001This weather is just gorgeous. >> Yes, I hope we can surface for the whole weekend. Yeah. Yeah. >> Here we go. Okay. >> It is May 22nd at 3:04 p.m. This is the uh second May meeting of the uh curriculum policy and educational programming subcommittee for the East Adam Board of Ed. Can we have the pledge of allegiance, please? >> Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> And at the risk of repeating the obvious, the exits are those directions, >> let's all hope we don't need it. Okay. Uh, first item on our agenda is some updated information from Dr. Dabrio about a proposed districtwide template. Um, now if I remember correctly,
002you mentioned you had a meeting with the construction. >> Yes. This week. So I had given them an opportunity um last month. I shared the uh template from the state and the guiding document um so they'd have an opportunity to review it and then we met um this week and so what you have in front of you is the guide from the state for unit development and these categories are colorcoded um because the state has done a lot of leg work to try to streamline and make clear um to districts how to complete this unit development um sample here with their own units for each course. So where we landed after talking through this is that there were questions that started to come up and I'll give you an example. So where it says relevant
003standards right at the top in orange to the right it says examples and explanations. So depending on your discipline they're like what does that even mean? In math it does become very clear because an example and explanation is if you're talking about um let's say exponential functions there is some explanation that shows what an exponential function is. So folks are like,"Well, what does that look like if I'm an English teacher? What does that look like if I'm a social studies teacher?" So I'm gathering samples from the state of what that looks like for each discipline. So there is this level of understanding of what goes there because the worst thing is to start the work and then you have to go back because now you have more of an understanding and new knowledge that you
004didn't have before. So that's an example. another um I'll go to the pink section. Coherence, okay, explains how this unit builds on and connects to prior knowledge and learning. And they're like, well, what does that look like? What would I be saying in that section? So again, when I get these samples, they'll follow this format so that they can have a full understanding. Um there's also the um aspect of the blue section critical consciousness for diversity and equity that is um mandated that we're going to articulate in the course how there isn't bias. So there again examples of that and then multilingual learners and diverse learning needs here again um we might not have many multilingual learners per se but we do have standards that teachers are responsible for ensuring in their classroom even if
005um you know they have one particular student but when you look at learning needs as a whole it's it's going to be good instructional practice for everybody right So it's those kinds of things that they're looking for more examples and guidance. So I will share this with admins because another very big piece of this is that our plan for all PD in the future incorporates time for people to work together and they are going back to their um departments to ask for availability for any >> thank you >> for any >> thank you >> summer hours So, I'll provide the samples. >> I'll provide the samples this month. >> Where's the agenda? You have the agendas. >> Yeah. >> Okay. >> Sorry. >> Um, you can start that's fine. It's what we have online. >>
006Exactly the same. >> I got it right here. Thank you. >> I'll provide um the samples and and build that level of understanding. And we're also relying on folks if they're needing a bit more um professional development in any one of these categories that we do that as well. That's that's as far as we got was getting their input after reviewing that document and in particular the template from the state. >> Um Go ahead. >> Yeah, you know, just looking at um some of the question points or the some of the the areas that we had in question. Um I also see like the the example phenomena, but it's um science only. >> Yes. >> Um >> that's because it's directly a part of NGSS, >> right? Oh yeah, absolutely. But as long as we
007always I think we always are thinking of the why of the lesson, you know, but not necessarily to the point of having the example phenomena there obviously because that wording is meant for the NGSS, but um and then or was uh go ahead to Jim. I just forgot where which which one um I was going to say here. Um, some of the questions that we're hearing, uh, sort of make perfect sense to me. Pretty reasonable stuff. Um, and I I'm surprised that um the the critical consciousness for diversity and equity >> bit. >> I I don't get that. It doesn't sound like learning. It sounds like politics. Now, that's from the state and I'm not faulting anyone in that regard, right? >> I'm just saying >> why >> can we just focus on teaching? >>
008Yeah. I think it's it's awareness of the materials being used that there's an awareness that it's not um only representative of a certain group and that the materials themselves don't somehow indicate that there is a bias. And there are examples like these actually have examples in curricula that the state has already developed >> and identified that is it a question of the language that's used or is it actually the content itself or both? >> It's a combination. It's a combination >> because what it is is becoming familiar with the students in front of you. And so I'll go back to math. um how does math relate to their own cultural experiences? So, it's it's a the scope is materials, it's the students in front of me, it's how am I ensuring that I'm not exclusionary,
009if that makes sense, even in a subject like mathematics. So if if you're interested in seeing what a sample because I'm going to be sharing them with the staff, I'm happy >> to share with this committee so you can see that because >> for my own learning, nothing else. >> Yeah. Because I I think that, you know, just for the public's understanding that if it's really referencing the use of non-biased materials and language >> because CRT is such a hot topic, I want to make sure that It's not like interpretation. Yeah. And it looks when you look at this category, the little annotation about an opportunity for teacher reflection. >> Yeah. >> Right. So if I'm talking about because I might in a a particular unit reference famous mathematicians for an example. So am I
010looking at all different cultures when I present these are famous mathematicians and how they contributed. Do you see what I'm saying? That's a that's a maybe an example that makes sense to people about what I would be doing differently to make sure that I have that scope, you know, from different cultures. >> Absolutely. >> Um I have one other question. Um, as I said, the majority of uh what we're what we're hearing right now makes sense to me and I don't have any real concerns with it. Um, but one of the big things when we had spoken privately was that there needed to be a stage three and I don't see stage three here anyway. Oh, the so here if that stage three h this has right here demonstration of learning opportunities for disciplinary interdisciplinary
011connections like it does >> that's stages one and two. Stage three is not that's not what we're talking about. >> Well, how are the students going to demonstrate their learning? That really is here. You do have >> but that's part of stage two. But no, you're you're No, no. You're thinking part two unit development and you're associating it with UBD >> stage two. That's not what we have. >> This is the state comprehensive unit development. This is not number two UBD and then number three UBD is missing. >> Okay. So, is there is there a a stage three of some kind or is that not included in the state or in the teachers plans? >> It's a stage three about um a student performance or student um being able to show their work or >>
012right that's why it's here. How are students right demonstration of learning >> is where it comes in. >> Let me change the way I'm asking the question. >> Okay. Is there going to be any clear trying to think of the right way to say this? Is there going to be any plan clear instructional plan that says the kids will do these things for these reasons about this stage in learning and then they're going to move on to this next thing. >> That's the unit overview. >> Okay. Um, when I bring you the samples, I think you'll see it come together. >> My concern is that when I've seen unit overviews, they're borderline worthless in terms of telling anybody anything about what students are actually going to be doing in a classroom. >> So, I'm I'm
013going to show you the state samples are not worthless. They actually >> You understand my concern then? >> Yeah. Yeah, I but I think it'll be it'll be captured. >> Okay. >> I think I really do. I I really do. >> That's fine. That's why I'm That's why I'm asking. >> No, I really do. >> I'll definitely like to see a sample to to kind of put it into more perspective when I'm visual learner. >> Yeah. No, I understand. And everybody right everybody's seeking that for a level of understanding. >> Um did and I remember the other part I was going to say here as well. Did you say that there was some confusion under the coherence part explaining how this unit builds, >> right? Like so what does that what am I going to
014actually put in that section is the question because they haven't done that. They haven't like look okay what am I expecting as kids come to me from the younger grades and what am I doing for them what are they going to be expecting beyond me. So that coherence is a thread line. Right. >> Right. So, how does my course or in this unit in particular fit that so that each instructor, each educator also internalizes what kids are coming with and what I'm preparing them for. >> Right. Absolutely. I mean, I I I think it's an important piece because you don't want to have that gap, but you don't want to waste the time of doing the same thing over and over again, you know, if it's already been been um that that task has already
015been looked at. Um I just think that that you know, the scaffolding of the programming, I mean, that's a good spot for it to go into to the coherence, you know. Um, I just I really think any math, language, arts, science, anyone can use use that piece. Um, that's why I guess my question and concern was just the confusion on it, you know, just, you know, um, I mean, it does require collaboration with other grade levels and things like that. That that's that could be the tricky part. >> Well, they're very committed to that like that. they they actually want more of that this collaboration time because we're small. >> So, we want to spend as much time as possible with colleagues. And for me as the instructor of this particular course, whichever course it
016is, it makes me a better instructor when I have a full understanding of what's happened before they come into this particular course or grade >> and and where they're going. where am I taking them that's going to be a help them to be successful in the next year and the year after that. So I do think that builds capacity, right? We're about building talent and capacity of our own staff to impact student learning so we're on the same page. >> Yeah, that's absolutely question about that. Um Jerry, anything? >> Marty addressed the one thing I was really concerned about. um just for clarity. So no other questions. >> Anything else, Chief? >> No, you answered my the questions that I have. They like just like to see the examples, but outside of that, >> yeah,
017definitely see. >> Um our next meeting is in July and I can't claim to have >> memorized when it is. Um >> it's a race who can get there first. >> I'm sorry. >> It's a race who can get there first. No, I'm just kidding. >> No, I'm going to lose. Believe me. >> Was it a Friday? >> 17th. July 17th. >> Yes. >> Yep. 2:00. >> Will you have had any time with teachers? >> I believe so. >> Prior to that? >> Yes. >> So, we can hope reasonably hope for some updates on that. >> We will work hardest to do that for sure. I'm committed to doing it, too. >> I I know. Yeah. Okay. Um, next item is policy 5141.4. Um this is a policy that was uh revised by CAB in
018response to changes in state law. And um as I went through it um which admittedly I was doing quickly because of timing constraints at this point, but as I went through it, I just really didn't see much of anything that um I felt a need to play with or change. I think there was one spot where they had something old in that was irrelevant at this point and um and I think I suggested we delete that if I remember correctly. But other than that, this is uh this is straight cave language on a what is basically straight state law. Um, and I'm not thinking there is much need or value in editing anything, but so I just put it in there as it as it was. >> Yeah. >> But I don't know if other
019people have different ideas or questions or concerns. So >> I did. >> All right. Tell us. >> Go ahead. Uh, let's me open up my Please bear with me because I put all the revisions into PDF version >> and I went through all the other >> barely match what we're looking at. >> Yeah, I'm going to try and figure out why that kept happening. >> No, no, I made it through that and then when I saw this I was like, "Oh, I did the hard work." So, um I I guess on page five of the word version under district conducting its own investigation, I I found this um there there was like this recurring theme throughout the document that kind of confused me because in one section it talks about DCF and law enforcement. conducting
020the official investigation, >> but then the same word wording is used in different places with regard to and it explicitly says that the district isn't supposed to conduct an investigation. >> I might be able to offer a little insight on that. Um, just from having >> dealt with that. Um there was a time where we were kind of routinely expected to ask questions and figure out what was going on and then the state said, "No, wait a minute. You're messing with our investigations. We don't want you asking anything." And it was for school administrators at the time a pretty significant and confusing change. And it wasn't for speaking for myself, it wasn't a question of anybody saying, "Hey, you're taking away our power or you're on my turf or anything like that." It felt like
021suddenly we weren't able to do our jobs. And somewhere along the line, my guess is that there were problems where there were reports being made that probably shouldn't have been. >> Right. Right. And so now they're saying actually you can ask very simil simple limited >> preliminary but you can't actually get into the meat of anything because then you are messing with it. And if you look there's even language where it talks about trying to coordinate so that DCF and the cops and everybody in the room at the same time so the kids not getting asked multiple questions. >> Right? So my point is, can we use language that kind of clarifies the distinct that distinction between the district really doing an administrative review because that's what I'm reading it as since we can't conduct
022an investigation. I >> I I maybe I >> be very reluctant to change anything but go ahead do >> um so because whenever we file a DCF report yes we allow the investigation to occur but this is one of our employees. We then conduct our own as well >> because it says internal >> internal review, right? >> Correct. An internal review. But it also says regardless of the outcome of any investigation by DCF or the police, the superintendent and or the board as appropriate may take disciplinary action up to and including termination of employment in accordance with the provisions of any applicable statutes. And obviously our employees, you know, have due process who are part of a bargain. So that protocol is followed, but not until law enforcement, DCF that they conduct their investigation. So
023just to be clear, an individual's put on leave. Just to be clear to the public, it's not like that person is still coming to work and we're all just waiting for that investigation to happen for um the well-being and safety of everybody. >> That person put on leave with pay too, right? >> Oh, absolutely right. Absolutely. Because again, they need to have their they need to have their >> due process. And yes, very important for um children to not have to repeat the situation over and over and over again. So yes, everybody in the room or another option for a district if administration is not in the room um and it might be the parent and the student and DCF and law enforcement is all of that is provided to the district. So the account
024of their investigation and what children indicated can be used so that we're not putting them through it all over again. If that makes sense. >> Oh yeah. No. I'm not disputing any of that. I think what I'm saying is if if I'm a very skeptical parent, I could reasonably ask so who's invest investigating what if. if the policy itself says that DCF and law enforcement are to conduct the official investigation. So I for me it's >> I I'll can explain further. >> It's a it's a matter of semantics even though you're >> I'm not saying don't do what you are saying. I'm saying can we call it something different like an internal response or an administrative review >> again clarify the boundary >> unless it gets vetted by an attorney I don't want any part
025of changing that language >> because this comes from the law >> this comes from the >> well if it's written into the law then I have no >> I mean this this is >> it is what it is >> this this is cave on its marching orders from the state legislature >> and the scope of DCF and law enforcement is very specific. It's very, you know, was there abuse? Was there neglect? You know, like it's very, very specific where the board of ed has all kinds of policies on expected um behaviors of employees. So even if the DCF report for example did not find plausible evidence of such and such right and the case is closed that doesn't translate to there's no action from the district because we have a whole set of expectations ourselves
026that okay maybe the behavior didn't rise to ending up on a registry list but do you See, we then might be >> we may choose to take action, not us personally, but no, the board >> the district may choose to take action >> because it's part of a pattern of behaviors >> of lowlevel but consistent violations of good sense where you say, you know what, >> bye-bye. >> You're not you're not you're gonna get nonrenewed or, you know, something. Um, >> as far as the preliminary, which is what I thought you were asking about, that's a little different. Is that what you were asking about? No, I'm just saying that the the theme throughout the document itself is the investigation is being used interchangeably. >> And it's that is kind of what's bothering me a
027little bit because >> just reading it on face value, it explicitly says investigations need to be conducted by DCF and >> the formal the formal investigations >> formal investigations. They do use that language and they deliberately refer to the other thing as informal. >> Well, it says right the board of education shall permit and give priority to any investigation conducted by the commissioner of children and families or the appropriate local law enforcement. So, we do we do step out of the way and allow that. >> And and that wasn't always the case. Um, we didn't, you know, when I started, we didn't think twice about sitting a kid down and saying, "Okay, tell me exactly what happened, who was there, what, you know, we went through the whole thing cuz we thought we were supposed
028to." And then at some point during my career, they started deciding that intentional or not, that was actually interfering with the uh formal investigations. The other piece of it was, and this never happened to me. I don't even think it happened in Wallingford, but I remember hearing about it at the time. Um, there was allegedly pressure from school administrators to not make reports that should have been made or could have been made. And so that was another reason they were trying to get the uh investigations toned down because they wanted teachers to be free without potential ramifications of negative impact on their careers to do what they thought was best. >> Um, in any case, do you have just out of curiosity, is there a particular section with a particular substitute language you could suggest
029so we'd have a better idea what you're talking about? >> Yes. I had a feeling you would. >> I'm simply replacing investigation with terminology that says something to the effect of internal review. But let me get to that because we're all over the place here. >> I forgot to put page numbers on just make sure page five. >> Okay. So, I've got to hop back and forth between the old PDF and the new document. So, bear with me. The district may conduct an administrative or personnel review. I see it. Let me go back to my PDF and find my notes. This is fun. No, I can't find it. Start with that page 41. The report of abuse by an employee of the district perpetrator. The district may conduct its own investigation. Is it is it
030that one that you're looking for? Yes, >> that's page four. >> So, what I've got written, >> it's right under the yellow strike um strike strike out 28. >> So, the suggested revision is the district may conduct an administrative or personnel review. Oh, it's I know where it is now. It's the uh employee conduct. >> Okay. >> And that is on We got that. I can't find my own revision. >> Yeah. Do you have you have it on here on your >> Yeah, but I put it in uh as a separate >> Oh, okay. It's like on its own page. When I go back to my revisions >> on the actual document that I copied it from, I can't find it. If I search for find some keywords that we can use, see if I
031can search. Ah, here it is. If the report of abuse or neglect or sexual assault involves an employee of the district as the perpetrator. Um that is the sentence that is in it's just trying to find it on this this right here. If the reported abuse assault involves an employee. >> So that's the section. >> This um >> then it goes on to talk about the district may conduct an investigation. >> One four. >> If the reporter >> Okay. >> All right. >> I think we're we're all on the same page now. Okay. So of the abuse. >> Okay. So >> yeah, that's what I was talking about. >> The sentence that starts with I think I may have left something out of this. But basically what I was suggesting is instead of saying the
032district may conduct its own investigation, saying the district may conduct an administrative or personnel review concerning employee conduct or student safety provided such review does not interfere with or impede any investigation conducted by the Department of Children and Families or law enforcement. >> But it's not a review. It really does mean that we can do an actual investigation. The district may conduct its own investigation. It's not a review because we haven't done the investigation. >> Um, yeah, the word review implies that they're going back over prior established information. >> U concern is right Teresa. Yeah, it's an investigation into that allegation because it says it its own investigation into the allegation provided >> that such an investigation shall not interfere with or impede that of the department of children families or law enforcement. So that's
033really important piece, right? we don't want to interfere with. So, it's giving um permission, if you will, to the district to conduct its own investigation. Um typically, we wait is the guidance from the board's attorney, but this is saying you can do your own, but make sure it's not interfering with the other. >> Fair enough. >> You know, >> yeah. Okay. >> Not a hill I'm willing to die. >> We understand. And and truth be told, the reason Yeah. The reason um it's really in my mind important to get DCF's report is to see are there discrepancies too? Like do you know what I mean? Like if we just rush right in, >> right, >> and we have like we want to be thorough >> and do our due diligence. >> Okay. Um any other
034questions or concerns from everybody? >> Why does the section about um uh speaks to uh retaliation um if I can find it? >> I'm really sorry. I forgot to put page numbers on this. It's making it way harder than it should be and that's my screw up. So that worries we'll figure it out. It's all Theresa's fault. >> You know, >> that's an easy one to >> printed that way. That's >> got to be her fault. Otherwise, it's my fault. That's no fun. >> You realize I'm playing, right? Mhm. >> Okay. >> It's on record. I'm taking it very seriously. It was it references um >> protections. Yeah. >> Where is it? >> That I'm not sure. >> Do a control. State law prohibits retaliation against a mandated reporter. >> Ah, yes. >> What page
035is it on? >> One moment. >> Section or what section? >> Uh, it's uh it's page four, but it's uh at the end of the same page we were report. >> Yep. It's the bottom right right above the the date and time right at the very end of page four where you were before. >> That's my hold music >> where you had here the report of abuse and neglect. >> That same page where you were before that you brought us to. >> It's right here. >> That's right. Right here. State law prohibits >> have to go far. So my question was um that it talks about everybody except all. It talks about mandated, you know, the mandated reporter. It speaks to the district. But what if you know the report was made by the family?
036And the reason why I ask is >> what if the report was what? if if a report was made by a family, >> okay, >> or a community member >> about a school related issue or about >> Yes. Go on. What if it was Keep going. So my question is it's like it seems like there's anti- retaliation protections built in for the school district but not for the students or the family. Well, all we can control, right? This is overseeing conduct from the board towards employees. We can't we there's no policy >> about families or community members because these are policies for our employees. >> Our mandated report. >> Okay. >> So, and you're addressing, if I understand it correctly to uh Terry, you're you're thinking um you know Johnny's >> where would that be?
037Johnny's uh father tells you that uh somebody else's kid is getting abused somewhere and you're concerned about the administration and taking brutality against Johnny's father. >> Exactly. This has happened not with this administration, but I cannot tell you how many families in the past have come to me, have expressed that they felt as if they were being retaliated against. Um, and that was really concerning to me that DCF might have been weaponized. So, I'm not saying that this administration would do any such thing, but I'm wondering where >> Well, I know who you're thinking of now. >> Um, the problem I don't think your your concern is unfounded. That's not where I'm going here. The problem is XYZ administrator hangs his hat or her hat on some legitimate concern. >> Yep. >> And who's to
038say whether it was worth a thing or whether it was done as a mean-spirited move? You can't prove it. The old line about you can't prove a negative. You know what I mean? Um, I don't think you're wrong to be concerned. I'm not sure how the hell anybody would ever police it >> because this is about state law, >> right, prohibiting retaliation against a mandated reporter, >> right? So, for this to be a board of education policy, it's so that the district isn't retaliating against one of its own employees. >> That that's the intent. Yeah. She's concerned about issues where DCF may have been called just to go after families that were >> very different. Yeah. You're talking about using DCF, like you said, as a weapon. >> Yeah. And there's reason to believe that
039that had happened. >> But DCF then trying to be diplomatic here. We're on record. Come on. >> Yeah. That's Oh my gosh. Yeah. You're not wrong, but I don't think this is >> Yeah. If this is not the correct place for it, it this is why we're talking it out so I can clarify where something like that could belong. >> Well, there are times that a report is made and DCF doesn't even take it. >> There's like they're like, "Nope, this is not a tangible concern. They don't even have they don't even go out. It's just we're not taking it." So, >> it's whatever is shared at that time. And then there are times they go out and be like, you know, nope, we're not concerned. We've now verified. So that to to prove motive,
040I'm not Yeah, that's a tough one. I agree. I agree. >> And there's no like legislation about proving motive. like it's >> if you want as a separate side issue I'll make a note to have a conversation with Jody Gooler and say have you ever seen heard of any situation where there is a policy that could be written to address this or procedure established because I know what you're thinking >> because technically it would affect employees but I think this is the wrong not the right place for it. It would have to fall under some other employee enforcement policy that could be enforced. >> It it would actually be something where the district was, if I'm following correctly, the district was managing its relationships with its employees to make sure its employees are eating. Um
041I will I will um reach out to Jod. >> Yeah, if you could do that, that would be great. Okay. Anything from you, sir? >> No. >> Like I said, I had gone through it and it looks like it's pretty much, you know, what what needs to be added by by by law. >> All right. With that in mind, um can I have a motion to bring this forward to the full board at its next meeting, which is next week? Do you want it? >> I'll do it this first time. So moved. >> Second. >> This does just get silly after a while. >> Forgot about that part. >> Okay. Um we've had lots of discussion. All in favor? >> I. >> That makes three of us. Okay. Um the next one, uh business non-instructional
042opposition uh operations paying for goods and services. Um, I'm going to ask Dr. Jabrio to explain this because she's got direct experience with it that I don't and she'll be better. And this is followup from councel, the board's council if you recall um regarding specifically the scope of the law. And um once the board of ed um has their budget, that's the amount that needs to be provided to the board of ed. and there is no supervisory role from um the town and so legislation's really clear and we've got to make sure that we're maintaining confidentiality as well. So the language that Jim has here in regard to our own board of ed members in particular the secretary who does sign uh initially. So it's the business manager, it's myself, it's the board secretary. Though
043like when we ask for the funds to pay salaries and bills, that's that's all that's needed. But we had struggles with more requests of what is it for and all lists and and that's not the scope of that um responsibility. It's just to transfer the funds over and that was the advisement of council and that's why this language is being updated. >> The discussion >> Yeah. Um, just as background for Steve, we rewrote this policy a couple of years ago explicitly to address efforts by the existing or the prior existing administration to hide hide things, >> right? >> And they weren't just hiding it from the town, which is sort of sneaky on its own, right? Anyway, they were hiding it even from board of ed members. >> Okay. >> Um I think what I
044have learned since then is that um there's no reason that they should be allowed to hide things from board of ed members. And there's really from my perspective, if somebody in town government wants to know what's going on and see the bills, I think as a courtesy, we probably ought to show them to them. >> Yeah. >> But it was becoming physically difficult to get things paid on time. >> Yeah. >> It was just mechanically >> unin that regard. >> Um, does that is that a good description? >> Yeah. And if it if there there was such a request from the public even in that role that would be a foyer request which then >> would take measures to redact and do so that's how it would have to be treated because there isn't that
045kind of overreach >> into the business of the board of ed. >> So any questions or concerns >> you want to do this one? Absolutely. >> Your turn. >> Teresa, would you like to move so that we can move this to the full board? >> Yes. >> I'd like to look at one of the pages. >> Okay. >> Are you serious? >> No, but there's only one page, so I was trying to trick you. >> Am I missing something here? All right. It's Friday. >> Oh, second. >> This woman's feeling her oats. It's getting near to the end of the year. She's saying daylight. >> She's thinking she might actually get to lay in a beach for 10 minutes. >> Oh my go Oh, yeah. The beach. >> Oh my gosh. Well, it's beautiful today.
046>> Is it? Well, this morning it was quite cold. I did scare some teachers early on. I was like, "Hey, how was your summer?" Because we're into fall right now and they were like, "Don't say that." >> Just you're not in Minnesota. >> The risk of being in the rear end. Let's get back on track. Would you like to second that? >> I did second. >> Okay. So, um, having had lots of non-discussion, >> can we have the vote? Who's in favor? I. I. >> Okay. And let's see, paying for goods and services. Um, all right. The next thing, uh, which is at the bottom of that same page, um, is a what for us will be a new policy. It's never been in there. It's always been in CAB's core handbook, >> so I'm
047not really clear why it was never in ours. However, recent events have demonstrated that it can be easy for people to misunderstand their roles. Um, so it seems appropriate to bring this one forward. And on this particular one, I did add some language. That's the stuff in green. Um, because sometimes it can be challenging for some people to know what's allowed and not have explicitly what's not allowed. clarify. They don't understand that if it's not on the allowed list, that probably means you shouldn't be doing it. So, um, take a read on that real quick and see what you think. >> Page one, page two. >> Perfect. So >> page two is a different one. It's only have one page. This is a different policy, >> right? It's only >> this is Cab's version, >>
048isn't it? >> Blue. And then Jim added this and this is a whole other policy, >> right? >> Yeah. Um the next thing is >> this is only one page. >> Okay. >> Right. So, you can tell they're separated cuz there's >> it's by Y. >> That's a different one. A whole different one. Yeah, >> guess it is. You have it. >> It isically Yeah, it's in there. >> It's in there. It's the next It's the next one in line right after. >> Did you get the PDF which was the last version I sent? >> Paying for goods and services. The one we were just at. It's the next page. >> Yeah. Uh May 21st. Well, they were all they were all May 21st. >> It is that one that's to the Yeah, to your
049right right there. So, the only um the only tweak I had in this because that that line board members must know that they have no legal role in school operations. That is absolutely true. >> You mean just end it right there? Put the period there or >> to me it seems like it needs like somebody on the outside would say >> what do you mean you guys set the budget, you do this, you do that, but it's not school >> operations. the dayto day is what we don't have >> any say in because that is Teresa's job. >> Okay. I'm not I'm not disagreeing but I'm not sureing what the >> concern question is following. >> Well, I was you know it's a nitpicky thing. I was just going to add uh day-to-day school operations
050because that's delegate. And it's not limited to this list. >> Do you know what I mean? Like it must avoid entanglements and but there are many other entanglements. >> So I don't know that you're pigeonholing like Yeah, I would probably end the period >> maybe where Terry is saying daytoday day school operations. No, I I want >> You want explicit some explicit? >> Hold on one second. Board members must note they have no legal role in daytoday school operations. That's what you wanted to add, right, Terry? >> Uh, yes. I mean, we can >> Okay. >> Put it that way. That's fine. Board members must note that they have no legal role in day-to-day uh school operations and must avoid entanglements in the following in addition to other issues not listed. >> Okay. >> To
051take care of both of those >> yeah concerns. >> And then you reiterate at the bottom anyway to go through the lowest possible yes level chain of command. So that's there. >> All right. With those two revisions, um, can I have a motion to move this one forward to the full board? >> Second. All right. Sorry. So Annie, my one job. My one job. >> Second. >> You okay with the chair? >> Yes. >> Um, and we'll have a vote now because we have a motion on the floor. All right, unanimous again. We're batting a thousand. Um, and the last one, um, was explicitly, um, a suggestion from Dr. Drio. Um, I think it kind of speaks for itself and the only thing I'm suggesting that we change really is they've got the lit bit
052in the original bylaw um from the from CABE that says when it was first adopted and I just don't see that as being relevant. So, I'm saying let's adopt the code but without that one line >> without I got you. Okay. >> That's why it's crossed out. >> Yes. Yep. I should have put it in red, but I didn't think to make the change. >> You're throwing me out with colors now. >> I know. >> Yeah. I was like, >> I'm evil. >> Because it was never it was never the policy. It's it's Cave's policy. >> That's what it looks like. Yeah. >> That's fine. >> Okay. I mean, >> and >> straightforward. >> She's moving. You're seconding. >> Hold on. Hold on. I got this. >> I like doing a tit for tat. I
053don't have to remember anything other than who moved the first move. All right. And we're all in favor say I. >> I. >> Okay. Um, >> good timing. >> Doing my best. >> Um, >> thank you. >> I'll set. >> Yeah, I'll set I'll say thank you. >> I keep this. >> Of course. Of course. >> So, I'll see you guys in July. I will be in contact hopefully before then um and give you a little more notice. Uh I don't usually cut things quite this short but >> and hopefully get the hope get some more of the curriculum template. >> Yes, >> I understand it's on my to-do list. >> I know it's a lot to do at the the end of the year. >> Yeah, the urgency how things come together. >> We'll
054adjourn at 402. >> All right. You play me out too.