001Dr. >> here. Mr. >> Here, >> Mr. Terry. >> Thank you. Please to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. I do not see anyone in attendance for the audience. So, let us move on to review policies and bylaws for a first reading. So, uh the first two policies that we're going to review this evening are um mandated by law. Uh they were part of the last legislative session and so we have new policy updates. The first is library collection development and maintenance policy. Um historically uh districts I don't know what districts do when they don't have a library media specialist but um you know we do have a library media specialist
002in every building um with the exception of Darcy. But uh this require the law requires us to develop a policy uh to reflect how we evaluate uh materials, how we select materials. Uh and this is the cave model policy that's given here. Um it reflects what's required in law. Um but it's kind of openended, you know, just Basically it says the important place for inquiry dissemination of ideas free expression media prof and that's reflected in the law the professionally trained to curate develop collection basically I think the law was written to kind of say that you know we need to defer to the librarian on these things however there is required in the law which we already have a policy for if somebody doesn't like material that's in our schools like there's a process that
003you follow. So how how involved or if someone has a problem with something in the library and it is brought a complaint is filed what is the process that reviews that. So it's a different policy. Basically you're encouraged if it's uh sometimes it's a classroom teacher you got you've got an issue with something either a book in their their classroom library or something that was assigned. Sometimes it's the school library and our protocol is you connect with the person where the book is, right? So it could be the classroom teacher or the librarian. If you're not satisfied there, you go to the principal, then you go to the um assistant superintendent. Ultimately, there is a committee if it's still not resolved by that point. Uh I can't remember a time that it got to that
004place. Um I know it has happened about 20 something years ago. There's a situation I remember talking to Don Malone about it but um generally things get resolved on on that path. You you were I think both you guys were at >> I was sick one night with years ago there was a um >> it wasn't that many years ago. >> It was like three or four years ago there was a a meeting >> that died. It died. Yeah. >> Oh, yeah. >> Remember that? And we, you know, kind of worked through the process and it got resolved. So, you know, usually that's what happens. >> Can I ask um does this eventually does this policy like this ever get to the library media specialist? >> Yeah. >> So, they Yeah. >> You know, they
005would for the library media folks, but other ones that implications for other people. Uh, usually it does. It's not like so specific that it impacts the classroom or something, but >> I was just wondering, you know, >> we spend all this time on these policies. >> Yeah. Usually, I mean, the two that we've spent the most on over the years, graduation policy, right? And, uh, bullying. >> And so, we communicate a lot with the administrators on those who communicate with, >> school climate committees and the the faculty and stuff like that. >> Okay. So this is a first reading and this comes from Kate. >> Yeah, it is mandated by law. >> Um, is there anything else that we should or might look at anybody else's policy or is there a reason to? >> There
006are very few like just new public is a brand new law. There's not a lot to look at in terms of >> Okay. diverse policies. Um we can check >> what's the law about? >> The law is about curricular materials. So you're going to see the next policy touches onto that too. That's the second prong of the law. The first this part is uh the library development and maintenance policy. The next prong is the items that are on display in the library. And the last prong is the how to challenge um materials in in the policy. >> Must have missed all these things. I don't know. I guess I was trying to look at it on my phone and so I guess the links weren't >> the how to challenge one. We we already have
007a policy for that. So we didn't have to adopt a new policy for that. But the other two were this. So this was the first one. The second one, this is the regulation component of the selection. And these these just outline the criteria that the uh librarian should consider the library media specialist I should say should consider in going through selection of material. I think this is helpful guidance. We reviewed this in advance and feel like yeah common sense. What do you want? >> Library media specialist specific to a school >> or is there a specialist for the district? >> No. So um Marlene really Azra oversees the library media specialists for the district but you know an individual library media specialist is going to order things at dot. uh Chris and Shanley, you know,
008or um and well speak at the high school. The elementary people tend to do a little bit more together uh because all of our elementary libraries should be pretty similar um if not identical. So they do more collectively, but uh developmentally things are different. In middle school and high school, they're not ordering the same books obviously. So they do select it. Do you remember um last month maybe There was a a lady who came to the board meeting who had a question and it was about the books and things that were in love. >> That was several [snorts] months ago. >> Was it two months ago? Maybe more than that. >> No, it was this year. Definitely. >> Pretty. >> It was definitely this year. Time flies when you're having fun. >> It was the
009last time we were at Highland before. >> Oh, no, no, no. I'm not talking about that. Um, I'm talking She came to uh the podium at >> Yeah. >> town hall. >> Oh, yeah. Yeah. >> Yeah. Yeah. >> Uh she had a friend with her too the first time and the second time she came by herself and she had questions about this. I met with her. >> I gave her she had requested >> every book that is at Cheshure High School Library. I gave her to that I gave her that list. She was really pleased with it. I mean that's usually how we resolve things just by having the conversations. But uh this regulation provides some context about how the school library media specialist should order books and it's pretty straightforward. >> And does this
010policy cover um so so does the media specialist [clears throat] have final does does the specialist present the list of what they want to add or subtract and then that goes to Ezra and Marlene or do they have sort of purview over whatever they have in their library? Not every time, but often they're they work with it. So the at the very least [clears throat] POS get approved that way. So they get approved through hierarchy. So somebody else is looking at the listing. It's not just, you know, if the library media specialist went haywire and ordered, you know, nothing but books on sex and hunting for the elementary school, like >> it would be interesting. Sure. >> It would be. Yeah. >> What do you mean? >> Not likely. Interesting is if you'd want to
011go to the library or No, >> I'm kidding. >> How would you How would you set that up? >> That was a not the best uh example. Anyway, so uh the next one is the library display and program policy. Again, using the same sort of idea. This is the second prong that I was telling you about in that piece of legislation where the library displays in in um student programs. I think there was a conscious effort to protect um some efforts that you may have seen nationally where, you know, people have tried to run the library media specialist out on our rail. Um, that we recognize that they're professional, but there is a process if you aren't happy with something to challenge it. And I, you know, let me pull that that policy up too,
012just so you can see the number. And I'm assuming that if you had uh someone who wanted to challenge things >> and then they didn't like the result that and let's say they get latigious, they're not suing the uh the specialist is is protected by the system, right? They would be they would be have to sue the system and not the specialist specifically, right? there specialist is protected >> and that's I mean I think that's part of this too where in some other places maybe they didn't have those those policies >> you know why do you think these policies are new newly out mandated >> because of what you see in America >> nationally yeah it's >> it's not an issue that you know we have too much in Connecticut or you know but and
013and that's fair it's fine like if family, a parent, whoever challenges our materials, that's fine. Like, and like I said, we've had a a policy and a practice that we've employed for decades and it's seemed to work. Okay. Um I'm sorry. I'm going to have to run into my office and get the actual number. >> What's that? >> Is it right? >> Probably not. You've seen my office right now. It's not the best of places juggling some things. So, I'll get that before we leave here in a minute. But, um, this is the wrong policy. [snorts] Library display policy. It's pretty short and sweet. But, you know, again, nobody in our district has like this unilateral authority on pretty anything, you know, we do things very collaboratively. Um, and again, if you're not happy with
014something, there's a protocol like we have our who do I call list for parents. Like if you found out that this was in the library and you weren't happy, you'd start by talking to the librarian. You know, maybe there's a rationale and if you still weren't happy, then you talk to the principal. And then if you weren't happy, you talk to Marlene and myself. You know, there's a process. And if then it doesn't get resolved, there's a, you know, certainly for materials, there's a a process that you can engage in to go to a committee that decides it [snorts] and I'll meet you that before you leave, but it's just not new, so I didn't have it. It's not on the post. The third um policy is a recommendation Um this is our uh policy
015around suicide prevention and intervention that had last been updated in 1996. >> So in working Yeah, it's been a while. So in working with our uh attorney around this um we've crafted updated language uh basically you know a process uh ensuring that you know the district staff refer students for supports as needed And you know, unfortunately, developmentally, it's it's not uncommon to uh learn of somebody with suicidal ideation uh in teenage years in particular. and we communicate with the families when that you know becomes known and we have um resources to support families in that process. Um sometimes it's as simple as you know beginning with your pediatrician. Um, other times it's it's more sophisticated uh that would require uh specialized service like through the emergency room or uh Wellmore behavioral health is a state
016facilitated um program around Connecticut. They have different uh areas and it's really good. I went there a couple of years ago with Michelle Picarillo and Chief Drife because when the department comes to your home and there's an individual um whether they be youth or adult who's um in crisis, they need a place after hours or over the summer or whatever to ensure that the individual gets the support that they need. And so um well more is designed to receive those folks in a way that you know in the old days we would take somebody either when I say we I mean socially school system or a police department, you you'd go to Midstate and you'd be in the waiting room. Um, and next to you would be somebody who thinks they're having a heart attack
017and somebody who's dealing with drug addiction and somebody who's, you know, um, schizophrenic or something. And, uh, which can be kind of terrifying. Somebody who's bleeding, you know, can be kind of terrifying for a 12-year-old, 14y old, or an adult. And um the receiving area in Waterberry is not that way. Um and you are brought in uh much quicker and handled much differently than you would be just um as you were triaged at a emergency room. So we are so pleased with that. Um and it's been great for our community and our state. I think much better. So the U I guess this seems to be a lot more red than the one that I read yesterday. So I don't know if I was reading the right thing. So maybe I'm getting confused with the
018old one. >> Looks like we have both of them. >> There's a reg regulation too, Adam. I don't know if that >> So there was a section in there about >> the regulations not is red. >> Okay. >> As you can see this >> Oh, this is brand. >> So then maybe it's the regulation. So there was a section about a person who determines if there's imminent risk. Mhm. >> And it seemed to talk a lot about what happens if they say there's an imminent risk, >> but it doesn't say what happens if they determine there wasn't an imminent risk and then something happened. >> Okay, that's good. If and something happened. >> Yeah. So like does that expose us? >> Yeah. So the the determination of risk is transient. Um that an individual could
019be at risk now and not 20 minutes from now as circumstances change. But if we determine you're at risk right now, um then you're going to be seen. If we don't determine you're at risk, that you know, like I said, you could leave and then be at risk. you say leave >> leave the site, leave the premises, go leave school. >> Okay. >> But if we're if we're um evaluating a student and for uh concern about a suicidal ideation or threat to self or others and we determine that there's not an imminent risk, we still communicate with the family and then at that point, you know, we don't just send you back to class >> because there was a reason in the first place. >> Exactly. You're right. Yeah, there was some sort of evidence
020that led us to believe this, you know, we don't just, all right, I'll figure it out and you're good. Go back. Um, >> okay. >> So, we do communicate that to the family and if if you didn't get that through this, I want to review that again for that piece to make sure that >> we do address that. Um, and so I'll make a note of that to to review it for that eye and that feedback. Thank you. So, this is new regulation. >> Yeah. >> And it comes from where? >> It comes from our attorney, but we've reviewed it to ensure that it's what we do. >> And it's really what we do anyway. It comes from the attorney. You were talking about social services and it has gone through Michelle's >> No, Michelle
021doesn't evaluate this. I mean, I could ask her her her two cents on it, but it hasn't gone through her. I can ask her. >> Well, I was >> if she's got I was just wondering. >> It's not a crazy idea, but I can ask her. >> I mean, we talk all the time. She and I were emailing earlier today. So I certainly I respect her professional opinion and we could ask her perspective. >> She might. >> She she deals with different rules than we do. >> Yeah. >> Outside that's what I was. >> But if she's got any professional insight, you know, we'll ask her. Okay. What if the student tries to leave? Um, in that case, we, you know, contact the authorities. You know, you can't, it depends on the age of the
022child, the size of the child. Um, if we're trying to determine if you're a risk to yourself and others, and you're trying to leave the premises, that's a great concern. >> And so, depending on the circumstances, if you're a younger child, we have people trained in restraint and seclusion that would >> um support that indiv ual, you know, in other cases it might be a call to 911. >> Yeah. >> Okay. Thank you. >> It's rare. I mean, it's definitely it's happened, but it's that's really rare. >> Yeah. >> When somebody's feeling that way and they've expressed it to somebody that got their attention, it's it's rare that they try and leave. >> Yeah. So that's our suicidal um you know prevention and intervention policy. The next two I had sent you guys a while
023back. We could take another look at them. They are um bylaws of the board. And if you recall after the meeting we had with Jody Gooler from CAVE. And I I appreciate you guys taking another look at these because I I captured them from my notes. I went back, I watched the video again just to be safe and I made these changes in red. These are additions really in red. Um and if you feel like these capture it, then I think we can go to the board with it. But um if you don't, let's make a change. So for number three, >> y [snorts] it's our role to communicate the educational program. >> Yeah, it's it is but you don't do it. >> Yeah. [laughter] >> Yeah. Like >> Yeah, it uh >> No, but
024we we do have hire me. >> It is written in our in our materials >> and you have the curriculum committee that does it um >> is really that is something that we do more often. I think that that program thing through things like our showcase, you know, the three showcases we hold a year, it's not like, you know, we have our curriculum online now. We're we're making progress on that all the time. You know, those are the things that we're doing as a board to >> okay the program. But yeah, >> make sure >> it's not it's not as direct as the others. Employee enabled and qualified superintendent is pretty cut and dry, right? >> Yeah. Let's keep it to nine words. That pretty much sums it up, I guess. >> Yeah. So, these
025were the ones that we talked about the other day, last month. The next one has more a little bit more more monitoring um products and processes. That was another um piece I Jody specifically had asked, you know, suggested this impactful and complex job of of the board as opposed to very responsible. You wanted to just um drive home the fact that you guys do make a difference. Um but diverse opinions into a common purpose. This is, you know, that's all old language, very nuance change there, but I like that language. >> Yeah, I thought it was a nice update, too. The second paragraph, the policy of the board of education that rather than as needed, there shall be a self-aw evaluation in which each member shall participate every other year. Strongly recommended that [music] this
026evaluation be completed and then reviewed in a retreat facilitated by Cape or someone with relevant experience. So now we're committing ourselves to I remember from the meeting the bianial versus by annual or whatever. >> Yeah. >> Um >> every other year. >> Yeah. Every other year. >> Every other year. Just go with every other year for clarity. And uh we have that and then we strike obviously the next part about the schedule dates to conduct itself because it's already dictated every other year. Actually, it's not dictated. It's strongly recommended. >> Yeah, >> this one I I have highlighted here. The board may at times request this is in the current board policy, but I said it's um the retreat facilitated by cave or someone with relevant experience. So, I thought that, you know, because we're
027speaking specifically about the evaluation up here that we could strike this out, but I didn't know if you preferred that language over the language in red. >> Um, you mean um strongly recommended versus the board may have time to request consultant assistance or >> Yeah. Yeah. because I thought that from the conversation it felt like there was strong buy in to have a facilitator for those every other year. >> Um, >> would that be redundant? >> Yeah. And that's why I was going to take it out of there. If you guys are okay with that, I could drop it. So we'll straight >> then finally through the personnel committee we would review the cave recognition guidance each fall and spring as part of the superintendent evaluation process. We had talked about using that kind of
028as a check on our own progress collectively. And um you'll be pleased to know one of the things that was often holding us back from higher recognition was that we never held cave area breakfasts or anything like that. So Carol and I have been on them and and finally this year we're going to host one >> coming up. Yeah. In December and January. So There'll be an opportunity for that at least to knock that off. And I have uh the personnel committee, we have a meeting mid November at some point to review. So I'll bring back the cave thing and my evaluation will take a look at that and give feedback to the board. >> So >> the rec recognition guidance is the >> the board recognition right now. Well, I guess part of it
029is the board activity, right? Right. >> Like do you attend the webinars and stuff like that? >> Right. Yeah. Yeah. Like I mean you guys have been to the cascade convention, things like that. And um there are some other PD opportunities. Do we have somebody that serves on the um like the rest board of directors like Amarie does? You know that there are just best practices [snorts] for school leadership, district leadership that are baked into that. EV valuation document and it's just a opportunity for us to check in on a more regular basis rather than wait until the end of the year going ah you know we miss out >> exactly >> yeah no it makes a lot of sense [cough] >> and that's what I mean it should be used for to kind of
030check yourself against >> well because there were things that we just don't think of >> yeah until it's too late >> but it's there and oh we could have done >> just to be more conscious of it. Yeah. >> Yeah. So those were the policies for first readings. The second readings again were with the suspension, expulsion, due process. The only change here I think was the definition of bullying if I recall. This is a long one. >> Because it covers like basically every law as it relates to student behavior. A ton of stuff that's been out. >> This is the uh suspension procedure. >> Oh, that's right. This one covers like you shouldn't be suspending kindergarteners and people that are homeless, >> which you know, again, this was the one that we said. Yeah, this
031>> we've looked at that one. >> Yes. >> Oh, this is >> this. [clears throat] Yeah. So, this is the don't suspend you know, you have to review to make sure that if the child that you're suspending is homeless, that the rationale for the suspension wasn't a function of their homelessness, which I mean makes pretty obvious sense. The out of school suspensions, you know, basically >> now what was the reason for updating this? Was ital change in the law? >> Yeah. legislative change. We didn't recognize a problem with our suspending homeless kids that prompted us to make this change. It was definitely legislative. Like, you know, same with kids in preschool, too. You know, we didn't have a run on out of school suspensions for preschoolers. So, all legislative changes length of suspension. Again, talking
032about the >> Is this the kind of thing that goes through our legal? >> Yeah, >> more so through um CE's legal staff >> because that would really [clears throat] run up the bill for us if we were running this through the attorney every single time. But I mean, it is easy enough actually to for me to even like look at the statute, look at the policy, make sure they align. Um, >> is that new from last time, the red? >> Okay. So, this is all just statuto reference. >> Yeah. [clears throat] >> And then the things that were being changed, obviously, >> this is all per statute. >> Yeah. Pretty much anything disciplinary is really dictated by statute. >> This is policy, not regulation. >> Correct. Yeah. >> Why? So, it's really not a
033policy >> because a lot of a lot of law >> a lot of law is written like a regulation. >> Yeah. >> People like the legislature just gets into writes it like a legisl like actual this is what you do, here are the steps. At some point this year, I'd love to have um the people that gave the presentation to our administrators on the bullying law come in. I I ripped off with their permission some of the slide deck that they gave at a presentation I went to and shared it with you guys at one point, but uh it's like 80 slides long. obscene and so we didn't look at them all. But for them to come in and kind of talk a little bit about the history of the law and where it came
034from, if we get a kind of break in the action later in the year, I'd love to have them talk about it because they have >> the board or the >> just for us and anybody that want. But like as it relates to the policy, it's really quite interesting their their experience with it. Expuning records is new as it relates to um suspension that um we can complete can expunge a record if the student completes a a specific program and meets the conditions put forth by the administration the um the record could ultimately be expuned. That's pretty rare to be honest with you. But uh because that has existed, our ability to expune records, but um really nobody I don't have a lot of parents ask for it because colleges don't ask for it. The
035only colleges that really ask for it are the military servicemies. So, sounds like maybe if you got into a fight or something like that. >> Yeah, if you got into a fight, um, usually, you know, people aren't as concerned about that. It's usually like a drug related thing. >> Yeah. >> Would there be criminal? >> There would be criminal implications generally for that too. So, this might be the least of your worries. But >> yeah, if a student is transferring to >> Yeah. Do does the suspension travel? >> Yep. >> The notification. >> Yep. >> And we we send records directly to the school. >> Yeah. >> You know, even if you don't certainly in Connecticut, you know, even if you're transferring um and a parent wants a copy of the record, we'll give the
036parent a copy of the record, but we also send it to the school. And a lot of time, you know, middle high school kids, the counselors calling the other school to, you know, see if there's any information because often release provided. So, >> so this was an um again that that second one this uh special education. Let's make sure that this was the one that has the superintendent report. >> Is this the new policy? >> Yeah, the whole thing is good. All right. So, um, this is all new, but we've seen it before. >> Yeah, this is um this is the second reading of it. Um, >> I mean, I was just making wasn't from the last >> Oh, no. Not from the last meeting. Um, okay. And if I recall, this policy is very
037similar to our current practice at this. >> Yeah, it is. >> Folks who don't have this. >> Okay. Yeah. A lot of this is around if you recall in the last session there was a lot of conversation around outplacements cost for out placements what private out placements are uh charging and everything. So basically the state has said you have to if you're a school system seeking reimbursement under excess cost so three and a half times the per pupil expenditure. If let's say that our per pupil expenditure for the sake of round numbers is 20 grand even. So if you spend for an individual student more than $70,000 at an outplacement which is very doable that amount over $70,000 all gets you know calculated. If you had seven kids and the total between the seven kids
038over 70,000 was 1.3 million, that's Cheshure's submission to the state. Everybody has their submission >> on a reimbursement basis. >> Yeah, that's the reimbur up first. >> Yeah. Yeah. Yeah. Totally. On a reimbursement. >> So, everybody submits their portion to the state of Connecticut. in law, we should get the $1.3 million back. In reality, what happens is the legislature only um cuts a pie of a certain size that's smaller than the total of all of this the town's reimbursements, always. So, you never get 100% reimbursement. So they use a formula to determine how much you should get based on need. And so we get a fraction of that whatever the excess cost reimbursement is. Is it proportional or is it you you're a chesture you don't deserve as much? Um, no. There's a formula to
039it that's it's like the educational cost share formula based on >> so yes, >> you know, need stuff, >> but relatively fair across the board or >> is it does it take into account the the demographics of the town? >> Oh, totally demographics. Yeah. So, it's [snorts] >> I mean from that perspective, >> so we're not getting our fair share. >> We're not getting the same amount that >> Well, from a certain point of view. >> Yeah. Yeah. Exactly. It depends who you ask. Yeah, there are certainly people who say >> as a taxpayer in the town, we're not getting our fair share. >> Okay, there you go. That's fair. >> Yeah. So, true. All right. So, um this outlines >> we are we are number eight >> some of that process. >> Yeah, just
040saying it doesn't seem to be hurting us. >> No, >> but um >> yeah, from a financial perspective. So um you know this is the uh placement some of the conditions around the placement and the our requirement they h we have to work with the um the uh state board of education around these placements. See so this is the other big part that they put in here. this part I just highlighted here. So on or after June 1st, which I don't know how you can do that, but but [clears throat] prior to September 30th annually, the superintendent shall provide at a regularly scheduled meeting of the board of education an annual report concerning the special ed programs of the school district with the following information. the number and names of community based organizations with whom
041the board of ed has executed a formal memorandum of understanding MOA or contract to provide services to kids in the district. So um the reason that we didn't have this for >> was it a presentation or a report? >> Um it says presentation but I was just going to give you three pieces of paper basically. >> Yeah. Okay. >> Didn't talk about it on Thursday. Um, the reason we didn't have it for September 30th, I don't know that really anybody did because there were still a lot of questions around what are you talking about here? You know, there are a lot of different arrangements we work with um treasure social services. Does that count? So, um um Oh my god, I'm like shipping a good one. um gave a presentation uh about middle of last
042month so that there was clarity around this. We're so we're presenting it on Thursday. So what groups do we have uh agreements with? Workforce programs that are offered by the board. Um we have that stuff gathered together. A lot of this comes out of the uh transition group, the kids that are 18 to 22 and receiving job coaching. Um and then finally, attrition data for certified and non-certified staff, disagregated by school and subject. So we have that information for you too, like who who left the district for certified and non-certified staff. >> So it's kind of interesting. We pulled it together and we'll have that for you for Thursday. >> For special education or overall? >> That's one of the hanky things. It does look like it's supposed to be for special education. Um because
043if you say, you know, special ed evaluation of special ed programs, um concerning special education programs of the school district and then attrition data. it. So it leads you to believe it's for special ed. I was going to provide it all. So special ed or otherwise it's interesting. You know it it reflects what we know that when teachers leave it's predominantly because overwhelming >> because you're just showing positions. You're not you don't you're not required to show names or anything like that right now. >> No. >> Although we could. It's public record. >> You know when somebody leaves We wouldn't say like they left for a medical reason and put their name next to it, but you know it's public record when some a teacher leaves our district or we hire. So that this is
044a new law. That's why the new policy there. It's again it's a second read. >> Should we make a determination it's anonymized or not [clears throat] >> or no? >> No. I I'll take a look at it, but um I think we can give you I mean we you know for retirees we have a >> a board meeting we say a whole ceremony about it. >> So like I'll take a look at it. Um and then yeah let's come back >> for the third reading. You guys would have already seen the report and we can make the determination if we want to make that anonymous or not. >> Okay, >> Carol, if we want to make a note about that. Um, so this is the last one. Uh, >> so I was just thinking for
045like reasons of departure like that. >> Yeah, I I understand. I appreciate your sensitivity around the question. I'll take a look at my report that I have and see what uh was listed as rationale maybe be a moot point if it doesn't list that. But I'll take a look at it. We'll make a determination collectively next month. Um this is uh this is all of our [snorts] assessments. This looks a lot like like what I was saying before now. Okay, here we go. Transition services. Um if you recall we used to do we used to provide services to age 21 that's been extended extended to age 22 and now there are additional um there's additional guidance around what the district should be providing. Um so >> it took what two years? >> Yeah after the
046fact. Yeah. the the transition coordinator, Cheshure, we do have a transition coordinator uh in the district who provides a lot of this service that works with um Marie Broadway and Robin and Carrie. Uh and we start, you know, for law when the child turns 14 around making a plan for this child um and what happens after high school. Hopefully, uh, you know, we're we've got them into a program like we have at at QU or Cheshire High School where they're learning job skills. That's you're going to see this year in the uh budget that we have to request van transportation. It's wildly expensive to contract transportation for special education. So, we've been just buying the van because it's way cheaper in getting the uh teacher uh a license. Um and so like Russ Hley got
047his license to be able to drive the school van um economically much easier. He's got to go to the places as well anyway. Um and he was willing to do it. So you'll see some of that stuff baked in. But that's you know We're teaching students these job skills uh hopefully to to be successful postgraduation or age 22 and u that's what a lot of this red outlines what does that process look like anticipated exit from the district I mean it's law now but this is like Adam was saying it's not really a policy it's putting best practice into the law it's it's more of a regulation But when you do that, you you squash innovation. >> Yeah, you can because you're just Well, I got to follow along, right? >> If you got a
048new idea >> and you bogged down by >> this, >> just an opinion. >> No, it's too detailed. >> Yeah. >> So, that's really the the heart of this change is about the transition services. We talked about that last time. And then the last um piece is educational opportunities for military children. This was just bolstered um in the last legislative session. I think this is new, isn't it? Carol is premier this policy. >> But again, it's like this is another um no-brainer. we have to follow the the interstate compact for uh educational opportunity for military children. But a lot of this stuff we do for our kids. So it's just like um sending school records uh with the moving student district receiving school must use those records for immediate enrollment and educational placement. We don't
049when we have a student moves here regardless of whether their family is in the service or not like we work to enroll them right away. Um we have to send records to schools within 10 days after request for a military. You should be doing that anyway. Hopefully sooner unless there's like a vacation or something going on. Um given it does give uh a little bit more grace for im immunization requirements for people [snorts] military families, but not a lot. You have to put them in the same sort of courses that they were in when they left. They're old school. You want to address that part? I don't I didn't have an issue with the above, but I So, we have to pull that out of there. So, there it just gave another option for the
050same language but the preference was to keep the language that was above >> the the only thing I couldn't find uh okay so it shall have excused additional excused absences at the discretion of the district okay yeah because I I saw the alternate language and it had a space for >> days >> determining dates We're not using that. We're going just going with >> Yeah. I didn't want to do x number of days because >> you know things can be can imagine the scenarios that a family who's discharged relative is dealing with. I'm not going to limit that. It should just be a precaution discretion. So I prefer the uh language that it was originally drafted rather than trying to cut it too tight like you said squash judgment that point. So that was the
051second readings that we had from last time. >> Mr. Chair, I can make a motion. >> Go right ahead. Um I move that uh policy um 1312.4 library collection development and maintenance. Um we don't have to do the regulation. >> Okay. Um 1312.5 library display and program policy. Um 5141.5 suicide prevention and intervention. Um by do I have to differentiate between bylaw bylaw 9040 board related responsibilities and bylaw monitoring products and processes for a first or move for first reading >> discussion. Second discussion. All in favor? Um move uh for a second reading uh policy 5114 suspension and expulsion due process 6171 special education 6159 [snorts] individualized education program IEP and 518.1 educational opportunities for military children. >> Second discussion all in favor. >> Can I ask where we stand? Were we don't remember anything.
052Um were we writing policy on the um menstrual product? We weren't writing policy. We were just following the law. So, we we've ordered um and we're working with our um our cleaning company to revise the contract to supply materials for that too rather than having our people do it. But we've got that stuff ordered to put them into bathrooms at Cheshure High School first >> and Where do we stand with the new schools being built? Is that just automatically in new construction? >> Um, not necessarily because they're elementary schools, but um I will check on that with them. >> Okay. Thanks. >> Sure. Which part? The uh distribution of >> supply, >> right? But I mean uh elementary schools was one bathroom per >> um school. >> I think you have to have in women's
053rooms six through >> maybe even 5 through 12 >> three through 12. >> Yeah. Off the top. >> So it So it includes the [clears throat] >> Yeah. I mean was it I thought it was just one bathroom at the elementary school. >> No, but yeah. >> No, >> it's women's rooms. >> Oh, I'm one boy's bathroom. per school. >> Yeah. In gender neutral. >> Yeah. >> We And where do we stand with gender neutral bathrooms? >> We have them available. Um >> in all our schools. [clears throat] >> Yeah. And um >> and I got to thinking about that because we've had new um new building at Quinnipak and I noticed going into the bathrooms that it's all gender neutral and you go into a a main part and then there are stalls that
054separate. >> Yeah. >> But yeah, there's no men's rooms women's rooms anymore. >> Are the ones in the school single stall or those just >> like with a separate locking separate locking door. >> Yeah, >> but normally in in our schools for the most part gender neutral is a single bathroom. >> Right. Exactly. >> I was actually meant by single stall. I thought you meant that. Okay. >> Like a separate room. >> Separate room. >> Yeah. Yeah. >> Yeah. I'll ask tomorrow about the elementary schools. going to be the best bathroom in the whole place. >> Especially if it's locked all the time. >> Premium used that bathroom. >> Okay. >> Would you like a call? >> Motion to adjurnn. >> I move. So moved. >> Uh second. >> Second. All in favor? We are
055ajourned. >> All right. Thanks guys.