001Okay, I need two seconds to do something quick here. Thank you. I'm going to be randomly muting just so you know uh in case I have a teenager who needs something. Well, I find that completely predictable. And not a problem. I also have a husband who may need something, too. Well, he's a husband. He can wait. I always need something. Sorry. Uh, okay. So, give me one more second. I'm just setting up my auto recording. Just throwing it out there. I can't see anybody else or anything. I'm sure you could probably see me, but I can't see anything. And I don't know why you can't see us. It's just a bunch of weird colors on the screen. Oh, yeah. We see that, too, actually. So, appreciate your patience. Are the um the tech That's okay.
002I don't need to. I can hear you. You can hear us. So, thanks. All right. So, first thing on the agenda, if I can find the agenda, is uh the pledge of allegiance. So, let's do that. I pledge allegiance to the flag of the United States of United States of America to the republic for which it stands for nation one nation under God indivisible with liberty and justice for all. Okay. Um for the record we have joining us remotely Sean Moresy and Terry Gerity. Um Jackie Endorf is not here and will not make it I don't think. Um this is the policy subcommittee meeting policy and instruction. Um and we're going to start by looking at um policy 5125. Um there are a couple of questions which we are looking into with um Jody Gooler.
003I've been trying to get hold of him. I I missed him twice. He just started a phone conversation and I cut him off because we didn't want to keep you guys waiting. So, we're going to get back to him after this meeting. Um, if anything changes in a material fashion beyond what we talk about, I will table anything we're doing. If it's okay and I can tell you what I think might be potential changes, um, and you're okay with it, then we'll go ahead and just, um, respond by going forward. Is that all right with everybody? Yes. Terry. Yes, that should be fine. Yes. Um, policy 5125 is about student records. As with everything else, um, ours is really badly out of date. Um just so you know the first question about the policy appears
004right in the first paragraph um where it says educational records defined as records directly related to a student will be kept for each student and will reflect the physical emotional social and academic aspects of a student's development in the educational process. we are questioning the word emotional. Um to me it it it's a little dicey because that can get into um HIPPA stuff that you're not supposed to talk about. So I'm not sure if we're only supposed to be keeping records in that fashion. I also question whether we can really keep emotional records on every kid in the district. So I'm reached out and he's going to talk us through that. So that word might come out. And the the other part of that is it doesn't say anywhere in there that we're going to
005keep disciplinary records, which makes no sense to me whatsoever. So we may either add that or substitute disciplinary for emotional depending on the feedback from Jody. Um the only other thing and then I'll stop talking. You guys can tell me what you're thinking um about this policy. The only other thing is if you look on page three, um you'll see where Cab has some language that I have actually stricken out. I'm not sure I should have done that. Um it talks about a school districtbased law enforcement outfit. And my initial thinking is we don't have one. I'm wondering if the SRO and the SSOs constitute a school district um law enforcement agency basically. So that's another question we need to talk to them. If it does, we just don't strike that language. If it doesn't
006and there's no other problem, then I'll leave it stricken. Um, other than that, I don't think there's anything specifically in this policy that we were questioning. Ter Teresa, do you remember anything? No, you covered all of those areas. Okay. Um, what do you guys think? Do they have other thoughts about That's what I'm asking. Go ahead, D. Going through my notes. I am going through my notes right now. Hang on one sec. I agree with everything you just uh you know went over and when I went through this I didn't see anything that you know u jumped out at me too much other than what you just mentioned um one second. All right. So, okay, John, whenever you're finished, I'll I'll Yeah, go ahead, please. Okay, so I apologize. I I am looking at the
007combined record, so it it I'm not exactly sure what colors, right? Yeah, this is the one with all the colors. Okay, that's fine. That's what I'm looking at, too. Okay. So on page three where in that first paragraph where it talks about video, audio tape, film, microfich, uh, a lot of this is obsolete. Yeah. Do we still need to keep that language? I'm trying to find the section you're talking about. Oh, here it is. Um, I don't know. Last sentence. Yeah, I see. Video, audio, tape, film, microfilm. I mean, everything's digital now. So, I mean, unless we do keep those records, I don't see the point in my only question, and Teresa, you might be able to speak to this for us. I know there are districts out there that are tired of having tons
008of paper and they have been converting records from paper to microfilm or microfish. This district has not done that, but there are districts that have. Everything here is paper. Okay. Do you see that being a need that we're going to have to address at some point? I I don't um I wouldn't be shocked if we do transition to digital in the future. Um would that include uh it hurts the policy? Okay. It doesn't hurt it or help it. It it doesn't do you know what I mean? It's just the format in which records are secured. So I I I think it's fine just to leave it just to leave it. But I don't um I I do think it might happen in the future. Okay. Terry, are you okay with that? Yes, that's fine. Y
009it's just something that stuck out. Um other than that, I'm I'm fine with it. Okay. Um anything else in the policy? Let me just I'm scrolling down just to make sure. Just give me a couple seconds because my eyes have to process this. Okay. page 14. I had a question on the section that speaks to notifices permitted records. Um I don't have a number three on page 14. Oh. Um I have it on page 13. Is this directory information? Is that what you're talking about? Number 13. It's the edge. It's the It's the last part of It's a continuation of item number three on page 14. On page 13. Okay. A student's ID number. Uh it starts the sentence starts. Are those records of clear importance? I'm sorry. Are you there? Yes. Okay. I couldn't
010hear you. Yeah, it's really choppy. Oh, I'm sorry. Um, it's you look at page 13, number T. It's the sentence that starts permitted records and then go to the top of page 14. I I'm having a hard time because I I don't have the page numbers the same way. Is it I don't even have page numbers. This is um Well, I might have added them after the fact. I don't remember. But let me ask you this. Um do you see numbers showing things about different paragraphs on the left hand side? Terry If it helps, the section that I'm referring to is under types of records. If that's helpful, so she's in the regulation. Is she in the reg? Are you in the regulations? It must be because there's nothing else. You're in the regs, right?
011types of records. Yeah. Yeah. It this this whole section speaks to let me see. Yes. It's it's it's it is regulation. It's under Yes, I'm sorry. I should have clarified that. Okay. You got to do it again. We can't do two voices because we don't hear either correctly. Okay. So, listen. Go under. It's under R125 5125. It's in the regulations, right? We got that. Next, I have a list. Scroll down to the section that says types of records. Keep going. It gives you a list of bottom ofage. Types of records. Bottom of page 15. And then you want to go to number three where it says permitted records. Is this in red? No, it's in black. It's in black. No, it's in black. I just had a question. I don't know what you're looking at
012because it doesn't match anything we're looking at. Really confused. Oh, I'm seeing what I'm seeing what you're seeing, Terry. Yeah. So, you have what I have. That's Yeah. Okay. So, I'm not crazy. Okay. Not changed. Yeah. If you're looking at R5125, which I think you guys got to Yeah. Yeah. And then it's got you know it number one starts with student and then two three and it goes four five all the way to 18 early childhood education program. Then right underneath that starts types of records. Okay that that's what I was looking for for help. um Head Start statewide regular child care program or a program that serves children from birth through age six. Is that the section? Okay. I must have I must have some another version of this. The one that I'm looking
013at speaks to Yeah, it's No, that's correct because number 18 says early childhood program. Yes. And then underneath that says types of records and then underneath that it says mandatory student records and then it gives you A through L. And then if you go down past number two and go to number three, that paragraph, which is where it says permitted records. Yes. Yes. That paragraph. All right. So, what is it that's in there that you're concerned about? Okay. speak may be destroyed after six years following the student's graduation or the graduation of the class to which he or she belonged after appropriate notification to parents. So the question I had is a lot of times these families wouldn't be on parent square anymore. Um do we have a database that we can potentially send a
014notice like this out to? It should be maintained in um powers school. You have addresses that stuff doesn't I don't think it gets wiped out right away, does it? No. No, no, we have it. Okay. So, is that the concern? You want to make sure we can notify parents? Yes. That and I want to add some language there. One more time. I'd like to add some additional language um that we're going to contact through multiple media types not withstanding the database outreach multiple students. She means multiple. Well, they wouldn't be on parent score any longer because their kids would have graduated six years prior. Exactly. But um I hear what you're saying. It should be US mail. If if whoever is emailing it, there should be more than one manner of getting the information out.
015That's all she's saying. So, where it says via media, it's multiple multiple media avenues. So, if we can add the word multiple. Yeah, multiple. That's fine with me. Sean, are you okay with that? But it's going to be later that that's fine. Okay. Absolutely. So, what it'll read is um or eligible students via multiple media avenues and an opportunity provide copy said records. Does that work? Yes. Okay. All right. Now, go down to section D beneath that. Did you say B or D? D is in delta and it starts with uh controlling access to education records. Yep. Okay. And there are three bullet points and it's the after the bullet point that just doesn't read correctly to me. It states it is recommended that access to education records by school officials be tracked. And I'd
016like to change that to access to education records by school officials will be tracked. Absolutely. There should be um a form that's in the file and anytime somebody accesses the file, they have to write their name and date and what was the purpose for accessing accessing the file. Absolutely. So, it just clarifies that we are doing that. I don't have a problem to it. I'm just trying to figure out where it is. Um, how far under did you go? How far below? So if you are from the last section that we were at uh go to there's another section as to student records and if you go to item D and it's got one and two and then three bullet points under number two as that last sentence. Um the the first words after item
017D are in controlling. Is that the section we're talking about? Okay. It's on page 33. Okay. And then it goes on to page 35. In controlling access to educational records by school officials and outside service providers, schools must is that the section? That's the section. Okay. And where is it that you want it changed? where it says may under that second item where it says schools may use such methods there are three bullet points there and then there's a sentence at the end of it I see that says it is it is recommended that access to education records by school officials be tracked I would just like to clarify that to say access to education records by school officials will be tracked you Got it. Good catch, actually. I can't believe we missed that one.
018Um, Sean, I assume you're okay with that. Absolutely. Nice catch, Terry. Yeah, really. Good job. Anything else? Uh, yep. The next paragraph under parents, that first sentence, uh, where it begins. Parents of currently enrolled or former students. I'd like to add under 18. After Before you go on, let us find what you're talking about. Yeah, it's it's literally the next sentence after what we just changed. parent of currently enrolled or former students in uh section A under parents that first paragraph. Um we'll have to backtrack just a little bit to get there. Yeah, it's further down. Further, how much consent parents right here? It's right here. Yeah. Of currently enrolled or former students shall have an absolute right during regular visit to access to any and all records related to their children which are maintained
019by the district. Is that the section you're talking about? Okay. And what is it? So, the president uh where it says former student, yeah, you want to put the word under 18 after student. So, that'll be interesting to find out if the law allows a parent to access their child's records when the child was um under 18 in the school system even though currently they might be an adult. I don't see what she's talking right here. Do you know what I'm saying? So that's a question I have. Can we can we add that or check with legal on that currently enrolled or former students let who are younger than 18? But what I'm saying is the law actually might allow a parent to access their child's records because they were when they were in school
020they were under that age but even though right now they might be 20. So that's the question. Does the law permit the parent from accessing records of when the child was enrolled in the school when they would have been a minor, right? Or just enrolled in the school in general, even if they weren't a minor, right? You might have the 18 to 22 year old program. you might have some um rights to access their records. But that's a great question that we'll dig into and then we can talk about if there is that flexibility, what what's your comfort? Okay. Um for me, we're going to be talking to Jod anyway, so I've just added that to our Jod list. Um, is this something where you feel comfortable letting us do whatever it looks like we
021can do or do you want us to table this until the next meeting so we can report back? I'm I'll do whatever you'd like. Jody clears it, I'm fine. If he doesn't, I'm fine. Okay. So, it'll be dependent all the questions on Jod's responses for every Okay. And if it's some middle of the road thing, we'll talk to the lawyer. Or I should say that works for me. Dr. Dabrio will talk to the lawyer. No problem. Okay. You got any other interesting questions for us? I sure do. And yet somehow I'm not surprised. You know, I just want you to know that Teresa was very concerned that you were possibly not well enough to give us feedback because of your accident. And I said, "No, no, she's fine." I think you've proved me correct. I
022was just looking out for you, Terry. I did not want to have peer pressure. If if I if I start to sound wonky, it's because I am, and I may end up dropping off, but I'm just warning you in advance. Um because I still have to look at a screen to read all this. Oh, okay. Yeah. Okay. Well, let let's go through quick then. Um what else you got? Okay. So, if you go down to uh Did we lose Sean? No, it's been cutting in and out. Sean, can you still hear us in that same section? All right. Um go ahead. Same section. Okay. Same section. Uh there's four A, B, C, and D. Go down to D. when a parent's dominant language is not English, the district shown after and then it speaks to
023providing interpretation. Um, what I was thinking about with this one, it needs to be clarified a little bit because I I want to say that the interpretation has to be timely and it needs to be provided by qualified professionals. Um, but it also needs to emphasize that these services are free to families. Um, the thing that I'm worried about here is that I don't want to rely on students or untrained staff as interpreters. Um, well, that would be illegal. That I know how that goes. Yeah. Would be Yeah. No, an interpreter could actually be a certified teacher who maybe teaches that world language, right? So, Oh, yeah. That would and and I can't want to do is just kind of clarify that a little bit. Oh, did I lose you? What if What if we
024did this? When a parent's dominant language is not English, the district shall make an effort to one provide interpretation of the student record in the dominant language of the parent on a timely basis. because that seemed to be one of your concerns. And then or assist the parent in securing an interpreter at no cost to the parent. Yes, that would work. Sean, yeah. Okie dokie. What's next, Terry? All right. Uh, let's see. This is a long long one. Okay. So, I'm sorry I'm being nitpicky here, but I just want to make sure we get this right. You got to be nitpicky. No problem. Exactly. So, if you go to the section, uh, how do I describe this? um in the section that says parental consent. One more time. It's in the same section that's number
025four without parental consent. So go a little further from where we were. Okay. And then there are one, two, three, four, five, six in section A. And then there's a section to this particular section. In section B. Okay. And what paragraph in section B? Go to paragraph 4. and it starts with organizations conducting studies for on behalf of state educational agencies. Okay, we're with you. I have a question on that section. How would the board know that information that they obtained is actually destroyed? Do we have um some kind of mechanism that confirms that it has been destroyed once they're done? I don't I'll speak for myself. I don't imagine that there's any mechanism or could be any mechanism by which a district could play cop with state agencies. I don't unless you wanted to
026sue them. Um, it says organizations conducting studies for or on behalf of state educational agencies and state higher education authorities. So, could be a university. I mean, yes, they're doing it on behalf of the state. Mhm. But, you know, I'd like to have some kind of insurance that it's not, especially if it's a third party agency. I think that's a Jodie question. Do we have any recourse? Well, this is the burden is on the district to ensure that this gets done just like all your other policies, right? So I would have to provide the oversight so that if this is an actual situation that this be a part of the proper protocols during such research. I know in with other similar but different things. Um as for example when you buy an educational program software
027that you have a license for the district um in almost all cases will have protocols that say here's what you can do with the data you have to certify or you can't have access to it in the first place. and that provides an enforcement mechanism. I would imagine that what we're talking about here would be similar, wouldn't it? Well, yeah. If there are studies being done by a university, for example, um they absolutely need to get parental permission, even without personally identifiable information for their child's work. even if it's all um wiped out like actual names is wiped out but it's somebody's work in order for that to even be shared as a part of a study for universities to examine. So that is already um the ethical practice that a university has to abide
028by. So, I'd be looking for that. Like, no one would be able to have access to my staff and coming into the district without us doing all of that and getting parent permission. Does that make sense? Yes. You know what I mean? Because the review board requires it, right? So, you're getting all that up front. you know, do we, you know, are we, you know, once they're completed, even though we have the the the assurance that it's supposed to be being used ethically, we've got that up front, but on the on the back end of that, they still have that student's data. They they have that family's name. They've got all that no, right? They can't have a family name. Never. that I can assure you all they can have is the sample work to
029sort of track student A, if you will, student A um samples of that student's work, but it's never students name or um their facid. No, no. And it actually says that um it's persons other than representatives from such organizations that that information would have to be destroyed. So if somehow they have some outside organization they're working with to analyze the information that even that work that doesn't have personally identifiable um student data would have to be destroyed. And typically I've never experienced that. It's directly the university professors and the research students that are enrolled in that institution. I have never experienced a partnership with an outside agency. I'm sure it's possible. Um but that's what that is referencing. So, I can assure you that I would never even give anybody access to any type of
030name or state ID that is um used to identify a student. That is good news. Okay. So then um what I would suggest then that very last bullet point that says specifies the time period in which the information must be returned or destroyed. I would add and provide confirmation of such actions to the district. Okay. Just as a little bit more. Absolutely. Yeah. So it's crystal clear. aid to make sure they that they tell you they've done that. Okay. So, repeat what you just said. Never mind. Provide Yes. And with evidence and provide conference. Do you have it? Yeah. To confirm such action. I'm scrolling. All right, go to section nine that says criteria. I would also just before that under note where it says it is recommended um I think it's just a very
031black and white. It's not that it's a recommendation and it's not whenever it's possible. It's that it's the practice deidentified information and removal, not or removal. Deidentified information and removal of students names. We never collect social security numbers. No one should be giving a school district their child's social security number. Yep. Good catch. Good catch. All right. Now what was the next section under criteria? Try that again. You're cutting in and out a lot. Under section nine for criteria. Okay, now I see it. And okay, under point number three under uh B B3, where it says the school the school official is engaged in a disciplinary proceeding that requires disclosure of all or part of a student's records in order to come to a just conclusion. So I it popped up a question for me.
032Does that include when board members are present at a hearing and might require additional information for deliberations? I just I wonder if we need more clarification in this section. If you're talking about expulsion proceedings, we are in that setting school officials. So we're covered. And okay, we don't have any business looking at any of it outside of an expulsion. And it says that would require disclosure. So, it's only what's required. And the board's attorney obviously would be guiding exactly what is a legitimate educational interest for such officials to have access. Okay. That's what I wasn't 100% sure on. Okay. Yeah. Because you will see sometimes when there are expulsion hearings where I I know I had to do this every time I did an expulsion. I had to provide a solid record of the students
033disciplinary history. because if they had none and it was a first offense, they were more likely to either not get expelled or be given a deal where they could come back early or have it be a very short expulsion. Um, and if there was the opposite, like the one kid I had who got expelled and they got expelled for selling drugs while he was expelled, um, that kid's not coming back, right? All right. What else you got there? Perfect sense to me. All right. Go down to uh scroll to uh disclosure. The section that uh starts with the district limits its disclosure of directory information. And then there's a section called access log. What did it start on? Yeah. What it says? Disclosure limited disclosure of directory information. I think it's listed as an alternate
034section. If it's alternate, then we're not using alternate then are we using it or not? No. No, the alternate stuff's all pulled out. Okay, that is very helpful because I have a question about third party access. Do you see where it says? Okay. Um, are we using the section that talks to fees for reproducing records? Um, there usually is a section like that. I don't know which one you're talking about though. Actually, it may be in the same section, in which case we might not be using it. And if you scroll down past that section that I was talking about that we're not using, there's another section that says feed for reproducing records. Okay, I see it. So, we're not using then it's uh null and void. Well, no, we do have that in here.
035What is it that you're concerned about? It is. Okay. So, number three where it says no prevent the parents or guardians from advising their rights. I just wanted to add for parents and guardians before no fee at the beginning of that paragraph. I just think it's it's the way that it's written. If you read it, um, Terry, no fee shall effectively prevent the parents or guardians that's covered be charged for searching or retrieving a student's record. Um, that would never happen because they have a right to uh be looked at it and and to retrieve it. Um, and it would be made furnishing. So, there's limits there. I think it's covered. it is. I think it's just the way that it's written. It only mentions parents and guardians under A. It's just the way that
036it's it's written. I think for me, if if Well, I guardian were named up front. That's the only That's the only thing that's bothering me. Otherwise, it's fine. It's It's not that big of a deal to reproduce, but you can't charge them to actually access it. And the and the items in B and C could apply to parents or guardians, but it could also be apply to a graduate. So putting parents and guardians in the the first line where you're talking about would actually limit the coverage for graduates. You can't do that. Ah, that's true. That's true. All right. We'll scratch that. Okay. And it allows for transcripts at no fee. Right. It goes on to say you can get up to two transcripts of former records. Okay, that is it for me. All right,
037with those adjustments as agreed, I think they're agreed. Um, and based on the feedback from the conversation with Jodie Gooler, can I have a motion to conditionally move this forward? Meaning that if anything with Jo Jod goes real squirly, uh, it'll come back to us. So move. Second. All in favor? Hi. Hi. Hi. Okay. All right. What's the next one on our list? 9132 bylaws. Right. Did you you were going to send me some stuff? I did the name the name of the That's not what I mean. Um you were going to send me feedback on what I had written. Oh, let me What are we looking at next? Um hang on. laws here. This isn't too stupid. I don't think I have my own copy of it. Um, I got to bring it up
038on my computer because I brought the wrong packet. Oh, yeah. Okay, this is a quick one. it it's relatively short, but I made some changes [Music] um from Thursday, May 29th. You then went back and attached it. The email came out. I I did send you guys an email on this. Do you have it? Thursday, May 29th at 9:05 in the morning from Jim. Policy 9132. I mean, I have the the policy. I'm just Do you have the edited version? Yeah, that's what I got to look. I can email it to you guys right now if you need me to. I can just forward it. I'm in here. too. Do you want me to just forward it to you right now? I'll just do that because you're I have it the edited one in front
039of me. All right. What about you, Terry? I just sent it just in case. Yep. Hey, Terry, did we lose you? Looks like it. I am just going to text her really quick. Yep. Um just to confirm that she whether she's coming back. Oh, hello. Oh, there she is. Yes. Sorry, I was un I didn't realize I was muted. I have it. Okay. Okay, good. Um, I made this started with a request from Dr. Breurto to adjust some of the names or one of the names our committee name of our committee. And having spoken with Kira, it also seemed advisable to change the official name of her committee also. And then in my usual fashion, I went through and started kind of editing some things. Some of what I edited, I'm not even sure that
040I think it's a good idea. Um, so I had asked Dr. Dabrio to look at it. Let me know what she thought. I think she got busy and I forgot that she was supposed to do that, so never mind. No, no, it's all right. I'll do it here. Well, that's why I figured it's short enough. Yeah. All right. So, um, I think they're taking a minute to preview. I am fine with these. Sean, do you have any questions or concerns? Um, no. I mean, I'm fine with it from what I'm seeing. Just a simple little thing in the uh business and planning. I see business and planning is in green, but it's still strucken out. Is that what the committee is going to be called or is that it would be business and planning instead
041of the long finance, facilities, planning, transportation and communications? Just business and planning. Yeah, just what's in green, the subcommittee for business and planning, right? Does it is that just on me or is anybody seeing that it's still struck out like the line strikes all the way through the subcommittee for business and planning? I don't know why you're seeing that. It It's not on what I'm looking at on page one. I don't see that either. It's fine. It's That's fine. It's red. I mean, it's the business and planning is in green. The rest of it's in red, but on my on the phone. Well, the rest of it would be in red. That's the signal that that's what's being deleted. Right. So, it's fine. It's just I just the line strikes through it all. So, no
042big deal. I mean, that is weird. Yeah. Do you see that? Well, I don't I see. No big deal. What's in green? Just in green. There's no strike through. Everything after planning is in red and there's a strike through. Yeah, no worries. That's Yep. I don't see that. That's That's weird. Okay. So, is it just me? I I think the added green in the first paragraph, that's part of what I was not sure. I would just leave it as is. This seems like it's a little complicated. It is. It's it it um Let me explain why I put that in there. Not to defend it because like I said, I'm not even sure it's such a good idea, but um the prior uh board chairperson used that to uh freeze people out and punish them
043when he was mad at them. What does that mean? Freeze them out. Um well, for example, they um I I was taken off the policy committee because I was actually trying to get them to address policies and they left Terry there, I think, predominantly because they thought they could control her better, which is stupid because that's like not happening. No, I understand it. It really is the chairperson's responsibility to appoint um board of education members to committees. it at the time it was used in a very dishonest fashion and they did it with other things too like um and I think you had heard this before but when they were manipulating things to get Cindy hired as the business manager they deliberately um scheduled meetings and then rescheduled without providing proper notice so that Laurel
044and was it you Terry or something or Laurel and Kira couldn't be there. So that's very different than this schedule meetings. That's something completely separate from assigning committee members. It it is um it was just part of what left a bad taste in my mouth. It's just bizarre because the board actually votes to determine who the chairperson is. So once the board and that you need to have the majority to approve I I I just think it is the chairperson's responsibility to assign but to bring it back to the board and have the full board approving these assignments then you're taking away the responsibility and the endowed power of that chairperson. person, I would say you're not taking away the responsibility, you are limiting the power that and that was the intent. But as I've
045said four times now, I'm not even sure it's a good idea. So if you guys want, I'll delete all that. If the board I I have to agree on that one, I I think that we should not have that section in there because it's a double-edged sword. Jim, well, like I said, that's the more I thought about it. I had my own question. If the board wasn't the body with individual votes to actually determine who the chairperson would be, then maybe I could make sense of that. But it's the actual board that gives this responsibility and power to who they vote to be the chairperson. Right? Except that once you've done that, yeah, it's very difficult to control them for that year until you vote again potentially for two years. It's a two-year term, but
046every year you're voting on the chair every summer. No, it's always been it's always been a two-year term. Okay. I think technically you're supposed to, but I don't think they ever did. Okay. So, there we go. We'll be technical. Okay. All right. Sean, are you okay with that? Yeah. Yeah, it was either way it was gonna Yeah. Okay. So, um I'm deleting most of that. Here's what I'm gonna leave and um you guys can tell me if it's okay. Standing committee members shall be appointed by the chairperson of the board of education at the first or second full board of education meeting following each bianial election. The prior language was at such time as the board decides to create or recreate the committee. Nope. Is that all right? I think the Yeah. Okay. Yep. Question.
047No. No question. Okay. None. Um, each standing committee shall be in session for two years only instead of the one year only. Well, again, it was a game that got played around and the elections happen every other year. So, if you put someone on a committee and they're just there and they're just starting, there's not much value in getting rid of them just as they're actually finding out what they're supposed to do. Um, but it's like anything else. If you guys want to change something, just tell me what you want. No, I'm I'm in agreement with that. I mean, takes just about that long to understand what's going on and get get uh get rolling. Well, that's kind of what I was thinking. All right. Um, the duties of the committee and and this uh
048it says shall be outlined at the time of appointment. No, the duties already listed in the bylaws. We don't need to recreate that. And I considered that dangerous. The duties of the committee are outlined below. And the committee shall report monthly to the full board of education, which is what happens anyway. And then we're going to change the name of business and planning. And then the only other thing that I made any real changes in two things were um that business and planning would be responsible for setting it goals for the board for financially related matters. But curriculum and policy, whatever we actually call it, really should be setting the the educational pol or the educational goals in in cooperation obviously with everybody else on the board and the superintendent. Is is that okay with
049you guys? So we can add that to the name too if you want. Curriculum, educational programming, and policy. You want to add the word I thought. Hold on. I don't see it. Isn't that in there? I don't see it in my version. Right. Um the subcommittee for curriculum and educational programming. Yeah. Um yeah, it was supposed to say that. That was a goof on my part.Uurriculum. It should say curriculum, policy. Policy and educational programming. Okay. Um good catch. That's what you and I talked about and somehow it's okay. We lost it. I lost it. No worries. All right. Um, is there anything else in here that anyone has any concerns about? No. All right. The last big change that I want to draw your attention to just so you'd understand one of the things and
050I talked with Kira about this. One of the things in that was supposed to be in the charge of the business and planning committee was that they were responsible for public relations. As she said, we've never done that. So I'm suggesting there be one more standing committee which would be populated by the subcommittee chairpeople and the um chairperson of the board. It can be different if you guys want something different. It just I'm used to there being a structure for example with a a principal in a high school where you have the principal and then the department chair people um are the the leadership team which is sometimes referred to as the principal's cabinet. So to me it was just natural to think of it as a as the chairperson's cabinet but it can be
051something else. What we can't do in my view is not have a committee working on this. We are seeing right now the results of that. Any thoughts, concerns or questions? No, I think that's that's an appropriate way to handle it because the communication should come from the chair. So, um, in terms of reporting back for an outgoing communication, so the committee chairs would be the people for that. You okay with it, Sean? Yeah, I concur. Okay. Any more questions or discussion points? No. No. Hearing none. Can I have a um a motion to move this forward as amended? So moved. Second. Thank you. All in favor? I I I three. Okay. And and yeah, the the next couple of things are stuff we're going to kind of do an update on and give you some
052information. And this is where Dr. Drito is going to take over on a lot of this. Um we're not going to finish anything with the next few policies today. This is just information sharing. So yeah, it has a policy number, but that's just to keep us in line with what in the future will be updated. So the next policy, curriculum design, development, and evaluation. I had talked to Jim about spending time getting input. input from the administrators, input from teachers on procedures, forms that would be filled out, protocols to follow. Um, starting from textbook adoption requests to piloting and not rush into us just creating language without the opportunity for everybody to be at the table because there is different understanding. um right now and different practices right now. So it depends who I ask
053what kind of answer I get. So I was asking if that would be okay to allow the opportunity to do that. So I already have a retreat scheduled um as soon as school gets out with the admins. I've already met with instructional facilitators to talk about work to be done in the summer because this was budgeted from this current year. I already had included that so that teachers could get paid but did not want to rush into this because it's just too important. And is that okay with everybody? Absolutely. I'm fine. Absolutely. To me, yes. Um, and that was my response. The only thing I stressed to Dr. Drito is it needs to be clear that people are giving are giving input. They don't get a right of refusal. They don't get a veto. They
054get here's what we think you should do and then we will judge where we agree with them and where we don't. and she seemed fine with that and that was my only caveat. Works for me. Yeah. Because any input that the committee provides is certainly reasonable to go back to colleagues and say here was a different perspective. Excuse me one second. Hey Maddie. Okay. I'm in a meeting. Bye. So because you have different perspective and it's always good to get thoughts from folks who might not be at the ground level where the work is right like we just know it. So we might just totally miss something and then you ask the question and be like oh we do need to make that clearer because we're doing this not just for ourselves but for the
055community at large um including parents and students. So yeah, that makes perfect sense. That would be great. All right, so we'll go ahead with that next item. The next item, and I'm recognizing um policy 5131.81, use of electronic devices, that I was going to share um survey results and uh reflecting that you have not been provided those. I don't think Kelly provided those. You can correct me if I'm wrong, but I'm pretty sure it didn't make it into the packet. No. So, it's um it'll it's coming. So, we'll have to make sure at the next one that we do that that I get that to you ahead of time. Um because this was originally on the same agenda from last week's meeting. Um, it's easier if you're if we were all in person, I'd be
056able to just pass it out because that's I had copies of them. But I don't want to rush it either. But there is guidance. What the state legislation um indicates doesn't doesn't really give any teeth to anything. Um, it just is a districtby district decision. uh and there are schools I know that have implemented some robust policies to prioritize learning and learning environments. So that would be the next thing we would do. At least you'd be able to see what the secondary level teachers and that's middle and high school. They had the opportunity to complete the survey and it was every adult I I shouldn't just say teacher. it went to the school as a whole so that any adult because we have a lot of people in the learning environment that um also can
057provide input who are not in a certified role. So that will be a starting point for this policy so we can have some discussion about what we might want to do with it. Is that okay? Great. Absolutely. Just as a little Yes, I totally agree. That's great. Definitely looking forward to seeing those uh results. Well, a little um spoiler here. You're going to see that teachers generally feel like those devices interfere with their ability to teach, which I suspect that's what I would have assumed. I would have thought and um I for one will be in support of having a mechanism to control that problem that does not require individual teachers to decide if they're actually going to do what they're told. I will be seconding that. and the administrators, right? And the administrators that
058they would say this is a board of education policy. Um, and we're supporting and elevating and prioritizing learning. And so that's what we're about. Uh, because there are unfortunate situations where all of a sudden they're texting each other, kid, meet me here or this and that, and it's on our watch, and it could create a problem. and then we have to go and investigate and it happened during school hours. But as soon as we say you're not allowed to use this device, it actually reduces those potential disciplinary situations and putting the school at odds with the parent. Um, so I couldn't agree more. I I can't tell you guys. Go ahead. No, no, no, not at all. I was just going to say I'm not even a fan of just, you know, the leaving them
059in your pocket thing because the thing buzzes every 25. It buzzes every 25 seconds. It's dist It's still a distraction. I um I can't tell you how many times I had to run investigations because kids were planning fights for after school on their cell phones during the day or bullying one another during the school day. or you know and then it becomes our problem because we allowed it to happen absolutely during school hours. So that is really important to recognize and it's a life skill kids need to understand when it's time for you to get a job you cannot be checking your phone like there's like we have to exactly turn things around today anyway. Yeah. It is a real problem. So, we've got to show them that you you cannot be totally focused and
060think that this kind of multitasking isn't going to interfere with the quality of the work you have to do. Your brain can't do that. We we know the research about truly multitasking. You're really not. You're you're giving some there's going to be an error or something's going to happen because your brain can't fully attend and do this simultaneously. I've had that conversation multiple times with my wife. I would look at her and say, "No, you're not multiple tasking. The brain doesn't work that way. You can switch rapidly among tasks. You cannot do more than one task at a time. Brain doesn't support it." Anyway, um last thing was field trips. What were we going to talk about with that? I know I wanted to wait until the summer because for July, right? So we are
061waiting regarding on some input and chaperones and that. So that is something that we would do in the summer. Okay. So it's just staying here um because it's next. Have I shared that revision with you guys yet? Um I don't believe so. Policy 6153. All right. I will send that out um this afternoon or tomorrow or something. So you guys have it and I'm also I will send the at the same time the proposed revision of the curriculum policy um heavy on proposed partly because no one else besides uh Dr. Dri and I and I have seen it and she's right the people who are going to live with this have to have some input into it. I don't I think she's completely correct on that. Um, so you'll at least have an idea of
062sort of, you know, a little forward thinking what's going on and be a little bit less rushed. Just the only thing I ask is that if we get it to you at some point later on and there are significant changes, understand that that happened because of input that we achieved um, in the background work that we do. Is that okay? That's fine. Yes. All right. Um, that being done, can I have a motion to adjourn the meeting? So moved. Second. All in favor? I I Thanks, guys. I appreciate it. Terry, I hope you're feeling better soon. Have a good Thank you. I appreciate it. Bye. Bye. Take care, Sean.