Concord School Board Communications & Policy Committee 5-14-25

001Good evening everyone. It is May 12th, 2025 at 5:34 p.m. This is the meeting of the communication and policy committee of the conquered school board. Uh my name is Cara Miker and the chair. With me tonight is Liz Bucher and Pam Walsh sitting in for Jim Richards. Um Barbara Piggins will be here shortly. Uh also with us from the district is Kathy Murphy and Karen Fischer Anderson. Tonight we have two items on the agenda. Uh without objection, we will go in order. Uh tonight we are looking at policy 415 related to Title 9 sexual harassment reporting and grievance process and policy 304 regarding crowdfunding which is new. Uh the committee will remember that we have previously reviewed policy 415 at length. Um per the uh changes to title 9 that came through during the Biden

002administration. Um, as of January 2025, those new changes to the federal policy have been retracted and we are now back at the 2020 version, uh, which we will now see modifications as recommended by the school board and the New Hampshire School Board Association just to make sure that our policy is in line with what is currently enacted. Um, does anybody have any questions or comments before I turn it over to Karen? Excellent. Karen, do you want to go ahead and kick us off? Sure. Thanks everybody. I'm sorry we have to do this again after spending a long time on the 2020 revision. I did bring for anyone's reading pleasure, if you care, um the differences between the 2020 and the 2024 regulations between the two administrations. If you care to read them, I can make

003you a copy or you all can. Very sweet. Some bedtime reading for us later. Yes. So, I know that's very exciting. But sometimes I ask what's the difference? actually will take a copy. Yeah. Okay. Okay. Great. I thought I thought you might like it. So, so what I have done in this particular draft is um and I'm sorry for all the different colors, but I just like since we've been over the substance of it, what I would just like to do is go through it. Um the red changes are is the language that is inserted from the go by from the New Hampshire School Board Association. if there the black language is what is in there from our 2020 original version. Okay. If that was changed for any reason um from what is being recommended

004by the school board, then I inserted red language, put that in there so you all could see the total changes that are being made. Yellow um highlights for sections and a couple words are my just little scribbles saying I think we should go this way. And there's even a light green in there that I apologize for because I was I was headed for yellow. Uh but somehow I got green instead. So just uh really ignore the green. Sorry you guys. So two and I doubled. So just ignore that. And Cara, I may not have any. Uh you should have a couple like on page 14. Okay. I mean they're just little words like the outside resources for sexual harassment support if we even keep that section. The first couple were Gotcha. Yeah. instead of being

005in in black, we're highlighted in green. My that's my bust. And then in advance, I just want to let you know this has not been formally formatted. Bridget and I sat down and tried to and we got through it a long way, but then we got we started getting into some um subsections and little Roman numeral ones and twos and we said, "You know what? It's a first draft. If you don't mind, Cara, I'd like to defer to your expertise on that." Absolutely. So, um, so, uh, starting out if I could on page one, the purpose is pretty much the same between the 2020 version and what's been recommended. The red, of course, is the new language. Um, the first the first uh, change that they recommend starting with this policy and grievance procedure applies

006on the first page. I recommend we get rid of that very last sentence both in the second to last paragraph under purpose and do the same thing and actually eliminate the last section paragraph because all they do is tell you where you can find other information within the policy. We don't normally do that. I didn't find it particularly helpful but um that's a recommendation to you and I didn't want to eliminate it without your permission. So you are saying just for clarification in the red paragraphs on page one the first paragraph you would like to eliminate the sentence definitions through policy and then in the second paragraph you would like to basically scratch that whole correct section. Yes. So yeah and I think we we went through this in the last round as well um

007because we had a similar issue. Yeah. There's a lot of redundancy and I I think you know in good faith to try and send people in other places. We just don't need it. You get there eventually on your own. All right. I will mark it and then we can we'll open it up to discussion once we've gone through. And Pam and Liz, feel free to jump in if you have questions before we move on. Yeah. Um it's kind of an open forum. Um I will say I'm noticing in the first paragraph in the red we have in parentheses title N sexual harassment and in parenthesis non-title nine sexual harassment. Are they both defined terms? Where are you? I'm sorry. In the first red paragraph, right here, title N sexual harassment. And then go ahead. I

008just see that there's two friends. One that notes Title N sexual harassment, one that notes non-title N sexual harassment. Correct. One is not in quotes and one is in quotes. Right. Because I think the reason they put it in quotes and that comes right from there go by is because there's sexual harassment that if it meets the criteria and is supported by it we there different things within title 9 that you have to prove um or we use other policies that we have in the district. Our favorite 161.1 and believe it or not we have um 414. So but they do they are both defined terms Cara. Okay. Yes. And I'm going to go ahead and put quotes uh instead of parentheses. Title N sexual harassment. Okay. Just for now. Okay. Thank you. Okay. Yep.

009The rest of the changes just on page one are simple. We don't say school board policy. We technically just go in in our policies and go right to board policy under Roman numeral one. Um I thought among others you again those are just those are scratchouts on my piece thinking they're a little wordy but again wanted you to see that I they were included so if anybody disagrees okay moving on let me know if I go too fast to page two um and obviously what's scratched out under um Roman numeral one thereafter is old language that um you know we just took out because it wasn't included in the new one and I didn't think there was a basis for keeping it. Okay. Uh section number two, the definitions and other provisions applicable to sexual

010harassment. Um that first number one under uh paragraph two is the is their definition. Um, and what they did is they go in and we did too, but we did it later on in our original policy and they give you um specific types of behavior that might constitute sexual harassment. And so A through D were included in and E to some extent were included in our original 2020 version all the way through F and G was added. That additional language was added. And then there was no H, the teasing or name calling or sexual characteristics. So I removed that one. But if you take a look, you can see those same A through G in the policy itself that um New Hampshire school board recommends and they're on page 23. So um the language of

011G um you know we're defining what sexual harassment is. So it's verbal harassment and harassing suggestive but then touching or groping but then we sort of have this whole other idea about touching or groping. Um, and I just guess I'm questioning whether that really fits in the um, sexual harassment or whether it needs a parenthesis that it's such an it's an it's not a definition. It's like you are never allowed to do this, which is well, it's not it's not to me I'm sorry. It's not meant to be a definition. It's meant to be an example of something that could constitute sexual harassment. Um but then you don't need the rest of that paragraph like touching a if it's just the definition you know the example then you know going into touching and groping will

012always constitute that's not a definition that's not part of the definition right and if you continue it from the actual beginning of the sentence which is in pride one behaviors that often constitute prohibited sexual harassment include touching of a sexual nature or groping. That's the natural formation of that sentence. So I think Pam's point is that it just sort of continues on to naming a prohibited activity underneath an example setting. That's fine. I think Yep, that's fine. I just that's in red. So that's their go by their recommendation. And so, so I we can certainly come back and discuss, but I think I would agree with Pam that it should probably just end with touching of a sexual nature and maybe that idea that that's always prohibited belongs somewhere else. Just Right. So, we'll just

013check on Well, I think it does, but mere virtue of number one, which says prohibited sexual harassment and lists them. So, you're right. Yeah. Yeah, you're right. And but there's also without consent. So, even if it's a, you know, that's the other piece of it. Um, oh, I see what you're saying because you would you would like to note that sexual touching or groping even if consensual is a violation of school policy. Well, if it's without consent. So then you can just say touching of a sexual nature or groping with without consent. Yeah, that's fine. Although then I think we're Yeah. But although instances that you can have consent No, no, no. Here's where it gets more complicated. A student never can consent to be groped by a faculty member ever. It doesn't matter about

014the age. I think that's why they put it in there. That is covered extensively elsewhere. Yeah. So, I do think that we are covered. I mean, and I but I do agree that I think because of the ambiguity and because we're really just listing examples of what could be of what could constitute, I think we're fine with touching of a sexual nature or groping. Period. Period. Okay. because to Pam's point, it's not a definition explicitly. Um, also on that one, I just sexual harassment is a form of sex discrimination is strictly prohibited and I would just get rid of by the district and make that a period. Where where are you going back to one the first sentence? Oh, the first sentence. Okay. Perfect. Okay. All right. Um, moving on then under the next paragraph

015starting with such behaviors which is number two. Um, I just went ahead and added in their language and then tailored it to our board policies which would be the 161 and the which is the other kinds of discrimination discrimination and 539 which is our bullying policy. Mhm. Um and then I recommend again after the listing of the RSA statutes that we end the paragraph after a colon 27 because again it goes on you know and it's directive as to if you go to the definition blah blah blah. Yeah. Okay. I do I can tell you but I I've written them in here if you're if you're interested. But number three again all new language. I did include where it says sections and it has the paragraphs. I put in the Roman numerals that now apply,

016but I if it's okay with you all, I'd like to leave them. I have them, but I have a feeling they may change. Yeah. So, totally fine. And then at the end of that paragraph under two section two that goes on to page three um at the end of the paragraph in red I added um process in accordance with board it should be board policies 161.1 414 or 539 one more time Karen 1611 I have 161.1 okay and 414 which is our other sexual harassment policy not title or 539 Nine, which is our bullying. Bullying. Okay. Okay. Um Oh, I see you're in the middle of paragraph two. Y just for a consistency sake, uh the second sentence on the top of page three, you abbreviate section and we write it out in most of

017the other instances I've seen so far. So, we should have one way of doing it. Yeah. I don't you like it all written out? Which one? It'll always go to the full word section. I think that's just there's a little bit of like federal law that drops in here and they abbreviate things. I think it because if it's coming right from the New Hampshire school, it is, but we can do what we want. Flagging it. Mhm. So, do you want it all small or do you want it a capital S and spell it out? Uh, let's look for context, but I think it's a full word capital. Yeah. Yeah. And then Yeah. So, capital section fully spelled out, okay, is a good like a good rule. Um, spelled. And then I know we've gone back

018and forth about this, so I wanted to get the last time we've talked about it, we were going to do board policy number or policy number, right? I think we're mostly going we've I've consistently tried to do board policy. Board policy. Okay. I did at the end there. So what? And how about but not So I just want to make sure we're not doing school board policy, but we are doing board policy. Correct. So anytime we see the word policy, we're going to add board. Board. Yep. Great. Yeah. Okay. Um the other are small changes under three one through four. I mean so I if if those are okay. Um section four definitions. Um all of them Okay, the first two, actual knowledge and complaintant consent, which is um in here. It was in our

019version. It was not in the New Hampshire school board, but I I added it. I think it's very important when we're talking about without consent. Okay? So, they know what it is. Dating violence was added in our 2020. Um all the others um down to then you go to domestic violence, even though it's a form of sexual harassment is they didn't define it, but we did. um in the 2020 version and I think we should leave it. That's my recommendation. Um we talk about educational programs or activities and that's number nine. So I just am pointing those out. They are consistent in that they've been there before but they're not in New Hampshire school board. Nor is 11 which defines what a recipient is because you have your complaintant respondent and your recipient. Sorry there's

020so many. Okay. And we actually went back and forth in the last time we discussed this around whether or not we should use recipient because after we defined it, I think we only used it like once in the entire policy. Um, so something to keep an eye out for. I'm not going to necessarily belavor the point this time around, but okay. The other one is um that we included is retaliation, which needs a quote, which is a biggie, and we left that in there. Um, needs a quote, open quote. Yep. Yep. It didn't get an open quote on the front end. Yep. Okay. Gotcha. Okay. Um, moving down to the very bottom of the page. Um, they do sexual harassment under 15 and then they divide up sexual harassment into the title nine that you

021were asking about, Cara, and then the non-title nine. So, I only point that out because that's where Bridget and I started really banging our heads like how do we how do we format this? So, um, and I added under under title nine sexual harassment that where it says school district and I crossed out school, you need to put a a district employee conditioning and aid benefit or service. Didn't make it in there. Um, where are you? We're going to a thick one. Um, so we're currently discussing Title N sexual harassment as a defined term. Correct. Correct. Okay. If you go to the last sentence on the page where I crossed out school district five. Yeah, it should just say a before instead of school. Oh, yep. So, a district employee. Correct. Conditioning an aid benefit

022for service of an education program or activity. And then you've gotten rid of the word quit proquo. Correct. They don't use it in the new um that's that's a term proquo. They don't correct. They didn't take it out. They don't they didn't put it in I put it in in our original one. Quit proco hostile work environment and then the enumerated offenses. So they did put in obviously the sexual assault, dating violence, domestic violence or stalking. Those are your state or federal laws that apply under um title nine. So I included those. Um number three that's not listed. These are all defined terms. sexual assault, dating violence, domestic violence, or stalking as defined in state or federal law. Stalking isn't capitalized, but the others are. Is that on purpose or is that No, that was

023just Let me see. Stalking is defined. Stalking is defined, so it should be probably capitalized that one. Makes sense. Yep. And stocking should be too because it is a defined term. So [Music] um so then number three which is mine's mine's numbered the paragraph starting unwelcome sexbased are you all with me the number three paragraph on um this is one of the big differences um between the 2020 and the 2024 is under 2020 you have to have conduct is determined by a reasonable person. It has to be severe, pervasive, and objectively offensive. So they put in the red language in our original edition 2020, we further defined severe, pervasive, and objectively offensive. So those are included right there in that same paragraph. They're not really defined terms under the definitions, but they're spoken to as

024part of the elements. So I did I did further define them. if you think it, you know, makes it a little friendlier. But so my concern about the def the definitions of severe pervade like I mean is rape I mean we're describing rape here. So is this like that h is that the standard under the law that sexual harassment has to if it has to be all three of these things it has to be rape. Is that like the only you know it just seems so the benchmark is so high sets that bar so high that people maybe think that they don't qualify and may not report and there are certainly things that I would consider severe that are not that don't meet that bar that are not at that level. I agree. And um

025so I I I have a I I worry about that being our definition when you're saying you have to meet all three of these standards and the st and it looks like that's standard leaves out a lot that I would consider sexual harassment. No, it I mean all severe, pervasive, and objectively offensive. The language is included in the go by. It's just not defined. Yeah. So, so where where did this language come from? From our original 2020 version. So, the board or at the time the New Hampshire School Board Association or state law like at some point someone recommended these as examples of correct. They were further they were further defined within it. Yes. Okay. So I think that maybe more it sounds like maybe more modern thinking that there's a much more broad spectrum

026of what could be considered severe. Was it always that you had to meet all three in 2020? Yes. It was a much higher burden. The Biden administration lessened it. They said or you you but now we're back to all three. Okay. Well, that was a huge piece of it. This was a big deal. This is not a friendly victim edition. as friendly as 2020, but 2020 was vacated. So, let me ask this, and we don't have to decide this today, but let me ask the board members. Do you think that it is worthy of our time to leave these in, but broaden what we consider to be examples of or conditions for severe, pervasive, and objectively offensive and essentially rewrite it for what we feel is appropriate, or do we think it it's not necessary

027and we could eliminate it entirely? I I would eliminate it entirely, I think, because I think when you deal with examples like that in cases like this, then it leaves people out that may what be, you know, with the sort of the famous quote about obscenity, right? you know, when you see it, like I want people to be able to bring these cases and make the case that it was severe and right so they get to decide and and then there's a process beyond that. But y I also think I agree with Pam. I also think it protects you because remember this is what will be used in a court and in and so if you have it like that then you're going to be compelled right to prove that piece and by being not

028as as as ex tight examples. I think you're in better places. I I worry about Yeah. If we dismissed an employee right for this then they could say but it doesn't meet your definition your own policy criteria. Exactly. All right, Liz, are you good? Yes. If we were to So, in terms of getting rid of this language, we just need to remember to strike it, not delete it, but I think that we are in agreement that it should come out. Can I But look at the note ahead what that they put in there because they said conduct that meets some but not all of the elements of sexual harassment will not be Title 9 sexual harassment but may constitute other non-title N. But this is our definition of title n sexual harassment. Yeah. And I

029again I think there are things that are severe sexual harassment that may not be rape or or may not even be physical contact. I mean sexual harassment is not always sexual is not always sexual assault or sexual touching. just you could have severe sexual harassment that doesn't involve any bodily contact whatsoever. Well, that's where we see the the when social media is used inappropriately and this that emotional um impact that it has that isn't touching or anything else. So, it has the elements of the same damage. Okay. All right. And actually, can we go back to the red? So, the red language is what is being suggested by NHSBA to add as a note or is this your note? Um, hang on a second. Let me look at it exactly here under Title Nexual. It's

030just like that right here. From what I see, this standard requires consideration of circumstances including but not limited to the disability statuses of the harasser and victim and the number of individuals involved with their authority. Yeah. No, it's from there. Note conduct that meets some but not all elements of this type of sexual harassment would not be title n sexual harassments, but may nonetheless constitute non-title n sexual harassment. Okay. Right. Yeah. So, it's ver it's verbatim except for nonetheless. And I would say I if we could consider changing the terms harasser and victim to complainant and respondent just to be consistent with with our language makes sense. And then I'm and then I'm good with the rest of it. I just I just wasn't sure if that was a a KFA special. Nope. Or if

031it came from the schoolboard association. I'm more inclined to accept a KFA edition. Um before we move on, if we could go back to the definition of consent. Um y on page four. Um you made a very important point earlier that I think we should have in the definition of consent, which is that no student can consent to sexual conduct with a district employee. Right now we say no person under 18 can give legal consent. 16 16 sorry. But I think we need to make clear that um student no student can give legal consent to an employee of the district. Could it be an extension of that sentence? Under New Hampshire law, a person under the age of 16 cannot give legal consent and no student Sure. can ever. And I'll find the exact I'll

032pull it out of purple. And it's in it's in the law. So, yeah. So, I'll find the RSA. I feel like we've looked at language similar to that. Okay. Not too long ago. Find it. I'm sure we have it other places, but I just thought it would be something we should include in the definition for sure. So, that's a good cross reference. Thank you. Yeah. Hello, Barb. Um, so now if we're down on still still on page six, should we get Barb? Oh, yeah. She's quick. Welcome, Barb. We just Did you get my text? I did. I texted you back. Oh, you left my phone. Totally fine. Um, so just to catch you up, we are currently reviewing Conquered School Board policy 415. Great. While it may not feel like a first draft because we

033have seen this before, it is a first draft because we're going back to the previous Title N. Oh, right. Yep. Uh, and so everything has been pretty stiff. Green, then yellow, then back to green, then back to red. You know exactly where we are then. So, green, and then there's some green. So, we are on page six of 27. Um, when you're ready, and we're about mid-page. We're down at the red on the la second to last paragraph where it says, "Conduct that meets one or more of the above will not constitute title N." Um, and they changed some of the wording, but it has you have to be within the continental United in within the United States, excuse me. And we have to have control over both the the and we can change it

034again if you want to. It says harasser and respondent, which is really the same thing. It should be the respondent and the uh complaintant. Okay. And the context in which the harassment occurred. And then um in the last sentence, the same conduct may however be addressed under board policy 161.1 is in there. So um then the followon paragraph that starts with regard to concurrent enrollment, same language um from the 2020 version and it is consistent with the school board's language. Um then they go on to the non-title nine sexual harassment. That is all new language uh word for word on the second to last sentence. I think there's just a typo on it. I can't on what page under nonsexual non-title nonsexual harassment the first paragraph. I just can't figure out what the word is

035supposed to be. And two are verbal where second sentence second to last sentence in that oh gotcha. Request for sexual favors. I think it's for hang on a second and or maybe and or let's see not title nine sexual harassment is is defined as favors and other verbal comma nonverbal or physical contact. It should be other and other other I wouldn't have guessed that. No, you know, me guys trying to show Well, like I said, we were working on formatting. Yeah, it's okay. You always take it so personally. Yeah, it's not a tab on you. I promise. We just wanted to be clean. No. And so those are the new sections that were added for non-title sexual har non-title nine. There any questions there? Um, I am going to be that be that girl and

036say it needs to be earlier in the definition section in alphabetical order. Um, so it'll need to be 11 at some point and supportive measures. I think they put it in under the sexual harass I looked at that too. But they they're it's weird because they put Oh, you're saying it's underneath sexual harassment because you have title N and then you have non-title N. They put under the definition of sexual harassment and then they put all of this. Yep. I mean supportive. So it's sexual harassment and then there's two subtypes. They put title Nitparate. Stalking is not defined. Okay. I mean as long as as long as it's a subing is not a definition. No. Stalking is one that that was added in the 2020 version in ours. Okay. But I don't know. Oh, because

037it's it isn't in there. like that was something the board did, right? No, it just looks terri I don't like how supportive measures is the last definition. Like these two definitions are down here after you had all this other jumble. But if you're going in alphabetical order, I get Yeah, that's how they I guess they defined them. All right, that's good. Okay, so let's actually Are we good with the language on nine title n sexual harassment? We'll just need to capitalize sexual harassment. Yep. on non-title nine. Yeah. Okay. Perfect. And then other instead of poor. Um get down to uh the last one, supportive measures. Um these are the same measures. One through three are the same um that they've included on our 2020 version. We also added four, five, four through eight as additional

038because those are some of the ones we've actually used. Um, so I kept those in there. I recommend they stay. Um, and they're just a few small changes on the last sentence in the in that remaining paragraph about they're confidential um, with exclusive exceptions stated and required in in the section below, which is is the confidentiality section. whatever that ends up being right now. Um, and then we So, I'm going to I'll keep going unless there are any questions. Okay. Then, Title N coordinator. Um, it used to be you had to have the name, the place, everything else. Um, got rid of that and, um, under the new and so, excuse me, in the old one, um, it talks about the duties. you have to respond pretty much same language except for as I said

039uh the red um I can take specific general reports help them with formal and then it goes down A through G and then the little Roman numerals are all the things that you're that the title N coordinator is responsible for doing uh Cara I I wasn't sure again I I capitalized the first letter of each because I wanted to be I'm not sure but I think we have in the past so I left those. Um F, which is there is a new was something that New Hampshire School Board put in that was not in our earlier version. So I added that. Um I think there's an extra comma there or an extra end. coordinating with district and school level personnel to facilitate and assure implementation of investigations and remedies and helping to so invest. So

040it should probably be no comma investigations and remedies comma and helping to assure that yeah and it should I think it should be otherwise meets its new if it was just copyright it was I I didn't change a word you guys I left it because I know you all want to see the changes and I don't think it should be a sure I think it should be insure I was going to say it and then I was like keep it to yourself Cara yeah I had this yeah sure means they're there now so I changed that um everything else Going down the page, I inserted well I still have se, but I'll put the big is section. I'll spell it out with that and insert the right numbers or the right paragraphs obviously Roman numerals.

041Uh we get down to training pretty much there weren't a bunch of changes, just small word changes. Um in case anybody has any questions about those. No. Um, and I apolog if if anyone is has a question, please jump in because I know we've seen it recently, but it is very dense language. Yeah, there it's comp. Yeah, it's complex. So, um, all right, moving on to training down at the bottom of page nine. Um, again, they wanted to add under this policy or seabboard policy, and I I just left I I figured it was easy under any responsibilities. I took that out. I'm happy to leave it in otherwise. Um, all the way down one through five, if you just take a look, simple word cho changes, um, decision hyphen makers. I I tried to

042keep it consistent all the way through. I couldn't remember. Did we do the hyphen last time or did we bring it up again? We had such a fight. I I know whether decision makers should be cap. It is currently not hyphenated in the definition. I got it wrong. Here. Okay. Our policy on a different crowd now. I would not be pro hyphen. This is not proy. Get rid of that hyphenated. It's gone. Sorry about that. Um, is it one word or two? It's two words. Two words. I mean, I would not I'm not pro the phrase decision makers. Let's just But if we're going to use it, unfortunately, it is a title within, believe it or not. They call them IDMs. That's fine. Initial decision. Decision makers. Two words. No hyphen. Okay. And should makers

043be capitalized? Yes. Because that's I mean, you know, got it. Okay. Um, again, confidentiality. [Music] Um a provide both the parties due process. Um I crossed if allegations concern or formal commit. I can't remember why I crossed it out to be honest with you. I didn't like the allegations. So um examples of required disclosure include information to either party to the extent necessary to provide the party's due process during the title N grievance process. PRNE. If allegations concern Title N sexual harassment or a formal complaint has been filed instituting the Title N grievance process under section Rome 3, CAP A. I'm not sure why it's needed. Yeah, they put it in there and I I I put it in there and then I crossed it out because I did again I didn't like it but

044um I want to show it to you. Um, so I did add in under C our number board policy 432 because that's our uh neglect and child abuse. Then I spelled out New Hampshire DOE because I thought that was the first time it's the first time I saw it used. So um we could put it in PNS after if you wanted to as an acronym but I don't recall it being used afterwards. And then I just on number two below just start I got rid of additionally any and just went with any small word changes there. Um then went if you go down to the bottom on number three all the way A through F. Um let's see I want to make sure retaliation they only A B C D. Yep. Same things. They use

045small Roman numerals. We use letters. I defer to Cara. Uh retaliation pro. I'm not making fun of you. I promise. No, it's okay. I I She's the one. It's become fun. Let's do it. Um, retaliation prohibited. Um, they they make a point, I think it's a good one, that just because, you know, let's say somebody comes forward and makes a statement and then it's not substantiated after the fact, uh, because we can't make meet the burden of preponderance to the evidence, that doesn't mean it was a false statement. It just means so they actually that's what that means there. I I think that's an important point. No kidding. I read it four times didn't get and that's not the I could not understand what the point was that was trying to be made a finding

046of responsibility alone like who is being found your decision maker will decide whether it's substantiated or not and let's say they don't substantiate the allegation that means that does not mean that the v the complaintant made a materially false statement so I I think to Hey, if the you know the fact that a complaint may not be substantiated does not in is insufficient to conclude that a the complaintant made a materially false statement. I I think like let's put that in plainer English. Yep. You got it. I agree. Um so Pam, what would you like there? A finding isn't it? Um, a find a finding that a complaint is not substantiated or is insufficient to conclude that a person find is made a materially false statement and bad faith. You understand? I understand it, but

047not only because it's we've talked about it. Yeah, that makes no sense at all. So is there anywhere else in the policy where we talk about whether or not there are consequences for a person making a material and false statement in bad faith? No. So this is the only time that this comes up. So I do think we need to be explicit and careful with our language because what we're suggesting is that that it is possible that if the finding is not substantiated that somebody could then s step forward and say this was a false claim made against me in bad faith. But we have no process for that in the policy. Yeah. So it's two things. You could be punitive where you shouldn't be or somebody gets off with or just doing a mean

048thing. There wasn't enough evidence. Yeah. And we're basically in this sentence saying that there is a path forward for someone to to come forward and say that this person has made false statements against me against me in bad faith. And the fact that you didn't substantiate the claim means that I'm right. And that I think that's what we're trying to say can't happen. But it sounds like we don't have a formal process. It's both ways really. But I don't want to make it more complicated. I mean if the Yeah. Because the victim could be if it's not substantiated, you could look at the victim and say potentially, well, you made a false statement because it isn't true. Doesn't mean it isn't true. It just means we can't prove it. Okay. Likewise, if the um respondent

049says, "I didn't do it." and we find that they did do it. Did they lie in saying they didn't do it just because we came up with it? Maybe, maybe not. You hope you got it right, but you wouldn't then charge them on top of that for making a materially false statement when they said, "I didn't do what you say I did." So, it's pretty complicated. I happy to That's schoolboard language. Do you want to Do you want to massage it a little bit and come back to us with what you think would be appropriate? Sure. I will simplify. Yeah. Make it make it simple. As much plain language. Yeah. Yep. Going down the rest of the page, all I did was capitalize the first letters um on A through F. And then um I

050took out on number three on the top of 12 page 12 where it talks about um they they specifically train they talk about the title N coordinators, investigators and decision making makers. Um I I just went with personnel. Yeah. Keep it simple. Um added in a section there and then under X. So what is that? nine rem records and record keeping. Is that 11? Okay. Yep. Um added in an additional um criteria they wanted B is new. Um basis for the district's conclusion that its response was not deliberately in Yeah. And that's I'm assuming that's l legal. It's a legal term. Deliberately indifferent means that did we act the way we should have act that we should have act reasonably knowing all the circumstances that we knew at the time or we just say we're

051going to ignore this we would be deliberately indifferent under that definition if we just didn't move forward knowing what we knew at the time it's a pretty high standard thank goodness. So, if we were to ignore something knowing somebody made a report and we just said, "Nah, doesn't make sense. We're not going to look into it." We could be found to be deliberately indifferent. And and this is as it pertains Yeah. Um for in terms of you're keeping a record, correct? Any actions that you've that you took, including any supportive measures, you are recording the basis for the district's conclusion that its response to the complaint was not deliberately indifferent. Correct. So maybe to the complaint might be helpful. I'm not sure. Um and documentation which and then rooms small one and two. Yes. So

052this is really about what your responsibility is. Correct. And and really what this pertains to is where the district decides after looking at the facts. We look at it and we say either it doesn't fall into the jurisdiction under Title N for some reason. Let's say we didn't have control over the activity or the program. So I would document that fact, but then I'm going to look at does it fall under one of our other policies. Okay? So it's they're asking us to go through the mental exercise of what did you consider at the time to determine whether our conclusions were reasonable. Just doing that documentation alone and the thought the analysis will help keep us from being deliberately indifferent. Okay. But it is a legal term. That's okay. Okay. I think any other questions

053about um I can and then under 2B which is in red there all materials used to train I could be consistent and go with personnel again like I did above instead of naming everybody. Yeah. Okay. Decision makers or just all training materials. All what's that? All training materials used to train p all m Oh all training materials period. Yeah. used to No. Is that all training materials? Period. Just all training materials. Yeah. Yeah. Period. Okay. That's it. Sorry you guys. Is that what you were saying? Yeah. Sorry. I'm not getting it. Sentence added in. I'm trying to help you out. No, I appreciate it. Please. Got it. I was waiting to like and and Okay. All right. Uh, moving on to page 13. Very very small. I I crossed out he she or she he

054we're still doing the hopefully I we wanted to person may report sexual harassment whether relating to themsself or another person or that person. That's perfect. And then we I changed the 24 hours because we had agreed earlier that we were going to go the end of the next school day. So I added that in question. Do we want for some reason I went back to the original and I can't tell you why I did it other than I probably followed a thing we we did use the italicized. Okay. And then I put in bold the failure to report will be will subject the put the employee subject the employee to discipline up to and including dismissal. I know I did that. I wanted to make sure I gave proper notice. Do you care whether we

055italicize or bold or you just want to leave it alone? That is our language. It's not in the go by. I mean, if it's if it's new language that we are drafting as part of the a new policy, we need to indicate it in red. No, it's not. It's language from this is how the existing policy looks. Correct. From it's it's the current 2020 version. Okay. Even in the italicized and the bold bolded I mean it's very it's very bold. I mean my personal preference would have not be it would be no italics and no bold. We tend to save italics for notes like legal notes, editor's notes, things like that. So it's sort of essentially suggesting that there's extra material uh that we'd like the reader to understand. Um but this doesn't really qualify

056for that. Okay. No, both of these are like to make a point, right? So, yeah, we don't need Yeah, I don't think we need it, right? I would agree. So, we want to give a time. Oh, you So, you actually want to talk about the content, not the form. We were just talking about the font, the italics, and the bold. That's all we're talking about right now. Okay. Um, well, you know, we we've gone back and forth about this, right? Well, I see that. But that was for the the next the new version. Mhm. This is going back to the old version that doesn't give a eighth time. The oldation I thought we gave him 24 hours in existing policy used to be 24 in our existing in our existing policy. But you're saying New

057Hampshire school board association does not have a recommendation for a timeline. So we have reasons to be more stringent than the school board association on this. My concern about the language the end of the next school day is that could be two weeks, three weeks, you know, but if it's a vacation, if it's a vacation, last day of school, could be 24 hours or Yeah. Yeah. If it happened the last day of school, it could be the, you know, over the summer, right? Um when someone could be teaching at a summer camp or something. So, and now you've got me thinking, did we switch it from the next school day to 24 hours or did we switch it from 24 hours to the next school day? I feel like maybe we actually switched it to

05824 hours to see. So, I actually think that Pam is making the point we landed on eventually. That's we should stick with 24 hours. Yeah. Because if something horrible happens on a Friday afternoon, it's not necessarily the right thing to do to wait till Monday. Right. Right. Yeah. I have to comp. I have to be honest with you. They probably will, but I wish we could say or and or but you're right. If you have you have a weekend or a holiday, it's going to get delayed. And if scarily enough, you have someone involved in whatever the altercation is that could use this as a way to get it pushed. You know what I mean? Sooner the better. Right. And the staff is very good about that. 24 hours. Very good about that. There we

059go. I mean without delay and no later. Yeah. Yeah. I I I think that's that works. Okay. And no later. I'll get rid of and ina and in no case later and no later. Got it. Okay. Um going on down. I put the little graph box in there. And remember we took it out of the 161 I think it was. Yeah. Um and I also sorry any student should be should have been yellow but it's any. And then I ch I updated New Hampshire Commission for Human Rights. They've actually changed to 57 Regional Drive. I have their current address as of the 27 22nd of April. And then the phone number changed on the Office for Civil Rights and I have their email address. I guess my question is I mean I think it's important

060that we give them this feedback because it is true that nobody has to come directly through us. OCR would call us and say did they file a report but they can go directly. So, I think it's important we we put that notice in there. I just didn't know if you're Do you like the format? Would you rather not put it in a box? No, I think it's fine. Okay, good. Same thing for below number six. Um, we just have to change the colors. Well, yeah, and it goes past the margin. So, we just have to change the format of the text box. Page 13. Yeah. Okay. Moving to 14. Um again just sorry about green being yellow should have been and then do you want me to keep I put these in as additional support

061mechanisms in the event somebody um you know it's mostly for the touching the lack of consent issue if somebody needs help if you need to go to the hospital or whatever this is in here and I can update all the numbers if you want to keep it it's in ours it's not in the New Hampshire schoolboard association right is this is Haven Thrive. No. Who's thrive now? Who's what is it? The CR crisis center is crisis center is now thrive. So we had updated this language before because crisis center of central New Hampshire is now it's been re and the suicideline prevention is different. Y so yeah I think yes to this as long as we update it which we did update it for our last uh 161 version so we can point there. Yeah.

062Okay. Let's double check on that. Yep. Got it. Okay. Um, unless there are any questions about the formatting, I did under 2 C, they put that in there and I felt it was redundant with A because um 2A talks about inform and discuss the available availability and and it came off of and offer support measures with or without the filing of a formal complaint. That's our language. It should come over more underneath. Um, but they repeat, they say the same thing in C. So, I just took it out. I took it out. I lined through it. Yep. Okay, moving on. If everybody's good. Um, again, just inserted title N. Do you want me to capitalize sexual harassment under formal complaints under after title N? So there throughout this document there is sometimes capitalization and sometimes

063not. So I'm sort of withholding the conversation until later till we make those decisions. But if if the idea is that we capitalize every defined term, then we've got to run through this whole document and capitalize everything. Okay. Um because elsewhere in the document it is capitalized. Yeah. So it's just kind of, you know, I'm willing to help with whatever they don't but we do formatting we want. Yeah. What difference is it doesn't really it's really just matter. All right. So I'll put a question mark just so we we want to Okay. Um moving on to page 15. I'm going to let you all take a look at what was added and see if you have any objections. Again it's in red. [Music] Yep. Okay. Works for me. Does anybody have any questions about that?

064No. Okay. Okay. Number page 16. Very, you know, very similar wording. They did add the red line in the middle about um deliberate indifference. Um reports of sexual assault, employee on student harassment, repeat reports, the conduct in the complaint report has not been adequately resolved through supportive measures. Um that kind of defines a little bit um if we were to do nothing. Um and then again following on crossing out that right below it even though that language appeared in the 2020 version as the original we I struck it. Don't recommend we go forward with that one. Changed he she below to they. Um and then down below when we're talking about if no complaint is filed by the complaintant. I wanted to be sure complaints have to be 18 to not for us not to

065notify the guardian or the parents. So I've added the if it's filed by the complaintant, the complaintant's parent or guardian or the title N coordinator um both there and the same thing would apply for the respondent as well is if somebody files report we have to notify the parent the the student obviously but also the parent or guardian of the student if they're under 18. So the next paragraph looks like it's existing already. What does the next paragraph? It looks like it we already had this. You like tell me where you Sure. Although there is no time limit Yep. to filing a formal complaint. Correct. The complaintant must be employed by the district or participating in or attempting to participate in the education programs or activities of the district at the time of filing. Correct.

066So So really there is because if you're not I Are you going to say there is because they're not No, that's not what I'm going to say. What I'm going to say is if somebody has left the district and they've graduated and they were subject to inappropriate sexual misconduct by an employee of this district, I want them to file a complaint. It may not, you know, I want to know that, you know, even if it is after the fact like so obviously they don't have the guts until they're graduating, right? You know, I mean, we have seen a lot of this across the country. Um well then others come forward. It becomes an a conquered police matter at that point because we don't have jurisdiction over that person anymore. We do the employee though but

067we have juris we may still have jurisdiction over the employee. Absolutely. So, and that's what and it may not be a matter where the police feel like they can file charges, but it may still be a matter where we feel like that would is not based on new information, appropriate conduct for somebody in our classrooms. Right. I would ag I totally agree with the premise. I just don't agree that it's consistent with title nine though because we don't have jurisdiction over both parties at that point. We've had a similar situation. We didn't have jurisdiction. We did over the employee but not of the person who made the complaint but the police stepped in immediately because it's a criminal matter as well. So I I I don't know how we can compel somebody who's already graduated.

068Of course, we want to encourage them. Not Yeah. Right. And and this isn't saying they're compelled to do it. This is saying we won't accept their complaint after they've graduated, right? we would, you know, so really like I'm worried about a policy that says like you can complain but we're going to just toss that in the trash and I know we wouldn't but that's how the right couldn't we had or has participate like so it talks about they're either participating or they're attempting to or they're going to you know like what about they they had participated in district and you know like isn't there's can't we just put that in so people just get rid of although the district will initiate the title n grievance process process or maybe it's not or the maybe it's

069although the district will initiate an a personnel investigation regardless of when a formal complaint is filed delays in reporting may significantly impair. So we don't call it a title n investigation. It would be a personnel right investigation. Right. That's me. Others may feel differently, but No, no, you want to close the loopholes, though. You don't You want to make sure that if someone has something to say, they don't feel like they're not allowed to say it, right? No, it's good. It's a good eye. And yes, it's a police, but I think there's probably things that there are different criminal standards than personnel standards, right? Uh, I agree with you. I'm just reading this to try to find where we can fit in language that we could suggest. Um so where it says although there is

070no time limit to filing a formal complaint for complaints initiated by the complaintant or their parent gardenard the complaintant must be employed by the district or have participated in or currently participating in if we put the have participated in wouldn't that include anyone that was once in the district that left the district like isn't it that simple? Yeah, except for it doesn't work under the jurisdictional requirements. You have to be currently in the for title N. So Oh, I see. I see. Yeah, we could still do it. I just not for title N, right? Oh, and that's what that's what Okay. So, we could call it a personnel investigation. Yeah. Okay. So, it might be just a fully separate sentence, which is we've got we're covering that. We understand there's no time limit, but there's

071these conditions. The complaintant has left the district. It will be treated as a personnel. Exactly. Okay. So, something like that where we acknowledge that a complaint may come in that is outside of the jurisdiction of the formal process, but that may initiate a personnel investigation as needed or as warranted by the superintendent. Yeah, I shall massage it. Yes. Yeah. Got it. Can you get enough information on that? Oh, yeah. Okay. Right here. Okay. Um, moving on to page 17. Again, just small changes. I said if the complaint uh we're talking about the initial steps and notice of a formal complaint where you have to um it just was redundant to me because if a complainant is under 18, then we have to notify the parent or the guardian and they talk about they put that

072in there, but they also talk about being non-eligible. So, I thought it was a little redundant. Um if the complaint is under I just put is under 18. Okay. Um, same thing with the respondent. Then capitalized all the first letter first words in A through F. Okay. I think that was it on that. Um, again page Am I going too fast? 18. I'm just again word choices. [Music] Um, and I should probably spell out IDM again under six where I I did put in IDM and then I struck it in red and used the acronym because I always spell it out the first time and then I put the acronym in there. So I recommend under six where it says initial decision maker then IDM should be in parenthesis. So, I will spell out um

073again, I added in the sections on my J draft. Under number seven, um we're going to seek guidance from the district's general counsel and G and C should be capitalized is the title there. I missed that the first time. Um everything else, I think if you if there are any questions. Nope. Okay. IDM doesn't have to be a definition. It's what? I'm sorry. IDM doesn't need to be a definition. IDM is the initial decision maker and it is a um there's there's the initial decision maker and then the there's the the appeal decision maker. So, where are you Liz? I just didn't know if those needed to be included in the definition section. Right. So, we actually discussed this before um because we had talked about the fact that there are there's decision makers, but

074then there's two subsets of decision makers that come up only in the second half. Y um I don't honestly remember where we landed, but I think it I if I remember right, it it proved difficult to put it in the definitions section because I don't think we have a formal definition in state law or title nine. Maybe it's in title nine. It isn't. It is in here. You know what I can do? I can go back now that I'm thinking about this. I can pull our 2020 version because we had it done and it was hours later. Remember that after a meeting? So, I'll look at that to see what we decided to do with IDM. Um, and also not we already figured out decision maker. So, okay. Um, everything else I think is pretty

075self-explanatory, but please ask if you have any questions um on that page. If there are if there are none, moving on to page 19. Again, capitalized in the titles. Um, I went from he, she, or she, he to um in 7C. Um, I capitalized the code of student conduct. That is a policy that we have. Um, I thought it should be capitalized. Um, then on page 20, you have your your timelines. Um, those are pretty explanatory. I don't know. Oh, I made a note to take it out. I think it's just old. Um, sorry. We just mentioned that we're going to take out some of this underlining just cuz Yeah. And the numbers. I don't know why they showed up in here. Yeah. But I just think it like pops up halfway through all of

076a sudden you start underlining things. So, I've marked it to remove in the formatting fun later. Maybe you should um get a job at NHS. They won't fire me immediately. Um but I will also just mention this is something that didn't come up before, which is that now we have this section seven with a whole new definitions section, range of discipline, page 19 of 27. Y okay. Um those are the sanctions. Yep. Um, okay. So, well, I guess I mean they are definitions, but they're just the types of descriptions of sanctions. It's just like the IDM, right? Yeah. Right. It's like a whole new policy. Well, also like sanction some of these are words that they're tough. Yeah. No. Well, people know like I You mean they shouldn't be defined because they know it because

077sanctions has a commonly understood meaning and we're actually using it within the commonly understood, right? I think we could easily remove the quotations and the sentence would be perfectly fine. Yeah. So, I think you can do that. Yeah. Get rid of get rid of quotes. Um, and you got it. I agree that we should never use the phrase I am. I don't think we need to repeat it with parenthesis. I think we should just spell it out every time because it is not it is not a common so get rid of it. It's not like a CEO, right? It's not and it shouldn't become just to be clear. We do not recommend that plan. Got it. Gone. Okay. All right. Moving on to this page 21 of 27. Very few changes on my version. I

078edit in the sections, but I'm not going to bore you with those in case they change. um got rid of, you know, just added in a few extra words. And we're going to pause you just real quick and um on page 20 there are some days uh where we talk about the timeline. So we had also discussed timeline. We did, but we had changed the timelines as a group when I was working with New Hampshire school board on the 2024. Mhm. This is um these were the original ones for the 2020. Okay. And they're still recommended as the same ones by New Hampshire School Board and and by the district. This is a timeline that you are comfortable with. Correct. Okay. They go on these go on forever. These can can go on a very

079long time up to six months sometimes. Okay. All right. Please continue. Okay. 20 page 21. Again, just some small and I'll slow down here. I would I would say we need a space under one F before between F and G, but other than that, just some small word changes that are explained in red 22. Um, I got rid of some what I thought was a lot of wordy stuff like toward completion and just put progress. Um, small word changes. Oh, there's IDM again. I know. And there's a hyphen on um number four under a determination of responsibility and additional an initial initial decision maker. The IDM will provide five days for each each for oh never mind it looked a little weird. Five days each for supplementary limited follow-up questions. Yep. Okay, never mind. Right.

080It probably doesn't need the comma, but do you want me to get rid of after supplementary? Is that what you're talking about? No, no, it's totally fine. It just It's an awkward sentence to see, but when you read it, it's okay. So, here where we I thought a word was missing, but then when I read it out loud, I'm like, "Oh, now I get where it's going." Where where I use the acronyms here, the IDM, the Do you want me to spell them out in each one? It's kind of wordy. happy to do it. But I I mean I'm I'm fine with the acronym as long as we're concerned very specific section. Yes. Okay. But then you don't use it every like it goes back and forth. So Right. And we use it on the

081next page under five, six, and seven and eight. But not nine. Nope. No, we don't. So yeah. So I need to be very consistent. Um, I just feel it's used so much that it should be in the definition section. Yeah. As an IDM. Well, let's let's look at what because I agree because even if we didn't decide that maybe because this language is different because the I I think maybe the newer language really didn't talk about the decision maker nearly as much. Like I don't think this was in there in the That's right. Biden administration's version. I think that the question came up because we didn't have all this language where we're repeating this over and over again. So I think maybe Liz that it's worth having it in the definition section. Okay. Got it.

082Just the IDM, right? IDM just Yeah. Initial decision maker. You got it. Oh, no hyphen. I No. Okay. Got it. The IDM. I think it doesn't matter. So once I But once I You guys are going to kill me. Once I define it in the in the definition section does not mean I have to capitalize it and spell it out and not use the acronym. If it's in the if it's in the section, you can call it an IDM in the definition. Yes. Because initial decision maker IDM, you got it. Okay. Perfect. That's what I'm going to do. Yes. Okay. 24. Okay. Um, I hyphenated dismissal of a formal complaint and added in the additional language that even though it gets dismissed as a title nine, it may go under 161.1. I mean, we'll look

083at other ways that it could potentially be handled. Um, it is bolded. Because I mean, you're you're demonstrating that the written notice should be bolded is what I'm interpreting that as. Okay. And then we move into the appeal process. initial determination of responsibility from your initial decision maker. Then you move on um and goes through. I'm sorry some of these paragraphs get a little longer. We're going to have to number them separately, but just a small change of words as you go through. Nothing nothing major. There's even an ADM and this is ADM. We've now we've arrived at the ADM portion of the doc. The appeal appeal decision maker. Correct. Oh my god. Do you want that to find too? Let's find it. Look at how many times I can find it. Yeah. It's not

084a lot because it's only part of the appeal process. Appoint a decision maker for appeal. It's in the definition. It's in the paragraph that starts within 3 days of receipt of a written appeal on page 25. the ADM, but then it's repeated eight. I'm up to eight times. Okay. ADM. What about I know this is crazy talk, but for the appeals process, the definition could just be at the outset of this section for the purposes of this section because we don't talk about it anywhere else, right? Yeah, I would agree. It shouldn't be in the beginning of the whole thing. Yeah. Never remember what it was. So, put in a little verbiage about for the purpose of this. Mhm. Yeah. As a definition, is it a subsection or just a section? Section for the purposes

085of this section. ADM means not to be confused, right? ADM means the decision maker for appeal. does not mean the average daily membership which is what it usually means in school district language. All right. And then we get into page 26. Informal resolution. I just capitalized where eliminated it precludes the parties and changed it to parties are precluded. Guess I must had extra time on my hands. Um that's it. And then I updated the legal references. And when we're ready and it gets finally revised, I'll add the date. Yeah. New date. In no, sorry, I'm reading the very final sentence. In no event may the district offer or facilitate an informal resolution process to resolve allegations that an employee sexually harassed a student. That's the one that's Yeah, that's the one exception that you can't

086do in formal. Yeah. Have to go through the formal grievance. Oh, I see. I think it should just be it's written not I It looks like it's underneath the written notice and I got confused but look good. It's just just formatting. Y Okay, great. Okay. So, it looks like um we are back at the first page uh where we had considered eliminating the second of the red paragraphs on page one. That was still a question mark. Uh at this point, I'm fine with her removing it. I think it's very clear where you can find the formal complaint and grievance procedure process. So, we can go ahead and get rid of that, Karen. Okay. and and that final sentence in the first right paragraph. Great. Um you are going to come back to us with some

087massage language. Um we're going to in all cases make this the section numbers consistent with the numbering which I will assist with. Thank you. Um we're going to make those citations correct. Change the words harasser and victim. remove those. Yep. Make sure that the words harasser and victim throughout our respondent and complainant. We are going to modify the definition of consent to make clear that no student can ever give consent to a staff member. Um we are going to remove on page six of 27 the definitions for severe, pervasive, and objectively offensive. We are going to make consistent throughout the references to any policy shall be called board policy. Um we are okay with non-title 9 sexual harassment staying as a subset of sexual harassment in the definition section. Good decision maker. decision maker will

088be two words, no hyphen. Uh on page 11, uh section 8, Karen is going to come back to us with new language around what it means to make a material and false statement in bad faith. Just to be clear about what that sentence is really trying to say. on page 12, uh, looks like section Rome 11 2B will be changed to all training materials. Um, we're going to make sure that the um timeline will be 24 hours and not the end of the next school day. When it comes to reporting requirements, we're going to update the resource information for the outside resources for sexual harassment support. [Music] Uh we are going to because at this point in the document, we start underlining headings. We're going to take those headings out and we also need to

089decide on and we're going to capitalize anytime we mention Title N sexual harassment, right? We need to capitalize that as a defined term. Cara, did you say we're not underlining? Right. We're not. We're not. It's just because it just all of a sudden starts happening. And why not? Just take it out. Got it. Um I have something on page 16 that just says KFA to add. Yeah. Massage personal investigation. Uh I think is that the deliberate indifference? No. No, it was the um Oh, the personnel investigation. Even if we don't do a title N, we will pursue. Yes. Thank you. Y just hadn't written that out. Thanks. Like, you know, had they left the district by the time they complete correct that part. Yes. But this, let's say the stat I mean, we have language

090along those lines at the end, but I think we should have it there, too, but because that might be where somebody goes to look. Yeah. So, yeah. Okay. Um I'm up to page 19. Um we're going to remove the quotes around disciplinary sanctions and remedial [Music] actions. We have established that we are going to define initial decision maker in the definition section. Are we still feeling good about that? We are I think it says IDM everywhere. Okay. And then but so the IDM will go in the full definition section but then in the appeals process because that's the only time the ADM is mentioned we'll just note it for the section. Correct. And that is all I have. Does anyone else have any comments, questions, concerns or anything else regarding conquer schoolboard policy 415 first

091draft. Thanks everybody. Excellent. Thank you. Thank you. Thank you. Um, speaker, I have a 7 o'clock. You have a 7 o'clock. Okay. Um, I don't know. Why don't we take a quick two-minute recess? Uh, grab that because I'd love to grab some water and then we'll excuse Pam and then we'll keep going on crowdfunding if everybody else is okay. Still going? Yeah. Okay. Awesome. We're in a two-minute recess with your husband. Yeah. We a little bit about it. All right, thank you everyone. We are back from recess. Uh we are now going to look at policy 304 regarding crowdfunding. This is a new policy. I'm going to turn it over to the district to explain um why we see this in front of us today. Um, I'm going to jump in. Um, this has really

092been an impact on us and it's it's it's really trying to um give us some guard rails around all of the funding sources that our staff can use to help fund special projects um and things that are desirous for classroom settings. And so, um, we and we appreciate I mean, just last week you had a donation of $6,600 for bicycles and helmets, right, out at Milbrook. Um, but this is a little different because it often uses social media and other um, uh, sites in which you can advertise your classroom needs. And, and we really just need guardrails because we don't know what what's necessarily what's being purchased. And it's important because if we're let me give you an example. If we're going to adopt a new reading program, you can't you we can't have staff

093going off and getting other things that don't com you know aren't alliance and alliance aligned with it. And you know we really tried to create some equity from building to building. So what happens at one building is the same you know across the district especially with the elementary schools right? So having something that gives us some guard rails will help us do that. I mean, Ellen and Jack often oversee some of these these these um um crowdfunding um efforts, and we we're not we're not clear about the money, how it's used. There are some companies that require specific information about our district that we do not release to to a public entity. So, we thought it was time. We This is just a a a draft of an other we went out and looked at

094some other districts that have this to try to put together some idea to begin the discussion with you. We didn't, you know, propose that this is the, you know, the end all to be all for you, but to to begin that discussion about it. So, and what do you mean by Jack um and Ellen oversee some of these? Well, you know what? A lot of these funds will come through for us to manage. So let's say a a a member of the staff gets a some kind of a grant. Um Ellen um oversees that she puts she has so we ma can monitor and manage it and again we're making sure it's well spent. It's well documented. Same with Jack. He and Ellen work very closely when it comes to monitoring those. So staff are

095allowed to apply to outside resource grants applications. Do they have to go through the district to notify them that they're coming? We need to know. We need to know that that they've done that. Um because your name will be on the application. Exactly. So, and again, it's our way to monitor the expenditures, making sure that they're um the uh the grants are utilized in the way that it was dedicated to be done. And so, that's important for us. I have a clarifying question. So when I look at this, what immediately comes to mind for me as a former educator and coach in the district is stuff. So you know, in August, you go on any teacher's Facebook page and there's a link to Amazon and and to these different programs where you can buy things

096for their classroom or make a, you know, and they list what they need, you know, markers or pencils, this kind of stuff. Um, I know that in with our red dot project, there was a big link to buy at the high school for all the fe, you know, the hygiene feminine hygiene products and all. So you could like I bought a bunch because it's a way to donate. So I do think too sometimes the it's good to have a structure because those two things in my mind can blur. Like I don't think about applying for a grant. The other piece is using conquered school district insignia when it's not necessarily a school district sponsored thing. you know, like um like the the thrift shop up at the high school when they they reach out a

097lot for donations and things, but it's not a school district approved. It's this it's the thrift store. So, it's there's a lot there's a lot that comes in that can get all muddled and I mean, you're a PTO, so you understand, too. So, is this more grants or is it anything? It's anything. Okay. Because because it's it's the it's so easy now to you know, people do gofundmes because they can't make their car payment. So, you know, asking people for money has become right and and you know, you always worry um if there aren't those guard rails in place, what happens when that money is coming in and you don't want to put that kind of stress on anybody, right? Booster clubs, those kinds of things. Yeah. So, we're trying to um kind of clean

098it up a little bit and help staff understand what how it works and how it can be done and utilized in a way that's productive for their classrooms. They've always done a list. You know, you before we used we didn't it wasn't on social media. You just got a list. You got a piece of paper. You get 80 boxes of tissues, no crayons. Right. Right. Right. Exactly. But um this is a little bit more than that. So that that's why we um we wanted to be able to just a plug for PTO's that many of the PTO's do have resources for the teachers to for classroom purchases. So it's always important to reach out to the PTO if you're looking for classroom donations. The nice thing is too the money I mean I say it's

099not a huge amount of money but it does limit the amount of of decision- making as to how much money principles can approve up to 500 anything above 500 up to 2500 has to c come to Kathleen anything above 2500 has to come to the board and then there they have to document after the fact how the money was used and benefited the kids so there is some there are some checks and balances but not if your own if your own if you are your own fiscal agent like the PTO can receive grants, right? You guys, but for crowdfunding, if it were somebody here coming through this policy, we still have to, you know, comply with our gift instruction um if there's any overlap there um with our policy on gifts, which we which we

100do. Well, and I would say so I have I have a few questions. Um number one, to some of the points that are being made, the definition of crowdfunding here is the practice of using online sites to solicit donations. So we are excluding in-person donations, right? You know, local businesses that might give a PTO a cut of that night, you know, like So I just want to make sure that you that this the intention was to Yeah. fun raising activity is different than crowdfunding, right? So this policy is specific to fundraising through online sites. So I'm saying this to hit the Venmo button, right? Because I feel like this is going to generate some conversation. So I want to be very specific about what we're discussing. Um, and I'm also curious if you've passed this

101language through any teachers or administrators. Not yet. Not yet. No. We thought we would have a discussion with you first and um and see where you where you were at because we knew it impacted so many areas, you know, with we didn't want PT this to be um seen as a PTO to to prevent that. Booster clubs is another big one. Well, that's why I think when you so include the ads, include like, you know, friends of performing arts, any any part of our district that relies on fundraising, right? But we haven't talked to the teachers or the principles yet. But it shouldn't matter. It's really targeting those who are not their own fiscal agent. Like if a booster club is its own fiscal agent, they can do whatever they want for any crowd surfing

102or whatnot because it needs to come through them, right? And it wouldn't be a conquered school district sanctioned fundraiser. It would be for that event. And I do think that because we're kind of waiting into new territory that we're probably going to have to include in this what it is and what it is not because just like with the rental facility policy where we did our best but it generated a lot of questions. So we just need to be in my opinion thorough um about what this is and what this is not. Right. Um and then you know in terms of the dollar limits you know my first thought is looking at this you know we've got um approval procedures we have approval criteria we have monetary limits this is going to add labor for

103teachers who are looking for hope maybe even just a quick couple hundred dollars to you know boost their classroom wiggle seats. Yeah. What if they thought what if their goal was to raise 500 and somebody made a $2,000? Would they have to close it down or would just Well, they would have to just get reach out and follow the policy, which would mean come to me and just let I started this little now. Here we go. Got it. Got it. Here's the other thing to think about though, too. Um, we we some, you know, we sometimes hear about um from from people, I I pay all this money. I pay all this t all this these taxes and yet they're asking me for more donations. what what what what is that about? So, we always

104we want to be careful and you do you you ask a lot of your community to fund public school. I get it. I understand it. Um and so you want to make sure that um these aren't things that we should be funding, right? But because somebody didn't order it or didn't, you know, there might be a reason for it. I don't know what that reason might be, but it does happen. I I don't I want to be careful that the district doesn't look, you know, like we're not taking care of the needs of our kids in terms of their education, right? Something to think about. Yeah. Yeah. And something for teachers to think about, right? And we sort of briefly ted on this, which is that we're not going to bring up any individual person

105school, you know, and in this discussion. We're just talking about generally, right? But I will give, you know, a couple of examples in my own experience of a parent of an elementary school kid coming from a different district and assuming that we were going to have to supply the list of classroom supplies only to find out that this the they each teacher has a budget for that classroom, which is amazing. You know, it comes through the district. And so it was so nice as a parent to see the school funding the things that the teachers needed. That's great. That's great for PR. And then on the flip side, I have communications from a teacher who who puts their Amazon wish list in their signature. So each and every time they are communicating with somebody, they're

106they're a they're making an ask and it doesn't feel discreet. it doesn't, you know, not discreet like, you know, um, under the radar, but just like a a program that they need something for and then once it's fulfilled, it's fulfilled. It's sort of just this ongoing wish list. So, for me, that's sort of like two sides of coin where we're like, okay, the district is providing and it's a great it's a great impression on a parent. And then there's the flip side where I'm like, well, is this teacher just never getting what they need? Um, or does this teacher want a lot of stuff? Does the teacher want a lot of stuff? So, you know, in terms of like I agree with you like how we communicate what we are asking for does matter. Um,

107and I think that we'll have to cover that in this policy as well. And that that's why we wanted to start to talk about it. You know, again, I think these days everyone has budgets and money under the microscope and it's important that we, you know, and and and you and the board's been very clear, right? It's about equity. you you can't expect one parent to be able to go down and buy all these nice things to start school and not everybody's in that same position. So, the district has always been very careful about making sure that all kids get the basic supply, right? They can be functional. Yeah. Yeah. We might ask for extra boxes of Kleenex or maybe some uh whatever hand solutions or wipes or whatever, but um but even then we're

108being careful. As you know, Matt Matt's very careful about what comes into our district via, you know, products. So um it's again, it's just kind of tightening it up a little bit. Yeah. And you know, we have the added issue of scams, you know, like everything looks a little suspicious lately. Even when things are legitimate, it's become common practice to second guess. So maybe this actually provides, you know, parents and teachers reassurances that something is a legitimate fundraiser because they can check a list of approved sites or they can right, you know, um check with the district. I don't depending on how this lands, but um yeah, I think it's all good. Um I wonder too, could you potentially if you're worried about too much, limit the amount per year, not the amount, but the

109number of requests. In other words, yeah, that's overwhelming signature that that Yeah, that's right. And I and I don't fault that person. That person probably said it and forget it, you know, like they probably were like, "Oh, that's the beginning of the year. Maybe this will, you know, boost my, you know, classroom supplies." and then just forgot that it was there for the rest of the year. So, you know, that's another point is cleaning that up. Yeah. You know, I I heard a story of another teacher who had set a project on one of the teacher like the classroom funding sites and then like a full year later it randomly got funded. You know, did that teacher even need those materials at that point, right? But they, you know, sort of set it up and

110let it go and um you know, so there's there are many considerations around crowdfunding. So, I'm so glad that it's coming to the table. I'm very interested in feedback from teachers and administrators before we even get into this. But what we wanted this conversation first before we jumped into, you know, all of a sudden we telling teachers, well, we're going to do something about this crowdfunding. And I, you know, and I think it just gives us um the protocols that we need to have in place. And and I always say things like this is not just about setting up rules and regulations, but it also protects them. You know, part of the job of the policies that you write, we just finished that 44. It isn't just about the complaintant. It's about it. It's protecting

111everyone. So, I I always I feel like this protects them, too. Well, and knowing that there's a policy in place, it's going to make staff members that might look into um crowdfunding be more careful because they real how what do I have to follow? Okay, I'm not going to pick this thing, right? And if somebody contributes and when they put their information in, does that company then take that information and use it in another way? You know, there's all that kind of that we've we've certainly become accustomed to, right? So, we want to make sure that we're protecting those people who make those kinds of donations. I hear that. And then I also, you know, again, th this is placing obstacles to teachers potentially just going out and getting what they need because they didn't

112get it from us in the first place, right? And they're going to be like, great, now I have to get it approved. But it's got to be from a site I can't I don't want to use. And now I have to put a report into I have to report to the superintendent how my donations were used and how the students maybe we don't maybe we can calm that down a little bit. Maybe we can you know people have used the superintendent. Maybe it's a principal's thing. Maybe they just work with their principal in terms of doing it. But we got to I have I feel very No, there needs to be some oversight. I would agree to the principles. We need to support them. I'm not against this. I I think it's wonderful that people

113have an opportunity to get more things for the kids. Year after year, as our new teachers come in, they're much more technically savvy than we are, you know, so and everything changes in in a in a blink of an eye. So, you know, in five years, there could be a whole different host of issues and this keeps it keeps everything right looked at. And I think actually to bring up something you and I had talked about before, which is um the opportunity to keep it local, right? Right. There's this default to Amazon for a a book that you could maybe get at basically the same price at Gibson. So, there's an opportunity here to support local by having a policy in place that directs people to local vendors that helps them remember that Amazon may

114feel convenient in the moment, but often times there's an upcharge and it's not cheaper than it's a great example. Millions of dollars have go away. You can do just as well downtown at Gibson's, right? Yeah. So, all right. Well, thank you for bringing this forward. Does anybody have any more comments or questions on the policy itself? Do you guys want to walk through it? Yeah, we could walk through it. Um, it's pretty pretty simple and you know the purpose there's a purpose statement on it, you know, just to tell you why we you know what what was the point of even bringing this up and like you say adding I don't want to add another barrier to the teachers but it it reviews that. So t take a peek at that maybe mark it up

115in any way. Um, so, uh, the the second part is really kind of and it starts out negative. I I'm I'm not sure I like the the where it falls into the policy, but it it's unapproved crowdfunding. So, it kind of gives you an idea what can um what you have to do to be to be approved. So, maybe process for crowdfunding approval sounds better than unapproved. It's prohibited. Yeah. So I I I mean I might want to we might want to word that up a little bit. Um and it just also to to people have to understand there's no compelling reason for you to do this. You don't have to you don't have to donate. You don't have to do anything. Either parents or students or other teachers don't have to feel like they

116have to contribute. Um and you know so your name is on some list. So um I think we want to make that clear. Yeah. Um, and then the the basically we just ask for we asked for five or six statements here on um how to um get the request and what you need to do in your request, what what kinds of information do you need, your name, um what what site you'll be using, what what is it you're doing, that's all. What what do you want to do, right? Um and um when it begins and when it ends. So there was a beginning and an end to it rather than have it just running a running one. Um and you know we'll probably have a form it you know we won't we'll create a form

117for it so that they don't have to create their own. This is good conversation starter and then a good policy will come out of the conversation and that's kind of what we wanted to do today. And then we wanted a list of all the approved sites. What would approve? what do we know works and is legit and has good results. So we we would want to give the teachers a list of sites that that we think would be um that would be appropriate and then the process for the gifts and accepting it in looking working really they should work with their superintendent but it's over we did it by um amount of money um I think we put it in there didn't we Karen? Yeah. $500 under the principal and if it got higher than

118that it went to the superintendent at 2500 and I don't really know Jack might know what uh and Ellen may know what the the num the limits are how much money is really you know like you said Cara it might be just a couple hundred dollars for one particular thing. Um, is this a a campaign that seeks dollars or does it this this includes dollar? It could it could be both. It could be item items or or or dollars. Well, it's I I just look at some of the like the I know that the the thrift shop does a lot of this and they you have there's a site and you click on what you're willing to either buy or you can make a monetary monetary donation and they'll use the money to purchase on

119their own. So, you know, sometimes, you know, people donate items and you have, you know, 50 boxes of, you know, you know, pads that no one's using and no tampons left. So the the Red Dot Project can take the the money and go buy what they need. So some of these are both. It's a you can purchase an actual item or you can donate money for the organization to p purchase the item. So that's that's crowdfunding. Um and and it's not it's not consist. They they set it up and then it ends. You know, when they get what they need, they take it down. So I like in looking at this policy, they already follow it. Um, but she doesn't have to let you know, well, I bought 36 boxes of tampons last month. You

120know what I mean? Like, you know, like that's where I can see where like, do I have to keep track of all this? You know, which they probably do to a certain extent. They do anyway. They do. So, a lot of this just puts in place. So, when someone new comes into the district, I think just so they know. So, and you know, we might think about $500 doesn't go very far anymore, does it? Yeah, I was going to say. So, maybe that number is too low, you know. So, I want to I want to get some numbers from Jack um before we be we before we finalize this thing cost $2,500 here. But don't forget now anything over that money would come to the board and you often as you know approve donations. Yeah.

121Um and you have a responsibility that if anything over a threshold, a certain threshold, this one says 20,000. I want to double check our policy, but you have to have a hearing on an acceptance. You have to have a hearing when it goes over a certain amount. 20 I the Molly B Foundation put 20,000 into the new sound equipment at the theater and it came before we had to vote on it, right? We had to talk about it. So you have a she you actually open it up and there's a hearing. People get a chance to respond. You talk about what the project is and close with anything over 20,000. So there is a process. Now, we haven't had anything like that that that kind of amount of money. Um the next section just laid

122out and again um the the all of the um criteria for approval. I think I mentioned a couple of things. You know, it had to be in line with the district curriculum. Um that there's not disparities between K students and schools. Again, that's important, right? In our district, it's as we go from place to place. Um, again, a beginning and an end date. Um, uh, no comparisons between buildings. Um, we have to be careful about when you post information. This is really important. When you post information that you don't put information that would um would violate confidentiality, furper information, students name, age, address, that kind of thing. That's num. I forget which number that is, but 580. Um, yeah. on page four, number nine. Uh, pictures are another area that you have to be careful

123of. So, um, I 13, we're going to have to talk to the wellness committee does not request food or beverage items inconsistent with the district policy. So, we can't ask for five dozen cupcakes um because this somebody's birthday. So much trouble, you guys. I know. I know. That's still interesting discussion we always have and we're going to come to you with that policy. Yeah, that that's challenging. Yeah, because there's no list of foods that are acceptable or not acceptable and it's using foods in celebration. Yeah. But okay. All right. It's probably a, you know, some making donations of money to purchase, you know, a pizza party or something maybe or something like that. But again, I think that would be more monetary. Right. But then there was that caveat that we've been discussing in the

124wellness that if families bring in the food, that's what we're discouraging like birthday celebrations. Right. But if the staff, if the teacher has a planned day that incorporates some educational component and they are the ones purchasing it, that was considered to be okay. Okay. Yeah. Right. like maybe they're having a pizza party because they're learning about Italy. So, the teacher is looking for donations for a pizza party to celebrate Italian history or something. Yeah. But then then it this gets really shady because then there's the movie day asking for donations for leader sodas and uh other chips and whatnot. Right. Then that's starting to get Okay. What happened to popcorn? Say popcorn and water. What happened? I'm I'm not I definitely don't disagree. This gets to be very challenging. Yes, I know. I I've been

125on one of those committees. It's tricky. So So the last piece of it really is has to do with more about how we regulate the money. That's the other part. And all monetary donations made payable to and deposit into account designated by the SAU business office so that we know where it is. And um again, it's um as a district that had the lunch lady bezel half a million dollars a bunch of years back, this is a good thing to keep track of. Yeah. Here. And remember, when donations are made, um when the when the when the PTA builds a playground equipment and puts in a new swing, they don't own that anymore. That's yours. So that anything like that becomes the school district property. So if um if a if if a teacher says

126I want to have uh I want to buy five um I want to buy 10 sets of ear pods like I mean we have those but let me use that as an example that becomes our property. Who's going to track that? I understand that but it isn't I I also I understand too I Yeah. Which which brings me to my other question about tracking activity. So, if I'm a teacher and I just don't want to do this process and I put something up on give meme money.com/scammers alert and what are what are the ramifications? What is professional expectations 431 is ready. I'm ready. So, I feel like we should have that cited in this policy we need to point to district policies. Yeah. uh what matters of personnel will come up if there's inconsistent um

127adherence. You know, there's there's definitely going to be a difference between a teacher who does their best and just misses the mark and somebody who's like, "No, I'm just going to put something up on Amazon because it's my personal Amazon wish list. It's my wish list. It's none of your business." Or not. Or who gives a letter home that says, "Please send in donations." then there's no way it could be tracked. So, yeah, there's there's a lot to think about here. There is a lot to think about. And um again, we're not trying to to handcuff people to do the work that they want to do with children. That's the last thing we want to do, right? But but we also just want to be able to handle it and control it in this day

128and age and people expect it of us. Yep. I agree. The staff could send a letter home saying, "This is what I'm looking for. You can access it on these websites like Amazon, but then that wouldn't that would be okay. I would say that circumvents this policy because this is about crowdfunding for online and they're not doing it directly online. If you send me a list then I could give then I could buy it and send it in with my child. Yeah. And then it doesn't Right. I mean there's no question about it. I mean there's ways around everything, right? Um, but I think at least it would help us to to begin to bring this. I think we have some work to do on this, a lot of work to do on this, but

129um and uh Ellen and Jack had a first run through with it. So I I I need to get back to them too along with the teachers principles. I'll bring this to the principles first. The only way we can have a conversation about it is to generate something and say, "What do you think?" Right? You know, I don't think it's a bad thing at all to have a potentially tense conversation around money. Yeah. It just is a tough thing to talk about. And so, you know, I I anticipate push comes up with boosters. That's the where we worry the most. And who's running the booster clubs, right? you know, um, when when a when a teacher's running the booster clubs, and that happens, you know, because they're just like their moms and dads, right? Their

130kids are in a sport and they're going to support them, right? You know, and now they've got, you know, all this money is flowing through with events and, you know, and now all of a sudden they're responsible for it and we need to make sure that they're supported and, you know, protected. I do worry about them. Have you thought about about Venmo and how that may apply here? Well, people are starting to use Venmo now. Using it a lot. Cheddar up. Well, Cheddar up the same thing. Any of those. Yeah. So, we're going to have to address um the how the payments are made because then you don't see anything. But to be talking, you know, there's no logos. There's no we can circumvent someone could just circumvent this whole thing and be more fiscally

131responsible themselves to become a 501c3. Any of the booster clubs could become a 501c3. They used to have to all the booster clubs are so then that really shouldn't matter because they have to report that out just like a PTO, right? Yeah. I think this is more Yeah, we've actually found some that had not done that. So we Yeah. So I think that would be the Yeah, that's they they need to secure themselves. Are you're concerned about having a conquered school district logo anywhere associated with someone who's accepting money, right? So they shouldn't be you I mean I I look at that they shouldn't be using they probably they should not be using our branding. Correct. When they do that kind of work and that exactly that's how I see it. If if if someone

132want if if a if a booster club, I'm just using that as an example, wants to not be a 501c3 and they want to get mixed up with people's money coming in and I don't have any way of tracking that and then someone wants to sue me, that's on them. But we're concerned about having the conquered school district associated with them in any way. So then I I somehow see that as a little different, not managing their like this doesn't apply to a 501c3. No. This is this is your classroom teacher that she's reaching out and seeking you know donations whether they're actual items or whether it's money right or any staff member who has a right it's not the a club or is looking donations for clubs. Okay. Are boosters always sports related? Um

133primarily well I think the music department has also has booster. Okay. I don't think they call it a booster. Yeah, same. It's the same concept. Yeah, same same concept. All right, I'll think about that. Well, so it would be the robotics too. Robotics I they have conquered Conquered Robotics supports that supported that for a few years and there are their own 501c3. Yes, robotics is under conquered robotics. My understanding is conquered robotics supports the robotics teams. Okay. Okay. All good things to think about for when feedback comes back. Come back to you with some more and clean it up. Yeah. Yeah, I do. I think this is the kind of policy that we need to do that because it affects across the board, right? So, great. Thank you for bringing it forward. Thank you for

134drafting the language. Yeah. So, I have you scheduled for June 11th for your next meeting. Okay. Um, is there anything in particular? Uh, I know we're going to bring back 4:15. Mhm. Yep. We'll see. Um, I don't know where we'll be with this, but I'll get back to you on the crowdfunding. Um, is there anything else that you want to bring? I mean, we're kind of in waiting in anticipation of what's going to happen down at the legislative office. I think it's given how thick 4:15 is, I not give us a shorter meeting, okay, for once. All right. Um, why don't we just have that and it's a busy time anyway. That week is graduation week. I don't there's stuff there's things going on. The wall of fame is going to have an evening. Um

135we have a lot of things going on. Okay. So I would say you know I like to get to some of those things. Yes. Um I will put it out to committee members though. Are there any um policies that you've been thinking about have questions about that you would like to generate a discussion? Even Even not now. I would just send it over. Can I just think about that? Yeah. as I think about it. I I am going to bring back the wellness because the the wellness committee has asked me to look at um a policy um some change in policy. So I have it but I just haven't that's fine to that's good for it to be on the list because we also know that the facility rental that yeah might come back to

136us. Um I worked with athletic director um and certainly um Matt and um what's her name at the high school? Glenna. Glenna. Thank you. Um Glenna who does a lot of that for so we need to we need to take a peek at that again too. All right. Um well those don't have to go on the agenda, but if for any reason they come up and you're ready to have us look at it, we can always add it to the agenda and if we get to it, we get to it. Um, and then I would say probably June or July, we'll just start reviewing what the legislature has dictated produced and uh, you know, kind of make a plan for the upcoming year. Um, and superintendent, I know you had July 9th as a July

137meeting date. I can't make that meeting. Yeah, I I we're looking at everybody's vacation schedule. So, we have an executive committee, so we'll kind of I I know that that was kind of a rough rough his July. Um and uh I don't even I haven't even filled anything in yet. Okay. 10 to 10. I mean, we try to give some people some time, too, just you know, people go away on vacation and stuff. So, and I Karen doesn't work in the in the summer, right? Good. Good for you, girl. Yeah. All right. Uh well, with that, uh unless there's anything else, I'll take a motion to adjourn. So move. Second. Thank you. All in favor? I. It is 7:34. We are adjourned. Thank you. Yeah. Thanks everybody. That was great.