001to approve our agenda. Make a motion to approve the agenda. >> Sure. I motion to approve it. >> Okay, I'll second. Amy, are you good with the agenda as it stands? >> Yes, I am. >> All right, perfect. So, the next part is just the call to the audience. Hilda, are there any public comments? >> Um, no, there is none. Okay. So then I'm going to go ahead and move to our rolling notes. So the plan today is to go over the um 5306 the A and B so the expulsion and suspension um policies and then maybe we'll get to the staff interviews and the um outside stakeholders interviews. So hopefully um every we kind of already did this homework but just in case just um getting through the interviews for um the police and
002department of child services or whatever we call it now. Anybody have any questions or anything about those things that we were working on? >> No. >> Does anyone need to just take like five 10 minutes to go through it? Um or oh actually I see everybody has comments so we might be able to just go ahead and move through. >> I feel good with the with the 306A. >> Okay. >> Only need a couple minutes before we look at 306B. >> Okay. So let's just go ahead and start with that one. Let me just make sure. Okay. Now you see. So now it's going to be kind of the same process we did last time. So, it'll just be like first person's comment. We'll go ahead and get started. Um, so Amy, you're the first
003one. Um, I remember looking at this one and just thinking that the language was a little bit uh confusing on it because it if and I'm not looking at the document cuz I'm I'll be home in like 2 minutes. I'm still driving. Um, but it it was just a little bit confusing the way that it was worded. And I don't know if it's just because of the way the layout is, or if it was just like my processing of it. Um, but it was talking about like you can't do this, but it must meet this criteria, but not that that's where I was just a little I understand what it's saying because I know the law, but I just wanted to be a little bit clearer. >> Yeah, I think last time too it's this
004is like straight out of whatever the state policy is or statute. I'm not sure what to do about that. Jay and Katie, what do you think? Should we >> sometimes change? >> I mean, honestly, >> if it's state statute, I just maybe and it was just me trying to process it. It just seemed to >> I I don't know because that one where it talks about like you have to be this age, but you also have to meet this criteria, but it unless it meets this threshold. Is that the correct one? >> Yeah. And it really is kind of just copied and pasted from the law. The law was updated last year or the year before or something like that. And that's been reflected here. But and it it's basically saying you can suspend a
005student that's over the age of seven for these specific things if all these other things are met basically. So like I if you know Yeah. >> And this is why I'm not a lawyer. >> So, yeah, it only really only applies to students who are the the rest of everything after number one only applies to students who are over seven years old. And remind me, Jay, was this younger or older before? Was it eight before? No, it's it was we never had a limit. Seven became like the new limit before you could like >> Sorry, I didn't mean to cut you off, Adriana, but there was a time when there was no limit. But then they put a limit in place and I think it was through seven years old with no caveats for there
006are circumstances where this can happen with se with kids who are um seven sorry it was there was nothing and then it was um K through four but then they wanted to add the language that if they were seven years or older under these extenduating circumstances you So, so three or four years ago, they put a statute in place that said um you can't do these suspensions for any kid kindergarten through fourth grade. And then there were some situations that arose with kids and firearms or narcotics where those kids were older than seven and in K through four. And um those got a lot of publicity and then they went back and they adjusted the law again. And I I I think you're right, Katie. I think it was last year that the new law
007went into place, but it might have been two years ago. So I think what we're going to end up doing is leaving it how it stands and then since it's just copied and pasted from the statute, does that work for everybody? I'm totally fine with that. >> Um, and then, okay, so the next comment was me. Um, I'm pretty sure my only thing was just that we call it a hearing. And I think when I hear hearing or read hearing, I think like something very like even though it says informal, it just is a weird word to use where I think like would conduct an informal meeting would maybe fit better. Um especially because there'll be hearings later on for like long-term suspensions and so I so I don't know that was my only thing
008like is hearing kind of a misnomer there for what we actually do? >> Yeah. No, I made a similar comment on that same section just the phrasing of like the informal hearing and then the principal orally informs the student of the behavior. I don't know. I just wasn't sure if it's like if there's something about it being like a verbal or why the stipulation of like it is informed verbally in a hearing. I don't know. I was curious about that as well. >> Yeah. Well, and that's why especially because um orally inform the students alleged behavior is considered violation of the rules if not respond. >> Yeah. Especially because I think too we do like um we have the meeting with the parent and so like usually you do tell the kid first but then
009you end up having a parent meeting um and so even where it's like and the student's parent or legal guardian will be notified. Well, that's when we require like a meeting to get the paperwork done. So >> I Okay, so can we start? Let me start with this. Do we want to delineate a meeting versus a hearing or should I just make those synonymous in my mind and move on? >> So the reason why you need to have this language in formal hearing is because of just like administrative law. So those are like the key terms to show that you're giving somebody due process when it comes to like administrative law stuff. So I would leave it as an informal hearing. >> Okay. So then you're orally informing the student the alleged behavior the basis
010>> the orally thing is the only thing I can think of for that because it's not actually based in the statute is that they just don't want it in writing. I mean the less you have in writing the better legally speaking that I don't know the intention behind that. >> And Adriana can we note that James joined the meeting at 4:41 p.m. >> Okay. Hi James. Uh we just are looking at the student discipline. So if you go to the rolling agenda um if you just click on 5306A uh we're I think we're basically on page two. >> Yeah. >> Thank you. >> I don't know why I don't ever put page numbers on these. Um okay. So we got to keep the hearing and then so let me just clear that. Um, and then
011going back to what you're saying, you were saying, um, this is I feel like this is the like starting of like the investigation. I don't know if we want to Well, sorry. Actually, Katie, do you suggest that we keep with the exception of like discussing this orally, we keep the rest of this the same as well? Then >> it seems interesting. Well, the one interesting question I have is, you know, the principal will orally inform the student of the alleged behavior, but then it says the students will be the student will be given an opportunity to respond. Is that also orally or in writing? I don't >> Well, so that's why I'm saying that this feels like that part is actually more of the investigation part. Oh, let me start over. how we have like
012kind of classified it for ourselves is like we hear about something we let the kids know like hey we heard that you did this there's a violation um and here's like a statement form that you need to respond so that they give their side of the story or um like basically how they shouldn't get in trouble is what it ends up being. >> Yeah. Um, so I think that's what that part is. And then >> what we probably would have called the informal hearing is when we would like then be like, "Okay, now we're ready to tell you these things." And that's when we notify the parent. >> So, >> okay. >> So, I don't know if we need to like delineate that like the principal will conduct uh or the principal or the designate
013would conduct like an investigation including giving a student opportunity to respond. So, we like make it a little bit clearer that that's like the investigation part because what we don't do is we don't say, "Okay, you're going to get suspended three days for a fight. Here's the suspension paperwork." And then tell them like, "Oh, you can respond to me now." Well, the other thing that's weird about the way this is written is like, you know, it says that prior to a short-term suspension, the principal will conduct a informal hearing, but then we're like jumping the gun by saying that and then having all this after that, you know, because I assume all this takes place before the informal hearing. >> Yes. >> Okay. So, I feel like rearranging this wouldn't be bad. It would make
014more sense like y'all are saying. >> Okay. I think I think where it has Oh, I'm not sure what's happening there. Sorry. Um that go away. I'm on the wrong thing. Um where it says informal hearing right here. I think if we change that, we'll conduct an investigation. Um, and then like it'd be like during which the principal will orally inform the student and give them an opportunity to respond. And then following an investigation, if the principal determines a short-term suspension is appropriate, uh, an informal hearing will occur. >> Where the >> Well, they also have Oh, yeah. And then this is interesting down here. It's like Okay. Sorry. Sorry. Then >> yeah, I think that makes sense. Following the investigation, I'll hold a short informal hearing. >> Do you think that we need to
015delineate like the principal or principal designate or I guess it's up here, a building principal or other designated administrator? >> Yeah. Okay. >> I think if you just put principal then that's fine as long as you have that up there. Um, if the principal determines that a short-term suspension is appropriate, uh, a is this supposed to appropriate. An informal hearing will be I got too many commas kind of floating around in here. What do you think about that? If everyone wants to look at these from during which to the end of that second one. >> Say that again. >> I'm just Oh, are you still driving, Amy? Because then I probably >> No, I'm at my house now. >> Okay. >> So, you can see my face. >> Oh. Um, I was just saying I
016started like So, if you read the next two paragraphs, does that make more sense in terms of what we actually do? And should we add or take anything out? Also, there's a lot of comma clauses happening, so somebody may want to double check that, too. >> I feel like that makes more sense to me and feels more like the steps that we are currently doing. >> Okay. >> And I see what you're saying about hearing. I feel like it should be an investigation. >> Yeah. So, we just changed it here, but I brought it down here so that you do see that there is an informal hearing. Do we need to move this um do we need to put this no appeal process up here? Like we notified you and you can appeal and then
017here are like some random things that may also happen. We're just thoughts. Say it one more time. I was rereading. >> It seems it's okay there at the bottom. Okay. >> Yeah. I think it's fine at the end. >> All right. And then next one is Evan. Um, I think we're all talking about this same like couple of sentences here about the written notice for the long-term suspension just um, >> yeah, >> I don't know that I don't know. It's not I think something that happens very often, but >> there used to be a official letter that we wrote and like through certified mail and sent it. >> Uhhuh. But that was guys. >> Okay. So, let's >> I'm going to see if I can >> We still do that. We still have to send
018a certified letter for the hearing and there's like a 10day limit. >> I can look in the shared drive for the APs and see if it's there. >> Is there a specified form or is that letter enough? Typically, if it's going to a formal hearing, it comes from uh Yenia. So, it's typically handled at the district office. >> Okay. So, maybe that's why we don't know about it. >> Yeah. >> Uh Hilda, when you gave us a while back, you gave us like a link to the forms that um the trust has because they're not on the like actual district website. Do you still could you send that link again? Yeah, let me look for it and then I'll send it. >> And then what I'll do is I'll link it to the rolling agenda
019because I wonder if they already have a written notice of intent. So basically we just need we just leave this then, right? Because we'll use the one the district has. >> Yes. Okay. >> Or the process that we already follow as a district. >> Yeah. Okay. And then um I just deleted this and then I saw Amy added a comment. Do instead of I it was back to the principal or principal design. Do we want to do administration? >> Yes, please. >> Maybe I should match it up here. I think that was throughout there was a lot of like it was principal principal principal rather than administration. >> Yeah. Oops. Apparently I don't want to spell it. >> Okay. And then I don't know do they have to be mailed or >> I think they
020were always done certified mail to show that we intended we could give them like so that way it was given to the recipient and that we had attempted and that it was signed for. >> It also says right here or hand delivered to the parent or legal guardian at the le last known address. I mean, it's kind of like serving somebody basically, >> more or less. And and we've even had people request to come to the district office to get them. We had a lady earlier this year who wanted to expedite the process and so she offered to come to the district office. So, as long as they sign, they need to sign in some way that they've received it. And so certified, if it's being mailed, certified is necessary. If it's not being mailed,
021then obviously we can just capture a signature. >> Okay. All right. So then the next one is about the long-term suspensions, but also like the whole um mailing and hand delivered. So I think no less than five working days prior to the hearing close. Okay. So, I think that's the same thing. So, I'm going to clear that one. And then I don't see Oh, wait. So, the next one is restrictions during a period of long-term suspension. Suspended students shall not be permitted on district property and shall not be permitted to participate in district functions or activities. Oh, I I do think we did have district sponsored events in the previous one. So, I'm guessing Amy, we would like add it here. Probably district function functions or activities on and off district um property. >> Something
022on the the lines of that to make it a little bit more clear. And the reason for that is because I've been um supporting some sites with um like where we have had to uh handle different situations. So that's why it made me think of like the language behind that where it was like district sponsored events or so it's like if someone shows up during like the turkey trop but they're not supposed to be is it you know kind of so that just made it very clear. See what I'm saying? >> Yeah. >> Or was I not clear on that? >> No, I know what you mean. Um I was just trying to because I I think that happened to us once, too. Like they um well, they weren't technically suspended, but they weren't allowed
023to go to like a Perry Park field trip, but then they like showed up on their own to Perry Park or like we've had kids who like magically just are absent from school, but happen to be at the Harkkins field trip, you know? Um, I just added on and off disc district property. >> Does that work? >> Yeah. >> So, the other one is mine. I just I wasn't sure. We did a thing last year. remember James where we met with Tyson and we had to go back and make those corrections on our suspensions where we were labeling like whether kids who were suspended were receiving um services like our students with IEPs. So, I just wasn't sure like this feels very certain that no assignments for suspended students will be provided. Does that also
024include like our students with IEPs and their service minutes or is that just something different? Well, I think it depends as long as you're within that window. And if this still falls under long-term suspension, then if it's more than 10 days, then they're required to do like manifestation hearing and get their services. So, >> so I don't think it would include students with IEPs because they still have to get those services. Um, it might just come in a different like an alternative, right, >> setting like ACES or something on the lines of that. >> Okay. Um, I am wondering though because the next line says, I didn't even notice the student will receive no credit for the semester during which the long-term suspension was imposed, but if it's like an 11-day suspension, that means that
025we like are also cancelelling out 35 days where they did show up for a quarter. So, I'm wondering if like we either need to say that like if a student is suspended for more than 50%. That also says the semester, not just the quarter. >> Yeah. So, >> wow. So, do we want to So, I guess that's the first thing. Change it to quarters like it based on the quarter and then how much of a percentage of the suspension would let me try that sentence in a way that might make sense. um how what would be the percentage of the quarter that would need to be missed as a result of a suspension for us to think that there really would be no way a kid could get credit for that could get grades for
026that quarter? Isn't it it's 10% right of a for the chronic absentee it's 10% of the 180 days so oh five days there need to be more than 10% because I feel like that's not even a long-term suspension yeah this stuff like this stuff in here is not a part of the statute so like whatever we think is appropriate is what we should do. And I would say I agree. Look, I wouldn't, you know, I don't think the board would want somebody who's been there for 80% of the semester and misses like the last two weeks to not get any credit. >> Yeah. I feel like if we even did like >> and then and then Sorry. And then what happens if they're like in eighth grade like or >> Yeah. They don't get promoted
027or something. That's crazy. >> Yeah. Um well, if we did So, 23 days is 51% of a single quarter. Um, because I feel like if you've missed >> I I I would say if you if your long-term suspension is more than 20 days, you should not receive credit for the quarter. >> So, yeah. So, you're saying to add that to the beginning of that one sentence? Yeah. If the 20 if the long-term suspension is more than >> Yeah, that's what I'm thinking. Oh, and I lost where we're at. Um, >> I have a question. Uh, can can everybody hear me? >> Yep. Um, uh, so I'm curious about like because I I was a part of a long-term suspension just recently and my understanding is that when something like this comes along, well, when something
028like this comes along, it's not it's it's typically something that is for like a quarter or a semester. Um I I I mean maybe Mr. Man can clarify some of this. Uh but I uh I I does Does does I mean a principal has the ability to go and suspend a student for less than 10 days and they can do that theoretically. I mean it's not recommended but they theoretically they can do that intermittently for an extended period of time if they wanted to. I would hope that that's not something that would take place, but they theoretically could. Um, but with something like a long-term suspension, um, I mean, I don't know the history of it, uh, from what I was told that it had been a couple of years since there had been a
029long-term suspension. And it was they're they're not typically something that is 10 days, 15 days, 20 days. It's typically a long time. But I I mean I could be wrong. Maybe Mr. Man can clarify or somebody else can clarify. >> Well, I'm just thinking in practice it in practice it probably is, but in our like parent compact thing, it says more than 10 days. So an 11day would be considered a long term, >> but I I don't know. What do you think, Jay? Uh, you know, this honestly is something that happens with with relative infrequency. Like it has to be something really severe like a kid, you know, was brandishing a weapon at other kids or, you know, beat a kid nearly to death. I mean, these are like really extreme circumstances where these things
030typically occur. Um >> but um one thing I need to clarify is I don't think a principal can intermittently suspend because there is a maximum number of days that you can that you can provide sus like it's cumulative as well as you can't have more than so many consecutive. >> So um >> thank you for correcting I figured I don't know anybody that does it. I just figured theoretically could be possible. I'm glad for the clarification. I don't think it aligns with um policy or statute. So um not saying it's never happened in Arizona, but um it shouldn't be happening. Um but like with this one, like it's really tough because like this would be a truly extreme circumstance and um usually it happens less because it's not done as a punishment. is typically done
031for the life safety of the other students on campus. So, um you know, as far as whether we allow for credit for that quarter or not, like I'd rather heir on the side of you know, if the kids completed enough coursework to earn credit, why not provide the kid with the credit? cuz if they perhaps they get help someplace and then you know they're less far behind like setting them further behind isn't going to help them have a better outcome down the line. Um >> right >> but I don't know how you capture that. So um you know they're talking about more than 20 days within a quarter and a quarter is typically 8 weeks. So it's roughly 40 days. So they're basically referring to if a kids's missed more than half of that quarter.
032>> Oh, just clarification. That's actually that's what I'm saying. They just literally said if you had it. >> Yeah, because I was like if you had an 11-day long term, that's where So that that's on me actually. That >> Yeah. So So yeah, you're right. They they had the semester language and it was like no matter what happened, the 11 days was the semester. But I personally prefer 20 days within a quarter because if you were there for less than half of the quarter, you probably shouldn't be getting credit for that. That's going to do you more harm than good because you really there's no way that you picked up that content only being there less than half the time. >> Can I ask a clarifying question? Um especially now that so many of our
033assignments are in Google Classroom and things like that, um and students have access to their work or they have access to things that are on Seessaw. Do we have like do we have to include that part in there? Because I'm thinking about a student that might have a chronic illness that misses a huge chunk of the quarter or uh we have some students that have really bad attendance that might miss maybe not quite that much but quite a bit of the quarter. So, do we have to include that language and we can just take it on a case- by case basis? And I think >> this is just for suspension. >> Yeah, this is just suspension, not illness. >> No, no, no. I'm saying I'm sorry. Let me clarify. I'm likening it to a child
034that might be out for a longer period, but I'm talking about for a student that might be um we have students that just have quite a bit of absences unfortunately. Um that's why it's one of our guard rails, but that miss quite a bit of the school year. So I do we have to have that part in there. Um, >> I hear you. I I hear what you're saying and but to play devil's advocate, I I kind of I think of this as and those other kids should have the same, but this is the logical consequence like if you are you have to have been making some like ser this is not a learning >> poor choice. is a big poor choice. And like um this is the worst example, but it's kind of like
035if you decide to get in a fight and you get beat up, like that's the logical consequence of doing that. I kind of think like losing credit um is a logical consequence for which is I don't care if we take it out but I don't think we should take it out solely because kids whose whose parents don't bring them to school can still get credit I guess is ultimately where I'm at because I do think like what in the world did you do where we were able to justify in a hearing that you should not be at school for more than 20 days. >> Yeah. And I I totally hear what you're saying because I feel like um it has happened so infrequently which is why we couldn't remember is there a form is there
036not a form because we haven't done it in so long. And I think that's because we've gotten like more aware and more proactive and more teaching and more restorative practices that it happens like so infrequently. But I guess I I'm not opposed to I just don't know what the correct answer is to have it. What we could do, this might be opening up a can of worms, but I feel like this would be fair, is if um we said something, we had some sort of language that was like a family like can appeal to, let me say it, messy. What if like okay if the kid can prove hey during this time I was like actively productively willing to work on Google Classroom and get this done or like complete this project then I if
037they do those extra things they could still get the credit but you don't just automatically get an opportunity to get credit um just because >> sorry Katie has double hands raised >> so you know is readmission procedures right so I think that's I I think what you're getting at to me is like if somebody's been long-term suspended at after 5 days, if they're that eager to get back to school and get back to work, they have a procedure to come back or at least apply for it. Um, doesn't matter if it's 20-day suspension or seme semester suspension. As long as it's more than 10 days and they've served five of that, they can apply for readmission. So, and that doesn't mean they're going to get approved, but it's a way to try to get show
038that you're wanting to get back to school and there's going to be some sort of application process for that. >> May I make a suggestion? >> Only kinder. And then the only other thing I was going to say was um sorry just really quick I was I've already lost my thought on the other thing which is um that even just a reminder you know like we've said this year by year but um even if it's not the practice to have like a 10day or a 14-day suspension or something like that it's usually either small or big really big I think we need to keep the you know the opportunities open for that for the future. We're not trying to limit things here just because it's not our practice right now. We don't know what people
039are going to do in the future. And so I would say just be that we would this language I feel like still does that. So I wouldn't want to limit it anymore just because we don't necessarily see like 11day suspensions very often or something like that. >> What were you gonna say, James? Um, so normally, uh, I'm not a big fan of, uh, any kind of policy that is what I consider like, uh, fluff. Um, uh, but I I think, uh, my suggestion basically is, uh, to, uh, keep it in. Uh, but I I I I always feel like there should be some nuance that it reminds me of like the the time period where they had the the the three strikes and you're out laws, right? Where the judges had very little ability to
040see the individual situation and make a decision on that. They were just locked into it because that was the hardness of the law uh that was passed. But uh with this one, it could it be just as simple as the student may receive no credit for the quarter during which the long-term suspension is imposed? the language is still there, but it also uh opens it up to the possibility of um like saying, you know, it you can have the the obviously people at the district level because this is not this would not be solely a site level thing, but people at the district level that they're not locked into it, you know, like no matter what, you know, it you will receive no credit. It allows a little bit of flexibility um to to do
041that, you would need to change the thing before it, too. Because if you're going to allow credit, they need to do something to get the credit. So, if they're missing more than 20 days, >> then you can't have it say no course assignments will be provided. >> Oh, that's >> agreed. >> Didn't we worry a little bit if we sorry, I worry a little bit if we do that like change to say they might get credit or they might not get credit, then we'll have And I just imagine a situation where my family at Kennedy says, "Whoa, I heard from a family over at Monav Vista that they did get credit." And like I don't I don't know. I just see like an opportunity for families who are possibly already upset to be more upset
042if it's not like very or equitable. I I feel like I not I'm not usually this person. I usually am like let's be alongside them. I'm kind of like, "No, you're done." So like whatever you did to get more than 20 days, >> that's it. So I'm good with whatever we want to do. I But I do feel like what you're saying I was like, "Yes, James, that sounds great." And then I was like, "Oh, that's a good point." Um, so now I'm like, "No, they're just there. It's not enough. There's let's not be gray, but also there has to be I don't know. I just think I think it's such a logical consequence for having done whatever you did to get to this point. Um it feels not life lesson to get the credit,
043which is not rare. It's that's a rare feeling for me. So I could be easily persuaded otherwise. >> Usually you're the super kind one. I have no hill to die on. >> Leave it to you. >> Not that you're unkind. Sorry, I shouldn't say that. >> You're usually like the very like and I'm the one that's like I know that's what I'm saying. I'm like I'm not sure why I'm like no. But I I guess in my mind a 20-day suspension if I was willing to give a kid a 20-day suspension, they basically like beat somebody to like the brink. You know what I mean? or like they had a major crime ring or something. I just don't I I don't know. Um Evan, what do you think? >> No, I agree. I I I
044mean, I don't know. This is only year two for me, but I was at, you know, Macken for much longer and I don't I don't know of a single kid who was suspended for that long in all that time. So, I just feel like this is so so rare that the act would have been very egregious like you're saying. And so, I do feel like it's fair to say if you're gone for this much time, then you would not get credit. Akin to what Amy was saying with like the kids who were out for so many days for health concerns or whatever. Like, if you're not here, are you getting credit? >> I don't know. I would I think I would say no to just leave it with the 20 days within a quarter. Okay.
045>> Yeah. Having gone >> having gone through uh that not too long ago, I can tell you like for me what was the um what was the uh the cuz I I did feel empathy uh towards the situation. Uh but uh at the end of the day uh it was more important in my mind to protect uh the community and the culture uh of um the students that we teach right now. Um, and I'm not saying that um it's not important to do that uh with another with a student that has made a poor choice, but um I I it it did it did make me a little bit more comfortable with the severity of the consequence. >> Okay. Well, then in that instance, I'm gonna put this one down as completed and then um
046Uh if I could just say one more thing. Um >> I do get nervous when we lock ourselves into something rather than having leeway because there there are unique and individual circumstances to every case. And so um I don't know. I mean, I think if there's room to have some leeway there or to even have it be through an appeal process, um, you know, that I I don't I don't think, you know, again, as Katie said, somebody else might be superintendent. Um, but for me, chances are the only reason I would go against the decision that's coming from the school is if new information came forward and, you know, I would have a conversation with the leadership of the school and say, "Hey, you know, we discovered this and this is what's happening." And, you
047know, there's there's a legitimate reason for might why we might want to have more clemency with this child or to prevent some other harm from being done. So, I'm just putting that out there. I >> Then then if um Okay, hold on. That I've lost the page and I didn't put page numbers on this one either. So, um then do you want to do like a clause where it was like like the appeal on the right part? Yeah. Suspensions. >> Could we say something about like left up to the to the district's discretion? Yeah, I think right now what it actually says is that no appeal is possible for the short term. Um there is an appeals process built into long term. >> So then during So okay, so should I go? >> Oh wait,
048there's a readmissions procedure already at the bottom. That's what Katie was talking about. >> Yeah, but that um only for the little kid though. So, do we need to add something for the 5th or 12th or >> this is different from credit to their um >> because readmitted is like you just get to like cut your suspension short and go back to class. True. >> We're talking about like basically reapplying for the great for the work that you missed. No, >> but that would like the readmission for a K4 would negate the other one, right? for that after five days. So it would effectively >> cancel that loss of the consequence of losing your credit. >> That, you know, that's what I was trying to say earlier, but you're explaining it better, but also you
049could get denied. >> Yeah. >> And then you would still be in the same situation, I guess. >> Yeah. So, should we add something to this part about the like the last paragraph fifth through should we change this to 8th grade student who's been longterm like not that they could be readmitted but that they could >> Oh, I see. You're So, you're just saying Yeah, because I was like I don't think that they should be like you know what I really made amends in those five days. But you're saying like um but here like you're basically like re you're not it's not a readmission but you're like reapplying for the credit >> that you could get the credit. >> I think that would I think that would be I feel like it would still need
050to be above F. It still need to be within or maybe we just change the title. Um, you're thinking like uh >> well cuz look the rest on E. Maybe what we need to change is where it says that they don't receive credit because for E it's talking about restrictions. So they can't be on school property. They can't participate in school functioned events. They also don't get assignments. Well, maybe that is part of the restriction is that they don't get credit. Never mind. I know I was saying the same thing. I was like, "Oh, let me delete what I was saying." Okay. Um, so >> I page numbers to the document. >> Struggling. Um, is it there? They may reeal. they may to like I basically want to say that a student could see if
051they can get the credit in some sort of process but I can't I can't think of a way to say that. Maybe something like a student may request reinstatement >> of credit >> through an appeals process and then yeah we can >> like in completion of work >> in my mind. Yeah. >> In my mind, you have like an application or something, right? That would be like here's here's what you can apply and like here would be the like work that you would need to get done in order to do so. like like you can't just apply but you actually have to do the work to in order to get the credit. >> Okay. I'm like just putting words together. Everybody, how's this? I'm not sure if this is what we meant. If you can
052look, I will put it in red. I think that sounds really good. >> Yeah. Okay, James, you good with that? >> Yeah. >> All right. So, then >> just from a grammar perspective, um or or would capture andor. And then you can avoid what they used to refer to in >> school as the the dreaded andor. Okay. Got it. Um, all right. So then I think that's the end of that one. Um, so let me go back. Um, so the next one is the staff interviews of students and searches, but it sounded like um we wanted like 10 minutes or so to kind of go through it. Is that right? Looks like Amy already went through. Oh, it's really short. Do you want to just take like five minutes to read through it and see
053if Actually, sorry. Do you guys um It's so short. Why don't we just go through the comments and then Evan, if you feel like you want like five or six minutes to like review, just let us know. Does that work for everybody? >> Yeah, that sounds good. >> Okay, I can't see any of you because I can't have um So, if you're nodding at me or whatever, I'm probably just looking blankly at my screen. Just so you know, in order for me to move it for us in the display, I have to be on a different window. >> Um, okay. So, wait. Clarity on what is seriousness. >> Are we Wait, is this uh 5304 we're looking at or 306B? >> 304. >> Did we do I think we did Oh, no. We're on We
054didn't do 306B. That's the next one. You're right. >> That one also well maybe >> it's all it's just expulsion stuff. >> Yeah, >> the expulsion stuff is almost verbatim. The other the exact same thing as the suspension stuff except it just says expulsion in lie of >> Yeah, >> it says expulsion in lie of suspension, but it's almost identical. H >> uh why don't we why don't we do why don't we do like five minute I think you're right because I didn't even bother looking at this because that's what it was like last year on the old ones. Um you do have uh oh was this the same question that you had on the um >> yeah ignore it. Okay. But you are still projecting. Are we doing 304? Are we doing the expulsion
055one? >> Um I was going to finish through expulsion. Sorry. Do you see it now? >> Yeah. >> Okay. Thank you. I know it doesn't automatically. I know it's Do we I on the um section two written notice of expulsion hearing. It has an for 2 I it says the parents have to give the district at least two working days prior um to know if the student will be represented by legal counsel. Do we feel like we need more time than that? Like wouldn't it take us more than two days to get our legal counsel there or do we not need them? I've been told anytime that there is a lawyer to ensure that we have our district legal counsel present. >> That's what I thought too. Could should we do five like we do
056for what was that five for in the in the suspension one? It was like we were giving the cheap parent five days >> as long as like it aligns with state statute. I don't know the law around that. So, >> I'm pretty confident that's driven by statute in the 10day window. >> Okay, never mind then. >> My only Yeah, and I was going to say my only concern and I think why they probably put it shorter is that um you know it costs money and you may have to get money screded up. >> Got it. quickly. All right. So, I read I read through it and I don't have any more comments. Um, so if we want to just whenever you guys are done, if you've caught like let us know. >> I'm done as
057well. I didn't see anything either. Except it says a couple times through 12th grade and I know we only go till 8th. I don't know if we need to change that or not. The other one said it as well. I don't know. I don't remember what we did it previously. I think when we copy it from the statute, we didn't change it at all, but I don't remember. I don't know that it matters, but everything else seemed seemed logical. Same >> same for me, too. same. >> Okay, cool. Then I'm going to go ahead and say that we did finish this one. And then now I'm now I'm going to 5304 staff interviews of students and searches. Um, and then my first comment was just depending on the seriousness feels real subjective. So, I didn't
058know if if it was one of those things where it's good to keep the seriousness like kind of nebulous like that because um there are so many like variations of things or if we wanted to add clarity to that. And then also, um, Amy answered my comment, but we have parents who are like, "You can't speak to my student about anything unless I'm present in the room." Even though that's not necessarily true. So, I feel like, should we include that in the policy? Those were my two questions for the group. Say that one more time. I'm so sorry. >> No, no, you're good. Okay. So, that first line uh will will be contacted regarding an interview of their student depending on the seriousness of the offense. >> I feel like depending on the seriousness of
059offense is like very nebulous, which there's probably pros and cons for both. So, I wasn't sure do we >> do we want to stick with that? Um and the second part to that is um we get a lot of not a lot. I have one family who pushes back about how we can't talk to their child without them there even if their child is like the one who's like saying that they're like a victim of something and it makes it really challenging. So I was wondering should we include well actually no we we are able to speak to your student um without the parent. >> I've had that happen as well. >> Me too several times. I agree. Um, and typically we don't um really notify the parent or guardian until after we've talked to
060the the child or the investigation. It's because, you know, if we're going to call the parent and notify them beforehand, we're not going to be able to have give them any of the information. And usually you don't find out exactly what happened until you've talked to multiple parties and sometimes multiple times. Um, and we won't have necessarily have the answers to questions that parents or guardians will have until we speak with that child. And then the same thing is what you what Amy added like to that is also is us talking about students who are interviewed like do we want like I'm sorry interviewed as witnesses like are we contacting them which we don't typically contact students who are witnesses unless >> if we like um >> unless there's like a concern about something like
061if they you know something were to happen on the playground and they just happen to be a witness we don't typically >> contact the the witness. witness the witness's parents, especially if it's, you know, there's 15 witnesses. >> Yeah. Yeah. And that kind of is like depending on the seriousness because I know when like if we talk to kids about like if they were involved in a vape situation, we usually will call then just because we don't want parents thinking that we're like >> 100% >> about drugs. So like that is like those ones we would call. So I just don't know. I don't know. Now I'm talking myself out of it. Maybe depending on seriousness is the best way to go about it because it's so nuanced. Um, but I do feel like we
062need a line that's like uh or maybe maybe this is kind of what um James was saying may be contacted instead of will be contacted and then something about like the district like I don't know reserves the right to speak to students. I don't I don't know how to say it. What uh can I ask a question? Uh Adriana, what's your response to the parent? >> Um we well actually be very honest. I was like, "Oh jeez, okay." And so we've been like following that and then it just got like and then I learned that was not the best idea because um their student happens to get into a lot of trouble um and so it was actually making like a hindrance. So now we've just let her know like actually we that was like
063out of courtesy but the reality is we can speak to your student before. So now we don't we tell parents like we appreciate that and we're still going to talk to your student. >> Gotcha. >> Amy actually helped me out with that one. Gave me much better verbiage than I just used right now. But um yeah, we're not doing that anymore. Um >> yeah, I heard the phrase uh in loco parentus. That was a phrase that was always mentioned to me. Yeah. Okay. So, just to start again, are we good with instead of will be we put may be contacted? >> I think maybe should is fine. >> Okay. And then uh does anyone want to take a stab at writing the um oh wait it's up here I just remembered the broad authority to
064questions regarding um pri we just put here uh prior to any notification could we put just like that >> it's interesting that um those that first sentence kind of the way it was originally written appears to me to contradict the second one. So >> I know >> you it says may have broad authority and then it says we will contact you. That that seems >> Yeah. Well, do you think this sentence was supposed to be just like regarding the offender? Um well the I mean the way I read that first sentence is that uh it's you're inter you're conducting an investigation so like your authority to question students. >> Yeah >> that's how I read it as well. That's why I was like well no not actually. >> Yeah. Um, okay. So, Okay, I just
065added like two kind of like nuances to both in bright purple. Will you guys look at it and tell me what you think? Okay. So, I see student is in blue. I'm just making sure you know it's but the but the S is in is in black. So, was the S added just now? >> Uh, no. It's because I for some reason had >> time >> student highlighted. So, it highlighted all in blue when I copied and pasted the whole thing and I just didn't change it. Um, so all of those student blues is just because when I was copying it, I had them highlighted. >> So it originally said students and then student with an S in parenthesis on the other. >> Yeah. >> Okay. Okay. I was like, interesting. All right. >> I
066don't know. I don't know why it did that. Um, and then I yesterday or not yesterday, last meeting I was like, "Oh, I should go and fix that." And I just didn't. >> But the stuff in purple I just added. Can I ask why you added that? >> Well, I think because this is we have a broad authority to um question students prior to their notification. I just wanted it like crystal clear like before I talked to you, I may have talked to your kid and then here their child's role in the situation that resolves the witness thing. So like if your kid was a witness, I may not reach out to them because their role wasn't anything. >> Um sorry, I don't mean to do this, but maybe this is for Jay. My lawyer
067brain isn't liking that how that's written before and I know it's not what Adriana wrote but um so it says have the broad authority to question students generally later on it says prohibited or illegal activity in all matters involving the health safety and welfare of the student parentheses s to me at the end that's implying the spec the health safety and welfare of specific students versus the beginning you can broadly question all students. So, there could be an argument that parent notification would need to be made if it wasn't involving the health, safety, and welfare of specific students that are involved in whatever it is. If you're reading this properly, legally. >> Yeah. >> Um, but I don't know who wrote this and so that's what was throwing me off. Sorry. >> Yeah. And I
068I think that portion came with it >> cuz I think Adriana just added the purple. >> Yeah, I know that. >> So I you know I don't know if it solves it Katie to put the S on the first students in parentheses or if that still leaves it gray. >> Um I just think it's the word 'the' that messes up the end, right? Because you're specifying the student or the student. Why don't we make it? >> Yeah. Why don't we just take the the oi >> just of student of Well, because Yeah. of student. I don't know what >> Well, then then I think we need to just make it plural >> of students. Yeah. And then get >> And the only problem that creates is someone could argue, well, this only affected one student,
069not multiple students, so therefore you didn't have this authority. >> So, >> yeah. I mean, I don't like that either, so I don't know. I don't know. >> I've seen it done as a student where the S is in parentheses, but I don't know if that gets around the the problem or not. >> Yeah, I think it still then makes it specifically about you're going to have arguments either way with both versions. So, I don't know. >> I'm sorry. >> It's okay. There's nothing to be sorry about. It's it's dang messy no matter what. Uh well, not no matter what, but in either of those wordings, interview student depending on this. Wait, uh regarding prohibitive and all matters and all matters that may affect the health, safety, and welfare of any student. >> Yeah. And
070then that keeps it broad like you just said, right? And somebody could be like, "Well, that's pretty crazy." I think that makes it very even more broad than it was before. Like basically, you could question students at any time about anything. It feels like >> Well, I mean, you'd have to be able to make the argument that there was either illegal activity or there was a health, safety, or welfare issue, but it could relate to any student then. >> Yeah. No, I get that. I just could see how >> Oh, it's pretty >> bad actor could interpret that how they wanted to. >> Yeah. And I'm And I'm not trying to poo poo that. But >> yeah, >> unfortunately like >> maybe let's just put it back the way it was because that's what's been
071legally approved already. And yeah, >> I can I could ask somebody later on about it. I'm sorry, Adriana. It was just throwing me off. >> No, you're good. And the wording might be bad because somebody else went down this same trail at some point and just decided, you know what, there isn't a solid way to fix this. >> Okay. >> Um, so back to the purple. Um, what are you thinking? Yes. No, I'm amendable to anything. I was just trying to resolve the like when will we not call parents and the witness thing. So, you want to start with this one? Yay. Nay. Prior to parent notification with the first paragraph. I think I I think it sounds okay there to me. I think both of them I would agree with. Okay. What do you
072think, Amy and James? >> I'm just rereading it one more time. >> Okay. >> Uh, it make it didn't I I honestly it didn't make sense uh uh at first and then when you explained it now it makes sense. >> Okay. >> But so I I understand it. I I'd be I guess I'd be curious. I mean, I can't imagine too many people spending their daily lives going through and looking through policy all the time, but I'm sure there are some people that are like that. Uh, curious to see if they >> I'd be curious to see how many people go through the same like thought process I went through. >> Adri Oh, you fixed it already. Never mind. I was going to ask for that and to be merged. >> Yeah. I was like,
073what did I do there? Um, okay. All right. Then I am getting rid of these ones. And then the next one is district employees. >> Adrian, I'm sorry. We just need to go back and put the language back. Welfare of Oh, we already did it. It didn't look like it was there before. Sorry. >> I I don't think it was. I think I realized I was still missing the, so I had to keep going back. >> Thank you. >> No problem. Um, district employees may search students. Uh >> that was my like concern like we typically and maybe this is just a practice but I thought it was only administration. >> We yeah we've only done administration. Um every once in a while we had um the office manager do it. Like if if Karina
074and I were both off campus, she would do it with one of the coaches. So, but I also would rather it be like one of those things where it's like the principal or the principal designate as opposed to district employees because I feel like this this is like >> that opens it up to anybody and everybody. >> I guess my question then is like let's say you are a coach on a trip and you suspect somebody has something in their bag and it's like six o'clock or something. Are you waiting and holding on to the bag until you see a principal or >> I think wouldn't you call them like a designate though? Wouldn't you like I think my thing is so let me finish my sentence. Sorry. I think like in an instance like
075that it would be like if there's something you need to go ahead and do it would be my like practice. I think my worry is I have I have people who would definitely be like I'm pretty sure they have something and just like >> Yeah. I think that's why I would like it to be left up to a principal or principal's designate. And then in terms of it, like a principal's design design is like if they were on some kind of trip or something like that, whether it be a field trip and they're not there, that's when you call your administrator, hey, I like this is what's going on. Walk me through what I should be doing. Something on like I we need to check or you see what I'm saying? I think it like
076and that would be like it >> because what I don't want to the policies as well the thing >> I just don't want it to be left open to anybody and everybody especially like there's certain things you do you you follow a certain process or procedure and certain things you don't do >> and I think >> we up to everybody that it would just >> I just um I am I am not a fan of allowing all employees, but I want to give you a quick edge case to think about. Junior ambassador. So now you've got some staff that have a couple of kids from each of the nine campuses and an incident occurs. So then do they need to get a hold of all nine principles to get permission in order to be able
077to take action to search? Um, I was a ambassadors person and so I was not calling people. I was like, "Show me your bag." Um, so but I feel like that's what going back to the designate. >> But I think what Amy's implying is that the design has at least had contact with the principal, but we don't have we don't have a definition of design anywhere, right? >> That would be best practice. >> That's fine. As long as we're not defining designate to make it some strict guideline, then we'll fine still saying principal or designate. It wouldn't require all that. >> I don't think we should have Yeah, I don't think we should have a strict thing. I just want to honestly, this is what I want. I want to be able to say to
078a teacher or to like an aid, you didn't have a right to go to that student's backpack because I didn't like give you that like authority. Um because I I could I could see like our teachers want to go through backpacks. Whenever a kid like loses something, they want to go through the kids backpack that they all think it is. So, um yeah, I would wanted to keep it really broad so that we could like handle those circumstances, but also make it very clear you needed to have permission before you did this. >> And quite frankly, I don't ever want to reach my hand into a kid's backpack and have to go through it. Those things are gross. So, I usually always anytime I would search a bag, I would be like, "Look, I'm going
079to go through your bag. Is there going to be anything in here that I will find that I shouldn't find because I would much rather you just show me now as as long as it wasn't a safety concern." I was like, and usually they're like, "Here, here you go, miss." I was like, "Thank you. Here's what I'm thinking about saying and then I just What about people who are above us or not at our sites? So like are we doing something where now Sarah Beth's on campus and she like needs to search a kid. Are we >> designate? I guess >> still a designate. administration. I don't think of principal. I think of the district. >> A situation at Kennedy where Julie was on campus and she was helping with something, but I felt like
080in that moment, she was acting as the designate like the principal. >> Okay. I I guess when I'm reading this, because these are districtwide policies, when I read administration, I don't think of it as a school level thing. I think of it as a district-wide. Everyone that works at the office to me is an administrator that works at the district office. Okay. >> Anyway, like in my mind and so reading that I would think it would apply to anyone who's not at a site and >> or who they've chosen. >> Okay. Okay. So then that clarify that clears it. Then >> this um um does this also going along the same lines of what Adriana was talking about interviewing a kid? Does a Does a parent have the ability to say no, you can't search
081my child? >> So on here, I think it's an or. So I think it's like um so I think a parent can't tell us we can't search is how I read that policy. >> Correct. But if if you don't have reasonable suspicion and you want to search and they give consent, >> then you can search, >> which they should never do that. >> They usually don't. >> Good for them. >> I wish it was the social activists that were the ones that were not giving consent, though. that would make my heart much much better off. The ones sadly the ones that know the law the best are the ones that tend to be the the ones who break the law. >> Okay. >> Are we good with this one? >> Yeah. >> All right. So,
082it's 554. So, I think we would need to hold on the next two. So, let's start talking about um homework and next meetings if that works for everybody. >> Okay. So, um I think we did schedule one more meeting, Hilda, and I know we said we were going to wait till after the new year, but we >> Yes, we scheduled one for December 16th of >> And you should have a calendar invite. All right. >> November 16th. What were we thinking? >> You You weren't present. >> I wish that I were. Who thought that was a good idea? >> So, you get from missing a meeting, James. >> What time is it on the 16th, by the way? >> 4:30. >> Oh, it's at 4:32. Okay. And is it virtual or in person? >> Virtual.
083>> Okay. Does that still work for everybody? Um, >> I guess. >> Okay. Um, >> wait, I'm sorry. When was it again? I do have it on my calendar, but it's on the 16th. >> December 16th. >> Um, okay. >> That's just meanspirited. I mean, we didn't do it for the 18th at like four o'clock. >> That's That's true. >> That would be horrible. >> Um, okay. So, then we have two more to finish. Um, like uh actually, sorry, let me see. Yeah, so we have two more. I think maybe we need to like pick the next policy and um add those as like things to review if that's okay with everybody and then I think we should be good to go. Um let me sorry it's taking me a second to get through everything.
084Okay. Are you guys looking now at the completed policies checklist? Is that what sharing now? >> Yes. >> Okay. I don't know if I have that document. >> If you go into the 2526 editing policy editing folder, you should see it there. But I think I also attached it to the rolling agenda. No problem. Um, >> perfect. Thank you. >> And I think James has his hand up. >> Oh, James, go ahead. I can't >> I do? Oh, sorry. >> Do you? You had your hand up. >> I must have I must have tapped something that I didn't intend to. How do I get it down? >> No, no. You had your actual hand up. >> Oh, no, no, no, no. I was uh I was uh scratching my head. >> Um Okay. Did we
085do We've already gotten through student concerns, complaints, and grievances. So I think we have the now are these secret society gang activity and hazing or removal of a student from removal from a school sponsored activity. Do you guys have a preference on what is covered? Something that you feel like is covered or >> I'm just wondering if we should do school sponsored activity when >> Okay. And then let me I got to go is that form that you guys are looking at right now I it doesn't have like the crosswalk for each of them. So I got to figure out which one it is. Um Um, actually, sorry. I'm going to share this tab instead. I'm not quite sure. I don't see it. I think it might be different how they have things organized. Is
086there >> what is what is it called? >> Well, the one that we she was saying was the um removal of school removal from school sponsored activities, but I don't know where that would fall in here. Oh, there's Did we look at this prohibition on harassment, intimidation, and bullying? Oh, is it that >> I swear we did last year, but I feel like I have deja vu or I guess this is year three. I have deja vu on everything at this point. I thought we looked at it something similar this year like or maybe it was just harassment that we had a long conversation about. >> Yeah, this is this is our this is this one's done because I remember we had put like threat and intimidation. This is like a very long order we
087worked on last year. Um >> Okay, >> I'm doing a search but it's taking forever. Yeah. I think um >> do you want to try 5202 >> 202? >> No, that's that's not it. That's not it. That's um >> Oh, wait. Relating to participation 213. It might be 213. >> Yeah, probably. >> Yes, 213. Oh, the heck. >> I know. Okay, maybe >> maybe it's the one after that. >> No, >> that's funny. >> Well, 213A is the one that says district sponsored activities. >> Okay. >> Well, yeah, the first one was the actual policy and this is the I forget what the what >> the procedure. >> All right. So then why don't we do for like the homework uh 5213A? >> Where where was Could you go back to the list of stuff
088we haven't looked at yet? I'm sorry. >> Yeah, it's it's hard though because Okay, so here's the list. Oh, sorry. I forgot to share. >> Sorry. >> Is it shared now? Yeah. >> Yeah. So, um, these are all the old policies, but they're they haven't done secret societies and gang activity, but I don't even see it in that list. >> No, I know it's it's in another policy though is the thing that I recall. Do you remember, Jay? I feel like I looked it up last time. Hold on. >> I'm trying to remember, but it was in the It was in Oh yeah, you can quick search this manual >> because there's two of them. There's one in the fives that's related to students and there's one in another section that's related to parents and
089community. >> Okay, so there's one the gang stuff is in 5301 which is student freedom of expression and then 5305A under the student conduct. There's some gang stuff in there. So, what did what if we did the the first one you said 301 and then the 213 >> because we still have like two um search and seizure like the police and DCS anyway. So, all you would be doing is just reviewing these for like questions you have. >> Okay. 301 we that's not No, I'm sorry. 301 is not right because it's like um Oh, what the heck is this procedure? Okay, I think we should look at instead of 301, we should look at 305A, which is the student conduct, student code of conduct. >> I think we did that one already though. >> We
090did A and not the actual just the policy. >> Uh let me look. It like lists out all this stuff. >> I think that that one was the one that 30. Wait, which one? Five. What? >> 305A. >> I think this was >> Let me go back to that. and then removal as soon as expulsion of students received from the >> Yeah, this is different. We didn't do this one. >> We didn't do the procedure. We only did the policy. >> Okay. Cuz yeah, when I looked at 301, that wasn't something we need to look at. It was some basic thing. That's fine. It was like kind of the last one we looked at. Okay. >> Um >> Jay, are are we certain that like the new student attire policy uh conforms to like the
091unique stuff we had in our previous one? >> Because I know that that was a big deal last >> the first year we had this committee, but I'm not sure if everything transferred over. >> Um my understanding was that it had, but we could take a look again. was it it was supposed to be crosswalked, but I don't recall specifically um having verified it myself. >> Okay. Well, we don't need to go back over it as a committee again. That's okay. I'm looking at it now. It seems okay. >> Like I think where we landed was we had a process for change, but we also had a review period. Is the review period still there? >> Um let me look. a view. It just says the principal of each school shall follow up with staff
092and parents to review school guidelines for student dress. And that's under the adoption of school uniforms part of the policy, but there's no like review period thing that's outlined. >> Yeah. What I meant was like like that there's a cycle for coming back to review it again. So, >> oh, so maybe if there was something outlined like that, then no, it wasn't. >> It may not have made it. So, >> it didn't make it. >> We can we can grab what we had um and bring it back for this group to just crosswalk. So, >> okay. So, that's 5302 is the student >> 5302. Okay. >> I'm going to write that. >> And then let me go back and make sure there's we can look at the corporal punishment stuff really quick because I just
093want to make sure too. We didn't look at that at all. >> Yeah. Let's see where it's listed. Oh, that's in student discipline 5306. Did we already do 5306? >> Let me see. >> Sorry. I know we did that last week, maybe. >> Yeah. >> Okay. And we said the district does not permit the use of corporal punishment. All right. Cool. Awesome. Um, so I think we're good on that. >> Okay. >> So then what I have based on >> for JKA, we're solid. We don't need to do anything else. >> So we have the was 302 the stress code >> student tire. >> Just listening. Student. >> Okay. So, if you guys, you probably already looked at 401 and 402 because we were supposed to do it for this one, but then I just
094added these two and then our bonus one here. Um, does that look okay in terms of before our next meeting or do we want to do you want to adjust and have like move student attire down for bonus? Well, I feel like student attire won't take very long if we take what we did. We I know we have a document somewhere, right? We just have to copy and paste into it. So, it shouldn't take very long. And I don't really think it needs to be homework necessarily so long as we just >> take a look at maybe what's missing during the meeting. >> You know what? Open it up. >> It's there, Katie. >> It is. Did I not see it? >> I'm looking at it right now. It's in the first paragraph. >> Oh,
095that's weird. I guess I was looking for the words review maybe and not >> Well, that was my fault because I was working from memory. >> Sorry. >> It it said the PR it says the principal of each school shall meet with staff and parent representatives to develop a develop school guidelines for for dress if you can actually speak >> once at least every five years. >> Five years. And that that was what we added to make sure that you didn't like either put a dress like a a unpopular dress code in place and it just sat forever because it had inertia or like a lot of it had to do with un >> outdated stuff too like yeah we had all that outdated stuff in here. Okay. Sorry. All right. So you take it
096off. Sorry. >> Yeah. I thought No, you're fine. I thought they had crosswalked it but I I wanted to double check it. So >> and Jay, if you notice it's not copyrighted. So, it was um crossqued. >> Oh, thank you. >> Yeah, that's usually a pretty good giveaway. If you notice the copyright's off of it, it means that revisions. No, >> it's all good. >> Okay. All right. So, then um this will be the homework. I I am ready to be done for today, but I can get these like copied and pasted if you guys does anyone plan on doing that before Friday. then I will I will make sure that it's on there. So if you wanted some Saturday morning work, the new documents will be linked in there. Um and then we should
097be good. Does that work for everybody? >> Sounds good. >> Okay. So can I get a motion to adjourn the meeting? >> I motion to adjurnn. >> Okay. Um I'll second. All those in favor? >> I. >> All right. >> Thank you everybody. >> Bye everybody. Have a good rest of the day. Thank you all. >> Good night. >> Bye.