001the official like the this day's agenda, but I feel like they're almost identical always. So, what I'm showing now is last time's agenda. Um, but can I go ahead and um get a motion to approve the agenda? >> I motion to approve the agenda. >> And I'm going to second. So, Amy, are you in favor? I believe you are muted. >> Yes, I'm in favor. >> Okay, sweet. So, um let's go ahead and go to the call call to the audience. Hilda, is there any messages? >> Um no, there are not. >> Okay. Um so, we're going to kind of just jump into um like today's work. I'm going to move us to the rolling notes just to kind of like keep us updated on where we're at with these things. Um, in this in
002last week's uh or last meeting like a month ago, our plan had been to just kind of review all of the policies that we did go over and see if there were any differences like glaring or otherwise to um the new policies and then we're just going to talk through those. So the first one that we had was J III and J III R. Um and this was like the concerns and grievances. Does anyone have a recommendation of how they would like to go about like identifying those differences? Kind of open to whatever. >> Are you saying the differences between JI and J? >> No, with the new policy. So 1-201 I just was in terms of like how we'll go about it today cuz it's a little bit different because we're not like looking
003at the same thing. It's like a back and forth. So I don't know if somebody wanted to like take the lead and start with what they um were thinking about the differences. >> Um I'm indifferent. So >> okay. So then I think what I'm going to do I feel like Amy I was reading your notes because you got to this sooner than I did. Did you put more notes on the new policy or the old policy when you were like these are identical? I thought I did them on the new policy. >> Okay. So let's pull that up. >> I think I just added to what you had put on there. Um, and then there was other ones where like things that I went on and it was like highlighted everything in green like this
004is exactly identical to the other policy. And then um uh and then I realized I started doing some more of the work and I was like this is missing and then I realized it was in a different document. So >> it was complicated and then after a while it all started to sound the same and I just said I need to stop. >> Yeah. >> No, I was in the same boat. Okay. So then what I think we do is why don't we go I'm going to open up. Hopefully I will um I'm gonna have to stop sharing because it just crashed. Um, it's 2011. Is that right? >> Can you guys hear me? >> I can hear you. >> Yeah, I can hear you. I'm just pulling it back up. I was jumping back
005and forth between um my many open tabs. So, give me a moment to reenter it and find it. >> I know >> I had opened all of the documents thinking like, oh, it'll be easy for me just to like click on them as I go, but there's so many that it's not actually showing up. [laughter] So, I'm going to close all of them. Um, all right. So, and I apologize when I'm looking at it. I think the notes on this one actually were a lot more on the old one. So, I think we should actually open up the JII. Um, and the J II. Is that right? Okay. So, J III were the student concerns. And so, this one is a really rough draft from last time, too. So I feel like um the only
006thing that I could see that was like glaring to me is that in our in the old policy we had it in included like concerns and complaints and then in the new policy it's all anti-discrimination like revolves around anti-discrimination. I think it's because also includes the staff and it's purely grievances. So, what they had as a grievance policy like matched really well from what I could tell. It was just I didn't know how we wanted to address concerns like if that was just not going to be a part of it or whatever else. Um, and then we just have notes about like things that weren't included. So, I think that's the first question. Do we want something that that like is separate that includes complaints and concerns or do we want to stick with just
007grievances since that's what they went with? And then um Amy, you weren't on the committee, we talked about like a grievance being something that was more of like um you know in the leadership seminar when it was like uh an allegation versus an a complaint. Basically the grievance is like the allegation one and then the complaint was complaint like they said. So when we were delineating last year it was like a grievance was like something that like went again policy was like fireable, illegal, those types of things. And then like a complaint was just like I don't like my teacher or like uh I I think the school lunches are bad. And so the new policy doesn't really show anything about those types of concerns. And I'm kind of indifferent. like I I can see
008pros and cons of having policy for both. So Amy and James, what do you think? >> Ask me your question one more time because I'm grounding myself in what you're saying. >> Yeah. So a grievance is like um for like anti-discrimination or like something that goes against policy and law and that's the only thing I can see they talk about in the new policy and it's 2011. I think it might be because it's also included for staff. In our old policy, we had three types of issues. Concerns, complaints, and grievances. Concerns and complaints. I think we were ultimately like those really still feel synonymous. Um, but those were like those really lowlevel issues kids have. It was kind of lumped in the previous policy that we would handle it nearly identical to a grievance. The
009grievance just had a few more steps. So, do we want a concerns and complaints within our new policy? Um, and then we would have to like really kind of I don't know, not necessarily start from scratch, but start like separating out here or do we want to go with just grievances as that's what's in the new policy? >> Isn't there a difference? Um, I'm just thinking in terms of like cuz they have I I'm I'm making reference to what current practice is in terms of a violation of a policy versus just a concern. Um, I know like they have the in the past they had the employee concern form which was sort of a a lower level not a policy violation but just a an opportunity to be able to bring people together and to
010say hey there's a concern that we have this needs to be addressed. So it it was sort of like a lower level thing rather than involving all the legalities of an actual violation of policy. Sort of like a a a lower level step if that makes sense. >> Yeah. And did I'm sorry. Did you say that was in policy or that was like it was outside of policy because it was lower level? >> I remember the uh employee concern form being in policy. Um, but it wasn't uh I think it was a a um what's you know how they have like the policy and then they have the regulation. I think that's what they're called. I think it was a regulation not an actual policy policy if I remember correct. >> I just know people
011people have used them before. >> No, that's helpful like because like at Monav Vista we have a staff considerations form. So it's like please consider this solution we have to a concern we have. Um, and I did I don't so I do think that there's like a place for lower level. I just don't know if it's in policy and if it should match. >> It feels like it would live in procedures and forms. >> Okay. >> In this case, however, there are certain areas where it would definitely be governed by policy. So, I was doing a quick search and if we look at um the new policy 5-49, which is prohibition on harassment, intimidation, and bullying. >> Well, it doesn't have the form there. It does reference the documentation of an incident or concern in
012writing. >> Yeah. So we could utilize whatever form we have for general forms and then have a way to indicate that the particular incident um ties back to policy 5-49 because it is related to harassment, intimidation or bullying. >> Okay. So that makes me what I think I hear us saying from that is that if you go to policy 2011 the educational opportunity um maybe we just need to maybe like right here where it says may develop separate grievance procedures and designate a compliance officer. Do we just want to put like the superintendent um also uh basically like the superintendent is going to have sites have um a procedure for lower level uh concerns and complaints and then have that be like a reg uh procedure. I >> I think there's the ability to have
013procedures in the policy manual. So I would think we'd want it as a district procedure. Well, I'm wondering if you want it as a district procedure, does it just need to be a district standardized form? Like for example, I've been working with Dr. Pombo on and Miss Apadaka on um parent concern and having a universal form that is going to go for approval um to make sure we're in compliance with everything. So, would we just want to make one for staff as well? >> I think that's cool and it's a regulation procedure thing. Um, but we would I would feel like it falls outside of this group because we didn't get like permission to do the staff stuff. But I think that would make total sense. And I know I wonder if Dr. Lauren is
014more aware of forms that are already made because there are that he was updating forms for like staff investigation stuff, I think, off of new policies. So, they might even already have one. Um, but I think that would make sense to not put it that the superintendent will let sites decide, but just say that the superintendent will have um, so like may may develop kind of like what the sentence says. I'm sorry. Can you all see what I'm on? I am here. Um on the 2011, the superintendent may develop um a separate and do we want to call it complaint or concern? Is there I don't know. >> Okay. Concern. >> I I think just complaint even though it is it it could sound like a negative word like you have a concern. You know
015what I mean? >> Yeah. Okay. And should we say the superintendent or designate? >> Um, well, I think we do need to I don't know because that would be he when and Okay. So, Jay, when you give it to a designate, that means that now the design is in charge of it. Was it that you I feel like this is you're just decreeing to make a procedure. I don't know if >> Yeah, it's it's I think it's I think it's fine either way. We could just leave it as superintendent because that does allow the designate. >> Okay. Um a separate complaint procedure. Um and then instead of having it be a compliance officer, do we want to do we want that to be the designate and designate a separate um like a site administrator? What
016how do how do you want to handle? Well, oh, I was like, do I mean the compliance officer sometimes has legal for legal issues? I don't Jay. >> Oh, I think leave that one there for that. I'm talking about the lower level complaint. >> Oh, okay. >> Cuz I'm literally just copying the sentence and just adjusting. >> Oh, well then yeah, the site administrator I I think would be fine. What do you think, Jay? >> Yeah, I think that would be fine. >> [clears throat] >> So is it it's complaints not covered in this policy? Right? Because a grievance it's outside of a grievance in terms of what this sentence should say. I believe so. Yes, I hear what you're saying and I agree. >> Okay. Um and so then I'm going to put a
017little to-do on this because that means that we do need to like figure out what the regulations or procedures would be for that. Well, I mean technically given this the student outcomes focused governance, >> I don't think we need to figure out anything there. Jay can just figure it out unless he wants us to opine for him. >> Nope. [laughter] Canceling it. >> I'm good without any pines. >> Yeah. >> Okay, cool. Um, all right. So then, and hi Evan, I saw that you got on. [laughter] Um, we're we're looking at just the JII and the 2011 right now. Okay. >> Just comparing. >> Um, so in that was like the big thing. Uh, just trying to they're extra old portions of this old. >> So I I have a question. Um, and it's more
018just a language consistency. >> Yeah, please. >> Um, um, throughout all of uh policy uh 2011, I I I and and and I'll preface this by saying that I I automatically bristle at any policy that says may because to me that that just leaves it up to the whim of whoever is in that position at that time. basically they can either choose to do it or not. So it's kind of like it's kind of like it's kind of like nice language, right? But they don't have to do it. Um but aside from that, um pretty much all uh throughout this entire document, it's either uh it's a shall >> not a may. >> Yeah, I think the shall be in there. That's a good point. I was thinking about that too, >> like that. Yeah,
019because like I don't know it it's >> although right before that it does say this the superintendent may de develop separate grievance procedures and designate a separate >> Do you want me to put that in red as shall >> yeah let's do it >> yeah I was going to say the same thing about that one too >> okay um all right so the other big things um also I'm just like rolling the ball with like my thoughts please interrupt What are your thoughts on these things? I just don't know how to root us in like getting there. Um, if you could go to Ji, I'm going to share the tab so you could see it on my screen. But, um, there were quite a few things that Amy and I had commented that like just
020weren't in that 2011 policy. So, I I feel like maybe we just read each one and see if it feels worthwhile to you and then we can decide how to fit it in if it does need to be in. >> Does that work for everyone? document is that? What document is that on? >> JII student concerns, complaints, and grievances. Um, it's in the policy editing folder um for 2526. >> Okie dokie. >> Um, also I can just share. Does anyone Is it easier for y'all if I just share it to your email each time? >> No, no, I can find it. I'm I'm good. >> I was saying yes, please. >> Oh, yeah. Perfect. >> Evan, I'm just gonna do it since I'm here. >> I'm already there. >> Okay. >> Thank you, though. >>
021Yeah. Um All right. So, this was the first one I noticed that it didn't really have anything about withdrawing the com um the complaint or grievance. Uh, so I didn't know if we wanted to like have explicit um stuff about like well once you've withdrawn it the whole 30 days thing and I don't because I feel like this is also in staff. I I don't know Joel Joel um Dr. man, you might want to like weigh in because I'm unfamiliar with the HR part of it for staff or like maybe even Katie, I don't know like if you know is that common to have like a timeline. >> Yes. >> Yeah. Um timelines are are typical. >> Okay. So, is this something that we would want in the new one then? >> Yeah. >> Okay.
022I'm just going to copy and paste them and just put at the bottom and then we can figure out where it fits if that works for everybody. >> I was Oh, I was just gonna say obviously I would say keep the timelines as they are and if they were changed at all, they would just be longer, not shorter. >> Okay. >> Or run into compliance with statute if they're out. So >> Oh, sorry. Say hi. >> Hi. >> Hello. How are you? Who's that? [laughter] Is that my teacher? >> No, that's not your teacher. Could have been [laughter] that. >> Uh oh. This one's only three. So, um >> yeah, hurry. >> Um >> the daka. All right. Can you go out and wait for me, please? >> Okay. >> Then this was the other
023part. I do feel like I think it's good that we have it like you should have it posted, but this we went back and forth previously like well how is it posted? Where is it posted? All the school buildings are different. And so I kind of am not quite sure about like the whole like posted conspicuously in each school building. Like that feels actually excessive to me. But I'm >> Did we Did we talk about this in another one? I'm rule again. Oh >> yeah. Yeah. It was what we we left it in last year because I don't recall the like conversation, [snorts] but it's not in the new one. But yes, this was like highly debated like what's realistic? What should we do? >> Oh, yeah. And remind me, the new one's 21101 or
0242011. 2110. No one >> 21101. >> Oh, sorry. One 2011. >> One 2011. Sorry. >> No, no, you're good. We're all getting used to it. >> Oh, green. And it's not in 2011.Aa A either >> I don't believe so. >> Let me look at it and just make sure. >> Okay. >> Process investigation. >> Let me see if this isn't Is this in this? What's at the What's the statute? Is this 15110? I think. Hold on. Let me look and see if that's in the statute somewhere. >> It's this one. The old policy states it's 15-341. >> Oh, 341. Okay. It's just weird because it it this one's like broken up in pieces throughout the new policy. So, I think that might also be why it's like a struggle like where does this go? What
025is it? >> Um, >> and keep in mind too, the new policy tries to minimize the verbiage. It's sort of a policy diet. And so, um, there's a lot of times where they don't put in text that's not necessary or >> if it's clearly covered in statute and doesn't bear repeating in the policy. >> Yeah. >> Well, that's strange. The word grievance isn't mentioned anywhere in this statute, so it's an odd one. [laughter] >> I do think it's valuable to like make sure that we say like the forms are available for people and that part's in there. It really is just like are we like >> them on walls? >> No, I think that that's probably a vestage of like pre- internet stuff, you know, like >> yeah, >> just like you have all that
026stuff that still has to be posted in your break room or whatever for HR. Um, so I think that as long as we have it available somewhere, even if it's on our website, whatever. Um, and then I do think that it says something about because of the one line about the rights and responsibilities in the student handbook. I think Emily or um I think it was Emily said that they're redoing the handbook and so like that would be something that would just be included. I don't know if you want to explicit in policy because I kind of feel it's like the same thing like we know it's going to happen but I also feel like James has a point where the whole may shall feels Captain obvious but maybe it really isn't. >> Okay. So
027we're talking about this golden rod highlighted paragraph. >> Yeah. this part about um made part of the rights and responsibilities of a handbook because this one paragraph was basically just about like how how do people access it and it was like handbook the walls and then can ask for it basically in the office. So I don't know if you want a handbook thing in there everyone >> um I think this is all way too specific. I think it's like to assure No, if you go scroll up a little bit, I think we could just windle it down to to asssure students and staff are aware of its content and intent. A notice of this policy or no, I would put a copy of this policy and procedure shall be What do you think, Jay? What
028do you think makes this less >> I think the handbook though does make the most >> I was going to say just like I would say the superintendent shall provide these people access essentially and I don't even want to name what those methods are so it can change if it needs to you know >> otherwise you get >> sorry is isn't access wouldn't having access just be available on governing board policy do do we need to like I'm just thinking of having it printed and read like readily available. It's not that I actually if you do make it a form and it's in there then yeah it would be >> that's why I think if we just made it a form I just think of um having an extra somewhere something placed at the school
029is an extra you know what I mean an extra step but I think if we just have it where it lives in policy >> with that >> then we can just delete that whole paragraph is what you're saying Amy >> yeah um I saw in one of them too it says like it basically like names what the name of the form is in the policy. So it's like people can access these form like >> oh like in the new policy. >> Yeah. In the new policy it was like uh and they'll fill out quote and it said the name of a form. Um ironically those forms are not available. [laughter] >> That's funny. >> Um but I I wonder if we just say that like uh people can access like superintendent I don't know like
030fill out this form basically. It feel it feels like if the form's in the forum section, do we really need to call out that it's in the form section? >> I don't I don't think so. I'm good with not. >> No, that's fine. I mean, I think with a lot of this, if like it becomes very apparent that all these people in the future are like, I don't know that we could file a grievance or I don't know where this is, then obviously we can come back and fix this. But I think we're on the right track with trying to make this less lessen it. Sorry, my brain is >> No, no, you're good. And honestly, the most common way people come to a grievance is either by means of reaching out to their administrator,
031someone in human resources, or their site steward. So, it's typically not that anyone's going to policy or handbook or they're usually >> they're not on board docs looking for this, Jay. >> Listen, I'm I'm making a very bold statement here. [laughter] Um, okay. That sounds good. And then I think the heart of these ones were just basically like um the what what about like what happens when you submit a false report? Uh and then that we'll make this information like the confidentiality of the information and then also like making it available. Um those were the things that I noticed. Amy, it says it looks like you were thinking that at least this first paragraph was in there. Um so maybe I was I missed that one. So it both of these paragraphs. So procedures for
032um maintenance and confidentiality of documentation. Um I really tried to go line by line to make sure that it was in there because it really all starts to sound the same after >> yeah a while. Um and so I really tried to go line by line. I could totally be mistaken, but if I put in there, I said I I think I I it wasn't word for word, but I felt like it covered part of it in the news policy, but it also went into a little bit more depth depth with specific timelines. Yeah. Well, and I I do think that this isn't in this particular policy, but the findings and the disposition and all that that is in the student discipline one. So, I feel like I feel like we would be okay taking
033it out. >> And honestly, that's the hard part because some of it it's in different located in different places. And so, it's not that it's not necessarily there. It just may not be where it used to live in the old policy. And so, that's what's making it more complicated. And when you're like looking at it might say student concerns or student complaints or grievances, it it's just in very different spots and it's making it more complicated. I think I agree. I think uh Evan and James when you read these two and thinking especially about like your role in discipline do you feel like these also need to be covered when talking about like discrimination on campus or do you think like it's very much like when you are investigating in discipline this is like covered
034because I feel like that would be the only reason to put it into this is if we don't think it's somehow being like wrapped up in the discipline parts. >> I don't I don't know that I feel the need for it outside of the the discipline policies we already have. >> Okay. >> And James, what about you? >> I agree. >> Okay. So then I >> Sorry, Adrian. I just wanted to also I wanted to caution us because >> you know keep in mind that one of the problems with the old ASBA policies is they have a bunch of extra stuff ASBA's thrown in and so when they built the trust policies they tried to strip all of that out. So I just I want us to just be cautious that we don't just move
035something over because it was in the old policy. we really should just be checking >> to make sure that we didn't lose anything that's important to us as an entity, as a culture, you know, as a as a um community. Um that's not represented in the new policy. So, I just kind of wanted to throw that lens out there cuz if we start moving chunks of text into the new policy from the old one, we also run the risk of um >> just making the old policy. >> Yeah. that and um ASBA because they seem to be kind of sue happy over you know I don't really actually think they have a legitimate copyright to the policy manual but I also don't want to trigger that um intentionally so >> also Chris left their ASBA
036and there's probably nobody to even pay attention to this but I think what you're saying is I agree. >> Okay. So then there's only one other part, but I feel like it from what you said, Jay, um I think we were it's basically like when will we tell the police and it's not in the other one, but I think that >> it's already addressed in a different policy. >> I feel like we can just leave it out. >> Yeah. and it's [clears throat] addressed in a different policy and it's it's abundantly clear in statute >> and we don't want to expand statute because we tend to lean to the side of less is more. So, >> okay. So, then what I would like to put is that we're okay with like one-1 moving forward minus
037that one little red part in terms of like us completing the work. Does everyone feel comfortable with that? Yes. I got the wrong thing. Um Okay. So then real quick before we wrap up this complaint conserves um oh gosh sorry I keep forgetting to share this one paragraph about withdrawing it. Where would we like that to live in here? >> The one part about the what? I'm sorry. withdrawing the um grievance or complaint. >> Oh, well, would it um hold on, let me look at this one. >> That's right. I remember it didn't have that in there at all. >> Maybe you can put it before um like just like an insert it before the investigation section. >> This part right here. >> What do you think? >> No. When you scroll down, uh are
038we both on one Oh, no. I'm sorry. I'm on 121. A >> oh yeah that's the regulations or this might be a this might be or the procedures right >> yeah I think it might be better living in there >> the actual procedure >> got it okay let me take it off of there and then I will copy and paste it to the below just to make sure um okay also sorry when I made these like copies I didn't realize that it wasn't like doing the indentations and the spaces so I went into it later and they're like all jammed together. Um, okay. So then the only thing that we changed in 2011 was just this adding that we'll have a complaint procedure. Good. Okay. Um, so now it's now the next part is uh
039the regulations. Um, when I looked at the regulations, I was like, they're regulations are written better than ours were. Like ours were pretty like I know exactly what Jay's saying. It's like they're more concise, but they're very thorough at the same. We were very verbose. Um, but they had a lot more. Uh so if you guys could open up um R J I I R and then also the 121 A. Um did anyone have any thoughts about the regulations that we had versus the information that they had in the procedure? Anything you wanted to add or you thought was important? Is there any way you could open the RJ on your screen? >> Yep. >> Sorry, I only asked because I have something. >> No, no, you're good. >> Weird going on. >> I don't
040even realize what I have up. So, you just keep telling me because I go to something and then don't realize I need to click share. Um, so this was what we had had. >> Can you ask that question again, Adriana? I didn't think that there was anything that I was like, "This must be added." I was like, "You're good. Your new stuff is good." So, it's Did anyone look at the JIR procedures or regulations? >> I think the new procedure, the one 121201.A is as paired down as you can get it. And I don't I mean, this is so boring that I don't know if there's anything that would be necessary to add like you said. >> Okay. And then the only thing is let me just search. Okay. And okay. So then anybody else
041any old school regulations you're really committed to that you would like to make sure are added? >> I don't think so. >> Okay. So James, >> nope. >> All right. So then in here we had talked about adding the red. This is all that they have. I'm going to be honest with you. I just like searched for the word withdraw. Um but they do have that it could be draw withdrawn at any time in this part. But it doesn't say anything about the number of days. >> Um and I think Jay you were saying or maybe it's Katie we should make sure timelines stay. I was actually thinking that same thing and the reason why so if something is submitted and then withdrawn >> that it can't be brought up two years later you know
042that it's >> yeah the timeline should stay I think we had talked about that last year too right or no >> I think yeah >> so then it now now this is where the change for that part would live I just put it there any preferences on word smithing Do you and I guess my only question Jay in your experience do you feel like 30 days is too short or if it's is it appropriate like do you think 60 days is more appropriate 45 days or like what do you think especially since it's the the date of occurrence of the alleged incident >> and and this is also students and staff policy >> I I mean to to be honest, I'm not even sure how meaningful the 30 days is because like I can't think
043of many significant um complaints that have come forward that where it didn't take at least two to three weeks to get through the entire procedure. >> That's what I was thinking. So then I'm like if you withdraw it then you is why I was like that's crazy is what I was thinking. Yeah. >> Yeah. So I I don't >> maybe 180 days >> a school year. >> No, that business days six months [laughter] >> or I mean days in general 180 days in general like calendar days. So I'm thinking six months >> maybe. How about n well 90? We could settle on n I just don't know how long this whole process usually takes. Like if there's no appeal, what's a reasonable time frame, Jay? This is title one or no no I'm sorry. This
044does encompass the title nine. I'm almost certain. And the title nine is an incredibly long process. >> Yeah. >> Um Amy, when you did your training for it, what did they say? Did did they say anything about average? >> Um we have 60 days. However, if due to varying circumstances, we have 60 school days to do the process. Um however if there is you can extend it due to varying circumstances that may have occurred one way or another. Um but it it's 60 school days. >> So then do we give everybody the same if it's 60 school days for the school is it good to give 60 school days to the or 60 days to the other person? I mean I have it just like for example in a situation um if it something were
045to occur now when we were to open a title um nine case the determination wouldn't be made at this point in time because it's school days until like January which is a very long time. So, I think if we said 30 school days, c not calendar days, 30 school days, that is a reasonable I think way more reasonable. >> Okay. >> Because that seems like such a long time, right? >> Yeah. That it does make me wonder though if the reason that that was removed was when the title N changes were made because since title N is integrated with this they may have had to remove >> the withdrawal. That's also a good point. I'm wondering that too because they may not >> is there may not be a a thing where you can withdraw
046like where they can limit the withdraw and resubmission. Right. >> Exactly. I think I think the problem is you run a foul of federal law, >> federal statute. >> Yeah, exactly. So, so as much as I agree with our earlier logic that it'd be nice to have a timeline, I'm wondering if the timeline went away with those Title 9 updates because those those happened right before we adopted the new manual. >> So, it wouldn't be reflected in our old policy, but it would make sense that they would have changed the new policy to reflect that. >> Okay. So then um my wondering is would you like to do I liked what Amy's logic was but put 30 calendar days and then put a comment like high concerns um this needs to be reviewed by the
047lawyer in regards to the night. >> I would say not calendar days school days. >> Okay. Should I say business? >> No. [clears throat] Let's do school days because there's some days that aren't business days that the school >> is in session >> and and vice versa. >> Yeah. So like you might have something like fall break. So that helps you if like the people you need to interview aren't around during that week. >> Oh no. Wait a minute. Sorry. checking my Roman numerals. Um, new title n legislation. Okay. All right. Um, does any does everybody maybe want to do like a twominut read through of this and make sure that I know we looked at it like a month ago probably. Um, and see if there's anything you have concerns about before we like
048sign off on this part. >> Sure. Oh, I think Will you just give a thumbs up if you are ready to talk about it? Sorry, I can actually only see Evan's thumbs up. Is Is everybody still looking at it? I'm ready. >> Okay. I'm ready, too. >> All right. Um, so the only here were my only my only things is because we put the concern part in there. Do we need to like under application just state like a complaint will be considered either outside of these allegations or just a lower level? because we don't define complaint anywhere in here I don't Pink. I could I could see that potentially going there. Um, it's not in the other one either. I'm going back. >> I I don't remember. I I just remember we went back and
049forth about like, well, what does that actually mean? And like I don't know if it was like an agreement amongst the amongst all of us and that we actually did because we kept talking about making that glossery but we didn't actually get there. >> Yeah. >> So I guess first question do we feel like we need to define what a complaint is? Yes. No. Evan, you're unmuted so I'm calling on you first. [laughter] Um, I don't know. I'm sort of torn. I feel like No. >> Okay. Amy, >> I don't think so. >> Okay. And then James. So that this is to define complaint as opposed to grievance. Is that is that the implication there? >> Yeah. I just my thought was that they're defining so many things and then this is like application these
050procedures apply to grievances of these sorts and then in the policy we had put oh we'll also have procedures for complaints but we never say what a complaint applies to. But it might be kept in obvious like well if it's not listed here as a grievance then it's automatically a complaint. Um so I'm good with either. That's just the only thing that I saw. Well not the only thing but that was one of the things >> I don't I don't recall I mean in fairness I don't recall definitions for those things in uh in old policy either. Um um I my my feeling is that like I mean it's it it is I want to I want to say no uh just because I feel like those are legal things anyway and and my and
051I may be naive here but my assumption is that anybody that would be going through this process of filing a grievance or filing a complaint they they most likely would not be doing it alone. They would be doing it under the guidance of someone who is an advocate or someone who is has a legal background to help them navigate that world and be able to understand the difference uh there. Um I don't know. I may be making a lot of assumptions, but uh quite honestly though, you're right. The the only difference in my mind between a complaint and a grievance is that anything that's not falling under a violation of policy as grievance is a complaint. >> Okay, I'm good with that. Um, this one just didn't have the title n person and so I
052thought >> um if I could just say something real quick. So, um, when I'm looking at 2011 and I see what you're saying about under that superintendent shall implement and there's a list one, two, three, and it talks about prompt resolution of complaints. Is that what you're talking about when you're saying complaints? >> Yes. >> Okay. So, for me, when I'm reading this, that makes me think that the complaint is the vehicle for which you're asserting the grievance. So, I don't know that we could necessar I mean, I don't know that yeah, it's necessary to define complaint. I also don't know how we would define it other than saying it's the whatever document or electronic means by which you you know assert the comp the grievance right >> because I don't I think they're using
053the yeah I don't I think it's like one and the same but the complaint is like the vehicle for which you're asserting the grievance >> well that's okay so then I think I think that con that all makes sense and now I think that this is now confusing in our 2011 because we use complaint right now as a noun. Um, but you're right, if you're using it as a verb, it's the vehicle of the grievance. So then now we're back to the is complaint like the vehicle of the grievance because then this should probably say concern procedures and then we know that's outside of grievances. >> Does that make sense? >> Yeah. I I don't know. Did now the the writing in the red, did we have that always in our old policy or did
054we add that ourselves? >> No, we had it always in our old policy because it was like under the umbrella of the whole thing. It was concerns, complaints, and grievances. >> Oh, yeah. No, let's just get take it the heck out of there, man. Like, this is too much. >> Okay. So, >> what do you think? I I I mean I >> James, >> are you there? >> I'm sorry. I'm here. I'm just on an emergency call. I'll be right back. >> Oh, I'm sorry, J. [laughter] >> What were you gonna say, James? >> Well, I was going to say it all depends on what we're setting forward, right? I mean, I I do know that people have used the concern form in the past. Um and in and it really can be if used
055correctly um it can be a vehicle to uh and this is always my preference and I'm sure it is for everybody else here on the call to handle problems at the lowest level possible right not everything has to go to the governing board not everything has to go to J man um and having an employee concern form and that process uh allows you know the uh to be able to, you know, voice their concern, have their conversation, restorative conversation, whatever you want to call it, um and feel heard, uh but not have to escalate it quickly, if that makes sense. >> Okay, that does make sense. And so I hear you what I hear your conclusion would be like definitely keep in a concern because that is like a worthwhile process and it's starting at
056a lower level. >> Yes, that's my opinion. >> Okay. So then then it just comes down to should this actually go back to complaint or concern so that we can identify two separate procedures knowing that a complaint is basically happening with both. I I think it should >> um Amy and Evan >> I'm on the fence actually. I don't I don't I don't know. >> Okay then let me just I'm going to put a comment on this and just write the like question of the day for next time. >> I mean let me clarify. I fully agree with what James said. I would much rather if someone has a concern, bring it to me so like as a former principal so that I could address it and and keep it at the site. If it
057can't be, then go through the process. But I always feel like go with the like lowest level, right? Kind of follow that chain of command like I'm going to go with the lowest level and then if I don't need to, then I can kind of move up. But as a principal, if something's like with a student or a staff member or a teacher, any like I would want to know about it first so that I given the opportunity to address it to help alleviate or mediate the situation. But if I don't know about it, then there's nothing I can do about it. >> Yeah, agreed. That makes sense, Amy. like a hierarchy of but even like the current one when a parent or somebody fills out a concern form at district like it asks at
058least the thing you get from Hilda says like have you talked to the >> district or the site administration first so maybe as long as that portion is still there or like some direction first like to ensure that they've spoken with the school first >> honestly and I I mean that's what we would do because we had a concern form for families like if they wanted to fill out a concern form of something that had happened then they filled it out and the first question is like if it had something to do with that happened in the classroom or the teach have you talked to your teacher about this and if the answer is no it's like okay first step go talk to your teacher like if the teacher doesn't know that you're upset about
059something that was said or misinterpreted or at a like step one go talk to the teacher yeah so then I feel like now that you guys are mentioning it all four situations, District, Lomol Linda, LCK, Monav Vista, and Gateway at least. So, I guess five entities, we all say there's a concern. So I think let's just say they develop a separate concern procedure and we'll like tie those together like with the concern forms that we were standardizing anyways and then go back to the like we will assume that if it's not within like the clearly labeled things of a grievance it's going to start as a concern and maybe it'll get there. >> Yeah, >> I think that sounds Yeah. And once they get approved, then maybe we could link them if it that we're
060saying like this is now approved. It just will link it right in there. >> Yeah. And they um and it'll go Yeah. in the policy section. Okay. So now we're So then those are good. Let me go back to 2011. Um this part is an edification for me. I my understanding was if it's one 2011 it's everybody who is like um part of this which is like staff and students but then I noticed that all through D all it talks about are students and so I didn't know if it should be like stakeholder or am I confused this one really only goes for students because like when you look when you read the 2011 policy I believe it only goes to students because if you scroll up to A >> Uhhuh. >> those are the
061statutes that it's based on. So, and they the statutes only apply to students. >> Oh, well then is it So then Okay. So here where it says shall so in equal opportunity um and non-discrimination. Got it. I hear you now. I see it. Um, thank you. [laughter] >> Yeah. >> All right. So, then that was those were my things. Anyone else read it and have a wondering or a need to change something? The only thing I had thought is since we clarified on the like withdrawing of the complaint to 30 school days if we needed to specify on the other things with days like where it says like a couple of 15 and 30s like if we should also specify on those that those are school days but I don't know if that's necessary or
062>> if we do that we probably want the attorney to check it closely because there were recent changes is to think it was state legislation. It might have been federal statute that um we used to be allowed to do certain things. I think it might be specific to Title 9 within 30 school days and they changed it to 30 calendar days. They took away the ability for us to say, "Oh, well, it's summertime or it's um spring break and nobody's present." So, um, so if we do, if we do make that adjustment, I think we need that same note like Adriana did on the other one to have legal just double check it. >> That makes sense. >> Okay, I'm going to I just put it up at the top. So rather than going through
063and finding each one, just like ask and when they tell us yes or no, then we can control F basically. Is that okay? Um, okay. I think that's that. James, thoughts on anything? >> N >> that you would like to see. And then Amy, anything for you? >> I don't think so. I think I I put most of my stuff in there. >> Okay, perfect. And then I deleted it because I was going to type and I forgot. Do we want to put the Title N compliance officer in here now that there's like a specific role for it or leave it out? Amy, [laughter] what would you >> policy anywhere else under title nine? Like specifically like title nine? I I thought I saw that there was a specific policy for Title N somewhere else.
064>> Could could be. I don't know. >> Yes. And the I think the board just recently approved that change or did first read on it or something because I I know we took it I know Joel had submitted it and we took it to the board to have that change made. >> Okay. All right. Then I'm going to leave it out because then it doesn't seem like necessary. And then for here I'm just gonna say um like good to go. >> It was in 123 >> where it has um Amy's position. >> Okay. Thank you so much, Ela. >> Mhm. Okay. So then the next one um is the student discipline. Let me look at the homework. Oh, this this little note that I made um was it's kind of just like a fact. I
065don't know. Um, we had added this at the very end about um, our students. I just want to make sure this was like um, like the national origin one is what I was trying to figure out, but I wasn't sure. Um, so maybe just hold on that one everybody. Okay. Discipline. Um, >> don't lose that thought though, Adriana, cuz at the moment I'm struggling to recall whether we made sure that migrated over and we want to make sure it's there. >> Yeah, I was going to say I don't know that it did. >> Oh, no, it is. It's in It is 124. Sorry. Protection. >> And that one's not copyritten. Yeah. >> Yeah. I I thought we had asked them to plug it in for us when we brought the policy manual, but >> it
066is 1-204. >> Okay. Thank you, Katie, cuz I just was like having this panicked moment of it's hard to remember back that many months. >> Yeah. No, I I was that was the only other thing. And then um to look at 5306, I think rather than looking at JK student discipline, if everyone can just go to the new policy link there um because Amy did a really nice uh Thank you, Amy. She went through and she did like colorcoded. So really all we need to look at is the things that are yellow. Um or >> I got through most of it, but then um I realized that some of it lived in other policy and by that time it was getting late and I couldn't look at anymore. >> Yeah. And I I um I
067looked at it too. So, I feel like let's just go through if we if everyone's okay with it, we'll go through what um Amy identified as yellow and just see if if we do have questions or if like other people recall from previous stuff that they saw it. Um does that work for everyone? >> Yeah. >> Okay. So, when to share this tab, I don't know if this is yellow or not. Okay. So, all of this was exactly the same. Um yeah, the other the old policy didn't have definitions, but we did struggle with this. Remember, Katie, there was like um gosh, I can't remember. I you were like it was basically like we used to have like deadly weapon or something and you were like, well, a pencil could qualify. Um >> Dangerous instrument.
068Thank you. >> Deadly weapon. Um, >> yeah. [laughter] So, >> I don't know if >> Oh, yeah. That was uh when I was talking about slitting people's throats or something in the >> meeting. [laughter] Yes. So, I don't know if we need something like that or if this suffices. This was the only thing that made me think of when I was reading Amy's notes. >> Okay. So, this is currently located in the old one or the new one. I'm sorry. >> This is all new. >> Oh, okay. What which one are we on? I'm so sorry. 5306. >> 5306. Okay. >> Um, >> and this yellow part here, the definitions, it's not in our old policy, but in the old policy, we did a lot of talk about dangerous instruments. So, I don't know if
069like, oh, this is fine. FAR, we're just going to stick with the firearm. >> Well, because there's two different reasons. So, you have firearm because that has to do with bringing federal law. um you know prohibiting firearms from being brought on school campus or within so many feet of a school campus, right? And that's separate from this is that's referencing the federal statute because our definition of a firearm is different than the federal statute. >> Yeah. >> So, um let me see if it references anywhere else in here about um >> Oh, here we go. If you go down to suspension and expulsion of students under se section one, it says a student may be expelled and then it goes on to say includes the use or display of a dangerous instrument or deadly weapon
070as defined in ARS13-105. >> Okay, >> I think we should be good there. >> Okay, so we don't need to add it because you would just find it in the statute. >> Yeah. >> Okay. Um, and then those were not in the new policy, but I think it makes sense to have them. I'm at Oh, I didn't put page numbers. Sorry. I'm at the highlighted part about expulsions and suspensions. Um, well, I think it I realized when I was doing this that it was in another section. It was under another section of the old policy and that's where I realized I was like, "Okay, I don't even know what I'm reading anymore." >> No. No. I think you're No, I think you're right. When you go further down, the suspension and expulsion part that is
071covered, but we did not talk about teachers removing students. So, this is like very new and like probably we do need to kind of dis like kind of read through it um step by step. >> I'm trying to I know this was in a previous policy and I just can't remember what >> it is. It's in a different policy. And I remember looking at like I was reading this part about it because I know there's a process in the procedure for removing a student from the classroom. >> Well, that's restraint and that's restraints and seclusion, but when you read this, this is I don't want this kid in my class and >> No, no. There is a policy I know too. >> And it's like if it were to like you have to form a
072committee member, you have to form a committee. It has to be made up of different teachers. It's an old policy. Well, we didn't look at it. So, like think like >> Yeah. >> So, there's two options. >> Look at this as new. >> We could just say this is new and then be like we feel good about this. Or >> well, I feel like that would probably be the best option. Let's see if this works. And then if there's anybody who has recollection of something that feels like it's missing from this process, then we can go back and track it down because our team didn't look at that policy at all. No, I know there is policy on that because um I may or may not have had to share that policy with the teacher.
073>> Okay. So, I a thousand% believe you, but there's no need to cross compare because we wouldn't have any opinion. So, maybe will you be our cross compare person because you know it better than any of us. I mean, I do the I was reading this and I was like I was looking at the old policy that we were kind of going back and forth with and I was like, "Wait a minute. I know this and I [laughter] know this policy." Um, so I just lives under a different section, but I felt like it was pretty robust and had it [clears throat] was very clear and the steps and procedures and the parameters that had to be in place. >> I I did too. Like when I read it, I was like, "Oh, that okay,
074that's fair. That makes >> Here we go. It's in the st. It's the reason why they have it all together here is because literally all this is in the same statute. >> So it's in 15841 and the teacher removal stuff is like mushed together with the suspensions and expulsions. >> Yeah, I think they tried to group it so the things that are together in statute are together in policy. So from if you guys um want to Google ARS or you can click on the link down there ARS15-841 and then you look here. I I imagine they honestly just copied and pasted A1 and 2 in there. Let me double check. But they may have added a few things. Obviously they copied and pasted A1 and two and that's one A and B, right? But then
075they must have added these other things with the committee and all that stuff. Oh, which is down further which is the J letter J under 18 or 15 841. So each school shall establish a placement review committee. So they also took it straight from the statute. So to me, I think this is pretty much as bare bones as it's going to get. >> Um I thought this like I was like, "Okay, this is thorough and good." The only thing that I was like a little confused by is in five um on I'm just going to put page numbers >> teachers who are employed at the school who are selected by the faculty members of the school >> and one administrator who is employed by the school and who is selected by the principal but like
076there is only the admin there is only the principal and the assistant principal. So, do we want to like open this up where it's like an additional teacher or do we want to identify like it will be the assistant principal who's on that committee or the principal who's on it? Because >> in need an administrator on there because there's >> so so do we want to just be we want to say like the principal or the principal designate which ultimately would be the AP. >> Let's see here. It says in statute it says the committee shall be composed of two teachers who are employed by the school and who are selected by the faculty members of the school and one administrator who's employed by the school and selected by the principal. So they literally copied
077and pasted from statute. >> Yeah. So, I think that um we're just going to need to leave it and >> Okay. >> And essentially, you know, even though in practice we we know what that means, it's kind of stupid in our situation, you know. >> Got it. >> Okay. >> It is what it is unfortunately. So, so just to clarify these steps and this whole process of uh teacher removal of students from the classroom is taken directly from statute. >> Correct. Like the state legislature has micromanaged so many things in the education chat title of the laws that it's crazy. [laughter] Like the fact that they have a subsection where they're like dictating who's on this committee is cra it's just w this is like so wild. And it seems to be fairly unique to
078Arizona because Ben was even surprised by it because, you know, he um also practices law in Texas and he's like, "Texas would never do this." And it's like, "Oh, good. Now we're crazier than Texas." >> I know. Well, these legislators don't trust you teachers to do anything on your own. Um [laughter] >> Well, I mean, I I this just my opinion. Uh I it this it makes me uncomfortable. Um and uh because we've had situations where there have been teachers that um in my opinion have been uh have like a a negative attitude and a just a negative approach to uh a particular kid. and uh and we we have enough difficulties just building relationships and restoring relationships. Um I I can't imagine this process being a positive one if uh a particular teacher gets
079their hands on it and they notice that oh okay I can refuse to have this I can refuse to be a part of this conversation. Um, I mean, all the stuff that we practice in CSD is uh is in my opinion much more difficult with uh a policy like this. >> Totally. >> A teacher may send Okay, so let I'm trying to think of a way, you know, I think we've talked about this before, like when you guys voice this kind of stuff, then it gets my mind gears going on like, you know, how can we be more um protective? What's up? I'll be right out, honey. We're almost done. Okay, >> I want to >> I know. I'll be right out, sweetheart. Um, it makes me think of how we could word this if
080there's any opportunity to change this to be more protective of things or a little less, you know, to let a rogue teacher go wild with this. >> So, I'm just trying to think about that right now by reading I'm reading this rereading the top part of the statute. If the pupil is set to the pursuant, the principal shall employ appropriate discipline management techniques that are consistent with the rules adopted by the governing board. A teacher may remove may remove if either of the following conditions exist. Now, given the way that this is read, I would always I would say, oh, like maybe we could add another one, but no, because it's saying like at the baseline level, they should be allowed to do it for these reasons. What I think it is is like there
081needs the only way we could combat that this is if there's like a check on a check aside maybe from this committee right um >> that's like in between and I don't want to create more steps but that's the only thing that's coming to mind is like you know because a teacher may remove a pup from the classroom if either either of the following conditions exist and then they have these two things which obviously what James just brought up like a teacher who's having issues with somebody that's like become personal or whatever it may be is would would be able to figure out these two things. So, I would I wonder if there's a way to create another step in the process that that would make it more protective of students in those situations >>
082um but wouldn't cause a bunch of problems in situations where there is a valid reason for them to be removed from the classroom. I'm wondering if it could be a part of the process in the procedure about like the school will develop a system to so kids aren't >> this is a placement review committee. Yeah. >> But to this kids aren't just arbitrarily being removed. Do you see what I'm saying? Like there's a system and a process and procedure for the school. >> Yeah. >> I think that makes sense. Like for instance uh we have like the tier one tier two and teachers basically they need to address like a teacher managed level issue we suggest um more than require like three three to on the fourth time like you've tried to address it three
083times in the classroom. So um there's like we have levels like That's what I Okay, that's kind of better because there's no way to say you can't like because of the statute, we can't say you can you can't do this, but if you also look at the committee, right? Like that says if a teacher refuses to readmit the student, right? Um >> because then it could be like >> the problem here is like yeah, you're just continuously removing the student and you read them, but it's just like I've well, I've removed the student 10 times this month. what are we doing to address this? >> I I think that like you know how um I maybe too we need to compare it to the suspension for little kids like the little kids you have to
084have given like um you had to have a behavior intervention plan in place. You've had to have like contact with the parents like a certain number of times. So, I think maybe we do just for this one kind of consider what you were saying, like let's make a procedure for what that looks like, like the steps that teachers do versus the steps that others do. >> And this is definitely something we're going to have to consult with Jessica about to see if I know the statute's not permissive, but if we're like um you know, if we're like trying to make this so that we have an extra safeguard, how can we do that? I don't I mean I don't necessarily want us to do all this work and create a procedure if she says there's
085no possible way to do it. >> Okay. >> So I don't know Jay is there some way we could reach out and see and just make that brief question or request like hey do you see any way that we can add an extra safeguard to this section to prevent excessive teacher removals that doesn't like conflict with the statute? >> Yeah. Um, could I Adriana, could I trouble you just to copy that section and email it to me and I'll forward it on to Jessica? >> I was going to Um, yes, I'm I'm going to send you I can do that and I'm putting you as a comment, too, so you'll get >> um >> Sorry if I'm like can't get to the point as quickly as I should. >> No, [laughter] you're good. earlier. Um,
086>> yeah, I suspect this one's going to be tough cuz this, if I remember correctly, this went in in 24 >> and it was related to something that there was a bunch of people up in arms about. So, >> okay. So, I'm going to I put it in yellow because it's something that we think we might want to do more detailed work to, but as of right now, there's really no change to it. Um, we're at 5:57. So, I'd like to propose just like a summary of today and then the homework so that we can get off, but I would um hesitantly listen if others would like to stay on for the additional half hour. Is anyone [laughter] preferring to um anyone feel a need to do that extra half hour or can we go
087ahead and begin summarizing? >> Oh, V. [laughter] >> James, >> let's let's um I propose that we summarize. I second that notion, Adriana. >> Okay, perfect. Agreed. >> So, um I think that we completed the work on 2011 and 2011 A, so we're good there. >> The um suspensions and expulsions. I think we should go back to kind of our old school method where let's just start um with because basically they were all the same except for there's a little bit more of additions in the new one. So I would propose that like 5306 and then the A's and B's we just read through and questions you have or edits you have you just put as a comment and that would be what we would work on for um next week or whenever we're meeting
088next. Um, secondly, we might I I did the homework finally. I was supposed to do last time and it was all about [laughter] um the uh student interrogations that has been really broken up now. So, like they have a separate like police one and then a DCS one and then the student one. And so, um they they looked like again they were adding a little bit more to each one. So, I thought we should probably actually do those. um in the process that we did last time because we we had very rough notes on there. Um and so that would be my recommendation is we go through the interrogation stuff as though it's new policy that we did not work on. Questions about that? anyone feeling really committed to the work previously on um interrogations
089that you would want to >> Well, my question I guess for [clears throat] myself because I wasn't on this before, so I don't really know the adjustments that were made necessarily to that policy. I mean, I guess I can always go back and read more policy. Um but I just wonder like what is the it was like very like um we it was the very last thing we were working on and so like the changes and conversations were really about like well this says that we we had DCS and police combined. So then we were spending a lot of time trying to figure out okay well like what what is actually like makes sense for DCS and what makes sense for um the police and then the the teacher the school interrogations were also part
090of that. So all the edits we made was in trying to like make it work for everything [snorts] but now they're already broken up. So instead of like trying to cross compare I think we just look at each individual newly broken up segment and make sure that that feels right. And then how does that compare to the forms that we just submitted for approval? >> It doesn't though um those forms well it's a twoparter to what you're asking. Those forms are considered um forms and exhibits. We wouldn't we wouldn't be looking at the exhibits from the old one. So those forms were basically like the extras to the things we have. And when I looked they were all aligned. But one of those is listed as a quotation. Like that's a form that already exists.
091The the DCS one when the DCS comes to see us. So there might be a form somewhere. Um I know that's like kind of muddled. Basically when the DCS comes to see us. >> Yeah. [laughter] I think that would >> it's Adriana's new children's book. She's right. [laughter] So that would be kind of my recommendation is Yes, exactly. is go ahead and just do student discipline, suspensions, expulsions, um like brand new and then then start working on the interrogations of like the students from all the different parts as though it's also brand new. >> Yeah. Because some of the stuff that I think I was concerned about last year actually got passed into a new law, you know, that you know the DCS form and how you were like, how are we going to how
092are we going to ask these people why are you here? >> Yes. [laughter] >> And then now the the state law is making you do that. >> Yes. And so that's exactly so things got fixed. Um, so if we if we're okay going with that, what I'll do is in this 109 homework, I'm gonna the ha the have to is review the 5306 and the AB and put whatever comments or concerns you have. And then I think the bonus would be the student interrogation policies, those three different policies. And again, you're just mulling it over and thinking about current practice and adding any comments you have. Does that sound good? >> I really appreciate how you say the bonus work. >> Yeah, doing the best I can. [laughter] Um, but yeah, so I think like
093for sure tomorrow, our next meeting, we need to be prepared to talk about the other ones. Is there any way um can I make a request that we and I guess I could do it too. I don't know who sends the calendar invite for us. And the reason why I request that is this so I don't keep bugging Adriana. What were we supposed to do again? What were we supposed to do again? >> Oh, you want to copy the homework section into our calendar invite >> or are we or just like our um are we able to put like our rolling agenda in the calendar invite? >> I like that. That's a Hilda question. >> That's a Hilda question. I don't know. >> I can I can do that. >> Thank you, Hilda. That would
094be lovely because I literally bother Adriana every single before every meeting. Adriiana, like it's two days before. I haven't done the work. What am I supposed to do? [laughter] >> No worries. >> I didn't bother anyone and thought, I'm pretty sure I had homework and I didn't do it. And good thing these people can't fire me yet. [laughter] Um, okay. I did not look at any of the bonus work, though. >> Okay, no worries. I >> How dare you, Amy? >> Yeah, I think that totally makes I think it'll be fine. Um, okay. So, with that, I will put that in after this for um sake of time. And then can we The agenda is the future meeting items. I believe that's the next thing always on the agenda. I don't know when we're meeting
095next. Does anyone >> It's November 10th. Okay, if everybody could just >> fairly soon >> calendar um >> it is a Monday. Is everyone still available? We did list it as a virtual >> because it's the day before Veterans Day. >> Yeah, I can Oh, sure. [laughter] Um, I I know I said that so very thrilled and that week is just a very weird week for me because that's probably the only day I'm available. It is college week for my son and so I'm flying out late Wednesday night and won't be in the rest of the week. >> Okay. >> Um, [clears throat] so I'm literally working Monday and Wednesday, so I can I can definitely do Monday. I'd rather than putting off the work on everybody else. So >> Okay. Well, thank you. Well,
096thank you. Um, I'm going to be in New Orleans visiting my boyfriend, so I'm excited for that. >> Oh, cute. >> Oh, that will be fun. Um, okay. So, we have November 10th. We don't have any other meetings scheduled. What is everyone's availability? Um, the next non-governing board week would be the >> We do have one. We have December 1st. >> Okay, perfect. Yay. It didn't come up. Oh, wait. I don't >> I have that. It's 4:30 to 6 virtual. >> Perfect. And then >> and then after and then I guess at that December meeting we were going to schedule >> everything else. >> Yeah. >> Some more dates for January and February. >> Okay. Does that work for everybody? >> Yep. >> That works. >> And then Okay. So then that's it. Um can
097I get a motion to end to adjourn the meeting? >> I motion to adjourn the meeting. >> We get a second. I second. All right, every all in favor. >> I >> All right. All right. Thank you everybody. >> Thanks y'all. Have a good night. Thank you so much. Bye. >> Thank you, Adrien. >> Yes, of course. Oh, she said Adrien.