001Okay, hang on. Okay, it is 601. I'll call the uh policy committee meeting to order. Um I'm going to go right to the first order on the agenda. Um, do I have um a motion from the someone in the committee to uh elect Kate as chair of the policy committee? Can everybody hear? >> Yes. Okay. Can somebody make the motion? >> I'm sorry. >> That's okay. I'd like to make a motion for Kate Ketta to be chair of the board of ed policy committee. >> Thank you, Ananita. Do I have a second? >> I'll second it. >> Thank you, Glattus. All those in favor? >> I >> Thank you very much. And I'm going to turn the meeting over to Kate. Congratulations. >> Thank you very much, Louisa. And thank you for uh the opportunity
002to lead this committee again. I appreciate it. Um, before we get going, is there someone who can take the minutes for this meeting, please? >> Let me just grab some paper. Okay. >> Okay. Thanks, >> Give me a minute. >> Take your time. Okay, let me Did Sherry come on? There she is. Okay, good. I didn't know. >> I'm here. My dogs are following me. >> Okay. >> And I'm trying to figure out my place. Where I belong in the world. No, where I belong on the meeting. >> Okay. All righty. I'm all set, Kate. Whenever you're >> Okay. Thank you very much, W. I appreciate you taking those minutes. Um, and let me know if there's any information you need from when we started. Okay. >> Okay. >> Um, all right. So, we're going
003to jump back in. We're mid uh review on the 5000 series, which is our series about policies that have to do with um uh elementary and secondary students. Um, and just to give a a little bit of a heads up here, Sherry, the agenda that we received from Kelly, um, and from Kim, um, has, uh, information about the existing, uh, policy changes from CABE. And if you click on that link, you'll see a report that, uh, shows the audit that was done, um, which gives us sort of our path forward as far as policy review here. Um the current policies that we have are listed on the left hand side underneath on that chart and then the revised policies that are proposed by CABE show up on the right hand side. So we are looking
004at both of these policies next to each other uh you know the the first one is the the policy we've passed and the second one is the policy that is uh recommended or an update that might be recommended by Kate. So, Kelly, if you would like to kick us off starting with um policy for 5145.14 on campus recruitment. And um Kelly, I would just ask I know that um I did not have access to the revised policies until this afternoon. I don't know if that was the same for other board members. Um but if you could give us some guidance as far as any changes that may have occurred as I did not have time to review them. >> Okay. Thank you. >> Excuse me before you start. Um, there's someone on here, Clara, and
005I'm just wondering who that is in our meeting. >> Hi, I'm in my >> Oh, sorry, Clara. I I'm so sorry. I'm just logging in from another meeting and getting transitioned. So, Clara Bernardo is a phenomenal teacher over at Park Avenue and she is in her 092 program and so she is shadowing some of our our central office meetings. Uh, and we are happy to have her on. I'm so sorry I'm a little late to the party to do that for you, Clara. Not a super scary participant then. >> No, she is fully legitimate. >> Thank you. >> Okay, >> thank you. >> Yes and welcome. Um, okay. So, yes, and I do um the the agenda went out uh you know after the holiday break. It went out uh in the morning. It was
006brought to my attention that there were some sharing issues as far as visibility um through Cara Pompiano that I know were corrected today. Okay. So, I do apologize if there was any um difficulty in anyone getting access. Um I will overview the four policies tonight. Um the good news of these policies is that they have each been reviewed since our policy audit. Um but they were some of the first policies reviewed and there are very minimal changes, but we do need to relook at them again. Um so the first policy that we're talking about is onampus recruitment. Um there are actually no changes recommended in the CAPE updated policy to this policy. Um as you can see though, the last time that the policy committee reviewed this policy was in June um 2019. Um so
007it's been quite some time. Um so the purpose of this policy is following um our last meeting in which we talked about directory information which is in basic information, demographic information, um telephone number, parent name, uh student name, things like that that we are permitted to share as long as a parent does not tell us not to. Um that this policy talks about more specifically regarding recruitment. Um so if we have a request uh for secondary students uh for information uh so that people can share uh flyers, posters, whatever it might be that this policy uh permits us to do so as long as the student has not opted out of directory information. >> Are there any questions from committee members? >> I'm sorry. I I do have a question. So, >> um, if I
008go into the, um, there are no policy changes as Kelly has stated. Um, if we go into the, um, the policy itself that we adopted, where can I find the regulations? If for any policy that has uh regulations, they are directly below it posted on our website >> directly below it. Um >> okay. So this one doesn't have that I can tell. So that's why that was the question that I was going to have is um it it says that it is the board of ed's responsibility to inform um parents, students um so it it it kind of comes down to us inform the middle and high school level students, parents, guardians of the availability, right? Um and then it goes on to talk about um the board of ed shall also provide full access
009to the recruitment of students and it goes the board shall also post information about these school options on its website. So I was kind of looking for um and and if I'm not mistaken, Kelly, this is a mandated policy, right? >> That is correct. This is >> so we have to have it. Um, so for I guess I'm kind of looking for the regulate. How do we go about doing that? >> Um, >> as a as a board. >> Sure. So, not every policy has regulations. Some do, some do not. Um, and I think um, Wanita, if I'm hearing your question correctly, you're talking a little bit about the reference to the board. Um, by saying the board and certainly Kim, if you'd like to chime in at any point, please join. But um you
010know that typically the board is delegating that authority to the superintendent and the central office leadership team. Right? That is our responsibilities through annual notifications to parents and directory information as a legally required annual notification. uh that we let parents know that and so that this policy um really aligns directly with your directory information policy in which we inform parents that unless you tell us otherwise, we are going to, you know, list or or disseminate that basic demographic information on your student to those agencies in which we're required to do so. Is there something that you wanted to add, Wanita, or did >> I I guess uh my clarification would come in in paragraph three. >> Okay. >> Full access for the recruitment of students. I understand. Um >> and and so Okay. So, it's
011posted on our website. Is that correct? the optin opt out. >> Correct. >> Okay. And how often? Um I'm I'm assuming we do that at registration. And when do we do it again? >> There's an annual notification at the beginning of every school year >> on the website. >> Correct. And it is disseminated um to all parents and guardians. I think it's also in the back to school guide. It is. Yeah. >> Okay. Great. Thank you. Thanks, Wanita. Any other questions? >> Uh, Kelly, I just like to know this. Would this be our first reading to the board or the second reason? Because I'm sort of out of it. >> This would this would be what we're asking for today is a recommendation for first read to our board of ed. >> Okay, first reading.
012Okay, thank you very much. >> Any other questions from the committee? Okay. So, I'm looking for a motion uh to make a recommendation for first read of policy 5145.14 on campus recruitment. >> Okay. Um I guess it's me. I make a motion that we forward policy 5145.14 onampus recruitment um to the full board for reading number one. >> Thank you Anita. Is there a second please? >> Sherry, were you trying to second there? You're on mute. It looks like a second from you. So I'll I'll take that. Um, all those in favor, >> would you have a question, Cherry? I'm sorry. I just want to make sure. >> Okay. So, that's a second. So, uh, for committee members, you're the only ones that are going to be voting on this. Um, all those in favor,
013please signify by saying I. >> I. >> Any opposed? Okay. Motion so carries. Thank you very much. if you could move on to the next policy on the agenda, 5145.511, sexual abuse prevention and education programs, please. >> Sure. Um, so this is another policy uh following up on our most recent adoption of the DCF policy in which we talked about mandatory reporter requirements that are that are um required of all um district personnel. Uh so certified and non-certified. If you work in the school district, you have an obligation uh to make a mandatory report to the Department of Children and Families if you feel that a child um is sus suspected of abuse or neglect. Um and so this policy really more specifically spells out um what sexual abuse means. You'll see there are definitions
014at the beginning of this policy and then it goes on to talk about reporting requirements um that we need to do in order to protect students. Um there are very minimal changes in this policy um from the one that we had previously. Um there were a couple tweaks of additions and really language selections that we need to look at. Um so if I could kind of just walk it through it is a little bit of a longer policy. Um but I will highlight the changes uh for the committee and certainly answer questions um that anyone has. Uh so it goes on to um again in accordance with our um in alignment with our DCF policy uh it talks about um sexual violence, sexual abuse and sexual assault. And in these first three sections it is
015a definition of what that language or term means. So the bolded term is then defined by the paragraph that follows it. Um there is a section right here where it says alternate definition. Um and the committee um needs to make a decision whether to keep the existing language which is in our existing policy of sexual assault um or if we prefer to go with the alternate definition of sexual assault. Um this is directly uh related to uh legislation. Um it would be my re recommendation that we continue with the existing language that is this first paragraph up here um as it is a little bit more detailed in nature um to to kind of describe um what that means. Do you want me to stop here or continue on the full policy and then come
016back to the decisions? Um, let's see if there are any questions from committee members on this particular uh portion of the policy. Any questions from committee members? >> So, we're looking at the proposed language is the the bottom part provides an alternate definition. The first definition here uh mirrors what we currently have in our policy. >> Correct. Um, so our recommendation would be to keep the first paragraph where it defines sexual assault and eliminate the alternate definition. We're supposed to choose one or the other. And so um, in the alternative definition, the last sentence, it includes sexual acts against people who are unable to consent either due to age or lack of capacity. Um, do you think it's covered up in the the paragraph before it where it says um the offender usually takes advantage
017of the victim's vulnerability? >> Correct. Essentially, >> I'm sorry. >> There's also a Sorry to interrupt. There's a sentence a couple sentences above that says the assault uh may involve a similar range of behaviors that are attempted or perpetrated against a victim's will or when a victim cannot consent because of age, disability, or the influence of alcohol or drugs. >> What do you think about the difference in the language though? What do you think about the difference in the language between um that sentence above specifying age disability or the influence of alcohol or drugs versus >> Yeah, I think it covers I think it's covered. Um and I personally think we should stick with what we have. Um yeah, I don't know that we have to I I don't know somebody else's opinion. Do we
018have to go into detail of the sexual activity? >> So just a a note here. So this policy is about what our awareness and prevention instruction programs, >> right? So we're trying and and my two cents on this are just that, you know, we are defining what it is we're going to instruct on, right? What the program is going to be about. And you can always go more broadly in those materials than you have in here. Um, I think that, you know, what's nice about the detail that's here is that think about who's going to be reading this policy. It could be a parent, it could be, you know, a student. So, it it's nice that it's broad enough that it's kind of trying to swoop in a lot of things, but remember that you
019can also in this training program go beyond what what you've defined here as sexual assault, >> right? Because there's all there's all kinds of other policies that we have like title nine comes to mind that have their own definitions of sexual assault and this is really around what are we going to train and make people aware of. It's like a >> belt and suspenders kind of thing. >> Thank you, Kim. >> Sher, did you have uh feedback? I I saw you trying to say something before, but you were on mute so we couldn't hear you. You got to take yourself off mute though. Sorry. >> Unmute. Am I unmuted? >> There you go. >> I was just saying I thought the uh original one was better. >> Okay, Glattus, did you have any feedback on
020this? >> No, I I uh agree with Kelly and Kim rationale. I think we should leave it the way it is. >> Sounds good. Go ahead, Kelly. able to do. >> So, I just made the modification on this on the screen. We can certainly go back and revisit if we need to. Um, and here we would um the Danbury public schools we in that blank we will always insert the district name. Um, but now it is talking uh to Kim's earlier point and thank you so much more specific details now that you've heard the definitions about the training programs. So, similar to our requirement to train on our mandatory reporter responsibility through the Department of Children and Families, there is now a requirement to also train on sexual assault and human trafficking to bring an
021awareness to um personnel that are working with students. Um and so this goes on to detail that teachers need training annually um well on an ongoing basis I should say in the following areas. They need training regarding prevention and identification. Um and they also need resources to help teachers, parents, children um should there should there be an instance that they need to address. Um in this section again there is a language choice here. Um the current language that we have for item number one reads this um which is kind of broad and encompasses kind of a broad scope. Um the alternate language that we could include has um more specific details. These are all statutory requirements where you see the letters A through H listed. So you the training needs to be provided on warning
022signs, mandatory reporter requirements, prevention, um bystander education, uh policies, maintaining professional relationships. All of those are required in the training. And this is a stateisssued training. Um they are legally mandated. So we will do all of these trainings. Um are the training will encompass all of these areas. I should say it's not an individual training for each one of these. Um and so our choice is do we keep with the existing language that talks about training in a broad sense or would it be more appropriate to talk about training very specifically which directly aligns with the state legislation of the different requirements throughout the training. Um, my recommendation in this section of the policy would be to go with the very specific language as I think it's explicit and directly aligns with the law. >>
023And where do Kelly where does trafficking come in? >> Um, so that >> that is a separate training, but it is it is part of this. So there is a sexual assault training and a human trafficking training. They're two separate trainings. Um, but all encompassed and falling under this one policy. Um, can you go back up a little bit to the original language? Number one, I I like the alternative language because in the top one, the first one, it says providing teachers instructional modules. um whereas the alternative training to all district staff that come in contact with children. So that would be my rationale for taking alternative. Um, any other committee members have um an opinion about this alternate language versus the existing language in the in the uh policy. Um, I agree. I think
024the uh alternative language is stronger and the fact that it aligns directly with state uh state law is I think important >> clear. So what it would look like is um sorry apologize. Um what it would look like is we would remove that number one and we would accept the alternative language as essentially they mean the same thing and the choice is one or the other. But I I agree the specific training requirements are important and um oneita I think you raise a great point. The legislation indicates this is for all district staff, not just certified teachers. And it's really important to include that here. Any questions on this section before we move on? >> Okay. Um, moving on. Um it talks about uh student age appropriate um you know instructional materials discussions that occur
025whether it be through an assembly um sometimes we bring in the center for empowerment across different grade levels through health classes PE those kind of things where we where we're required to discuss these topics with students. Um I want to stress that this is age appropriate. Um and so here what I want to highlight um to your attention is it aligns with the existing uh policy that we have. The existing policy under number two reads um from A and then one two and three B through F are additions that again ali aligned with current updates in state statute. Um and and it is recommended by CA um and I support that recommendation that they should be included here. And you'll see that um this note just down here, it that's just a note not meant
026to be in the policy that A through F are required by state statute. Uh any feedback from committee members on this. I agree with Kelly's recommendation. Uh we should be including as much uh of the specific uh language that is recommended by the state. The clearer we can be in that policy, the better it's going to be for folks who are looking at it. >> Any objection to that from committee members? >> None. >> All right, please continue. >> Um and number three is also an addition. So this section here is a further expansion sorry 3A and B um to the existing policy just to further spell out um uh the statutory requirements. And this is really referring to the acknowledgment that if there is an incidence in which unfortunately a situation occurs that the
027district has a responsibility and this is typically done through our pupil services staff um to uh help and support students and families with referrals possibly for outside support resources and materials, access to counseling um and really an acknowledgement of if a child is experiencing um this that we are supporting them to access their education. both in and outside the school. >> Please continue. >> Okay. Um the last here uh the last part of this policy that is another consideration of alternate language. Um you will see it's either this sorry this first paragraph or the paragraph just below it. Um we have to select one or another. Um and really this is an opt out right. This is a very sensitive topic. Um there are sometimes uh due to a variety of different factors that it
028might be developmental, it might do be due to life circumstance or experience. Um it could be to uh cultural or religious beliefs that a family does not want their child participating in um instructional programming. And um this is an exception where parents have the right to say we do not want our student to participate in this content. um they are required to provide a written request um typically goes to the principal um and then an alternate activity is provided during that time frame. Um so this is kind of one section of curriculum that we would provide that's that families get to say I do not want my child participating in it and we would give them an alternate activity during that time. Um both paragraphs really uh state that. Um I think in the um
029alternative language it's a um it it is um worded maybe a little bit more simplistically. Um so it really is the preference of the committee which one to go with >> but the essence of the requirement is maintained in either paragraph. >> Committee members with preference as to which language um seems clearer or appeals more. I think the most appropriate one is where the parents have the option to to uh you know not have their kid you know student involved. So and that's the one part that you have highlighted and and my thing is I have to reread these because I haven't had the opportunity to read it quite thoroughly. So, I will go with that unless I can get something different. >> And I can Yeah, I'm sorry. >> Go ahead, Wanita. >> And
030I can only share that um my experience has been that um the first paragraph, the paragraph that's highlighted is what parents have some of the parents have done. Um and so they've removed their child for part of the curriculum and then they had the alternative during that period of time and then came back in um for the rest. So I I don't know how that goes when they present the written um but anyway that's how it's been done in the past. Um to your point, Kelly, I think that the language is pretty similar. Um my question would be about uh in the top paragraph, the top option um it says upon receipt by the principal or his or her design, whereas below it only specifies the principal. Um, I think if we elected to go
031with the alternate language that we should probably include that same uh, you know, or his her designate to ensure that all of our bases are covered. >> I I agree with that suggestion. It's always good to have an andor. >> Okay. Um, so between those two paragraphs, uh, Kelly, if you could just highlight the first one again so that we're everybody's looking at the same section. Uh, so that's the first paragraph. That's our existing policy. Right underneath it is uh alternate language, which again to Kelly's point is very similar. >> Sorry, >> that's very similar to the paragraph just above it. And um just wondering if anybody has a strong opinion about which of those two versions to use. Uh no, just um including as you said or his or her designate. >> All right.
032If no one has any strong opinion, I I guess it would be totally fine to leave it as it is. I don't >> Yes. >> Unless uh you know, Kelly or Kim, you suggest that we should adopt that new language. Uh either way is probably fine with this committee. I think you're fine leaving it as is and it has that designate piece in there which is important. >> Feel free to continue. >> Okay. >> The remainder of the policy just goes on uh further to talk about um reporting requirements. Um and so um acknowledging that if there is a suspicion that we are trusted adults in these children's lives. Um and that all staff are required to report any suspicion. again directly aligning it back to your DC reporter policy that we previously approved. Um
033and the exact language in this section is the same. >> Okay, >> that should make it easy for the committee. Uh but there's an opportunity now if you have any questions uh to ask those about this section of the policy reporting child sexual abuse and assault. Any questions at all about that? >> Um, I just want to this has to do with the resources. Um, does our superintendent carer, do you feel that we have the financial ability to support this policy? Yeah, I mean we we also use a lot of grants as well. So, you know, we have strategies and grants uh to support. So, yes, I do. >> Okay. Because it is a whole district. >> Yes. >> Involvement. Yeah. >> Right. >> Okay. >> All right. Um I don't see any other questions
034or see any other concerns coming forward. So I will ask for a recommendation to recommend policy 5145.511 sexual abuse prevention and education programs to the board for a full for a first read. Is there a motion please? >> Okay. I make a motion that we move policy 514511 sexual abuse prevention and education programs to the board for first reading. >> Thank you, Anita. Is there a second, please? >> A second. >> I'm not sure if Glattus or Sher came in first. I'm going to give that to Glattus. Thank you, Glattus. All those in favor, please signify by saying I. I >> I >> Any opposed? All right. Motion so carries. Kelly 5144.1 please. >> Hang on. Um related to this policy, um this is talking about um physical restraint, seclusion, and exclusionary timeout. Um there
035is one section which is right here in this policy and I want to give a little background on it. That is a choice of if we want to include a slight language difference. Other than that, this policy uh reads the same as the policy as it was last approved. And I'd have to go back to the date. I apologize. Um it was last approved on November 28th of 2018. So, we want to make sure that we're reviewing these. Um this is a um requirement. Um it talks about uh and I know some of the language in here can be a little bit strong. Um, but essentially what physical restraint and seclusion are meant to do is if a child is at risk of harming themselves or someone else. So think about a behaviorally dysregulated child,
036it does allow for the separation of that child for a very brief period of time to help to reregulate and reset them um before they return to the classroom. Um, one to maintain safety, two to maintain dignity um that we want to give time and space to do that. So the word seclusion really refers to when we have to remove a student from a classroom or potentially remove other students from the from the area that the student is in when a student is experiencing a behavioral disruption, challenge or difficulty. Um the vast majority of the time when we're talking about this um we're referring to students with pretty significant special needs um that might have difficulty expressing uh their thoughts, feelings, emotions, and so forth. Um, and so a seclusion allows us to maintain a
037level of safety and maintain that level of dignity when a child is having a moment so to speak to help to get them back on track and then reaclimate them um back into the classroom environment. Um, a restraint is um a little bit kind of the next level um is when you actually have to physically intervene with a student and that could mean um it could be with a behavioral dis behaviorally disregulated student. It could also be in breaking up maybe a fight um between two students where a teacher or another um Danbury public school staff member would actually need to become physical with a student meaning a hands-on. So it might mean holding the student kind of across the arms. Uh and that is meant again only when there is an issue where safety
038is concerned. Right? So we do not go put hands on students. Um no educator in this district should be doing hands-on students. Um but if there is ever a safety incident um in which we need to maintain safety, this provides us the opportunity to do that to maintain the child's safety. It also comes with reporting requirements, right? We need to notify the state department of education. We need to make sure that this is part of the student's educational record. We have to call the parent within 24 hours, usually sooner, usually immediately or almost immediately. Um and then we have 48 hours to provide written documentation of exactly what occurred. Um and so this is really again all around student safety and supports and recognizing our um legal requirements to make this information um available to
039parents regarding if we have to do either of these circumstances with students. Um I want to share that this is not a frequently occurring um event um but this is done really in more significant instances all around uh safety in the educational setting. Any questions about those those terms restraint or seclusion? >> So a lot of times is this done in like special needs like a you know that program? >> Yes. I will say the prepoundonderance of the time, the vast majority of the time, this this applies to students with significant disabilities. >> Our staff are also, and this is also in here, our staff are also um PMT trained, which is psychological management training. And what that is is twofold. It's 85 to 90% of the training is about how to deescalate and how
040to avoid these instances from happening, which is the most important strategies. And then the rest of the training is god forbid if that doesn't work. This is how you hold a student safely to maintain your safety and that student's safety >> last resort. But >> correct. Um, and so the choice here within the policy, really the only potential revision uh that we could make is this alternative language that I've um that I've highlighted here um that it's saying to use um reasonable restraint or place a student in seclusion to provide a safe environment for students. um we could add that to this paragraph or re or replace it um right here. So kind of the first blue that I highlighted is the existing policy. The second would be to take that partial sentence and replace
041it. Personally, I think the policy as is um is a little bit more we these are emergency interventions. I do like the word emergency there because I think it indicates that last resort. Um and it's all about protecting students from harm. Um you know, we could insert the word safety there if we felt to put both. >> Agreed. One of the other things I like about that initial language, Kelly, is that it doesn't specify who is being protected from harm. >> Um, which I think is important because obviously we want to provide a safe environment for students, but we also want it to be safe for our staff as well. >> 100%. And and sometimes if a staff is at risk, this could be initiated. >> Superhuman strength when people are upset. >> It's good.
042I like it. >> Uh, is the committee then in agreement to discard the alternative language and keep the existing language that we have? >> Agreed. Keep it. Glattus, any concern about keeping the existing language? >> All right, go ahead and move on, Kelly. >> Okay, the last thing I just wanted to share within this policy um is it's also um noted that it is our requirement to disseminate it. So, um we do share this with um students of special education students. Um it is posted on our website but we also share it anytime there's a referral to special ed and then annual at least annually with parents um and there is also a meeting requirement that if this these interventions are have happen having having to happen frequently I apologize that we would we're required
043to come back to a meeting to look at strategies for students. So I just think those are two other important components to highlight. Um, I I know that Sherry had asked Kelly before um does do you feel like this policy um strictly pertains to our special needs population? But with the um onset of a lot of mental health issues, is it possibly is it a possibility that this might be a broader policy, you know what I mean? Um, >> it it can apply to all. That's a great question. It can apply to all students. I will say our beha our behavioral data that tracks is about 98% of the time it's applying to students that that are either in the process of identification need to be initiated into the process or already identified. Um, but
044there are there are circumstances outside of that um that that may necessitate it, but it is a small number. Um, and and Oneita, if we're having to um intervene in this manner, it really also um initiates our child find responsibility, right? Do we need to do something else for this student, right? Should this student be identified in needing special education services, 504 services? So, I think the policy is very designed to say it it bring an awareness that if this student is not does not have a specific plan in place, should the school district be considering one? um which is important. >> So, Kelly, I have a specific question further down in the policy. Um and I'm at the conditions pertaining to use of physical restraint andor seclusion. Mhm. >> Um under section C, no
045student shall be placed in seclusion unless >> and then specifically sub uh sub item C under there, the area in which such student is secluded uh is equipped with a window or other fixture allowing the student a clear line of sight beyond the area of seclusion. >> Can you just talk about that a little bit? and do we have the internal resources in our schools to create to adhere to that condition? >> Yeah. So, um we really it's this is talking about consistently monitoring students during right they can't be left alone, right? They're obviously disregulated and they need that but also making sure that we're not using like the custodian closet or you know what I mean like an inappropriate place. Um, so oftentimes if a seclusion needs to occur, it could happen in a
046classroom setting. Um, more frequently it's going to happen outside the classroom setting in a related services setting. That classroom could have a window to the exterior or um may have like a window on uh through the door that the child can see out. It really is bringing to our attention that we want to make sure that um it does not appear punitive in nature. Um and yes in each one of our school settings we are able to accommodate you know that re that requirement um in a successful manner. >> Thank you very much. >> Are there any questions from committee members about the balance of this policy? Okay. I don't see any. Um, obviously it's an extensive policy. >> I don't know, Kelly, if you had any other comments you wanted to make. >> Um,
047>> no, I I just think to highlight really it's about our reporting requirements, our staff training requirements, that it is done as a last resort. Um, and then really making sure that we're keeping uh specific records, the reasonable parties informed, and that we're going back to review if we should be doing any other interventions for kids. Um, if I were to take kind of summarize it into my elevator speech, that would be it. Um, all the other kind of very detailed um, pieces of this policy are in our existing policy. They're also outlined in uh, state requirements. Um and the reporting requirements is a state form that we have to complete as well as provide to the state um and federal government each year. >> All right, committee members, last chance. This is probably not
048a question that goes exactly with this, but um well, it does. you know, all these trainings and everything. Um, does do we get trained for any of these things? I mean, I work in a school anyway, but I'm just I'm just curious, you know, how to be nice to know all these things. >> Sure. Um, so the this particular there are trainings for board of education members. Um, usually more around the policy around this. the training that's um indicated for that that is done with staff is actually how to execute this this policy um and how to how to do the intervention with students. Um and so that has not been done in the past with board of education members, but I certainly um you know would defer to to Cara and uh the board
049chair on you know if that is something that we want to discuss at a future time. >> Okay. >> Um Kelly, can you go down? >> Sure. further down where it it does talk about the training. >> Yep. >> Keep going. Keep going. Keep >> right here. >> Okay. Yeah. >> Further down, I guess. >> Sorry, >> I lost it. Okay. >> Yeah. Um, so it says the board uh will create a plan to be implement implemented requiring training regarding the proper means of physical restraint, seclusion, blah blah blah. Um, you know, some of the things that are in there are like the verbal diffusing and deescalation prevention. um those could be uh training that our overall staff could use and um just keeping that in mind not the restraints but >> the diffusing the
050deescalation um in any given situation. I I think this that is a very very good point that not everything in here. So the the physical management training that I referred to earlier which is a researchbased strategy uh program have um our BCBAS are actually uh certified trainers. Uh so we do all our training internally. Um we probably have roughly 300 to 350 staff members across the district. They compose our crisis intervention teams and any other critical personnel um that are trained in that. the deescalation strategies are part of that training. Um but also talking about um some of our school culture, climate, uh ways to work with kids, how to connect with kids. Um there are other various trainings that that can be done. And I think it um I think yes, we we need
051to continue to do training in that area in understanding kids, connecting with them and how to um diffuse uh a situation that that could escalate. >> And they might even be just modules that are offered on their on the staff's own time >> if you're interested in it. if you're you know just >> so we did um we do have um an online training well well more than one but an online training platform in particular um in which there are these modules or virtual modules um that talk about behavioral strategies techniques and deescalation um and so most recently our paraprofessional units have been going through those trainings um and then with our most recent um contract and they're available to all staff all staff have access to them but we they've been given designated time
052to go over that. Um we also have um uh this some of this is also in um required mandated trainings. Um and we'll continue to look at expanding that. We also with the last contract uh negotiation with our par educators in an effort to provide um more training particularly in the area of special education which which really this policy mostly aligns with. Um we did what's called the registered behavior technician training which we have taken any uh para educator that's working in our self-contained settings. Um and we have um given them a 40hour training program that is all around behavioral deescalation safety and intervention. Um, and so we've been able to train I would say it's a somewhere o just over a hundred. I can't I'd have to pull the exact number 110 115 staff
053members in this program and that has really really helped um to to provide decreased numbers of the needing to intervene. Um, so it continues to be an effort to really provide people strategies and tools in this area and I think we've made some really uh significant progress in that area but certainly we need to continue to do more particularly as we onboard um new people, new personnel and so forth. >> Great. Sounds good. And also one other thing too, our team training for new educators um you know classroom management which directly relates to a lot of this is a required module for all um first or second year teachers depending on when you do your train your team program which also helps the mentor to provide feedback on you know how do you manage the
054whole classroom setting but particularly if a child's having difficulty um what do you do in that particular circumstance um and then a lot of our um you know our pupil services staff our school psychologists our behav um our behaviorist, our board certified behavior analyst. Um they are constantly going in and providing um individualized plans and programs and training to the staff and personnel working working with students that we know have identified um areas of challenge in this area. >> That's great. >> Thank you. >> Any other feedback from committee members? Uh Kelly, >> yes. >> Uh at the top of the uh page I Yeah. It it talks about the training where we just on and it says training shall be provided by the board to the members of the crisis and intervention team for
055each school in the district. And I know that we've all we are already doing that. So we come down here and we if we accept this as a committee, we're going to change the date from July 1, 2017 because that's when the last time it was updated, right? >> Um that actually refers to when there was a change in the law. So okay, in July of 2017, the district was required to name a crisis intervention team in every school across the district. So, I would leave that reference there. Um, and then at the bottom of the policy, we would provide the update since the last time we did it, which I believe was in 2018 or 2019. >> Okay. Okay. Thank you for explaining that. Okay. Thank you. >> All right. Last chance. All right.
056I will look for a motion to recommend policy 5144.1 physical restraint seclusion exclusionary timeout to refer a uh uh first read to the full board. Is there a motion on the table? >> I'll make a motion. >> Thank you, Glad. >> We bring this policies up uh for first reading to the board. >> Thank you. Is there a second, please? A second. >> Thank you, Sharon. >> All those in favor, please signify by saying I. >> I. Any opposed? Motion so carries. All right, we can move on to the last policy on the agenda, 5144.2, use of exclusionary timeout. >> Um, so this is another one uh that there are um not significant changes to the policy. I believe there's one or two sections that we just need to make a choice on language uh
057within this policy. So exclusionary timeouts um if I could just go over what that means is it is not referring to seclusions, right? It is talking about not a time and space in which the staff is making the decision to to separate and preventing the student from leaving the area. This is really meant for those lower level behavior behavioral instances um when a student needs to maybe go on a walk, go visit an office, like take that break from the school setting. It recognizes that we have the ability um as educators um in doing what's in the best interest of kids to temporarily remove a kid um from let's say a classroom setting or a program or whatever it might be um to help them to deescalate, to reeregulate, to calm down and then return.
058Um and what this is what what this policy is outlining is to make sure that we know that it is temporary. It is not done on a consistent or regular basis. Um and that we make every effort to return the student to the classroom environment. So this prevents us right if a student needs to be removed for disciplinary this is not disciplinary right this is meant as an intervention strategy. If a child needs to be removed for discipline that's a suspension right or an inschool suspension. This is really meant of I see Johnny's having a hard time in the classroom setting. Let me take him on a walk. Let me have him go meet with the social worker for 10 minutes to kind of talk through whatever's bothering him. You know, maybe it's that the
059child didn't didn't eat breakfast that day. Let's go get a snack or something to eat. Um and then return to the environment. Um and really this is giving us the opportunity to be proactive and to intervene before things get escalated. uh so that students can ultimately access. Our goal is to have them in the classroom the as much as but we want every kid in the classroom all the time but we recognize that sometimes a brief break does help to then return the student from the classroom. This is strategy driven not disciplinary in action. Mhm. >> And and so the the choice um in this policy right at the top is the first two paragraphs is do we want to go with paragraph one or paragraph two. Um right now our existing policy let me
060just I believe we have paragraph one but I need to just double check. Um, yes, we have paragraph one in the existing policy. Can everyone uh see those two paragraphs clearly? >> Okay. >> Thank you, Kelly. I I don't really have a preference one way or another. I think >> they seem similar. Very similar. >> They're very similar. Yeah. >> Committee members, uh what is what is your preference here? I mean, I guess the second one gives a few more words, you know, saying the same thing, but just broadening it a little bit. This the same thing though. Unanticipated situation or self-regulate, self-com. >> Mhm. >> It's just more words. Some people like more words. Actually, I think it's a little bit confusing in the second version. That last sentence says, >> you know, the
061word is necessary to remove a student from a potentially dangerous situation or unanticipated situation. It's kind of >> um blurring the exclusionary versus the seclusion style uh handling of a a student who's dregulated >> makes it more bad like bad instead of just needing to be calmed down. >> Yeah. Or or the idea that like we're this is a policy about exclusionary timeout settings. Um >> Yeah. And that is, you know, if you're talking about a potentially dangerous situation or unanticipated situation, that is not a circumstance where you would use an exclusionary timeout. So, >> right. Yes, you're right. I see that. Okay. Um in in the top paragraph it says that um the use of exclusionary timeout may be an effective method of behavior intervention. Down below it says a timeout setting shall only
062be used in conjunction with a behavior management program. So if it's not on a students program, you know, when we say shell only, >> um could we be um narrowing it for us? A a timeout setting may be used in conjunction with a behavior management program instead of it shall only. But by law, is it only? Can it only be used in conjunction with a behavior management? >> So, if we needed to do it um on a like a like a one-off situation, it does not have to be part, >> but if it was to be um repetitious or shown to be an effective strategy for that kid, it should be included. Um, but I I I do see what you're saying and I I think the the top paragraph does give um some more
063latitude to utilize it on a broader scope. Most students that need a regular break from class have an official plan that outlines that regular break. But sometimes it does take particularly if it there um sometimes we'll see either with a child new to the district or sometimes there's a life circumstance that occurs um that all of a sudden you know you get a different behavior and so um you know it could take you know a few school days up to a week something like that to get an you know a plan in place. So the first paragraph might allow us to to do this right off the bat on the first day we need while we're developing that program. Best practice is we should be developing programs if it's used regularly. >> Correct. So we
064can always go back and add it. >> Correct. >> Right. But if we limit ourselves to a timeout setting shall only be used in conjunction with a behavior manage program. Um I I just think we should change a timeout setting. um may be used in conjunction with the behavior manage it may may not um behavior management program which teaches. >> So Wanita is your preference to use the second paragraph and not the first one. >> If if we eliminate shall only >> okay >> otherwise we go back up to the first one. >> Yeah. Assuming assuming that change, which I I agree with you, I um it's limiting to use that language. Um what is your preference between the two paragraphs? Is it the second one? Yes. Okay. I think you guys had comments about
065the last sentence in the second paragraph. Yeah, I find that language confusing >> in the context of this whole policy. >> Um, so I would request to remove except where it is necessary to remove the student >> from a potentially dangerous situation or unanticipated situation. I think all that language is >> agreed >> irrelevant to this policy. Does that language in the second paragraph look okay to everyone? Yes. with the modifications. >> Yes. >> Gladice, any thoughts on paragraph? >> I'm not ready to move on this at this time. >> Okay. Um, is there an interest in tableabling this policy or where do where do uh where do you stand on that? We could potentially table the the policy till the next meeting Glattus to give some more time to review it. I'm comfortable with
066taking that's, you know, it's the other people decision. >> Okay. >> Are there any questions that I could answer for anyone uh to help to make a decision tonight? Or if the preference is to table it, that's totally fine as well. We could put it as the first agenda item next time. >> Billy, were there any others? Sorry. It's not a uh to me a discussion about more information. It's more information that I need to read into and also need the answers to and I can't do that tonight. >> Okay. May I suggest that we continue to review the policy this evening and then we can table the policy and bring it back for a vote at the next meeting um so that everyone will have a chance to kind of go through it. But
067this way we've had a chance to discuss sort of any of the bigger uh concerns or changes. And that way when we get to the next meeting, it will be a little bit easier to go through this quickly and um make a decision about whether or not to break to the full board. >> Um I I like the changes that were made in paragraph number two. Um >> there are no addition if I could just add there are no additional significant language changes within the rest of the policy. Um in fact um only under um kind of the who's responsible for this under staff training um would recommend um the K policy has director of special education. It does fall under my responsibility or my designate. So, I would recommend that we list it as
068assistant superintendent for special education um and pupil services, which is my title, or my designate, which would be someone on my immediate leadership team. Um, and then there's there's two places in the policy in which it says that, and that would be, you know, language specific to the district on who's responsible. Um, but this this one very similar to the uh seclusion restraint policy. While it doesn't only apply to students with special needs, many the vast majority are students that have either some type of behavior intervention plan, special education services, 504 services, things of that nature. Um, which is why it falls under under that kind of jurisdiction, so to speak. >> But but other than it was paragraph one that was really the language choice. Uh the rest of the policy with the exception
069of the title change that I just uh described is exactly the same as the existing policy. Um this policy and the previous policy I know they're very heavy in language. Um but they are really specifying the statutory requirements and I would um caution us. I mean minor tweaks I think I like the revisions we made to paragraph 2. I think they make a lot of sense. Um, but any other substantial changes I would not recommend because we're required by statutory uh requirements anyways. >> So just the designate, right? >> Just the designate. Yeah, >> correct. We can make sure that we get that in there. >> Um, >> we'll do that now. Um because there are a couple of places that talks about the building principal or his or her designate. Um and if that's
070the assigned person, that's fine. Or the person responsible. >> Um yeah, and I see the assistant superintendent for education and pupil personnel or said designate. Yep. And there's there and then one more place below. That would be my only recommendation >> under building principal. And I will go through and read it one more time with a fine tooth comb, but I believe my recollection when I read it through, I believe um most places that it has a principal also has a designated, but we'll make sure that that's there. >> Okay. Yeah, that would be my only recommendation for the next meeting. It sounds like um the committee would like to table this so that they can spend a little bit more time reading it um and then we can bring it for before the committee
071at the next meeting. Uh hopefully for a quick vote at that point. Is that amendable to everybody? >> Yes. >> Sounds good. >> Do you need a motion, Kate? >> Yes, please. >> Okay. Okay. I'd like to make a motion that policy 5144.2 use of exclusionary timeout um be tabled until the next policy meeting. >> Thank you. Is there a second, please? >> I'll second it. >> Thank you, Clips. All those in favor, uh please signify by saying I. >> I. >> Any opposed? All right. Motion carries. So, we will continue at the next policy meeting with that. >> Um, Cara did just ask me to share one other update if it'd be okay. It's not on um not on the agenda, but it will apply to a future policy. Um, last year we had
072talked about the dress code policy, which is another student policy um which is uh very um and I will attach it to the next agenda. Um it is also posted on our district website um which is very broad. Um it's a paragraph that really talks about making sure that uh students are addressed appropriately for the educational setting. Um and and talks about some exclusions in which we don't you know expect to see violent or things you know um images those kinds of things. Um it uh it has been brought to our attention that there might be we might need some more specific language or tweaks to be able to effectively enforce that policy in the school setting. Um, so we would like to handle that very similarly to those of you that have participated with
073us last year in the cell phone policy where we did some surveys um a comm a subcommittee meeting where we collected some information inclusive of uh board members, community members, educators, administrators to really look at that policy and make sure um that as we are uh trying to effectively enforce that policy, we can do so. Um it's really important to us with the uh transition to themies that part of that is preparing students for the workforce um and post-secary and we want to make sure part of that is those softer skills of making sure that you know what's appropriate to prepare to the work setting um and helping students to understand that. Um, so some additional work needs to be done on that and we just wanted to let you know probably later this month
074into February and maybe even into early March. Um, we'll be doing some surveys, um, some subcommittee work and then ultimately that subcommittee's recommendation will come to the policy committee for any policy revisions to the dress code. >> Okay, >> thank you for that update. >> Did you have any other updates on that, Cara? No, thank you for bringing it up. Um, you know, we we would hope to start a little bit earlier on this, but the goal is to implement um, you know, similarly to the way that we did with the cell phone as Kelly uh, mentioned and that we, you know, kind of spend some time doing a lot of communication around it in advance so that when we hit the ground running for the start of the academic year, we are in full
075full understanding of what the new expectations are. um get information out to parents uh in advance of summer of uh new school shopping so that we're making good choices on what we're buying and uh supporting uh those conversations. Um so that you know the parents, the teachers, the students, we're all on the same page. Um but we are interested in getting the kids feedback that make you know the dress code um you know norms have changed and you know we we we seeing students dress a little bit differently or more casually and perhaps too casual in some some areas. So um we're looking to to again as Kelly said to make sure that our students have an understanding of what's appropriate to go to school and eventually work. So um we're very much looking forward
076to addressing this and uh with your support and feedback from the teachers and the students. Thank you for that update. Appreciate it. >> All right. Um, no other business to handle this evening. I will look for a motion to adjourn, please. >> So move. >> Thank you, Glattus. Is there a second, please? >> Second. >> Thank you, Sharon. All those in favor, please signify by