001All right. Uh, welcome everybody. Uh, this is the governing board advisory committee to review policies on September 4th, 2025. Thank you for coming. Um, so call the order and welcome. So, um, before we go and move to the wait, am I supposed to go in order? Oh, okay. So the first uh the first agenda item uh that's uh on the agenda is the uh as part of the governing board advisory committee to review policies is uh appointment of chair and vice chair. Um I've always kind of considered this a ceremonial position because we all kind of go and do stuff and and be a part of that. Um so it is uh I'm the current chair. Uh I believe you're the vice chair. um and uh is it is not my my throne. Um I'm
002happy to go and pass it off to other people that would like to have that opportunity. Um but at this point, uh if we'd like to go and have a discussion about that, uh to see what people's feelings and thoughts are about that, we can. Um or if we want to go and um uh uh make a motion to appoint people, we can do that as well, too. So thoughts Don't everybody speak up at once. >> I was going to say, did we I don't know. Have Tim or Je Sorry, I forgot their name. >> Jez, have they responded at all? Like, are they still going to be coming or at all? Okay. I was just curious. email, but I can definitely check in. >> There's a storm coming, so I'm wondering if that might
003be it. >> Oh, yeah. Well, Hilda sent out a lot of emails. I was just wondering if they had ever said anything to her or anything about coming. Now I'm in the room. Right. >> I can I can nominate Evan. I would like actually to go ahead and see if people would be okay with me trying it out for this year just because I've been meeting with um the other APs. I'm not an AP. It's in my heart. So, um but just meeting with the other groups, it would be I would feel more comfortable especially because I kind of right now I'm just telling people >> Oh, turn your mic on. Sorry. >> No, no. Um don't repeat. Uh so I would like to try it um just because it would make me feel a
004little bit more comfortable about when I am going to different people like this is the role that I'm doing. Um so I would like to >> do I am I motioning? >> No. What am I doing now? >> Right now we're just we're just we're just having like conversation about it. >> Um but I also am in the same place that you're at. If this if you would prefer to like continue in the roles, I'm okay with that too. >> No. Okay. >> You guys can switch. Yeah, we can switch. That's true. >> Or we can nominate some fresh blood for vice chair, which I think is an amazing idea >> considering while I appreciate that notion and that concept, but I'm in a brand new position and role this year and I've been in
005this meeting all about three minutes. >> I was eyeballing. >> I was like still going. >> Is it appropriate to no goes on that one? >> I was eyeballing Evan over there who's had a a fine >> of knowledge there for a year. Not that I'm campaigning or anything, but just a discussion. >> It feels a little like you are, but >> No, no, no. >> He's campaigning to get himself off. >> Yeah, >> it's your position. >> No, I would >> You don't just disappear, James. >> I'm committed. No, >> we won't have a I actually appreciate it. >> The only thing I don't appreciate all the time is the late nights, but you know, you do what you got to do. >> Yeah. I'll do vice if you do the other one. Share.
006>> Yeah. >> Okay. Okay. Does that work? >> All right. So, let's do the officials. Can I get a motion to appoint the chair? Oh, wait. I got to say it the right way, right? Sorry. Can I get a motion to appoint Adriana as the chair? >> You can even motion. >> Oh, okay. I motion uh to appoint Adriana as the chair. Can I get a second? >> I second. >> All those in favor? >> I. >> Motion passes. Okay. Second one. Uh I motion to appoint Evan as vice chair. >> I second. >> All those in favor? >> I >> motion passes. All right. Moving on to the chair who is leading the meeting. That's you. >> Real quick turn around. Okay. Um so we're going to go ahead and uh approve today's agenda.
007Um I Yep. So let's go ahead and approve the agenda. So give everyone like a moment to kind of look at the other action items for today. Um it looks like we'll do the call audience and then really it's just kind of deciding how we've done in the previous years. Uh what policies we are going to focus on and possibly I know there was some change in policy. So probably some alignment and then finally like kind of identifying what our meeting schedule is. Um can I get a motion to approve the agenda as it stands? Um, I I motion to approve the agenda. >> You got to ask for a second. >> Oh, I ask. Okay. Um, and then can I get a second? >> I second. >> All those in favor? >> I. >>
008Okay. So, motion passes. Um, do we have a call to the audience? Um, do we have any public comments? No. >> Okay. So, so we'll go ahead and go to the next one. So, discussion on the new policy services. Um, I wonder if we need kind of reframe. Yeah. >> Yeah, I I can I think I can >> We don't have to share microphone tonight. >> Yeah, this is crazy. But I think um Adrian might have got us hooked up with extra mics, which is awesome. So, he threatened to do that and he made good on his threat. Um, so uh, wow. Over the course of the summer, we made a shift to the trust model policy manual. When we made that shift, we took the policies that this committee had had approved by the
009governing board and um with some support uh from our attorneys uh Miss Wararez and myself, we tried to merge to the best of our ability, maintaining this committee's expressed philosophy about what needed to be in there. The biggest difference between the old ASA policies and the new or sorry ASBA policies and the new trustbased policies is um with our SOFG work, one of the things we want to do is go on a policy diet. And um this shift was like taking a bunch of OAMPIC because the while the while the trust um sorry while the ASBA in their policy manuals would tend to opine on things pretty regularly and not stick very tightly to statute in the trust model policy most of the stuff is pretty bare bones to statute. So a lot of the
010fats cut away for lack of a better term. And um and so the challenge that that creates is is twofold. One is when we did the crosswalk, we tried to like I said ensure the integrity. And so I think it's important we may want to look at the new trust policies that that have that integrated into it. But what the piece that we didn't get moved over were the newly recommended policies that hadn't gone to the board yet. And with those, it might be worthwhile for the team to do a crosswalk with those because it'll serve two functions. It will get it will create familiarity with the difference between sort of the methodology of the two manuals and it may in to some degree shift the focus that we have because the the philosophy in
011this manual is that a lot of things that used to be in policy live in procedure and forms. And so, um, I know this team has worked on some procedures and some forms in the past and that that would be kind of a change, but that that may be a change that we want to make cuz it feels based on some of the work I've done working with principles and assistant principles. I know Adriana and I have had some conversations about this. It feels like where we tend to fall short is less in the arena of do we have the policy to support what we need than it is in the arena of we're missing a form or a procedure or our form or procedure um is inadequate for what you know the way we're
012attempting to do something. So hopefully that made some sense and I didn't meander too much. And then the last area would be um we had identified some other policies to attack but the problem is they may not exist in the same space anymore because the not only is the numbering scheme different the organization is a little bit different. Um, and so we may what we may be better served by would be looking through the policies in the student portion to determine like which policies within there fall into the space that we want to make some improvements on. So hopefully that made some sort of sense and gives us a pathway. It is my personal belief and only time will tell that our work will be easier because we won't I think we spent a lot
013of time having to recraft language and edit and I think um in this case things are so tight to statute that there won't be quite as much of that. Do you mind um airplane? >> Yeah, >> this screen just so that they can see because I was going to also say once you do get on the new one >> um the ones that have a copyright next to them are the ones that are the trust policies. The ones that don't are the ones that that we've passed previously ourselves, so they've been edited. >> Yeah. And that's that's probably the easiest way to find where those live for us. Give me one second and then we'll pull that. That makes a lot of sense because I don't know what happened actually. I wrote this >> sounds
014just like Adriana. >> Yeah, >> that's funny. >> So hopefully that helped because I didn't know how much of that information everybody had because we had to work um >> is this British >> Fast and Furious? Actually, I think that's correct. US because it's an S instead of a Z. >> It's not devices with a C. Wireless communication. >> No, it should be with a C. And British don't use an S. >> I didn't know. I was just curious. >> Sorry, I misread it. I didn't realize it was I look at the word by itself, not in context. And I thought it was the word devices, >> not devices. >> Yeah. Okay. >> I like is this a British thing? I don't know. It's not like theater with an R. Okay, let me go back
015down to that students. was telling her to chat. Hild. >> I just sent I was like, "Can I get access?" >> Yeah, I tried. I couldn't share it. >> Yeah. So, what I what I've thrown up on the screen is the the the current governing board policy. And what you can see is um >> Well, why does yours look so different than mine? >> I don't know why mine's so fancy. It could be. It might be because I'm in Chrome. Would I argue that yours is not fancy? >> Okay. >> Well, maybe that's because I'm in Chrome. >> But I'm gonna go ahead and click on students here. It's the same stuff. It's just for some reason it's >> looks different. >> Has a different interface. >> Yeah, >> that's what I said. Yeah, >>
016I think you're right. Mine's in Chrome and mine looks exactly like that. >> Oh, interesting. >> It must be a web browser. >> Must be web browser specific. So, >> um >> interesting. But chapter 5, which is where all the students it well the students don't exist there, the student policies exist there. Um, and then it's what's nice is it's broken into it's grouped by student enrollment and attendance, curriculum, instruction, rights and responsibilities, which actually that category is their category and it better aligns with the language this team worked on, which is really kind of nice to see. And then student health, safety, and welfare. And so my expectation would be that most of the things that we're working on would exist in the 5300s and in the 5400s. Although it is remotely possible um
017there could be I don't remember if we had some things that were related to student attendance that might be on the 5100s. >> So um trying to see if I can really Here we go. So, restraint and seclusion 5406 is a great example of what um Miss Gibson Mlan was referencing, which is that there's no copyright on that one. And the reason is um this is one of those merged policies that's been aligned to um what the committee put together and also received an additional attorney review because we needed to make sure that once it was merged we didn't break you know the legality of it. So I heard you say kind of three things if I was like categoriz. So one thing would first be just like review what we've done that's like officially
018already in there and make sure that we don't feel like there's a blaring something with it. >> Yep. >> And then the second part would then be like uh making crosswalk for those things that we haven't quite gotten through just so that we are aware of what's left and what else is linking there. And then finally just of the policies that we were able to crosswalk to, which ones do we want to focus on based on? >> Yep. Yeah. And and and one of the things that might be helpful like from a time management perspective, it might be best like the review of the ones that are already integrated might be best handled as a homework assignment and then we could just have a discussion item at a future meeting to be able to talk
019about, you know, anything that anybody identified that they felt because everyone comes back and goes, "Wow, good job." Then we can just move on. But if there's something that someone catches, then we can have that discussion and we can make recommendations for the board to um do a first and second read on whatever those minor changes are. Those should be quick and easy to get to the board. And then if the next step is the ones that didn't get approved from the board that this team put together last year, then hopefully that will be a pretty quick move. And you know, I understand sometimes things are more difficult than we think, but it would be ideal if we could maybe get to those to the board um prior to December so that way we can
020get those moving forward. Um and then if we spent the remainder of the year, you know, digging into what's left that still needs to be dealt with. Um that probably would be ideal. >> All right. So, in thinking about those things, what I did was if you go into the folder, I just made a new one. Um that was 25 editing folder and then I moved over um the completed policies checklist just so we can have something to rude and what we've done so far and then I copy that and made a policy to hear my thoughts are maybe we go ahead and get on to the list first um and then look at those that we say are ready to share the lawyer and then start with those as our crosswalk ones that we
021would know and we were good to go with those because there are a couple that we didn't finish. How does that sound? So, so the completed policy checklist then if you guys don't mind opening the like general policy each one of us where you find it within the new policy. >> Also, there's a fun search tool on the new policy thing. You could just search for the keyword because it seems like a lot of the stuff is in the free some of the stuff that we haven't addressed is in the freedom of expression one. And then um some of it's in the student conduct thing that we already did. Dating abuse. You mean we're not going to be able to talk about secret societies, guys, after all that? >> All right, that sounds good. Um
022and somebody want to take tobacco policy checklist. the new policy number before we have it completed, ready to share. >> I just being new to this, I just want to make sure I'm understand. Basically, we were looking at um the old policy JICG and looking at the where it falls in the new policy and just putting the new code. Is that correct? >> Yeah. >> Okay. >> This is how I'm thinking we can do it. Uh the drug and alcohol use policy. I literally just put in red new policy and gave the code number. Um, and then once we make sure that it's all in there, then I think we can just start to like I personally think that the student interrogations and search and arrest would be a more custom or move them forward.
023Uh, circle James, do you mind looking for whatever tobacco uses um and then policy? And then Amy, if you could do the drug and alcohol ones. >> Then that leads to interrogations um for you and then I'll start >> and we're putting it in that 24 25 review completed like where you put the red >> the policy. Okay. If there's like a specific letter that aligns to it, like 5-305 aligns to a lot of the stuff, but there's a like, for example, for drug and alcohol, it's letter E. Do you want us to put in parentheses like E just so it's easier to Okay. chapter five. Um it does talk about like prohibition on harassmentation bullying, but there is a very clear like here's the procedure for grievance. So that one may just be living.
024>> Yeah. Because it does say students one-1 Okay. Yeah. And um so it may be that they felt >> like >> but like if you look down 204 that's where the national >> and it's come from the board for the committee to review. >> It went back and was approved. So, that one's not part of a traditional >> Yeah. >> policy manual. Um, specific to the districts that passed it, including us. >> And this one I dated. >> Then it goes into way more detail about >> But you're right. I did. That was bad guidance on my part. I thought most if not all of it would live in under students. >> Way more specific. Because then it goes all the way from like it separates alcohol and drugs >> and drug paraphernalia. >> Then
025it also has inappropriate technology. >> Same kind of kind of also includes technology. >> It says disruptive. Well, it's like a student shouldn't possess, use or purchase. >> And then are they calling regulations procedures now? >> Yes. So, what used to be So, we used to have regulations and exhibits all >> the way to prescription. >> Have procedures and forms. >> So, maybe just do the numbers. So, >> makes a lot more sense. >> So, that feels like it makes more sense to me. >> I don't know if this is going to work because I'm on the internet archive. >> That's what I'm citing. Seven is >> what is it? >> It's six >> six through seven. >> Yeah. >> Okay. I think the rest is That's how all we're doing is just putting the
026code. >> I put the little title. >> So you put like student conduct. So 5305 A 6 through seven. >> Okay. That's right. Is there any more? You just want the titles in there. >> Well, it's funny because the drug and alcohol used by students, it actually has two >> and one is just like a very brief sentence and the other one goes way more detail. >> Yeah. I had a Can we kind of go over them a little bit? >> Just cuz like I had a similar situation with the tobacco one. >> I put them both in, but I can easily delete them. >> I did too because one was like literally >> one simple sentence. The other one separated drugs and it separated tobacco, alcohol. >> What were you What one were you
027going at? >> Drug and alcohol. >> They're the same thing because it loops them all in together, >> right? Why don't we start with the Thank you. Um, for the ones that we didn't send to the lawyer, why don't we prioritize the ones like if we could get them done today, that would be what it would would be most helpful. So, we have the restraint and seclusion. Then there's a big chunk about students concerns and grievances, interrogations, drugs and alcohol. >> I'm pretty sure restraint and seclusion already went because the policy here is uncopyrighted or am I confusing it with something? I could be having a momentary uh lapse here. >> Oh yeah, it doesn't have a copyright thing. So, I mean, I don't think it would be a terrible idea to maybe pop it
028open right, but I think that one may have gotten moved forward. >> All right. I think that's like the easy like that's easy. So, let's go ahead because if if if the team looks through it and you're like, "Yeah, looks good." Then you can just let it be and that's accomplished. I got to go remind myself um what it actually said. Would this be easier if like one person is reading what we once wrote and then everyone else is just scanning to see can you find that in there and then we >> because I'm like bouncing back and forth. Um okay, I'll read if you search. >> Sure. >> Okay. So >> that's probably smart. >> Yeah, if everybody will >> we'll look at the new one. Yeah, look at the new one. JLDB or
029the new one is what? >> Yeah. Um, the first thing is that the superintendent will establish regulations and that restraint and seclusion are not to be used as disciplinary consequences. I saw that one in there. >> Should we change like anywhere we're referencing regulations, change policies, we're not using that terminology, >> procedures might Oh, but what were you reading from? >> I was reading our I was reading the one that we drafted. >> Well, we want to see it looks like this one's already been sentenced. So, we just want to make sure that it's like matching >> what we had originally sent restraints and seclusion. >> No, you're good. Um, >> yeah, it does it matches. >> Oh, okay. I just heard the word regulations. I was like, I'm getting confused. Okay. Um then the
030thing next thing >> but then it says such regulations >> that same sentence. >> Okay. >> Sorry. >> No no you're good. >> Um okay. So then the next part is like the use of the restraint or seclusion techniques. In ours original one it said it can only occur if both if two things are happening. the people's behaviors are present or presents an imminent danger of bodily harm to them or others and that less restrictive interventions are not working appear insufficient. >> Y both um the next part says if the restraint or seclusion technique is used um school personnel shall maintain continuous visual observation and are monitoring them. This restraint and seclusion technique will end when their behavior is no longer of danger. Um the technique shall be used only by district personnel who are
031trained in the safe and effective use of these techniques. Um unless the emergency situation does not allow for sufficient time for them to come. Um school personnel shall be trained at least once a year during the school year every year. I'm sorry. Trained at least once during the school year every year. Uh the restraint technique employed may not impede their ability to breathe and the restraint technique should may not be out of proportion for to the pupil's age or physical condition. >> Uh the use of restraint and seclusion techniques in a school safety or crisis intervention plan um if not specific to any individual that didn't make sense when I read it. the use of a restraint or seclusion techniques in a school safety or crisis intervention plan if the plan is not specific to
032any individual pupil. >> Okay, >> we worded that. We worded that oddly. Yeah. Um documentation procedures are to be followed when they're used on a kid. Um there these are the following requirements. The school personnel shall provide the pupil's parent or guardian with written or oral notice on the same day unless circumstances prevent same day notification. Um if it's not um provided on the same day of the incident, it shall be given within 24 hours. Um within a reasonable time following the incident, school personnel shall provide the pupil's parent or guardian with written documentation. Um that documentation should include um information about uh people, locations, or activities that may have triggered the behavior. >> Um if it's known, the specific information about the behavior, uh precursors, and the type of restraint or technique that was
033used, and the length of time. Um we'll review our strategies to address a pupil's dangerous behavior if it's repeated. Um, and the review shall include a review of the incident in which the restraint or seclusion techniques were used, analysis of how future incidents may be avoided, um, including whether the pupil requires a functional behavioral assessment. Um, if the school summons law enforcement and instead of using restraint or seclusion, the sha the school shall comply with reporting, documentation, and review procedures um, established in all the parts that we said before. The school resource officers are authorized to respond to situations that present imminent danger of bodily harm according to the protocols established by their enforcement agency. >> Uh the district is not prohibited from adopting policies which includes procedures for reasonable use of physical force by
034certified or support staff personnel in self-defense or defense of others. >> Okay. Now they use these definitions that are used in the statutes. Um, restraint means any method or device that immobilizes or reduces the ability of a pupil to move their torso, arms, legs, or head freely. Uh, restraint does not include any of the following. Um, methods or devices implemented by trained school personnel or used by a pupil for the specific and approved therapeutic or safety purposes for which the method or device is designed and if applicable prescribed. the temporary touching or holding of the hand, wrist, arm, shoulder, or back for the purpose of inducing a pupil to comply with a reasonable request to um to go to a safe location. The brief holding of a pupil by one adult for the purpose of
035calming or comforting the pupil. Physical force used to take away a weapon from the pupil or to separate and remove them from another person when they're engaged in a physical assault of another person. Definition for seclusion means the involuntary confinement of a pupil alone in a room from which uh egress is prevent egress I'm not sure uh seclusion does not include the use of voluntary behavior management techniques including a timeout location as part of the people's education plan uh individual safety plan behavioral plan or IEP um and then we're done anything else anything that you saw that we didn't have already. >> I think that's it. >> I think it was pretty close and pretty closely aligned. Like maybe a word here or there, but >> Okay. Um, so then >> I think the attorney
036told us something like >> I would assume so. >> I kind of remember >> like if Hilda doesn't know, nobody knows. We can always ask. >> Yeah, I think they did say that. >> I have a question that like for the timeout location that that I mean that theoretically could be room too, right? I mean, not necessarily a loc because I know most timeout places there's just like a timeout location in the classroom, but it could be also another room altogether as long as they're not alone. They're with somebody else, right? >> Yeah, I would think so. >> Okay. I just want to clarify that. That's the way I interpreted. I just want to make sure. >> All right. So, that one's good to go and matches the previous work. Um, >> uh, I feel
037like the National Origins and Protections, uh, that was just like pretty much wholesale use minus the title. So, I feel like we can just assume that it was good to go. >> Okay. >> I'm sorry, where you at? >> Uh, I'm just going down a list. it. We have one that's called JV, National Origin Protection. >> Yeah. >> Um that we kind of took like from a wholesale like it just took the whole thing um from a previous example. >> Uh okay. So what would be your preference? Do we want to check student interrogation, search and arrest uh or student concern, complaints and grievances? Or do we want to split up and do pairs? That might be easier. Where are we at again? >> Um I'm just on the list of the completed policy checklist
038and I'm going over the ones that we said were completed before and we were ready to share with the lawyer. >> Um but like for instance, it looks like student interrogation, search and seizures or searches and arrest that doesn't have a mark. So we presumably it'd be exactly like the one we just looked at, right? I assume >> I would assume so, but I think it might not be a bad idea to at least take a look to make make sure. >> Wait, I'm sorry. >> It was It's 5-304. >> It has a copyright. >> Oh, it does. Oh, I didn't see it on here. Okay. >> Because we never got to it. >> We It says completed and ready to share. We shared it with the We may have shared it with the lawyer.
039So, it would make sense if it's not a Copyright. >> Has a C. >> That's what I'm saying. the copyright it would be them, right? >> So I I believe with that one it was provided to the lawyer, the lawyer approved it. It just never went to the board. >> Got it. So um so the question here would be does the does this copyrighted policy reflect what we were looking for or are there things that we feel need to be changed in which case then we could bring the ch so what we would need to do is migrate those changes to this policy and then bring that new version of this policy to the board. If the board approves it, then they would make the changes in policy and shift the copyright. And I would
040also take the extra step since we're merging two policies to have it reviewed again by the attorney to make certain in the merging we didn't like make it not aligned with statute or something like that. I doubt it would be an issue, but just in case. >> Okay, hold on. I want to see. I just pulled up one JH and it looks very not ready. So draft's ready to submit. Okay, same plan. And for some reason, like do you see all the like different colors? I don't know why we didn't change. Usually we make everything black when we were done. All the fonts were black. >> And there's still like a whole bunch of your comments. Yeah, let's skip JIH because maybe we didn't get that one um done. Could have sworn >> our JIH
041edits, >> but it has like >> 2425 policy edits. >> Thank you. >> Oh, yeah. Yeah. >> But then I'm in Okay, now you're saying you can't find it in any folder. Well, the one that I'm looking at looks very not polished. Like, it still has questions on it. >> That's what I was saying. I don't remember. >> Maybe we didn't finish that one. Maybe we just >> Maybe that was one. >> Was this the one that was really like a like a head scratcher and we were like, let's come back because we're spending so much time on it. >> I feel like it >> I think that might be it. Yes. Because this was this is the one where we were trying to figure out like, okay, there's a DCS form, but there's also
042this form. >> Yes. >> Okay. Yes, because and then we the law was also changing there. >> Okay. So then let's skip that one for now. Um and then I'm going to cross out this completed and ready to share because it most certainly is not. Um all right. So then complaints and grievances or drugs and tobacco preferences. Okay. So, >> every time we say one, I think that we've done it before, but I know it's just in the overview of policy. >> Yeah. Yeah. >> Because I'm like, didn't we already do that? >> Okay. So, J I I gonna I'll open it up and then if >> So, is this one of the ones that has the 1-201, but then there's also the 1-201A? One is >> one is policy is procedure. >> Okay. Oh,
043that's probably the same with the other one. >> A proced Oh, yeah. >> Okay. So, we're >> listen for my brain just >> so then J III is the policy. So, we can pull up the policy first and then if um people looking at the new things could go to 1-201. Um, >> okay. >> JII policy. So, it says, um, the superintendent is directed to establish procedures, uh, whereby students with sufficient concern may present a complaint or grievance regarding a violation to their constitutional rights, equal access to programs, discrimination, or personal safety. Um, provided that there's two reasons. The topic is not the subject of a disciplinary or other proceedings under other policies or regulations. And the procedure shall not apply to any matter for which the method of review is prescribed by law or
044the governing board is without authority to act. Do we have any of that in there? >> I feel like that is very different than what's in here. >> Wait, am I looking at the wrong one? >> I know. I feel alive. >> Uhuh. And there this is the this is the one I was saying it this was under students but in there it's under administration. No >> no it's it's >> district governance. >> So what they appear to have done is they merged the student parent and employee grievance policy into a single policy. >> Okay. Um, so I'm going to highlight this in red and then should I put a comment that like red means like this does not match at all and we got to figure out which one we like better because do
045you see something that like kind of aligns to that but it's worded very different or you don't see that at all? >> I mean there's some of the stuff that aligns but then there's parts that there's parts in here that are not in what you said at all. >> Yeah. Um, I'm just going to make that a comment then because I'm realizing now we probably should copy those policies into a word doc so we can make comments on it. But so for right now I'm just going to put um only portions of the old policy match the new policy. Additionally, there are extra pieces to new not within I'll remember what that meant. Okay. Like for example, did it talk about a district compliance officer? >> Um, no. That I saw that on there. Let
046me look and see the old one. No, it doesn't say anything about a compliance officer. Okay. >> Oh, no, no, I lied. Disposition of all complaints or grievances um shall be reported to the superintendent and the compliance officer for discrimination if other than the superintendent. So, it's one of those like what was those words I always used? >> Like not the de facto, but the designator. >> The designate. Yeah. >> Um so, that it does have that part in there. Is that what it's basically saying there that you can have a design >> designation of an employee of the district as a compliance officer? >> Okay. So, it does have that much lower in the policy. Uh I did make a a copy a Google doc with a copy of that policy in there if
047you wanted to. >> Okay. Um, we also just have like one random line that's like add something about how to address the grievance when this is not the right policy avenue. So, we were missing something from here. I'm gonna >> I think that's similarly in there because it references um this policy is effective unless another policy more specifically. >> Um, okay. So then it says a complaint or grievance may be ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra ra raised regarding one or more of the following. So violation of student constitutional rights um denial of an equal opportunity to participate in any program or activity um for which the student qualifies not related to their individual capabilities.
048>> Can you hold on one second? I'm wondering if that part is under the procedure part >> and not under the policy part. >> Oh, so maybe one open the procedure, one open the policy. I'll open the procedure if you want to stay or you're already switching. Do you want to go to the procedure piece and we'll look at the policy piece? >> It might also be in 1-201 because there's a separate equal education opportunity and non-discrimination policy. >> So that also references the designation of a compliance officer and gives a lot more of what um >> here. >> And what number did you just say that was? >> 1-201. Oh, that's the Yep, that's the one they're on right now. >> Oh, they are on. >> I was like, wait, isn't that the one
049we're supposed to be here? >> Um, okay. >> I did a search, but it took me back where I was, and I didn't realize. >> So, you guys have both now. >> Okay. So, I have the policy and then you have the procedure. >> Yeah. Okay. >> Um, it says a complaint or grievance may be raised if it's violating a student's constitutional rights. You see that anywhere? No. >> Okay. Denial of an equal opportunity to participate in any program or activity for which they qualify for. >> So I peaked ahead and the ones you're reading right now are in 1-201A. >> Okay. >> So they they've been moved to the procedure. Were you there over there? >> She's there. That's where I am. It's very it's much longer. So now I think all of our
050stuff is now >> way way down there. way down in here because now like as you were saying I do see that like the grievance and like the violation of constitutional rights. >> Okay. >> Is here >> discriminatory discriminatory treatment um on the basis of race, color, religion, etc. >> Yes, but it's all like all in different sections. It's not like >> Okay. uh concern for a student's personal safety. >> Uhhuh. Yep. Um and then we said that our at one point to refer to JICK um for procedures applying to if the complaint or uh grievance alleges uh student harassment, threat and intimidation or bull ruling which that is one of their like chapter 5 policies did have student threat, harassment, intimidation. So I think that we do still have that. So I don't think
051you have to look for that one part. >> Okay. Okay, this part is probably in the regu the procedures now because um it's the accusation must be made within 30 calendar days of the time the student knew or should have known that there were grounds for that complaint. >> Yeah. Um the initial complaint or grievance should be made uh using a exhibitor form but a verbal complaint or grievance uh can be made to a school staff member >> and that staff member should report it to the administrator. >> Yeah. >> Um when the initial complaint or grievance is submitted in a m manner other than the prescribed form, the administrator shall obtain from the student the particulars of the accusation and complete the form immediately thereafter. I mean that the gist of that is there.
052It doesn't say anything about like a form, but it does say it should be in writing. Um, and then the same like if you're unable to put it in writing, like the district will do it that for you. >> That's fine. >> Um, if the receiving school administrator is included in the allegation, the complaint or grievance shall be transmitted to the next higher administrative supervisor. [Music] And then failure by the um staff member to timely inform a school administrator or the next hire supervisor um shall be may subject the staff member to disciplinary action. >> Yes. Uh the staff member shall preserve the confidentiality of the grievance and only um disclose to the appropriate administrator or next hire administrative supervisor. >> Um the student or parent of the um student may initiate the complaint process
053by com Oh, let's complete the form again. Um the complaint or grievance may be drawn withdrawn at any time and once withdrawn the process cannot be reopened if the resubmission is longer than 30 calendar days. Were you shaking your head? Did you see it? Uh, James, >> Sorry. I thought you shook your head like, "Yep, I see it." >> No, no, no. >> Okay. I don't know that I see that part. >> You want me to open it up and help scan? eight. I know that one's much longer >> arrangements. Sure. >> I don't know that I see anything about the ability to take it to like remove the complaint. >> Okay. I'm just going to put then red not included in the new material. Uh retaliatory or imit intimidating acts against the student who's
054made the grievance. um or a student who assisted, testified, or participated in on any manner of the investigation uh are specifically prohibited and constitute grounds for a separate complaint. >> You see it? >> Yeah. >> Um to asssure that students and staff are aware of its content and intent. A notice of this policy and pro procedure shall be posted conspicuously in each school building and shall be made part of the rights and responsibilities section of the student handbook. >> I don't see anything like that. >> Okay. Um and the forms um are readily available for submitting these complaints or concerns. Anything about that? >> Okay. Um the disposition of all complaints or grievances shall be reported to the superintendent and the compliance officer um for discrimination if other than the superintendent. And the superintendent will
055determine if the policies of the district have been appropriately implemented and will make such reports and or referrals to the board um as may be necessary. I don't know that that's in there either. >> Okay. Um the st the the superintendent uh shall develop procedures for the maintenance and confidentiality of documentation related to the receipt of the students complaint or grievance findings of the investigation and disposition of the um ma matter. Uh the documentation shall be shall not be used to impo impose disciplinary action unless the appropriate school official has investigated and determined that there was an actual occurrence of the alleged incident. I'm not sure I see that either. Um, knowingly submitting a false report under this policy shall subject the student to discipline up to and including suspension or expulsion. Where disciplinary action
056is necessary pursuant to any other part of this policy. Sorry, let me start that again. When disciplinary action is necessary pursuant to any part of this policy, relevant district policies shall be followed. >> Any about false reports? >> Okay. And then lastly, dependent on the committed violation and or harm caused, the superintendent reserves the right to inform law enforcement in accordance with the Arizona revised statutes and governing board policy. And then also local law enforcement shall be notified by the superintendent regarding any suspected crime against a person or property that is a serious offense including or involves a deadly weapon or dangerous instrument or that could pose a threat of death or serious injury to employees, students or others on the school property. No. Okay. >> So, with those components that look like they might
057be missing, I think one of the questions the committee should ask itself is were those just left in from the old policy or they are they things that are felt to be important to be in because um you know, keep in mind that this is a paired down policy manual. So, what we don't want to do is bloat it with anything that we don't feel is important. >> Um, okay. I have two thoughts. One, >> um, well, I was going to say let's pause and do the calendar because we're already at six >> and then maybe take some time to process the homework idea because I did think that was a good idea. Is that cool? >> Okay. Um, a brunch. Tell me your calendar as when do we want to meet? How often do
058you guys meet? >> We were doing uh once every two weeks, like twice a month, right? >> Okay. >> In the beginning it was like once a month and then we like >> Yeah. And then we were trying to finish >> going slowly. Let's meet every Yeah. >> Um Well, and the nice positive is we started really early this year. Uh, do we want to do I see it going one of two ways. We go ahead and just do like once a month. Um, and then we do what we did last year, which is like, oh, we don't have enough time or we just go ahead and like stack one every other week for this like first like maybe the next couple of months and then see if we're where our pace is at and
059then trickle out less. >> You mean like start more now, less later? >> Yeah. as opposed to last year >> how we did it where we um >> we're meeting like three times a week to get everything finished. >> Me personally, I felt I I feel like like as we go along, we kind of like this process and things come up and I I I kind of preferred last year. I mean, I didn't think it was rushed or anything just because things came up along the way and I would hate for like, you know, for us to be meet often and then find out that we're going to end up the whole year just to try to process stuff that we didn't know about. >> I I'm down with whatever. But I also want to
060make sure that I meant like sweet if we finished after twice a month in December like we don't come. But fair what you're saying also makes sense. We don't need to open up. Y'all want to try them on? You probably have the busiest schedule of these kind of after school things. So, what would you prefer? >> Why don't we meet in the middle and do like every 3 weeks? >> Okay. >> And then that way um if we need more, we can do like we can bump it to two, but if we don't, then we're also not cramming till >> Okay, I'm good with that. >> Is and I'm just I'm fine meeting whenever. Uh is is it possible for us to meet earlier? like in the day instead of at five maybe four. >>
061I I think >> I second that notion. >> Who is the latest start? What time do you guys start? >> Uh well, excellencia would be the latest start. They >> Well, yeah, but I mean in this room. >> Oh, I I'm I finish uh the the school day ends at 3:20. I could get here by 4. >> Okay. >> So, the only challenge I see So, there were two things that had been challenges in the past. Actually, there's only one. It's the It's a parent member that sometimes has a difficult time. >> So, um, and I know Jez isn't here tonight, so that may just be something that we want to double check on, >> but I'm also very much in favor of starting earlier. >> Uh, yeah, I definitely don't I think four would
062probably be the earliest because I was still doing like IEPs and stuff on these days. Um, but I'm totally down with doing four if that works for everybody else. Why don't we do the next two meetings we do at five and then um if Jez comes and like this really won't work for me, we won't have like Adrian also talked about possibly doing some virtual >> That's right. >> So, >> okay. >> That's true. >> What do you want to do? Four or five? We're down to three weeks. Do two. >> If we do four, that's fine. And I'll be in person. And if we do five, can we make it virtual so I don't have a very angry teenager at home that mom's gone late again? >> I'm I'm fine with that >> even
063though I'm not doing it. I'll be working, but she's >> It's nice to have the presence there, though. Okay. All right. So, three weeks are uh >> I also please respectfully ask that we not do the week of the 22nd because we already have a governing board meeting and community council that >> Oh, we actually skip every governing board meeting week. Okay. Yeah. Um, but yeah, definitely I don't want to do three days on that. All right. So then you said the 22nd is the governing board week. >> 23rd is the governing board meeting and community council is the 25th. >> Okay. Last year we did Tuesdays. Um, that still does work a little bit better for me because a lot of our school events are on Thursday nights. I've scheduled most of those Thursday
064nights. >> A lot. >> Yeah, we do Mondays. >> I thought I remembered I feel like Yeah. >> Okay, perfect. I >> and we did do some >> but I know that week of the 22nd we have both a board meeting and community council. So >> you're talking about September 23rd. >> Yeah. So we're gonna So let's just maybe think the 29th. Give us more time to do some more homework. >> Uh the 29th I can I can be here at 4 or 5. Um, if we had heard from Jez or >> Yeah, I could do either one. >> What if we don't set the time and have Hilda reach out to Jez to see which would be more convenient for him? >> I will not be I will be at the ruler conference that
065week. >> Oh, so it doesn't mean that you can't. I just won't be there. I feel like if you don't mind, let's just do the 29th because otherwise we'd be at the 15th and I feel like one week to get stuff done is probably not going to work. >> Is that cool? >> That's totally fine. >> Um >> you might want to check those numbers there. We're thinking the 29th, but um Amy won't be here for sure. >> Okay. And so I know Jay is gonna reach out to >> Okay. And so it'll kind of depend on if they no longer want to be part of the committee >> then. >> Okay. >> Or if we want to have an issue with having nobody but >> Sure. Okay. >> And so it might take some
066time to find >> Yeah. No worries. >> Okay. So, we got one date, September 29th. >> I know commentary or whatever, but um if it's at 4 and I'm like working from my office, then I'll have to appear virtually. But if it's at 4 and I'm like teleworking that day, I probably come in. Um, it all just kind of depends on what's going on. >> Okay. >> I'll let everybody I mean obviously I'll let him know and >> Okay. So after the 29th, uh, we >> Yeah. [Music] >> Yeah. It's already like Oh, what do you mean for the per next meeting till after fall? >> You guys tell me. >> I mean, dude, I would just want to get clear on exactly what we're doing between now and then so we don't come back
067until I feel >> Yeah. >> I think that's what if we meet on the 29th >> and then Yeah. >> Even if it's just us to like >> Yeah. And then I would prefer not to like after fall break that first week is just hard to settle our brains. So maybe the 20th or the 21st. >> Um >> just uh recognize that you're looking for teachers. That's uh parent teacher conferences too. The week of parent teacher conferences. >> Okay. So then >> and he is not available on the 29th >> Oh Sep in September or >> Oh >> okay. Uh, >> right now as far as I know for me, >> I should be able to be here. >> Okay. We'll be down two voices. >> No, if we do the 29th is my only
068thing. And then we could we could do the 30th, but we would probably need to start at five because we have leadership council. >> That's a long I know. >> Yeah. Uh I actually >> I can't be there because I have a volleyball game that night. >> Okay. And then October 2nd there's still leadership council. >> Um okay >> the third the 13th. >> Do we want to go back to the week of the 22nd? Why did we decide not to do that? Oh because of the board meeting. >> Okay. What about two week like what about Oh, Thursday I have a know your rights workshop at on Vista. Wednesday. >> I was going to try the 18th. I I also don't have to be here. So, if the 18th works for people, >> vice
069chair could lead. >> On meeting number two, >> we're going to be at the law conference till 3:30. But, um, >> could we do like Tuesday? Can we do the 16th? >> Uh, yes. I probably We've got two IEPs though, so that would that would be a time that I would need to do like 4:30 or 5, though. >> Is 4:30 okay with everybody >> on the 16th? >> 16th. Uhhuh. >> I can do that. >> 4:30. >> No. Oh, so I and I can if necessary I can arrive late. So, >> okay. >> Can you see C? No, it's CA meeting. [Laughter] I would be willing to >> uh the 16th um or >> I can do the 16th >> at five and do it virtual. >> I can do that. >> Yeah, I
070can do that. >> So, does the 16th work for you? Because we'll still meet up stream. >> Adrian Okay. Five virtual. >> Okay. So then that would put us at we we just established the 29th and 30th like did not work, right? That basically now we're hitting. >> Yeah. >> Or even that date, but it's virtual. So >> what about October 21st? So, are we any more than one thing then? 9:16 at 5 virtual. >> Yep. And then three weeks was is the 22nd through 25th, which I think we canceled out. And then we cancel out the week of the 29th. >> Um, and then it's fall break. Uh, I love Kraton, but I don't know if I love it fall break time. Um, so then now we're uh we're at the week at the
07113th, October 13th. I can do the third. Oh, but is that >> that's a governing board week? >> Yeah. Um October 21st. I can do >> I can do the 21st. >> I can also do the 21st. >> Okay, cool. Um we only have one IEP, so I can start at 4. Can do that other one. >> So October 21st. starting the 21st time >> and that is in person. >> Yes. >> Sure. >> And uh >> if we're doing it at 4, I could I'd have to leave at 5. So I'd be here for an hour, which is >> a doctor's appointment. Um, >> just so you know, if we're doing the 21st and we want teachers to attend, that is parent teacher conference week. >> I'm not available on the 20th. And as
072a teach as a former teacher in the district, I would stretch my conferences out that whole week so I wouldn't be here super late, multiple nights. >> Yeah. If you're looking to get teachers >> hours through like a soldier, >> nine hours of class, >> I would take one late night and I'd stretch the rest out. >> If you're if you're looking to recruit teachers and tell them that they're not going to do it, >> they're going to be like, "Nope." >> I would I would recommend moving to the next week. >> Uh the next week though is the week of Halloween and we have uh >> I'm I mean I can want to visit Gateway. I can just make sure that Well, you and I both have a game happening. Um, we'll be at
073Gateway on the 28th. So, the 27th. >> I can't do the 2. >> I have a volleyball team that >> 29th. >> Um, the 29th an all staff. Yeah. No, I I can do that. >> I would We have an all staff um PD professional learning, but >> Oh, it's an affinity group week. >> So, that they typically end at 4:15. Okay. So 4 4:35 on >> We could do like 4:35. We just all go. >> Okay. October 29th. What about you two? Does that work for you? >> October 29th at work >> at 4:30. >> Yeah. >> Okay. We're scratching out the 21st. >> That would have to be in person. Yeah. >> Yeah. >> So we have 9:16 virtual 1029 4:30 in person. Uhhuh. And then what about October 29? Oh, also no,
074that's the only one. >> Yeah, we just have the two now. So then we have What about um you have a new teacher session? So not that day. What about November? That's a governing board week. >> Monday or Wednesday? >> Okay. >> Um I cannot do Wednesday. >> You cannot do Wednesday. >> I'm going to fly out to see my son. Okay. >> Unless anyone else is taking a day weekend. What is Monday the 10th? >> Anyone got Monday? >> I can do Monday the 10th. >> I'm going to be curious to see what attendance is like on the 10th. >> It's schools are they'll be low that day. >> Monday the 10th. >> I can Yeah. >> I mean that's the volleyball um championships, but I don't think my school will be there. So
075I think I'll be free. I actually know I'm not sure that I will be free because uh we are doing >> you're pretty good. >> Um all right. Well, let's do let's try the 10th and then um I want to like ease directly into my lab uh my Veterans Day. So maybe that one be a virtual one, too. That's fine. Okay. >> Um >> that's so weird. >> 4:30. Yeah. >> I'm actually pretty open that day. I'm not planning on coming. No, >> I'm not going to be there Thursday or Friday because it's um family week. >> We're going to go fly out and see our kid. >> I am wide open. December 1st to December 2nd and I think we stopped there is what we did last year at least. as of now. >>
076Yeah, either day. >> As of right now, I could do either. >> Can we do uh December f? Can we try December 1st? I have a ad site visit on Tuesday and I am always amped after that. Um, and I say always, I mean I had one with her, but I was real anxious that day. So, the first would be great for me. >> So, December 1. James, you good with that? >> Okay, >> first is good. >> Y'all can pick since I asked the day. >> 4:30. >> We could do 4:30 then. 4:30. Do you want to do virtual? >> Sure. >> Would you like a break between the two? >> We'll allow you have to have a restroom break, Jay. Okay. You want to go 445? >> I can run straight. You guys
077will be kind enough. >> Just make sure you press the mute button. >> Turn off the camera. Um, okay. So we have September 16th at 5 virtual, October 29th at 4:30 here, November 10th at 4:30. I think we said that one virtual too. >> And then December 1st also virtual. >> And then we can schedule more December for the rest. >> I think so. >> Yeah. >> Um, are you sending out invites for all? Okay. Okay. It's like I really hope so because I did not write that down. >> Okay. Um remind me again Jay. What did you say was going to be we would be doing homework just looking at the no C policies. Is that right? Okay. just to because sorry >> because that may basically you may come back together and go
078we're good right and then that's checked off the list and you don't have to spend a lot of time and it's relatively lightweight homework because it's not requiring you to have to draft anything >> which policies I'm sorry >> I'm not sure yet oh you're going to go and look at the actual >> uh 5-300 and 5-300A 5-302 two. Somebody writing these down. I'm just Okay, thank you. >> I just realized I was just rambling. Um 5-305 and 305A uh 5-306 5-46 5-49 >> I ran out of sticky and then yeah 5-49 looks to be the last one. >> Okay. Um, I probably should have told you what they were. Um, okay. So, how about this? I'm gonna go back through one more time and if it feels like one that you're comfortable with, you
079can call it. Um, and that will be the one that you'll compare from our old from our edits to to that and see if you feel good about it. Um, so, um, how many total were there? So, there's student rights and expectations. Students rights and expectation protocols. >> There were eight total that you listed. >> So, okay. So, about two. So, this one would be somebody's one. Student rights and expectations. Student rights and expectation protocols. I would recommend that that is either you or I, James, because this was one that we also edited the very first year. >> What? Repeat it again. What's the policy? >> 5-300 and 5-300A. Would you be good with those ones? Yeah, can do that. >> Okay. Um 5-302, that's dress code, student attire. You all know how I feel
080about dress code, so I feel like somebody else should do that one. >> Um >> fun. I'll do that one. >> Okay. Um then the next one would be 5-305 is student conduct. 5-306 is student discipline. Um, I can do either of those. And Amy, just since you're joining us, maybe you could do Oh, did we already look at restraint and seclusion? We did, right? >> Yeah. Yeah. >> Um, there is prohibition on harassment, intimidation, and bullying. Then the student discipline and the student conduct. The student discipline is basically the suspension stuff on top of like >> what numbers? >> Um, we got 5305. Um, and then 305A and then 5306. >> Okay, cool. >> So, do you have a preference? Cuz those are the ones you and I Oh, and then 5-49. Student harassment.
081>> What you want me to do? >> Okay, let me think about which ones we did the most thinking on. >> Oh, wait. We just said was harassment, intimidation, and bullying the one that we thought we had finished, but we really hadn't. >> Correct. >> Okay, so let's skip that one. >> Which number was that? >> 409. >> That was the 409. So then um student conduct uh or student discipline. Um it really doesn't matter. I can't remember what the student conduct one was. Do you guys remember what that one primarily is? >> I think that was the one where we focused on shifting it to student rights and responsibilities. Right. >> Okay. So, >> and I think that's was pretty well reflected in I mean, not that someone shouldn't check it, but it's I
082think it's actually called rights and responsibilities in the new policy. >> Um, I can take that one. That's fine. >> Which one are you taking? Then I'll take the other one. >> She wants student conduct. >> You want student conduct? Okay. I got >> studentip discipline. >> Wait, do you have student discipline? No, I have it. Okay. >> Can you repeat what I'm doing again? I'm confused. 5300 5300- A. >> That's what I thought. Okay, I got confused. >> Which number am I doing? >> I know. Student conduct >> 305 and 305. I heard other people saying the same thing. I was like, wait. Okay, got it. >> It's 6:30 at night. >> Um, if y'all don't mind, even though it has a copyright, I think I'm just going to also look at the A
083and B that go along with the one that I just got. Um, because I feel like there's In our previous one, they were so closely related that there's no sense in like not just looking at them all at once. >> Okay. >> And the homework is to look at the policies and >> you're going to cross compare like we just uh did previously and just see like is the spirit of what we wrote reflected in the new things and then if you have any concerns like well it's really missing which one did you get? >> 5-300 5-300A. So, I think like with that one in particular, like if you feel I think this one did actually completely match because this was the one that I was like, "Wow, we're really on the same page with
084everyone." Um, but that one you would just really want to make sure that it was sharing things like that we believe in restorative practices that um students need to address the harm that they have. Students have the right to say no to certain things. Um, and then I think it was also the one that had like the you can be married part to it. >> So like >> what be married? >> Yeah. It was like your your sp You don't have to be, but your uh your spouse could um also like defend your rights or something. >> Oh, that's right. I remember that conversation. But really truly, it's just the like students have rights that we're repairing harm. And that we took out, that was one that we took out all of the language about
085um like incarceration and anything that gave the vibe that we were doing a prison to pipeline type of thing. Gotcha. >> Do you feel good with that or do you want to skip? Do you want me? >> No, I think I mean if I have questions, I'll ask. Okay. >> Yeah, I think I can do it >> because I was like student discipline we did last year. So, all right. Cool. Um, so can I get a motion to end our meeting today? >> Uh, I motion to adjurnn. >> Uh, do I get a second? >> Second. >> All in favor? >> I. >> All right. Thank you everybody.