Well, the rolling you have to be in the like domain folder. Um because if you will click on this, then he'll be able to like edit and put comments. Um so it might just be easier to invite him to the folder because then he'll be on there. I'm sorry. Something's happening where I'm not able to share um my uh screen with you guys. I'm going to this I'm going to try one more time, but I may need um Amy for you to hop on and share instead. >> Okay. I'm sorry. Which form? Which one were you saying to be on >> the DCS? Um, sorry. Let me It is the 5-42. So, Department of Child Safety Interview and Custody. >> Am
033I on the wrong If you go to the rolling agenda, you'll you can scroll all the way down to the homework portion, but I cannot seem to share anymore. Is Adrian still here? Okay. Do you want me to see if I can project? >> Yeah. Can you? because now mine's like, "You need to [clears throat] restart your browser." So, I I might be hopping out of the meeting. Um, but if I end up getting dropped, all you need to do is to kind of go through each person's comments in that spot. Can you hear me? >> So, 5-42, correct? >> Yes. 402 is what we're looking at. >> And it says Department of Child Safety Interviewee. So, I pulled up the notes and everything. Uh, it says I do not have access and it's telling
034me to request as a viewer comment commenter or editor. Which one should I choose? >> Uh, editor. >> Oh, I'm an editor. Okay. >> Um, >> okay. I'm able >> I'm gonna hop off and restart because now you guys are I'm like losing you. So, I'll be back in like 5 minutes. Um, but you're literally just going to go through each person's um like comments just like we did before. I pro I would suggest that we give like maybe a 10-minute break so that Justin could at least read through them with us. Unless you want to do it as we go. Um Justin, that would work too. >> No, let's not pause it for me. I I can do it as we're going. And then one last thing before I go. What now says form
035of signature form for signature of interviewing caseworker is the form I just showed you. It just doesn't have the same title. Good luck everybody. I'm going to try to get back on. >> Okay, Grace, this is a lot of responsibility. All right. So, we'll go ahead and look at 5- uh 402. Um, it's the Department of Child Safety Interview, and that's that. Uh, so let's just go ahead and take a moment to look at this. Do you all need a minute to read through, Justin? I know you're just getting access to it. >> No, I can skim in the um comments as I need. I think we're good to continue. >> Okay. Um, so for example on here, the first comment talks just about location. I'm not sure quite what Adriana was talking about on
036that one. >> I think the location of that form. >> Okay. >> Wonder now this has been clarified because we just looked at that form. >> Oh, that's the one that I linked that says this form. >> Yeah. [laughter] >> Then it talks about this form I proposed, but this there isn't an official one yet. when we were making edits, we were going back and forth and literally just got approved. So, >> and then I was wondering, it says um like in that first paragraph at the very bottom it says staff shall notify students parent or legal guardian and a DCS case worker seeks to interview a student unless and then it gives those two reasons. I I'm just wondering how like I'm imagining my EDSE and my Azela clerk at the front like how
037are they going to know if one of these these two things is true and that they should not contact the parent or you know I'm just I don't know I I'm uncertain how they would know that information although maybe it's included on the new form. Um, so typically what what has happened in the past is so it says staff shall not or staff shall notify a student's parent legal guardian when DCS case workers seek to interview a student unless Mhm. I h in the past I hadn't typically like notified them that >> right I was under the impression that we didn't notify >> same >> um because we don't know I mean really we don't actually know why DCS is interviewing them so I don't know how they would be aware of these two options
038>> Jay [snorts] can you speak to that cuz I'm I didn't let them know because we're not really privy to all of those conversations that like especially when they're talking to a student. Um >> I know we've had some upset parents when they found out later like how how could you have let them speak to my kid without telling me >> and then I kind of go, "Oh, I don't know. I don't think we're supposed to. Sorry." >> Yeah. It's it's up to them. Well, sorry. Let me give you um actual context. it often it is driven by the DCS person. So um they will it is not uncommon for them to come in and tell you not to contact the family. Um if you for some reason feel that you should contact the family
039then it's always better to have a conversation with the DCS worker to find out if one of these circumstances is the case. Uh we did we I know of at least two cases where you know DCS in one of those two cases guided us to reach out to the family and in the other case um they guided us when we asked the question could we let the family know they said yes because in this case you know it's not the parent or legal guardian. So and they actually wanted that person to come down because they wanted to make them aware of what was going on. So, um, but nine times out of 10, we can't let the family know and DCS will indicate that because it is, you know, if it's DCS showing up, it
040it is related to what's happening in the household. >> So then I guess my question is on that is going back to what Evan was saying, um, a really good catch on that one is we typically don't, but policy is saying that we need to let them know. I think policy is saying that because there was a change in state law, but we could double check that. So, if it's something that we want to change the language on, I'm okay with us positing a change to the language. We would just want to verify with legal that we can make that change. >> I I would really appreciate that. um because I have not in the past. And my concern would be is like what if the DCS case worker was investigating a situation and then
041they called and they were still there and and I could just not see it turning out very well. >> Um or they pause it and they pull their child. I don't I don't know. I could see a lot of different things happening and I just um have a concern about like the staff shall notify a parent legal guardian especially when it has come to because oftent times administrators are the ones to report and you're the one reporting and now you're saying they were visiting and what were they visit? You see what I'm saying? It's just a really sticky area >> and I've had some re I've experienced as a as a principal some real safety concern concerns for students and then once parents um found out that they were interviewed they were very angry at
042the school came and yelled at the school and it became a safety issue at the school. Um or I Yeah, it's just a really that's a really tense line. >> Yeah. If it if it is driven by statutory. So last the last two years there's been this push for parental rights. um which is I don't know it it none of it's felt like it's related to parental rights that they feel like overreaches for the most part but there have been some things you know that have been related to um needing to notify parents about a variety of things and this may fall into that because I don't see why we would have added that as a district um unless it came by way of legal but like I said I would be very comfortable um
043you know, we could change the language to something along the lines of unless um guided by the DCS case worker to do so, the district or the school will not contact the parent or legal guardian. I mean, we could try flipping it to that and see if it passes legal muster. >> And Jay, it has the copyright, so I don't think we changed anything on this. >> Okay. So that would lend me to believe that it is based on statute then because the trust policies are pretty tight to statute. >> Yeah. I just I [sighs] I just And it's not like we want to hide or keep things from our families, but we're mandatory reporters. And when we have safety concerns about a student and then we report it, DCS visits and then we have
044to report to the family that DCS visits and sometimes it's very obvious that the school is the one that called because of circumstances. It just puts schools in a very precarious situation. >> Yep. I I don't disagree. Um and it is certainly a concern because, you know, we really don't want to be put in that in that position. It's really not our play. I mean, we're mandatory reporters, so it's our place to report it. We're um, you know, concerned about the safety of the student, so we're going to report it, but we're not the enforcement agency, so we shouldn't one be the ones having the showdown with the parents. It should be DCS or or the police. So, um, like I said, we can do it one of two ways. If the committee has language
045they'd like to recommend, I I can run it by the attorney. If um we don't have language that we want to commit, if someone um creates a task item for me, I'll just check with the attorney to see do we have to do this and then we can craft language later. I'm I'm comfortable with either option. >> Um can I um just keep this highlighted text on here and then put at J man, can you please look into this with Y >> um the attorneys? >> Yeah. Yeah. and I'll I'll I'll reach out and uh find out if they can give us some guidance on um you know what what the statutory requirements are. >> Okay. Thank you. I appreciate it. And really good catch on that, Evan. And if it is um done by
046statute, I'm wondering if like I feel like this is something we should really discuss at the next leader like at leadership council because I do not think administrators are aware whatsoever about it. >> Yeah. I I don't know. That was the first time I I'd seen that anywhere. >> Well, and if it is if it is from statute, it's fairly recent. So that may be part of why >> I feel like this is something that they would have spoke about at the law conference >> typically. Yeah. But there was a lot of parental rights stuff um this year and last year. So it could have just gotten lost in the mix too. >> Okay. >> But like I said, I would love to be wrong and it's just in there to be in there and
047we have the leeway to change it. So >> Okay. All right. So, um I'm going to jump down. Are we okay with moving forward? >> Yeah. >> Okay. So, next comment is location, which I believe is the same as before, but now that we have it, we're are good with that. Um then after that, it talks about um James, do you want to speak to this? The district may also request that the DCS case worker to present a valid driver's license or a nonoperating identification license. Is this what you mean by non-operating identifications license like a DCS or if they is this saying um that it's saying is if they don't have their badge. >> Sorry, I was on mute. I was uh Can you repeat what you said, please? Um, so it says the
048district may also request that the DCS case worker to present a valid driver's license or nonoperating identifications license. >> Right. I was it to me it was just like a a wording change that and I put the comment off to the side there that if uh that a state issued non-operating identification instead of that wording. It just seemed a little weird to me. But I mean if if it makes sense to everybody else and that's fine by me. Can we maybe provide some clarification on this? Is this what it's saying? Like if they don't have their DCS badge? >> So, let me chime in on this one. Um, thank you. >> It's It's not saying that. It's saying that the district shall require the DCS identification. They have to have that. >> Okay. >> Um,
049>> that's what I thought. it. Yeah, it's giving us the leeway to request either their driver's license and what a nonoperating identification licenses in Arizona statutory parliament is um the Arizona ID card that you can get at DMV if you are not a vehicle operator. So, you may I mean I don't think it's super common, but you may be that DCS worker who um is traveling the countryside in Whimos all the time and you don't actually have a driver's license and so you have a state issued ID. It's important. The reason that this language says says says says may also request is because we can request it but they don't necessarily have to provide it. They only have to provide the ID badge. >> Okay. >> I would imagine like um sometimes they meet with
050our students in the conference room which is in that front lobby at Kennedy but sometimes that room is not available and so we'll have them meet like in the little conference room in our library and typically when visitors come on campus we ask them for their ID. So we have in this situation they've given us their badge and then we've asked for a license because they are coming like into our campus to meet with a kid. So it was like a secondary piece of I don't know identification >> and I think Evan that's a really great example because we're not necessarily asking for the ID to identify them as DCS because they've provided the DCS identification. We're asking them for the ID because now they are a visitor on our campus and we require visitors
051on our campus to identify in that one. >> Thank you. >> So James, you were saying stateisssued nonoperating identification. I it was just more of a I mean I I I know that it's it's technically correct and there's there I was just thinking wordwise that that might be a little bit more clear. Uh but just a suggestion not a hill to die on. >> I mean do we want to change it? Do we want to leave it? What are people thinking? I'm >> I'm kind of leaning towards just leaving it just knowing now like we're requiring the DCS badge is typically what I mean well not typically it is what we do. Um, so I feel like it's going to be rare that anyone encounters the that type of ID, so I would be I'd
052be fine to leave it. >> Are you okay with that, James? >> Yeah, absolutely. >> Thank you. Okay, I'm going to check that one off then. Um, sorry, I must have like missed one. Oh, it does say DSC. Do you guys see that? >> Mhm. I didn't even notice it before, but yeah. >> Okay. So, this is the first time I'm making edits to that. Do I just go in and change it? >> Okay. >> I think you change the color, too, Adriana. I think normally changes it to blue or something or red. I can highlight text >> and Adriana should be joining us shortly. I think she had to reboot everything >> of course and then she probably has to relog in back into everything which takes [laughter] a moment. Hey Amy, I think
053um if you were to go to the highlighted DCS and rightclick it, like if you highlight it again and right click, then you should be able to add a comment. And now your change um anybody that goes in should be able to see why you changed that. >> So if you highlight DCS, >> you see how it says comment right there? If you go down a couple, >> so now you type in um typo. It's not anybody that sees the change will be able to know that that's why you changed it. >> Okay. >> I think typo is also a typo. That's fine. [laughter] >> It is just jokes. [laughter] >> It's a couple days before break. We're not being too picky over here. Just the irony is funny. >> This is why I don't
054public write, guys, because I don't even see when I make those typos. [laughter] Okay. Okay. I think we're good on this one. I think we're just waiting for um Jay to look into that. Correct. Other than once we get that then it'll be ready to go. Correct. >> Are we going through the rest of the comments? >> I think we did. Did we not? >> There's I There's like five. >> Um Oh, sorry James. I must have >> So I think when typically when we like once we're done with it, we'll like mark the comment so it goes away. So all >> Thank you. So, I'm going back up. >> Title DCS interview. Oh, because they were just added. That's why. Okay. Um, >> that's my bad. I was adding while people were talking. >>
055That's okay. So, I was like, wait, we did go through these. Um, titled DCS interview verification form or external agency interview log. James, you want to speak to that a little bit more? >> Just like the just like the other one, it just seemed uh just a a a proposed title change that is a a less a little less wordy on the mouth, but not a hill to die on. Just like before, just a little bit shorter, a little bit more clear in my opinion. But well, I think this one I'd like to keep it not um external agency. I'd like to keep it DCS because this one is specific to DCS. Correct. This policy is all about Department of Child Safety. So maybe DCS interview verification form. >> I mean I I would like
056to keep department of child safety. We could put DCS in parentheses but I'd like Sorry, it's dinner time for my dogs and so my son is coming in to get the dogs because one likes to sleep right below my desk and snore. Um so I'd like to keep department of child safety because that is their official title. If we want to put in parenthesis DCS so that way when we're searching for things it'll pop up. Um, but I would really like to keep the the title and I'm okay with parenthesis. You see what I'm you see what I'm saying, James? >> Yep. >> Are is everyone okay with that or any other comments on it? >> No, I think that makes sense to me. I I agree. I think leaving Department of Child Safety is
057important, but then adding in parentheses for the search ease is >> okay would be nice. >> [snorts] >> James, are you okay with that? >> Yeah. Yeah, of course. >> Now I'm typing DSC. Okay. >> Oh, okay. >> Jamie, do you want to speak to this one? >> Um, what do you I I I don't see what you see. What do you What do you see? Um you put request staff will request the DCS case worker or it says uh request versus require. >> Yeah. So uh like uh uh for me I um I'm I'm always uh questioning uh the the strength of a language in policy. Um if something is going to be policy um there should be a clear um you shall or you shall not type of language. And um so I
058guess uh for me uh if it you there there may be and maybe in this case the uh a little greyness is is is okay but um usually in situations like that uh you want uh language that is going to be um very clear and very black and white. Shall shall not require don't require that kind of thing. I think I had a similar thought when I read that sentence because I know that some schools in the past have struggled with DCS um worker like people not wanting to fill out the form but then when I read the next sentence it says staff will not impede the DCS case worker for performing their work duties. So if we say require and they won't do it and then then I feel like we are impeding them
059from doing their job. So, I know there was some issues um last year where they have a form that's nearly identical and so they were like, "No, I'm not going to fill out your form because I'm giving you this form." And so, um that felt like we're requesting you were saying no, but you're giving us something else. And so, then in order to not impede them from doing their duties, like, okay, show us your badge. Okay, now you can do your thing. So I would I would say I think we should leave it request and not require because as soon as we require and they say no then then I feel like we're at this impass but I don't know that's my thought >> and yeah and just to add to that because that's kind
060of connected because I put a comment on there for impede too. Uh I feel like there there it needs to be some sort of definition about what that is because a by that same argument if uh if we're doing standardized testing and we tell a DCS officer or somebody that we'll bring them up when they're done testing, uh that could be considered uh impeding a DCS case worker as well. So the the two I think Evan's right, the two are definitely connected. Um and uh maybe a definition of impede would be helpful. Maybe not. I don't know. But they um they definitely um are the the language is is a little weird. [clears throat] Mr. Mann, can you chime in on that? So, what if they were refusing to do the form? >> Um, I
061don't think we have any way to compel them to do the form. So, >> um, and we've run into that before and when we've called legal, they've said you can't require them to do the form, >> okay? >> But you can ask them to provide their their form, which is ultimately what's typically happened. Um the you know to James's example um if they insisted that the kids you know you could say they're finishing their testing um we'd like them to complete their test they'll be done in 15 minutes but if the DCS um officer were to say no I need them immediately we would not have the option to say too bad so sad they're testing. So then I really I really think we have to keep that language of request >> in there if
062we can't require it and the impede. I think staff can impede like we can request that they not pull them but I mean if it's a a safety issue and they're going to take them there, you know, there's not much we can do. >> Yep. Yeah. It's it's certainly not optional. And um when we've when we've had situations like that in the past um legal has always basically said you don't have a legal egg to stand on to to hold the children back. >> So uh Mr. Man in those cases um I my assumption would be that the administrator uh because I I there's in my mind there's a potential for misinterpretation of the policy, right? Um, so I my assumption would be the advice to uh the administrator would be if you're if you
063have a question about something or if there's a conflict to uh call district office and uh and get clarification on that. Does that is that correct? >> That is 100% correct. And that you know that's not an uncommon thing. a good percentage of like the calls that we've gotten over the years have been related to these types of concerns. So either DCS or law enforcement. >> Okay. Well then that you can resolve the impede one too uh Amy because that that answers my question. >> Okay. Um and then I think the rest of them um let's see where and how. >> Oh uh so that that's kind of a question for uh for me in terms of and and this has come up in other contexts too. Um because it says retain retain like collect
064and retain um and and this has kind of been like an open-ended things for other stuff. Is there specific is that up to the site on how they how they retain it and how long do we retain it and in what format are those things up to the site or those uh a district thing? >> There hasn't been guidance before. Um so what we've done in the past is we've kept it out of discipline and we just had like special like folders for it. So like um we keep it in like our student support folders and we've just kept them like as long as we keep disciplined but there hasn't been in the past like guidance from like um the one thing though I'm so sorry I'm jumping on and I'm on my phone so
065it's even more challenging. Um did you guys already talk about the form for student custody by case worker? We don't have that form and as best I can tell there was no form provided as like an example um within the governing board within the um trust um example forms. So that that needs to be like created. I I I don't know if you already figured that out. >> No, we have not gotten to that one. >> Okay. Sorry. Where are you girl? cuz I [laughter] >> I think honest there was like a couple of comments added later on that and so that's where I'm like I was getting lost in them because they were being added as we were going. So >> Oh, got you. >> Um I was really hoping you were coming back
066on so I didn't have to project anymore. >> I'm sorry. [laughter] >> Um so I was I I was getting lost in in the comments because they were I thought I had gone through them but I I think I missed some because they were being added. So >> um >> that's my bad. Sorry. It's okay. Like that's why and this is my first time doing it so I'm a little clunky. >> You're awesome. >> Um so the where and how James like I was saying there is no like specific policy in doing so. Um but you do want to um with the custody ones too and the interview you want to attach the profile sheet. Um so that's the how I don't know where. Jay, what do you think? >> Typically, you want to keep
067all of the students data at the site um until it's archived. So, I would say what you were describing, creating an ancillary folder so that way it's not in the students discipline folder would be ideal because there may be information that becomes part of this process that is more restricted than the students discipline data. >> Okay. Uh the other thing I just remembered too, the reason we keep it in a separate folder is Dr. Dupin said you should not have it in the file. Correct. You definitely don't want to do that. >> Yep. He is absolutely right. >> We don't we don't want it to accidentally follow the file into um some of the other recordkeeping because then we'd be violating um some of the students privacy rights. Does it does it matter if it's
068a hard copy or if it's a digital copy? >> You [snorts] would need a hard copy because they would have to sign it. So, you need a wet signature from the case worker, >> right? But like I mean you could you could get that signature and then digitize it and keep it at keep it that way. >> Yeah. My my preference would be to keep it as a hard copy because um if that say if that digital [clears throat] copy ends up in email, it's archived for the life cycle of the longest record we would need to keep an email. Um, and one of the things I really want to avoid, there was already a situation this week where a staff member out of pure kindness of their heart was trying to help a family,
069but sent an email to a whole bunch of people with the students identifying information in it, which we really don't do, right? It creates a whole bunch of potential um, you know, FURPA violations, potentially even HIPPO violations. And so um so the minute we digitize it, as much as I feel like a dinosaur saying this, the minute we digitize it now, it can travel um and get completely outside of our control. And for most things, you know, that's not a huge deal. Like if a permission slip got loose, it's not ideal, but it's not problematic. But when we're dealing with DCS where you know the nature of the reason the DCS worker is involved with the child and their family may be something that you know needs to end up as a sealed record for
070the child to protect them. Um it it would make me very nervous to have that floating around someplace. >> Gotcha. And I I think you said this before. Could you repeat like what the like and how long I don't know what the statute of limitations is on those forms. Um, so that's something that that I would have to check on, but >> should be retained. >> Sorry, >> I didn't say anything. >> Um, but I mean I would think I would hang on to it at least until, you know, the child leaves the school. >> Gotcha. because you're you're you're going to want as the principal or assistant principal, you may want to refer back to it if DCS comes around again. >> Gotcha. Thank you. >> So, should I put in the comment over
071here need to develop form >> for the form for student custody by case worker? Yes. >> And then um >> so I did find a form in those sample >> Oh, good. ones in that sample link. I just don't know um if it's the correct one. I'm trying to upload it, but for some reason I'm not having success. >> I think the internet's really ready for winter break as well. >> Yeah. Well, it uploaded, but I don't know. >> Well, and we can >> I think it went into the 2526 policy edits. Is it there? >> It might be in the policy edits. I went when I went to go look for it, I tried to go look at the like actual website and didn't find anything. >> Um So maybe we don't have to
072create it, but if we do need to track it down and then like look at it at the next meeting. >> Yeah, I'll put Yeah, it's it's in the it's in the 2526 policy edits. I just uploaded it. It says form 5-42 >> and I see it there, Hilda. So, it's definitely in there. It's not just showing up on your computer. >> Okay. >> It's on my screen. It's 245. It's the sixth file down. >> And so, I don't know if that's what we want. >> Oh, form 5-42. Okay. >> I see it now, too. Yeah, child safety. I think the only thing that um I'm fine with just using it personally. I I'm sure we need to read through it. The only thing that um was brought up was we did have it kind
073of like this where we had them doubled up. So, it was like the Department of Child Safety and the law enforcement's forms were supposed to be the same form, but the um it ended up being it became muddled for both the parents and then the administrators who were trying to decide what to use because the police officer one, it was primarily a police officer one, but it had a lot of like um really like intense language that um the DCS one maybe shouldn't have. So that would be my only suggestion because it looks like they match these together. Um it would be nice if they were separate. So if DCS is taking them, I use this form, but if the police are use taking them, I use this one. Do you guys just want to
074make this like something we like read through and put comments and then we'll come back to? >> Yes. >> Okay. All right. So then I'll keep that in mind for the like homework part of the agenda. >> Okay, I think that is all of the comments on here. Um okay, if you go back to the agenda, um Amy, and you go it you there's actually this the police interview policy. >> Um 5-41, correct? >> 401. Yes. >> Okay. When I project though, I have to you project it on the screen and then you go back to your original tab. >> Okay. Let's try this and then I'll go to the next one which it is um we're out of 402 and now we're going into 401. So, let me project that. Okay. Can you all
075see it? Yeah. [clears throat] >> Okay. Um, >> any comments on this one? Because my comments were the same things that you had already commented, Amy, so I I left them. I figured we could just talk about them at the same time. >> Where it says peace. >> Yeah. Um yeah, those were just things I was like, do they mean a police officer? They keep saying peace officer. I think it's because um I think this came up in years past. It's because you could have like a truency officer come, you could have an SRO come or you could have like a criminal police officer come and then the the peace officer basically was like it's anybody. Um but that was this that was this group like two years ago. So that might be like a
076let's see what Katie says like with an up-to-date policy about it. >> But I think that's why we had it's like a real umbrella term. >> Okay. Thank you. I was like, you know, they're saying it twice, so I don't think it's just one typo. >> Yeah. [laughter] statute also often refers to peace officer because you know there's there's like local Phoenix police, there's um state uh department of public safety, you know, and and for the most part we're not intersecting with like DPS, but it's not an entirely impossible thing that we would um and keep in mind that school grounds and other policy definitions extends to buses if we have students traveling. And so it is possible that you could have a situation where um a DPS officer needs to interview a student, but
077there's no place to sit or safely stand by the highway. And so they need to enter the bus, in which case they're on school grounds. And so I think that's why the they use the broader term rather than using a very specific term. >> Okay. So should we just leave it then? If it says peace, >> I think leave it and then >> Okay. >> Yeah. Um, the only other thing I had on there, which I skipped over my own comment, is should it says when a peace officer seeks to interview a student on school grounds, school staff? Um, I put I wondered if it should state administration. [snorts] I'm open to whatever in like practice. So, we had a situation where kids were acting inappropriately on um Snapchat, of course. Uh, and so then
078they were requesting to interview like five or six families. Um, and so it was like it was my administrator like and our behavior interventionist was like reaching out to families to try to like clarify and stuff. So that would be my only like hesitation is if we put administrator, we could do the administrator design. >> Okay. Or like administrator or designate. What do you guys think? >> I like that. I could like I see your point of saying like administrator because I would want to be the one that makes the call, but I could see like a scenario like what Adrian is saying where there's so many parents to contact that you would need the support of of [snorts] other people on staff potentially. >> So, we're saying school administration [snorts] or designate. Correct. >>
079Mhm. >> Like I think even Yolanda was helping because it was a Spanish- speaking parent. Um so that would be helpful. Um okay. I don't know if there were any other comments on this one. Can you go back um to temporary notification of temporary custody? Sorry, I'm cuz the only my only question was um Okay, it doesn't have like hours and I think in previous policy it was and I don't know if it was DCS or if it was Yeah, sorry. I thought I said DPS for a second. I'm like, wait, which one? >> [laughter] >> um that you had to wait like 3 hours after the student had been removed from the school. So I don't know if that was just you know how we had like really particular detailed stuff. So Jay, do
080you know anything about like actual timelines? So it basically was like if a for if they took the student >> Mhm. We had to give them like a window of time to reach out to the family, but then we were responsible. I think it was three hours, but I I honestly don't remember. >> I think we were using So, I think it's not uncommon for the peace officer to indicate how long you need to wait. >> Okay. But we were using three hours if for some reason there was you know a circumstance where you know because of the um chaos [clears throat] of the situation we didn't get clear guidance from the peace officer and we had to pick a time window. We felt like 3 hours was a pretty safe time window. So, and
081I remember when that came up because um you know was it had never it had never happened before and we were like well, you know, they didn't give us any guidance and so we're like well what would be reasonable and and we kind of landed on three we may have even asked the attorney I'm not sure but we kind of landed on you know within a three-hour time window they should be able to accomplish what they're trying to accomplish and they should already have contacted the family. So if that if they haven't then we feel comfortable reaching out to the family. >> Okay, that was my only question. Has there um been a circumstance or a timeline where they have said like to not contact because I I I don't know or like they'll contact
082that you we don't >> I recall Sorry, go ahead. >> No, no, you go ahead. I was going to say I recall uh I recall circumstances where they contacted the family with our administration um together. Um but I have I I can't and maybe Adriana has an example. I can't think of a time where they said don't call it all. We'll we'll be reaching out. But you may have had that occur. I don't know. >> Um we've only had with this because this is the police, right? Um, >> we've only had it um that they would reach out to the parent themselves when the student um they were a student of Kraton, but they were not one of our students. And so we like they they basically were like, well, if the if the parent
083doesn't it was a student who had like moved to a different school within our district, but they had been they were trespassing. And that at that time they said, no, we handle notification with the family because they're not a registered family to you. But I've never had it other than that one time. >> Okay, >> that's a really good example, Adriana. I forgot about that. So that that would definitely be a circumstance where that would occur. >> So it it looks like that's on everything on this one. Are we good to go on this then? >> Okay. So >> all right. Um, [snorts] so then the next one that you're going to go to is um I just let me look at them really quick because I'll know which ones were like conversation ones and
084which ones we could maybe get done interview department police notification. Um, I didn't see a lot of questions on the staff interviews. So, I think you can do Yeah, it doesn't look like anyone checked like checked it or had questions, but I think we can get through 5-304. So, this is when the staff is interviewing. But just in case people everybody peek at it and if you didn't look at it at all, then let's just pause and then give you some time to do it as like homework instead. And then Justin, I sent you the one that you had asked as asked for access. Do you need access to this as well? Are you good now? >> I'm checking it out right now. >> Okay. Did we look at this one before or not? Or
085were we talking about something? [snorts] Is this revised based upon what we had? I just see lots of stuff in blue and pink. >> Um the stuff that's in blue is just cuz I didn't actually I searched students and then it was there. Um I think that we're done, but I wasn't sure cuz we had talked about the like reasonable suspicion and that they need to like turning out their pockets and stuff. So I think this is done, but I didn't we didn't we still had it as like we weren't done with it. Does that make sense? >> Okay. So I'm not crazy. We looked at this, correct? >> We did. It just doesn't say that we were done. So that's why I was like, "Well, let's touch base on it really quick." >> Okay.
086Thank you. Because I was like, "Wait, we talked to her." [clears throat] >> Yeah. >> Okay. So, if you guys are good with that, then I think we're good with this one. I'm good with this one because I remember talking about it. >> Okay. >> Yeah. Same. >> Cuz we just It was just like what, two weeks ago? Mhm. >> Yeah. >> Okay. So, then three. Okay. So, now we I don't think we'll have time for it, but the like hold on, let me put that back. Um K Amy, if you don't mind going to the governing board advisory rolling notes and then scroll down to the homework. Let's see. Home. I'm at the homework section. Yes. So, I think we just need to talk through like what do we want to be what do
087we want to go over um moving forward because we definitely can like there's definitely maybe some questions, but this student conduct form is the um this is the procedures and it's basically just like a long definition of stuff. So, that definitely won't take us an hour. So, um, if we want to go over the district sponsored activities, I looked through it and it's also really short. So, I think that we could probably get through all of the extracurricular stuff. Um, I say that and then I could be wrong, but um, if maybe we want to do in terms of like the homework for this next time is just comments on it ends up being 5 12 through 5 or 512 all the way to 5 to4. It's like four or five documents. But is there
088anything that people thought we should go over before the district sponsored stuff? because this is what we landed on last time, but based on your work days, do you feel like there's policy we should confirm before that? >> I'm sorry. What can you say that number again? Five. What? >> It's It's the one that's there in the bonus. 5213A and then >> I'm sorry. I'm going off of memory, which I probably shouldn't. Let me >> um check what I was >> So, you're saying 5-305A, student conduct, student code of conduct. >> Yeah. So that 5305A that's just a list of definitions basically. Um so I think honestly and they're like very common what we've already had. So I think it'll just be like a a once over. Are we good? >> Um and then we
089had put 5-213A but that's also a very simple like amount of information. So I'm thinking unless there's something pressing for everybody else, we should just get through all of the extracurricular stuff. It's like the sports and the club stuff. Um, and that would be 5-212 all the way through 5-213 including the I think it's A and B, but like >> Oh, go ahead, Evan. >> No, I think it makes sense to go there next. >> Okay. Um, >> I just listed them on there so that we had them. >> Okay, sounds good. And then um and then I'll double check too cuz that was that was 3 hours ago, Adriana. And I who knows who knows what I'm remembering and not remembering from that. >> Yeah, I linked them all in. I didn't link them,
090but I just listed them. We can link them later. >> Okay, perfect. And then um so it's 5:53, so now it's kind of time to move on to like our next meetings. And I don't think we rescheduled because we wanted to see if we had new members. So thankfully you're here, Justin. Let's Let's find a time to meet Hill. Am I wrong though? Are do there more? I don't think there's any more. I don't think we have any more scheduled either. Um >> I did have a question. Um >> and this is just I I wanted to stay quiet for the most part for this meeting because I just want to learn and listen first. Um, and I know we're talking a lot about policy, the procedure and the application of those policy. Is that
091something that this group also touches or is that a different committee? >> It ends up being Well, let me take a stab at it and then Jay, I think you might have to edit. Um, so currently in our governing board policy, we have like policy, procedures, and forms. And so policy, like how I've been trying to think of it is just like the philosophy. Procedures are what we used to call our regulations and that delineates more of like how to do the practice and then forms are just like the the things that go along with it. That being said though, the procedures that are given by the governing board are basically like the um their aims in what we should be considering when we're developing our procedures. The like day-to-day like instruction of those things
092are dependent on like the committees that have it. So typically primarily typically primarily primarily the discipline things um with the code of conduct end up going directly to our APs because they're um largely in charge of like the discipline and the like day-to-day operations of it. Whereas when we did like crisis and restraints um that is all under the umbrella of the sped department and so the sped department took it to their committee. Is that right Jay? Yeah, that's that sounds that sounds aligned. I mean, I think ultimately one of the things we're trying to do as a district, Justin, is um we used to have a lot of variation by sight and we're trying to create more commonality. Like we don't want to take away, you know, the freedom to deal with a very
093specific situation. But the other thing that we don't want to have happen is you know your child moves from uh the Kraton Academy to um you know Iron Mountain and the and you know how discipline functions or how you know specific rules and regulations function are wildly different with no like specific reason as to why. So like there could be some different rules at Larry C. Kennedy, for example, related to something like they have that outdoor treehouse, like they may need to establish some specific rules because of the safety issues related to that space. But by and large, anything that's sort of a common thing. um you know, kids get into a fight. like it shouldn't be at one school if you were in the vicinity you're suspended for 10 days and at another school,
094you know, unless you threw blows, um you um get a lollipop and get sent home and the kids that that were the ones who threw blows, you know, you know, have an afterchool detention or something like that because we we that that's a very extreme um description, but we have had some pretty wildly different outcomes at different sites and it's created some challenges for us. I don't know if that helped at all. >> No, it does. It does sound like um you're moving towards uniformity, but that when policy is made that you're also trying to strengthen delegation. >> Yeah. and and and we're trying to make sure that this committee is getting some of those procedures developed because one of the big missing pieces right now is that we don't have those procedural documents and
095those procedural documents will be critical to getting that commonality across campuses. >> Okay, >> perfect. Well, thank you for clarifying. Um Hilda, I may need your support in this part. So um I don't know if it works for you, but typically Justin, we've done like every other meeting that um like alternating between the governing board meetings. So um Tuesdays typically at 4:30 um and then we've been virtual for almost all of them. Is that feasible for you or should we consider a different day of the week? >> No, that works for me. Please don't change things for me. I [laughter] will figure it out. Make it work. >> Okay. >> Um, and then here's where I'm getting confused, Hilda. For some reason, I only seem I can only find there's a governing board meeting on
096the uh what is that? The >> There's one on January 13th, >> but then it go There's not one on the 27th. >> No, cuz we only have one a month. >> Oh, okay. Okay. That's why I keep thinking they're every other like they back in the day. Okay. So then I would like to suggest that January 6th is out for this group because that's the first week back. So the earliest available Tuesday or yeah would be January 20th. That works for me. But what about everybody else? >> It doesn't work for Jay. >> Okay. >> But um >> Oh, that is a holiday too. So if people >> Yeah. And we we kind of didn't necessarily always stick to Tuesday because we also did some Mondays. >> Yeah. Um so Monday and Tuesday of
097that week are out. So then Monday or Tuesday of the week of the 26th or 27th. I can do um the 27th, but I would have to do probably five if we did it on the 26, which or I mean I can opt out. I can you don't have to have me there to meeting. So, what about the 27th at 6 for or at 4 for everyone >> at 4:30? Oh, yeah. I'm sorry. 4:30 because we're doing virtual >> the 27th for me. >> The 27th uh the basketball games are starting >> and uh 27th is a basketball game for Gateway. >> Okay. So then um I can I can have Karina cover one of the SPED meetings if the 26th works better for people. >> I'm not available on the 26th. >> Okay. Um,
098[laughter] >> there's new teacher 29th. >> Yeah, the I can be available the 29th. That's a Thursday. >> I'm okay on the 29th, too. >> I can do the 29th. >> Okay. Um, >> that works for me. >> How about February House meeting? Um, what about the 12th of February? Also a Thursday. >> I am not available. >> Okay. Um, that week uh I wouldn't be available um the 10th and then you not Okay. So that that week won't work. Um cuz Amy you have new teacher. >> I can do the 10th but I am I could do the 10th or 11th but I'm not available the 12th or 13th >> and Jay is not available on the 10th. >> Um okay. So >> and then this the set the week of the 16th is
099holiday and governing board >> and community council. Oh gosh. [laughter] I mean, Jay, I hope you have a great time. >> Listen, I I go I I have to be at a training and then a conference for a week and then I get to come back to governing board meeting and community council. So, I'm living my best life. >> You [laughter] really are. Um, what about February 24th? >> The 24th doesn't work for Jay, but the 23rd does. >> Okay. I can make I can make the 20 I can move things around and make the 23rd work if that works for others. >> Uh I can make the 23rd basketball game that day, but I could >> I can see if Martha can go to the basketball game >> on the 23rd. >> Yeah. >>
100Okay. >> The there's a basketball game for Gateway, too. I could ask to see if somebody could cover it as well, though. It is the last game of the season though. I don't know. We should probably be there. I feel bad missing it. >> Think about that. There's been some support provided that if you guys wanted to hire a site like coordinator for your school. There's um procedures for doing that at your school all the way down to how you fund it and even the interview questions. Just throwing it out there for y'all. I know if I had teachers that were even interested in coaching, I would also hire one to supervise the games, but [laughter] right now the teachers are also tired and burnt out. [laughter] >> So, are we going to go for
101the 23rd or the 25th is also an option if people are available? Um, I can cancel what I have on the um 25th if Wednesday works better. I can just switch it on one of the game days that they're at. >> I can do the 25th. >> That could work. Is there no teacher? Is there no PD that day? >> Let me look at my coaching goals. But um I'm pretty sure there is that day. >> Oh, it's the um >> it might be. >> What day are we talking about? That's a report card prep day. So that would work actually. >> Okay. >> So the 25th. >> Um and then Jay, are you aware of if we have to present to community council? >> I think it wouldn't be a bad idea. What what
102I've learned is if you try to go through the changes with community council, you get to see the whites of a lot of people's eyes and their pupils go away. >> But it wouldn't be a bad idea to maybe have a 10 to 15 minute presentation on, hey, you may have heard of this committee before. Here's the work we're doing. Um, we're still potentially recruiting more members, so if you're interested, you know, reach out. And these are the policies that we've worked on. And this is the link and how you would find the information. Please, you know, take the time to take a look at it and provide us with commentary or feedback. Um, that's probably the extent of it because there's just not community counsel just isn't long enough to [snorts] try to walk
103everybody through the proposed changes. >> Yeah. No, totally agree. Okay. And would that be for the April one? Cuz that's when we usually >> Yeah, typically we bring it to the April meeting >> cuz then cuz I was just thinking then I feel like we need what we had to do last time is we had to have like several meetings in the month like back to back almost like um so maybe like either like when we get back from spring break we would want to do like >> two Tuesday meetings like the 17th and the 24th or something like that. Um, >> do we want to schedule them maybe on the February 25th meeting? >> I was thinking that like and this was very difficult like um so I'm worried that if we don't schedule
104March out now, we won't be able to get everybody together. But I am a worrier. So if I can if you want me to chill, I can. Everybody March. [snorts] Okay, sorry. Say that again, Hilda. All right. I think it might have been Evan talking >> that we can look at March. >> Okay. So, then we have break is the 9th through the 13th, right? >> Yes. >> So, what does everybody's uh seven like the week of the 16th look like? Um, I can do >> only concern with scheduling these now is that we don't j like for James and I, we don't know the spring sports schedule. >> I think that >> just put them on there now and then >> I I think bring them up to the team too. >> Yeah. >>
105Like do like you know like these are not games that the two of us can do. Um because they haven't made it, right? You guys haven't made it yet. Do you want to do the 17th? Just because the 16th is like coming right back from >> Yeah. >> Oh, yeah. That's a good point. >> Spring break. >> Uh yeah. When is the April board meeting? Because we could maybe wait a week >> and like do it the second week back if that I just don't know when the board meet. >> Well, the board meeting is that second the 24th. So, >> Oh, I meant the April one. So, the April one's on the 21st. So, But do we want to do the 17th? >> I I think since it's on the 21st, if we want
106to go ahead and just try to do like the start with the double up meetings on the 24th, we'll still have enough time. So if people don't want to do it the week we get back, I think we can move it down to the 20 the week of the 23rd sometime is our first meeting. >> Okay. And we have a board meeting that week. >> Okay. So then we've got >> I mean we could we could do it on the 26th. >> It's up it's up to you. I think as long as Sorry the 20 I I feel like as long as we had like two meetings before the 13th of April, we should be fine. So, anywhere from like the start of break to like April 10th uh would be good by I think
107will give us enough time thinking about how long it's taken to prep presentations and then get the speakers kind of coordinated. So, I'm going to leave it up to everybody when they want to start up these meetings. I could do the 26. I do have something scheduled with BPA, but Ivonne and I are supposed to do it together. So, as long as he can cover it, um, then I can do the 26th. >> I wonder though if we'd have to do it, um, in person because we have leadership council until 4 >> or we can just >> March 26. >> On March 26, we don't have leadership council. >> No, I'm sorry. I I had popped over to February. My bad. >> Okay. Because I was going to say it's not on Jay's calendar. Listen.
108[laughter] No, I'm not. I'm not gonna even >> You're having a secret leadership council. >> Okay. March 26. Yes, I can switch stuff up and and make that work if that works for others. >> Works for me. >> I think it should be fine because Yvon should be able to cover that piece for us. So, just to clarify, we're we're saying March 26th. >> Yes. >> Okay. >> And then April 2nd. >> I can do the second or I could do Tuesday the 31st of that same week, too. Either one. >> And Jay can't do the 31st, but he can do the second. I can do the second. >> Okay, James, you good? >> Yeah, second is good. >> Okay, perfect. And then I think that we'll have wrapped up enough um where we'll know
109what we want to share and then that April 2nd meeting we can kind of like figure out what the um presentation the 10-minute presentation who's speaking and then the rest of the usually the rest of that month and then May is just clean up because it goes to the lawyers after that. Does that work for everybody? >> Okay. Um, so I will um I'll clean up the agenda um for the next meeting and then make sure that we have like the copies um to give comments on. Um and then I um I'll try to get to it by Friday so that if you wanted to use your winter break to look at it, you could. Um unless people do not intend on looking at it and then I would prefer to get it ready sometime
110during break. I do not plan on to look at it before winter break. I full disclosure. No, I appreciate that because [laughter] I'm on a tight turnaround on these things. >> Okay. So then I can get it done sometime winter break and then bright and early on the whatever the fifth or something, you guys would be ready to work on it. Is that okay with everyone? >> Yep. >> Okay. And then real quick, Hilda, um, remind me if I, let's say I, let's say I end up getting it done like the day before Christmas Eve, I can still send it out to the whole group and say like all documents are ready, right? And I wouldn't be like breaking any policy laws with that. >> Um, no, you just have to BCC everybody. >> Okay.
111>> So that they don't respond to everybody. >> Okay. Okay, perfect. and people really shouldn't be responding to it until the meeting. >> And then I remember you said don't put any commentary. So you're literally just going to get a link from me. I think that's a um to the folder. Okay, cool. Any good of the order? >> Nope. And I'll send calendar invites um probably tomorrow. >> Okay, sounds good. Um okay then. So then at that point, can I get a motion to adjourn the meeting? >> I motion to adjourn the meeting. >> Can I get a second? >> I second. >> Awesome. All those in favor? >> I >> All right. Awesome. Okay, everybody, have a good night and a good holiday if we don't see you. >> Thank you all. Happy holiday.
112Take care. Bye.