001Fantastic. Uh thank you all very much for joining us on our April meeting. Uh I want to thank my colleagues for being willing to move the uh meeting till today. We were supposed to meet last week uh on April 7th and we rescheduled. So thank you for your orders to reschedule. Uh we'll begin. Uh I do not see any member of the public. So I'll assume there's no public comment and one online. Fantastic. So we'll assume there's no committee responses. Agenda item three, uh, approval of minutes. We'll go one by one. First, approval of the minutes from March 3rd, 2026 work session. >> All right. Approved. Approval of the minutes for March 20 uh March 23rd work session. >> Okay. >> No. >> Fantastic. Those are both approved. Great. This will bring us right to
002our full agenda, which are a couple of policies. We'll see how much we can get through knowing that one policy we may have to table and I'll get there when we get there. First is uh policy 2xx if I'm not mistaken. The number may be 2111 >> 2111.1 uh that is what is recommended but anyway the policy is school visits by board members. We reviewed this policy in March at the March 3rd meeting. We had some suggestions to add some language from two other policies. uh one visitors to the school and then public conduct on school property. Some of that has been added. I want to thank Emily for helping with me with that. Thank you, Emily. And um the question becomes, how do we want to proceed? Uh edits, uh corrections, additions, deletions. Uh
003it's up for discussion. Board colleagues, I'm in agreement. Anything else? Do we need time to review it real quick? >> Yep. >> And a reminder, no matter what we do, uh we still have a couple rounds of discussion. I think I have one question in a previous um meeting about it and it was like um which says that when we're visiting as parents we got to follow the visitor right or if we're going to visit as board member capacity we have to go through Dr. Brown and the principal and all that. >> Yeah. I guess my question was if while I am visiting as a parent I know it's it's we can't right like mix the the two. So, so as you're visiting as a parent, I guess my question was like how can I
004like honor the my board member status plus the staff and the teachers, but if you do notice something like what's the best >> y >> practice to you know >> uh I think we probably Emily's probably had to negotiate this off certain um let's be real that's a hard thing to try to avoid. You're there at a school someone's going to ask you something about your board pass. For me, that's vastly different than visiting a school with the intended purpose of visiting the school at your board capacity. >> So, we've had a number of board members, rightfully so, want to see what's going on in a particular school. I want to walk around. I want to see some instructional uh spaces. Um that's different than, hey, I'm here to pick up my kid and someone
005says, "Hey, this is going on. How can we have that conversation?" >> Um I know it's a gray area, but I see those as being slightly different. And at that time, I follow whatever protocol we need. So be it the communication protocol like okay thank you but before you talk to me have you talked to the teacher or have you talked to the principal or have you talked to you know whatever the chain of >> command is and then if there's contractual issues then we follow the protocol of the of the contract. >> Yeah. >> So that's that would be my best recommendation. >> So but I figure like if I see something or notice something not necessarily somebody approaching me. So, we are not to say anything and just bring it straight to >>
006I think we're required to bring it to Dr. >> Dr. Brown. >> I don't think required is a strong word. >> Okay. >> I think that's the best practice is to bring it to the superintendent >> cuz then I I like I feel like in that area is kind of puts us in a weird spot because >> you don't necessarily want to escalate all the way to Dr. Brown. Y, >> but also like having that relational status with the staff and just be like, "Hey, you know, >> I see this or I noticed that they might be with good intentions, but maybe not. I don't like I don't know." Like that's >> it depends if you're speaking as a parent or speaking as a board member. I mean, that's the hard part. If you notice
007something as a parent and you want to bring to someone's attention, that's you have every right to do so. >> If you're speaking your board capacity, that's where it gets a little bit more complex. Absolutely. >> That's that's my perspective. Other board members may have other thoughts >> or Emily, you may have other thoughts as well. >> That's I think it's just trusting your judgment. >> I think it's more about being mindful of not putting people on the spot. So if you do notice something that you will be follow up and ask teachers about it or >> that you would take note of it and then you know share it with whomever >> but I also think that like if you have a good relationship with the principles it's not like you should >> that's
008what I was saying like it just gets really gray area to navigate. I think it's just fair to say that it's a vague area to navigate and that it's like, you know, you can also your your personal relationships are always going to bleed in. And I think that it's probably going to be just a gut check until something happens that makes us want to come back to the policy and say, "Oh, well, >> we hadn't thought about that one, so we might need to update it." But until then, >> um, I totally get the concern, but >> absolutely. >> Yeah. >> And I appreciate the question, right? Trying to >> figure out how to walk that space. I think it's an important thing. >> Yeah. >> I I keep trying to go back to the
009idea that as a board governance team, our job is not to be in the day-to-day operations. >> So maybe something I want to say because I can see something like, "No, you got to hear this." >> But then trying to figure out what the appropriate avenue is is the next level. So, >> um, yeah, it's personal relationships. It's what we know to be true or what we think to be true. It's a host of those things. >> Yeah. >> And it's just a matter. Um, I like how Andy said, you may have to come back to the policy and be like, "Yeah, >> we didn't think about that. Let's add that in." >> I just see like how it could be like even a like me as a parent could say something to the parent
010caregiver lens and still because of my decision as a board is still going to be >> of course. >> Yeah. There's no there's no getting around that. >> Okay. I walk in to pick up family and people assume I'm there in my board capacity even though I'm making up a lease. >> Yeah. >> Right. There's no >> there's no way around that. >> Or maybe there is. Maybe if the wear capes or something to >> I don't think it makes sense. >> Invisible cloaks we can live into that. So um the language for me isn't um perfect, but it's for me good enough to bring to the full board for discussion, get more eyes on it, more conversation, more suggestions. I wouldn't want to hold it up another month. Let's just put it forward and
011see how people are responding to it. But that >> is good. >> Does that work? >> All right. So, Emily will put it up for a first reading. Um I I it won't be tomorrow obviously >> the 28th. >> I would say the 28th, but I would like to caution my board colleagues. Let's also see what's on the agenda. what sort of depending on how the budget season is going, let's decide if this is a priority or not. That works, but tenatively the 28. Fantastic. Uh then we'll keep moving on. 4.2. Um this is uh Dan if I'm not mistaken. Right. >> Yeah. I'm going to review it quickly if that's all right. >> Please do. >> All right. So um looked at different districts. I think central uh is slip was closest to this
012and it came up that district came up in a number of searches about naming policy as well. Um, you know, ultimate the board of education is responsible for naming district facilities um can take in account um p a person with significant and definable connections to history, academic programs, public service, development priorities. Um the board is also um can uh work on selecting building plaques, signage or other memorials and um facility is defined as in this policy district owned buildings grounds of course athletic ail uh fields outdoor areas um identical portions of buildings and um um and other areas. uh criteria for naming um public trust and district values. It should of course reflect positively on the ethnic city school district. Uh connections to the district or community uh can relate to history planning uh construction,
013renovation or development, advancement of public education, um you know and so on. Basically uh one of the uh you know the question everyone asks is can it be a living person? that seems to be um and there is no there isn't a law that says it cannot be a living person. Um in my research um uh in New York City there is um a commissioner regulation that that has said that in the New York City area they won't be they won't choose a living person. And some of the language that I read said the dangers of choosing a living person of course are if there's a a change in reputation or you know something happens that you know alters the community's perception of that person. Uh but there is no law that says it can't
014be a living person. Um it I mean it does say that as a general rule it's a good practice not to name after a living person. Um, okay. So, other things. Um, superintendent of schools. I'm going to skip around a little bit here. Superintendent schools authorized develop administr administrative regulations and established procedures. Um, uh, superintendent or designate shall maintain a file of submitted proposals um to be reconsidered if a a new facility arises. Um naming proposals may occur in exact session. Uh final action shall be taken by the board in the public session of course. Um and then upon approval of a facility name the superintendent schools are designate. Um she'll oversee the implementation of plaques signage and memorials. Um and of course reservation authority. um nothing in this policy should be construed to um
015obligate the board to approve any naming proposals. The board of course has the right to approve, deny, modify, revoke or rename any facilities. >> Um Emily, I looked at your comments too. I wrote some comments on the side and I tried to incorporate some of the language where I could. Um and I'm happy to do more edits as well uh if you'd like. I appreciate your feedback. Yeah. So that's it. >> Uh reactions, thoughts, questions, discussion points. >> Uh I would follow up on two of the questions that I had in there. Um I was thinking about one or two specific circumstances that I think is what kind of led us to think about this policy where there wasn't an explicit we have a facility that we want to name. Well, ideas that a community
016member kind of brought that up in the first place, even the idea of naming that specific facility, which is why I asked like who could initiate the proposal? But do we do we are we open to that happening and then we need to talk about what the process would be for like a consideration of whether we even want to name it before we think about who it would be named by or do we want to say kind of what you indicated that it's like either the schoolboard decision or the superintendent's decision and that people know that they can just they can bring it to us as an idea but that you know I'm talking about whether it can be a formalized thing or >> I would imagine with the communication we have with the public
017you'll probably would bubble up naturally through the schoolboard members like maybe maybe the example you're sharing with me >> but do we want to be do we want to say like it it will it's you know under the um it's the decision of the superintendent or the school board or whomever about whether a facility is going to be named and when when that decision is made the public will be made aware or are we explicitly saying like if you've identified a facility that you think could be a good place to be named and want to like make an argument for that, we could just if without putting anything in, we're just allowing it to kind of be how it is now, which it seems like it was fine and made us think about this. >>
018So, I guess I'm just generally proposing without any um strong feelings either way about whether we want to almost prohibit that or discourage that, encourage it, or just not talk about it. Mhm. >> I'm of the mindset um what I appreciated what central Icelip did as I understood it which was that there was a form and a proposal that needed additional signatures and a rationale and sort of additional community support that then came to the board. Um I would not have there I would not have this rest of the superintendent. I think that's a difficult place for any superintendent, right? And I'm again I'm thinking long term like if I'm a new superintendent this isn't the thing that I want if it's controversial I don't want it I want this the board should have that
019but I think the idea would be that there's some sort of form some sort of process that is made to the board to consider a renaming and then that goes through some sort of vote or a vetting. >> Yeah. There's other districts that even had hearings, right, which I think is not a bad I mean, for me, I would make this not ownorous, but I would make it so there's multiple steps and public input. Um, and the the harsh reality is I'm thinking about a number of current instances where folks had renamed schools and renamed holidays and, you know, did all this within like a week. And so thinking about also the renaming or what happens. Um it's going to bring me to my second point in a minute, but that's probably what I'm thinking.
020So I'm going to I think I'm I don't know if we're in agreement, but the question I support for me, I think we need to outline the process. >> Yeah, I think we're talking about slightly different things. I totally agree with you about like the process for making recommendations. I'm thinking more about the idea for a recommendation of what of even if something should be named. like renaming of something or the process like we want to name this this is the kind of somewhat ownorous process but the idea of just like I I I'm imagining myself as a community member it was like a gym that we you know that somebody was talking about that as far as I know nobody had talked explicitly at the district level about naming that gym ever. So if
021I as a community member felt like, oh, I need to go out, I need to get signatures. I need to d and then have have them come here and not say we don't approve the name, but like oh, we would have never considered naming that facility in the first place. It seems like there needs to be a step for that wasted energy, >> right? Which is why I'm saying like do we want to be clear that you can't just suggest random so that we have people coming and be like I want to name a library. What about this? What about that? would agree not to have not to open us up to people selecting the space. >> Actually, the law says that the board of education controls the school property, the custody and control. So,
022I would think because of that law, you the board should pick what spaces and then and then the form. >> But do we want people to even bring ideas? I know I'm like getting I I just want to make sure that we're explicit or not about that so that if we want to just be like please don't ever come to us. >> What's what's the alternative though? So the I I think that it's either explicitly like if you've identified a space that you think you'd like for us to consider naming something, are we giving you an opportunity like are we explicitly saying here's the avenue with which you can make that recommendation or are we saying we never want to hear a in a in a formalized way like it is always going to be
023the district or whomever that's making a decision about whether we're even going to be considering naming something. Or the third option is what we have now, which is >> we're not really explicit about it. And if ideas come, they come. And if not, and maybe that's fine, but I didn't know. >> I think we might be put in a difficult situation if we didn't even draw the parameters about the space. >> We'd be in a position where we'd have to say know a lot more to the public, right, about >> they would say like we want to name >> something, you know, I don't know, >> maybe our Hancock, maybe like our our facilities building, right? We you know it would put us more in a difficult spot with community that they need to fill
024out a bunch of forms in order to >> would we like every year I'm sorry no go for it. >> So maybe with can we consider at the beginning of the school year maybe a couple of facilities that we might consider to be late. >> I don't think it'll be that frequent. Was it like I feel like it's pretty >> I think policy we're going to increase the >> right. Well, that's part of what I'm concerned like that's part of what I want to why I want to be explicit about >> that might be the difference between renaming existing spaces and naming new spaces like I you know I'm thinking of our STEM win >> that will be open in September. >> And then that brings up another thing like if we if suddenly people
025are thinking about the policy and they're like you know what I've never liked the name of >> such and such's name on there. Are we also do we want to say anything a year that's like once a facility I mean I've already answered my own question because of course not because if we're if it becomes like an offensive name or something but how do we also say like don't come to us every single year and make a suggestion to change the name of a facility that we only named three years ago you know so is there like a time frame or we just hope that these things don't happen all that often just leave it out of policy which I also think is >> or we could uh hearing what you're saying. I'm rethinking the
026idea of a policy that simply states something to the effect of the naming renaming of spaces the authority to name or rename spaces shall be shall with the board of education. Period. And period >> and we just discussed. >> So then you're saying that then we as a board without it being in policy could say we're we're thinking about like renaming here community we have this form we'd like for you to fill out and not have it in policy. >> Maybe it's a pra we did we've done like a practice too. We've done um u when we did the snow policy around emergency closures. We have um the policy and then we have the practice. Maybe we could write what Sean's saying in one sentence and then have >> um I I I think that's
027it. I mean and or a second sentence the you know the board reserves the right to ask for additional information. >> Um and that we don't necessarily need to clarify what that is but that then becomes the the form. So it doesn't need to be specified in policy. I mean I'm hearing exactly what you're saying. Right. So to ask folks to do all this work if there's a space that we're >> Bel someone says I want to rename Bellroom. >> Right. And so >> Right. Right. So should we be able to say early on before anything is done the board will not consider that. >> Exactly. >> Right. And so there's no need to do fill out the form. There's no need to get signatures. There's no need to do anything at this point in
028time. The board's not so so be not to say preemptive but to stop that. What would then qualify a facility or space to be up for renaming or naming >> the board's discretion? >> Yeah. >> So everything will fall under pretty much. But >> I'm not saying it's a great idea. I'm just thinking it through >> because otherwise I think we have to outline and stipulate every single thing and that makes me >> Yeah. >> Sometimes the gray is even a little bit better. Right. So >> a couple spaces we've been asked, right? I mean we can say one was a school library, right? So we I've been asked to be in a school library. So, we could do our research. Is it even something we consider? Thank you. Um, we're not going to consider
029at this point in time or we we would consider it if you did these following things, >> but we don't need to specify all those in policy. >> One, that's one solution. >> Or the other one that we've been asked, right? Would we consider doing that? The board could have a conversation and it doesn't and get back to the person. At this point in time, we're not going to consider that request thing very much, right? It doesn't have to rise to say I mean it may be on an agenda as a vote and it may not especially if it's if there's personnel related to it as well some other thing >> but then maybe we can add something that says like if we are considering we can make it up to the public to know
030ahead of time. >> For sure. >> Yeah. Or that could be and even you know if the board will consider please know there'll be an ask for additional information including a public hearing. >> Yeah. or even I'm I'm actually I don't know if you um I know that we all looked at the central ISL a little bit but now that I'm looking at it the all of the information that we got or that at least that I pulled from it is on their website and I'm actually not seeing a policy it seems like they just have a form on their website which >> is great >> is nice number I mean if we wanted to maintain a lot of the stuff and withhold or if we wanted it to be public somehow >> this could
031be a like just so you know this is going to be the board's process whenever they do decide to name a facility but that the policy itself if which I do think it would be nice to have just or to limit questions could be as simple as >> I think just a clarification of who's making the decision >> is helpful and I think it should lie with the board of >> education >> um and I do think saying something like that like again the board reserves the right to ask for additional information um andor or not entertain request. I mean you can find fancier language or language is a little nicer than saying won't entertain the request but >> um right hearing it that way I think an oversimplification of a policy is best. >>
032Sure. >> And then Katie we could make a a page on the website similar to this maybe that would allow for >> Have you seen that or haven't we sent that to you? >> Yes. Yeah. >> Okay. Uh I'd be in favor of that. I think that simplifies the process and minimizes some labor that may not have to happen that we're not even going to consider or if we don't even know a space is already named >> as a board member then we do some research like oh that library in fact was named years ago >> sure >> all right so then that means a rewriting >> uh >> it's e sounds like >> yeah a lot delete. So start fresh because we will have to use it for >> so some let me see
033if I understand if what we're if we're in agreement right that we're in agreement that the board reserves the right for any naming renaming whatever language I think is here is good and um if the board is considering a request uh additional information and possible public hearings will act something similar to that is That is that fair? Does that seem like a really good way to move forward that >> without specifying everything else we just go that route? >> Okay. I I I'm in complete support of that. Real simple, real basic. >> Um and it does then it doesn't have to change all the time depending >> 10 years from now. >> Yeah. >> Okay. It even has in here like you included like the superintendent is authorized to develop administrative regulations consistent with this
034policy to establish procedures for the submission review and consideration of um facility naming proposals. So I don't know if we change it. I'm super I don't know. I think that if you basically use that and like few of the top lines that you had in your >> Yeah, we can just check that. >> I like that part too. Yeah. >> Y >> Dan, any other questions for us about hearing some of this? I know it's happening rapid fire. We also have an expert noteaker. >> No, I will ask. Yeah, I will certainly ask Emily. >> Okay. >> For some notes as well. Yeah. >> All right. So, >> I'm in full support. Thank you for that. That makes me feel much better. I've been interviewed about >> uh that and that really helped me. So,
035fantastic. >> Great. Great. Uh keep it moving. >> Yeah. >> District wellness. >> Um and looking at my notes, I'm unsure of what the actual question was. I think I had I know I had two questions. Um, I very much like the idea at one point in time of just adding the -ashp, but then I was confused that one policy is student wellness and one is about district wellness. And I don't know where we left it. My notes from March 3rd don't sort of indicate where we left it and where we may end up. The notes I had from the last meeting was uh I believe you said in reading them more closely. I'm not sure if we need the one passed in 2006. The 2006 one requires the establishment of district wellness advisory committee.
036You said you wanted to learn more. I can't find anything in my notes to directly address this. So I have in my notes that you didn't have anything in your notes. if that's helpful. >> Put me on the spot this week. >> I like I still kind of stick with what my suggestion was, which is I think we should which is to add the P and I would change student wellness to ICSD wellness policy because it is like in direct reference to what it's saying or or if we wanted to change. No, I don't think we should change that actually. So, sorry. Yes. what I was originally saying, I think that they should both be ICSD wellness policy and that is something that's like required by the state. So, we do want that to be
037the name of it, like the wellness policy. Um, and it really is, yes, the wellness policy relates specifically to student wellness, but that is kind of obvious, I think. Um, and it really does just break down more specifically about how things that are um, included in this wellness policy are defined. Um, the advisory committee like is a thing that they put together every year. Um, and I know that uh uh Carrie Burke like recently we had we we emailed back and forth and now I'm not me and Carrie but I don't know several you you were definitely I can't remember who was on the emails but we emailed back and forth specifically about how they were putting that um advisory committee together which it seems like they do do every year and that that is
038also supposed to inform the annual reporting to us that I think that we are in the process of working with them to make sure that that actually is happening on an annual basis. >> So I'm having difficulty bringing the policy up which is more about my computer than but if I understand correctly the first 5405 from 2006 to keep that as is or to run it by some folks and see if we're still in line. And then the second one which is student wellness to rename Ithaca City School District wellness policy-P to turn into the protocol. So it would not be 5405. It' be 5405- >> Yeah. >> And with a renaming so there that >> uh I'm I'm okay with that. I just would I think I'd obviously want to run that by Harry
039and some other folks to make sure >> that works. Yeah, we should look back at we did talk about I do think that this policy was renewed by them because we were talking I was we were asking a lot of questions about whether we were >> both both of them >> no just this the sorry the um the original 5405 ICS wellness policy although the not although in addition yeah I guess I agree with you that I don't think that that one needs to be reviewed but I do think that the what we would make the P needs to be reviewed only because um that the new updated requirements probably are not updated in here unless we did have I can't remember if she looked at this when we were >> yeah the original email
040>> I don't think she did look at it I think she only reviewed that other the like school lunches policy for us so I do think it well I'm saying she because I'm blanking on her what's her name again >> Beth Krauss yeah so maybe if she >> I don't know if she did review this. >> Yeah, I don't think she did. So, you can review this one. >> I can review with her. >> Yeah, >> I if I may. >> Yeah. >> Um, there is an article from NISBA, the policy was adopted uh as a requirement for uh when uh federal law required it for when schools uh get subsidized school food programs. >> Um they had to adopt a wellness policy. That's in 2006. Yeah. >> And then in 2017 they released new
041guidelines and that's >> that's why we created the second policy. >> Yeah. And so that's why I'm saying I think that Beth needs to review it. I I don't keep boarding too that Beth needs to just tell because the guidelines like >> not only the >> this is the one with like food and beverages. >> Yeah. >> It's like specific looks like it could be condensed maybe a little >> not only that but we should find out. Um, I think because they are ch they change every year. Well, what you just said condensed, but I mean like really how can we show that we're updating it every year and that we base that we're following the general ethos while not having to change it every year when the guidelines change >> or stating just that.
042Right. >> Right. That will make your policy. >> All right. So then the recommendation would be to keep 5405 ICSD wellness policy if that's been reviewed and people are okay with it and then to send along the second one that was passed what 2016 or 18 >> 17 of course new numbers I think um and uh that we want to turn that into the procedure but we also want to make sure it's got the correct information and if we can >> condense and or >> not specify with such If we have if we can use less specificity the better just that we are keeping in line and I do know that right those regulations have changed as we did here as well. Yeah, when I spoke to Harry about it, I think we did say
043we were going to do much more than what we are actually legally required. >> Yeah. >> Yep. >> Sounds great. >> Okay. So, we're going to send that to you and the Carrie and where else or who are we sending that to? >> I'm sending theft right now. I can send also. >> Yes. >> Yeah. I think Gary is actually technically >> sorry. >> Are we good there then? Fantastic. Let's keep moving. Uh 4.4 uh policy 4730 homework policy. Um I know uh Mary was hoping to join us today, is unable to join us, has some additional feedback. Uh we can begin the conversation. We can table it until May. uh we can have a dialogue about what other information we may want to have. Uh I will say the last time we did this
044policy um it was uh with full participation of a number of folks. It wasn't just the board that came up with the homework policy. We had a couple of meetings. We were working with our unions both IPDA and IP or ITA. Um and so and there may be other unions that we want to have some dialogue with as well. Um but that's sort of where that's how we got to where this policy is. So how thoughts how we want to >> I personally don't feel comfortable touching this policy at all without talking extensively with with our educators and and I don't know I know I know why this policy came up and it was one comment by one educator who expressed you know feelings about about the general like approach to homework. you >> I
045don't know if I I don't know I don't know how much I even feel like an urgency unless I understand that like educators across the board I certainly don't think that board members or I don't think as a single board member that I would want to dictate whether we want consistency or a policy at all. Uh I am I greatly appreciate that and that's why I was trying to give an idea of how >> um involved the last policy was because it wasn't just the board should not be even though it's within our purview. I don't think board members should be dictating what a homework policy is without significant input and recommendation about instruction about curriculum right more than just not to homework. So, I'm happy to not touch it either. Um, and maybe just
046put some feelers out there and see if folks feel like we need to be doing some work, >> but it's not a priority for me. >> Yeah, I think that in uh fairness to our board colleague who was interested in it, I think that we could do a few like even just asking >> Katherine, other leadership at ITA to give us an idea. It's a season never something that comes up. Like I know that it's a struggle for parents, but I think parents probably have equally as wide variety um of ideas about it. So >> my struggle is I can't help my kid with their home. That's my struggle. >> Geometry can't do shapes. >> All right. So we'll do some um is it feel okay by you Maline as well? >> Not uh urgency,
047but just some you know questions to um some union leadership and um and obviously central admin as well. Yeah, >> if it comes to the forefront that people really want us to do something, then we'll explore. But for right now, we don't need to put it back on the agenda. We'll just get some ideas. >> Yeah. No, no, no, no. No meetings at this time. I >> got a budget to pass. Focus on that. >> Okay. Does that work? Everyone's good with that? Great. And I know we don't have student reps here. last policy that's on the agenda, but they've been giving us all kinds of feedback. I you probably didn't get a chance to see the message that I sent today. I know it's more complex than that. Um, and I know from reading
048my notes, or not my notes, from reading the notes that Emily captured. Thank you. that we said that we were going to do three things between the 23rd and today which was define the primary purpose of the role, clarify it relationship to existing student representatives and establish a realistic expectation and responsibilities. Those are conversations that we can have today. And then what I wrote earlier today is that for me that also at the end of the day boils down to a couple decisions which is sort of the number of reps, how they're selected and what is the role of responsibility. So I'm open to the best way to proceed because this has been with us for quite some time now. And I don't know if it's the board is it time for the board just
049to say this is what we're going to do. Here's what it looks like. How do we want to proceed? >> I mean, I think answering chatting just amongst us, answering a few of the questions that you just laid out, feel like we haven't even necessarily necessarily landed somewhere. And I hugely value all of the input that we've gotten from students. And I think that judging from the conversations, I feel like we've gotten a pretty like the the most important things continue to be support for is really helpful and now you know we need to provide some for ourselves and not >> I I think I'm confused from our last meeting. >> Yeah. Yeah. Well, we have been going in some circles. >> Yeah. Uh because my understanding was the student exeicial role is part of
050the board. So if we look at it through those lens that doesn't it have to follow governance structure and if not then are we just talking about student representation and advocacy because I feel like it's important to separate those two in order to then determine what do we want or what expect from the student to to help us with what kind of information Yeah, >> that would be beneficial to us. I think that that right there is >> Yeah. >> like where we need to start because >> Well, I'll say that I've changed my perspective on this uh since the start of our conversations. Um I was viewing it originally as actual exeicial member, right? The way in which it's been identified in other committees and other governance bodies. um from talking with students and
051some of the conversation we have uh I'm more aligned with the idea that there is a uh a student what's the word you just used not students want a voice students want a place to voice >> advocate thank you student they want a place to to advocate for things that they think are important >> right >> so I'm leaning much more towards that path at this moment than where I was at any other point in and talking about this policy >> of thinking about the exeicial member as a student advocacy role >> because that's what I've heard from students over and over >> no matter how they think about some of the other things they're pretty clear that they they do not want to be part of the board or they want >> they they
052want the ability to advocate >> so then we're just talking about then what is in place right now which is the student reps which is what we have >> right >> that's what I think that's what I think the students want with some modifications some changes Right. >> Right. Okay. >> Questions about representation. We've been talking about questions about selection. Is it an election process? >> But I got the impression from the students that we've talked to that they're interested in some form that currently exists. Um maybe the numbers change, but again, I could have all this wrong. You all been doing more work and meeting with more people. I'm just saying what I've heard from some students with my conversations with them. This is one of those things where I think it's a policy
053that I think we're overthinking. >> Yeah, I do too. But but I think unfortunate I think that one of the challenges is that uh it's something that pe that people care about a lot >> and for different reasons. And so I think that if we like I I I keep wishing that we were just like had never had them and could just like I think then it would be very very not I feel like it's extremely messy because there's a lot of completely valid feelings and personal experiences and and like uh um like kind of there there's just a lot of feelings and I think that that's become like pretty challenging to to focus on like a policy which is supposed to be kind of somewhat objective and to be meeting a very specific goal
054and then also making sure I mean I I I heard I got some feedback recently about like just like the the look of what it would look like to like reduce the number of student reps and how that like that could be as like the board silencing students and and that's where I'm like I'm I'm between a like I would never want to and if and so I want to replace like this with something equally as good or an opportunity for even more students while also acknowledging the things that we see as just like practical challenges of having seven people sitting here or of having lots of students like weighing in on the endless amounts of things that we already have to sit here and talk about until like 9:00 and and so I personally
055am having a I'm having like cognitive dissonance about between the things that I just feel like would make it a a strong effective new policy that worked well within the confines of the work that we do and also caring very deeply about people's feelings and perspectives about what it is now and what it's doing and how it could be better and do we make do we integrate all of that into one policy or do we say, "We heard these two things. Our policy has to be this." And then, you know, I kind of wish that Dr. Brown can have a >> advisory council because we could create that geniuses. For me, that's kind of like the way I I I think about it is and how the students have said themselves in the meetings that,
056you know, it's it's kind of almost impossible to be able to reach out to to all students, especially at the high school. But we already have certain groups already formed within the high school. So, I feel like for me, it would be good to even have a conversation. I'm just going to say it's not a good idea or not, but just to have a conversation of like, okay, there are there are students that go through the process of being elected by the student body and then having like students being like for example like the uh Dr. grounds advisory council have somebody being selected from their group to represent them >> and then another example like the the village of Ithaca having somebody there cuz for me on the other end every student I ask even
057my own children about the election I said go in you know have you heard anybody you know who's running they have no clue no clue they don't know anything about it so how for me is the question how do we help facilitate that outreach and not even on the students hand but help them I guess allocate those students and bring them over invite them to the table so they can feel like hey this is you know >> something that I can do and show up and then based on the group though the community that they just represent parallel >> no I think you're exactly right but you're and you're laying out like an issue with like everything like the student council I'm sure like could do a bunch it could could have additional opportunities and
058ways to read it more than the like advisory and council. So, >> but I feel like they're already like they have a good structure already with >> advisory. Yes, for well that's why it's like are we repeating we're Yes. I don't want to cut you off. >> No, but it's like it's to me it's kind of like what we're looking to to create here with this with the reps and official. I feel like the student advisory already has a good head start and a good spa a good baseline to help and and >> so it's kind of like why not take advantage of of it instead of just saying like no we just you know what I mean like I feel like there's we should create an opportunity to where other groups can be like
059okay maybe I missed the process or I didn't hear about the process or this is more of like um some students have said um uh popularity contest But they can they can also be like, well, I'm part of this group, you know, and I'm able to have the opportunity to show up and express, you know, whatever concerns that we're having because they show that they want to want to be part of it. >> Maybe there's a medium between the two of these, right? And I' one of the things I've been thinking about as well, especially when having conversations about representation. So maybe the idea I'm just going to use Ethica High School first and we'll get to LAS. Maybe this May Ethica High School has an election for two student reps that are sort of
060ex you know what if we keep the number of four they elect two at large the body and then two are appointed from the student advisory c the superintendent student advisory council >> so it's still a total of four >> but there's a little bit more ability to reach a wider representation in that regard and have the superintendent advisory council work about how they select who the two like that like however you all want to come away that but I would feel a little bit better about both a general election for part of it and an appointee or appointees would make me feel much better and we sort of keep the same process still be four students that are at the table and we'll work through >> the dialogue and discussion part. >> Yeah. >>
061Um but that's something that maybe we can consider >> because it would seem to be a medium between everything that we're hearing. >> Yeah. I wonder I I I have no idea like what the time commitment is to be on that advisory council and if that would be left to burden to be a representative for those. >> Great question. >> Um >> but I feel like when they came in they show they came like with a full report >> but like those guys are like the leadership on there and it sounds like they're doing like a massive move. So then I'm just like >> I don't know. I just I I think that like this keeps coming down to the like this this challenge of reaching as many students as possible is not unique to
062this role as we know >> or this policy or anything else. So like >> how is like how is the principal doing it? Like how are teachers making sure they understand the needs of all of these populations? Like why are it's hard for us to be thinking about it from like we need to solve this problem for like the four seven kids that sit here and how they're reaching like it's too big of a of a challenge and I do hear our student reps saying like >> we're doing our best we're sending out we're doing and so it's like maybe we're putting so much onus on like four again I think that LCS is just totally different but like we're putting so much onus on like four kids and being like you need to reach
063everybody Whereas like >> our systems aren't even in place to help them do that. >> Yeah. Like where those systems and I'm not saying that they're not there, but like maybe what are we actually requiring of this role versus what are what if we kind of have these opport these conversations allowed us to kind of >> resurface or or highlight. Yeah. how broken down these systems might be or that we don't know about all the systems that are there or what the you know even like administrators and teachers like they connect with all of these students in different ways. Maybe again putting the onus on like it's on like the school to figure out how to build a system that allows for the even if they were just like random students like allows for those
064students to hear from the people who should not saying they are I have no idea already be doing that that work and reach re reaching these students >> to be able to get that information and basically bring it like are we treating them as spokespeople or like these incredible like organized ers who need endless amounts of time to be able to go into a school of that size and like reach every need. You know what I mean? >> But then also, is it fair then to ask for a student to be considered in the representation role being that they have, you know, the academics, the after school activities and all of that, then it's kind of like is it really fair that they're that's not, you know what I mean? Then then that's not then
065unable to do that's an unrealistic expectation >> to do the lab like to >> Yeah. So then it's like then then >> do we want the student that that is an ex official to just be that's the after school activity like just to be an ex official student reps and make sure that he's gathering or you know what I mean like >> well that yeah I mean I I think that's where it's like maybe the the the expect the things that need to be built do not need to be built in the policy. What needs to be built is we're telling you that we're asking four students from your school to come here and represent the needs of your school. Now, you like the leader of Ithaca High School >> and >> figure out a
066way to make sure that these students are getting access to all of these important groups that you're talking about that they're collaborating with, you know, the advisory council and, you know, whatever. And we're not there's so many student groups that we're not even talking about, you know, that we don't I don't there's tons of groups that I don't even know like we know about the village. Thank goodness that that group has like a meaningful way, but there's lots of other groups that are completely. >> so I'm noticing a theme here. No, no, no. I think it's again you're helping me you're helping me get clarity and the theme for the other policies is that we're saying less is more and so a student exeicial policy that said the board will accept four student reps from
067Ithaca High School and three student reps from LACS and you all figure it out >> right the expectations are X Y and Z about ways in which you set up a system but that's >> and LA it may be LACS's student handbook as a model. They, you know, have a really good 12-page handbook about the election process and the expectations and removal and what's expected of someone. Maybe we say in the meantime to Ethical High School, your job is to develop something similar that >> that I think you're right. I think we're trying to solve a massive problem from a single policy. >> Yeah. >> And we cannot do that, right? And so the idea would be we're hoping that we give you freedom and flexibility to help to collaborate with us about how to
068>> how to make this happen. And we and the reality is that's you know I know the policy states this in the legislation but as a board I don't even think it's right to sort of dictate to a school how your process should take place right if you're trying to send us students to help us make informed decisions which is the purpose of the policy. >> Yeah that's on you. Then yeah, then you all figure out or or let's work together to figure out what that is and create a plan that we think is >> much that's more equitable than it currently is. >> But what do we do when we get feedback from students saying, "But I'm not aware. I know this person and I didn't even know that you was involved in it
069or >> I think that's the point. It's on the leadership is building leadership who needs to because then you know I think about like how much like frankly like kind of attacking they've had to like deal with in these conversations about like you're not hearing from everybody you're not bringing the right stuff and instead of it being on them it's like this is on school leadership in the same >> I don't feel like it's attacking I feel like it's a it's a way that we need to collaborate it's all of us it's not I'm not saying it should be all of them and I'm not saying >> about their experience Well, in a consecutive, but I'm saying like for I think it's important for us to put a structure in place to help them then
070navigate >> within those walls, right, of how to bring um like the, you know, the like the outreach and bring people over and and and have more of like a better idea than just to have students come here and say like, well, I'm not really a part of it or I don't really hear from you. I don't really see you. I don't So then what about them? >> I So I think >> Sorry. Yeah, >> I was just I think that you're I think that we definitely in a policy can say like what our like we want to make sure that you the school are setting up a policy that is ensuring and we've done a lot of this in the policy that we have that this this and this happens like we want to
071be very explicit >> about our expectations that I mean so yeah no I totally agree with you it's just not us then that's solving that problem it's them that's solving that problem and then at some point you need to let go a little bit cuz it's like >> yeah, >> you know, we can only do so much. >> I'm in complete agreement with that idea that the policy could set expectations. There's an expectation that there will be representation. There's an expectation that there will be significant outreach. There's an expectation that students would be present and fulfilling their responsibilities. >> The details of what that looks like, I think we've been trying to put into policy. >> And I think that's where we've been getting caught up. Then it may not be our I think you're
072right about letting go. It may not be our role to dictate what the details are. Yeah. Other than saying the board is wants to ensure again representation. The board wants to ensure a wide range of student voices. The board wants to >> diverse representation. Yeah. and and then say what you help us we you all can create whatever >> policy or program you want >> but these are the expectations and the parameters by which we are expecting our student groups to come from >> and we look forward to collaborating with you and how best to make that happen >> that's what I that's what I said you said it better >> you no you said it better you're again it's helping me this is my point about less is more I mean I I really
073enjoy this problem committee because we're I think we've been trying to do too much and rather than saying >> here are some clear expectations and then the rest. >> Yeah. >> Right. Will not work out but it makes it easier to change the policy as long as we know exactly who the who's where the authority lies. Right. >> Right. And who's creating and crafting something is about all we should maybe be asking for. >> Sure. >> And and same thing at LACS. We don't even have to like they've already done it or big for what that works for them. Mhm. >> Same thing. We're, you know, for all of them. We're interested in representation. We're interested in the selection process or the election process, whatever that looks like. >> But maybe the idea would be
074for us to meet with >> building leadership and see if they're okay. Like I also want to thrust it on them. Are you okay with this? And you work with your students to come up with a process. You have four slots to bring to the board >> next September. >> Yeah. And I think we could even put a line in there to just kind of a CYA a little bit of like we could put a line in there that say like the board reserves the right to request like a self-evaluation where the school basically like if we heard from a lot of students like we're still not we're never being reached. Nobody's talking about the issues we care about. the board can at least like indicate that it like has the authority to say hey
075IHS like we're getting a lot of this feedback like we'd love to >> hear about the data like get get a report out or for you to re re-review your your practice and make sure that it's >> adequately >> I'd say stronger than that >> I'd say the board reserves the right to appoint any and all student reps are official members >> that is the law >> and again putting it like we do instead of like hey you kind of made like not >> it's not really working like did you really think about >> like what student groups can you reflect on this what student groups are you still not reaching and why like what do you think you could do to change the process so >> this is almost like uh how we got
076to presentations for international travel >> right I mean that's what it was we were recognizing that there was not you know a significant number of folks that were accessing that opportunity >> and sort of like you need to come present to us how you going to do it folks. >> Again, I'm I'm I'm down I the point was not overthinking. I think you're right where we're trying to merge as much feedback and try to put something together again and we're doing it partly in a vacuum and partly with just part of the information. I'm in complet I'm in complete support of finding some language that says it like that. >> I'd like to run it by Dan. I don't know if that'd be you or if that'd be Mary or whom you would talk to
077about running it by high school administration. >> I can help. I I worked with uh Keith and Karen a little bit at the beginning of this process and yeah, I'd be happy to to do that for sure. >> So, >> yeah, I think they would be I think I'm sure they would be supportive. >> Well, I also want to give them space to be like, "No, we we're not sure we want to get into that as well because that raises some politics for them, too." And I'm aware of that, right? But I just want just so we're clear if we can. And I'm just thinking the things that I know about that the board has some not interests but we want to expand representation. We want to think more about either the election or the
078selection process. What other things are we >> or or are we even in agreement on those two? >> Say that again. >> Like if we're going to say what the parameters are, right? And we're saying we're working with high school administration. One of the things the board is thinking about is how do we increase representation? How do we how do we think more about a selection or election process that is more equitable? >> Those are two things that I I've heard a couple times. Not to, you know, tip the scale, but just saying things for us to consider and think about. >> Yeah. I mean, I think that like the second one is like the second one is like a more practical thing. The first one is a more like like value statement. So I
079almost feel like the value statements and then it's like yeah that obviously means that you need to have an election that's going to I don't know that >> again I'm I'm on board with a bunch of ideas today right so >> I feel like they're in we listed >> you listed these already >> and also is it fair for is that the the balance between LAS and IHS LAS having three for what 200 something students versus what 1300 >> 1300. Yes. >> It's kind of like well it's a again not set up for success >> for three or four students just to trying to cover as much diversity. >> Yeah. >> And outreach. >> I don't even know how we got to three to be honest because I don't think it always has been three
080>> from LAS. >> Yeah. >> I think if it hasn't then it would be >> it definitely has not palatable >> it's grown. >> Yes. >> Okay. Well, maybe we should talk about four and two. Just looking just at raw numbers that that like >> I um I would >> that would work. >> I would take on that argument. >> I don't know. I feel like the high school probably needs more. >> Oh. Oh. >> Oh, no. I can't. Sorry. >> Was that Did I say that out loud? Um and I don't mean it that way. I'm saying it's already a lot of folks added to the table. So I I wouldn't feel good adding more. I think there may be a way in which to use some of the resources we already have. >>
081I'm not saying adding more. I mean like if instead of three from LAS, we do two then adding that person from the IHS instead of eliminating the seat. >> What do you think that that would do to like add one more person? I just feel like it's um almost unfair for the four students to try to cover as much in different areas in such a big school versus having three covering a small a smaller group of students and having all this um support and and access to well when the the high school students I feel can use more of that support. Do you mean when you say area like you mean areas like the topics or the people? >> I mean like the the like the the like LACs have 200 versus 1300. You know
082>> you're talking about the them like accessing the people. >> Right. I the only thing I would challenge about that is there are still significant groups of LACS students that are also marginal loss >> and would not feel that they're represented. And so right even with three they're still going to face the exact same thing. Mhm. >> And so then you bring it down to two and then there's a larger number of >> but then it's just that the the difference between I guess LACS and IHS kind of like you still have it's an unfair amount. >> Yeah. I guess >> I guess that's where I like I think this distinction to me is very important is that we're actually taking that in my head I'm like taking that heavy responsibility of like oh my
083gosh there's only four of you and you need to reach all of these people because instead we are asking the school like there's no way that four or five students are going to be able to reach all those people. So it's on the school to set up a system where like that information may be being collected by 10 people or 15 all of these different groups >> in support. Right? So that's why I'm like >> you have two, you have four, you have six. You're still not going to reach them all, >> especially if we're not like pick one from each student group. Not that we could even identify groups like that. So instead, it really is like so much goes into what the school does to make it meaningful. And we really treat these
084four people as spokespeople for, you know, all of the other groups that they're able to hear from from not because they're going out and talking to them, but because they're being fed, >> I would like to think a ton of information from all of these systems that could be put in place and all these other student groups >> who are collecting that information and then they're just the ones that get to come sit here and talk with us, which is exciting. But it's not on them to be the ones that are directly trying to build those connections. >> I' I'd be inclined to move forward as one board member um with a 42 model moving forward >> um and make that known. Um I think uh two provides adequate support for LACs. They're still going
085to have the exact same questions we're talking about. So there's I mean the difference is is their system and their form of governance, self-governance allows for more interaction in that way. um and keep the four at Ethica High School with an expectation that we create some other systems that support their outreach where they're not because right now I agree. I feel like they did I feel they feel like they're taking a lot of heat as if they're not doing outreach and I know a number of them are >> and it's not set up for them to >> be in church spaces, right? And it may not even be their responsibility. >> So how we do that will be something that I think we can work on and put it under policy. >> Yeah. >> All
086right. So here's the concern. We don't meet again until May. Elections will be happening in May. So it may mean that we at least have to jump onto a Zoom call with IHS leadership to have a conversation about this conversation we just had >> and see if we're all on the same page and see how they can make that happen. If that >> if that's agreeable to folks. It doesn't have to be all of us, but at least I think it sounds like we're in somewhat of agreement about um a model and having other folks help us. Yeah. >> What this model looks like, but we'll hold on to a at least four from Itha High School. I would recommend two from LAS whether we're on the same page or not. Um that we can
087work on at a later date. >> I think that sounds great. >> Yeah. >> Keith again. Great. >> And if Keith has strong push back, I'm sure the students will, but I do feel like they do. I think you're right. There is an imbalance. they do have a lot of voice and >> and we were we definitely were at two at one point in time and I'll I'll find or I will ask someone I know to look back at some minutes and see >> well the current policy says that I IHS shall send no more than four representatives and LAS shall send no more than two representatives. There we go. >> There it is. There you go. >> I think did I write that policy? Wait, >> you did. Well done. Well done. >> 2013
088sounds right. seems like it shifted in the last five years. >> Yeah, it happened um I I know when it happened. It happened when we had a couple reps that were um sharing the responsibility and then it just sort of became a thing. >> Got it. So then I mean I know we don't have time now but I guess like the other things that we need to make a decision on areas I just thinking um oh like participation like that that's still like a big question like are we rotating are we inviting >> that's what I was going to say do we want them to to comment on the topics we talking about >> not all of them that's >> but you You know what I mean? Like if we're going to make a decision
089or we're thinking about something, isn't that like from >> Yeah. Yeah. >> We have gone in different iterations. Um there depending on who the board reps are, they have been very vocal and participatory in our board meetings, some more than others throughout times. I think that's something that we can work on. if we want to elect one spokesperson for a meeting that sort of has the floor the privilege of the floor or it's the you know or we work it out in real time. Um, >> okay. Sorry. >> I mean, I just I I'm thinking about any of us like you are like >> So, there's a difference between the board stu the student updates. >> Yeah. >> Right. Stu the the student reports is different than when we then get to the actual business
090of the meeting that there's been one student from each school that's been identified to be able to have the privilege of the forward. Um, >> so it's going to be in addition to the student reps >> or No, it be one of the student reps. One of the student reps each meeting gets >> No, but I'm saying it will be in addition to like how we had the student reps comments. >> Yes. >> It will be then an a person that they elect to then be part of the conversation for the rest of the meeting. >> Yep. Okay. >> Yep. We're talking about whatever it is and they've done a good job of sharing. I mean, you know, they're using technology pretty clearly in the meetings with each other. So they had a good job
091of saying so and so would you please ask this question that we've seen happen or so and so would you please not ask any more questions right so that has happened as well so I think we can add that into it as well all right so we're going to can we create for lack of better word a a fresh document to Emily's point almost to start from scratch with some of the ideas we're talking about but where we're not some things we've already decided right some of the proforma language that's up front um but some of this other stuff I think if we're trying to rewrite what we've already written, it's not going to help us get to where we want to be at. >> So, I would start with a fresh document. Let's reach
092out to admin. >> Sure. >> And see where we're at. And I do think some of these other things we can capture pretty quickly. >> One year terms, we sort of agree to >> uh junior or >> No. Right. Didn't matter, right? It could be sophomore. Yeah. And we'll go from there. So, >> and I do want to come back to the um uh like requirements for participation like in totally recognizing that they don't need to be here all the time, but also recognizing that we have some Yes. >> people who are not here more than they are. >> Yep. And that's something that we've heard from a couple of students as well. It's very similar to board members like, you know, three meetings in a row then there's and that is also in the
093LACS policy. So we can take a look at that. >> So there's some things but I think you're right. We should that we can specify >> in the policy generally not school specific. >> Great >> progress that so who's taking it first? >> I'm gonna if you all don't mind I put a lot of work on Emily's plate and I'm going to ask Emily to help us with this as well. >> I'd love to clean up. Uh Emily is a magician in this area and so um if it's okay Emily and I know you probably can't tell me no on camera. Um but >> turn the camera off. >> No, I'd be happy to. >> That'd be very helpful for us. Y >> great. >> Does that work good folks? >> Yeah. Thanks so much.
094>> All right. Thank you very much everybody. That is the end of our agenda. We'll do a couple of these things. I'll respond via email as well to keep some of these moving. work with Dan and we'll be ready for our May meeting with no >> currently no additions other than what we talked about today. >> Right. >> Fantastic. And we will bring the meeting to a