001efficient with our time. Call the meeting to order. Do we have any public comments? >> We do not. >> Would anticipate no board responses? Uh approval of the minutes from the November 13th meeting. The minutes were good by me. >> All good. The minutes are hereby approved. Thank you. will bring us to our first agenda item which is policy or agenda item 4.1 policy 2245 student exeicio members and I know we had uh ethical high school students are unable to join us but did I see that there was a slide did they send us slides or >> they they did >> they did they wanted to um present tonight but then they said they can present at the January 6 policy >> good eight. That is an unfortunate joke. Uh uh okay. Uh board colle
002High School present at that point in time, but is there anything and I know we have Julian with us as well. Um how do we want to proceed regarding this policy? Was any work done on it from any policy meeting members? I haven't had a chance to look at it the presentation they sent. >> Me either. >> Yeah, I met with the LACS students, Keith and I. Keith should be on his way soon. Um, they did go through the feedback u or the information that you shared. It might be good to hear from >> Yeah. Yeah. I mean, maybe I bet Jillian could start and then when Keith I mean I don't know what your thoughts are >> information you shared with >> the question is um we might want to >> kind of Yeah.
003>> Yeah. I mean I can like speak to kind of like what our general thoughts were. Um, good. >> A lot of it was that >> I guess when we were reviewing the questions, we had some trouble understanding it without fully understanding the what the real deal difference is between an exeicio and a student rep and how those two interact. like kind of like that step zero before we we get to the step one, two, three of like outreach and like how and like getting like like figure out the support needs and the barriers. Like we we need to kind of within our role understand what we do a bit more like it we we already do some of the work but if we're going to integrate exopicio into that that's really the biggest thing.
004Um let's see >> can I add to that because I was there for that conversation. I think there's some confusion on since they how many do you have exact >> or three reps? >> There was some conversation internally if one should be an exeicio member but two should stay on as reps. Um but then there was also some conversation about >> um reducing the number too. Yeah. >> Maybe some reduction as well. Um so I think that was one of the things that people people were wanting some clarity around. So before we move forward, let's maybe we should set some not some grounds but have some clarity. >> Sure. >> My expectation and I have not checked with our my board colleagues about this. My expectation is that we will probably have two different processes
005and two different approaches uh for LACS and for Ithaca High School. >> They present vastly differently, different student bodies. And so for example, Dan, correct me if I'm wrong, what's the high school population at LACS? the high school population about 80. >> Yeah. >> Right. 180 students something like that. >> Oh. Oh, yeah. >> Right. So, >> yeah. So, we have right now there are three reps representing 180 students at LACS and there's four reps representing 1400 1350 >> 1350 at Ethica High School. So, the representation is vastly different just by percentage of student body. >> Yes. the LACS handbook. Again, if folks have not had a chance to take a look at it, again, congratulations. Thank you. Very well done. Very thoughtful. Does answer and address a couple of the questions we had about
006representation, about process, about the democratic process and how we get there. So for me, my my initial thought and think stepping back for a little bit is that we wouldn't have the exact same process at both schools because they are they are different. >> With that being said, it does not address the question that we started to go down is will there be for example one exofficial member from each school >> and some another system that supports that with additional student reps. that part the board has not decided on and I don't think we're ready to decide that at this point in time. We're still exploring what those options are, but I want to just clarify that that I see Ethical High School's process different from LAS's process. >> Maline and Emily quick thoughts about
007that agreement, disagreement, debate, dialogue. Yeah, the questions I and I share that with you guys. So, um was pretty much to get an idea from the student >> side of what they think um the vote should be, what are the expectations are, how can they um >> like see the outreach working in their school um and just to give us feedback from different points of view. >> I mean, yeah, we I guess outreach is the biggest thing. LACS again we we simply are so small that a lot of the work that we do as exopicio just comes in conversation like uh if a student will come to us with either like something amazing that's happening that they want us to share or agreements that they have that they want us to share if it's something
008that if it is agreements we can bring that we then we bring it um late buses has been a big one last year uh or the people are very excited for the winter carnival those like we heard that that's also something they content shared and >> even in the outreach part like >> the way I see it is like how you guys are making it a point to >> Mhm. >> to go to certain students that not necessarily feel comfortable approaching you or you know are around your >> dayto-day you know per se and how are you guys making sure that their voices and their concerns are heard? I mean a lot of it is just like I feel like I know the vast majority of the student population in school and I can talk
009to the vast majority of student population in school and collectively I between our three I think we probably know everybody. So a lot of it's like hey checking in okay like how how's it going like how's it like what's up like this is this is going well and in that conversation is when something might come up and it's kind of recognizing that like oh wait what about this? Okay, your bus is Wait, what do you mean you're here 45 minutes late every day? What do you mean you miss your entire first period? Like that's identifying that and bringing that cuz that what earlier on this year students did miss their entire first period class. Especially kids who lived in farther out, more rural communities have to come two hours bus to IHS 15 minutes all
010the way up to LAS. Like they simply would not get to school for >> Well, hopefully no one's on the bus for two hours, but an hour. Yeah. Yeah. What's the deal? It's like, >> yeah, it it >> just like hear like hearing those concerns like >> um >> we talked about outreach to different groups within school. >> Yeah. Like uh >> you and I really appreciated those questions and making sure they were reaching out to all members of the community and we had some conversation of that. Did you have some strategy? Didn't we have some strategy? >> We did. We did talk about some like use like uh there the committee structure in LS could lend itself well to this where it is a structured time with um some are more like identity group
011focused some are more service school focused but some like it may be worthwhile to like contact some of those groups get their input uh like we the desert thing we talked about with Keith and Emily and everybody so >> yes so I think if I'm not mistaken part of what we're trying to do is make sure especially student voices we don't hear from. >> Yes. >> Um or who not who may not be the most vocal. >> How do we make sure that they're having input? >> And I would see that >> just the unfortunate reality of numbers an easier process to do at LACS >> still probably have some processes in place >> and a little bit more difficult to do at Ethica High School. Um but again I think there should be processes
012in place for for both schools. So those that was the reason for the question if I'm not mistaken right >> and trying to figure out what that looks like. I mean, they also had a nice conversation how the board reps can represent the population more. Um, so that was >> terms of outreach. >> Yeah. And was talking about uh certain staff who are going to help them with some of those efforts. >> Yeah. So, we want our representation to you guys be representative of our school community. >> Do do LACS reps um speak or andor give updates at all school meetings? Um not typically all school meetings but the morning meetings that happen weekly plus weekly emails and we have like different suggestion boxes like all all around like uh you can just like come
013up to anybody we like we whatever we give up it's like very clear come find us come talk to Lisa come talk to Keith come talk to any any social support can pass this on like everybody like everybody who works in special education they know if like if someone says something that might be relevant to us to bring it to us like th those links exist. >> Gotcha. And so when LAS was having part of this conversation >> um and I think if I heard correctly that maybe the idea may be that there be two reps or rather than three reps or at least considering the possibility. Yeah. >> Or an exopicio member and still have three >> student reps. Was that part of the conversation as well or a >> little bit touched on?
014>> A lot of we just simply don't know like >> and neither do we. So don't >> and and I mean not we don't know we want to explore all options to try to find a process that works for for students. >> Yeah. >> Um and and not to impose a a system but rather work in collaboration together. >> I think I think a lot of the conversation kept drifting back to logistics. >> Yeah. And we were trying to get back towards the bigger picture. They did there was a lot of good conversation but the the school doesn't really still understand the role. >> Yes. of the student reps as well and they wanted to also >> they they also wanted to provide more additional education around that. >> Yeah, I speak that a second.
015A lot of kind of the in our process we have all the people who would who were running for election they speak at ASM they like they're we try to make them as public as possible. We found that's the best way to educate people on this. Like we the mayor came in today, Robert Canelmo, uh came in to speak for our local politics. A lot of people just didn't really know who he was >> before. But kind of seeing him, talk speaking with him, hearing him speak. A lot of people wanted his autograph, but it was just like that kind of public education setting is what really is best for the school. Again, I don't know how well that work at IHS, >> but >> Okay. So then part of it is getting a little
016bit more direction from the board about what we see the role of this ex official member being. >> It raises other questions that Meline has been in conversation with Emily and I about about potentially even different types of processes or student advisory committees or boards to make sure that we're reaching folks. Um I know Dr. Brown does have his student advisory council that is up and running. They've met twice or three times that I'm aware of. Um, and so we I don't know if those are I would see those as being separate to be honest then rather than being the same >> like >> they're having different conversations at the super level than we would be having at the board level. >> And so we still haven't addressed your you know very powerful suggestion about
017what that looks like. >> I don't know if that works in this policy or if that's a separate thing that we try to do as well. Right. Trying to think about what that looks like. Um, >> I think it was uh like the way I look at it and why I said those questions was um and I didn't like held you to those, right? If if anything comes up during the >> the the conversations you're having, feel free to share. >> Yeah. >> Um, but it's more about um making that into a process or like >> No, like it's it also help us I feel to >> help create a more of like a like a job description >> that can help you guys be more in mind of like okay this is what I
018need to be focused on or this is the areas that we need want to make sure that we address >> so that we can work together >> and then from there like we work on the details >> yeah I think and we as a board have to decide what are the for lack of a better word what are the limits of student exeicial role uh the law provides probably more than what we currently do at a individual board meeting. Right? So the law states that ex student ex official members are at the table engaging in the dialogue, participating in the discourse, >> right? Doing those things and and we've allowed that to happen. Not allow, it's the wrong way of saying it. We've encouraged that to happen. But it's also different than all right student
019reps report out is a little bit different than I'm here to engage in dialogue around agenda 6.9 whatever it may be. >> So it's a little bit of a different thing and that's the part I think that we need to work out about what that looks like and I think we've been holding off to hear from students about what they think will be best. That's partly why I wanted to hear what Ethical High School was saying as well and we got a little bit of that that last night a >> little bit. So it's I think this is unfortunate. Um I tell folks uh policy is phenomenal because it has significant influence and it is slow. >> Yep. >> Right. It's a slow process to get to a policy that actually makes some time. So
020this may be, you know, something that's on the agenda for another two meetings at least as we're working some things out. >> But let's use you while we're here for a few more minutes. any additional questions we should ask or >> I would like to I think that we when we open up these conversations to just everyone throwing out ideas. It's highly valuable in in collecting lots of ideas to think about, but I also think it becomes kind of unwieldy and needs a little bit of direction. And it sounds like I'm hearing that from you as well that it you guys need a little bit more direction so that you can weigh in on the pieces. um that are that that we're really looking for that need to be in the policy. So, I'm I'm
021inclined I would really like and I think that we I feel like I've like written these bullets out in pieces in different times that we've had conversations, but I think that it would be helpful to like really zero in on like what the kind of like topics, bucket topics are that of the questions that we need to and want to figure out for the actual policy. Um, and then think about who needs to take leadership on that. If if we need to take leadership on that first to set some parameters so that those are already set before we keep like having conversations about topics that may not be able to either be weighted on or um are going to be limited by things that we like need to do and things like that so that
022we like can get to that point. Um, and then have those pieces where we're like, these are the three like bullets where we really would like to have like robust dialogue because there's multiple different avenues that we we could go down or or whatever >> um >> whatever that is. So, I guess I'm feeling like it would be really helpful to have like to all agree kind of on those major buckets that need to go into the policy. And I also for me feel like um we're getting into pieces that are uh right now we're kind of uh combining conversations about processes and policy. Um and we as the board are responsible for the policy. Um it is helpful to have conversation about the processes to inform that work. But to some extent, like I
023I'm just thinking about some of the other conversations we've had recently even about like voter registration policy and like other things where even in the last move registers and we were like getting buried into the weeds and then realized we could pull back because the policy what we were doing a lot of that was actually like um uh putting responsibility on the superintendent or on the principles. So even when we think about like how to reach students um uh marginalized students who aren't usually like accessing this like how much of that are we like talking about putting in a policy versus how much of that are we saying generally like this you know we are empowering the like directing the superintendent or the principles to create a system that ensures access to students blah blah
024blah blah blah. So I I think that would just be like helpful so that we're not going like too far down >> conversations that then need to be pulled back from the policy. >> I feel like before we actually or in order for us to actually come up with the policy that makes sense, we need to be aware of what is currently being practiced and we're in the cracks or where are the the parts that we're not reaching so that when we do work on the policy, we're able to cover those in a more structural way. And people are not like just guessing, but what is it that I'm actually going >> or in which way am I supposed to? >> Yep. >> You know, like go. >> But I guess I just mean like
025then when people are like making the decisions of how to do that, who is making that decision? Are we empowering the the like school leadership to do that? So I'm just talking about like when we get down to the bullets of >> okay, like we've heard LACs say multiple times now about the ways in which they're reaching students. >> Yeah. And now what like you know unless we're like like what do we do with that information? It sounds like they so if we're either hearing something saying like that doesn't really sound like it's going to be reaching everyone. I want to make sure that we put language in the policy that requires that this piece is taken into consideration or that student groups are accessed in certain ways or like what is that like that
026lever in in policy language that we can put in to allow that in without having to be like okay you know at your meeting you need to do you know like getting too much in the processes. So with So does that mean like would it make sense for us then just to have two different for each school since they are significantly >> Yeah, I do think that I mean I think that there's like two pieces. There's like there could be like a general overarching policy that would that could like define what reps are and like what the like mission for this work is and how the board hopes to support them versus and like you know all of these consider considerations around equity and all these things that would like be overarching and then we
027could have like a section within the policy that's about like I don't know two different ways of um electing them if that needed to be or whatever like so yes I I agree with you then >> that that kind of overarching would really be the most useful for I guess us right for LS I can't speak for IHS but just having that definition would give just something to work off of I think that would having that would uh empower us to give you the most like applicable feedback or and process like so we can kind of think about the process in our heads as well. So I see this as a both end and and I think the analogy to the voter registration and pre voter registration is a good example that yes we were
028getting far too into the weeds with that policy and there was no need for the board to set here's how you need to do this. I think with the student exeicio reps for me it's slightly different that the board does need to get into the weeds because it becomes in essence a member of the board which for me has a slightly different approach to it to your point though Emily yes I think the board has to decide what we feel the role of a student ex official member is and we have not carved that out and then we have to then have a conversation about what those processes look like and do we feel comfortable with those processes in that way along with do our students feel that it actually helps represent them as well.
029So if that is the case, then the policy committee should spend some time carving out what is going to be the actual role of a student exeicial member. And then we can get down to some of these questions. Are there going to be four from a school? Are there going to be two? Are there going to be whatever? But to simply first define what the role is going to be as we see it is probably essential. I don't know if that's the time that we have today to start carving that out. I don't know if that's a separate meeting. I don't know if we do that via a Google doc and try to craft what it is because what's what's written in the what's written in the law is not what we currently do. And
030some of the things that are written as suggestions are probably things that we don't may not be the most useful for the way in which our meetings operate and how our structure is. And so I hope all that makes sense. It's sort of a both and. So I guess I'm looking to my my colleagues here trying to think see what we have next. We have two more on the agenda. >> Um do we want to spend some time right now give ourselves 15 minutes 10 minutes to go through and say what are some of the main ideas of what we think a student exeicial member is. do want to set up another meeting between now and before January 1st, which seems like deadline to try to get that done. Um, but I agree some some
031more direction would be helpful to then get us down to the point in time where we have want to be at. So, what's our what's our best thinking at 5:23 on a >> Wednesday? >> On a funny Wednesday. >> Funny Wednesday. only one >> for me. I was just more looking forward uh the student feedback um in order to give us more of an idea of how to create a structure that does fits >> our district. >> Yeah, I think it's a both and I think that's very helpful as well. I think that I would need some time framing it that way. I would need a minute to sit down and sort of just think and pull out some of the bullets like okay we think a student ex official member should do this this
032this and this give that to the students saying and let's have a conversation about what does this look like for for us um and last night is a great example right uh we were missing one person uh missing a student rep and missing >> um central admin missing the superintendent and it was tough to get everyone around the table No matter what, no matter what space we're in, that's a lot of folks on the table, right? Nine board members, clerk, superintendent, seven student reps. >> That's a that's a big that's a big group to try to engage in a dialogue of a democratic process. >> Would it make sense for us to work on something from here to and present something for the next policy meeting? Or maybe we can even do it beforehand to
033give it to the students so they have it before the next policy meeting to have a real conversation >> and then we get right. >> Sure. >> I mean, I think it would be great if we had like a shared doc so that we could be looking at it and kind of thinking about almost responding to to things um in real time I think would be helpful. >> So, how about this? How about if I can because Google gives us this kind of opportunity and I don't like this hierarchy but it is what it is. a shared doc where the three of us or and Trisha or and Dan are editors and then invite our students to be commentators, >> right? So, you can add comments or questions. We can get it in real time,
034but we'll be doing the editing and trying to think about what's there and that makes sense and we can do that between now and and January 6. Going back through and looking at the policy, I think we already pulled some of the language out. Let me I know we pulled some of the language out already. Um doesn't mean we don't want to put it back in. Um, but but starting there, does that seem like a >> I think it would also be fair if you guys start your own doc and do and throw brainstorming ideas down so that you don't feel limited by what we wrote. But I agree that we're all working from the same dock would be really challenging. But I think if we really kept it simple to like vul like what
035would make this the most powerful impactful role both for the the rubber ex official member and for the the board as a whole >> um and for the the school of course. >> No like Dan Keith Emily Bo I we can definitely chat about this on our on our own time as well. >> Yeah. Great. >> Yeah. And I was going to I think as well maybe some background on what the rep role has been maybe useful as well. Just some just to kind of ground or what what it what we're working with what we're working off of. We want if we want to burn that all down starting to we want to take a piece here if we want to just like use that foundation build off of that that could be useful. >>
036Yeah. What I will say, Julian, is the historically the role of the student reps has been to provide the board with updates and information from a student perspective. >> The law, as it's written, is to try to get students much more involved >> and the process of a board meeting. >> So, there's a little bit of a disconnect there between I'm giving information >> versus I'm participating in the meeting. Yeah. And that's how I read what the law was intended to do, which was to get students to participate in board meetings, not simply provide not simply but not just provide information or updates. >> And for me, that's the tension point I have that I don't think we can invite seven more people >> to participate in a meeting. >> Yeah. >> Um that does
037not seem like we're able to do that. I think we can invite two more people to participate in the meeting and still have reps. Um, but I also realize that that then limits voices and so that's where we're getting to what is representation. >> That was a concern in our meeting world. >> Yeah. So I don't it's going to be a struggle one way or the other but doesn't mean we can't get through it. >> I mean I kind of I don't know the way I look at it maybe it's it's more of like um like the ex official will be the one I guess speaking out but working with the student reps. So it's not that okay this is just the only person speaking it's collectively we're gathering the information and we're coming up
038with the subjects and then we have the ex officials who represent our voices >> a little >> so there'll be a group that sort of is engaging in these ideas these conversations and there'll be sort of a selected spokesperson for a better word that becomes the exofficial member >> that brings that to the board participates in the meetings Or they can alternate >> if that would be >> but it would be I mean I guess my thought is like just have one person >> speaking at the meetings instead of having like seven seven you know what I mean? >> I do I do >> um and just that that ex official represent the school. So >> I think that this Sorry, >> I was just I think that this gets into like the like even
039deeper question about like what the purpose of the role even is because you know I'm not advocating for any one of these but like if one role if one was like uh >> I I don't want to limit it to this but like this is a great uh like resume builder. it really sets you up to like help you get into college, you know, like we we know all of those things can be helpful. If the bor like if we all agreed that like that's kind of why we were doing this to help obviously I'm not advocating, you know what I mean? like we would be um then it would be like great let's have a different person speaking every time so that they can say that they gained that experience blah blah blah blah
040blah versus like having somebody like if the goal and mission of this work was to like really like a the exopicio to like integrate into their school and access you know different members of the student body who are usually like not you know like that's going to be totally different and then their role and the amount of time that they would need sitt sitting with us would look totally different. So it's not even like what feels better but we really need to go back to like what is the mission of this work? what do we want everybody getting out of it? And then well, what would be the most helpful, you know, product to to do that? But without that, >> to that reminds me of like what it looks like to be a board
041of trustee me, a student board of trustee member, right? Like that's >> it's similar to what you were just saying though, right? So like it's a heightened status, right? Like everyone knows who the student trustee is, right? They they are at the meetings, they travel, they do those. That's that's one option, one version of going through a single person. This we're trying to find a way to make it a little bit more expansive to have more voices at the table. So I think the I think the plan still sets forward. Yeah, we have homework to do as a board >> to decide what do we think the role is, put that forward and then begin engaging in conversation with with our student reps. And so >> let's we'll create a doc. >> We'll use the
042template from NISBA. We'll write, you'll get to see our uh questions in the sideline like who the heck wrote this and you know like nah this won't work out well right we'll do that. >> Yeah exactly. So but let us let us engage in some of that work and still get the student feedback about what is the the best path. The good thing again for right now we are well within what New York State is asking us to do. So we are in no hurry. This is not a rush thing because we're not going to change for this academic year. Yeah, >> right. We're putting something in place hopefully by spring. So, whatever is taking place next academic year, we have a policy that's in place and a process that's in place as well. So,
043>> one question before we stop talking about this only because it'll inform me as I'm thinking about things. The one thing that I never got to ask you guys about and I'm curious. I think that it was LACS. I think both groups, but I think especially you all talked about like uh making your pitch for like what your platform was about like why you were running and like what you felt like you could contribute to the school as a is that did I get that right? >> Yeah, IHS does it too. >> Okay. So, like what does that mean? Like what would a rep say to their student body of like this is you know you think about like when you're running for a president you're like put in all of the >> Did you
044really write a speech? >> Yeah. >> Everybody if you run you you give a speech in front of the student body. Uh you you kind of like make a Google slide type thing. It's a very like a pamphlet style or like flyer style like here are my key issues. Here's kind of what I want to bring to the board. Here's what I see as an issue. I think the board could could help out with that is shown like in different TVs across the school like they could they could hang that up like you know make campaign postage. We kind of treat it as our LCS elections. We don't elect student government in the same way. So this is where that electoral process kind of come and try to find >> I mean what are what
045would you say and even if you can't remember I we don't even have to hold you to yours but like what have you heard as like some bullets of somebody saying like as a student rep I will do this for the student. I will be able to whatever. >> A lot a lot of it's communication. A lot of students just simply don't know what happens at this building. Like they don't know. So a lot of it's like uh like regular communication. Hearing students bring some students run on certain issues. Buses being late has historically been a big one. >> I know you know about that. that that that I mean occasionally there's been some things about like we we should advocate for I don't know like larger lunch portion sizes like that like things like
046that things that we can't necessarily control on a school level but once you get to the board level >> there's some room to discuss. So but we found it's pretty it's helpful. We found that students really get into the democratic process in that way. They hear these they hear their fellow students running for something that they see as a tangible role rather than what they may consider less tangible in a in a student government sense. >> So we like it. >> So so to that point so there's that's a great example, right? So those so thank you for asking that question in that way. So the way in which I read the law, what they're also hoping is like last night we're having a conversation about locker rooms and I think the law is expecting
047students to say, "Well, I'm not sure if it's worth us spending $2.9 million on locker rooms." >> 2.3 >> bleachers take the bleachers need to go >> 2.3 1.8 minus the contingency budget, right? Okay. >> Um, keep knocking that down. >> Yeah, we will keep knocking down. But I think the idea is that that students would be able to engage in that level of conversation. That's the idea behind what's presented. So there's a sort of a that's my point about a disconnect that we have to decide what's taking place. One is giving us information and you bring it back to your school and bring it to us. The other is part of the deliberation as the board votes on various things that students have access to that are not confidential. Mhm. >> And so that's
048the part where I think where we need to spend some time saying here's what we think this role >> could do and should do. >> And at various times we have had student reps that have said this like look I looked over you know the even the personnel report and I looked at >> bathrooms where I looked at policies and most people I keep an eye on that. >> I'm sure I'm sure you do. So, uh, I I think we continue to hold on to the plan that we have with those two, if not two, but more things in mind about what does that look like? Because I think it'd be our wish is that students are a little bit more engaged in some of these deliberations that we're having. So, it's not just us
049talking to each other, but we get to hear from a student perspective. And right now, we don't have a process for that to take place in a >> in a cogent way. It's it's a little bit more >> halfhazard. So, we're in agreement about going that down that path, realizing it's going to take us a while to get there. Keep having those conversations. Keep sharing. >> If you get a chance, and this is not about you, not it is about you actually. Um, I would love to see what your speech was if you were willing to share. Not now, right? Send it later on. But I think it would also give me a little bit more perspective like, oh, this is sort of how folks have been seeing the role. And it may help us
050shape how we could see the role. And we could ask the same of the IHS reps as well, like let us know, you know, how you were pitching your campaign in that regard. >> Yeah. >> So, does that work? >> Fantastic. Thank you for your time and your presence and being there as well. >> No, then I want to bring some walked in late. >> I gotta call Mr. H. I don't know what I'm gonna do here. All right. All right. Next agenda item. Fantastic. Thank you very much. Uh 4.2, policy 5605, student voter registration and pre-registration. And was that sent to us, Emily? Is that what you sent earlier? >> Yeah. >> And my apologies. I have not had a chance to read it. And this is where we're saying that we are trying
051to not get into the details >> but more just set the framing for it. >> I can just read out the >> please >> you you had brought over a lot of the language already. So the only part that I think is really um under district activities I said or I put language in for um the district will provide students with access to voter registration and pre-registration applications during the school year um and assistance with filing. The district will, and I guess this is the piece that uh the district will meet these obligations by, and these are the pieces that I kind of took from all of our conversations, directing high school principles to ensure students have access to registration and pre-registration information, materials, i.e. the application, and filing assistance uh through home room. >>
052Okay. a home room of morning meetings because I can remember what the all school meetings >> um and or other required classes at different times throughout the year. Comma hosting school um hosting schoolwide events that incorporate voter registration pre registration information and related activities at least twice per year and displaying voter registration pre-registration posters and applications in the front office. Um, the district shall also require that high school principles partner with at least one community resource such as the county board of elections or nonprofit groups like rejoice the vote or league of women in the affirmation affformentioned efforts. So I basically focus on like in some sort of class in capacity somewhere in in a classroom setting um and in at least two events. It doesn't have to be the entire event, but somehow incorporated
053into that event, even if it's a a table set up. Um, and then making sure that those resources are at the front office, um, if it were needed. >> Um, we did have we had I think both schools already indicated that they have been working with community groups like that. So, um, I think I personally felt like it would be nice to have that in policy because it um, it also benefits students from learning how to collaborate with them. Uh thank you first and foremost uh I'm in agreement with what I see here. I would not name the organizations >> and policy. Uh but I would keep it or nonprofit groups. Um my concern is you know just things change and >> we're already deleting policies from what's there. Um but I the rest of
054it makes complete sense to me. Um, and then I think the only thing that I would add, and this is probably more for the high school, uh, but directing high school principles, or I would say directing high school administration or because it may be not at LCS, but other school, it may be the APS that are doing some high school work as well. >> Sure. >> Right. But so doesn't mean we have to change it. We can keep it at principles. I was just thinking >> high school principles and administration. >> Yep. >> How's that work for you, Keith? >> Yeah. >> Covers both parts of my job. >> Um, and then there was a You're asking me, do you think sufficiently addresses our duty? >> Yeah, I think that's I'm in agreement with that
055as well. >> Do we want to say nonprofit groups that focus on X or should we just say or >> Oh, groups. >> Huh? >> I understand what you're saying. >> I'm thinking of the wording. with it. >> Committed to expanding >> access although voter access means that they're already voters. Registration. >> No, I hear you talking about like voting enga border engagement is what you're hearing say, right? >> Yeah. Um, the language is coming to me in a second. We're nonprofit groups committed to encouraging young people to participate in elections, democratic process, something like that. But I don't have it all the way there, but I I I get the idea of what you're trying to say. So, it's not just nonprofit groups, it's specific nonprofit groups who are doing work in this area.
056>> Yeah, >> I'm down with that. >> Yed to encouraging young people. >> It's very strong language, but >> it is right. So, >> we can change the young people. I got to show them my age. >> The old people can't. >> Yeah. Well, true story. >> Um, okay, that works for me. >> And then the note up top on page one, we can delete. >> Yeah, >> because we've already did it. >> Well, I didn't change it. Again, I don't expect like LAS to change ASM anytime soon, but like do we want to be that specific or do we want to just say like uh all school names? >> That works. >> I think that's fine. >> Does any school even have an assembly anymore about just using >> Oh, sure. I mean, we
057do like that's our that my face was about like if all school meetings covers both schools, that's fine. For us, all school meetings mean something really specific, which it's about like our own democratic process at school. So, that's probably not the space like >> all in in caps, but you don't have to word sniff it. We'll understand that all school meeting means assemblies or whatever. And we would do that on morning meetings. This is going to be constantly back. >> Okay. >> Yeah. Just >> I think schools do have >> Yep. I know elementary schools do. I know, but high school >> the high school have assembly. >> Um that is a good question. >> All grade assemblies. I think we can leave it. I think we get it. That was more of a of
058a interest question than it was a policy question. >> The part that I highlighted here about the note >> that's the part that I'm saying right that that >> NISSBA expects us to delete that. >> They just want to make sure our policy is in. Do we feel like we address that that note there? >> Yeah. >> So then I can delete that part. >> All right. Uh then and I do think that um oh I do think we should say something in the second note and I'm not sure how to say it. We allude to it. Uh but there should be something for me that says that um voter registration or pre-registration shall not be a course requirement for a graded assignment for students. I do think that we should specify because that's >>
059at the bottom right registration registration. >> I see there will be no penalty. >> So if we get rid of the note and we could change that header I added >> the only thing I would just add the requirement part. >> I would no penalty nor a requirement or something like that for classes. Is that work? >> No. >> All right. >> Yep. We'll take a look at it. We'll do probably one more small word smmithing, Trisha. But if it's good by Matteline and Emily, um I think this is good enough to go up for a first reading with an expectation that we're telling principles and administration in essence this is your responsibility and your role as the law stipulates. Um well it says the district should do this but each building >> first on
060Tuesday >> if we want to do it on Tuesday. I haven't seen the agenda yet. I don't know how busy the agenda is on Tuesday. Uh let's let's try it. That's okay by folks. >> Um I'm embarrassed. The the IHS principal >> I should know. >> Sorry. Um, she did say in our last conversation she mentioned something about hoping to do uh like evaluation of like how impactful it was. I kind of feel like that could be really challenging. So, we wouldn't put it in policy, but would great if she did it. We could we could uh suggest it in the policy or >> So, well, here's what we could do. I mean, the good thing is we can put it up as is for a first reading. >> Okay. Right. And then it's going
061to come back to the board on January >> 6, go back and we can ask if need be, ask Karen in between then and there. Um or if we need additional time or you know any additional feedback, but at least to get the correct get it moving into the system uh because we'll need a second reading before it could be adopted. So >> um and make us I think feel like we've accomplished something. >> Fantastic. Fantastic. All right, Trisha got that 5605. >> Got it >> for Tuesday. And >> we have it here. And again, we have a day or two to word Smith for all of us. Just make sure we highlight any changes. Uh then that gets to agenda item 4.3, which is policy 5500, uh protection of student privacy records. And I
062am uh even forgetting why this came to us. It's been a long >> come about a request for uh information >> in terms of >> got >> military. Thank you. It is exactly why. Yes. >> And there was Thank you all very much. >> Uh and that there's a date in here that we don't necessarily abide by at this point in time. What was the date? September 30th or something like that. This is the opt out date, right? >> Oh, to not be part of directory. >> Yep. But our practice and we should check the law on this. I want to make sure. But our practice is that we do not remove that app that opt out like it's not actually September 30th cuto off. >> Yeah. This year took that out which was checked
063by the >> so we so we can take that out. >> Yeah, I believe so. So the issue and I'm speaking more for people who are listening at home may not know what we're talking about. We had received a letter um an email asking us about uh parent or caregiver ability to opt out of sharing student records with military recruiters specifically. But there are other recruiters that are included in that and that the what where can they find the information and our policy states that a parent or caregiver um can is it opt out or opt in? >> Opt out. That a parent or caregiver can opt out so long as they notify the district by September 30th of that academic year. In fact, our practice has been a parent or caregiver can opt out
064at any point in time during the school year. Even though the policy states September 30th, our practice has not been that. >> And so, I think the idea, the reason why I now that I'm remembering bringing this policy forward is simply to delete that date, that time stamp if that's not what we're doing and if we're not legally bound to have it by a particular date. Okay? And that section is I can find it. Uh it's release of directory information to military recruiters. Um it's in the middle of the policy under FURPA ESSA regulations regarding information disclosed to military recruiters. An opportunity shall be given annually for parents and guardians and eligible students to notify the superintendent design that some or all information is not to be released without prior consent. Such notice must be
065in writing. Identify the types of directory information to be withheld from release whether from student directories or military recruiters and received the superintendent's design by close of business on the last day of September is the what the current policy states. If we are not required to have a date, we can just simply say and received by the superintendent designates and we may want to figure out what language may come from that. So if there's an expectation like if a parent writes in May and says but you shared my information in April I just want to make sure that we've covered ourselves like right but we don't want to say that folks cannot that you can opt out at any point in time through the school year but we may have already shared information >> that
066I think that's the interesting point is that the recruiters might ask um I think I've been part of this before >> y >> and I think sometimes If we get a January request or >> Yeah. >> So depending on when they opt out, >> some information shared. >> Yeah. Correct. >> Yeah. >> Or so that's why I'm saying there may be a way to write something like and no addition no information will be shared upon re after receiving that that opt out. >> That could that would make more sense, >> but I'm not sure how to phrase that at this point. effective the day of >> become effective the day of the >> Okay. >> Can I please personal example? So, I didn't realize that there was a deadline and from my for me what
067I did was I signed the paperwork and I handed it to um the administration at the high and they said that the deadline was September 30th, but unfortunately the Navy requested a list um on October 1st and my son's name was was on that list, but going forward they would they Yes. Right. And so that's what we're trying to capture so we're not misleading families about what can happen that information may be shared as well. >> Does this section specifically about the military and then what I'm just hearing Trish's anecdote is like so do they are they aware of that date? Is that why that would and and does it affect their practices or ours if we don't have the data? >> Um, >> I could see it both ways. There's an argument to be
068made both ways, right? The one way is like I don't know if there's a date at which they can ask. Like can they ask on >> August 15th? Yeah, exactly. Um, yeah, I guess that that would be my curiosity. And and then if we don't have a date, does that affect what their practice would be? Because if so, I think I'd rather have the date on there so we at least know when they would ask so that we know to inform families clearly. >> Yep. >> Or maybe there's an initial or maybe there's an initial date and then we just say we'll accept them at any time and then after that date we'll close it. But I just wouldn't want to like get rid of a date and have it wind up opening us up
069to >> Sure. >> But I don't have an issue. >> Uh if it's okay with folks, how about I reach out to BSNK to have an additional conversation about the way in which we could I mean I'd still like to keep our practice the way it is, but I'd like to get some clarity about some of the nuance that you're you're asking as well. Like I wonder I would assume that there folks probably are aware that they right partly this came up because someone was at the high school and bumped into a military recruiter that was signing in uh for uh >> yeah hard thing too is that um it's all under directory information. So when you're opting out for everything else military It's like the next step in it. So I don't know if
070we can we could ask if they can be separate opt outs because I think that makes it a little challenging too. >> Opt out from the directory opt out from >> Yeah. Like when you want to opt out then opting out in for military in the same directory information. >> Those are different things. >> Say that to me one more time to make sure I heard it correctly. >> So when you go to opt out from directory information say you're going to opt out from media releases. you don't want your photo shared, then that's followed by military recruiter opt out. Like it's all under directory information. >> So it's not like a a menu where you can select what you want to opt out from. >> You can, but it's like we're it's like the
071larger we're giving them all this stuff they can opt out of at once instead of like I think military is very different than I don't want my photo shared. >> Yeah, for sure. Where is that? Like if you're on the homepage of >> of ICSD. >> Yeah. >> Uh if you give me a second, I will share it with you. >> Anyone notices are not on the home page anymore. They're under page. >> When When did they go out again? >> August. Okay. All right. uh is on the communications page with theirformational resources. So, I I sent you a link uh both Maline and Emily link that Katie sent me about where to find this information from. And with an understanding that you said in in August we send out this opt out information to
072families. >> Yeah. >> Along with all of the >> So, right. So, that's the big packet that we get. >> Yeah. And so I think part of the question from the email was if I'm specifically interested in this, how do I parse that out from other things as well? >> So then having them as separate options would be an answer to that. >> Yeah, we could do that. >> Yeah. Okay. >> Would that mean having different forms as well? Um yeah, I mean right now we just have the directories information opt out as a Google form. It'd be easy to make them too. >> That's fine. >> And how would we do it um in our system? Is our system compatible with either an a menu selection of opt out or is it sort of
073an all or nothing opt out? >> Oh, uh school. Yeah, whether we Yeah, we do it manually. >> So, we can go we could go into school tool and select which things Yeah. >> parents decided to opt out from our caregivers. >> Yep. >> And what are other optouts? Media releases, photos. What else? >> Yeah. Any student information without prior consent. So that would be name, age, address, date of birth, dates of attendance, grades in school, participation in activity and sports. >> And did that Sorry. >> No, go ahead. >> Does that include who we get to choose to opt out from? Right. So it's like I want I don't want the military to have my information, but I don't mind if college recruiters some like I'm just trying to >> Right. Yeah. Yeah. is
074that but it's I guess just as an extension to that that's basically what I was going to ask but you listed out a bunch of like personal information which is different from like recipients so are people checking off both things right now >> uh yeah >> so I would say that seems really complicated so if I said >> so somebody might not want like their students name in yearbooks there's one section for that So like this first section release of directory information covers publications with like yearbooks, honorable recognition, graduation programs, sports, you know. >> So it's the bucket first and then into the bucket it's the personal information. >> Yeah. >> Okay. And so again just an extension of that is the military the only like group that is being kind of called out as
075one that can be opted out from. >> Yes. And what other groups do? Like are we like targeting the mil? Like are there other groups that we're not thinking about that do have access to this information >> to release directory information? >> Yeah. Like other than like it sounds like it's college. >> No, I just made that up. I'm being serious. >> But but we do share information with law enforcement at times as well. >> That's true. I don't know if you have the right to opt out of that though. >> Um I don't believe you have the right to opt out of that >> especially when we're doing a threat assessment and um we're asked by law enforcement to provide information so they can do a safety check. I don't believe you're allowed to
076>> but it does say here it does mention postsecary education institutions. We're we're we are very careful with how to release that. >> Students will be notified that they may request their disciplinary records to be released to postsecary education institutions. So we would release disciplinary records if a student chose to release those. And I know there are situations >> honestly I don't >> right but I read it verbatim so I'm not saying that but out, >> right? You got bids and you're not. >> Well, and again, living with an admission professional, I know there are times where situations come up >> where they will contact a school saying, "Could you please give me the student's full academic profile and what this is saying is a student can opt out saying no, you can't have that."
077>> Saying no, you can't enter without prior consent. >> Right. I think there's this is this is why I don't like looking at policies because well you you end up I mean we're not going in circles but you end up untangling things that we you know that we probably weren't interested in discussing. All right. So if it's okay with policy committee members, I'll have a conversation with BSNK um not to say about our processes about but what's expected in the law. What can we do? Is there a timeline and what is both the opt out andor optin option for for this? I know in our community the military recruiters in particular have been something a source of contention through over the years and so I think that getting clarity on that in particular but it
078does also raise questions for me about post-secondary institutions does raise questions about media about law enforcement and seeing what is there and so we'll we'll come back with some additional information >> and the other part of the um that email was about additional uh like heads app >> uh they um when I wrote back to the person who wrote to us, they were very appreciative that they could find it. It was hard for them to find it on the website. Once they could find it, they were very appreciative that it was there because they thought it was like a one and done and then it went away. But knowing that it was there, even though it was difficult to find, they were pleased and actually asked if they could share it with a number of
079list serves that they're on. >> So, I don't know. It does raise the question about should there be a secondary outreach um you know mid year maybe like a reminder of some of these notices that may be something we consider as a practice because that big packet in August is a lot of information to go through. >> It's overwhelming. >> Yes. Yep. Yep. And so maybe that's something that we consider just as a a team. I don't know. I'm looking at Keith as a team. I think that's I've thought about we've talked about that before how much stuff just gets >> it just grows every year the amount. So I think like going back and double checking giving folks a you know communication is usually better. >> So like even yeah especially if we're going
080to change the policy I don't know that anybody outside of their like I don't know track of September 30th but if we're going to change the policy I think making sure folks have that second opportunity is not a bad idea. >> Yeah. I guess the reason that one of the reasons I was asking about if there were other specific groups that are um that are called out is there's one thing to give like a a another reminder about general opt out and then there's and I don't have kids in high school yet so maybe just like know about these things but that's like news to me that uh the military like like comes like gets access to though if I saw I am not I I do not opt my kids out of the the
081general um information. But if but if I got an email and so if I got that halfway through the year, I would probably be like I still am fine. But if I got an email that said like as a reminder, you know, these groups are going to be coming soon or whatever. I don't know. I I would look at that more closely and like consider whether that mattered to me. >> And if it were like tons of groups, it would be one thing. If it was only like one or two, we would need to do all of them to make it so that we're not like singling one out. That seems like a a bad group or something, but but it's helpful. I would have never known that, which is very different again than like
082saying that you can your kids can be in yearbook. >> Yeah. Well, to that point, Emily, then there's two there's another policy that's connected to it, which is a release of student disciplinary records, which is 5500.1. The first policy is protection of student privacy, which goes through and talks about the ways in which students privacy is protected and who has access to records and who does not and various things. I'm wondering if we shouldn't actually have a separate policy around opting out, not just around student privacy, but opt that's clearly a little bit more specified for a parent or caregiver. Like you have the right to opt out of things as well because if I'm looking for an opt out, I'm not going to I'm not going to find it with this numbering >> and
083the way in which this is written. >> It's it's going to get buried right in the policy for sure. Um, and so I I don't I'm not saying to do that. I'm just thinking like if I'm a parent or caregiver, you know, Trish is talking about like and I'm and I'm getting this packet. It's overwhelming, but I want to find out about this specific thing. How do I find that? Um, okay. >> And to just to add on to that, I feel like my son is a senior now. I feel like I don't even know if I opted out >> in the freshman and sophomore year. Yeah, >> the information may already be there, >> right? >> I just did. >> You just >> Oh, we better you better check the box. >> Um, okay.
084Uh, how about we put this back on? Oh, sorry. >> I was going to say like I I I was this is the thing in the first place and I've been going up and down district website. I can't find the problem still. So, >> Yep. Yep. Yep. You go to the communications page. >> Even notice this. I don't >> anyone notices. I didn't see it. >> It was on this is bad time. >> Okay. It's like a page of mystery. >> Well, I this is what I try to say to folks pretty regularly. there's conversations that we have um especially if you look at other districts uh where people talk about that there's a lack of transparency in ICSD and I say no it's actually just the opposite it's information overload >> and it's difficult
085to find so it makes it seem like it's not there even though it's buried someplace and so >> search bar >> yeah the organization is more of a problem than it is around whether or not information is out there um so I'm hearing a couple of things one is would it be helpful to have a second round of notices that come out to folks, just a reminder. Um, and maybe that's not even mid year, maybe that's end of September when people have sort of settled in. Um, and Katie, we do this by paper, right? It's a packet. >> Uh, yeah, but it the opt out form is also difficult. So, that is fair. And I want to be mindful of where we find ourselves or when we find ourselves or the time we find ourselves
086that I don't want to specify or highlight just this. >> Yeah. >> For me, this is about a process, not about a particular I think I I think I'm being clear. >> Okay. All right. Uh Trisha, put it on for January 6th. I have a note here to follow up to get some additional information. Dan, I may include you on that call or >> Yeah, be great. >> Katie as well. >> Katie, we want to include Katie, too. >> Yep. >> Yeah. I don't want to make you. >> Yep. Because we have to do some of that as well. >> Yeah, that'd be great. >> All right. >> Thank you. Any other uh if I'm not mistaken, our last policy committee, we decided on a couple policies that could be deleted. >> Yes. >> And
087the November 13th policy, and I think I'd be in favor of the ones that we agreed upon of putting up at the next board meeting in December to start that process. One, two, three. I think I can double check. >> Yep. I'm looking at the minutes right now. >> Uh, yes. Uh, policy 5311.4, damage to property. policy 5250, student activities, and policy 5601. Well, that one we said, well, let's we're going to do some more research on. And that was around school lunches. Um, and particularly the procedures, we thought policy 5601, school lunches, we thought we would not change, but ask some additional information. policy 5601-P school lunches that were applied only to Buon and Dit. We thought we could delete that one, but we do some more research on 5601. What exactly were we
088in the two part of social >> uh policy 5601 school lunches that was adopted in 1979 but references the 1946 national school lunch act but we wanted to make sure that whether or not we needed a policy on school lunches. So it may it wouldn't be that policy, but do we need a school lunch policy, especially given that we have a couple of schools where the entire school receives free and reduced lunch? Is there something like >> Do you want to have our uh food service director take a look at it? Would that be helpful? >> That would be helpful. >> Okay, Beth Kravis, >> would that would that be helpful? uh to bring us up to she she is well verssed in the whole the I mean the the the regulations shared in this
089are completely outdated so with her lens it might help us bring bring us up >> I guess sorry I didn't mean to I just >> that's what I mean >> deciding whether we need a policy oh >> like if a policy is required is a different question if we do need one and even if we do we would need to give some direction about what we're actually looking for like we don't need to write a bunch of information about >> like this was very like simplistic and if we just need that then I think all we need to do that that policy still is in place there just is now an extension policy that we would need to reference which we could just add that language but I think what we need to do first
090is figure out like if we need a policy if so what needs to be in it and then the info would be val Um, no and yes. Right. Generally, no. I don't disagree with everything you just said. If I go to that policy real quick though, the one thing that was in there, what did we say was 56 >> 561? Correct. Uh the language that I am in favor of trying to keep or make sure that we may need is that the Ithaca City School District offers blank whatever the new name is in accordance with the rules and regulations of the National School Act of 1946. We know that language isn't going to be there, but the idea of having a policy saying the ICSD guarantees that we will follow federal law around school lunches
091or something like that. So that's what I was >> Yeah, I guess I I think that the that school act of 1946 actually still is in practice and then there is just like a >> like almost like an addendum policy that's been added more recently. So that's why I was saying I think absolutely >> I think it's actually not wrong. It's just missing information if it needs to be that. >> And that second paragraph is what the part that we had some conversation about. It is understood that in keeping with these programs, the school district will serve free and reduced lunch for children who are unable to pay the full price. I want I would like to keep some language similar to that >> on the books, right? Like >> and but but what is
092that I think is what you're asking. Like what does that actually look like? >> Even though we do universal books pretty much, >> not for all schools. >> Well, right now we do, right? isn't much >> across the entire district >> because of Yeah, we Yes, >> but I'm not saying that we take it out. I'm just like maybe we leave it in in case things change. So, we've got it in there. But I think so. >> Yeah, >> it's my understanding >> because it there was some question in the beginning of the year, Sean. Y >> and then the uh Governor Hok there was some support from the state to offset that. >> We're still covered under the >> Yeah. Yeah, but maybe it's helpful to just have Beth Krauss take a look just
093to make sure that um it's actually correct at this time. >> Yeah. Well, let's let's merge a couple of these conversations. >> Let's merge them together. So yeah, that's fine. We heard from students last night that they have, for lack of a better word, complaints about school lunch portions, >> portion size. >> If we are within a program that says there's universal free lunch, that may be dictated that may help dictate what those portions are as well. >> There there's also we're working we're working with Chef. I mean, there's other things that are happening. portion size was our commitment to um healthier um lunches and breakfast as well. But we should also look to see what the USDA is saying in terms of those portion sizes. >> Would you like is that something that >>
094I I think I think they're connected. It sounds to me like they're connected without getting too much again doing unnecessary work. Um I'd like to know more. >> Yeah. Uh, and I don't know how the first part missed me, but that's perfect. >> Well, no, no, it was we weren't sure if it was going to go through in the beginning of the year, I think. Right. There was some there was some question whether it was going to happen. >> Yeah. And I guess Amry, >> it's not your fault. >> Well, thanks, man. I appreciate it. It absolutely is my fault, but I also know working with parents and caregivers over the past two years with complaints about cost of lunch as well. So that's, you know, that's what I'm referring to, like, you know, having
095parents write saying some things or it is what it is. So let's I'd like to put it up just as maybe a discussion item for to help inform us of where we're at, what it looks like. >> Maybe I could Would you like me to invite her to the next uh policy? >> I don't know that we're there. Okay. >> I don't know that we're not there. We got we also have a lot happening, but I'm I'm intrigued by where we find ourselves. >> Okay. All right. And I do I do would like some information around portion size. >> Okay, sure. We can do that. >> If that was if that's being raised by students. >> That sounds like a really nice like targeted question to ask her. >> Talk to us about any >>
096Yeah. >> regulations around. >> Yeah, we can do I can do that. Sure. >> Thanks, Dad. >> Yeah. >> All right. So 5601 will it's a discussion item 561-P the procedure we're going to put up for deletions. >> Okay. >> Can I can I ask my library question? No, >> no, I cannot. >> Well, that's all right. Probably want 6:30, man. >> Uh, you're asking library questions or you're you're setting up additional policies for us to look at. >> I think it's both. It might be a both hand. >> It's a question. >> No, >> it's a no. Okay. >> No, let's hear it. >> Um, well, I do work with librarians and one of the questions was, uh, we have current policies. We have 1420 uh 1420R and they're complaints about curricula um or
097instructional materials. Um those are uh old pol older policies. They are wondering um they'd like to um they'd like to see if um this committee is open to a board book challenge policy um which may uh actually fit into either 1420 or 1420R or may be a separate policy in itself. Um, and I think they are just hoping to have the conversation started. >> And tell me what is what do our library if are if there is do what do librarians see as a difference between a book challenge policy versus a complaint about curricular or instructional material. I think they just see it as they don't want to that they frankly they seem less concerned about they didn't want to weigh into the curriculum as much as they had more urgent concerns about challenges to
098books. >> So a parent or caregiver complains about a book that's in the library. What is the process by which do we keep it or do we remove? or if an outside organization tries to uh limit uh to challenge books, they they they were hopeful for some language around that the person the book challenges could come only from within the school district within the county and not outside of uh the county. >> That's legal. >> I mean, I I think we're going to have to check with BSNK on this. I think I think maybe the next step is not to put it on the agenda for the next well we could we could put it as a discussion item but then also to get some I think we'll have to get on a call with
099BSK as well. Yeah, I think understanding like the exact like is it is the real issue that they're asking about like outside county >> it does feel like they were leading with um some political movements that are occurring right now um that from people who are not do not have children in the city school district um and maybe politically activist groups um and then how and I think This comes from um you know some docu documentaries that are out right now that people have been watching but how to how to protect um our our book selection in the live in the library around that. So it seems like really the question is for policy 1420 to ask the SNK if the language that says the board also recognizes the right of community members to voice
100concerns or complaints blah blah the criticism can you know be resolved in one way is if we changed community members or define community members to members of the ICS community. >> I think that makes perfect sense. They also had questions about and I don't know the answer to this old policies that are not currently listed which so they had questions about a policy that we have uh from some time ago 4510 policies and procedures for selections of instructional materials and policy 4513 library material selections but I don't know if those are policies that may be up for deletion at this point. I don't I don't know where they are in the >> No. Okay. Right. >> Um Yes. Just this one second. I know we're over time. >> Yeah. >> Uh you said 4510. >>
1014510 and >> 4513. >> Wait, you mean 4410? >> There is no 4510. >> Oh, I don't know where they got it from. It would make sense. 4410 is grouping for instruction in elementary school. >> Me had pulled these um and found them. Um and I >> and I I'm familiar I'm generally familiar with the policy it's being referenced. The number is not correct. >> Oh. >> Um >> all right. >> But we we should clarify that. If it's from an old policy book, that's different. If it's >> maybe that's >> the policy book that we and this we have cleared BSK. >> Yeah. our active policies are what is stated on board docs, >> right? So, they're not active. >> So, um let's get some clarification on that. >> Okay. >> Uh I'm intrigued
102to again not to just give us more work. Um I'm familiar with what they're talking about. I'm familiar with the number of organizations that are making these sorts of requests. Yes. And last year, if I'm not mistaken, uh the number that I just read, we I just did this lesson with my students, there were uh 9,873 banned books across the United States, uh the most in US history, uh that books have been banned in public education. So, I think the question is a legitimate question given the current political climate and circumstances that people are banning books for all sorts of reasons. um some legit, some not legit as well. So having some sort of conversation andor changing the language to clarify who has the right to come into >> the Ithaca City School District and
103make a complaint about curriculum content that is specific >> is a is a really I think a good question, right? Like can it be from someone out of state? Can someone out of the district? >> Does it have to be a parent or caregiver? For me, it's probably no. But should it be someone who has an address that's registered within, you know, the catchment area of ICSD? I think that's a legit that's a legit question. >> Yeah, I think so. Um would would you like to put it on for the next meeting or >> I think we did delve a little bit more and get some more clarity, some conversation. Maybe you bring back >> not to put as an agenda item, but just let's get I'll say it where we find ourselves. If we
104find those policies, let's go forward with them. Um, and you and I can do some work offline as as well. Is that all right with folks? I I understand a BSK question. That's what they're going to >> partially. Yeah, I I I understand the concern. I I I get I think the concern is legit. Um or I think wanting clarity is a legit process at this point in time. >> They they've drafted some language already might be helpful. Sure. >> Yeah. feel if you want feel free to put that onto a Google doc and send it to us just yeah as reference I think it would help inform whether we go with it or not it would give us some idea of how people are thinking about this and what they would re >> okay
105>> Trisha are you clear on where we're moving next >> yeah I am updating our Google doc for board meetings all the things that's supposed to be in the next board >> meeting gota we'll take it from there all right appreciate it good folks thank Thank you for staying around. >> Uh, enjoy your Wednesday. You get to enjoy. I get to go interview students. So,