001Okay. So, it's 5:02. I'll call this meeting to order. We'll start with the pledge of allegiance. You want to lead us into it. >> So, flag. >> Uh, I think it'll be ritual. >> Put your right hand over your heart. Ready? Begin. I aliance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Thank we have any public comments? No public comments. Okay, we go on to the policy review. Okay. So, um first of all, thank you everyone for being here this afternoon. The first one is the mobile communication devices. Uh we brought it back because it gone for a first read and in talking to Dr. De Jesus just before we started. What we're going to
002add to this and then put it back for first review is um which school has which policy because each one has a different one. And we are going to add that students get their devices back at the end of the day. We want to keep we want to be sure that that's in there so that we know that students will always get their phones back at the end of the day. Are there any other additions you would like or >> um so there's a different policy for each campus. So, um, is our recommendation going to be that we maintain that model? >> I thought we talked about that a while ago. I thought we agreed to >> I thought we agreed that each campus had their own set of rules based on that principles. >>
003So, so that hasn't changed. No. >> So, we wouldn't, for example, have metal or children driving cars to school. >> Not yet. >> Okay. But, but you hear what I'm saying? There's a certain amount of responsibility that comes with with age. you would think. Um, so what I would like to do is then this will return for what's the equivalent of a first read. >> Yes. >> And so you would expect comments and I and >> um I don't think the president's here tonight. >> I don't believe so. >> So I I would hope that when it comes time for this first read policy, maybe the staff comment could be that, you know, we brought this back to this committee and then open it up and someone will ask us how we're good. But I'm
004good. I'm great with that. Okay, >> Mrs. Erdri um just quick question. So for the policy first we will differentiate just for my clarity high desert their policy BHS their policy but for both campuses students will be >> ret they get their phone back instructional thank you >> so the first one that I've brought up and these are all recommendations from the CFBA is behavioral intervention for special education students. Um last time the district revised it this was in 2005 so it's been 20 years. Um the big changes in that is that students who have a special education student discipline still is you know it's for all students but what needs to happen is you need to see if it's a manifestation of their disability and do they have a behavior intervention plan. If they
005do and there's still concerns, then there needs to be a meeting and decide, okay, how are we going to adjust that behavior intervention plan to be able to address the needs of the student so that we can support the student and hopefully diminish those behaviors? Um, let's see. Is that kind of um it also states specifically that for a functional behavior assessment if the parents or guardians do not agree with the results of it that they can request an independent evaluation and that is at the cost of the district >> is that if they don't agree on the manifestation is that what we're talking about >> if they if you do an assessment and they don't agree with the assessment then they can request independent and that's something that any student that has an IEP
006if for example your your child is being assessed for speech and we say they don't qualify and you really feel no my my child is really struggling with articulation I don't believe so you can request that that independent u evaluation be made okay um and then also something new that's been added is emergency intervent ventions. It specifically says that the superintendent or designate shall annually collect data on the number of times that seclusion, mechanical restraint, and physical restraint were used on students and the number of students that were subjected to that and that the data should be should be disagregated based on race and ethnicity and gender and reported for students with 504 plan with an IEP and all other students. So really for everyone regardless if they're special education or not and that report
007needs to be posted on the district website and submitted to the CDE no later than the end of the than 3 months after the end of the year. So those were the big changes on that and >> that is the old language >> that no that's what's being added. That's the new Any questions? >> Thank you for that, Mrs. Rick. Um, you know, just citing under the emergency interventions, the report shall be posted on district's website and submitted to Sinky no later. Then, you know, once adopted, you know, we have these numbers in terms of seclusion, restraints, and so forth. And so that's something that we could go ahead and devise and then upload onto the website. >> Okay. Again, um the reason these groups exist is so you can give people so we don't
008all just get up there and be quiet and smile at each other and nod and wink and then the one of us that's running for election can choose to be uh the one that says something that's going to get them more votes and put them out to be the constant change agent representing community. But um I want to address a couple things here and they're going to be controversial and they're going to feed some discussion. I try to do this with other board members. Don't um suffer because of the statements, but I want to group a bunch of stuff together here. Um including um you know what I'll hold let's talk let's talk about disclosure of confidential information and privileged information. Can we get through that discussion and then I'll make my comments on >>
009Bas. So, um, it's bylaw 9011. Last time it was updated by the district was 2007. This is a new one from CS uh CSBA for June of this year. and it wants to be sure that board members are aware of the fact that information that is discussed in close session, information that is not public cannot be disclosed. Um, so it gives you examples. So again, in close session or information that may be acquired in anticipation of a close session meeting, information contained in communication provided to board members from the district's u attorney and information deemed confidential by the board. It says should that information be disclosed, what are some of the what can the board do? So you can get an injective release to prevent disclosure. It can be referred to the grand jury or
010you can censure or other disciplinary action be provided to the board member. So those are the specific changes that have happened to this bylaw. Any question? >> No. >> Okay. So if we're open to discussion now um so there's something that that's called privilege. So for for example, police officers if they are acting within a certain known normal to their best belief code of conduct uh a judge a uh a school board member, the superintendent uh the board uh member, you are entitled to some level of immunity. But when you step outside of the boundaries of your privilege, like say for example, in a completely imaginary world, I am somebody on staff and I hand you a stack of IEP documents. I have just broken federal law. I have just opened up whoever's names are
011on there, whoever the students are. Each one of them has an action against the district and they all have action against the district. and those actions in civil court. Sometimes civil court looks at a situation and says, "Listen, society cannot have this. We're not talking about criminal stuff that they'll have a throw it out to the jury and the jury is going to say this is so crazy that we're going to make an example out of this person." And sometimes those costs come back to the district. And what ends up happening is if you think that I'm going to give out the kids money just so you can be popular as a board member or as a staff member, I'm I'm not going to do that. I'm going to push for the lawyer to go
012after whoever it is as a person. And so this stuff is really serious. when you start getting into like negotiations with staff. Um I really believe and and I I've got five years sitting out there before the I'm going into my 10th year now. I have never seen a union an association in this district go to impass or file. But when I was out there I didn't know what was going. I didn't try to make myself a part of it. when I was campaigning, I was not part of it. And I have always seen, and this is going to hit close to you, Alex, is um I think that the teams that the district puts together and the associations put together have always come up with something that's fair. Now, our budget might not think
013it's fair, but I don't expect teachers to watch the price of milk go up every year and spend their own money and lose something else. So, that's that's kind of kind of how I look at it. But if I'm involving myself in the background trying to figure out what the next angle is in the board updates, I am committing a crime. I'm undermining the bargaining policy. And sometimes what happens is, especially when you're a new board member, um, everybody's your friend in the community because you're going to change everything. And then when you don't deliver what they want you to, now all of a sudden you're the worst thing in the world. And they will say things like, "Oh, well, I talked to them about this and they told me this and they saying you
014got a Brown Act violation. You got lawyers beating on your door." So this special education stuff is if it's okay, we'll return to that now. And I want to talk about um what it was like when I was a kid. There's an interesting book by Ruth Coker called Disabled Education. And she goes through every major Supreme Court case that's been related to special education since the 60s. She reveals in that book that when IDA came around, it was a response to segregation. And the idea was that you could basically take people who had lower grades, behavioral challenges and isolate them. So it was a matter of keeping up segregation. Oh, the proof is there. So at the same time, people were saying, well, I want my rights. I I I don't want to be bullied.
015I don't want to do all this. So I think the education model for the most part speaking broadly was kind of like okay if you're doing stuff in the classroom I'm going to send you to the principal's office and you will go to the principal's office you will fall behind that day and it was shame and humiliation. Okay. And so after so many visits to the principal's office and so many missed classes, you became the dumb kid in the class. And next thing you know, you're eligible for an IEP. And then after you get your IEP and you start acting up because now socially, you are words like all this. This is what it was like when I grew up. So they put you in that room over there and guess what? We're back to
016isolation. So those those uh that type of system creates a hierarchy in which the principal is the prison warden. And when they get tired of being the prison warden, then they have an assistant principal or a dean and those positions were created to handle the discipline while the principal is a popular person up here dealing with the policy managers. and it failed and it created people like me. So, at the end of the day, the new thing we've got is uh what's it called? Social emotional learning. So, I'm I'll be the only one to say this, but in what world do parents and or students come into a world in which their teacher becomes their parent, their psychologist and all this and we have to put a really nice band-aid on it because the behaviors
017in the classrooms are so wow and egregious, but yeah, what are you supposed to do? So teachers and administrators are caught in a spot here. I want to be really really clear. I don't know how many times we have had this discussion about when a kid is in a classroom and they are physically attacking other students. I am not a believer that any kind of IEP protection allows a parent to keep sending that kid to that school every day and knowing that they're going to attack another kid, another teacher, and we're just simply making X's on the abocus until we have the requisite 10 to suspend the students while the other kids are losing uh educational minutes not feeling safe. Who can learn while they're while they're looking over their shoulder and everything is disrupted?
018So, what ends up happening, the failure is some of the parents who just have to be on the the campus every day. I guess PTO is like a full-time job. Whatever it is, there's certain number of parents who will pressure administrators to what is in essence, whether they know it or not, release information about the student, talk about their case. So, for example, if George comes to me and says, I got this kid and they are just this and this. And I say, well, guess what? You can't do this because of this rule and this rule and we're waiting for this. So he goes back and wants to be responsive to the parents who he may feel are being victimized by the situation. I think that's a normal human response. But saying the wrong thing,
019suddenly you've got somebody's suing you because my child is protected by this. Um, I really am at a loss as to how many times someone has to tell the administrators of the school, you have to have a determination hearing. Um, before you can suspend somebody, I don't care if the newspaper reporter or the mayor of act or me, the board member goes, "Hey, that kid shouldn't be here. I represent the public and whatever." that has been historically a problem and it puts staff in a very uncomfortable position. So if anything I think the board policy needs to work on if there is a physical attack I don't put the kid back in the classroom the next day. I think that the uh that uh Dr. Chamberlain's group and providing a solution for kids who can't
020be in the seat every day for one reason or another. I hope that's more than just a check the box. It's helping parents uh find an alternative and and encouraging responsibility and attendance and it I hope it hedges um the loss of continuum and education. But I think there's room in there to just say on behalf of everyone, I think it's better that we let the situation calm down and offer some type of learning opportunity while we get the next two days worked through or whatever it is. Um, I don't know the answer. If I went home and I had a call from the principal, the principal used to drag me out of the classroom by the hair. there wasn't that there was some real social uh economic learning or whatever you want to call
021put label on it and it was called me miss and hair out of my head well they lost at 65 but in any event the other kids suffered from it the teacher suffered from it and um I just have to say to the administrators I I I feel for you being in a position where you've got the parents are in denial you've got another people that are telling you and demanding you and then they call up the worst thing in the world is they call up a board member. The board member starts calling and this the superintendent's getting pressure and everybody's getting pressure and then of course some people I guess could use an IEP to justify behaviors. Some IEPs may say something like the child gets a break or we get fidget spinners or
022whatever it is. But when you start getting in junior high, kids have IEPs and the parents aren't smart enough to figure out by asking for these accommodations, you are actually calling additional attention to your child, creating an opportunity for unwanted attention. And even I can walk out of the class. So if I'm having a rough time in the class, I can just go walk around out there and a and disappear. in those situations. And I can speak to this and I don't care who likes it and who doesn't. I my child I think was one of the probably the least cognitive and least capable people that ever attended this district. The other one's going to has a a a doctor juror whatever what JD whatever you call it uh in May. And so I had
023the wide gamut of people coming out of my family that could go into a situation and I just I'm at a loss on what to do to get people to understand that there is a rule. We don't discuss the rule. We don't feel like oh I can't tell you. But we also don't put the teacher and the site administrator in a position where it's just like there's nothing I can do. the district office is holding my arms and you your kid just going to have to get beat up and there's nothing I can do about it. I think that this needs some serious work when it comes to what is the protocol for number one assuring the safety of the entire class reasonably what can the district do. So if there's anything like that I
024would like to see it. Um, if we need to have the lawyer in here and have a robust discussion, which I put out some of my theoreticals, great. I hate to spend the money, but I don't know how many times every time we turn around, it's I didn't know the rules. And I would expect when the superintendent comes in and has discussions with people about policies they don't understand. I don't expect everybody in the district to un to understand policies. And I don't expect that everyone would have his level, but I have yet to meet employees that I have problems with and how they service my children from start to finish. But at the same time, when the superintendent comes in and tries to explain policy and how that's supported, I don't need uh disruptions
025and all this whatever is going on in the background half the time. I like this district enough to send my kids here. And I I hope everybody understands that another 60 families made the choice that we're the right place and we are going up and um but we got to have safety in the classroom. >> I think part of that is addressed a little bit in the emergency interventions. There is no change as far as what you can and cannot do. It's just clarifying that you have to be sure that you document it. um that it does say that you can only use those emergency services um as long as you as it takes to contain the situation not beyond because you still have to take into consideration you know the safety of everyone and
026the dignity of the child who is having these issues is having these behaviors. So it's not saying okay you know the there is an issue with one child who has behaviors you know we have to do the manifestation meanwhile no because we still have to protect as you say the rest of the class and we have to then look at that one child who is struggling and say okay we have put this this and this into place it's not helping because we're still having these concerns the child is still having these triggers that's still having these behaviors So, what do we need to do to adjust to, you know, work with this child? And that's where our BCBA comes in because she's very good at being able to observe and noticing sometimes triggers that are
027missed by the adult in the classroom because they're looking at the whole class. >> Yeah. they're looking at the needs and and pacing that is now focusing in that classroom on the one student to say, "Oh, that was a trigger." So there there are things that continue to be done. It's not just well no we have to you know continue to work with that student continue to adjust the bit to be able to find out how are we going to support this child and still keep the rest of the class where they can continue to learn and be safe. >> What is the notification process if one of these triggers comes into place where I have to physically put Ken Falls in the closet with the giant violin and then I played it and they
028threw me out for that. I mean, true story, by the way. >> So, >> parents need to be notified, but policy about that. >> Well, it's it's it's notification to the parent, guardian or rights holder. Um, but I mean, what's what is the when how I I just tie I just put your kid in the chair with four adults. When do we notify the parent that that happened? Well, once once it once the situation is safe, um student is deescalated um contact is made and you know there's you know on different levels there are teams at each and every school site um some more robust than others in terms of the number of individuals on let's say an assessment team and they'll designate okay well you you handle this situation as far as deescalating the
029behavior you supervise a student you make contact with a parent and then we all kind of follow up together. Um, so it's >> But I mean, if my kid is in in a classroom whipping a desk over and physically attacking other children, when will I know that as the parent? >> Well, well, on once the situation is contained with students, um, safety is number one priority. But but what I'm asking is very simple like with a clock and >> like within an hour. Yes. more hopefully it's going to depend up the situation. >> So this is a two people meeting. Okay. So we'll call for public comment at the end. >> Yeah. As as soon as possible as as soon as you know the situation. >> So we would say like last week >> your
030child did this and two days later. So we're building up the case so finally we can slam the door. >> No. Absolutely not. No. Communication has to happen on the same day. You know could it happen within an hour? Of course it could happen within an hour. 30 minutes. Um, you know, we share with our administrative that the call has to go out immediately. And I say immediately, it has to be very timeensitive. >> Is that anywhere in the policy? >> Let me go back. >> What? So, so we make the phone call. >> What kind of supports do we have in place if say for example single parent parent is at a job, parent can't leave the job. um or parent wants to come down. Um is there any support that we offer through
031all this? You know, we if we haven't figured out the funding is going out the window uh there's going to be a flood of therapists on the market. It's easy to see that. So in in the big picture since since I'll say it the district has now suddenly become quasy parent for children who don't come to school prepared to learn in some cases. Not everyone has a disability that says I can just go and punk the teacher because I'm 12 years old now. So is there anything that the that the parent has that protects their dignity? these meetings that we have where it's like suicide prevention. We're having a meeting about that today and everybody drives up and goes, "Hey, I'm here for suicide prevention." And the people in the office, nah. Really? Do we
032have an ability for people to seek help in a way that protects the dignity of people? >> So, so I'm just speaking in kind of general and broad terms. whether they're students with disabilities or our general education population. Um, you know, there are processes that are in place. Um, kind of going back to um your your first comment, then I'll talk about the the protection of let's say confidentiality to have a pairing or or a rights holder. You know, we're talking about threat assessment teams. We have risk assessment teams. They just had a meeting today um this morning at 9:00 a.m. from 10:00. um social workers, counselors, administrators. Generic school site has a threat assessment, risk assessment team on, you know, identifying triggers, who takes on what role, who's the who's the caretaker, who's the
033supervisor, who's the one who contacts the parent um in a timely manner, and then and then putting a plan in place to help support not only the student of course in question, but you know, to help and bring in the parent to be part of the solution and and support. Um so we have those for each and every site. Um and those are ongoing meetings. Um then moving forward in terms of you know the the the support for parents um some parent education uh being a partner in the process anytime that there is where we're talking about let's say special education students doing with a disability through the IEP process there's a discussion of okay well if these are escalating this is an incident that took place parent you've been you know um notified about
034this uh we have information and so through that process process. There's the BIP, which is the behavior intervention plan that could be suggested in terms of here, what might be the triggers, what are they receptive to in terms of reinforcements and so forth, so on. Um, so that's all done in a very professional and very um respectful manner. Um, and then, you know, and that becomes more of a let's say a tier three that's through an IP process. tier ones. You mentioned the suicide prevention uh parent education workshop that was actually put out to you know all of our parents in the district. That's more of a tier one for our parents to participate you know how to you know identify you know some symptoms um who to refer to who to seek out. So
035between the tier ones and tier twos and tier threes, we have developed processes that are in place. One one you know for all students and then going to students with disabilities and then even for all students um you know we're hopeful that you know our our supports through our social worker team we care aid USD will continue um as they're part of the threat assessment teams. So everybody has their specific roles in making sure that students all students are safe and parents are involved. So what I would like I I I we don't need a policy for everything but um I would like everybody to understand that when things behaviors are happening in classroom um they don't just go away. They tend to keep going on the physical stuff goes on and if the parent
036is not able to engage. We need to figure out why. I mean, at some point, we got to be able to say, "Hey, look, this is not working for everybody, uh, much less your student." I know that needs to be highly documented or whatever, but um, as as you're looking at these policies, I think that, um, responsibility, education, rights holders a big part of this, and I don't know that that's Ron will know what he can do with that. So, I've said a lot. >> Well, I want to answer your question. Um, so the policy says that the guardian parent hold rights holder needs to be notified within one school day and that is whenever an emergency intervention is used or serious property damage has occurred. It also goes on to state that if this
037happens, there needs to be scheduled within two days an IEP team meeting to review the emergency report and determine the necessary steps to adjust the the BIP to be able to address the needs of the child. >> Thank you for reading that into the record. I think based on the volume of what has been said, there's probably public comment. I think we have some in the room. Yes. >> Sorry. I >> no comment. Okay. >> Okay. Any questions or anything on disclosure of confidential information? Okay. So, the next one is athletic competition. And this one actually is a lot longer than it used to be. It addresses the fact that uh the students, the athletes need to be supervised by qualified coaches. They need to be sure that they receive appropriate instruction and guidance related
038to safety, health, sports skill, and sportsmanship. It discusses derogatory Native American terms that there cannot be any teams that use any kind of term that has to do with Native Americans. Um that need to be sure that the superintendent or designate it shall ensure the equivalent athletic opportunities are provided to males and females and that students are uh permitted to participate in athletic activities consistent with their gender identity. As far as eligibility, it specifically says that students cannot be kept out of sports due to, you know, they cannot be charged a fee. um they cannot be a fee to cover for uniforms, equipment, nothing like that. So they cannot be charged at all. As far as uh health and safety, all the equipment needs to be cleaned and inspected for safety before the beginning of
039each school year. And the superintendent or designated, this is the new shall de develop a written emergency action plan that describes the lo the location of emergency medical equipment, including automated external defibrillators and procedures to follow in the event of a sudden cardiac arrest or other medical emergency related to the athletic programs, activities, or events. The plan shall include a description of the manner and frequency at which the procedures to be followed in the event of medical emergencies will be rehearsed based on coaches training requirements specified in ED code 31579.1. So then I went and looked at what is this ed code because it's like it says to refer to this but if we don't know so this the ed code 35179.1 mandates that all high school sport coaches paid or volunteer complete a state
040approved coaching education program that includes training in sports psychology pedigogy physiology management regulation and CPR/ first aid with a focus on concussions, peak illness, and cardiac arrest. It also goes on to describe what to do in case of a serious injury. So, those are the changes from what we had before. Any questions or comments? >> Let the record show I have no comment or discussion on this item. Policy 6145.2 athletic competition. >> Mrs. coaches because earlier on um in addressing 61452 >> you mentioned qualified coaches and criteria and then you linked it to some of the professional development and training. So I put a question down in terms of well what is that >> that's what I was going to know what is that point other >> uh districts to find out um because well
041I need to reach out to our athletic director and say what kind of training is provided because this is new to us this is new policy so we need to be sure that we're following it especially once we adopt it. So, we need to be sure that there is some training. Probably going to have to go on Google because it says it has to be state approved training. >> Mhm. >> So, we need to be sure that we are providing that to the coaches before they start working with our student athletes. >> The approved list of trainings and >> correct. Okay. We'll follow up on that, but I just wanted to for the record >> clarify what is the qualified coaching criteria in Sigma. Thank you for explaining. >> Okay. So the next one is
042policy 61428 which is comprehensive health education. Um again this was last uh updated by the by our local school board um 2005 and there's a new uh it's been updated by CSVA just in August of this year. So, it wants to be sure that you have goals for the district's health education plans, and they shall be designed to promote student wellness and shall include, but not limited to goals for nutrition, promotion, and education, physical activity, and other district-based activities to promote student well-being. Any health education offered to middle or high school shall include instruction and mental health. The superintendent or designign shall provide professional development as needed to ensure that the health education teachers are knowledgeable about academic content standards that uh state curriculum framework and effective instructional methodologies. Superintendent or design shall provide periodic
043reports to the board regarding the implementation and effectiveness of the district's health education program. And it uh stresses also that the parents or guardians have to be notified that they have the right to opt out. And if they opt out, it has to be in writing provided to the school in writing. And if they opt out, the students are excused and they need to be given an alternative educational activity. There's not be any kind of punitive for being opted out. It just has to be given a different opportunity just to do something else during that time. >> Any questions? >> Okay. So, I have a question. I'll choose to participate in this one. Um, is there a mandated curriculum um that is ordered by the state or the county or both or do we maintain
044local control over the curriculum that's used to deliver the help? It specifically says in here state curriculum framework. So there is a state curriculum framework that we need to be following. >> Okay. So um let me put it this way. There are several different types of curriculum providers. Benchmark. Uh who else? Throw me a couple more so it doesn't look like I'm selling Benchmark. >> Renaissance >> tci. So there are a number of >> That's correct. >> Yes. >> That fit the criteria. >> So the the key to my question was local control. Okay. So I want to maintain local control and um all all um um curriculum comes through for um board approval curriculum changes. So that means the books and they're on display. And um I've said this before and people look at
045me like I'm stupid and drunk and maybe you'll do the same this evening. But when I ask the question of staff, am I going to have to get an attorney to determine that my child is identifying as a kitten? Everyone laughs, which I find amusing, but I want to make sure that this policy does not usurp board control to be able to say this curriculum, this program, this everything robs us of our ability to have us as elected officials who actually had our name in a ballot box and people picking us, representing this community in a way that they would feel that we're doing a good job and not introducing I'll stop there. I think everybody gets the answer here. I'm not sure there is a comment necessary. I just made it. >> Any other?
046>> Is there a public comment on this? >> No. >> So then we have that goes with this policy the regulation Um the regulation goes into specifically what content areas should be covered. So it talks about human growth development and sexual health, injury prevention and safety, social health. Some of the items that were removed was the use of healthcare services and products, legal and financial aspects and responsibility of marriage and uh parenthood, diseases and disorders. Um so those were taken out of the policy. they had been there before. And then it specifically says, "Within each content area, instruction shall be designed to assist students in developing an understanding of essential concepts related to enhancing health. The ability to analyze internal and external influences that affect health. The ability to assess and analyze health information, products,
047and services. The ability to use interpersonal communication skills, decision-making skills, and goal setting skills to enhance health. The ability to practice behaviors that reduce risk and promote health and the ability to promote and support personal, family, and community health. Then it goes into specifically high school education. Um it says that the course is health is required to graduate from high school. The district's high school health education course shall include instruction in sexual harassment and violence including and not limited to affirmative consent standard and as defined by and it gives an ed code 5122536. So I looked it up and it says that um basically it said that if you require health to be able to graduate it must include instruction on sexual harassment and violence. It needs to also include information on how to report
048incidents and potential resources for the victims. >> Do we require that? Doesn't know. >> Is it a required course, Dr. Shatian, to be able to graduate? >> Um, health is still a requirement. No. >> So, we need to be sure that once we adopt the policy that we are covering this. Um it talks about CPR and uh starting with the 26 27th school year, the dangers associated with fentinel use has to be also taught at high school level and again the opting out parents um guardians have the have to be notified that they have the right to be able to call their students out. I >> guess that's at the beginning of the school year. Does that have to be like a letter or a form? >> It has to be written. Yes. that could
049be, you know, as part of a, you know, registration packet. >> Yeah. Yeah. Absolutely. >> And will all these courses be listed on that form like they're they know what they're opting out in. Is it is it everything included or is it like they pick whichever topic they want? Let's say they don't want to talk about human growth, developing sexual health, but they want the alcohol and tobacco, they want the injury prevention. Is it like they can choose which ones they want to opt out in in that on that form? >> It didn't say. It just says that they have the right to opt out. It didn't say if you can pick and choose what you're opting out of. So, I guess that would be a decision. >> A lot of those things are good
050topics, but I can see some parents saying, "Okay, I don't want human growth to be relevant in sexual health, but I want the alcohol to back up." >> The the AR actually gives specifics um in terms of the the copy on page two. Dr. creating parenting guardian notification to opt out um may opt out of participating in the following one two three four >> is is there any way we can look at that form just to kind of the form that you're going to give out to the parents >> I I have to double check I don't want >> I'll check with uh Dr. Yeah, >> we can double check the other form like this. >> I just want the parents to know everything that they're being they're opting out in and then you know
051>> I'm just wondering two things. I'm just wondering if this is not the form. >> Well, this available >> Yes, we have to site the the administrative regulations and we could have this as an attachment. But what I'm saying is this is very clear about >> what we're being mandated. >> And then um when it comes time to discuss this in open session, I'm going to remind um everyone that this is not a cart block life experience. Um I feel like, you know, it's necessary for me to tell tell you what happened when I was in the oil field in Texas when I was 21 years old or what my personal opinion is about this or that. It's I would remind everyone that you would not have a conversation either to a group of students
052or one student that you would not have in your own work environment without being an HR or with a parent with the entire board in a presentation. there needs to be some understanding of yeah this is not shock value scared stray share your personal experiences um and so I think that this form being being providing the parents rights it is a good thing so if we we could even just take it from them right on page two start a section parent guardian notification down referencing AR61428 put that on the form. >> Mhm. And I have 1 2 3 4 5 and then the paragraph that starts with the addition. District shall not administer with answer to the questionnaire that falls one. >> Okay. So I will check with Dr. um Smith and see currently what
053is that? >> We can assess. >> We could add that. Sure. actually >> I think all of these they're the way they see sex I've seen sex almost all of them but I don't see you know like the mental health informing or other alcohol tobacco prevention so you get what I'm saying I know as a parent I would like most of these until you know, I'll deal with a few topics myself, you know, but some other stuff are great. >> I think um on all this stuff, I think if you have students that are in the classroom that are respectful, um that know the the the time and place to talk to an adult about something that is, you know, personal. Um, I don't think that those students or any student should be a captive
054audience to somebody with an agenda on something that involves their personal experience or um feelings about something that's highly personal. That's about as politically correct as I can be about that. >> So, those are the policies that we have. Um I again I will check about the safety for children with the address if it's we sure brought that out and um check with Dr. Smith again about the form to be sure that we include that section. Um is there anything else you would like me to follow up? >> We'll have that other policy right communication for that one. >> Yes. So, it'll be a first first >> time 13. >> Yes. >> Any future agenda items you'd like for me to bring from policy or management? >> I'm kind of liking the way that the
055staff is is um running this and um I have never been one to want to interfere much with um what staff is doing. uh because when you start doing that and then they're trying to figure out, you know, what my flavor of the month is and we kind of lose track of the bigger area of responsibility. >> Interesting. >> That being said, anybody have any comments? >> I will say that I'm not sure if you guys are aware, but regarding the health class textbooks at Vasquez, they are extremely outdated. like they could be from the 90s definitely early 2000s so you guys might want to really old >> it is it is very adoption very old >> I'll address that just so we know this is the reason we don't have three of us discussing
056policies is because now all of a sudden we have a quorum you have the right to vote so you get that >> um I'm going to be really honest with you >> you're you're a public speaker now I'm the board member with the experience. One way of addressing policies is not to. So if I've got a textbook from, you know, 1910 and it doesn't have all this stuff into it, I might think that that's a good thing. That way I don't have to deal with reality. There I told you, right? Um, without getting into like a lot of detail, if you could take a look at your book, and I don't mean to put you on the spot, you can just say, >> but but is there stuff in there where you just looked at
057it and go, I there's nothing about something significantly like your broader health. >> There's nothing about vaping, ventil, opioids. the relevant drugs that my generation is taking is not in here because it's a textbook of a past generation. >> So, um, believe this or not, but in my when I was your age, if my parents didn't think I was doing it, I wasn't. >> That were bad. Yeah. >> Yeah. That So, what you're telling me is that doesn't work really well anymore. parents expect their kids doing things when their kids aren't. And there are parents who don't suspect their kids of anything their kids are. >> That is an age, but that's what caused me to start listening to Kiss in 1976 right there. Yeah. >> Thank you. >> You're welcome. >> Appreciate that. With
058that being said, what >> if you're called upon when we open this up for discussion and we ask for your opinion now all of a sudden we're out there and your opinion is what it is as as the as a student board member. >> So would you like me to mention it or no? >> Well, kind of just see what's going on and make sure that your See, I'm not going to give you direction. I can kind of keep you out of trouble even though I can't keep myself out of trouble. But looking at your last report, you mentioned some things that were very like about metal work, things that meant something to the kids, what they thought and what they were doing. And I really like that. So sometimes you and if it's a
059discussion where we're hitting the meat and potatoes of the health thing and you were to say in the meeting, I've looked at the book and there are some just broadly general topics that I think are missing and some of the stuff may not have existed in the current form. >> I mean even if statistics about tobacco and cigarette use is not correct for now. Yeah. Because it's so well it's different information. you have different studies now, >> different results. >> So, I think if you can capture that broadly and when we're considering an adoption of curriculum, I just if you read between the lines, you heard what I don't want in the books. >> And I don't need teachers and people crossing lines that might affect what your lifetime of commitment in your family means.
060And I don't want to use the words, but there are some families that are like and there are some things that are highly valuable, >> right? >> Yeah. >> So, but at the same time, >> but but what stuck out to me as a freshman was how the stuff about drugs, the stuff we're being taught in high desert, we were having assemblies about not to vape. And then you go through the entire book and there's no such thing in the textbook and you had to do separate curriculum. They still talked to you about it, right? Just in a different >> Yes. But yeah, I mean, >> but it was Yeah. Yeah. It was different. >> It's what you're saying. Let me try and get this around my old man head. We in when I was
061in school, you sat there and you shut up and you are going to be a factory worker because the other kids are going to be there. There's not that many kids going to college and you're not one of them. So, we need to make sure that you know how to read, right, and follow directions and put your hairet on or your hard hat and make widgets to the point where the company can make money. That's Yeah. That was the model of education. >> Yeah. >> Okay. But now I I think what I'm hearing you saying is if you're going to open up a discussion to make information that the critical mind can look at and say, I'm not just doing this because somebody in authority, I just didn't even really realize that. And now I
062can go to my own resources and say, I see this is what makes sense to me, not just an adult telling me it's okay or not okay. Yes and no. Well, regarding this educational health education, a large part of it was drugs because that's the biggest issue in our, you know, in my age group society because yes, everyone knows like wash your hands, eat healthy, go to sleep on time. But regarding the facts on drugs and actually how drugs work is more important because I think it's more of an issue and that was the stuff that wasn't as current. That's why >> so I think basically what I'm hearing is >> um and this has always been an issue was just different when I was a kid was different because like >> if you can
063wash your hands that's what daddy feels comfortable talking to you about >> and if you don't feel comfortable talking about it in the right atmosphere then you can't expect the big atmosphere to make you educated enough about it. Okay, let's join the meeting till 5 to 9.