001ends with public comment. I believe we do have someone who has signed up. >> Come up here. >> Sure. >> Okay. I don't have um a big thing to say. Just Nancy Braun. Uh I teach kindergarten >> at Carolina Elementary. Um, and I um just want to say thank you because I was here last month asking if you would talk about the enta I was very excited and um I I brought the policy myself just so I could follow along. >> Absolutely. Absolutely. Thanks. >> Any uh committee member responses? It is the first agenda item. So, we'll get right to it. Um, approval of the minutes from October 7th. They were good by me. Maline and Emily, >> you're good. Yep. They're approved. Fantastic. We'll jump right into the discussion item. Uh, agenda item 4.1
002is a conversation about the entrance age uh policy and the update. Uh my quick update and this would be for a longer conversation as well is having a conversation with district legal counsel to better understand uh what nice law states. Um it's always fascinating when you learn about New York State education law and what is and is not required. Uh as one example I learned that school districts, public school districts are not required to provide kindergarten. Um it's a matter of preference. Um obviously we choose to do so. uh our prek begins at age four. So I imagine the conversation about early childhood and entrance age would be should we have a prek program for children at age three um what they would call an extended or expanded universal prek or UPK program. Um at
003this point in time that has not been something the district has been actively involved in for three-year-olds. Um part of that is um more recently is a significant concern about federal funding. a large number of our funding for our pre-K programs from the federal government and title funds. Um, and what it made me do though is go back and take a look at the last time we had an early childhood advisory council which was in 2021 and 2022. Uh, that was work that was done in partnership with other programs that also run some of our prek programs and it may be something for the board to revisit again. Um, one, the idea was to coordinate partners, coordinate uh, people who are service providers and see um, what and how best we can serve young people.
004Uh, I also learned, and folks may already know this, that it is the responsibility of the county to provide services for any child up to age three. And so, um, that would not be the school district responsibility. Uh, I shouldn't say it that way. The law states that the county is responsible for providing those services. um the district can be involved at age three. Um and if I'm not mistaken, I know we don't have that or maybe the idea would be to ask Dev Jordan to join us as well. Um but our prek program seem to be fairly full the last time I understood. Uh but I could be wrong about that, but I felt there was a wait list. That's why we have the policy as well. So that's the quick legal update. I
005don't board college and Emily, I know this is the area that you worked in for a while as well. you have anything they need to add there, Nancy, since you're here. Any questions that you may have for us? >> Um, I I might miss the the first part of what you said. Did Did you say definitively that you were saying um that districts cannot make the age? >> That is correct. that that for the actual academic program K through 12th grade that age is set by New York State that individual school districts do not have any my understanding what I've been councled is that school districts do not have any say in setting that age it is possible to have other prek services that reach younger students and if you're talking about the actual month
006like December or October if that's the month you're talking about I'm I'm asking. I don't know. >> Oh, well, currently it's um as long as a student turns five before December 1st, they can enroll in kindergarten and they may not enroll in prek. Um or at least if they did, we the district would not get the head start funding. I think it's how that works. Um I was just looking at education's uh law or policy. I don't know what the correct terminology is, but it's 1712 kindergartens. The board of education of each school district may maintain kindergartens which shall be free to resident children between the ages of four and six years provided however such board may fix a higher minimum age for admission to such kindergartens. So that meaning >> uh for us that
007means that's why we have a prek pro prek program. >> It doesn't mean you can make a higher minimum age meaning let's say September 1st. That's how I was trying to understand that. >> Yeah, it does it does sound like the policy has some leeway. Um, in New York, >> a higher minimum age would mean like instead of currently it's four years and 9 months, you could make it five years if you made it September 1, which would be in alignment with most other states. >> I I feel like I'm getting lost in what the ask is. What is the intended outcome? >> So, most if you if you look at a table of um states and districts across the United States, we're an outlier. There's a handful of of pockets in the Northeast where
008it's like it is here where you can start you can have a fall birthday. You can be four when you start kindergarten. Y >> um most everywhere across the United States, kids have to be five when kindergarten starts. So September 1st they're they have to have a birthday by September 1st to turn five or sometimes it's even you know >> Yeah. Some of them are October um even some of them August or July. um so that the kids are the cohort is older um when they are attending kindergarten. >> So is that the ask is to make the cohort older? That is a common um topic of discussion among kindergarten teachers that um we are and what the re what the research I've seen is that um any like when you ask like what is
009the best age for kids to start school um it says well getting kids to school earlier is better period. However, if you have a highly academic kindergarten program, then you want your your kindergarters to be older when they start. So, in other words, yes, have pre-k programs, have early childhood, but if if you're if you're going to really um elevate academics, then actually you don't want to be in conflict with the developmental needs of young children to play in unstructured way and have that emergent curriculum going on. And that's the lived experience of a lot of kindergarten teachers is that we are trying to give fidelity to our curriculum and we are just pressuring children um in ways that is not in line with their developmental needs. >> Um and that we are I spoke
010with a teacher the other day. She said that for one for graduate programs, she actually she was a reading teacher at the time and she did a a research paper because 60% of the kids in her intervention groups had fall birthdays, right? And numerically that should be like 25% of the kids would have birthdays in the fall. Um, and is that simply because they're too young? >> So, I think moving forward what I'll do is I'll follow up with you directly. I um misunderstood the original ask thinking that it was trying to see if we can get younger students involved in our programs, not that could we raise the age of the cohort. So those were the questions that I was asking in the framing of it. On a personal note, I continue to struggle
011with the idea, this is not to challenge anything you said or the research, but I struggle with the idea that we think just because children are a certain age that they have certain academic abilities across the board. And the fact that we break up and divide children based upon age has never sat well with me because it's not a reflection of one's academic ability or skill set. But yet that's how we do it. And I know that's the way it works has been done. So I'd like to see some of that research as well. Um again it's not about prek or k it's about just across the board. Um so let me follow up with my committee members. Let me ask legal some additional questions. Um let me have a conversation with uh Dev Jordan
012as well about some of the program we're doing. Um because now I think I better unders I misunderstood the question. So yeah, my apologies for that. >> Yeah. No, I apologize um if I wasn't clear. I think um >> you probably were clear. >> I was trying not to come with an agenda of like, hey, most kindergarten teachers feel that we would be serving our students better if they were older when they came. I was trying to more put that on you to do the research because I've done my research. >> Um >> but um >> then we also know there's other mitigating factors though, right? So if that were the case then we would need to have a strong infrastructure and support system for folks who would not fall into that area uh for
013a number of reasons. I mean I'm even thinking about when I was the primary caregiver or our grandbaby who at age three were trying to find some academic program to get them in early right and so what does that mean for community members that may rely on being in kindergarten at age four and years and nine months as well. So for me it's a cascading effect that but it's a question for us to consider and one that >> I'm more than happy to engage. Doesn't mean we'll change but we need to have the conversation. That's what I'm hearing. >> Yeah. And I and I feel like um kindergarten teachers would really like to be a part of that conversation um because I think we kind of talk about it amongst ourselves and you know just
014would love to have that open. So whether or not we even reinstitute the early childhood advisory council, uh there's probably a way in which we can set up a meeting for discussion board members and some other folks to have that conversation. >> We also have a community early childhood advisory council already, which means that that could be another avenue to be able to either utilize that council in relationship or at least kind of collaborate. um because these kinds of conversations are happening all the time and and like Sean said, this is not a a question of just what happens at kindergarten, but we should already the community at large should already be having conversations about how to provide really high quality early childhood opportunities at low or no cost for free and poor adults anyway.
015Like the data is very clear about that as well. And so then it's less of a question of you know do they have somewhere to go or are they in a in a strong learning environment but instead of is it a age appropriate learning environment and what I think I hear you saying which I totally agree with is that especially you know when these laws were developed years and years ago you know we were still like taking naps in the middle of kindergarten which is not happening anymore and it's much more rigorous um for students and and there is tons of research that shows like the difference. Now, there is research on both sides of course about the impact of what they call red shirting appro holding the kid back or having a kid start
016at a at an earlier age, but a lot of that research is based on most of the states that have it um that have kindergarten cut off closer to when kindergarten actually starts and and there is a lot of research to support that. I can just say anecdotally for myself that I had to have both appointments through um IVF and I intentionally planned the IVF cycles so that they did not happen in August or they I my children were not going to be born in August, September and October because I didn't want to have to deal with this. This is how much I was like living in the education world at the time and then I moved my December 4th baby to one of the four states that has December as a cut off. So
017very personally frustrating as well, but I love the idea of having an opportunity for the district to be able to work in collaboration with the community to talk about a early childhood connection to K12 where both of them are kind of meeting the developmental needs of students at the appropriate times. >> Right. >> So for the time being, this will not be handled in policy, but there will be a followup. >> Right. So at least we'll have the conversation and go from there and then if need be, then we bring it back to have a conversation. But we'll be we'll we'll be in touch. We'll try to set up a conversation for >> much appreciate. >> Yep. Thank you for raising it. Appreciate it. >> We're good with that agenda item. Uh brings us to
0184.2. This is just a notice for my board colleagues. Uh we have set on Tuesday we'll be voting to set the public hearing date for January 6th for the um safety plan. Uh we need to have a public hearing before the board can adopt it and that will be a small resolution on Tuesday's agenda. Just giving one more place of an announcement so we can let people know as much as possible. The public safety plan public safety plan the safety plan is up on uh the ICSD website easy to find just by taking a quick Google. Um and please take a look at it. Dan does a great job of keeping that updated. >> Thank you. >> We'll be sending it to the journal. >> Yeah. >> Yes. >> Yeah. So that's posted >> for
019uh to post for 45 days. That's why the timeline >> is taking the length of this. >> Yes. And with breaks and everything else in between and our meetings, that's how we came up with that date as well. Correct. >> Uh and I imagine we'll be working with our communications team to let folks know in advance of when this hearing will take place as well. >> Great. Thank you. Uh agenda item 4.3 um which is uh probably the main reason why we have such a phenomenal team assembled. Uh this is uh policy 2245 student exeicial members to the board of education. Um we're under no pretense that this is going to be a quick process. Uh the mandate came down for the beginning of this school year. We are fortunate um in many regards again
020that uh I think that's one of our board members have been saying that this was he remembers board reps to the board in 1999. So we have a long-standing tradition. Uh so we're just sort of waiting into seeing some of the conversations that come up. Um the policy that was sent around um I think as I wrote to Judah is a draft policy. It's standard template language that was pulled from the New York State School Board Association. It does not mean that we are moving anywhere in this direction. That's what's written there. We're just using it as a guide of what a policy could look like and what the state requires us to have some conversations amongst the three of us. We had a quick we had some conversations about um one, what is the
021process for selecting exeicial members? Um is it the same as student reps? Are student reps the ex official members? Is there a different process that folks should have? What is the number of reps andor exeicial members that we should consider? Um from a small city school district, it appears as I read the policy that we should have one from every high school. Um doesn't mean that that's withstand legal muster, but that might be the way in which we are looking at it. And so we are again in the early stages of going through this policy and thinking about it and thinking what could be there. So before I say anymore, we have um our number of our student reps who have joined us. So thank you very much. Um and maybe I should ask what
022questions you all may have first to see where it may go. And I do not like the fact that we're separated on opposite sides. We're working on this together. This is a collaborative process try to get the best policy and I'd be thinking about this not only for your time on the board but what would this look like right three four six years down the road is sort of the way which I would recommend you think about >> I can start >> um yeah uh so I I guess there are a few things that we need to um like figure out that you listed um I was thinking I think that a lot of the um I I guess I should speak for myself, but I was thinking that we should probably have I was
023thinking two exeicio um board members that would be elected like as representatives, but then um something that Lily had come up with. You want to say it? Yeah. >> Um if I mean like I feel like it gets into this situation where we don't want to help too many people because it's also difficult for us to work together. I know the four of us are all like at least for IHS reps, we're all so busy with our other stuff too and we want to be able to collaborate on certain things and like make sure we're on the same page. Um but if we had like Judah was saying like keeping the four people two of them are also elected expatio or we could do like a rotating thing so like I don't know however the
024cycle works or something to just where two people for each meeting are considered the exeicio. Um I know it gives us equal opportunity to be able to discuss things like that. Um yeah and then it's not just like everyone is like talking so much and that's just part of the conversation. >> Yeah. I think that would also prevent us from having to have um separate elections or appointments for the exicio board members because the problem is if we have four board representatives elected and then just one of us is the exicio um then it becomes a issue of like one of us has a more of a voice than the other ones and so I think if we get a ro like a rotation then we would all have equal voice and then I we
025can keep the system where the student body is electing us and I if that if possible I'd like to keep it so the student body like >> I'll jump back with the election thing too. I understand there's also appointing um someone within the district like not appointing a student but something like that. I know that normally for running you have to have like a letter of rep or something um to be able to run through >> but if something like that would be >> I guess they're like >> if I could just jump in for a sec just I think this is really exciting to have so many of you here be able to have this conversation and so I I want to make sure that we use this time as best we can to
026really get into I would love to hear from you about not just about like tweaks that we could make in alignment with this new policy requirement, but I think that from our well from from my conversations with my fellow board members, what I think that I'm hearing and what I can say for sure is that I'm really interested in looking at the role from the very getgo of like is this is this the way that we want to do it? Do we want it? Do we want four from one school? Do we want like does it make sense for there to be an election process like this? What is the impact on um um I'm hearing from diverse voices? What is the impact of um of of the role that you are kind of like
027that like reps are asked to play? Meaning like is it to be here and speak on behalf of the student body? Is there an opportunity to have more um you know have somebody from the board be a mentor where you have more opportunity to really learn about the structures and functioning of a board like this? Does it make sense for it to be a teacher who's um who's advising you versus a board member since it's really like this work that you're doing and not kind of the work within like the classroom or what your teacher is kind of responsible for um for teaching you. I'm interested in um yeah like the the breakdown of like just so the whole thing. So I would I would um welcome an opportunity for you to kind of like
028expand even more about what you're sharing and even like we love exactly how this is and we just want to make sure that we have an equal opportunity to play this role of exeicio or you know we don't feel like the way that we're doing this is allowing us to hear from the whole student body in a totally different way or so on and so forth. So just to to invite them to expand that. >> I think also too if we're discussing about um wanting a sort of consistency with something like that. I think it would be difficult to implement something like exeicio as a whole new role. Um I know that a lot of people don't even understand what a student rep does and that's been something that's been established for so long. Um,
029but I guess it's not like a title like oh like class president, class or something like that. It is a common thing that people are used to. I feel like if we're using something like consistency as an important point then I don't know then kind of like what's the point of having an electric because if you want something to be able to build upon that then we can't achieve that in one year and if we're switching out members if we want new people to do it's just such like a it's a process Yeah. I mean, I guess at LCS we're slightly different. We have our we have our democratic processes all entrenched and whatnot. I guess my biggest thing I was just like flipping through this and like looking at all the documentation from the
030NYSBA, I think that's the acronym. Uh the language of the law just is super similar to the current rep policy. Like, so I'm just kind of unclear on what the difference in responsibility benefit would be to even naming somebody as an exeicio compared to a rep because I've only really found very minor ones, I guess, like >> Yeah. So, let me answer that question before and I'm sure there's more. >> Yeah. >> Um, the question is we don't have an option, >> right? It's now a New York it's it's a law that you have to have an exeicial policy. We've been doing it and calling them reps. >> There there may be a change. doesn't mean we have to change all the process, but the the requirement is that the law is not asking us
031and we've had a process that hasn't been passed by the board, right? It has there has not been an adopted process. So, is it by uh general election of the student body or at ASM, right? Like that we have to actually put into a policy and have the board vote on it. That has not been the case before. We just asked Ethical High School and LACS, hey, who are your reps? and folks have figured it out that way. So those are two of the things that will take place. Just to give some example that it be a little bit more specific. >> And if I could just add one I think important piece is I think what you all have probably already experienced is when you want to like jump in and have a conversation
032that's often not that opportunity is not always granted. Um, so I think that you're right that the policy language is pretty similar, but I think the practice >> is that you that your role isn't as much reflective of that and part of that is for any number of reasons, but it also, as you all have all acknowledged as well, like it would be hard to do that with everyone. So I think that the board and I've only been on it for two years, but I've seen it much longer than that. the board has kind of had to, you know, limit to some extent the opportunity for like ongoing discussion because of that. And so I think that that's why to me this is a really exciting opportunity to to um to put into policy and
033actually translate into practice a more significant opportunity for you to weigh in on conversations and engage discussions. >> Just that point, think about a nine member board and seven student reps, right? That's how it's been operating for the past five or six years, right? So, >> so are there other districts where student reps are allowed to have discourse with board members throughout the process? >> I mean, a lot Yes. And a lot of districts haven't had student reps at all until now. But the ones that have, I mean, you probably know better than I, but the ones that I've spoken to, there's usually one to two student reps and that's it. And and so then it creates it's a lot more kind of viable to have those conversations. But I also would just say that
034student reps also are being kind of guided and and mentored in very different ways. Um and so sometimes the um the the areas of focus in other districts may be like far more limited because it's much more um informed by like the entire student body and really saying like this is the issue that I like these are the three issues we're hoping for you to focus on this year and bring to the board. like there's lots of other processes that way that also influence the kind of discussions that they may elect to participate in during the board meetings. >> So yes, at any point in time, I mean the one of the student reps are is to ask questions as the we're going through a meeting is to say, "Hey, can I ask more?" And
035student reps have done that again through my entire time on the board as well. Um I think the other point that I want to highlight just something that Emily was saying is that our student reps al also meet with various faculty staff and board members. Um I used to have monthly meetings with the high school student reps for a period of time where we'd meet and activities and I we would just get some feedback and talk about agenda items. Um I know some you all met with a number of you all already met with Dr. Brown before we had some communication. So there's other ways in which our student reps are involved in processes that the entire sort of general high school population doesn't have. I don't say they don't have the same access. It's
036just a it's an easier group of folks to bring together to ask some questions if that makes sense. Or or you're all carrying issues our way like okay we want this to happen. Okay let's sit down and have a conversation about what that looks like. This would be a little bit more spelled out. the exeicial rule actually provides a little bit more um input I would dare say than our current student rep process >> that's when the law is written it's kind of like you know you're at the tables right you ask questions you don't get a vote unfortunately right you can't enter into an executive session but beyond that you're part you're a member of the board to influence how we're discussing voting thinking about ideas etc >> um that's sort of what it
037what it looks Yeah, I I think um that would be valuable to have um like like you said, if you have nine board members and seven student reps, I think it would be smart to have um maybe one exio from LAS and one from IHS, but like I said, so as to not disrupt the processes that we already have, would it be possible to have um like a different election process at IHS and LACS so you can just keep the same things? Okay, so I think >> and we're not making any changes for this year. >> Yeah. Yeah. Right. This is not This is We're We're on We're We're on this year, right? We're talking about what we're going to put in place for spring when those elections come up. >> What do you think
038about the the election process right now? >> I I really like how we did it this year. We did a ranked choice this year, which is um a more equitable form of voting, and I think it worked pretty well. Um, and I think the general student body electing four people actually is like a great way to um, truly represent the the student the whole student body because they're able to so say like enough people vote for me that I get in, but like a lot of people don't want me in, but then everyone else wants like Lily or Jing in. So then everyone gets a voice on the board. And so I think this is actually a pretty good way. Um, >> what about the the you mentioned that it's like a you need to
039get like a recommendation like how easy is that become >> Oh, it's really easy. >> It's really easy. It's like it's like a one sentence email. It's not like letter of record >> that it's >> it's more like >> this is my experience like I had this student in classifying. Are we able to request like >> the process for each school so that we have like a better idea of >> from beginning to end how it works and and how you guys are informed and >> yeah I think Miss Dmire has that written down somewhere but I'm not sure. >> She probably does. Yeah. Um, I was in Miss Don Meyer's position at one time and I did not have kids have to get an approval because I thought that was a barrier and students
040didn't need to when I when we first when I first went into that role you had to have a hundred signatures >> and that was and and kids had to go around and get students to sign up for 100 signatures and I said absolutely not >> and to to be recommended and somebody else had to recommend you to be in that role and I said no a student can just nominate themselves. >> So is that >> what's the timing in in promoting this before election? Um I would have to estimate my email out month before >> yeah month two and then >> the campaign cycle is like one or two weeks like >> I feel like it's two >> pretty short and running and I think that's like the day the campaign starts. Uh you're
041there's like I guess a little bit of regulation of like limited amount of posters you get like 25. >> Yeah. You can't you can't um give out like pins or anything you have to pay for >> and like you can technically like I think you can get like >> we have that somewhere. Yeah. >> Yes. >> If you want just email me I can get that for you and I afraid I will get between. >> So I know LAS is a little different in terms. >> Yeah. I can run through ours quickly. So, um, a few years back, uh, our system was kind of we didn't really have a system. So, we our principal kind of just asked a few students. We decided we were going to write a system. I was actually one of
042the people that wrote our system. So, we came away with this like 12page like document that just lists out how you do it, all the regulations, rules. We have a similar system. Uh, students or teachers nominate individual students to be there. We go through, we ask them, hey, do you want to do this? do you not want to do this? They can decide. Uh then they they run they're allowed to put posters up and we dedicate an ASM where they give speeches to the school detailing platforms detailing how they're going to what they do if if they get elected >> uh any issues they might tackle um and sometimes we organize a debate at lunch like between candidates. Uh after that there's a oneweek cycle of voting where we have we have a relationship with
043the Tomkins County Election Board. They provide us some voting booth, some expertise. So we we have we make ballots. We everybody comes up, they rank their top three candidates, submit the ballots uh that that that happens at lunchtime and committee time. So sixth period uh all all week long at the end of that we have students uh under the oversight of the principal count the ballots and announce the winner next at the week after that. >> Can you share is that document something is it in the footbook or is it >> it? Uh I can share you the document itself. I sent a >> Yeah. >> Yes, please. That'd be great. I mean, I think part of what we're trying to do today is gather as much information as possible. So, understanding the process is
044extremely important because there are conversations about representation, about fairness, about equity, and then about just the process in general. And then for us, the next conversation is also about the roles and responsibilities to more clearly specify like what would what are we expecting from students in this role? And I let me say it differently. what can students expect from us while they're serving in this role? I hope that part makes sense, right? Like I I want to flip that narrative where folks are helping us make better decisions >> in the election and benefit form. Correct. >> Yeah, I we found that's the easiest way to do it. Um but then I don't know how Dmire did the rank choice this year. Did we use that online program or was that >> it was an online
045program. I the program >> there's a program that takes all the rank choice voting and um >> just the calculation. >> Yeah. But yeah, it's an online vote. We found out that's that's the easiest and most accessible. >> Um, I will say my I I do have a problem with the our election system that like a lot of kids do not know about it. So, I know like sometimes when we do surveys, it'll be like at the start of third period there's time dedicated to do those surveys, but when we do elections, like there's like one email that goes out. So, >> it's time during the the school that you guys >> um I mean it's a very it's a very quick form but like I I don't think like when we have the surveys
046it's like teachers announce it and it's on the announcements and it's like very clear there's something going on. >> Um and I when I did my survey for the cell phone stuff I got like 850 responses but I I don't think we got near that um for the elections. So >> that's all yeah please. I don't know if this would be physical but like how they do the like how LCS took the opportunity to speak to this from the body. I know it's a bit more difficult because of how big I was. Um, I do think that having a platform to be able to talk to the um, students would be a little bit more helpful to actually promote what the students want because otherwise you're just seeing a name on I think I think
047they've all been there where like oh you have to choose like a person for something just see the person name. Oh, I've kind of heard of them like I guess that would be okay. you don't really know what policies they want because a lot of students are checking their emails if we all maybe don't check our emails as much as we should. I think that I mean at least for me tonight's not a good example of this but I do tend to speak a bit more eloquently like publicly in writing and it's being able to have the opportunity for students to exercise both like a speech format and written would be helpful because what we're doing a lot of the time is speaking to you guys and I think it's important to um be able
048to even like test it out for students who aren't sure if they exactly like what does it feel like to talk in front of your peers and adults I think that's an important skill to have >> it also highlights that you all can send us emails as well get responses uh but as we're having this conversation um let's put out the things let's put out ideas right the ideas and let's not censor ourselves about what's possible. Like I never thought about that, right? Like maybe there is a assembly that we try to do at one point in time and bring as many folks as possible. I don't think we've even thought about that as being I know I haven't thought about it. So doesn't mean other folks have but again doesn't mean it would happen
049but let's you know let's try to be innovative and creative where we're at. >> I think it's a really valuable point um like allowing students to see how their board reps would be able to talk. Um I obviously public speaking is like a really big part of this. Um like we speak at every meeting so I think being able to speak in front of a crowd is valuable. >> What were you gonna say? I think >> um I feel like if we're going to talk about like voting procedure, is there a consensus that we keep the uh student vote right now? But it's not the the real concern was that small city school districts are were and are prohibited from using the format that we use. We are blessed and that we are grandparented in
050to use our current system. So we can it's it can stay on the list of things that we can do. We thought we were not going to be able to do that. Right? So that was a big concern for us as well like oh now we got to change up the entire process. we don't have to change the process but I am hearing there's some suggestions there some things that we may want to consider yeah >> about the process as well so however we go about it um will will work >> I think the general process that we have now is the best for our school and most representative um but obviously there are things that can't be changed but I think like the student body election is something that I want to be by
051you guys >> I I would be really interested in to see if you all had a way to actually survey your student to see if they if they feel that way. Um I'm curious how many even participate in the election in the first place. Um and >> what's the election data? >> Yeah, like what's the election data like? curious even in the like demographic makeup of that information and also just to hear from folks about if if they're feeling like I mean every like it would I think it would be really fascinating to everything from like do you feel like you you know would you ever be interested in doing that this and if not like what holds you back from other to things like you know >> yeah do you understand the process and
052do you you know do you feel like um that that the student reps are like representative like meets and um I think that that would be really interesting to kind of get that feedback before any decision can be made about whether it's really an effective process. Is there like an upcoming mandated survey that we could send out along with this survey? I know it worked out really well last time, the cell phone policy survey. >> Yeah, I think we're gonna we should meet with Miss Dyer and figure out what that looks like. I also think that we can get election results for you. Um I know in the past one of my um curiosities is when you were voting for the board of ed reps it was ninth, 10th and 11th grade um 12th grade
053because they were leaving if they it wasn't the body that was represented. So that is my I wonder too um our 12th seniors are they voting for people who are going to represent when they're already gone? That wasn't the case >> prior. So, >> I think it is now the case that seniors do vote um even though they're leaving. I I'm impartial to whether they vote or not. Honestly, >> it also raises a question for me that I wrote down the talking. I'm wondering if this the possibility I'm all possibilities, right? Like should it be a two-year term? >> That's >> right. So, people talk about sort of learning the process and being there. We've had some board reps for at least three years, >> may maybe even maybe even more. maybe someone did all
054four years. Um and so uh again these are not ideas not just thinking out loud like what would be the best purpose and way to serve this role. Yeah. >> Yeah point that I was also thinking about and it's not it's a difficult thing because well that would be I think beneficial for us to like actually work. I think we're still even if we've known each other for a while we're still learning how to work together like this. Um and it's like you want to be like oh like I want to appoint myself for another year that but even like in the future I can see beneficial for students. Um and then also too I think it's different from like class officers where it's like oh wait this person's going to be present this year
055like that kind of thing. Um it's sometimes I feel like soon becomes a thing that's like people are just putting a vote in just to vote because they're like oh it's also I guess that but they don't really understand what it is how it works like the commitment to it. >> I can tell you it makes a difference for us in the board. >> Yeah. >> Right. Our student reps have a pretty significant voice uh and board members pay a lot of attention to what our student reps say. So, um I I can hear where other folks may not get it, but I want you all to know that for us, it does make a difference. >> My Go ahead. >> My problem with um a two-year term is that um already rising ninth graders
056can't run because they haven't been at the high school yet. Um but if we were to have a two-year term, then that would effectively prevent rising seniors from running, too, because then they would have to they would be gone from the school after one year. Y >> I honestly think that a one-year term is fine. Um I think sort of the precedent that's been set in the past few years is that once people are on the board as reps, they kind of stay on the board as reps, especially if they're doing well. And I like I think all of us are doing well. Um, and so I'm not really concerned about like teamwork and knowing the process because obviously Jingine's been here for two years. Um, and Cadman, how long was Cademan here? He was
057here for three years and so he learned the process. Yeah. Grace too. Yeah. And I'm not I'm not really concerned about having a two-year term. Um, >> yeah. And again, I was just putting out possibility. So, one thing, >> I'm sorry. I just wanted to add because then that just brings to mind the the whole point of having you guys being student representative is to give you the opportunity to experience this side of, you know, what it takes to represent, right, the the body of students that you guys are part of. So to me, one of the main things that you guys get to do is not only experience it, but also invite your other students, >> your peers to participate and have an opportunity and not just be the same people, but just empower
058them that, you know, that they can come up, that they can show up, that they can vote, that they can't be a part of the system. It's not just a specific amount of kids or specific amount of, you know, >> y >> just takes down. >> I think one of the better ways that we could handle this as student reps is that we send out a big people form to everybody. I know we did this in the past few years, but it hasn't worked really well. But if we could make it better announced to the student body, that way we could have it that they give their issues to us and have like a name attached so that they're not just trolling and saying something that's not really true. I know Judah like search for
059issues at our school, but then also like some sometimes we don't that have that much time search for the issues. So if they came to us in a former kind of manner, then we can all tackle these um simultaneously. So that gets me to so extremely helpful. I'm learning a significant I feel like we're all learning the same process. That's helpful for me. I'm also think about sort of process-wise and what happens next. So learning some more about the actual specifics of the election process would help us in understanding about what that looks like. One, we'd have to capture that in a policy anyway, right? Or not maybe not the granular detail, but there'd have to be some reference of that. learning more about you know the election and who participates in the elections would
060probably be helpful for all of us to understand you know what the level of engagement is as well and so those are one things to sort of just sort of how we choose how many reps a conversation I also be interested in sort of polling each of your schools or trying to get more information and feedback about what your you know your peers think would be a good idea and then what I'm really interested in at some point in time and this is and not to bring you all back to a policy meeting but we're going invite you back to another policy meeting is taking a look at some of the roles and responsibilities as well. I think that's one of the key things that we're interested in from a student perspective. Where do you
061see your voice being most impactful? Um where do you see it? Because >> the way in which it's been set up in other districts is again that there is one or two um but they are very actively involved in right the the board proceedings. they get the agenda in advance, right? They're copied on a number of messages as long as there's no privacy issues that there's ways in which for us to also revamp the position to include more student voice, then even while your voice is already impactful, but there's ways in which for us to do more is I think the way in which I would say it. So, I'm just thinking about next steps of how we move forward. >> And just sorry, just as a to piggyback on that, also really interested in
062um feedback about mentorship. Yes. um and how you think things are going right now in the current um structure and what that even sounds like to you if you like does it sound like something that would be of interest to actually have a board member being more of a mentor so that you have an opportunity to learn kind of the back end of the process of the work in addition to just bringing the issues forward >> I think >> should we let's go let's okay um two things I think one of the things is that we'll have a meeting tomorrow during lunch with our advisor who's digging ly typing away on her computer. Um, and we'll talk about these issues. I'm guessing we'll put a Google doc and then we'll bring all these to the
063next policy meeting which is in >> uh January. But feel free to send it. >> Yeah, December. >> Amazing. Um, December. >> Yeah, we'll publish we'll also send out a survey and then have those results back to you guys so that we can have all the ample data that you guys want. And then I'm hoping that that will be our last policy meeting or We'll figure something out like sleeping bags in the floor too. >> I was also just gonna say you guys were talking about the data and stuff. I know. I'm also a president of communications club too. So if that sometimes we like how to send an email properly or like how to and also we know how to like like with clubs and information like that. Um, that can also be something
064that we help board through with that because some of the like setup organization of documents like that might be more helpful to have more people working on that. Um, and also just what about like the mentorship stuff? I can see merit in having that and also what we're doing now. I think time is of the essence for various things. I know like every other week I have no lunches because I have like every day. Um but yeah, just like that. >> Time is a rare comm. >> Yeah, I mean quick couple quick hits. Um I just want to mention LACS like we do send out a survey about every week or so from the board reps. We and we have that collected over and over occasionally. it's hard to find uh like people just don't
065have issues so they often just don't report it but a lot of the the best things we get is just like talk to people in the halls or we have a weekly morning meeting everybody compiles into the the gym very short uh we come up we announce what's happened at the board what's happening with the board and often after that is when we get the best uh issues brought forward is like when it's fresh in people's minds when you speak face to face um as as well as that with mentorship as well. We we have as part of our like whole new system, we did like mandate that if you're a senior leaving you and then you're going to have like a day to like a hour and a half project time just to like
066talk with the new members say like okay this is how this works or like like this is what happens here. This is the days you have to show up but also these meetings are kind of weird and here's when here's when you really got to respond to this you know but this one's kind of not all that bad. Um, so we we have that worked out pretty well. Yeah. And I guess but with teacher mentorship as well, we kind of fly solo as a representative group. We don't really have a teacher mentor at the moment. Technically, our principal Keith is in that role, but we we're a bit more independent. So I guess with the exeicio I I didn't see anything in the actual text being like you need to have a teacher mentor but
067I'm just wondering how it might work with that thing but just like general question. >> I have a quick question because I know um hear you guys saying a lot that you send everything um through email but what about the kids that don't have access to a computer or internet at home? Um do we make anything? Do we have anything currently in our schools where kids can just write a notes real quick and you guys can, you know, look into that? Do we have um any bilingual services for kids that don't necessarily feel, you know, that they can't express themselves correctly or, you know, kids with disabilities that can't, you know, not have access to certain places that um things like that it would be very helpful to look into. Yeah, I think a really
068part like a beneficial part of the LAC system is that they meet with the students directly and they give feedback and that will probably bring more engagement than actually sending out an email or a Google form. So, I'm thinking since we have four board reps and there's four grades, there's a way that we can just organize like a feedback session with all the grades. >> Even if it's just something monthly, because I know weekly be really hard for us, but even if it's just something monthly, >> monthly we can all sit at a table and we can bring in different grades and they can give us issues. And then also if they don't feel comfortable expressing their issues publicly, then I'm guessing we can put like a physical form that they can go into like
069the counselor's office and submit something and we'll always like we'll just read that and since we have four people that'll be fine. >> A quick suggestion if I could, right? We live in an academic community that loves critique, right? Like that we we do it well. We're very good at it. We are not nearly as good at building. And so part of it would be is not just finding what issues folks may have, but what's working well, >> right? Because that is equally as powerful in enforcing and making sure that things get funded or that it's on the board's agenda. So of course, we want to know what's not going well. We need to know that. And we also need to know what is going well as well. That makes sense. >> Yeah, I know.
070I see you as well. Yes. >> Have a play rehearsal. We'll see their play. It's next weekend >> and there's a Thursday night. >> Is that Shrek? >> Shrek. >> I'll be there. >> So, thank you. Uh, any again, this is going to be a slow process, right? So, I know you don't want to keep coming to policy committee meetings. We're not going to ask that from you. Um, but the feedback will be helpful. So, anything that else that we should know before we move on to the next? >> Just really quick, I never had a chance to respond to um like the original question, but I also I I agree with Julian. I've actually gotten my best feedback in the hallway and I I get a lot of um texts and DMs and emails
071um and invitations to clubs to go talk to people. Um and that's where I get a lot of my information. But like also kind of like Jing was saying, like I think part of the job of being a borg is like looking for things. Um because often people aren't thinking about their problems. They like have a problem. They're like that's annoying and they kind of forget about it sometimes, but part of being a board is kind of having like searching for problems and then fixing them. So that's my experience with that. But yeah, >> go I can send an email to one of you guys to just say about what my thoughts or whatever. Also, I know that like pre-registered promoting was another thing that you guys were talking as well. >> Yes. I know
072I'm pre-registered. That's also sometimes just important to me to have, especially in today's society, but um I think that a lot of people just don't know about it or understand. I think I'm lucky enough that my parents like I've been able to sit down like and see like how to do bills or like how to like like processes like that and like going to the whenever they're voting and stuff like that. I think a lot of people's parents don't provide that opportunity which is there's nothing wrong with that parentally but just like I guess making people aware to be like oh like maybe I do want to vote maybe I want >> we that's a we are required by law to help folks >> register and pre-register to vote so um well again thank you
073feel free to email us I know there's a couple of plans moving forward I'll work with Trisha and our board colleagues about some next steps, some concrete next steps and welcome any ideas that you have about next steps as well. >> Yeah. I was going to say uh Trisha like I showed you like our big system like a flowchart we made to kind of explain it. We have like a big Google Drive folder of like old data like uh records like explainer slideshows here's this this we can provide that if you like to take a look at that as well. >> Appreciate appreciate it. >> Thank you. feel free to stay. >> Yes, I can. >> Uh so the next agenda item being mindful of time is around uh student voter registration and pre-registration. Um
074we seems like we do registration um at both the LACs and the high school in a a pretty good manner. Um, I think more of our question was about how are we going to get to the pre-registration aspect of this new requirement. And thank you for joining us, Mr. Arnold. Greatly appreciate it. >> And I don't know uh again this we're also here to learn before we go forward with this policy and see what's possible. >> Thank you. Good luck tomorrow with your tests. Yeah. >> So this should I go ahead? So this summer um we met with Maline and she met with the admin team at the high school and we got to brainstorm some ideas of how to um make sure that we were meeting this new law. Some of the things that
075um we came up with during that meeting were uh student news and I will say it just went in my weekly student news that I just started few weeks back I guess maybe a month now every week it was came from a student that said you send good things to my family but really it's things that I need to know about and they're young adults and it's true a lot of it is um >> their their responsibility to sign up so it went in there with a link. There's a link that you can online register which looks pretty pretty I would say probably within a minute to two minutes a student would be registered but also talking about what are some of the mandatory classes that students take that this information can be available did
076reach out to the election the board of elections to see how do we get the paper copies for students and then what is the process of handing that in does that after a student completes that if a high school, then where do we go? Do we bring that back? How do they want it? So, just trying to figure out what the process is? I do not have answers yet for that. Um, having the forms available in student services. Some of the things that happen is tableabling at lunchtime and that might be even a time that board of ad members want to come and table uh and have those forms available. We talked this summer too about the not just here is the link or here's the paper, but the importance of why why you would
077want to pre-register for that. I did go back and look at I did not put it in my community news, but I think that's also a place where families when we um listen to Lily that families might be like, "Oh, I didn't even know that you could pre-register and this is one reason why or many reasons why you might want to." Um, we looked at, you know, kids take global, they take economics. Um, is there a way to, as I was listening to the group, bring it into clubs and student council. So, we're open to ideas, but those were our initial thoughts um when we met and where we're headed. >> Morning announcements. I didn't talk about too. >> Yeah. >> One thing we do, the announcements happen at third period. Again, there's a few
078more minutes that are attached to third period that teachers do not want announcements before then because they want the same amount of minutes for each class. And it's kind of like the emails. Um, how many are really listening? It's in between periods and it's not a reason for us not to do it. It's it's one and thinking also H courtyard where seniors hang out that there might maybe it's it's that now not having the cell phone policy you no longer can have the QR code that goes to sign up and link. So how do you get that out there? >> I know the paper copies are going to be important. >> Yeah. But it also makes me think that we can just mail a form home to everybody. They're district based forms. >> And I
079think about confidential information on those forms then where are they where are they stored? Where are they secured? Who is who are those students handing them to? So that is one of my I wonders also with that. >> Yep. That's a great point. >> Yeah, please hear. Yeah, I mean I can kind of I know I has a very different situation from my chance. We have far fewer students above 16 and a student body that's pretty exposed to democratic engagement just by virtue of going to LAS and that's definitely helped a lot. We start just because everyone's so used to voting that's just a natural next step in terms of action. We've had the Tom Hopkins County League of Women Voters come in. They come and usually at the end of the year they table
080and they they they know where they're experienced in like getting people to come over to them get they have like they have candy they have everything and they usually actually set up right by the lunch line so everybody's going to get lunch they see it they're like I they're like hey are you 11th grader 12th grader you should pre-register to vote that's very successful and I'm pretty sure probably every single student above 16 is pre-registered at LAS I'd be shocked if there there wasn't from DMV, getting a driver's license, getting a permit. That really is where I've heard the most people pre-registered though and kind of just continuing those opport you're already doing something. Okay, let's add let's just it's one more form, but it's it's done. So, integrating into systems like that where >>
081Yeah. the only issue is that we're required to do it be in the school. >> Okay. So we have to demonstrate and prove what our processes are to support this DMV would be you know it's great but we also not everyone drives. >> I mean even just that then when you send home the forms at the start of the school year put that in there when when you send home that when you send like someone's schedule put that in there you know they're turning 16 you know they're going to be ready just send it put it with them. >> I want to explore the cost of that. >> I I checked in on Keith briefly too couldn't make it this evening. Um but you know he's working on a number of things. Making sure counseling
082team has forms available in the office. >> Uh working it through family group uh through slide decks. >> Yep. Um maybe having multiple as ASM where this discussed and then um working with Jeff Ferman. >> Oh yeah. >> Uh more registration drive but maybe even broader. I know um that might be something that that the high school's interested in. >> I think when they were last year working with Jeff >> I spent a number of years that Jeff has worked on voter registration. I know when I was prior at the high school prior to now >> okay >> I really love the idea of the temple of women voters. I'm also thinking the board of election coming >> everyone's Dan not Dan Dan at the board of educ board of election great with that sort
083of organization >> a lot a lot of dancation >> I wonder too like what like how do we collect data on what our impact is on students that register because of what we've done at the school how do we know we're going to have impact How do we measure that? >> So how many already register and then we start from >> from where we start the process and they start collecting every year. >> Is it because we went to the DMV or is it because we gave candy and had county week of voters or Miss Arnold's message and her news. >> Just those are things I wonder and are there certain things that get more of an impact that we will do more moving forward? I think it's something for us to continue to consider,
084especially our demographic, which is a little bit more transient upon graduation from high school. So, they may have been registered in Tomkins County, but they're voting in Sullivan County or someplace else, right? Um, I'd be intrigued by that as well. Uh maybe this is also I don't know why I even think about it um but maybe we can schedule to my policy committee members a conversation with someone in the board of elections just to get their ideas that um you know as one example when I voted and I don't know if this is for treasure as well when I voted last week uh they had new systems that print ballots on the fly so you never run out of ballots and I was like well why aren't we using those and they're like we have
085a longer conversation. So I'll follow you about that. But again, a thing that I just have never thought about before, right? That why wouldn't pay for ballots in advance? We have this new software that can do it. And I wonder if there something is true around pre-registration as well. That's probably something that we haven't thought about that other folks are doing. While I think that this conversation is is really helpful and I have ideas as well about ways to reach more students, I also the we pulled a bunch of policy examples and uh while out of interest and to kind of like support the schools, we could certainly follow up with board of election and other things. It looks like the policies themselves though are pretty like limited in nature and that we can give
086even some examples of you know some very like broad examples like some of the policies that um we saw like the most specific example I saw was um the district will meet these obligations by doing things such as displaying registration and pre-registration materials in district and school offices and distributing registration pre-registration materials at student clubs. Or another one was um they'll meet the the obligations by offering registration and pre-registration materials for social studies classes at different times of years as well as offering in person registration and pre-registration by the League of Women Voters twice a year. Um, so just to say that like as much as I always love to stick my head into everything and and actually it help kind of implement the policies, we also can take a pretty limited role. Like I'm
087I'm so glad to hear and I you know heard from teachers from both of your schools talking about all the great work that's already being done. Um it sounds like you've already done a lot of thinking and are already implementing some of these things. So just in the interest of where our responsibilities end and and yours begin I think to some extent we can just kind of write the policy to say that we are directing the principles of the schools to you know develop these strategies that emphasize one or two of the things and then it sounds like you would be doing much more than that. Um >> the policy will be written vague for lack of a better word. >> Right. Exactly. So how much we really need to like I think that we
088basically personally think that we like have enough to just break the policy now. It's very exciting like I would love to and maybe even in the policy to your point like do we want to hear back about how it's going? Do we do we ever want to see data like we might we could think about those kinds of things but I hate to like create more work both on our end or grow yours if really we just need to write a few things down. Um, and just because I have the floor, even though this is exactly what I was saying we don't need to do, I was thinking that you guys like there's so many good things happening in these in the government classes. Sure, similar things, but that that I've heard that is happening
089in those government classes. And to me, I was like, let's if I was the the teacher of those students, I would love to help work with them to have part of their grades because that's different from the ones who are actually getting the information to do the like do you need to go visit a home room and like they're being educated on all of these like the processes of voter registration, how to be a good citizen, like all these amazing things. and like how could they be empowered to be the ones that are tableabling or you know teaching younger students about this who are not yet you know in those senior classes that would be a very >> yeah cool part of that class is volunteer hours so that great >> way to get volunteer
090hours by going around >> cool yeah >> all right so I think the next thing we do for us would be to uh find a a to write the policy outside of a policy meeting, very vague language, send it around and it would be good as we talk about it to share with our board colleagues some of the things that we know are already going around and happening at school and some of the idea generation that's taking place that would be helpful. I think it's good for >> so perfect. What what did you want to say about that? >> I was going to mention like I guess the most effective ways for uh I guess I'll compare to the client survey. We did we do that in home or family group as we call it
091and all teachers are shared on a certain agenda for what their family group meeting or like period could include and and either could include or very much should include for example should include this slide survey. What's worked well is if it should include this then like having a pre-prepared slideshow having materials that any teacher can just present show students and be like okay if you are above the age of 16 here's how to go pre-registered here's the materials here's all the information you need and here's a packet to take home to your parents in case they need to sign something like that really is effective it just it get it gets it in the head and and it gives you the like the action step on how to do it and I guess since we
092don't do government class we do a civics ASM as well. We got that just a bit ago. I just really focused day on that soon. That was pretty much >> Great. Appreciate everyone's time. Thank you for that. We'll come back with that uh that policy and the two policies we just discussed will both be gone next policy uh committee agenda. Um we hope we'll have a draft of uh voter and uh Richard and preer. Thank you. Uh next agenda item is 4.5. This is naming district facilities and spaces. Uh Maline and Emily and I did have a meeting to talk. Uh we we Trisha did a good job of getting us a number of examples. Uh Emily went through and did some uh brain mapping of these examples of what they include. And then we
093were having some conversations about what this policy could look like. still some conversations about whether or not the district needs a policy. I am of the mindset that we do need a policy just given the number of requests that come up um for future spaces as well. And um I don't think that we came up with a policy, but we did come up with some questions to consider and to think about, right? I I see you found I found the brainstorming document as well that you found it. Um and so I don't know what is the best use of our time here. Uh, is it something that we just should bring to the full board to have a conversation about at a board meeting with some of the things that we've learned and get some
094feedback? Is it just that we should move forward and write a policy um and then use that as a draft move forward? Um, >> I think we should do that. It seems like I feel like at the end of our meeting, we identified a another district's policy that we linked a lot of differences from. And I think It would probably be helpful to have something to respond to for folks and we can >> we can bullet out the kind of areas that we were most interested in to help them see kind of where if they felt that way too if they felt like there needed to be tweaks, but it was probably helpful to have something to respond to. >> Yeah, that was the central isip. I'm not sure how you pronounce it. My apologies
095to folks in Ohio. Uh, say it again. >> There you go. Uh they had a form that included an application. Uh it included um some uh a written rationale about why this space and they also identified and tried to clearly articulate what spaces or what kinds of spaces um just by way of locally in the past couple years we've been asked to name a school library. We've been asked to name a school gym. Uh we've been asked to name a couple years ago a baseball field. Uh so it takes other places are talking about naming schools. So I think part of our conversation would be to be a little bit more dialogue about what we're talking about, what kind of spaces we're talking about under what circumstances. Um and then you know there's some other
096things as well like is there a cost to the district? is, you know, are there additional liability that may come up that we don't ever anticipated? Um, and so I felt like we had a great conversation. It just was actually a little bit overwhelming like, oh, there's an awful lot to consider simply just naming the space >> and then does that space get hold on to that name for a fiveyear period that it can't be renamed again or as we've experienced in our own nation, maybe there's some names we want to change, right? Like what does that look like? And so, um, that's sort of where we find myself. So, so if the goal would be that we want to sit down and write a policy, then, uh, I'm fine with that as well. It's
097going to be a conversation with the whole board no matter what. >> Yeah. I guess my only followup to you is, um, we also talked about that this might be an area where the community has um, input that they'd like to share. Uh, and so having a policy drafted for the board to respond to, I think, is really important. Is there anything that we so that we can keep this moving? Is there anything that we can do in the interim like through communications of like levels like hey the board this is something the board is like thinking about these are some of the big like you were just saying like >> if we identified like the five or whatever components that we thought might be most triggering of people's opinions and somehow create like some
098easy ways of even just inviting them to do that. I'm thinking about what we did for the telephone policies like last year of like they're thinking about this like submit let's talk if you want or something. >> Yeah. Katie, do we do that in the insider ever? Have we is some of it sort of interactive like a little box like hey please give us some feedback. >> Yeah I know we did survey question. Yep. >> I mean, they're not neither. >> Depends on the topic. >> Yeah, it depends on the topic. Absolutely. But it it probably is worthwhile to do something like that. One, it's just a another form of communication, letting folks know we're talking about it. Um, and then two, it does, you know, for folks who care, then they will they'll let
099us know. Um >> I mean we can even like partner with um principles who are sending out their like weekly monthly whatever and they can like just say just to draw your attention. So >> their newsletters through right >> to do it at the same time is all I'm thinking. >> Yeah. Yeah. Absolutely. So, what what would be, you know, we have a few minutes. Um, what would be questions or a question that we'd like, you know, either principles or whomever to to ask their communities? >> These were these were topics. So I think that the ones that I remember jumping out to me was um application process to elect. >> I think we need to decide that so that people like >> more like what would they feel like like the candidates we talked
100about like do they need to have been influence of the district? um do you know like something around that like how much are people going to care if I feel like that's something that we people will like care >> a lot about maybe instead of like what would you like the process to be we could say and maybe this would have to be later on but more like this is what the district is thinking about the process to be >> you know are we overlooking something >> that's what is I feel like that's >> the survey was going to be like more kind of like >> feedback on it I I was trying to get ahead of it a little bit with some of the like big things. But yes, I think but that's gonna
101be like we talk to the board the full board we draft a policy then we >> will be better because then that way we are >> okay >> you know creating some type of structure >> crazy that's fair >> I'm in complete agreement I'm running my calendar my head like okay when are we going to get together to make this happen um >> to make to drafting a policy >> to drafting a policy and I think we do have I mean I'm looking at the example that we all sort of agreed on there's some things that language that we know that we would not use um but I'm wondering if we can just sort of put this into a Google doc and then just start word snipping it that would match our local community as
102an example >> just to have something for people to look at and then say hey what are we missing what do you think feedback suggestions Um, we could probably do that over email as well. And I I literally plan on cutting in these two from here. >> Set our set a goal for January for the full board meeting. That means we have to have >> Okay, that makes sense. That's that's doable. >> Not to take on too much. >> We don't need to rush. I mean, I don't think this is something that needs to be rushed. >> Yes. I I Well, I don't want to rush into it. Um but we do have people who've been asking and then there are some facilities programs that are happening that could possibly be impacted by something like
103this if that's direction of the board. >> I mean we could make the goal the summer. >> I think if we're being honest with ourselves between holidays and everything else and if we're going to really focus on the exeicio which I am also vested in I'd like to spend our energy for December there and this we can have ready to go. We can have this ready to go for the January policy committee with an expectation that it be on the first meeting in January. >> Yeah. >> Does that work? >> Um Dance, I know this would impact you, you know, stick with me. I'm not necessarily talking just to you. >> Okay. >> But some of the things that we were thinking about and considering, right? Like again, types of spaces, who could be named.
104Sure. One conversation that came up before when this happened to the person, this is a poor boy saying it, but should the person be deceased? >> Are they someone living in our community, right? Is an an honore. >> What are the procedures? Does it go to the superintendent first and then the board? >> Is there a community vote? I mean, these are just some of the things that we were exploring and I'll share with you this document as well. So, >> I'd be happy to help. Yeah. because it'd be interesting giving your perspective about some that you know knowing the space is what Sure. >> what are some things that we may be missing? >> Yeah, I mean the space that just comes up to uh top my head is the new STEM wing that
105will be >> um will be complete um this summer. So that would be the first >> Absolutely. >> That would be the first space. >> And that was our question. Can you buy a space? Right. I mean because there there are some districts that you know your financial contribution can get your name on something, right? So, those are some of the things that we'll be thinking about. So, >> I'd be happy to help. >> Um, we'll include you on this document that we have here and then we'll do some work as a policy committee between now and January >> and folks please feel free to send reminders. I never take offense that work. All right, we're coming back to that. Thank you all very much. More to follow shortly. Um the last agenda item are
106possible policies for deletion. Um uh these we do not have to look at. They are not necessarily um ones that need to be there. Uh Emily Tracy Arm at one point in time created a list of policies that were at least 40 years old. Um all of them, the ones that we are looking at were last adopted and or updated before 1980, so at least 45 years old. Um some of them are repetitive. And so the ones that I looked at and thought that we could have some conversation about um was one policy 5311.4, which is damage to property. Um the way in which it's written, part of it is already captured in our code of conduct. there's other ways in which the language that is used is outdated and so we're thinking that could
107be a possible policy for uh for deletion. So quick thoughts about that policy. I'm trying to pull it up now as well which is unnecessary with the >> one that was like 1979 or something like that. 74 >> 74 Yes. >> I mean, you know, >> it's mainly about entering uh def facing books. >> Yes. >> And uh >> not familiar with it with a book entry, but >> so we're okay with putting this forward to the board. At least uh my policies aren't pulling up for some reason. So, >> oh the agenda. Thanks. I don't know why. Um, wow. >> All right. So, >> I would love to see it, Dr. >> Yeah. And it's also, this was the one where it's actually requiring students to pay damages. It's it's one sense. It's a
108people who shall be guilty of defacing or injuring books or other school property shall pay for damages and be subject to such penalty as the nature of the offense may require. >> Okay. No, I I Yeah, I got it. I got it. It does. What is the reference >> regulations for the maintenance of public order, >> which is not a policy that we have >> 1520 >> or I don't believe it's a policy we have. I don't recall seeing it. I don't know why I can't vote anything on that. >> Um, okay. Um, policy 5250, student activities. >> Maybe this will work. >> This was just like all over the map. We talked about these are all reflected in various um other policies. basic jumps around from trips to student organizations to accountability to finances
109to ticket systems to use of buildings breakage restored that in 1965. >> Yeah. Then updated in 79. So right I think again most of these things we either are outdated or we have in other policies. So I'm thinking ending up putting it up for deletions. >> Yeah. >> It also has use of buildings. We just did we spent all that time on the building. >> It wasn't that we didn't spend that much time. >> No. >> Can you actually update this language for us? Okay, I'll use some ch >> major dances in the senator ball shall not go later than 1:00 a.m. >> You can keep >> well and so that the part of the policy deletion though would be to explore see if any part of it would need to be someplace else. Right.
110Um but I'm actually shocked in 1965 they're talking about one 1 a.m. but that is what it is. Uh 5601 was another policy that we were considering and that is school lunches. Um it's making reference to the National School Lunch Act of 1945 and all of its amendments. We thought that maybe some things have changed since then in terms of our school lunch program. Um, so, uh, I, and there's, if I'm not mistaken, isn't there a procedure for it as well, so 5601-P? And that says the board of education of ICSD approves the extension to of the offer versus service position of the National School Lunch Act to Boon Middle School. Yeah, that's got to go. >> I mean, it's only to then do it. Yeah. So I think that I mean it sounds like
111the procedure definitely needs to go in remembering now uh this this uh this policy this national lunch program is still in effect. We had talked about adding records to the new program because that was missing from this. Otherwise, I don't think >> I don't know that we need a policy on the lunch program, but there's nothing inaccurate or wrong necessarily with this. It just isn't reflective. We would just need to add the >> Well, yes, but it's not even in keeping with our practice as an example, right? Second paragraph, it is understood that in keeping with these programs, the school district will serve free and reduced lunch. The children who are unable to pay the full price probably not language that we would use that way. And we have schools where every child gets a
112free lunch, right? So doesn't mean that we would change the language to reflect that. Um and so maybe this is a question for us to ask legal counsel about if there's a need for a school lunch policy, but I agree the procedure we know we can delete. So the 5601-P we get >> um so for the annual notices here we did like we still linked to the policy but we changed the link completely. >> Can you send us that notice? That'd be great. So we're so for the time being we'll put 5601 as a policy for us to review. 5601-P will put up for deletion. and especially because it only refers to Boon and Det. >> Yes. I I wonder what um I'm curious what sparked that. I'm not going to lie to you. So
113maybe at one point in time did the school lunch program change that was only K5. >> Yeah. I don't know. It's strange that it it's just saying those specific grades. That's probably flagged to why it was created. >> Yeah. There was a gap. >> Sure. That says nothing about Ethical High School, >> right? >> Y79 LCS created. All right. So, if that's okay with everyone, keep 5601 for review. Looking at the new language that we may need, but delete the current procedure, which seems outdated. >> Okay. And so with the new language, we're either we can either just build new policy based on case sense or but we're but you're also going to reach out to and find out if we need it. >> Either right. You might not even um well I think I
114would like a policy. Let me back up. I'm thinking if I'm a parent or caregiver and I'm, you know, new to the district, I may want to know. I may be looking for it. So that I think this is for me is a little bit different than some of our other policies. Like I don't know if I'm going to be looking for our damage to textbooks and how convers but I will ask we we'll ask to the council what is the requirement. Um and uh we'll for the time being plan on putting up for our next board agenda. It won't be on Tuesday. It'll be in December. um 5311-4, 5250, and 5601-P. Putting those up for deletion, and then we'll continue work on the school money. So, for our next policy committee, which is first
115week in December, um we're going to come back. We're going to ask Nancy to Well, this one we're not going to do in policy said. We'll follow up with you directly around entrance age. Uh we will do student exeicial members. Um we'll have a draft we hope of uh student voter registration and um maybe that's enough for the right now. >> Sorry, what did you say is >> uh that will be up on December meeting >> for continued conversation and discussion. We're going to get some the students said they're going to find some data and come back to us and I'll plan on writing them as well and ask them to take a look at her roles section and the responsibilities and see if they have some feedback suggestions there. Um as well as Meline's
116ideas reach out to you know some of their peers and get some more feedback as well. Um >> give them homework. >> Yep. >> Please said about the school lunches too like worrying about getting rid of that policy. We don't know how well free um meals are going to be. >> That's true. >> And I have been in situations where students who do not have payment. >> Y >> um I would I want a policy to protect moving forward. We don't know how long um and we want to make sure our kids are >> Yep. >> We weren't even sure who this year, right? >> We were waiting on state legis legislators to act. It's it's a hard conversation to come off of as people have just gone 45 days without benefits. >> Right. Right.
117Good point. >> And we don't know what what our climate is going to be. >> So, let's think about how to rewrite that policy and at least what we may want to do or try to commit to here. I think that's a good idea. >> Yeah. >> But the procedure we won't get away with. And then if there are other policies that we can take a look at that may be up for deletion moving forward, I'll send that link to everybody and we'll go from there. If we um Emily, I know you said that you may did, if I heard correctly about volunteering you to create a draft of the student voter registrations. >> Yeah. >> And we can have that for the December meeting. >> Um then I think that that works for us
118>> going from there. >> Yes. You may bring a policy our way. Well, I was I work with librarians now and they were asking uh for for us to discuss a few policies, but I think I think it it might be best for a few of us to meet with them and see what that what their desire is. It's it's policy um they want us to look at policy 1420 complaints about instructional and library materials. Yeah. and policy 4313 library materials selection. It's hard for my colleague looking at me over but he um but I think it'd be good if we met with the librarians to see what the specific as they have done some pre-work already. >> Yeah. >> Um um but I think um a conversation would be great and I don't know
119if that's the next meeting or maybe a few meet a few meetings down. >> Sure. Um yeah, we are already been talking about 1420 and 1420R that they may need to be updated. Um this is a response to an email that the board received but asking a little bit more specific details about process. Um and so we're really looking at some of our policies and realize that we don't mention things like you can also go to the commissioner, right? So there's got to be things like that that we should include. >> Um and so I would love to hear what the librarians concerns are. Um, again, especially in a current climate, especially with a Supreme Court case that Yes. provides parents the opportunity to opt out of materials. >> I think that's exactly why they
120want to bring it. >> All right. >> Good timing. >> Yep. Yeah. >> Okay. All right. So, we'll wait on that. That will be that won't be an agenda item. That'll be a meeting. We'll follow up from there. >> Yes. >> Fantastic. >> Thanks. >> We're good, everybody? >> Yeah. >> All right. We'll close the meeting. Thank you, Trisha, >> for your flexibility. Thank you. See you about that and beauty and Karen. Thank you as well for joining us. >> Yeah. Thank you.