00133 your committee chair [Music] so I guess I don't know since you don't were any of you that none of you were the chair last right okay so um maybe we'll I'll step in since I don't know how many of you are interested in being the chair but why don't I run this part um and see if there are any nominees for the position of chair they might nominate Kate um I'd like to I great I second the nomination you beat me to it Teresa there we go with any other nominees all right then the eyes have it all in favor aye aye aye hey happily turn in that gavel over here there it is congratulations thank you so much guys appreciate that support [Music] I guess I'll turn it back over to Kelly um
002we've got three different policies to look at um and I guess we'll just start with the first one that's there policy 5118.1 homeless students perfect um so uh this is a policy uh from arcade audit um that we were recommended as a mandated policy that we need to add and essentially this talks about the rights of our homeless Youth and families um and essentially I know the board has had an opportunity to take a look at this um but it speaks to um records that you can't allow any barriers to allowing a student who is displaced due to homelessness um for registering in school um so it's essentially talking about the district's obligation to place in an appropriate grade um to make every effort to help and assist the family in getting school records be
003it report cards immunization or medical records and and so forth um so I do believe that the policy regarding our homeless youth youth is you know pretty straightforward it is also mandated by State Statute so I don't know if we want to go through kind of section by section I'm happy to do that or if we want to turn it over for any questions I'll defer to you Miss kanetta um thank you Kelly um what's the preference of the committee do folks want to go through this section by section well how do you know they have to have an address how do you contact them what does it say sure um so essentially when a when a student uh loses permanent residency um the obligation of the educational institution or the district uh defaults to
004the last school that the student was officially placed in um so I'll give you a hypothetical scenario if a student um was evicted from uh an apartment let's say in Danbury and ended up living with um a relative in a neighboring town we would still have the obligation to provide consistency of education for that student in our school with our transportation um and then if the student were to establish permanent residency I mean that is always the goal to work with um with work with these students and families to assist them to um you know do what is in the best interest of that of that child once that permanent residency is established then we would assist with the transfer of Records whether it's coming into Danbury or or going out of Danbury um and
005so essentially this policy speaks to um those displaced or homeless youth when they're registering with us here in District um that we cannot allow um sometimes students that fall into this category have attended multiple schools and so obtaining their prior educational records and medical documentation and so forth um it can be a little bit cumbersome and so we we just want to make sure that we're supporting these families thank you sure Julie I say that you have a hand yes I have a question will this be in conjunction with social services to chosen School so this policy speaks to the school this policy speaks to the school okay oh I'm sorry I just heard my voice echoing the policy speaks to the efforts of the school um but um oftentimes Julie we are we are
006working with other agencies um be it Social Services um sometimes it might be an agency like the department of students and families um sometimes it might be an educational Advocate um so anyone else that is working to support the student and family um we are we are going to work and coordinate services but the specifics of how a student gets placed and registered in Danbury is outlined in the policy in practice or procedure those are just other agencies we work with because we always want to support the whole child throughout this process Kelly it looks like okay thank you I mean there's there's a blank for I don't know whether um you want to recommend a title or a name or a reference to another document like we'll disclose annually or something like that um
007but there is a blank there so um so I am the liaison for the district so that would have I think um what I would recommend for that thank you Kim for pointing that out um would just be um uh you know the assistant the assistant superintendent or designee um and that way it would be either myself or or someone if if there were to be um you know in in my uh absence that that could um Institute that and this speaks to um I work very closely with uh Cara wanza and Gina um who are a data reporting for uh folks as we are required to report any student um that is considered um home a homeless youth in our district we report uh those and it is a very confidential it's reported to
008the state um so that they can keep track of numbers um there are also and this is a little bit outside the policy but there are grants that the district is eligible to apply for to help with some of those wrap-around supports and services for these students and Families so if it's okay say assistant superintendent or designee in that blank do we have a significant I'm sorry so Terry I just want to ask a real quick question and then I'll be happy to recognize you as well okay no problem so Kelly I just want to confirm we're sort of already have these practices in place and the adoption of this particular policy is to some degree of formality correct that is absolutely correct okay thank you Terry did you have another question is there a
009significant um population that this applies to uh yeah no so we report uh annually and I'd have to pull the exact number uh Terry but it is not a significant number of students and families but it does fluctuate and Vary from time to time sure sure any other questions from board members go ahead Michelle a quick question so I had met um a family that had moved here and did not have the documentation and had commented that they were waiting like two months because they were living but it was almost like a sublease you know they didn't want to they didn't they were kind of taken in and uh somebody else obviously the owner was not you know maybe aware of it I don't really know but it was an issue because they couldn't show
010residency to get into the school so how is how is that different from what you're saying what is that time frame is this applicable to what you're talking about I mean they're not homeless but in a sense they don't have an address or can't necessarily ask the landlord to show that they're on the lease right or they don't want to kind of stir up trouble so how do how do you work around something like that yeah excellent question um and I'll try to try to give you an answer as each um situation is unique um so at Central registration one of the things that we've spent time working with staff and training is to um is to know what questions to ask of students and families um so two are particularly the the parents or
011Guardians that are registering or or the designee who is registering the child what we want to do is absolutely make sure that we're enrolling students that are Danbury residents but if a situation sounds in which to your point Michelle that there's there's difficulty because there's a unique circumstance um it could trigger through conversations with the family do they qualify as homeless youth um and and if so there's a series of questions that we would go through to identify that um it is some sometimes it is a it is always a very sensitive conversation um and so sometimes it does take a little bit of work with students and families and we try to do it as quickly as possible um to elicit the information and then link them up with the appropriate resources so it
012it should not in theory take any one of our families an extremely long time to register but we want to make sure we're abiding by your um uh you know making sure Danbury residents are enrolling in Danbury schools and then acknowledging that there are certainly special circumstances and considerations for families that are going through a difficult time as far as being able to establish a permanent residents okay and so that helps if we no thank you it does so if we then establish that yes they will be um you know enrolling that's when we set them up for the clinic and for all that right that precedes that process like how long does that process typically take is it a couple of weeks you know I know yeah it shouldn't take that long it really
013the whole essence of this policy is to try to work as quickly through that process um to get a student in school as quickly as possible um and oftentimes when we're working with um uh you know local school districts um you know the districts partner together so that we can keep a student in school while we make a decision of you know is their home District this District or our district um and so there are also Liaisons for the district there's a liaison for the state that we can reach out to if there's questions um and and really help us to navigate uh navigate some unique circumstances thank you so much that's helpful and certainly what I would just ask is if there's any situation in which you're aware of something that's taking you know
014a longer period of time alert one of us you know Kim myself we can certainly follow up on it um because we we don't want uh we don't want it to be a bear we want to make sure the right kids are registering as far as residents but we also don't want there to be barriers when there's a unique set of circumstances oh thank you appreciate it so before we go any further I just want to ask if there's someone here who can take some notes um the notes for this committee um typically reflect the specific actions that we're taking so in this case I think we're going to be making a recommendation for a first read is that right Kim yes okay um so is there someone who can take some some notes about
015um as these motions are coming forward I'll be happy I appreciate that Michelle um if you want to you know send the notes to me afterwards I can let you know you know just if there's any information that needs to be added or adjusted okay you got it I appreciate it thank you and if I could just oh I'm I'm sorry if I could do that there's um on page four of this policy uh Michelle there's just a blank that we're going to say assistant superintendent or designee that would just be one important thing um and I also have taken those notes and we'll make sure it gets reflected in there um and then we're making the recommendation for first read okay superintendent what was it superintendent or assistant superintendent or designee thank you okay
016got it so Kim may I ask would we normally make a motion to do first reading on each of these or just at the trio of them I think you can do either one okay just for the sake of keeping this simple let's do it one at a time and that way if we run into any obstacles we can deal with those as they come out so I would like to entertain a motion to make a recommendation to the full board that we do a first reading on uh this policy which is 5118.1 homeless students can I have a motion please ISO move thank you Terry may have a second thank you Julie uh all those in favor please motion passes all right let's move on to policy 511 5144.4 physical exercise and discipline of
017students thank you Kim for giving that up for us can I just ask one question I I didn't get these in the attachment did I miss it so Terry you got the agenda right right you see the agenda yeah if you look at those each of those policies that are listed in there those are clickable links and if you click they had trouble I had trouble well okay so it I'll try to I'll see what I did wrong okay no problem I try to take you to them yeah yeah so as you hover over it you can see um it it pulls up this link underneath so you then have to click on that link again to go to the page where it is if you do continue to have trouble though uh we can
018talk to Kara about having to include the entire policy as part of it sorry about that no problem all right Kelly I understand this one is yours as well sure um so this is um another uh another policy uh that we that was recommended by the cave audit um so it is a policy um that is not in place currently that we're recommending edition of um and essentially this is uh speaking to physical exercise and discipline of students um the background is it is a requirement that K-5 students have uh 20 met no less than 20 minutes of physical activity or exercise a day that can be a combination of both recess as well as physical education class um and so here this policy is really speaking to um the loss of recess as a
019consequence and forbidding um we know that physical exercise and activity um is is helpful to students um and so this uh does not allow staff teachers principals so forth to remove uh the recess or purchase participation in PE because of disciplinary reasons it also goes on so that is the for number one uh the first section of that number two also indicates that we cannot assign physical activity as a punishment so you cannot require students to run laps or something like that um and then the last part of the policy is speaking to our Wellness instruction um so that we cannot uh you know we promote Wellness as a district there are other policies that speak to our Health Services food services and wellness and this is just supporting that this policy as far as
020allowing kids access to physical activity and exercise um should should not be prohibited because we want to ensure the wellness of our students and that is physical wellness as well um I should note that in here um you know there can be brief restrictions um from physical activity so I'll give you um an example um the uh you know a brief timeout if you notice that a student is um you know maybe in conflict with another student out on the playground and you want to separate them and ask them both to have a cool off period of time um this policy does not prohibit that we want to act in and proactively and prevent those types of things um from happening um but a complete removal from from the physical exercise or activity um is
021not permissible are there any questions I tried my best to summarize that policy I know everyone's read through it in detail but if there's any follow-up questions or a part we want to speak um more detail to please let us know thank commissions from committee members okay I just have a quick question um on this policy Kelly um it does fit here under section one that loss of uh recess or other Physically Active Learning opportunities as a form of discipline may be permitted on the case-by-case basis if approved in writing by the building Administration prior to the imposition of the discipline so I would assume that there might be a case here or there possibly where [Music] um in the absence of having other Solutions uh for the behavioral problem that's going on uh a
022building administrator might permit this to happen is that is that what I'm reading here that is correct yes okay and it does require oh God it does require approval in writing by the administrator which I assume that has to be the principle except yes principal assistant principal but an administrator of the building okay all right any questions any questions from non-committee members okay no question so I think I'm looking for a motion then to move this into a recommendation to the full board for first reading at the next meeting can I get a motion please thank you Terry and a second please thank you um I Heard Michelle and I heard okay so Michelle you'll take the second on that one thank you all those in favor please thank you all motion passes all right
023Kelly I think the third one on here is also yours and that is policy 514 4.2 use of exclusionary or time now yes um so right prior to the pandemic we had revised uh this policy um and so you'll see the old policy was attached there so I am going to propose because this one is a pretty uh detailed policy um just to to have kind of a opportunity for the um for the committee to ask if it's okay with you miss Canada uh to ask some questions regarding the content of here there are some minor recommended changes in the K policy this is this is one that we we currently have an existing policy for um uh but there and it is it is uh also dictated by state statutory language um and so
024um there are some recommendations that we're tweaking and changing some of the wording and language um in in my professional opinion there's nothing um significant or or substantial about the recommended changes it is in alignment with um with the um uh you know with with the uh the the rules that we're currently following in place as far as as far as uh State Statute um but essentially if I could just spend a moment just talking about um seclusions and restraints um they are done um not not on a frequent basis um but the premise of being able to seclude or restrain students is done if and only if the student is at risk of injuring themselves or someone else um and so sometimes with a student that is behaviorally dysregulated to keep them or everyone
025else safe um there does need to be an intervention um by a school staff member um so a seclusion is um is essentially done when um all other students staff and so forth are removed from the vicinity so that that disregulated student has an opportunity to calm down in in the space without being moved um sometimes it's also done if there is an office space or something close by where we can bring a student in but it's it's confining the student to a room an office and so forth while they're in an escalated state from a behavioral standpoint to help them to utilize strategies and process and de-escalate and again it can only be done if a student is at risk of harming themselves or someone else the restraint piece would be done if if
026we've tried all de-escalation strategies potentially a seclusion may have been tried but if a student continues to be at risk of harming themselves or someone else that we we could engage in a restraint process and and essentially that means a physical hold of a student I want to clarify that staff are trained in physical Management training and what that means is that staff are given all the psychological strategies to use with students um you know 99 of the time the um the strategies of how how to de-escalate students or even greater than that work with the student and and help to to you know re-engage them in the task and calm down occasionally we do have students and and this predominantly speaks to students with some more significant special needs um that that may um
027without that physical hold be at risk of harming themselves or someone else and so this does allow um the the district to keep them and others safe there are particular holds that can be done to ensure the safety of the student as well as the staff members that are administering staff member or members that are administering the restraint but if you are holding the student in any capacity we do have an obligation to document and classify it as a restraint um the seclusion as well there's a required documentation so every time we engage in this with a student there is a paperwork that is required to be completed um the parent must be notified within 24 hours but our district protocol is as soon as possible um and uh then the paperwork needs to be
028sent to the parent within 48 hours or two school days um so it is very clearly documented of what what happened before during and after there are safety checks as far as insuring um that the student is seen by a school nurse if we've had to intervene in any type of physical capacity that we've implemented all the strategies um that that we can try prior to physically engaging with a student if a student has a behavior intervention plan that we've implemented those strategies as well um and that we've um you know that we've followed up with the appropriate parties the the school team that's working with the student to see is there something we can tweak or change to better support the student the family potentially outside support services and ultimately do we need to
029convene a follow-up meeting such as a PPT meeting to revise or review um and the law also requires that if there are four or more of these within a 20 school day period we are legally obligated to go back to PPT or go to PPT initially um to um to talk about what is the student's program and plan and do we have any obligation to do any additional assessments interventions or so forth so I just wanted to give that background as I know it's not something that that we frequently talked about I don't know if there's any questions on the information that I've shared so far any questions from committee members Terry any questions from committee members Terry go ahead please does this happen often does this happen often uh no um you know I
030think hold on just a second Kelly hey Julie it looks like the sound is echoing can you just mute until you're ready to speak thank you okay um so no uh Teresa there's a very small um subset of students um that this represents across the district um sometimes we do see um and and every year again it's part of our annual state reporting to the state of how many students has has this um has this happened with and um how many instances with each student um I will say and don't quote me on the exact number but in the in the low 20s as far as the numbers of students across the district my recollection was from previous reporting that's approximately been the number of students but some students have had more than one instance
031incidents of this um so so sometimes the numbers are higher than than the 20 or they are higher than the 20 is as sometimes it takes a little bit of time to try different interventions and strategies um to to get the student back on track frequently we've seen this with students that La um and and I don't want to say always but lack of verbal communication ability to express their wants or needs have more extreme behavioral disorders or disabilities that that is typically the population that we've seen the need for this and and all under the pretense of of safety other questions thank you Julie did you have a question is that why you had unmuted I just want to make sure and unmuted yes I just have a quick question um Kelly I know
032that you mentioned that you have um the individuals that applied this type of seclusion they have a training but do you have certified training on every school yeah so there are staff members in every school that are trained um there are crises teams that are designated to every school um and members of those teams are trained um the requirement of our of our physical Management training um and it's not a district training it's a it's done Across the Nation um we have our behavioral experts which are obesity is our board certified behavior analyst um that are certified trainers um and they train staff so the initial training that's conducted is a six hour training um and it is good for 18 months so after um you know honor about somewhere between 16 and 18 months
033you're due for refresher training which is usually between two and three hours of length to recertify and the training um really the heaviest emphasis of the training is all about what is referred to as psychological management so essentially utilizing um de-escalation strategies with students to try to not be physical and re-engage them um it then the latter part of the training and and um a smaller portion of the training is devoted to if those strategies do not work and a safety issue is still present um then then we need to intervene um and so it teaches staff how to protect both themselves and the child when doing holds and there are specific holds um based on the scenario situation size of the child that are appropriate um and so it trains and and staff actually
034practice on one another um engaging in those um those holds so that they are prepared should they have to encounter that with the student I hope that helped to answer thank you questions okay I have a quick question Kelly I just want to take a look under the time limitations note here um I see that uh in that first paragraph um the students really only to mean in the designated timeout setting or space just for the time necessary for the the student to become regulated again and be able to return to the classroom and it says here the time should not normally exceed 30 minutes um and then a suggested time legislation does not specify the limits so does that mean the state does not put a cap on it so uh yes so um
035every incident of seclusion or restraint is required to be timed um I will say the vast majority of them are you know a minute to several minutes in length they are not long-term um you know long-term interventions the language of this um is is really meant to um indicate that a student cannot have a behavioral episode and be removed for example for the rest of the school day in place in a separate location um really the essence of um you know a timeout a seclusion or restraint is to do it only to help the student re-regulate and then the goal is to reintegrate them um that said our state form and paperwork um if I can speak a little bit more detail to time our state form and paperwork requires an administrator to sign off
036if an incident or episode goes beyond 20 minutes um and so if um you know and our again our internal practices as Administration is always notified of it um but if it is to go beyond there um and then there's my honoring the nurses called in and so forth the times in which it exceeds for that length of time usually would be awaiting on some type of emergency Personnel or services to arrive to intervene so again I don't want to say it's never happened but typically these are short-term interventions um you know with the goal of helping the student to return to you know return to re-regulated State um and then to assume you know to presume along with the rest of their school day thank you appreciate that clarification I do see on here
037that under uh number four um it talks about and this isn't really the use of exclusionary timeout settings uh it it does say the director of special education and then it has some or blank uh should we just strike that or how do you want to handle it um I I think we can list or designate I always think it's a good idea to have an alternate and it would be myself or one of the special ed administrators on my team right now I'm the one currently doing that thank you yep all right so with that go ahead Michelle just one question bye and I'm just wondering because I know we're talking about security and safety when they um are set aside to kind of calm down is that videotaped is is that allowed or
038not I'm just wondering as far as you know is that something that we do or wouldn't do or you know as far as um yeah you know what I mean I know it's a vial I don't know I'm just kind of wondering if that's something that would or would not be done or positive or not um so it is not something that uh that we're doing nor recommending to videotape a child in an escalated State um that said uh there are teams of individuals that are responding so um while this might start with one staff member and one student um when a crisis team when a crisis situation evolves um there is a a response of more than one adult individual in the school um part of that is for both uh the staff and
039students safety and benefits we want to make sure that we have you know observers around to make sure that kids and staff are safe um but we certain we don't want to add an undue burden by by taping someone in that situation um we do I will say we do have cameras in the school environment as you guys are aware and you know hallways and things like that um so could it um you know could it be based on the location um on on video it may be but it would not be something that we would we would advise or recommend that we start recording um when a child is having a behavioral episode okay we did actually have an arant employee who did actually videotape as an observer who faced some discipline and I
040mentioned that only because there's lots of things that spiral out of a restraint um so that maybe kind of ancillary employment related action that we have to take in response it may be that the wrong person is intervening who hasn't been trained or someone is videotaping what's happening that shouldn't be so there's lots of things that often you know Kelly and I will partner together on those because um there they can often be an event and they're jarring and they're they're a little nerve-wracking to watch um and so often have spiraling consequences as a result yeah great I just was curious you know with today's technology and body cams and you know what really happened whatever you know the child that's all so thank you now it's a it's a good question any other questions
041from board members uh and this is open to any board members now uh anyone who's not on the committee have any questions [Music] I'm sorry I'm late I didn't have a chance all 40 policies how can I download them and read them because uh it's gonna be for the first reading am I correct correct these are going to recommendations for the board for first reading um so did you receive a copy of the invitation to this meeting Gladys I assume you did since you're on here yes so I would go over uh and I can download them from the invitation so attached to the invitation was the agenda for it and within the agenda there is a list of these the three policies that we're looking at tonight yeah and you can click on each
042one of those I'll get it okay thank you Kim appreciate the demo Mike Vanna White all right um if there are no other questions I'm looking for a motion to make a recommendation to the full board for our first reading on this policy I'd like to make that oops sorry go ahead Bridget that's uh okay you're uh you've made the motion can I get a second please Terry did you like to make the second there thank you so much all those in favor please hi hi motion carries thank you very much uh Kelly thank you so much for the the detail there and I see on the agenda we still have a another option which is a preview of Title Nine and Kim I think that this is going to be yours it is so
043um we put it on here as kind of a placeholder for you not sure how long we would take tonight with these three um but the Title IX policy um needs to be beefed up so we have a very basic one that's currently on our website um and that's in our policy book and so we're working as an administrative team to do a couple of things um we've done some training with our administrators that is required by law to understand the scope of of Title IX and how to respond to potential claims which require lots of procedural activity which really need to be in our regulations that go along with this Title IX policy so um it's going to be a a bit of a project for us to kind of beef that up and
044make sure that everything is in there including things like what does the form look like where you would report a concern what are the investigation investigatory steps much like your bullying policy goes through step by step how to respond so that's kind of a preview of what's coming for you and Kelly and I have been working together with the Chiefs to make sure that we've pulled in all of your building principles to see what forms they're using how can we make them more coherent and consistent and how can we build the regulations that support the Title IX policy um one of the things that Kelly and I struggled with a little bit today was we were in looking at the policy as it exists in your um former policy book which is a big three-ring
045binder that used to sit in the Board of Ed room but now sits at Cara Pompano's desk um for security and safety reasons because it looks to us like we're not sure that all of our PI all of your original policies migrated over um and so this is another one of those that we just need to go back and it was beyond the time we had to prepare for tonight to make sure that all of those pieces migrate rated into your current book of policies so if we could pause both on the Title IX and kind of where we go from here um Kelly and I have been working on a strategy on how to get through and make sure that all of your policies migrated and were kind of challenged in two ways one
046because it's a lot of policies and two because all of the policies were renumbered so there isn't a good crosswalk of what the former policy 7-225 is now a policy 4015 so we need to pause for a second and make sure that everything migrated and that all of the numbers crosswalk appropriately so um you know we've talked a little bit about strategy maybe doing the 2000 Series in one meeting the 3000 Series in another meeting just to make sure we've got everything in place um Kelly I don't know if you want to shed any more light on that yeah no I think I think we're at the point now where all of our mandated policy C's or for the most part have been introduced we may have one or two outstanding that we're working on
047um so I think if we could then maybe go through it sequentially or chronologically by series I think it would make a lot of sense um as they're they're by topic um you know all employment policies all student policies all um and so forth so I think it makes the most sense to do that um some of the the like the early series The the 1000 2000 series um there are not a ton of policies and you probably could do one or two of those Series in a meeting as you're re-looking at the um the policies that are currently in place and determining whether there needs to be any tweaks or changes it's going to be more tweaks or changes as opposed to reintroduce you know doing a whole new policy in an area um
048but some of your other like your employment and your student policies um there's a lot um in each section so you'll probably need to break that up either into a longer meeting um or multi-part meeting but I I think we might have a policy that we need to put in place for a specific reason and kind of go out of sequence for that but otherwise Kim and I were trying to um you know that we've kind of um you know inherited the work of others before us just make sure we're going through it streamlined and that we have a full updated policy manual and I think it makes sense to do it chronologically thank you for keeping such a close watch on that and for establishing a path forward for us obviously it's a lot
049of work and I appreciate that labor um you know I think uh it is going to be up to the the group here to come up with the consensus as far as how we we are going to you know move forward on those larger chunks uh whether we want to just do a long meeting or break it into two but we can have that conversation as we approach those those circumstances um yeah I think that's about it um does anyone have questions Terry I see your hand up uh the Title Nine what sections are you uh referring to so the Title IX policy itself is is not all that long it talks about um you basically the concept is you can't impede a child or a student's access to education on the basis of sex
050um where we're seeing it flow out are things like um a student um grabs a boy student grabs a girl student or smacks around the behind out at recess is that a violation of Title IX meaning does that warrant an investigation into the conduct of the student such that because it is based on sex or gender it may inhibit that female student's access to her educational experience so then that would trigger um investigation how do we go through that and it looks again a lot like your bullying policy but there are pretty specific steps you need to speak to both parents there are notice requirements there are follow-up requirements um it may require a safety plan for the students so there's a series of of steps that are procedurally required and that's what you'll see
051most likely in the regulations that support the Bland statement that says you shall not do this you shall not undertake this kind of action that implicates sex or gender um what section of the policy book does that fall under well for the policy number that's a good question um it's different in both books so I was having Troublesome finding it in the new version so I'm sorry I don't have the both numbers for you right here I can send them to you after um there are different in both books and I'm not sure I can't I'm having trouble finding them in the new versions Cara was very gracious she she gave me a hard copy books and because I'm a legal secretary background I'm I'm familiar with updating regulations so that's what I've been doing
052so I just want to make sure I know did she give you the because she just gave us today the the two three ring binders with the color-coded papers in them is that what she gave you uh I got here they're not color coded no I got I got tab papers but because it and it's a three ring binder she did this for me a couple weeks ago about a month ago probably okay um I didn't I mine's in the other room but I can show you that's what what led us to think we weren't sure everything migrated over so for example you know when I looked at the Personnel tab in the existing binder meaning your old policies it was about probably four or five inches worth of paper but in this current volume
053it looks like it's only you know a quarter of an inch and a couple of policies so um I think that's what Kelly and I are trying to figure out is um what else needs to go in so that we have one comprehensive binder that's got everything yeah and then we'll go ahead and upload that to the website because it's kind of all piecemeal right now okay it was originally in the 7000s now I think it's in the four thousands I know uh I'm missing the seven I was asking her about the 7 000 section I don't even have that yeah and so she says that is being updated she said um by Cabe and so I don't even have that section so yeah I think um you know I think what Kelly and I
054realized today when we put all those binders face next to each other um we've asked for one copy of the old binder in like a really ugly color like orange paper one copy of everything and then we're gonna break that out into sections and we're literally gonna go through them and make sure that they all migrated into the new binders which is probably what you have I hope all right any other questions from committee members okay any questions from board members who are not on the committee all right well again uh Kim and Kelly thank you so much for joining us this evening and walking us through these uh policies and and walking us through the game plan for going forward um we do have other committee meetings scheduled but we may uh as we
055come up with a more specific plan uh come up with some additional dates uh so that we can move this along I think it's really important that we try to get this uh updated uh as I know that uh that's a core component of the work we do here is sports so um all right with that said it's 603 I'll entertain a motion to adjourn please motion okay uh Michelle's motion and a second uh Tara you got your hand up I'll give you the second there all those in favor please