001Good evening. This is um an inerson special meeting of the Bristol board of education. Today is Monday, December 15th and it is 601. I'm Dennis Pres in attendance of Joseph Kovic, Rob Traver, Princess America Mendes, Willie Medina. online we have Andre Woodson. Um first item is public speaking when we don't have anyone signed up. So we'll move on to the approval of the updated food and nutrition 2025 2026 food service bids. >> Good evening everyone. >> Good evening. >> First item for us is the approval of the 2526 food service bids. Um I've attached um the price differentials from 2425 to 2526 based on these items. With your approval, the food and nutrition department can purchase can begin purchasing food for the new school year >> questions. Have we not been feeding him yet? >>
002Oh no, >> we've been feeding them. We just >> Sorry, it's the obvious question. Yeah. Question. Are any of the bids higher than any of the awards higher than >> No, we've selected all all the lowest best quality bids. >> No, because I if there's one that's higher question it could be explained something like Mr. Mor see the column here with the price differences. Um, from a yearly perspective, how much more is it? I see some items are positive, other are negative. Um, so overall, how much more would food cost this year than last year? >> It only goes up about 2 to 3%. Most of the items are about two to three cents to 9 cents increase. And if something is really high, we go for an alternate lower cost. Is it like an
003additional $10,000 a year or how much does that equate to from a year perspective? >> Um, I would have to do some research on that because it it's totally pennies, but I couldn't get that to >> Okay. It's It's not a big deal if it's just pilots. >> Uh, Mr. Ben joined the meeting as well. Any other Mr. Traver? >> Yeah, I would ask you to have that at the regular meeting. Sorry. >> Question point. Yeah, when we say pennies, um just uh in my mind, I would like to see percentages because pennies pennies add up if it's like a 10% increase instead of those pennies can get pretty big. So, >> oh yeah, I didn't get the percentages. >> So, I would prefer I can't I would prefer to see like percentage increases. Thank
004you. >> Mr. Her M. >> Yeah, I go back though. I still like to know what to do. >> I'll get that for you. Thank you. >> Any other questions? >> Have a comment. If we know the total amount of the contract, you could easily find it out here. If it's a 2% um increase, >> I can get you that information as soon as possible. I just have to review all them, get the totals from this year, last year, and get you the percent. >> Okay. Approved the updated foodie nutrition 2526 food service bid. Five, Mr. Chamber, seconded by Miss Mendes. Um, all in favor. >> Any opposed? Any abstensions? Next item is the um approval of the signature change form ED099. >> So, submit nutrition. We are seeking the change of the signature change
005form, the ED 099. That is for Dr. Avery from moving from acting to interim superintendent. So we just need to update update that we see. >> We need to read something specific or can we just move to change? >> You just move to change it. >> Move to change the ED 099 to change the form ED to 099. Second chamber and second by Mr. Medina. Any further debate? All in favor say I. >> I. I. >> Any opposed? >> Any extensions? Thank you. >> The next item is the approvals approval of the reallocation of grant funds to support a special education corrective action plan positions for community specialist and learner engagement and attendance. even I am coming back to um share with the board that we are in need of proposing for uh amending our
006idea grant funds to establish um a position that will assist us in addressing three of one of the three corrective action areas. So we are actually identified as a district uh needing level one intervention and a part of that corrective action plan uh is to look at your idea funds and determine how you can reallocate those funds to address uh the efforts and that are identified in the corrective action plan. The three areas are disproportionate suspension expulsion rates for students with disabilities, timely correction of non-compliance and chronic absenteeism for students with disabilities. And in meeting with the state on July 23rd and July 30th, uh definitely on July 30th, we discussed ways in which we can use our IDA funds to uh address chronic absenteeism. I've been working with uh Carly uh Roger Reyes. Um
007we do have LEAP specialists already in the district, but this would be using this position to specifically address the chronic absenteeism at BLC and our transition academy. basically um again working with the state you have to they're going to work with us in identifying how to amend our funds. You have to address specifically how you're using your idea funds to work on your non-compliance. And we've we already addressed the disproportionate um suspension rates and the timely correction of non-compliance. This also ties with the like I said the chronic absenteeism. And this individual would report to uh the position that we came to you earlier, the uh assistant chief of special education. Oh, thank you. Okay. Mr. W. Mr. W, >> what what will be some of the duties that they will be that they would
008be um doing? So identifying those students who are determined as being chronically absent and that so when you look at chronic absenteeism that is uh 10 days or or more and also what counts with that are your out of school suspension and your expulsion days also goes towards that. uh working with the attendance teams on the campus and the administrators in identifying those students. When we identify the students, working specifically with the students and their families to identify the barriers of what's keeping them from coming to school and if it's resources that they need in the community that we help them to uh access uh those resources. um preparing monthly attendance reports to identify the students. Um surveys with students and families to identify those barriers, establishing goals for the students um to address getting
009them to return to school and to attend. Um again meeting with the uh attendance teams, maintaining professional awareness of regulations regarding child welfare and attendance and assisting and planning and facilitation of professional development activities to support our school-based staff are just some of the duties. >> Okay. But if those students those students aren't coming to school, how do you plan on getting in contact with those students? So one it would be uh Mr. Woodson in just identifying who the students are and some of it could be home visits uh telephone calls meeting with the parents um inviting the parents to come to the district to meet with them. I've had some success with some of our difficult parents uh or parents not difficult parents but parents who are having difficulties at campuses who have actually
010come up to the district to meet with me in person face to face. So even offering that to uh to meet with parents to meet in a safe space for them as well. Um reaching out to the students to schedule times when we're talking BLC and the transition academy to meet with them in those spaces as well. >> Yeah. But I'm I'm concerned about really getting in contact with students that are that are the most vulnerable that are not easy to get in contact with cuz I was we just had a meeting with Sergeant Gre I think that's his name and um I I asked them I you know I know when I when I was in school I went to court public schools and they had truency officers. I I I asked them I
011said you know do we have any way do we have truency officers do we have any way to you know go knock on doors that that's that's what the part of the truency operator job was to knock on doors of kids that wasn't coming to school on you know on a regular basis. So I asked him he and he told me that the only thing that's you know standing in the way of having truency officers is money. So I mean if we could just need people Mr. Let's just make sure we don't um talk about what we discussed in executive session. So if you can you could use that with um you know share what you need to share but without whatever we talked about in executive session. >> Okay. So right so could bottom
012line can we use money for truly officers? >> So the role is very similar to that. So when I say home visits, that is what I'm saying and that you know someone goes out with this individual to yes knock on doors and to actually have those face-to-face uh meetings with parents in a space that they are feeling comfortable and that could be at the home as well. I think that's that's an option that that needs to be really thought about because there's there options that that that we have been using haven't haven't seem to be working. So, we need to start using options that haven't been afforded to us in the past. Thank you. >> Thank you, Sarine. I think I think you're on the right track. >> Sorry, Mr. Uh listen, I think you're
013right. You're you're on the right track regarding using those options that we're you know um we've had some success with our LEAP program that has a similar component of going in and interacting with families and and uh and students in their homes. Uh again, as we look at the kids with special needs and you know and and why they're on this uh corrective action list, we're going to dive deeper into the the the actual reasons for and part of that is going to be looking at some of the same strategies that we use with the LEAP programs with this particular, you know, uh individual because it's more of a targeted, you know, focal point, uh regarding getting these kids back into the play. a lot of things that I when I've looked into this whole
014deal about special needs kids, what's been happening, I think, is when when when the district disciplines the special needs kids, they're giving them an automatic 10 days out for whatever incident that they do. And the 10 days should be an option, a continuum of what they could use. But when you look at most of the kids, they've been getting 10 days here, 10 days here, 10 days here. So it may be a total of 30 days throughout the whole school year. And that right there impacts chronic absenteeism. And so when you look at I may give a kid I have an option of 10 days, but I can give them two days here, two days here, and two days here. So over a period of a year, they've only had six days of absences in
015the school year. So there's a lot of things that we're going to have to kind of co know uncover as we look at this. But again, this person will give that list of kids that's on that corrective action plan an opportunity to go real targeted to why these kids and we have kids all at all different ages from from six, seven, eight years old to to seniors uh in school. So uh again, >> when you talk the transition academy, you're talking your 18 to 22 year olds, right? So all the way up to 22 years of age as well, they still are considered part of that chronic absentee them as well. So yes, I think you're you're you're we're looking at those options and as we expand and and target a little bit more, we'll
016have more options to be able to consider and and the school trining officers is an option that we may want to consider moving forward as well. So thank you for that consideration. >> Yes. Yes. because I want I want the program to be most effective and I and most importantly I want the person to be doing doing this job want to be safe because we all know that these that these some of the neighborhoods that these kids live in aren't the aren't the best neighborhoods. So I don't want I don't want the people doing the job to feel like well that's you know that's not a good neighborhood we can't go there. I want some I want to send people that are suited that are well that are well equipped to do the job and
017make sure that the job is being done effectively. Thank you. Absolutely. >> Is this a college? >> Yeah. A couple of things. Um this job seems mostly administrative in nature. We were all at the last board meeting said this money could be used for compliance hours and all that stuff as well. We were all at the meeting where the teachers couple of teachers came and said special ed Paris are being pulled from their classroom to change students diapers in regular education. We all heard that. So, how are we spending money on one subsection of children? I say it's not needed over potential 2,300 hours of special ed subs where we can catch up compliance either parries or social work type social workers because we're not to I don't think we totally in compliance right now
018caught up with law especially. It seems like every every new job we approve is administrative in in nature and not forward facing to the students that are already here. But implore us to consider the students that are already here and to think about it. Think about that teacher that came and said they're pulled from their job to go change a diaper. And think what we're balancing here is checking our kids who aren't coming to school, which we already got the LEAP program doing versus child in a soil diaper either being left in that soil diaper until somebody can get there or a special education par profofessional moving down to the classroom to change that class that student's diaper and not servicing the child that should be serpent issues and and we we are looking in
019fact today we were in classrooms actually looking at the needs kindergarten where special education students are impacting and special education students are not impacting this position because ified by the state as being non-compliant for chronic absenteeism is because we we have to we have to address the use of IDA funds. If we don't do it, the state will do it for us. So I I understand what you're saying and I want you to please know that we we have we are not being deaf to that concern as well. >> You saw three uses correct? >> I'm sorry. >> You said there's three uses in a corrective action plan. The idea for funds can be >> there are three catching up on the compensatory hours. So that is specific to the 21 I think it was
020the 2021 corrective action systemic corrective action. So we have not completed that. So that's where that timely of non-compliance comes in not currently but from that 20 202021 systemic complaint. The other is the disproportionate suspension expulsion rates for students with disabilities which we've been discussing for this is year two that that we're discussing that as far as as where I've been involved and then the chronic absenteeism I believe that's also another ongoing area. So, it's not that we have to use have to have three different positions, but you have to have someone that's addressing your chronic absenteeism and how you're using the IDA funds. If we want to come back and look at how we can use IDA funds or other funds to support the classrooms that need that support where special education students are
021requiring that additional support, we can do that as well. But this is specifically addressing a corrective action plan that the state clearly says that they advise the district if we don't that they will come in and advise us of available resources and technical assistance to address the areas in need of assistance and how it's related to our IVA funds. Right now, we are considered high risk with our IDA funds, which means if we don't address it, they can specifically address it for us. And I would rather us not. >> And the corrective action plan has three buckets. Correct. I would just like to guess I don't answer the question. Could this money be used in compliance with the IDA grants to hire special education par profofessionals or par profofessional substitutes to catch up on one
022of the problems in the IDA in the corrective action plan that has been identified by the state. >> No, because that's not an area that's identified by the state. So what? So you're asking can we can we use this for par professionals in the classroom to to address the diapering toileting needs >> at compensatory hours at comp compensatory hours in every area cannot provide the compensatory hours. Aren't there students that have oneonone powers that got didn't have those services that need to be made up for? >> So again, so again in the corrective action plan, it is not for right now. This is for the 2020 2021 this complaint that we did that we are still in 2025 addressing that complaint. which is said off to me. I think other psychosocial services can't be used
023to as well to address the chronic suspensions and absentees and students. I don't know just see anyway I'll be able to get this I got a followup question why are we still in the packet it's very important job have we changed the salary lower to reflect the high school diploma only required for this position or we still going to pay them more than our teachers entry level teachers and professionals who actually required their associates >> so in meeting with Dr. Avery, we are proposing a salary range of 45 to 55. >> I guess that's all I have. >> Well, I'll start with that then. >> Can you explain that? >> Explain. >> Well, you two met and talk. So I'm I'm Can you is can you all explain that >> the rest by the board
024member the board members talk to the bargaining units and figure out what makes sense. >> Right. So now you said you talked and you came up with this new range of 45 to 55 which is essentially the starting salary range >> of a uh member of the BEA collective bargaining unit. Um so can you explain why you chose that range >> about in the year not in the year? >> So it's it is a a nonaffiliated we're still wanting to move forward with it being a non-affiliated position. Um we discussed hourly versus a salary range and just came up with between 45 and and 55 even with meeting with Mr. Nequa. The take-home for this individual would be what did you say >> basically 30 $30,000 when we do all the deductibles. So did you
025conclude salary or hourly? We discussed hourly or salary. You didn't say what you conclude. >> So we came to the the conclusion of proposing that it would be a salary range between 45 and 55. Mhm. >> And no bargain >> and you're thinking behind that restrictions on the person doing the work after hours. You would have to do that within the working time frame. So there has to be a little bit of flexibility behind being able to get them to a home when the parents are there those types of things early morning. There are some there's some things that that have to be you know some flexibility there that needs to be you know adhered to as well. Okay. that I understood going back and we've never been provided any data from you that I
026know of that explains why BLC and transition the transition academy are but what you're saying it's historic >> so in the currently >> recently in this whole discussion blame the positions it's historic you're saying >> the complaints from 20 and 2021, we were not here either, right? So, she's taking the complaint and being able to kind of utilize the complaint. She doesn't have all the necessary supporting documents with it because the person that was here did not have those. What she's done is set with the technical assistant person from the state to kind of work through what needs to happen in order for us to be in compliance. So that's kind of what has happened, you know, in the short period of time that Michelle has been here. Uh she's taken those those items and,
027you know, we've addressed again two of the three items by just doing some of the things that we're doing in the district. Uh and then this third one uh popped back up because we just didn't have that focal point of how we're going to make sure kids are coming to school. a lot of those kids are coming from the the BLC campus and the transition. So just to kind of give you an idea in July which is around the same time that we were notified uh from the state and this is based on this is our determination >> what year I just want to make sure because I don't want to assume July what year you referring to >> 2025 we're going to say so this is our determination for 2024 so this is data
028from 2324 so it's We are a year behind knowing our current data it is still so at in July when I say historical I can go from 23 24 so for with um BLC we were at 67.8% chronic absenteeism for the transition academy it was 35%. in working with Miss Roacha Reyes. >> You repeat the transition. >> The transition academy was 35%. And on September 8th, Brisport Learning P uh learning center was at 40% and transition academy was at 23%. in one year. >> Well, and it has decreased from the beginning of the school year, but then what we saw last year with uh with both of these programs is that throughout the year it increased in working with Miss Roger Reyes. We currently have LEAP specialists, but no one has been assigned to BC
029and transition academy, which is why we decided to use this facically for those two two programs because don't get me wrong, there when we look at our special ed data alone, there are many campuses that there is a concern But we have LEAP specialists who are working with our other 39, our other 37 campuses, but these two did not have anyone specifically assigned to them. I can speculate but um as to what happened last year that might have affect the ground capsucc I I can kind of globalize that a little bit on the chopping block. >> We we had there was a lot of different things over the last couple years where we're going to keep the campus not keep the campus kind of thing and there was just a lot of that throughout the
030last two years. >> Where is the transition going? >> Is that central? >> Correct. That's what I thought. >> Yeah. >> So, and they're more stable than BLC. >> Yes. >> And so, they both obviously improve dramatically at the beginning of this year um without this intervention. >> Yes. And it could be that some of the students um had not reenrolled yet. >> Okay. >> Which is which is another thing to look at. >> It's premature. >> Yes. Which is to determine those students who were on our roster in July who are not showing up now. Yeah. >> Where are they? >> We got them. >> Okay. >> So, um you're brought up this year. I'm not It's too early. I'm with you. >> But no, when I when I shared the data at the
031last meeting, those presented percentages, I just wondered in case someone looked at where we are now that what I shared at the last meeting was really how we ended the school year in July. >> Yeah. But the historic data, what I'm talking about is over an extended period of time what we see that that leads us to decide because in talking to people that they don't they don't see it the same way. And so you know we but I keep hearing the state the state that's what I hear that that's the biggest word that comes into me is the state not what we're looking at and deciding on our own. And I understand that and I understand the importance of that. I'm not minimizing. >> And don't get me wrong, the state is not saying
032that we have that this is the route that we have to go. The state is saying that you have to use IDA funds to address your non uh compliance. The >> state is saying you have to do something or we will. >> Pretty much. >> Yeah, >> I heard that. So this is your thoughts on what you think is the best way to go in response to that suggestion slash whatever you want to call it um from the state. And so we're taking this step which you you have determined is the best step we should take >> and and her division is going to be held accountable for making sure she falls through with it. >> I get it where it's supposed to >> and and we have these other components that Mr. Woodson was
033raising etc. These other pieces like lead that have been discussed are all components that we have to trying to address this issue and we'll discuss this in my committee we'll discuss this in other places as we go through the year to see this have we wisely spent this money um this is one expenditure I understand um you know the concern that Mr. Sakovic has raised um also which is we you know we we have these other issues and I understand what you're saying about the kindergarten versus that um but that is what we're hearing from the kindergartens um which I will be asking you about in my committee um and we have my next committee meeting um so we'll discuss it at the end of the month. >> I'm glad to hear you're looking at
034>> Thank you. Okay, thank you. >> Excuse me. Quick question. So during the last meeting there was for a debate if this role was going to be either 10 months or 12 months. Um I see the file on the portal says 10 months still. Is that the case or are we going to extend it to more? >> So I would like to extend it to 12 months because you know sometimes you you can't catch students during the school year. And again, look at the difference of where we ended and where we are now. So, could we have recouped some of those students had we had someone working during the summer trying to ensure that those that weren't coming in at the in June to ensure that they were coming back in in August. So yes,
035it would be beneficial to extend us as a 12-month position >> is what's being proposed. >> Yes. >> Mr. Bahan. >> Yeah. Thank you, Madam Chair. Um I'm going little go back what um Miss McI say about the um when you say they're going to visit the the student at home in L. uh they want to have um translate you know to be sure when the per the staff go they have whoever can speak you know Spanish English and other language yes and that that's going to be as we are looking at our students it's a deep dive within their file to ensure that we you know are reaching out and that they don't go alone and whether that is with someone that uh you know it's a even if it's a bilingual person who
036feels this position that they still have someone that that will go with them for home visits. >> All right. Thank you. And the other thing um I know I'm agree with a little part with Mr. Wood say about the neighborhood. I don't want they say because oh the neighborhood is not good or something like that. I cannot go there. And I'm agree with that part of Mr. Wood saying just because the neighborhood is not good doesn't mean that family is going to be the same place. So we have to understand that part. So I want to agree what Mr. what to say and I know you say something about the state um required you know the information you give it to them you know something let us the state come and visit your department and
037you can show them everything what we have because I know your department is not easy to work with special education they think it's easy they don't see I believe you have almost 400 you know students we have in total from our school and we'll be glad they come and show up and then the last thing I want to say this is the reason we need our par professionals back. I want to say that for the record. Thank you, Madam Chair and everyone. >> Thank you. Um find it in this order. What was the position called? Cuz I always had a private title that I can find in my paperwork. What's the title of this position? >> Specialist engagement. Um sorry, the 3D specialist for learner engagement and attendance. >> Okay. And you said there was
038a non-compliant issue, but you're saying that ELC and the transition group do not have a deep specialist, but nevertheless, from the last numbers of 68.8%. BLC had a better outcome of over close to 28% and then the transition had upwards of almost 13% without a lead specialist. But keep in mind, we don't know where those students. So, we we ended the school year with students on that. >> Trying to get to the question. I'm sorry. Yeah. No, I was just trying to figure out. No, I'm sorry. I just didn't want you to think I was attacking you. I was trying to ask like why are those Cambridgees don't have a lean specialist? That was where I was meeting to my first student. Guess who >> I'm sorry. >> It's okay. >> And and I apologize.
039I do not have an answer to to that. Um it was not an area that specifically special ed has been involved in until we did get the determination from the state and in investigating and gathering data to develop the corrective action plan. That's when I did realize that um those two campuses had not been Thank you. Anybody else? Is there a motion? Is there a motion for anything of this? to deny the to um motion for approval of the relocation of grant funds to support a special education corrective action plan position community specialist for learner engagement and attendance second. I'll second it. Um any further debate? Please roll. >> Andre Woodson. >> No. >> Yes. William Medina. >> No. >> Sash. >> Yes. >> Albert Benhead. >> Yes. >> Rob Twood. >> Yes. passed or
040drink. Thank you. Next item on the agenda is so I'll be brief. Um the student handbook is reviewed and revised and updated each school year. So we're in the process of doing that for this school year. Um the revisions are based on the policy revision that well approved at the end of last school year when it came to challenging behaviors and restorative practices and school climate and culture. So the only updates um to the behavior are around the policy. Um, so first of all, I'd like to thank um, so Jeff Borsy from um, the DEA reached out to me to have some of his members uh, to look at the handbook as well to make sure that we were all in agreement in alignment with the updates. So I did meet with uh, Jennifer Kellerman,
041Joseph Degro and Lisa Baldo from BEA as well as BCAST. All the administrators were shared the revisions and the updates to the student handbook at the opening of school PD and all their feedback was taken into consideration into the revised handbook as well. So um I I do have the red line all the updates um are like I said the the updates to the policy that were passed by the board as well as the updates to the challenging behaviors, school climate and culture and assorted practices. Um, and you'll see every update. I also just wanted to provide you with a copy of the pound indicator report form um because that is the form that we will make available to parents, students, and staff that aligns with the handbook. So, in the event that a parent,
042your staff um has a concern about a challenging or bullying behavior in the school, they fill out this reporting form. It will be attached to the handbook and available on the website once the handbook is approved and uh that will initiate an investigation of the bullying the challenging behaviors. >> Any questions? >> One more thing I think the biggest thing you might notice uh historically the um student handbook and the code of conduct and responsibility were one document. They were separated, but based on the feedback that administrators, they asked to be put back together so that they had everything in one document. So when they were reviewing the behaviors, they could also refer to the code of conduct as part of the tiered behavioral supports that we'll put in place to support students. >> Yes.
043Is there are there any changes to the cell phone policy for the for the students? >> Mr. Wilson, we did not change the policy for that. You know, that was one of the uh options of of all districts instead of Connecticut. At at one point in time the legislature they were going to provide a some guidance across Connecticut but they left that to in individual districts to you know um consider the their own self cell phone policy. That is something that we will you know if the board is wanting us to consider uh changing the cell phone policy moving forward we can do that. I think one of the good things that we have before us is that there's several districts around us that have changed their um their cell phone policy for their districts
044this school year. Uh and so as we start looking and you know evaluating surrounding districts and how how that you know the pluses and minuses of that that's going to help us as we look to change ours if necessary as well. So that's something that I think is is on the horizon for the district. Uh but right now we didn't feel that we we had so many other things that we had before us to especially budgetary things that we had to kind of sum up first. Uh so that's something we will be looking to in the next you know hopefully over the next year or so we will have discussion on that as well. >> Okay. because I know in the future we're going to be looking to, you know, the experts and the and
045and the and the people who deal with these kids every day to, you know, guide us on what the policy should be. We shouldn't, you know, we're we're we we all care about the kids, but we're not the experts and we're we're not the ones in class. So, we'll be looking for you guys information and feedback on, you know, what's the what's the best policy, you know, from from what I'm from what I from what I'm hearing, I'm I'm hearing, you know, no no phones is the best is the best policy, you know, and and and and is the best uh is the best uh route to go, you know, to try to, you know, make the environment a little bit better for the kids. But that's all I got to say. Thank you. >>
046Thank you, >> father. Yeah, I'm sitting here watching a couple f members scramble through this the red lines. I'm really not going to scramble through this with the red lines. This is I don't see it in board book unless I overlooked it. We dropped on this. I don't know if the red lines are correct or not and not time to not think we should been rushing through this with the red lines and all that. I think we could postpone this item for another time since we already got the policy in place and we already got the hand the existing handbook is in place. I don't see this as paramount to rush through before we all had a time to really really look at this. >> Dr. I concur. Um it appears to be a very
047well done I mean I I see the red I see it's very easy to read. It's just the one for me to read right now. I I did not see it on the agenda. I looked at the agenda and see this myself. Um and I remember talking earlier today about being downstairs for the Hispanic Heritage Month ceremony at the board at the city council meeting and saying, "Oh, we should be out of there. No problem." Uh on this meeting because I didn't either I overlooked it or did not see it, but I did not see that we had a full agenda tonight. um for this meeting and we have a regular board meeting next Monday, don't we? >> So, we could just deal with this next Monday, our regular meeting. I'm not sure why we're
048having all these special meetings, but um this strikes me as something that we can it's nicely done. It's nice and clear. Um but it doesn't need to be done tonight. So, I concur with Mr. Schol u rather put this off for a week and Unless there's some urgent reason that I don't >> I don't Well, so yes, the other existing handbook is in place and we will follow that. Um the up the importance is just the update updates policy and administrators wanting to share the handbook to start off the school year. But what I did offer and this was a concern with some of the members as well. So what I did offer is that once it's approved, we will create our PowerPoint um and I will go through all the highlights of the handbook
049and send the video so that teachers and staff can share it with students so it doesn't put any extra burden on them. >> I completely understand but I you know we were talking before the meeting started about why we have this this surge of special meetings at the beginning of this week. Um, and >> there's only this is only special meeting. The other ones were committee meetings, >> right? I was referring to committee meetings and these it's like I I just we have a regular board meeting. That's one thing I've >> um I want to say that I agree with both of them. Just looking through through this it was I can tell you spent a lot of time on this. I certainly want to make sure that I that I give it the attention
050that it deserves. >> Um, so with that, I would like to do a motion to postpone for the next regular board meeting next week. >> The approval of the student handbook. >> Second. >> Motion has been made and seconded by Mr. Falick. Um, all in favor say I. I. I. Any >> opposed? I. any extensions. >> I think there was just some miscommunication regarding what meeting this was going to be put on. So I take full, >> you know. So again, it was just the clarity. So we we kind of put it on here. I was told it was ready to go then maybe not. So not a big deal. We'll work through it. It's not I think we have another week to get it done. We'll we'll we'll work it out. >> Yeah. No,
051I it's good work. I I I mean no insult, but I messed up. We were all hoping to make it downstairs for the flight ceremony of Hispanic Heritage, Hispanic Heritage Month, City Council. >> Motion, Madam Chair. >> All in favor? >> I at 6:49. Thank you. God bless you all. Building one in the plane ceremony did it.