001Okay, we will go ahead and call this meeting to order. >> Hower >> here, >> Kent >> here, me >> here, Nye >> here, >> and Ricewife >> here, >> Williams >> here, Young >> here. >> Thank you. I would move to approve the agenda. >> Have a motion. Do I have a second? >> We will second. >> All those in favor? I >> I opposed. Motion passes. Jason, you're up. >> The Urbandale Community School District mission is to teach all, reach all. Our district vision is Urbandale will be a school district that brings learning to life for everyone. And the school board mission is to partner with stakeholders to teach all and reach all through governance of board policy and operating protocol. >> Thank you. Okay. >> Um okay. So first I want to
002start off um introducing our new administrators. We have two new administrators this year. Emma Copeland is a dean going to be a dean at the high school. She was not able to make it tonight. Um, Emma comes to us from uh Johnston Community School District where she was the counselor and MTSS specialist at Johnston High School. I also would like to introduce Lindseay Cornwell. I'm going to have her come up in case um you guys have any questions, but I give her a chance to give you a little bit of a background. She's also coming from a uh Johnson Elementary School Horizon where she was principal. So, >> that's it. >> Your call. >> Okay. Well, here's my one minute bio. I am Lindsay Cornwell. Um, I grew up in Ames. Um, we're Hawkeye fans,
003so to let you know. But, um, but, um, I went to Uni, um, because I always wanted to be a teacher. I've been an elementary teacher, elementary Spanish teacher. Um, then I was principal in um, De Moines. So, I did go go back to Uni. Um, and got my admin degree. um got my superintendence certificate from you and I um and then went to Johnston to be a principal where I've been for the last 10 years. Um just got my doctorate a couple years ago, also from you and I. So that's cool. Should have a building named after me at this point. Um they don't. Um yeah, but I um I've been in education for many years. Um, and I've never been at the middle school level and I am really excited to be part
004of our district. Um, I have met many people. People have been coming in over the summer to meet with me. Um, you have an amazing community. I'm so grateful to be part of it and um, work with our middle level learners and you're welcome anytime to come by. So, I would love to chat with you and walk the school with you. Hi, welcome. Glad to have you. >> Thank you. >> Well, thank you. >> All right. >> You're welcome. >> So, the next introductions that we would like to make are our four student board representatives that will be coming on board for that first September 8th meeting. Uh, two of the members were not able to make it tonight and that was Sam Beer and um Kate Schumacher. They're at a choir event tonight. So,
005I would like to have our other two representatives, Adriana Win and Reese, is it Brightwell? Am I saying that right? >> They're also going to be two. So, four of our representatives will split each meeting, two and two, however they best do that. We'll give them a lot more detail when Mr. Carver and I meet with them in the next coming weeks, but I thought you guys could give a little bit of >> Yeah. reading your background, too. >> Well, I'm Adrian Nin. I'm a senior and I'm excited to have this opportunity and see what we can do for the next year. >> Hi, I'm Reese Britwell and I'm just glad to be here and have the opportunity to be here. >> We're looking forward to your voice on the board. So, >> we're excited.
006>> Glad to have you. >> It's much less intimidating when you sit over here, too. [Music] >> Yeah, there will be another table. You'll be right up there with everybody. So, that's good. Welcome to the board. >> Thank you. >> Okay, the more you know tonight, um I proudly want to say that we have 93.98% of families registered. So, we're almost at at that 100% which I think is unheard of. So, I'd like to give a a good shout out to Stephanie Davis and her team in registration because they've worked really hard getting those emails out. The place I will say we need to wrap up is the high school. That's a often forgotten. I think when we let our kids be more independent, we forget that little piece, but if we could get those
007high school registrations under our belt, we'll be we'll be much closer to that 100%. So, that's exciting because I've never had that good of a percentage this at this time of the year. If you are kindergarten, don't forget your open enrollment applications are due by September 1st. That window is closing quickly. Um, you can register again at your child's school or the district or from the comfort of your own home. So, I hope we can button those up soon. Just some dates coming up. On Wednesday, this week 13th, we start new teacher academy. So, we're looking forward to welcoming our new teachers to the district. Uh teachers are going to return next Tuesday, the 19th. There was a flex day. If they haven't used that flex day already, they'll return on the 18th. Um that
008day was designed for them to use at their own discretion. Wherever they felt like they wanted to come in, they were uh compensated for that day. I know it's it's never enough. They could probably use more days, but that's one way we're trying to help make them uh be able to pick it a time that's more convenient. On the 20th and 21st, we have the middle school schedule pickup from 4:00 to 6:00. On the 21st, we also have 9th grade orientation starting at 3:30 at the high school. On the 21st is our welcome back kickoff for all staff. So, at the Chamber of Commerce is serving breakfast for everyone at 7:30 in the morning. I know the board has also been invited to that. um that'll be in the UHS Commons and then the PAC
009will be where our programming is on the 25th. That's the first day of school. This is not a late start day. I can't emphasize that enough to remind people we do not have late starts anymore. So, make sure you get your students to school on time on the 25th. Um, that is also the first day for anybody that wants to run for school board that you can pick up your or turn in your paperwork. So, the busy day on the 25th is coming up quickly. Those are all I had on the more you know. I think Lauren is ready to come up and do a staffing update kind of on where we are right now for hiring. Lori Crab, director of HR and operations. Uh just want to give a quick update on where we
010are right now. Uh which uh overall the story is pretty good, but it's it I can't say it's perfect because that would be 100% and and as you can see, we're not at 100% filled at this time. Um, a couple of our uh the key areas that uh in terms of teaching positions that we are not filled at is with special education right now and um a couple of EL positions. Um we have made a little progress in the last uh last two weeks, but certainly um you know our goal is always to have 100% of our teaching positions filled and and we haven't quite made that this year. Uh we do have plans in terms of how we'll fill those uh like we have the past couple of years um with either uh or
011with full-time substitutes and um and that that has been a very po continues to be a very positive thing for us especially as we start the year and and continue to seek um filling those positions. uh compared to last year at the same time um we had three uh special education teacher positions open, 29 special education associate positions open and then 16 other classified positions. Uh this year our numbers are better and that that is one positive story. Uh we have a total of 18 open special education associate positions. Um our so right now we're 89% filled of all of those. Uh that is significantly better than we were last year. Um so that is a bright spot. Um it is the the lion share of the openings that we still have just short of
01250% in that regard. That is not unusual especially based on the historical data that we've had and I think probably matches many of our um our neighbors as well in terms of positions. I also think that the open teacher positions match our neighbors as well. U we know that in terms of the hardest to fill positions, it it has been special education positions over the course of many years now. Um we have seen it with with E as well and some related arts. Thankfully this year we have filled all of our related arts positions. Um like I said the full-time substitutes are really going to help us start the year well. We also have we're starting the year with uh some long-term absences which are not normal vacancies, just ones that we have to fill
013six to 10 to 12 weeks and we're utilizing some of our subs for those as well. And then we have hired a few other full-time substitutes to fill those roles. Uh so we will continue to seek um filling all of those positions. Uh we have regular hiring events uh for classified staff. Um and uh and certainly we'll be continuing to screen any special education and EL um applicants that we get. We do have one uh gened position at the middle school yet, a health teacher position that um is unfilled at this time as well. What questions can I answer? Thank you for this concise chart. It's very easy to follow and easy to read. I appreciate it. >> Absolutely. >> Thank you. >> Okay. The last part of my report, there are one, two, three,
014there are four policies that are going that are coming to you for a first reading. Last board meeting we had some you're going to see on number eight come up in the second reading. Um these are also policies that were updated as a result of the 2025 legislative session and these were created drafted in conjunction with the Iowa Association of School Boards as well as some legal counsel. The first one is 519 and that is investigating allegations of abuse of students by school personnel and that was updated to include the role of the Iowa Department of Education and Health and Human Services. the legislation effectively eliminated. You might remember last year I came to you with um the list of people from each school who was to be the level one investigator and the former
015practice was that um the level one investigator would do the initial investigation and it may or may not be moved to a level two and then we would go from there. This legislation eliminated that and calls for Health and Human Services to do the investigation. So this policy was updated with the help of um Dickinson Bradshaw who was in on the sessions with a lot of attorneys around the state trying to decipher what DE and what human services were intending. There's still going to be legis or um recommendation coming down from the department of education and from health and human services once they nail down who the investigator is going to be and how some of those are going to work. there'll be more regulatory I think um on h how to implement this policy.
016So there will be some additions. This will call for the elimination of all exhibits and regulations that currently accompany 519 and we will reddraft the policy or the um regulation and exhibits once we get that direction. Um before I go on I just I want to remind people too of the process for these policies. Whenever a policy is updated, it comes for a first reading and that's where me or my team or our legal council has drafted the changes and then that comes to you guys for a first reading. Feedback is received. It's shared with you. It's shared with the public and then it comes for a second reading. There might be things that the board has asked us to take a look at or add or delete through some of the questioning that you
017have. And when the second reading comes, you should when you do the vote, those things will either have been edited or not, depending on what your feedback was. Once the second reading happens, then that new policy, if approved by the board, is replaced that replaces the old policy in assembly. So these there's no vote tonight. These are strictly policies to get feedback on. So before I go to 5:45, were there any questions on 519? Okay. 545 is currently titled equal educational opportunities prohibition of harassment, bullying, and hazing of students. This was also updated to meet the IASB recommendations due to recent legislation. We've included an appeal process that didn't current that didn't previously exist and then the publication requirement as well as updated definitions. We are also submitting this to edit the title of the
018policy for clarification because it is very close to 602 educ equal educational opportunities. So the exhibits also need to be updated and again those exhibits are things like this is the form you fill out if you have a a complaint about this particular policy. Regulation is the again how does that policy get implemented? So those will have to be updated as well. Um, but 5:45 that there are a couple of pieces of feedback. One, two, three, four. I'm not sure which policy that's five. There are five pieces of feedback that were received after the agenda was published that I did share with the board and put in here so that the public could see those pieces of feedback as well. So questions. Okay. Um the next policy is 602. And again, this is similar to
019the 545, but we've cleaned it up to make sure that it's clear what the edits were. And again, these were for um legislative action to update the policy. And finally, compulsory education policy 625. There were some changes in the legislation. This was updated to include the military purposes and travel for weddings and funerals and to um add those to the excused exempt absence codes. We also Stephanie, this is the one that took away the certified mail requirement, wasn't it? We we quite a stack of certified mail that was not delivered. So I think they realized that that was a little bit over the top. So, they've taken that requirement out, but they've added anyone that is in there's a couple of different military you can either be serving, preparing for, going to school for, those
020are also now going to be excused, exempt. And then attending a wedding or funeral will be exempt. The regulation for that as far as how many days, how many funerals, how many weddings, we have not done the regulation yet. We will do that once the policy is updated. help me understand this is because I'm looking at compulsory enrollment in that first section. >> Are you in the policy? >> I'm I'm in the I I'm in 625. I'm looking at 625 right now. Compulsory enrollment. Any child 6 years of age under 16 by age September 15 who is a resident of the district must enroll in the district school unless and then the last two are traveling to attend a funeral or traveling to attend a wedding. >> Enrollment and attendance are two different things. >>
021And I I mean right I my grandfather died and guess what? I don't have to enroll in school for the current academic year. That's confusing to me. >> It could. Let me double check because they were in both places. So, it could be just an a redundant. >> I'm guessing it's so redundant. >> Was a 625. Of course, I don't have my notes in here. Sorry. I can go back and take a look at that. Um, I apologize. I have every single one except looks like that one. I mean, it's not that you've got a lot of policies that you need to update. >> I've been living in that world for a few months. Let's see. Um, that is possibly redundant. I apologize. And I will take a look at that when I can get
022back to find the the sample that I used for um edits. That could be Stephanie. I hate to put you on the spot, but does that appear redundant to you as well? >> It does. >> Okay, I will look at that. >> Thank you. Okay, so we're ready to go into our one and only. >> Yeah, the administration recommends the board approve the purchase of new risers for the high school. The current risers are estimated to be somewhere near 30 years old. Two quotes were received. um the high school and I with recommends the bid which is about 3,32160 more than the quote from the from Winger because we have currently have stage right risers and some of our risers that um are still in good enough shape can be added to those for having
023additional space for any competition or whatever for that. So that is a recommendation that we have for you guys. >> Have you confirmed that they do in fact the old and the new are compatible? There's not a design. >> That was one of the the issues with why we're not going with necessarily the lower bid because that one actually is a different companies and they don't they are compatible. Okay. >> So the state ones will be compatible with each other >> because there are some that we're keeping from um that were newer than the ones we're currently using. And just to clarify the difference between so these are actually the the platforms that the students perform on dance on versus like choir risers you just walk up on stand for a choir concert. That makes
024sense. So the we're talking >> these are the show choir >> the show choir platforms. So, we have a currently a set that's in the uh PC that'll move into the >> choir room. And the choir room ones are the ones that will be replaced. >> And if they need to pull those out to put together for a bigger group of kids, they can do that and they will connect. >> Often happens a certain weekend in February. Yes. >> And I don't think I was clear when when I was putting that in there that because we are getting rid of the ones that are unsafe. We we're not keeping those >> ones that are 30 years old are going out. So the ones that are about 15 years old, we're going to keep those to
025the chiropractic room. >> Bring these new ones on. And I was real glad that Adam, if you haven't met Adam Brown, our new head director, right away noticed the difference and said they together. This will be really important to have the stage right because they're compatible on >> and the new risers will come out of the Pebble Fund for that. That was a schoolbased one of the school-based ple requests that we've awarded >> mainly for safety purposes. We usually push those to the top >> of the of the list. So, >> and I think didn't stage right also came down in price as well. So we we did save a little bit of money that way because >> original finalized on the 25th. >> Okay. Very good. Thank you. >> Up next will be public
026comments. Um and Miss Jane Robinette, you will be first. And as you make your way up, we're going to everyone um about public comment. Thank you all for coming tonight. Board policy limits comments to three minutes per speaker. For confidentiality reasons, the board cannot discuss person specific personnel matters. We appreciate your comments. The board has a significant interest in maintaining the quorum of its meetings and expects that members of the public and board will address each other with civility. The orderly process of the board meeting will not be interfered with or disrupted by public comment and only individuals recognized by the board president will be allowed to speak. Comments by others are out of order if disruptive or individual causing disruption uh may be asked to leave the board meeting for comments are subject to
027legal action and Mr. Richmond, >> I will give you a 10-second notification who for all who are speaking. >> Yep. And before you begin, if you'll start with your name and your address. Okay. >> Jane Robinette, 4302, 131st circle. I'm here to oppose the changes to policies 545, 602, and 603, and any other policies where gender identity or enumerated classes might be removed. First, these changes are not required by statute. Several school districts like Johnston, Ankenia, and Iowa City have decided not to remove gender identity from their policies, and Lynmore kept it in its bullying policy. We could join these other districts for mutual support. Second, research has shown that including enumerated classes and bullying laws in particular better protects all students, not just those in the classes listed. With enumeration, students reported less harassment
028and it was easier for teachers and staff to intervene because they could point to clear language in the rule. This likely holds true for non-discrimination policies as well. Bullying or discriminating against any student on any basis is not okay, but not everyone is being legislated out of protection and existence. Trans people are. So, specifically including them now is vital. Third and most important is the well-being of our students and staff. These changes go against district goals, including those stated in the very policies that issued. It might seem easier to just have generic don't bully or don't discriminate policies. But going out of our way to remove specific language will not go unnoticed. Removing gender identity from educational employment policies might feel like a safe move for the district, but you know who won't feel safer?
029The trans student and the trans staff member if all levels of government are targeting you and removing protection. How would you hear a generic statement? How would you know you're included when a policy used to list you but now doesn't? And if you're another member of the LGBTQ community, you might wonder if you're next. Taking a larger view, we are facing a crisis right now in our country. Civic institutions that once supported our democratic system are challenged daily with the choice of whether to fold under pressure or to stand for what is right and just. Institutions I would never have dreamed would buckle are buckling. law firms, courts, private colleges, businesses, media companies, elect officials, and more. They are choosing to obey in advance to avoid harms both perceived and result. I urge our district
030not to join them. These non-mandatory changes would be harmful to our students, our staff, our community, and our country. Please stand up for all of those our district serves. Thank you for your time. [Applause] Okay, up next will be Bethany Fast. Oh, I have to follow you up. Excuse me, I'm a little bit nervous. Uh, my name is Bethany Fast. I live at 3107 Leo Avenue. Um, I'm the parent of a child attending an elementary school in the Urbanddale School District. While I am deeply saddened by and opposed to many of the changes in the agenda this evening, sorry, I will use my time to discuss the proposed changes to policy 545, specifically the removal of gender identity from the non-discrimination clause. The Williams Institute estimated that 9.2% 2% of youth aged 13 to 17
031in Iowa identified as queer in 2017. Keep in mind that this is self-reported data. So this only includes children who felt safe and confident enough to self-report as being part of the queer community. That means that right now a rough 10% of Urbanddale School District student population is likely part of the LGBTQ Q community, which is one in 10 of the students in our classrooms. Excuse me. Of that 10%, one in 10 of them is likely to attempt taking their own life during their youth. According to a survey by the Trevor Project, 54% of the United States queer youth reported last year that their school was a safe, affirming place. These students are statistically far less likely to commit acts of self harm. Nearly half as likely as their peers who reported that their schools
032were not affirming of their identities. This same survey conducted by the Trevor Project reports that nearly half of queer youth in the US experienced bullying in the past year and those who did not report did not reported significantly higher rates of self harm in the past than those who did not experience bullying. to add special insult to special injury for these students in Iowa. There's no light at the end of the discriminatory tunnel because not only are their school districts attempting to remove protections for them as students, but now in this state, they can look forward to a whole new span of problems of which Iowa is leading the way. Transgender adults no longer have state level legal protections against discrimination in areas like employment, housing, public accommodations, and education. I understand that Dr. Daka
033and the law firms and those who have submitted these changes to school policies may feel as though they are obligated to do so. However, I can think of many instances throughout recent history where folks have committed immoral, unethical, and inhumane acts against each other in the name of just following orders or just following the law. Urbanddale School District's website, as was mentioned earlier, touts the catchphrase, teach all, reach all. Removing protections for children, especially those who are already vulnerable, will certainly not help attain this goal. Every child, regardless of their race, creed, color, sex, age, religion, familial background, national origin, deserve our protection. Queer children and the people who love them, are not going anywhere. I'm embarrassed that the school district that I carefully selected under the assumption that it would be a safe place
034for my child and their friends would consider leading the way in these changes. I urge you to do the right thing and reject the proposed changes to all of the policies at hand tonight, but especially those to this policy. Thank you. I couldn't get my printer to work before I left, so we're going with the phone. Um, I'm Megan Cruz, 451588 Street. Um, we returned from vacation yesterday and flew with several different airline carriers for this trip. And as you likely know, not all airlines are created equal. On one carrier, there were curve policies in place that helped to dictate decorum and process. People treated airline staff working at the gate with respect, following directions, waiting patiently for their turn to board. And people did not get frustrated or b at the call for active
035or retired military personnel, elderly, disabled, mothers traveling with small children to board first. There was little chaos and the process moved quickly and efficiently, and we're all on our way. However, we found ourselves in a much different situation on the next flight. There seemed to be no process for conducting an or organized boarding of an aircraft. There was a family traveling with an elderly woman in a wheelchair waiting patiently for the call to allow them the extra time they had needed to board. Instead, the gay agent made a muffled statement impossible to hear. Yet, immediately, people sprung from all different directions where they had been camped out and swarmed, cutting each other off, being unkind, and making unnecessary comments to the staff. I began to reflect on how easily and quickly things spiralled into a
036survival of the fittest scenario because the airline did not have the protective policies and procedures in place to lead its culture. The elderly woman and her family I mentioned had quickly been swallowed by the crowd and I know they made it on the flight but at what cost to their well-being. My heart believes that the board wants to protect our most vulnerable students but I have concerns about statements that were made at the last meeting by Dr. DACA recommending the removal of gender identity and other protected population language from the non-discriminatory bullying and harassment policy, stating, "I'm not sure why we think we won't why people think we won't protect kids." The answer to that seems redundant to me because there are a billion in one examples that exist showing us that without good policy
037that leads to a culture, we know that our systems don't protect all kids. Dr. Doctor further shared that leaving this policy in place leaves a district open to lawsuits and provided an example that a red-headed family could sue the district for not being included as a special population in this portion of the language. This really bothered me as this is the exact narrative that is perpetuated among those in power and privilege. While I don't believe it was her intention to minimize what this means to those members of the communities being erased, those words matter and it is not an example of pro protective leadership and is empty of thought to the true impact. Furthermore, it is concerning that the board would consider removing language in the policy that is so specific to the safety and
038social emotional well-being of students in Urban Schools over the summer, excluding the voices impacted by these proposed changes. I think it's important to remember this language is not currently unlawful. This is simply a recommendation. My doctor recommends I exercise more. My husband recommends I don't talk so much, but we still have local control and responsibility to protect our community. Additionally, these changes are reflective of the climate outside the schools which we cannot control. We do have a gubanatorial race coming up which may change the landscape. In summary, I would like to get some feedback from the board and Dr. Daka on what has been done to communicate with the other school boards that have navigated this issue. And last, I ask that the board be intentional in continuing to uphold their commitment to teaching and
039reaching all, supporting gender identity and protected populations, and the decades of progress that this district has made in protecting and enhancing our culture for its students. >> Thank you. [Applause] >> Okay. and no Alex here. So, we will move on to the consent agenda. >> So, I would move to bring the consent agenda forward. >> I have a motion. Do I have a second? >> I'll second that. questions, comments, concerns. Okay, I guess we're ready for roll call. Hower, >> yes. >> Kent, >> yes. >> Me, >> yes. >> And Rice, >> yes. >> Williams, >> yes. Young, >> yes. >> Motion passes 70. Next, the second reading and approval of the policy updates. We'll start with policy 211, open meeting schedules. Just as a reminder, the changes in this policy are to match legislation
040that requires all newly elected board members um within 90 days of election or have taken the oath of office to participate in a training course on Iowa's open meeting and public records laws. This will comply with IPIB. And I know the board is at board con has the opportunity to take this class that IB has just um created. So it would be current board members plus any new board members. So the recommendation is that everyone do it but officially the first year I believe of new board members are the requirement and I have received the right one no comments on this particular policy draft and I would like to point out the 10 years I've been here we have always done this automatically and intensely. So that will not alter our practice a great deal.
041And I would move to approve this policy. Second reading. >> A motion. Do we have a second? >> Second. All those in favor? I >> I opposed. Motion passes 70. Policy 403. This is recruitment of personnel and this is to meet the legislative expectation that all job openings shall be submitted to the Iowa Department of Education for poaching posting on teachia.gov which will be the online state job posting system. Previously it was listed to be published on uh there's a different website. I'm sorry that website didn't work. So they came back to teach Iowa. So, and I have no feedback on that policy. >> Anybody have questions? Entertain a motion. >> I move to approve policy 403, recruitment of personnel. >> We have a motion. Do we have a second? >> Thank you. We'll second.
042>> Thank you. >> All those in favor? I >> oppose. Same sign. Motion passes again. Z policy 431. >> This is child abuse reporting. This is the um in compliance with state law to provide pro protection to victims of child abuse. This is where we see a child that we believe has been abused. This is not a a staff abuse. That is a different policy that was in 519 that we discussed earlier. And the change here is the training course. They took out the one hour requirement and there's a little bit of update to the reference on legal code and I have received no input on this policy, no feedback, I'm sorry, on this policy. >> Any questions? >> Williams will move approval of the changes to policy 431, child abuse reporting. >> Second. >>
043All those in favor? I >> oppose same sign. Policy 502. >> 502 is on entrance requirements and this edit was an additional paragraph or portion to the paragraph from legislative action where we need to um it says exemptions from the immunization requirement in this policy will be allowed only for medical or religious reasons recognized by the law. Student must provide a valid Iowa State Department of Health certificate for immunization exemption to be exempt from the policy. And we are required to include this information in our registration, which I believe we started doing back when the policy when the law changed. We're just now updating the policy to confirm that and I have received no feedback on that policy. >> Any questions at the table? I'll entertain a motion. I would move to approve u 502
044second reading second I'd like all those in favor I >> I oppose same sign motion passes a policy 508 >> this is attendance requirements and the only adjustment was to add as part of the school district records the daily attendance of each student is recorded in the student information system and maintained on file with the permanent records of the board secretary is responsibility of the principles to ensure that such reports are filed. Um that was an addition there were no other changes and that was also by legislation and there was no feedback received on that policy. >> Young will move to approve policy 508 attendance requirements second reading. One second. >> All those in favor? I >> oppose. Same sign. Motion passes. Policy 552. 552 is the uh required cell phone policy. Um that was
045a result of recent legislation as well and the board received the draft of that policy. There were some questions on that policy from the board. I have received no public feedback from that, but I did attach I'm sorry, I'm pulling the wrong piece up. I did attach for the public and the board the administrator feedback that I received when I brought the board's questions from the last meeting. There was a question under general rules about elementary students being able to have cell phones. I believe it was no cell phones period. And there was conversation around elementary kids and possibly changing pickup. I'm going to pick you up by the tree, not by the driveway, and having the ability to get that information from their parents. So, the edit that the administration and I are recommending
046is to combine those first two bullets to say Urbandale K8 students are only allowed to utilize cell phones, cellular watches, and other electronic equipment before and after school. The caveat sentence at the end, no use of cell phones, cellular watches, and other electronic equipment will be allowed inside the building. Just to give you kind of a context of what the elementary admin were thinking, there are elementary kids who bring cell phones to school and videotape one another on the playground before school or they come in at breakfast time and they want to have them out at breakfast time. So that was their initial feedback but they understood the board's concern with that. So combining those two bullets they felt helped to clarify. And then the other component that the board had a question on was
047um we said that the cell phones must be turned off and securely stored. The suggestion to say or silenced I believe was given and the administration thought that that was a good compromise. they could leave them silenced and we wouldn't even know that they have them. I did add the note because elementary students do not have access to a secure locker. They don't have locks on their lockers. They don't use them like secondary students do. So, I want to make sure that if a parent is going to send them with the phone that they understand they're either going to have to work with the principal to find store secure secure storage or they're going to have to leave the devices at home or they're risking Many elementary parents will tell you that my kid has
048had it for years and never had a problem and that that's perfectly fine. But we wanted to clarify that so there were no surprises and I don't know if there were other pieces that I might have missed but I felt like that was the feedback that the board gave. >> Can I ask a clarifying question? >> No, go ahead. You got it. >> You mentioned the playground and videotaping on the playground. Is it possible to also include that in the parenthesis here? >> That was that's a piece that would fall under the regulation or a code of conduct for using it inappropriately. So it doesn't necessarily policies are supposed to be broad, not descriptive. So >> code of conduct should be able to handle that situation. >> Thanks for clarifying. >> Is adding that in
049parenthesis going to create problems at the middle school? Do they allow it in the building before and after school? >> Um, you mean not to be used? I mean, if it's before school, not at breakfast either, but they that's not typically been a problem that I've been told. >> Okay. >> They tend to put them away when they come in the building. >> Okay. >> Most of them. >> Okay. But that's what I'm that's what I'm saying because our goal here was to create a policy that is clear and easy to follow and not, >> you know. So again, I think that's maybe a distinction between elementary and middle school and that elementary we don't want to, you know, >> well, they're still not supposed to have them inside once they come inside the building
050either. So that sentence should be generic for all of them. >> So middle school is not supposed to have them out at all, even before and after school. >> When they enter the building, they should not have them on all morning outside >> becoming stricter than it was because it was bell to bell last year. So now it is entering the building to exiting the building. >> Well, that first bell is their entry unless it's I guess cold and we bring them in before the bell. So that could be a point that'll have to be in the communication that gets sent out to families and to kids because they hold those assemblies at the beginning of the year where they talk to the kids about things that have changed and the rules that have changed
051plus they put it in their newsletters and send it out to families. So I would also want to send a completed policy to families and as a whole and let the schools also follow up on it. >> So if it's not I if you have a suggestion on how to make it more clear I can >> so I I guess I was going to ask a procedural question then. So if I I appreciate that you reached out to administration and got this feedback. So if we want to amend the policy as written with the changes that are here, does it need to go back to a first reading? >> Depends on what you want to say next time. >> If it's not changing the spirit of it, no. You could do that within your motion
052that you would I'm not going to >> Reflecting these changes in addition to blank, but if it changes the spirit of the policy, then it would need to go back for a first reading. >> Okay. So, are we thinking that we like this or we wait until next table this and let them make the changes and then approve it? >> I think we have a we have a time issue here. >> Yeah. >> Because we're not back here until after school starts >> until the first day of school. >> Yeah. >> Okay. >> Which behooves us to communicate this as clearly as we can. >> Right. And so I would move to approve with the suggestions from Dr. Da policy 552. Can I ask a question before we have a second? Those of you with
053elementary students, does that does the recommendation in the first edit, is that clear to you? Like those of you with elementary and middle school age kids, do you understand? Is that clear to you what is expected of your child when they walk to school with a cell phone? >> So, if they're in the school building, they cannot have a phone. It needs to be off and away, but it's not clear to me if they can use it before school waiting in line or on the playground >> or at breakfast. Well, breakfast is inside and they can't have them inside. So, >> they can't use >> We're sitting in the school and not on campus anymore. >> Okay. >> But that that was part of your questioning while they're outside. If a parent, >> right, >>
054if the kids's outside before school, parents already driven away. Oh, shoot. I forgot to tell them I'm not picking them up there. They might send that text, >> right? I don't think it's a problem for them to read that text so they know after school what I'm going to do. >> Also, if they were to text them, okay, school bell rings at 3:00, I know I can text Johnny and then he's outside, he can read that text. That that's okay. I think what when you start to get into the well, they can read mom's text, but they can't do this and they can't do that. That's where you get into the code of conduct where reading a text while on campus outside is very different than filming my friends and making fun of a kid
055or doing whatever is inappropriate with the phone. That falls back into code of conduct. So I don't think you can prescribe every single thing that a kid could do with the phone in the policy that feeds back to the code of conduct. If we use the language that the middle school used last year, which was the bellto bell language, is that not in alignment with what your elementary administrators said they wanted to avoid the potential issues before school that were maybe not bel or does I agree with Jenny that I think it just needs to be clear. I like the idea of K through eight being the same and simplifying it. Um I think we should be clear about before school, after school, bell to bell, in the building, out of the building instead of
056mix. Elementary doesn't really have bells, so I don't know if that I don't know that that would make it any clearer. I mean, nobody's nobody's looking to take all the little kids' phones. I mean, we we want to it should be teaching more. It should be teaching them. They have a cell phone. Their parents thought they were responsible enough for it. Then help them demonstrate that. Help them understand what to do with the cell phone. They're young. They don't they don't know what we know. So just guiding them that this is an appropriate way to use the phone versus not filming your friends out on the playground is not answering your mom's text is. >> Is there a link to the code of conduct in this policy for a cross reference when parents have questions?
057No, the code of conduct right now said under construction because we were waiting for the policy so that we could put more definitive information in that would >> would match this. So, we have we have time to edit it. I mean, it was approved by the board, but it's also this part was under contract under construction. So, we knew that that was not finished. I think it's important to um to review what we did with the high school this year and allowed the students and the administrators and the staff to re-examine what was working and what isn't working. The other thing that I think will be important is to have the four elementary principles completely agree on what they're communicating >> um within the bound. So it's the same everywhere at that grade level. And
058I and again I go back to it's very important I think to communicate that clearly in this two weeks before school starts. Um to give them an you know a leg up. Um, and I think if it's perceived when you meet with these administrators that somehow this policy needs to be revised >> because we made a major mistake, we can always come back and do that >> and I'll bring it back in front of the board. >> Two weeks clarification for everybody. I think most of the families know that we are not able to choose on this. This is now a state law. And and again, I emphasize the fact that our district has a has been doing it. So, we already have a clear expectation that we're not using digital devices. And so, I
059think we need to, you know, continue to work with that. >> I think it's important also to remember that the pol processes that the middle school and the high school were using, we called them policies. They weren't policies, but they didn't have all these fine nitty-gritty details that we as a board are asking for. and they were working. So, uh, you know, maybe taking a step back and and thinking more whole picture and allowing a little bit of flexibility and consideration for unique circumstances for kids and maybe maybe not individuals, but just specific circumstances as they arise um is important. And the more nitty-gritty we get with details and the less we have that flexibility to allow. >> And like Catherine said, we can always come back if we find something that's clear and wrong.
060But I think the bones of this are good and we need to communicate this out to the community to the parents with this few weeks that we have left before school starts. >> And in that vein, Minky will second Hower's motion to approve the policy 552. with the edits. >> Thank you, Mr. >> Edits. With the edits. >> So, all those in favor I >> I oppose. Same sign. >> Thank you. Policy 603. >> Okay. 603 is the U multicultural gender fair program. And there I just want to add um that if you look last agenda there were some public feedback pieces that were added to the agenda. If you look at tonight's agenda there was feedback that was received after we published the agenda last Thursday. So that has been added. It's been shared
061with the board. Um I think I shared it Saturday, Sunday and then some this morning. Um, this is what I have received up until this point. I did receive 545 and 609. So, if you're out there and you um provided uh feedback through assembly and you don't see it, it's because I was in a meeting at 4:30 and I didn't get it posted, but I will add it to this agenda for that as well and share it with the board. So, there's been quite a bit of conversation around this. So, at this point, I would let the board ask what they want to. You've heard public comment, you've seen the comment that came through as simply and whatever questions you have, I will do my best to answer. I know um Stephanie is also here
062and she is happy to come up as well. >> Well, I'll kick it off. Um, I am still curious as to why we are crossing out gender identity in paragraph one and then all of the classes in the second paragraph >> because it was duplicative. I think when Stephanie, do you want to come up just to make sure I'm for time sake that was in both paragraphs. It was not in uh both paragraphs in the IASB sample. So that's why it's being crossed out there because it wasn't listed in that second paragraph. It was redundant because it was already in that first paragraph. >> So I just want to say so we're not obligated to make any changes. >> No. >> Okay. And there is past precedent to that. I mean, there's past precedent to
063that in other policies. For example, our weapon policy is much broader than what the state defines. >> So, we're not out of line in precedent. >> I'm not sure I'm following what you're saying. Our policy for which one >> is more descriptive for what we define as a weapon for as an example. >> Well, that came from IASB as well, so it matches. And that came from legislation two years ago on what they defined. So that one's >> didn't mean toight. >> No, I don't know. I'm sorry. Maybe that there's a different example, but that one's pretty tight. >> My understanding, albeit limited, um, is that gender identity is still a protected class at the federal level. >> And I think Bostock versus >> Yes. >> What was the name? Bostock versus I can't remember
064the case. It was actually an adult case. It was for employment. It was not a student case. So that still is is different. So I can let Stephanie clarify that. She can do it in a much more eloquent way. the with federal executive orders. Unfortunately, the um discrimination policies regarding students and student rights, especially under title N, um both the EOC and the um the civil rights um have said that they will be following the >> executive order, not case law. >> Yes. Well, and again, the case law pertains to employment, which is separate. And are you doing anything illegal? You can you can do whatever you want as a board on policy. In any case, my recommendations come because I am again airing on the side of conservative protection for the district. Nobody's going
065to say you guys are violating the law. The concern, if you remember from legal representation last time, was including something that's not a protected class any longer, when somebody decides that they want to file a state complaint, the state is likely to kick that back and not do not investigate because it is no longer a protected class. So that's where the recommendation comes because if you put classes that are no longer protected then that could put you in a position in the future where you have to decide who am I going to who am I going to protect? Somebody comes to you with a class and you say no I don't want to put that in there. Where do you draw the line? It is it is not breaking the law. You do not have
066to change it. That that's going to be your decision as a board. I guess when you talk about being conservative, I see it as a balance of risk, right? We have a small risk on our end that someone might ask for an investigation and and there might be a lawsuit. That to me seems small, >> but for me, there's this huge risk to our students and the message that we're sending. And we have this beautiful mission to teach all and reach all and we have this statement that say you belong. And I don't want to be a district that says most of you belong. We're gonna teach most of you. So, it's hard to remove something that we already have. And I want us to feel included and have that sense of belonging. >> I
067don't disagree with anything that you said. Um, I think that and and and maybe I read this differently, but when I read this policy 603 and I read the statement, it says students will have an equal opportunity for a quality education without discrimination. I'm just curious who that doesn't include because I read that and that includes everyone. It it includes all students. And I I truly believe that the heart of our teachers, that the heart of our administrators, that the heart of, you know, everyone leading our building truly believes that and wants what's best for all students. And so I don't think this recommendation came to us lightly. I know that, you know, I I think there's a little bit of misunderstanding that it's, oh, it's just our attorneys that are saying this, but it's
068our attorneys that were under the guidance of Iowa Association of School Boards and the Iowa Department of Education. They vetted this material, too. And so I think you know we have to consider you know we have to consider that risk and we have to to look at what that is because I don't know what the other group or or that may come forward and say we want to be protected and then we have to pick and choose which ones do and I think it's more complicated because the group's already there and I think that's what makes it more complicated and unfortunately we're put in this situation where it it in our legislation And it's that's changing and that's really unfortunate that that it that it is. But I I don't think we can I have
069a hard time not um listening to the advice and the counsel that we seek from IASB and our attorneys. And so that's where it's a real struggle to to kind of balance taking that risk and and not so I it's just a real struggle because I I I think we have to we have to value it's not I don't think the decision was made lightly to make this recommendation to us I guess is is where I'm coming from. And in a nutshell, this is our job as a board to to make these decisions. And um here there's I completely agree with both of you with everybody here. Um does someone else want to speak or may I call the question? >> I'd like to say something. >> Okay. um with removing that language as someone
070that falls into those populations as someone of color that has a daughter as someone of color has a daughter that feels as part of the LGBTQ community. Um it hurts to see that taken out even if you know we talked about last time about just lopping off lpping all the all the groups off but then it makes you feel like well you never had something a reason to be protected but we're going to take we're just going to take that away because everybody should be protected. We know that doesn't happen. So when you take that away from someone, it really hurts. And the feedback we've gotten from the community about it that every, you know, no one has said, "Oh yeah, I like the new way." Every piece of feedback we've gotten from the community
071has been, "No, we need to leave that in there." And we were voted by our community to represent our community. So that's why I feel like we should really look at this and look at what this really means to people. >> There was some feedback that that was posted that was matching. Go ahead and take it out. I just want to be clear that that was in there. That's not >> okay. >> And I I also I understand completely what you're saying. I I'm not Rosalie Q citizen who is going to sit here and tell you that you're wrong. I'm also not the superintendent going to sit here and tell you you're wrong. I understand that. What I have a hard time understanding is when you say not you Josh but you collectively that I
072get the statistics too. I think you gave some statistics. I do understand those from a reported population. But when you say that the kids are not protected then what I hear you also saying is our administration doesn't do a good job of making sure that they're protecting all the kids that are in their school. And I I disagree with that. I I'm not going to tell you that we're all perfect by any means. I have some of the best administrators I've ever worked with in my almost 40-year career. And I know that they to I think Jenny just said they they work hard to make sure that our kids are taken care of. So when we say things like they're not protected, I I have to disagree with that. So and I wasn't saying that.
073I was saying that they're not protected. What I'm saying is as someone in one of those groups, when you get taken out of being we're looking out for you to we're just going to throw you out with everybody else, >> it feels really different. >> I I can understand that. I've not experienced that, but I can understand that. You know, >> I just want to be clear that >> Yeah, I I know. And I And I'm not saying the district isn't protecting kids or helping kids. I think we're doing a great job, but by changing this policy and taking that out, this is an unnecessary stressor you're putting on these populations of people that may that causes lack of loss of trust. And we've talked about how the district has lost some family trust over
074the years. And we're trying to build that back. And by taking these things away, you're alienating people. It's, you know, it's it's like if you said you no longer need a driver's license to drive a car. Well, everybody still gets training, but if you don't need a license, what's stopping you from from some from driving? >> That was a really bad example, I think. Sorry. >> I think it was. >> It was. >> I'm trying to navigate that one, Josh. I'm not sure. >> I know that was a bad one. Can we take that out? Um, >> but laws don't there's a law that says you can't murder people. There's a law that says you can't rob a store, and it still happens. So my point is not to to disparage any group. My point
075is to drive home that we are going to protect all of our kids that I I want our energy put into how if my administrators don't know how or need help or need something to make that happen. That's where I want to put my energy. You're the board. I've given you what and I know there's a lot of people who disagree and I respect that. But at this point, you guys have to make the decision. And I'm gonna continue ensuring that the administration does everything that they can to protect all of our students. So what, however you decide to vote, I'm going to still make sure that happens. Whether those words are in there or they're not in there, my job is to protect all of our kids. So, >> and I and I understand
076that. I'm not this isn't personally against you or anybody in the district >> that about t about you're not doing your job or taking this out not make you want to do your job. >> I just think by pulling these words out it really affects the optics of the district of the policies >> of what we of what people perceive of how we think about their kids. And that's the hard part because I think our task on the board is not to make decisions based on emotions or or political. It's to make decisions on behalf of the district that is putting us least at risk, right? Like I think that like I think that's part of what we're tasked with doing is to not make emotional decisions, you know? And I think you know Iowa
077code 280.28 28 protects all kids. I mean, that's Iowa safe schools. I mean, there's lots of things in place that are protecting schools. And just from my personal experience at middle school, I would say, you know, most middle schoolers at some point or another feel isolated or or you know, bullied or harass you know what I mean? Like that that's it's a feeling felt by many. and and I and I I don't know the statistics and I don't know that there is accurate statistics out there that would say the difference between somebody that's part of the LGBTQ community and somebody who's not. But, you know, it's not a unique experience. And so, I think that's where I think we have to really channel our energy on are we really protecting all students? Are we all
078are we doing what we can to teach and reach all students and welcome all students and make every student feel welcomed and a part of our community because I think that's what we all want here. >> But if these classes didn't need protection, these rules wouldn't have been put in place in the first place. If it started out as a big group as everybody, you know, we all know that we aren't supposed to we we are supposed to everybody's supposed to have an equal opportunity. But if there weren't people that weren't getting it and by groups, this language wouldn't be there. So we know it's not happening. So, by taking it out, you're saying, "Well, we're just going to go back to the way it was." I Jenny, you said something earlier that that sparked
079a thought in the fact that, you know, I I don't doubt that our attorneys put a lot of thought and careful consideration into this. But I do remember that this was a piece of legislation that was passed very quickly with very limited public input, with very limited discussion. And I think in the period of 48 to 72 hours, this was introduced and passed and signed. Um, school boards across this state have had a lot of legislative actions passed in the last several years that have been they've had it done to them, right? You have no choice. We have taken local control away from you. This is an opportunity for us to actually exercise that local control. And I think by reacting from a position of fear, and I understand the risks, believe me, but but
080coming at this from a position of well, bad things, legal action might happen. To do this to a marginalized group of students is not where I mean, we we should absolutely this is where local control matters. And I think I from my standpoint I am going to if there are no other considerations I am going to move to reject the updates to policy 603. >> I'll second that. >> I think we'll do a call. >> Okay. >> So that was done rice. >> Yes. Second. >> Yes. We start with Kent. Motion is to reject. Correct. >> The motion is to reject. >> Yes. >> Me? >> No. >> Nike. >> Yes. >> Ben Rice. >> Yes. >> Williams. >> Yes. >> Young. >> Yes. I reject Hower. >> Yes. So the motion to reject the
081edits to the policy passes 6 to1. >> So to clearly understand that the policy remains as it was originally. >> Mhm. >> With including the redundancy. >> Mhm. >> Okay. >> Do we need to approve reapprove it or is it because we have to treat? >> Okay. I didn't know if we had we had to approve the new >> the original policy policy will stand would go in as a review date. >> Yeah. >> Okay. That this counts as a date. >> Yep. >> Okay. That's what I >> would like to point out just as I did on the cell phone. This is a living document. >> Yeah. >> And we may be forced to respond. >> We have no idea. And so um just point that out. This is not forever and we may
082be called to >> make a different decision. >> Things change legally and >> okay on policy 605. >> 605 is the instructional program and this was edited again from legislative requirements to add age appropriate and researchbased. And then we were going through making those edits. We also noted that there was um an error under fine arts and world language. So if you look in the policy um world language went to two units instead of four and fine arts went I don't know why it printed this way um went from three units to two. Those were errors in the beginning but we added um age appropriate and research based in a couple of different areas. And then I think consumer didn't have the word science after it. So that was just some um omitted words that
083were edited. And I've received no feedback from anyone on this policy. >> I would move to approve the uh second reading of 605D instructional program. >> I'll second. >> All those in favor? I >> I oppose. Same side. Motion passes. See 609. >> 609 is the health education. There's a number of pieces of feedback that were added on this after the agenda was published. So this came on Friday, Saturday, I think Sunday, and today. And the edits that were in this were this this policy was edited to match the state requirements. The state requirements do not require that we teach um the domestic violence, AIDS, HIV, HPV, and the HPV vaccine. We still teach them. If you look on our website, they are part of the curriculum that we currently teach. We're just trying to
084match the requirements that the state has. Um we added again age appropriate researchbased. And then in paragraph 2, we added in compliance with relevant laws and then took out the annual provision to notify parents because that is part of the handbook and they have to cut check off on the handbook. And then there were legal code that were changed in here and there's been a like I said a few pieces of feedback. >> Maybe I know the answer to this just by how you phrase the statement. If we're including information on AIDS, HIV, HPV, domestic violence in our curriculum, do you think it's important to cover? >> Do I think it's important to cover? Yeah, I do. >> So, what I see here is if we remove it from the policy, there is a risk
085that later we may no longer teach those topics. I I mean we have to comply with chapter 12. So our first would be to teach what's required in chapter 12. The only way that would happen is if the health committee that's comprised of parents, staff, potentially students, schoolboard members decided that they wanted to eliminate. I would not eliminate them. I can't eliminate them without that committee having that conversation. And a health committee is the one who decided to keep those into curriculum. And I go back to policies are general overviews. They are not prescriptive. Like if you there there's math standards that we have to teach. We're not going to list every single solving matrices, solving three-step equations. We're not going to list those things individually. You list the broader things and then those are
086what fall underneath it. So, I don't think the superintendent has the authority to go in and say, "You're not going to teach these things anymore." That's a committee's decision. >> And I don't I'm not familiar with what chapter 12 is. Chap >> I'm sorry. Chapter 12 is basically the Bible of what we have to do in schools as far as curriculum goes. You have to have this many math credits, this many science credits, this many English, you have to teach art somewhere in grade six to eight. It dictates what our classes, what our schools have to offer our students. There's thing called um offer and teach. So, we have to offer there's a health class. I'm probably not going to get the name of it right, but at the high school, there's a health class
087that we have to offer and teach. If two kids take it, I still have to offer it. Whereas, you might have another class that if I only have two kids sign up for it, it's completely elective. If I don't have enough kids, I don't offer the course. courses that are offered teach you have to offer them no matter how many kids sign up. So that that whole chapter dictates what we can what we have to do in the schools and you can find it on the DE's website. It's kind of extensive but >> and is that included in chapter 12 >> is what >> um HIV AIDS HPV domestic violence? >> No. >> So there is that could take it out. Well, that's that's at the state level that has decided that at the school
088level, these are in our curriculum. Kind of like what you said. It's in the policy. I don't get to decide to take it out of the policy. That's a bigger decision for more people to add. I not me. >> You mean the >> curriculum review? Yeah. >> Yeah. Well, I don't know if you remember, but last year um Brandon came and talked to us about the extensive process and the review and then he had worked with uh extensively with community members including some pastors >> to talk about what would be included and how that would be approached. So that was last year. Now, typically curriculum, it's kind of like plague of locusts every seven years. And so, at this point, there's at least five years on this curriculum. And the curriculum is mandated. And so,
089it includes these subject areas because that's been approved by a district-wide curriculum. And that's part of why the the committees, the curriculum committees come and talk to us and tell us exactly what they're doing and how they w got to where they they are. And so that part of what they're doing is part of what we hire them to do is to literally decide these things are important. And I don't think I don't I mean I I'm sorry. I've been I was in the district for 20 years. Those subjects were always taught. I cannot see anyone attempting to eliminate those just because of the health risks. So having them in board policy largely irrelevant because they're already in the curriculum and they have been historically >> and they can't eliminate it without you because they're
090coming to you and saying here's what we are recommending be taught in the health classes, elementary, middle, high school. Here's the resource that we've searched out, tested, piloted that we recommend. The board still has to approve that. they can't they don't get the unilateral decision. We do weigh heavily on a curriculum committee because of the the diverse group of people who are on it, but ultimately the board approves that. There's no other way to okay new curriculum >> and that happens with every subject. >> Every subject you just approved art for example, >> right? policy that says you have to teach this in biology and that in art and it's not outlined in any of their subjects that way. >> But to answer your question, could you leave it in? You could leave it in.
091But I >> if it if it doesn't sound like it would harm anything to leave it in, and I think it's safer to guarantee that we'll teach that. >> No. Oh, and it's what I guess my recommendation is coming because it's what is policy for? Policy is not again prescriptive. It's a broad expectation that follows the law or doesn't break the law. This to leave it in doesn't follow chapter 12, but it's not going to break a law. So again, it's ultimately the board's decision. >> So may I bring up again? May I call the question? I have one question that's irrelevant to most of the hot topic points on this. The pre kindergarten one change, I should have asked this last time. Uh, did code change? Did it used to include pre- kindergarten or
092were we beyond kind? >> It did. It did. >> And for whatever reason, it's moved to first grade or >> I just closed it. Was it first grade? Can't remember what was in there. >> Okay. So if I'm allowed to call the question that means that twothirds of us that means we will vote. Twothirds of us need to approve that and then we can go ahead and vote. So that means five of you have to say yes I'm ready to vote. >> Do we want to have any discussion on the notification piece separate from the HIV? I don't know if anyone has any concerns about that. >> That's again board decision too. I just wondered it's a little different so I didn't know if anyone had any. >> It is part of the code of
093conduct and by checking off on the code of conduct everything is available on our website. There's no secrets. It's all transparent and that notification again is also on the website. So that would be a third notification that goes out that supports call. I would entertain a motion. >> I would move to approve 609 second reading. >> Motion. Do I have a second? Me will second. >> I think we'll do a roll call again, please. >> We start with me. >> Yes. >> Mankey. >> Yes. >> And I swag. >> No. >> Williams. Yes. Young. >> No. >> Hower? >> Yes. Kent, >> yes. >> Motion passes. 5 to2. >> And the 70 policy regulation. >> This is um this came before you. I think last year we did the seven and 800s. I'm not sure.
094It might have been the year before. Um, Jesse Sadler did the update. This is a regulation. I don't typically bring regulations to the board. I put this one in given the connectedness to some of the other policies because the only recommendation was to take out including gender identity as a protected class. This is the USDA child nutrition program in Iowa and the Bureau of Nutrition Health Services. And this is part of the procedures for handling a civil rights complaint. we have to state what those procedures are for any families that um want to file a complaint. So again, this is up to the board to accept or not. I again don't typically bring you regulations, but I felt like this one was one that you needed to act on. question and there's this this change
095is it is this just is it coming from ISBA is it coming from it that it's coming from the same source okay >> on a regulation >> okay they typically advise on exhibits and regulations so we'll once 545 is decided on we're going to have to go back and adjust the exhibits and regulations that go with those or write new ones. This this is the same type of thing. We would either I mean we can leave it, but if a civil right complaint is filed, you know, likely it will not be addressed, but it's your call what you would like to do with this one. >> I would move to approve policy regulation 702 R1. >> Okay. We have a motion. Do we have a second? Need a second. Do you think all in favor?
096I >> I. >> All opposed to same sign. >> I >> So that was 43. >> Okay. Do you want to do a roll call? >> Do a roll call. >> I think we need to >> because I heard two. I didn't catch it. >> Okay. So, we're going to go ahead and start with Minky. >> Motion was to approve. >> No. >> Williams. No. >> Young. >> No. Hower, >> yes. >> Kent, >> no. >> And me, >> yes. >> So motion does not pass. And that is two. On to athletics and activities compensation scale. >> Oh, there. Look at that timing. Perfect. So perfect. I was just >> right through the door. I was just gonna get Lauren to come up and I don't know you want to come up with him in
097case there's an HR related question to this. Were you sitting back there waiting? >> Yeah, it is. >> Oh, good. I thought you just surprisingly came in at the right time. Nothing's good. >> So, this is um something I'll just preface that uh Jared, Lauren, myself, I know Jared's team has been talking about the compensation for workers who do things like take tickets, do stats, do the clock, operate the scoreboard, um supervise crowd, check in, check out, those kind of things. there hasn't been a real um consistent system and delineation of what those jobs are. So, they worked this out together and um came up with what we felt like was a good plan. I know there's a couple of questions. So, if you guys want to say anything else about why you're doing this
098that might add to the context, that would be helpful. >> Um so, I think there's really three things that come from this. um it formalizes the process. I think in the past it's been you know somebody in the activities department or somebody in the activities department knows you and says like hey you want to help out and I think that it's been a lot of like just kind of who you know and um this really formalizes the process and gets it out there for more people to kind of cast a wider net. Um which is kind of the second benefit of this is there have been events where we don't have people to help out. Um, like I know there was a softball game this summer where Carter was at a wedding and it was
099before Connor started and a lot of our other helpers were busy. It was a Saturday night. Um, and so it was just kind of me flying solo without being taking tickets and um, that it was a challenge but um, and also the concession stand people didn't show up for that night either. So I was trying to manage that as well. Um but uh yeah, this gives us a bigger pool of people to choose from and um I think will help with the staffing of those sorts of events to make sure that we're not short-handed, especially with some of our bigger events like track meets that it's really kind of an all hands- on deck approach. Um and then the other thing is payroll. um this will help them um a bunch because we currently pay
100people a lot of different ways and uh this will hopefully uh streamline that process a little bit so that they're not looking for a time sheet here and looking at arbit pay here and looking at a time clock here and all sorts of ways. >> I like the fact that you've classified it's very clear. >> Yeah, >> you sign up. This is what you're getting. Yeah, >> good job. >> Thank you. So years of exper like years of helping don't factor in this at all. It's just whether it's the job. It's just pay by the job and not >> and like obviously we'll reevaluate every year and make sure that we're paying people appropriately and we've had that conversation about um like other positions get annual raises. So we may need to look at something
101like that for this as well. How do the tier compensation levels fit in in terms of equivalent duties as best you could with the compensation study we did districtwide? I know that's not a match for match, but how do you feel about those? They're an interesting $5 increment. Yeah, we were we were trying to um you know find a spot that made the most sense for our current climate overall. But I won't say that it it connected re you know closely with what we do with the compensation study just because these categories are so different from um all the categories that we studied which were more around full-time positions and um and you know different layers of um uh of training and schooling that was needed. Uh the biggest thing here was um you know
102what are the especially in tier three there's there's some technical aspects and and skills needed uh and some training needed to do some of those roles versus the other two. Uh so then it was just trying to delineate between tier one and tier 2. um what had a little bit more responsibility associated with it versus um the tier one positions. We you know we had talked about a lot of the tier ones are we have a lot of student help quite honestly um in that in that range but we we didn't necessarily want to code them that way because there are some of our students who are highly skilled um to help even in some aspects with the other tiers specifically tier 2 and that's why we we went with this type of um part
103of the reason we went with this type of delineation >> I mean I had question about there are some positions listed out below. Um the ones that jumped out to me were um coaching support, general labor, and I think there was stat board which don't the titles don't necessarily align with above. So like will they will they all match up when you're all done or is that to give you a little flexibility? >> I updated the document on I think it was Thursday evening. I talked to about it like nah we'll just explain it and everything will be okay. Yeah. >> You knew someone would ask. You're welcome. A couple good catches there. Yeah. >> Well, I think it's fantastic that you recognize the value of a public address announcer in this structure. >> You're
104projecting very nicely. >> Minky will move to approve. >> Hower will second. >> Hower. Okay. >> And another roll call. Yes. So this is Ben Rice. >> Yeah. >> Williams Young. >> Yes. >> Couser. >> Yes. >> Kent. >> Yes. >> Me? >> Yes. >> Maggie? >> Yes. >> Motion passes 6 with one. >> Thank you. On to the HVAC project condition at Webster. So, we're back to air conditioners. Um, we talked about how when you remodel your house and sometimes you don't know that there's something that the subfloor is bad and that's an additional cost. When the board approved the original project for Webster and UHS, these things were not something that they anticipated. We did a special meeting a week or so ago to cover some items that were immediate and that needed
105to be approved so they could move forward and put things back together. This is the third one that we had talked about. Um at Webster, this has got to do I'm not going to profess I understand all this, but um damper actuators and air handler valves, they have got they were found to be something that needs to be repaired. So, we're asking to approve the $35,000 um addition to this project. >> Any questions? >> I've moved to approve the Webster HVAC edition. >> We'll second. Thank you. >> And we'll roll call again. >> Williams, >> yes. >> Young, >> yes. >> Kent, >> yes. >> Me, >> yes. Many >> yes. >> And >> yes. >> Motion passes 70. >> Thank you. On to the middle school boiler replacement. >> Very similar. Um this is
106an amount I have authority to approve, but I brought it to the board because it's part of a bigger project that you have already approved and this involves moving an air separator and reconfiguring existing piping in the boiler project. So that's all I know about >> draw a buckle. >> Keep resisting. >> You're not going to draw a schematic of >> Oh, no, no, no. I know they want air conditioning and heat at the middle school, so this will finish it out. >> Not [Laughter] next month. >> What's What's the language that's been used? This is a living document. This is a project. >> Yes. So, will >> another fivedigit addition, >> please. No. >> Minky will move to approve the boiler replacement. >> I'll second Hower. Okay. >> And our last roll call. >>
107Young's turn. >> Yes. >> Hower? >> Yes. >> Hint? >> Yes. >> Me? >> Yes. >> And Rice? >> Yes. >> Williams? Yes. Motion passes 70. Okay. And last but not least, we need to have a delegate for the 202526 IASB convention. Um, keeping in mind that there is an election right prior to looking to the floor of you. >> Can we nominate? >> No, not yet. This is a serious question. >> I went last year and I had a great time so I volunteer. >> Good >> cuz you were you were you were going to be nominated to close nominations. >> Yes. >> So include that in the motion. >> Okay. >> So do we have a motion? I move to nominate Margaret Yarn to represent the Urbanddale Community School District as the IASP
108delegate for the 2526 convention. >> Do we need a roll call? >> We need a second. >> I'll second. >> Okay. All those in favor I >> I same sign. >> And all your dates are in the item. >> It's like the day before it was Wednesday >> and you probably got your board >> the 19th came today. >> So many. Yes. November 19th. >> Okay. >> Today, >> you probably haven't checked my mailbox yet. >> I have a motion. Williams will second Williams. >> All those in favor? I >> I oppos. >> Thank you. Have a good night.