001allow access to others um through a view only for everybody Gateway serving on the committee okay anybody else um then just getting back to the process of posting these docu working documents um my request was that could we post all of them that we will be working on over time so that we could be working on NE while we may agendize which ones we're going to be talking about next we could still be working back and forth as we need to because there's going to be some alignment issues we're going to run into otherwise who's going to be responsible for that is all my is that something that is in Hillis capacity or do one of you need to take it on is all I'm curious about doing well for setting up like the Google
002Docs I'm wondering if Russell could make one of those folders with you know how Shar D that are like the shared Drive version because what happens is like let's say Adriana makes I make it or he makes it the employee owns it so if I administrator needs lose my mind and run off into the woods and then they cancel my account then that those files aren't available anymore but if Russell creates sort of corporate folder then that kind of exists outside of any individual yeah I think we need to talk to yeah so we we can do that and have that we should be able to have that all ready to go before the next meeting so um I would have a request to have uh just make sure that there each policy is a
003separate document rather than like a big Mega document that can get confusing too agreed so you can go and pick and choose and that way too when people go and look they can see like I tried to name this last one like committee draft ones that you knew so they'll know like if it's just the title no one's none of that has been discussed as a whole group so you would just be seeing like one of our random musics right right so that would be a really good idea speaking of which are we we're starting with ji we said correct are we looking at aod do edits or the one that just says ji edits so I'm happy to like look at that and you guys critique it now but it I think that would
004be the most efficient if and we could take anybody's draft and start there um but for the next ones we would need to like make a clean Dock and start doing the comments because I think yeah if we try to make a comment one now we'll end up using the whole time for that that's true um so we're opening about their copy of J edits yeah and we're adding to it or what are we doing kind of like last time right we opened yours last time and then critique youres yep okay and I'm just gonna make sure I gotta find that that is that in that folder you shared with us the government the main folder if you look there's a folder that says opoc edits I just was trying to keep my drive clean
005so I put it in there got it and then you should be you two should just be getting edit access because you weren't on that particular document and then I changed your guys's to edit too kind of started this last time too yeah cuz we did the like pink and what we couldn't do that's right um it's the same I I did it the same way I did last time where anything that I was wanting to delete completely I left but struck out and then anything in color um two the two different shades of purple I I wrote myself um so can we do you think we should post it still like can people that are watching can they see it on the screen oh they will okay so then I will so can I
006put things in the abadaka edit J ji edits uh yeah do you guys want to do like a 10 minute break and you put comments in it directly or do we want to go like paragraph by paragraph to to be honest if if we were going to like kind of merge our systems it would make sense to do like a 10-minute break and please look at what you see and just put your comments and start there we can do that is everybody okay with that okay so we can go and put put edits and stuff in the apaka copy of ji edits yes should do suggestions or comments right yeah comments if you have a comment about something or if you want a reording you can put it in that way uh edits are for
007grammatical things and emojis are emojis I just want to clarify you said that um Nicole is gonna be Nicole Eve Marquez is gonna be our new member okay I didn't recognize the name so I want to make sure I didn't and she's on oh perfect hi Nicole and then sha is still that's doing it she just didn't come to this meeting or should I take her from edit access right now um I have not confirmed with her um we were supposed to talk at leadership today and then that didn't pan out so I need to reach back out to her I just have her as a viewer on it now since everyone's gonna see yeah I think that's perfect she may she may even choose to watch the video because I know she watched the
008last one and I think she talked to you and Brian question that has nothing to do but generally speaking how long do districts keep um most HR related records are six years students students there's a portion of it that's for certain number of years and then the there's What's called the permanent record card and the permanent record card is supposed to be kept for all so a different I think they've got a really long one if not permanent so I think they're longer than some of the other record times so a lot of them my and was likey find it's POS was it was it in Arizona yeah I think it would be the other thing that's true probably like thing it's not actually your work it's the title student rights and expectations and I'm
009like they still need to so I get the expectation part of this supp but I'm not sure what the student rights part of this policy is so it's atug with that and then if you when you get down to the the rights and responsibilities they do start talking about like and the parents will help them too so no it's actually crazy that was and I have and all and I've only read the ji part not the J wonder about [Music] you uh Adriana you didn't delete any of the original policy right well now that's uh no that's all just crossed out all the right the black their view points was a cross out byy them like if you look at page oh they're not page numbered but the last paragraph on the page of jir
010that scratched out is was the original contents they have to go get the forcl this box for it yeah there's certain Finance ones that are forever too there there's there's a crazy number of Forever Records the districts have to keep train just expiration but now that it's digital not so much before I had a destruction but now I think I don't care there oh I see where it is we really run into trouble is when people want stuff from like the 50s or 60s you know because there's if there's Windows of time rules as they exist now didn't exist so it's not like we have all the way back to 1884 yeah exactly for and just to clarify we're uh putting in edits for ji and ji jir as well okay make got it it
011as long as you're not a mouth breather I think a mouth breather well just if any comments we make to each other people need to be able to hear what we're saying so what [Music] this is student rights and responsibilities I think it makes sense that it says like student right yeah because use the phrasing everyone think this applies to people other than so I had and when we talk about that I had issues with the voice of that jir to begin with because sometimes it goes back and forth between everyone like all district personnel and then sometimes it says just students so for me I feel like it should be either clarify the language of like what we're talking about or delete the parts that say all that's my rationale but I I can
012explain that when we we talk about that I just want to throw out that it's 5 it's like two minutes to 5:30 um so I don't know if we want to like if we all got to Jr if we want to stop there just because I want to make sure we have enough conversation time but I'm also not doing anything so maybe I'm just being impatient I have a lot of jir I still need to read through but if we want to talk about ji and be happy to what we end at 6 or we end at 6:30 uh 6:30 I think is what it's scheduled I mean we could do like 45 40 you know 45 minutes also can we or can we not motion to extend the meeting you may not want to
013do that but you know to finish I don't think there's an actual end there's not an yeah in the past it was just trying to um make sure again my name is blanking I'm your student Adam was trying to make sure Adam wasn't staying up who's Adam oh got it got ites sense I'm open to staying but I I have a diabetic dog that does need to get insulin so I couldn't stay much past like the regular time I me again I I will just I can keep reading as we as I need to but I think coming to consensus on ji which is the actual policy to which jir needs to align might so whenever we're ready to talk about that has everyone had a chance to look at ji at least yeah we're
014ready to go okay um James how did you think what were your thoughts on this do you want to so do we just go comment by by comment now uh we can yeah yeah okay um so for uh ji sorry I'm trying to find it again uh for ji uh my comment up at the top there behavior of students um oh that was just uh so I that was before I saw your rewarding and it's just uh I was trying to keep the same language and use something different other than pment because basically I had to look that up because I wasn't real clear what that meant um so I figured the behavior of students a little minor thing but if the if the yours is more acceptable than the original then that's fine me
015I don't know what your thought process was for uh what you had written um I so I guess I would make sense right if I explain um the Curious thinkers kindhearted leaders and collaborative Learners that is our iic plan and so I thought that if we're talking about the conduct and like the behavior of students it would be nice to align it to like our ultimate goals for the kids so I didn't do it in a clean like behavior of students but it was like these are the things that we're trying to um like instill in our kids and then how they interact with individuals contributing and participating within the community because if we are district moving towards restorative practices it ends up being a lot about like your impact on your community and those
016around you and then um repairing and restoring any said harm to that community so that was kind of it's like uh my gentle start into the idea that like this is how we think our kids should like leave us and this is like what's important to their behavior um isn't our strategic plan changing though it we this so this particular those like key words are like the jargon of the first original strategic plan but into in iteration but in this last iteration They concluded included all of that and they're just creating different benchmarks is my understanding I think the confusion may be or there's confusion but the distinction may be that there's the Strategic plan which was renewed last year um that strategic plan still in place um and then there's the student outcomes Focus
017governance work that the board's doing which aligns with the Strategic plan and that has the five actually take it back four um there's four draft goals that are currently um developed by the governing board and then in addition to that last Tuesday night at the board meeting there are five board guard rails at the board developed collaboratively and five superintendent guard rols that were developed collaboratively with the board and superintendent there were seven and the board was kind enough when I pointed out that it did appear that the superintendent had two more than the board we did take it back down to five so um so and I have I brought copies of those with me in case they'd be helpful to the committee so I do have some hard copies if they're helpful my
018I I like how it's fleshed out a lot more um my only uh comment and this is just an open comment is uh like I was uh mentioning to Daniel before is this document itself is designed for student students rights and expectations but there's several paragraphs where it kind of either directly says everybody or implies this community type of approach to things and I feel like the language should reflect that as well too um uh so I would I would ask the question should we uh say and expectations for how everyone conducts themselves um or should we make it very specific and say students um and eliminate the other parts that are uh referencing adults I'm open to either I want my my assumption is that the student part should stay students because we have
019in governing board policy all of the like staff ones so I mean I know we don't have like a community like outside stakeholder policies necessarily but we do have staff student so I lean towards student and then I think but maybe we might be best going and um looking at each of the everyone's because sometimes the everyone that's there is it's like like the attendance one it's that they'll support the kid and making sure that they come to school so right like that's not really a policy for them but then there are the there I have seen the everyone's I can't think of offand that we're kind of like and you'll do this too grownup right right so I we might have to go one by one yeah I I feel the same way because
020you're right there are specific things that are like yeah that's specifically for kids like when they talk about the materials and textbooks that are checked out that's clearly intended for kids and should say kids but then the other parts I don't know I feel like it's uh a little less like point point point youu you you and more you know we have to do this as a community if we're talking about uh if we're talking about much more inclusive practices um forgive me is are what is what we're talking about right now part of jir or part of ji because ji it's uh my because so could you be more explicit like yeah what specific text are you referencing in terms of your concern about that like everyone or everybody in ji right so her
021when her purple section there it says and expectations for how students conduct themselves as curious thinkers kind-hearted leaders I like all of that language I would just offer a friendly suggestion question of saying for how everyone conducts themselves as curious thinkers kindhearted leaders and cl and I appreciate that but in BO board policy staff behavior is a completely different section of policy corre and it's outside the scope of what we've been tasked to do so I I think we need to be cautious about that I think what we're talk policy in here is about actions that the superintendent or his designes need to do in order to ensure that the policies related to student rights or student behaviors as we go on are being implemented within the balance of policy so I'm not sure that
022I I I I I'm not sure that that explicit overlap of like talking about everyone's behavior is what really lives in this particular policy I agree I think what the James is pointing out is because later in J there's directives to District Personnel about student rights um but I don't I agree with you in the end Al that that's not I think we just have to wait till we get to it yeah yeah it may be it's not my H to die on it's just I was just thinking in terms of consistency of language and maybe that when we get to those parts that we just you know cut that and then um just throwing that out out here you know when we get to the end of this takeways I think what we said
023at the beginning who knows maybe next year we'll see this committee for staff conduct like oh yeah we did we did talk about that it's a logical it's a logical Next Step yeah so but and I'm definitely good with having the conversation when we get to jir I just want to make sure because I haven't read any of that I'm like wait what language are they talking about right now right right but other than that I mean that was just my own little raised eyebrow thing um but I I definitely like the language itself okay um I see Allan's comment about Equitable treatment and access do you mind if we just decide really quick before you say that are we all good with cutting out the crossed out part because I'm just going to delete
024it the deportment the deportment and the conduct and stuff yep okay yeah yes I would say unless there's a comment on it that means we agree okay um Alan's bit about Equitable treatment and access I think that should be Equitable treatment and equal access right because isn't the goal of Equitable treatment is that everyone has equal access to the educational program okay so change how he has it it's uh it should be we should keep the second equal so it should be Equitable treatment and equal access are we good is it better if I like it or do you want us to like leave it so that they know at some point someone said that yeah because they can also watch this video oh good and Google Docs the other thing it does well is
025it's a um it manages revision tracking so those old versions still exist that's true Equitable treatment and equal access education program um and I'm good with the another rights afforded to when your second comment yep yeah I just I figured we we have explicitly mentioned some rights but then like I just want to make sure that the policy acknowledges or may be other rights that the law affords to students that we haven't explicitly written in here so um and then when I get down to so now we have let me to make sure you're kind of thinking James that from includes to District in that next paragraph We would cut that out and add what you have in your comment yeah so I was I was just trying to find a way to say it
026that made sense in my brain because I felt like the wording was convoluted and difficult to understand so that's my suggestion it I mean like I said that's definitely not my heel to die on I just thought that was a little bit easier uh to digest than that word salad that is currently there I agree that James's language is a little easier than constituted School authority of compliance I think that's one of the reasons why people are so like it reading policy is such a challenge because of language like that I think it's a good change I think that's gets rid of obedience yeah oh thank God uh okay I'm good Alan are you good with that yeah I I I need now now that you've done that I need to read that paragraph as
027a whole yeah go ahead and that purple part ahead that's something you added yes sir um at the begin in your in in your sentence um in order to for the district to provide these rights rights are not provided they they exist so instead to ensure these rights and then can we go sorry be I'm I'm good with that paragraph can we go back to the the previous paragraph the last purple piece MH where you where you've written the staff governing board and superintendent have responsibility continuously throughout all policy policy speaks to the board has responsibilities and the superintendent has responsibilities and I think this starts kind of getting into that area where James is like wait is it everybody is it staff is it students like what's so should this be so that I
028put there because in jir so this might be exactly what you're talking about in jir it starts talking about how like we have a respons responsibility to support them in their responsibilities but there wasn't anything said in the uh prologue right well that Welling but again that's so that's why I wanted to have this policy the policy so I I think it makes sense as a staff member that I have a responsibility to help students I don't think I have a responsibility to ensure that their rights are protected like I that's not really my like I should not be held responsible if a student's rights are violated just in general right because I didn't like intervene or I didn't figure out that their rights are being violated do seem like something that is my responsibility
029as a staff member is that legally true that he doesn't have the need or he does have the need does he that he that a staff member he's not responsible for ensuring the rights Le for the rights in this policy I think I mean if Daniel were like a special education teacher sure that's like a different if I was violating their rights this implies that I'm corre protecting don't think and I do think when we talk in regulations maybe speaking to the role that staff that all staff have responsibilities too you know in I don't know why I don't know what all that wording is because we all do have responsibilities to do our part to support students rights right right and make you know so like we have to be aware what they are
030and we have to be watching for violations from o you know that might happen from peers or from other adults and like we have roles and roles and responsibilities within the scope but I I agree um that I that the impetus of being responsible for ensuring the systems are in place um for students rights is really it sits with the superintendent and then from the superintendent's office we all then have responsibilities to follow follow the follow what we've been told we need to do as employees I agree that would be a scary thing to I mean because I couldn't be I couldn't know all the laws and rules and how to interpret them and stuff like that there there are that's not true there are certain prescribed ones but they're very limited the best example
031I can think of and correct me if I'm wrong Katie but would be the um we're we're all of us who work with the students in the district are mandatory reporters mandatory reporters I lost mandatory reporters right halfway through what I was trying to say so that would be an example of where we are all responsible for protecting students rights but very specifically prescribed in law I think Daniel's right just broadly stating it doesn't make a lot of sense so two random things Nicole I see that you're putting edits in that's awesome I'm unsure though if those are brand new things you're putting in or if you're Crossing it out for something so if it if you're putting brand new things if you could put it as the comment um because she has something up
032here that we do probably need to go back to um so in terms of what you guys were just talking about I think there's two options I was going to P I pulled the whole sentence and put it in the comment so when we got down to the like what's the role in here we could either put it back or we can or we can just delete it could you save the comment so we can see it too oh I'm sorry yeah comment so I just put it there or it sounds like maybe it was appropriate but not appropriate with staff in it so I can take staff out and just put it in there I believe it was appropriate just without staff because that's the governing board and people that would be held accountable
033in an instance that a student's rights were violated that's my understanding okay yeah my feeling is that it's more es especially since this is specifically for students that as we go through the document we we need to start like deleting things that don't specifically say student or that imply an adult or some other staff member so since that's in policy G instead well and the only place we would leave that kind of stuff in in terms of staff is where it's the policy is explicitly stating a responsibility of the superintendent of the board to do something related to the policy right that makes sense um does anyone can anyone look at the original one that paragraph so we didn't change anything about the 18-year-olds I did change Guardians just because not everybody has like a
034not everyone's parents the ones who are actually parenting them so I thought Guardians would be more inclusive um but do we know if the superintendent shall develop what's her comment maybe I can't see it are you asking about my comment oh I'm sorry I saw her name like scrolled over it so I wasn't sure so is this a brand new comment you wanted to add or you change I when I looked at it I saw her name so I think her cursor was just on it so I thought she was writing it okay got it yeah that's uh the superintendent shall develop and promulgate uh I have that's my comment and it's the same uh same process as that previous paragraph where I was just trying to use a few less Sunday words and something
035a little bit more easy to digest so if the if you like how uh I reworded it great if not then that's okay too I think that's fine I look up promo gate um James to yours I would just add um after situations we' put to ensure something to ensure that they're Implement what am I doing now or something along or equitably administrated Oh you mean the last sentence yes so these these guidelines will help explain student rights in different situations to ensure you know whatever the wording that we want because that's a part of the thing that was left out in your comment that the point of the guidelines is to make sure that they are you know being carried out a suggestion on did you say it sorry to probably to ensure Equitable
036Administration what's a better word for that execution implementation implementation there we go okay so now hold on I think she just was doing formatting things add a question mark oh she was asking what Pro can't even pronounce it PR yeah um and by in terms of parent Guardians most commonly in all the special education legal paperwork it's parent/guardian oh parent/guardian okay I think I that's fine I just wanted to make sure that we were I mean I don't know I I don't know that it functionally matters but I could appreciate where there might be some parents who might be put off by that their role being being excluded that's fair okay but I do appreciate you adding Guardians because you're right not every student has parents who are involved in their educational lovely grandmas and
037foster parents doing wonderful things so sure they're included um add to list two times um so just so we before we move on to J Nicole put um this about defining the relationship between students board superintendent in relation to conduct um because people don't know and we did talk about doing a glossery so I don't know if that would just fall into our glossery but I also wonder and J you'll probably know best are those things already defined like this is quite fur like down in the list of all of the board policy is that already Define somewhere like in policy a or something you know it's possible but for the most part one of the things that I've noticed about board policy over the years is that it doesn't necessarily provide definitions and it
038and it will you know reference things like State Statute but it never seems to reference sort of dis um definitional authorities so I do think I've never seen a set of board policies with sort of a glossery of terms but I think if we want it to be accessible to our parents and our students it would actually be a brilliant addition we could we could we we could do it policy by policy and make an exhibit to attach to each policy that has def terms on it if we wanted to okay so right now I have option to make one is to just do um gosh sorry I don't have the actual board docs thing open let me just take a look really quick sorry um to Nicole's specific comment though about the relationship between
039things um I think the next paragraph outlines the board's role and then at the bottom the new one we created with james' language it seems like the board you know has the authority and responsibility to establish reasonable rules regulations and expectations and the superintendent creates and shares guidelines Implement those so I think that those I think the relationship between those two or three bodies I think is already defined here so then what I have what I hear us saying is I'm G to put where we originally wanted a glossery of terms I put slash exhibits now um I added it to the list of two that we already had there um and so that you know Daniel some of the things that we talked about in the previous one was that we needed to discuss
040like how an item could be connected to drugs and then um we didn't have speech defined so those are things that we were going to add so we either do it the way you said or we'll make a whole just straight glossery but do we feel comfortable resolving this I guess I should I'm comfortable with it as long as Nicole's comfortable with it since it's her comment yeah Nicole will you um comment like just reply to one of your comments and let us know but then we'll just move on until we see yeah I was just going to follow up on my comment from before so um we could so the first section and just section J is students and the policies and then the first policy is Ja student policies goals priorities objectives the
041glossery wouldn't necessarily be an exhibit or regulation you could we could create propose to create a whole new policy called Jaa and have that be um a glossery for the entire section okay and then just dump everything there and that's kind of how statutes are set up in the statutes anyway because at the beginning of that chapter it'll be a you know one section that's just definitions for the entire section so I'm GNA put propose to board a Jaa policy and then can I at you yeah okay um and while you're adding Katie um if we can go back to the the never come up for me excuse me there we go kgip the in the paragraph that we just wrote um the superintendent will create and share guidelines is it guidelines or is it
042procedures or is it guidelines and procedures because guidelines are kind of you know you kind of want to do this as opposed to procedur so do we want to make sure it says guidelines and procedures then it should say guidelines and proced yeah okay things okay or whoever it may be I'll clean up to like General formatting um because I I know I have different fonts now in different colors um did we okay so we're good so we'll wait to hear from Nicole see if that's good did we delete what you had James oh that's in the next one resolve everything for Jr okay yeah you ready to move on to Jr I think so can we have a couple more minutes to go and at because I was like in mid edit yeah yeah
043that's fine I mean are you guys good with that you want to take five start up again at six for Jr sure sure sure for y what for okay all right it's six o'clock are we ready yeah I'm like just starting the responsibility section so okay are youall ready very good um first thing we're up to James's comments about whether this direct should be directed towards students or all people I feel this should be directed specifically towards students agreed yep I agree um okay so each stud so that we're going to can delete delete that too expected I'm good with changing to expected yeah you guys good with expected I got little bad oated um my comment about emotional safety um I don't like that phrasing because so let me just get there sorry no
044no you're good I just want to be able to write as we talk academic physical and emotional safety um also academic safety I guess but emotional safety like let's say student doesn't like doing math they feel unsafe because they're being asked to do something they don't like doing parent argues well my you are upsetting my child they are not emotionally safe that doesn't feel like something that we can like measure or maintain I think that so I let me tell you my thought process first and see if this works I wanted to make sure that we were hitting all of the different ways that we have as a district have thought we should like be there to like teach kids and and learning so like I the the commas weren't like academic safety physical safety
045emotional safety so it was like these rights include academic programming maybe um because my mind it was just like academics you have rights to like learning um and then physical it could be physical safety and emotional well-being yeah um and then in terms of like that specific example you gave I wasn't really thinking of it being I think that's a really nuanced example so I'd have to ponder it a lot more um but the well-being portion is more of like their own personal mental health so it' be like eliminating um incidents of incident of bullying with them or it might be um their emotional well-being in terms of like being able to like advocate for themselves so if a so theoretically I could see an example where a parent might be like my kid has
046been asking you for help for months and you haven't given them help like you're not making sure that they're like that you're respecting their advocacy and their emotional well well being but those situations happen now even without it being in here yeah I like emotional wellbeing better because anything any Edge case you know for example oh well my kid likes climbing the slide and you tell them not to well that's because they we also have to ensure their physical safety right which takes priority so anything same thing with anything that makes me uncomfortable as long as since I made mandatory part of academic programming or physical safety then those take priority over emotional wellbeing right yeah she say access academic programming well I I don't know I also want to make sure that we're thinking
047about this in context is what this paragraph is about because this paragraph is about each student respecting other students rights and then we're we're talking about these very specific rights that students have to respect for other students this is not the same as speaking to that's the adults having to respect so which may be something else and someplace else but so we're if that's what this paragraph is about and focused on then it to me that makes it a little bit different than a parent who might argue about I like I like this a lot also because you know obviously there's someone being disruptive or upsetting or bullying a parent can approach the district and say my child is being denied the right to AC ofic programming by another student this right so so let's
048start first does the edits are edit satisfactory to everybody or do you think there should be something in addition to the new edit we made to that good okay and then okay let me look I like James's new language yeah seems much clearer just a little bit more student friendly if I could point out break probably needs to be singular because students is plural tell me where um in James's comment students who impact others negatively or it says breaks the community agreement oh that might be me actually it should be or am I reading the wrong one sorry the carment before it yeah envir so this environment will make sure a district will make our district better for Learning and helping educational mogers to achieve their goals okay um so now we're at your first
049thing about um and I'm torn because I I see what you say like we're supposed to be talking about the students but I feel like if we don't acknowledge that we have a responsibility to support the students in that I think it's like a disservice to the kids in some way so I think I think that it should say because this is student student facing and it is not a directive to staff it is a directive to students that like notifying them that yeah there are these responsibilities of Staff which to be correct with Allan like this should accurately reflect whatever is in staff guidelines which I hope it does just for my two sents I would agree with sentence okay should we have it since it's District Personnel do we need to also consider
050that are like including like the superintendent and the governing board because those are different from Personnel no um yeah you could include that however you want to word it word Smith and it's up to you oh sorry I guess not yeah because it because the Personnel is just right you could say the you could just start with the governing board the superintendent and all district Personnel or staff or employees I mean per you could put staff or employees staff might be weird because then you're not sure what's happening sorry I like to type fast for better and I I like Personnel because that would also include things like parent volunteers yeah Prett much anybody yeah anyone that's there for official District business yeah I don't know if it would District Personnel I think is like
051contracted to this District in some way like a actual employee would volunteers and volunteers or okay volunteers because there's still like some sort of agreement when you're a volunteer I don't know I don't know if Personnel is like a legal definition but just a regular definition of personnel engaged in an organization organized undertaking you don't actually have to be a member of the organization you just need to be engaged and yeah ultimately I'm indifferent but I if we if we don't put volunteers the words leave it although most people are read the word I'm guessing it's my just my my hunch that most people when they read the word personnel they think employee yeah and if I'm a volunteer and I see personal I'm not necessarily automatically assuming I'm because as a volunteer I'm not
052an employee so there's two I think Simple Solutions add volunteer to that sentence and then Define or Define Personnel in our glossery I would say add volunteer because we don't want to Define Personnel here because it's probably in a Million yep okay and we don't make glossery unnecessarily where are where are we okay you do whatever you wanta whenever you want okay so so help me out with this one um are you wanting James on this one are you where does that replace like where does the deletes start so start starting from students going down to uh School Community the end of that paragraph sweet School Community I was unaware of your edits that you had in there so it was a little smaller section and I just felt like it it just sounded mean
053um and it reminded me of like the whole no excuses three strikes in your out time period back in the 90s uh where it's like violate do this yeah that stuff you know I I just I was trying to find a way to reword that section and that was my suggestion yeah I give me one second um so I'm just gonna try to so I I try to make a clean break so if you look at the top of that one page there's the original with the purple and then is but I got to make yours bigger because I don't know why it's so small comes out of the comments okay go ahead Daniel sorry um I like James's language um I like J to but the the issue I had was the explicit mention
054of restorative practices which was not being done at all of our schools so I ultimately I'm indifferent but I think we should probably address the like restorative practices and like what where does that fit in here um because if you look at like our strategic planning like in terms of the equity goals and you look at um like the work that's being done in those like four committees restorative practices is where everybody's heading um and and I I printed this out for my um child Justice Advocate but I was like oh I'll bring it tomorrow um but I'm also wondering if we all have like an idea of what the restorative practices like all are um because I I think well I'm going to read it to you and tell you that these are and
055then let's see if maybe there are all happening at schools so we have restorative projects and it could be any research project based on the infraction they had um or we put like a lot of times we have kids like if they try if they were fighting they might make a sign about like how to solve the problem so that's like the restorative projects the other we made four domains as assistant principles restorative conversations that could be one-on-one um like a restorative dialogue a verbal written apology um and an adult to student conversation then we said Community restoration which includes restorative circles um and then Community amends which was it includes like the cleaning and community service for the group you harmed um and my understanding is that at least those practices are happening at
056all of the schools maybe not all of them and I don't want to like you know so I hate to throw it out there but you are wrong at my school the only one of these that anyone could even argue is happening is you could say that the adult that is issuing consequences to students while talking to them is having a restorative conversation I think that would be a leap of logic but there is no restorative projects there is no apologies there's no restorative circles in the context of discipline we have restorative circles as like a community building exercise but not in the context of discipline there is no adult student restorative conversations happening um so yeah so we are at least at my school and I would also say that this is pretty common
057from my I do not work at more than one school but I would say that monov Vista is very ahead of the game when it comes to implementing restorative practices and more schools are similar to my experience than yours I that's a kind of a leads to a larger question right in terms of implementation districtwide of of District initiatives and how they are being uh laid out at the site level right um and I guess to this document are we are we is my assumption and you know check my check my perception here but my perception here is that that makes this document even more important to have that language in there because at some point or another if there is a an employee at a site that's saying hey why aren't we doing this
058it's specifically in at um and the language is being addressed in there it becomes in my opinion an advocacy piece at the site level to say you know hey policy says that we're supposed to be doing this why is this not happening which I am I am more than happy to have restored practices in policy but we should understand the moment is in policy it no longer becomes a goal it becomes a districtwide expectation I think that's kind of where we're headed so I I I just would like to make sure that we have have some clarity on the difference between policy which is ji and regulation because they don't have the same legal weight or ex or legal expectation of implementation and that's why I think it's important that we be thought thoughtful about
059what's what's in which one Katie would you could you yeah so I was kind of gonna say you know as far as the policies that the board adopts those are the board's expectations for the district and then like you said Alan the regulations are going to be in the purview of the superintendent those are what then are kind of like the logistical pieces of how to carry out these policies and ensure that the policies are being met um and then even beyond that I'm sure there's other internal documents and initiatives and things like that I think what our goal obviously in committing and creating this committee or at least mine um was was to start to push from the top the ability to then allow and enable consistency across the district in these areas without
060also like and still being General enough to not you know to be at this level as an umbrella versus micro trying to micromanage from the top but I think this putting this in here then creates the expectation for every school to be engaging in this type of stuff instead of like punitive measures all the time I think Alan brought something up right now that might be new learning for me so can you like Define for me you said that policy and regulations are different I would love if somebody would point out like Hey we're on policy hey we're on regulations but could I hear like a succinct definition of what that is so I can put it in my mind in terms of lens yeah I mean Jay always does a good job the way
061I would see it is like a policy is completely and solely within the realm of the school board okay we have no power over the day to day operations of the district so to speak but we're basically the ones at the Helm of the ship Jay is I don't know I don't know the I don't know all the analogies here right but he's gonna be like some he's not at the hel but maybe he's a skipper I don't know how this works and then everybody else is like a worker on the ship right and so we're trying to push it in a certain direction Jay has to make sure everybody's doing what they're doing so that we can get to where we're going safely and then everybody else is like falling behind so I would
062say the policy is like The Guiding Direction the regulation sets some sort of framework or structure to to try to get us there and then below that it can be even more detailed stuff internally to help also we're only looking at policy right now so you're talking about no we're not just look right now we're looking at a regulation jir is the superintendent's regulation anything an R is a regulation anything with an e is an exhibit and I think it's I think it's perfectly fine if this committee recommends changes to regulation like no problem with that I think one of the important distinctions and and Katie really hit on this is that um the board adopts policy regulation does not get adopted by the board um the board is notified of changes to regulation so
063they have they have an oversight role for regulation but regulation is typically prepared by the administration and brought to the board by the superintendent to to basically say we are making these changes to the regulation board to create an opportunity for the board to say yeah you might think you are buddy but we're not right and I think the other thing to add to that if you end up and this all TI un tyeing it all full circle right so if we go to the guard rails on the superintendent guard rails that we just made up or proposed on Tuesday um it's on the last page um number two no where is it did they put it on here oh here I think it's the last one right or oh did we take it out
064out so we H we had the similar one to um number four on our board guard rails which is the board will not conduct its duties without including students families teachers and community members inclusive of those that speak other than English in a manner that inspires broad Community ownership of board policy our idea and adopting that as one of our own guard rails was to also then basically impose that on Jay and the administration as well and so for him to be sitting here and hearing your recommendations for what this regulation should be I would be alarmed if he then came to us and had some completely different proposed like regulation that's out of the ballpark of whatever yall have talked about here saying I should show the secret version so that's kind of question
065and and this is in terms of like addressing what Daniel referring to in terms of the regulation versus the policy is a uh a policy can be grieved you can grieve regulations can a regulation be yeah okay so the the difference for my understanding would be I don't know if you can sue over regulation right yeah and then the ultimate the book stops with you on the regulation or does it still come to us if they it's still it it's really gray because there's not technically an appeal process but the superintendent is required to notify the board of changes to regulation do you have better language holder or did I get that right yeah policy on reg right right for grievances it goes to supervisor and yeah yeah so and then there's also similarly there's
066a similar thing for parents like if there's a parent student and there's a student agreements policy so in terms of advocacy like if we kept this language in which I think we should um that's related to restore to practice if there was a site that wasn't fulfilling it a group of employees or an employee can say hey I'm filing a grievance yeah you are not going and following the regulation uh that is set down by District yeah and and I will tell you honestly you know from my perspective it is helpful like if unless the unless the committee is out of you know out of agreement is doesn't agree that that's what we should be doing I think it's helpful to have it in here even if we're not seeing it consistently implemented currently because
067what it does is it gives a framework to enforce it through if that makes sense I mean enforce is kind of a strong term but it makes it easier for me as the superintendent and the other members of the leadership team to say you know there's a level of expectation because it's in policy and one of the things that that happens a lot and I think Adriana can probably speak to this having been a member of the AP team recently but probably it's also true in her function as as a principal very often when she comes to Dr Lauren or Dr dupin or Miss Shapiro or myself saying hey I've got this situation you know here's what I think I should do but I want to check with you we will often go to policy
068um with a lot of help from H at times um to find what the appropriate policies are that speak to the situation and then the guidance we will provide will include the policy and if that includes an employee concern or parent concern we even go so far as to provide copies of those policies to the parent or the or the employee who has the concern if it's I one I would like to keep restore practices then because if that's what we want to do as a district which should be in policy somewhere or regulation um and two if do you don't mind James can we work I really like adrion language with that in mind can we work on refining that because I feel like it's well just as good as yours I actually a
069lot of the black that I had the black font that I had left the original I think you did a nice job of doing so I was trying to put them together so if we look at paragraph two that's James paragraph but we need to just include some things that I had added in purple um the break like students who impact others negatively or break Community agreements of the district or their school community may face you have fair and discipl fair disciplinary actions you had a comment on that about logical and Progressive yes um the reason I chose logical P Progressive and want to like um ask the team to consider for fair is that it actually is a two-parter um currently the district already um follows a progressive discipline um and it's always very
070important in my experience for parents to understand like what level of discipline the kids are at um and why why they got a five day suspension versus a two-day suspension and so um the APS and the principles but mostly the aps because they do discipline have to kind of present that to the families so I thought it need needs to be in there that we do Progressive discipline and then logical we are trying to make sure that it's always proportionate to what the kids do like I know in my personal practice it was like if you have a learning mistake you get a learning um if you have a small poort choice you had a small consequence you know and I and L M Linda they do conscious discipline which has logical consequence so here's
071where I'm going to speak to inconsistency across the district because Progressive dis displine does not mean the same thing on every campus because for some campuses Pro for some campuses look at the the amount of impact that that the behavior has had and they make a disciplinary decision based on that level of impact and so if a kid has like seven or eight low level they kind of stay at the same level because of the level of impact other campuses are like oh this is your second one so now we we have to go to a larger consequence and then a larger consequence and a larger consequence because the number of times it's happened so Progressive does not mean the same thing and so I I strug so I struggle with the word Progressive unless
072we're going to Define progressive and what we're recommending it means for us as a district I love Progressive that sounds great to me um because I know like a huge issue that we have across the district is the kids that are stuck at you know oh you got another fight here's a three-day suspension oh and they're back oh you getting another fight here's another three-day suspension right and this kind of you know goes on and on and on until inevitably the parents pull the kid or there's some huge issue that causes them to leave the school um because there is no Progressive miss this one being followed right at those schools oh fight equals three-day suspension regardless of how many fights you've been in as an example so I am very happy with Progressive I'm
073very happy with logical um I just want us to like Alan saying to be sure that that's the direction going as the district superintendent and board member if that's where we want to go it's I'm happy yes can I this is unnecessary I'm sure but I I I I thank you for saying that manav Vista is like ahead I use this previously I just want to I don't know honor and validate like at least the efforts that are happening um because I think that maybe we have some schools that are more in like the execution um phase of it and or the maintaining of a system but I I really do want to honor and value that um the people that work on discipline and the people that I have I have interactions with have
074like a real strong intention to get there and and they are really trying their best and there's there's a lot that goes into making this what the systems that we all really want like I'm I'm sure you could talk to well I want to say one or two but I'm sure you could talk to people from onav Vista and they're not pleased with the system that we have um and and while I really feel commitment to making sure that they feel that I think that ultimately that's true everywhere and and and I do think that there is a lot of of hard work that's going into it even though we maybe haven't seen them that's all that's my plug no you know I just I I I will never um try to belittle the hard
075work of people that are working on this but I think you would be shocked to see some of the things that happen in our schools and um there is a a lot of covering not covering up but I'll just say ask covering apology for my language that occurs with discipline yeah um that prevents things from being more widely known the classic example is furpa um furpa explicitly states that everyone with an educational need I'm forget the exact language is able to be aware of student discipline right so for example if I have a student that at recess gets in a fight there's nothing wrong with my AP or whoever emailing me and saying your student got in a fight at recess it was the consequence and so on but across the district like for example
076there's an issue where oh well Suddenly It's a furpa issue when we want to inquire about oh were there any consequences given for this action are there any restorative procedures H that's fura we can't talk about that oh everyone's mad oh it's because furpa prevents us from making it more widely known how hard we're working and so I think that and I know everyone's experiences are totally different so I I don't mean to intimate that and I also wanted to be like um I don't wanteded to come off that I I don't know I might be coming off like suie sunshine but like things we have work to do at manav Vista and we are struggling and I know that we are every day we're committed to doing the best that we can with what
077we've got and I do believe that of the other schools and I wanted to kind of just really just make just make sure that everybody knew my intentions I have a suggestion go ahead Alan go ahead I I was just gonna say um you know I I appreciate what you're saying because I my comment is simply observational and because I'm in a position where I often am interacting with the disciplinarians on campuses when actually with Jed and specialed kids um and there is a lot of inconsistency and and some of that is different people have different levels of learning in terms of what is or is not allowed or what and things like that some of it is like how much PD have we really done on even what the current policy actually is related
078to all of this and so there's a lot to that um I think our job is to give guidance for what we think needs to be in these documents to help start fixing the inconsistencies and then part of part of Jay's job as superintendent is then making sure so what PD like what are the systems of PD and supports for everybody to make sure that that's happening totally and I don't want to diverge us I just I didn't want to make it seem like one of us is doing everything and I can't believe you know that that's not the work of the committee and so I don't think you're going off topic right it's all about trying to work through this and then also you know the history of inconsistency has probably and I has
079bred you know a a culture of distrust or um folks who probably don't even if they're told something has gone a certain way probably I have some skepticism over it and it's like you know understandably so and so like I think both both realities are true at the same time and unfortunately it's going to take a lot of time to repair all that um which getting back to the language um I guess just starting I want before we dive into logical and Progressive two easy ones um can we eliminate schools rules I think it should we want to maintain consistency I don't think we should leave space open for schools to be vastly different from one another I just to I I want to get uh I I just had a suggestion it was something
080I was thinking about putting on a future agenda item um if the team thinks it's appropriate and I I I feel like it's a step in the right direction because the conversation has come up in other committees as well too um which is we have two other committees in this District that are covering very similar things and I feel like it would be a good idea to uh find a way to either collaborate or share information at least we can get the true lay of the land in terms of what's Happening what what these other committees are working on so it can inform our work a little bit uh more efficiently um and I'm not saying we have to have that discussion now or if we don't have to have the discussion at all but
081I feel like if we can find a way to share more information between the Committees it will make our work uh more powerful and uh we'll be able to align uh excuse me I feel like they'll be able to align better with what we're doing because policy is first so um assuming that Shauna actually is joining this committee when sh once Shauna is in attendance we will she and I are co-chairs of one of those committees and she's on the assistant principal group so that would be that we very natural space for us is in this group to be able to get that update on what's happening what's the thinking where are we going where each of those committees going in terms of their work so does it make sense because I was gonna I
082don't want to like to take up over but I also believe no but I also think we talked about when we first started that we need to do our work to be the to ultimately be a guidance knowing with both of those committees understanding that ultimately they may have to make some changes in the work they've done based on what the policy ends up being so I I I I I would I'm cons I I want to I would be concerned about the um you know tail wagging the dog um right if you know if we if we are always worried about what are those other two groups doing um I I really just thought of it as uh sharing the work that they're looking at as another resource to inform what we're doing that's
083all I go the other way like I think it might be better to have representation from here go to those committees and tell them because I would agree ironically the exact same two people can do that I can I can do a couple so we Sorry since we're at 6:30 do we want to take like 15 minutes to get these last two paragra or these two paragraphs we're working on done and then we can take another 10 to decide what we're doing for the next meeting or whatever I think that's fine sure um okay so then if so basically let's look at his and then I the things that I thought was the logical and um Progressive proportionate because that's always been a concern like why are you getting six days um and then the
084including restorative practice experience um I I think Progressive and proportionate are in direct contradiction to one another at times and I think we should pick one I'm sorry what did you just say say say that again Progressive and proportionate I think those are in direct contradiction to each other at times because for like let's say for example you have a student that's been in a hundred fights and they you know graffiti the wall or whatever right they're under Progressive they would receive a more severe punishment than a student who has been in zero disciplinary incidences and graffiti the wall right whereas if it's proportionate then those this those consequences look very similar right so the consequence to be logical but Progressive and proportionate would be like for I mean a student who's been in 100
085fights graffiting the wall might be the last straw and they get expelled right I don't know so so I could maybe clarify how the discipline um works because I think that or I got to just start talking about monov Vista so the people that I work with um we you would the proportionate part it takes in all of the aggravating and mitigating factors of the situation and so um it's going to it it actually Pro wouldn't like it wouldn't likely be the same because um it's Progressive to like what like what all of it I don't know how to explain so you're saying it's not Zero Tolerance no it's like you take the aggravating mitigating factors and you figure out where it is and then you make sure that and we also talk about proportionate
086being like um it's I can't who gets to decide what weight is given to the factors what about uh that are in alignment with the infraction that would work I I well I don't know I guess because I don't know what our Progressive discipline system is currently um perhaps that's why I'm struggling with this conversation so Katie so have not been an AP my experience as a teacher is that it is up to the individual person processing the discipline might be an AP it will it will almost always be an AP for lower level things it could be a behavior interventionist it could be someone else um but the the aps are developing a matrix but a matrix corre currently exist and has not been an I think that's hard to develop right I mean
087I can't imagine try to I think I think they're just about done to L of them exist already I don't think it's I mean I this is like the bread and butter Curr and judges don't have so I'm used to a person just deciding from their own personal experience suspensions we have to suspensions we do have to um share with the district like uh Eric ends up having like a say because he's trying to like basically create like inter rer liability for them um the aps they have a practice of like every time that they're going to suspend we kind of have like baselines um like again just mon Vista like we've had like a two days for fights um and then it kind of increases or decreases based on that but that's kind of
088like our Baseline and this my perception was that we all kind of had the same baselines and then when we have like a unique factor or a unique situation they have something called calm meetings in which every everybody who's available will come together and then they will cross compare um and I know currently they use the um like the method of like the Google Chat so as they're doing it so it's more collaborative than it probably seems but I can't say that it's collaborative every single time what I've noticed is I I see the Baseline like as a teacher I see where that Baseline is and I can tell when the consistency and implementation is being hit because that is when I see a suspension documented in Synergy that is when I get communication about
089those things however what I also frequently see is people in charge of discipline making decisions to avoid that Baseline so for example students receiving in school suspension where they are in a kindergarten classroom all day so that they're not hitting that Baseline there is no consistency they don't have to document those things or for example students you know their parents get called and the parents come pick them up and sign them out technically it's not a suspension right these things are being done in order to avoid that Baseline because there is no consistency in policy well but I also I also think that and I because I don't know every single kid who's been disciplined on a given campus but I mean related to the word fair I I really think Equitable is a more
090appropriate word because like we have students who have disabilities and they're either on a Section 504 commodation plan or they're on an IEP and they have federally protected disciplinary me things that are in place that's different than our n their non-disabled peers and so um in my conversations with assistant principles often they will do an in school suspension for a special education student um because they can manage that ensuring that they're getting their services in a way that you can't do when they're out of school suspension and then there's only a certain maximum number out of school suspension days before you start running into other special education processes that kick in and I I so I I think that um and that's clearly some of that and I don't know which obviously I don't know
091but again I think that this is about in the in whatever the systems are that Jays eventually to put into place to help start making consistency happen I think part of it is we need to be very open and honest about those kinds of mitigating fact factors as well and when they do come into play I agree and I I think that I have no issue with taking into account the particular like circumstances around students their needs I think the issue is more so when people are paperwork averse or don't want to look that yeah well sure no and I appreciate that and I also it is a hot button for those of us in the special ed department when we hear that a administrator has called a parent to let them know about behavior
092and then the parent comes and picks them up it's like that happens once okay but if it happens every time you know that's going to happen please stop telling me it's not a suspension just because you didn't call it one so can we can we kill uh fair and do um logical Progressive and proportional because would proportionate in Equitable was another word he just used to I would say would proportionate account for the Equity that you're talking about um I it might but I think I'd prefer Equitable because it it's a more holistic term it's also a term we've been using philosophically that sounds like I say that is a high standard for our district however I would really I think as a teacher it' be really useful to look at a consequence that students
093been given and say okay is this logical is this Equitable is it proportionate and is has it followed Progressive discipline I think that would be really rigorous I think that'd be a really high Bar for our district but I think that would be a great and relatively easy way to examine our discipline systems and see if they're meeting the bar that we want them to meet I just want to not to stifle conversation but Adriana is kind of read my mind right now it is 640 um oh TT meeing below and I saw your note there and I was thinking that rather than because I don't I I don't I definitely don't want to make decisions uh in yeah hurriedly thank you um so and maybe a little break from it to give some process
094time and maybe put some comments into the document uh that we can go and kind of hash out at a future meeting I think the conversation is is awesome and definitely worth having um but like I said it is 6:41 we can definitely continue I don't want to cut things down but I think if we take five minutes to finish this paragraph we'll Bean a really good stopping point I yeah and I was just going to say I deleted the one that I had put so this is now like the this one's kind of final with the exception of it doesn't say anything in this part that like it's not only discipline but it's restorative practices but I don't think we need a re Wordsmith that's just I just put like we need to include
095it and then this paragraph here was technically part of this um so I just want to tell you the intention of it I felt like we needed to have someplace where we talked about like well what is discipline and what is the like restorative practices experience um so that's like a total add-on so do we want to can we move that to the glossery sorry this read I don't remember and I I changed the language above to just may face disciplinary actions that are logical Equitable proportional and Progressive yeah so the paragraph that's right now above next meeting begins below we no longer need correct we're moving right yeah and then under that is where we would need to be in the next meeting y this is we'll start with well this is actually finalized
096so I could now move this down one yeah um oh wait no we didn't finish the restorative where can we throw I think we if we add a line about restorative practices in here this will be a really solid paragraph I I think like um in conjunction with any disciplinary action students have I don't know the right um to participate in a restorative practice experience I put exper expence because um and there was like a should provide a path not restor to practice it's like long and it's a very and restorative practice is a very formal process we may want to use some softer language so it doesn't necessarily solve it either so I just put like experience like they're gonna kind of go this so in conjunction with any disciplinary action students have the
097right to a restor kind like restorative experience restor like that I think though I think so meas to address beh their behavior and encourage all UPF responsibilties of Goods ship in the school community and then these These are fine in the glosser but I feel like probably we should like we should give them a once over later to know that those are the definitions you actually want maybe we come back to looking at those definitions so we remember I like that in the glossery I think our above paragraph handled a lot of specifics of that that in the glass okay all right I'm then going delete this that's nothing so are we so do we want to like pick our our next thing that we're working on yeah to be your first like starting point
098of like our new system of edits yep the next policies you mean so we're finishing we have to finish this yeah but theoretically this I thought we had talk wasn't J was it JK I'm I'm so I don't remember the rest of Jr is still G to take a little bit of time oh yeah we still have another G take a huge chunk of a meeting next time so I mean we could maybe have sorry we could maybe which one was the next meeting that we had in our little timeline January I mean yeah what did we say January 16th at 5 but then in the like the order we did I think we had we started with the um student discipline right and then we went to like student R responsibilities that's not included
099in here yeah it's on the last one oh there it is so I think the next one we talked about was dress code was going to be huge because it's just that is very inconsistent and there's a lot of like unknowns for it and then um the JK the student discipline those are going to be our two biggest ones I'm G to have a ton to say on jih maybe not everybody else will I think what you have to say will be relatively uncontroversial okay okay cool um okay so that's yeah okay so so I guess are you all planning then to just do your best job of finishing J at the next meeting and then not try to bite off more than we I want to I think we should at least start another
100one so that we're ready to go and just in case we J student addess I do you just want I was like or you just want to get secret societies and K yeah do a couple like do a couple easier ones I don't know I think okay let's do it all right so student dress okay jica and and we'll work on getting all of them sort of digitally up in the folder which may help make it easier even if you know the team because because if everybody's okay with it I think what we may should do is just post a read a readon link to the folder give everyone the edit rights to the folder and then post that this committee is working within this date range on right at the meetings which will be
101posted they will be digging in deeper to whatever works in in the virtual and then Hilda will let us know when we're allowed to actually start adding comments do those documents I'm not trying to look like I'm running my two-year-old's bedtime is seven and I live like one minute away but I I try not to miss it twice a week so thank you guys hope you get some sleep the four-year-old will still be last meeting we said we were just gonna make new calendar future dates January 16 right yeah so when we come in thank you Katie that's a good idea and knock it out can you add add a little section I don't know do we want to add a little section about trying to find to have a little discussion about how to
102share or uh collaborate with other committees oh like a future agenda item yeah as an agenda item yes and I'd like to just make sure that it's how will we I I think that you were like you had a really good point that it's not that they're going to be guiding so it's more about like how are we going to share out the information I think that's a good agenda thing as opposed to like how will we bring their work to this committee yeah so we can have a conversation about what that would look like how that would be implemented although it may be beneficial to you to see their The Matrix that's been developed because even though even though the changes in policy will drive changes to that Matrix seeing what's in there may
103cause you to go oh hang on a second we didn't even address this particular area and we need to make sure that is absolutely blow up their work unless it's necessary so there's a way to work around what they've already created that would be nice all right so I'd like to move that we adjourn the meeting we do that without get second James say all in favor oh sorry all in favor I my meeting is adjourned thanks everybody thank you that that's my job