Urbandale CSD School Board Meeting 08.22.22

001would you do me a favor just stick your head in and give us a thumbs up see if he's live now okay please please okay there you go okay so um we are here at the second uh board meeting regular board meeting um for august and we will begin the meeting with a proposal for a public hearing day for the gas installation today i'm sorry that should just stay public elementary site uh i am making an assumption we got no written comments so i'm opening it up for any public comments on this installation hearing none we will take action on this item later in the meeting so i'm calling the meeting to order 6 35 and we'll have roll call anderson here goopman beer houser here kent here mead here manky here sarah geyser here

002all present may have a motion move to approve the agenda anderson second all in favor aye aye opposed no okay so we'll move directly into the superintendent's report and the equity audit update yep uh before ryan comes up i did want to point out to the public that we are in our new system right now so we have a new camera and a speaker in the ceiling so we don't have the cumbersome furniture so that we can hopefully be able to see more comfortably so i want to thank josh whitber and his team for putting that together for us also in front of you you will see the white boxes these are courtesy of jesse sadler's team this is a gift from the district administration that we'll be giving all of our staff tomorrow on

003the first day of school this is going to become an annual tradition to get the snack boxes the first day of school so they're filled with some great snacks that are nice and healthy for you each school i won't go into detail but each school is going to have a little reward in one of the boxes so they'll have a connect with julie to get their reward so you'll learn more about that afterward but i don't want to blow the secret because it's it's a secret um i would invite ryan up to come and uh speak to the equity audit we presented this two weeks ago and i know that there were some additional questions that arose during it so i'll let ryan do whatever additional presentation he wants and then cover those questions that

004came up wow well thank you for the opportunity to come in and have some more conversations surrounding our equity audit i wanted to talk to you real briefly about what are some of the next steps that we're going to be taking to move the work of our equity audit forward because i know that that's definitely something that the board wants to know there were some questions last week surrounding how that information was going to be reported back to the board so i want to make sure that we have a good conversation about what the expectation is about myself and other members of our equity audit committee and bringing that information back so some of the things that i want to make sure that i touch on or what are going to be some of the

005desired outcomes or one of the desired outcomes of our strategic plan or excuse me of our equity audit clearly we had some conversations when ms denise wood presented information about our strategic plan how the board has questions about what those goals were what were those measurements those are definitely going to be some of our target points some of the things that we want to make sure that we address when we work on our strategic plan how we are going to address that um starting here um essentially this week i'm going to have a collaborative conversation uh with miss dina and we are going to create a form which we will send out to all of our stakeholders both our parent stakeholders and our student stakeholders i want to get a good core group of adults

006probably somewhere between eight to ten adults and then eight to ten students focusing primarily at the middle school and the high school level not that we want to leave our elementary babies out of the conversation it's going to be it's just going to be very hard to capture some of those younger voices in that so we're going to i'm going to facilitate over the course of the next six months good healthy conversation to address specific topics um strategic to our strategic plan how we are going to identify what those goals are how we're going to monitor what that daddy is and then those strategic actions which we all which voices of the board were definitely wanted to make sure that we move forward on that so that's what we're going to do in collaboration with

007that group i'm also going to continue to facilitate our equity committee which is made up of staff members we have staff representation through all from all of our all of our buildings so we're going to kind of work in tandem i'm not going to bring those groups together until we have specific recommendations clearly you read in the equity in the equity audit that they had or west wind had some specific recommendations however i wanted to make sure that we captured the voices not only of our external stakeholders but our student voices as well in collaboration with our teachers once those recommendations from those groups are formed then i'm going to bring those two groups together and we're going to have a good collaborative conversation about what those goals are what do we want to measure

008and how we want to go about measuring them so that's going to be one of the first things we do we're also going to collaborate with heartland aea they have a collective equity professional development series which is going to be going on over the course of the year and through that work we're going to come up with that we're going to develop an equity framework and that framework is going to be something that we're going to be rolling out to all of our all of our staff but that's going to be some ongoing professional development some ongoing professional learning that we will have and then the last part and the last part is is we want to have we want these two groups using the information from the equity audit to develop a comprehensive diversity

009equity and inclusion plan outlining goals strategies and specific critical tasks that we want to make sure that we address within our system this is going to be a lot of work a lot of heavy lifting over the course of the next few months but i know that we've got some good people within our within our staff that are going to be important and vital to that to the conversation but also making sure that we capture the voices of our students um and our and our staff let's give our students and our external stakeholders so now i will entertain some questions that you may have okay i'll start um just just so separate from all of that i noticed throughout the document we had data issues where we were either not collecting data the way that

010we've most beneficial to see trends and then there was just some stuff that was just missing altogether are we going to be implementing that a change in data collection that you know of that's probably going to have to be a question that i'm going to have to take back to the director team to figure out what we can do to disaggregate data a little bit differently yes that did come up it was a conversation that i had engaged with with cersei um and there are there are definitely going to be some ways that we can look at data differently uh but i would definitely want to collaborate um with our director team to figure out what that would look like part of our contract with them is that they'll come back in a year and

011see the is it a year 18 months i can't remember that they were going to check our progress it was about i think it was a year okay because my concern is i want to make sure when a year from now when they do come back to double check that we have slightly more data because so much of those things where well we have a little bit of data and we can talk to people and we're going to have to compare and contrast and kind of make those work and i think having more data would be more beneficial when they come back do you have more ashley i you i want to bounce back and forth while i read through my notes okay um can you um how will how as you're approaching this work

012how are you going to get at some of the like root causes of some of that you know like we we talked about that when denise was here of you know is it is this the reason why is this the reason why is this reason why how how how's the committee work going to work towards discerning that or figuring some of that work out absolutely i think one of the one of the best resources that we have is miss dennis wood and she has some really phenomenal processes to take us through the identification of some of those root cause analysis pieces and so and in in our meeting that we had this just this afternoon i asked her pretty much said that's going to be a part of the role that i'm going to ask

013of her is to come in and with those stakeholder groups really sit down and identify what we think of some of those some of those root causes to kind of help us get at that underlying issue of what these causes are so then we can have some specific recommendations on what we have to do what we can do to address them um but i'm really gonna rely very heavily on this denise to walk us through those systems so she'll be a part of each of those different stakeholder groups that you mentioned before she's a part of that team that will be on that awesome she'll come in after after we come in and basically come with some collective definitions i will help the team work through some collective definitions of what diversity equity and inclusion

014are then we will take and we will really dissect what that uh what the uh audit report is telling us it's we're gonna break it up into two different pieces one was the it was the curriculum piece um and then the other one was the curriculum and then yeah that one and split up into two different groups so we can have some really healthy dialogue on really understanding what the audit is telling us then i will invite denise in to take us through some process to do some root cause analysis okay and um one of the pieces that stood out to me um it certainly is of concern for any marginalized groups but when like the the question about um you know students reporting positive perceptions of emotional safety at school and and how looking

015at that number and hello across the board so i would love to see how we can use pieces from this to just generally across our whole district you know how we can use this for everyone you know and and in that dialogue so i i hope that the committee will look in terms of you know like because that that piece was really glaring to me of of of concern and what you know what that percentage is of how low that number is you know across the board well and i would i would say and i i would say through my own research i would say through even through this report i would say that no matter what any student that walks into our building is marginalized in some way shape or form um so we're

016going to definitely look at it through that lens now speaking specifically to that social emotional piece i think that goes to miss what ms brianna was talking about last time is what are we going to do to address that sal that social emotional piece across the system to to have a positive impact on that and there's some we'll be having some more conversations about how we're going to be addressing that piece as well okay thank you are the same pieces of data that were in the equity audit are those kind of what we're going to use as a metric to look for globe as we move forward um in the coming years and if not is that something that those stakeholder groups are going to help us to determine is to you know just i

017can cite a few data points whether it's that scl survey um whether it's enrollment and those accelerated classes that we talked about are we going to determine a set of data and then are we going to are we going to get like a report every year i really want to use the voices of our stakeholder groups to determine what it is that we're what our goals are and what means a measurement that we're going to utilize i think the equity audit provides us a snapshot right you know of where we are right now and then provide us with some long-term goals or some long-term growth areas which we then we can kind of measure longitudinally as we move forward but i really think it's going to be crucial to get the voices of our stakeholders

018to determine what those are i'm sure i answered your question you did okay okay okay i i have a question i'm trying to figure out a way to phrase it where i don't come off like a jerk so if you have another question i'll eat it first one and i i spoke to um rosalie about this earlier this week when i was reading through like this the second time reading it through i kind of focused on the recommendations and and what did that look like and um it felt very um overwhelming from a teacher's perspective and so i guess i as a somebody who wants to protect our teachers who are you know feeling probably you know we've our teachers have been very overwhelmed and so um i hope that the committee that the stakeholders

019the groups are mindful of um realistic steps to work on and not overwhelming our teachers with you know there was there was a lot of recommendations in there and narrowing that down to be very um manageable bit by bit is something that i just want to be mindful of and want to share with the committee that i i'm very concerned about overwhelming our teachers with 100 appreciate that i know that that's that's been the topic of conversation that the leadership has have had since last semester as far as what do our teachers have the capacity um to address and what they really they don't i think it's going to be the work of the committee to find those small wins first like my mom always said it's okay to crawl before we can walk so

020it's really gonna we're gonna have to crawl we're gonna have to take real baby steps real small steps to really move this work forward but i think that the heavy lifting is gonna come from those folks who fall and really volunteer their time to engage in the conversation i think that's where the heavy lifting is going to have to come from thank you i have a vibe question so a lot of the stuff that i was reading in there was not necessarily news and i don't think it was to anyone there was a lot of things that were picked out that we've known for a while and i know that we've been working on stuff for a while but it doesn't seem like certain things are getting any better i want the one that really

021stuck out the one that i've known about the longest was using the slurs at the high school that came out a long time ago and we haven't really addressed it yet do you feel like the support is there so once the committees really do take off with their work and we do get an idea of what we're going to work on that we have the supports necessary to carry that work out where it will be effective that's a hard question i'm sorry i think we've taken baby steps yeah i think we have had professional learning with our senior leaders and our building leaders surrounding microaggressions looking at our own intrinsic and implicit explicit biases but in my opinion we've really only scratched the surface and so i think that that's something that we have to

022continue to dive into so that we we as the adults can look reflective um on ourselves and you know how we address certain things based on our own lived experiences um there's a lot of hope there's a lot no that's okay there's there's a lot of work to be done there is because my concern is is that we've like i've been on the board for a while now and i was paying attention for a while before that and so we've been doing the work for a long time we haven't really moved the dial for our students the kids that are living with this reality and i don't want it to be another 10 years before we finally have students in our high school who can feel comfortable and will not get racial slurs thrown at

023them throughout the day and i'm just kind of curious whether we're going to be asking these kids who are just now entering high school this year to sit their entire four years in that high school and still have to live with this or if we're looking at like hopefully in the next year or two we'll start to see some work that's what i figured me too sorry [Laughter] it's like i'm curious because i know i know your timeline for getting the groups together and getting the work started i'm just curious what the timeline is where we can start to see some rollout that will actually affect the day-to-day lives of our students and what i would say is that work has already been done yes i would say i would say the students i would

024say that the core at the high school the core at the middle school are already already engaging in conversation i would say that um that group has already come up with a reporting system that is going to be implemented now so when those things happen there's a clear path in what students have to do in order to have those situations addressed so i guess i i guess my question is the needle even a slight movement is still movement and when we're at where you're you're asking to change us a culture and that's hard yeah and that is hard for someone to shift language and fully appreciate that what's that i can fully appreciate that i just i feel reading this was just very strange and on for me because i can remember 100 years ago

025when i was in high school how we had very clear rules about racial slurs and they were not like there was clear delineation i didn't go to urbandale but like this was a good long while ago and it just really was startling that we're in 2022 and we still have kind of wishy-washy attitudes about how to handle something that can be make a school environment so desperately unsafe for folks and i think that's where my concern came in and i just want to make sure that we're actively doing something to start to curb that quicker than waiting another five years i think ryan touched on it but i i would not want to say we have a wishy-washy attitude our adults don't have a negative attitude i mean they do make efforts what i think

026was missing what he was alluding to is that that student group to express their lived experiences to the adults how do we fix that what do we do together and they actually presented pd to the staff together last week and i've gotten really good feedback on it i didn't talk to every staff member but i did get a number of people who told me how impressed they were the students wrote uh they called it a pap i can't remember what the acronym is but it's basically the reporting system what's acceptable what's not acceptable what do you do about it who do you go to about it what's going to happen potentially and they got together that started probably i want to say even before that i met with one of the girls in the group

027and i looked at it i had a little bit of feedback but once she took it to the high school administration and staff they really did some great collaborative work over the summer to the point that i didn't even connect with her because that was work she put together with them over the summer and i think that's the difference is that work has started and the way they're approaching it is is and i remember too the sample is small i'm not saying these kids aren't telling you what they experienced but we don't want to generalize to every staff member every student oh and i i'm sorry if it came off though i didn't intend it to mean that way it's just we had the um core kids give like there was the was it two

028years ago we had a like a questionnaire go through and we got that and then we had the talks with the core kids and there was some troubling parts that came up during those and i just want to make sure and their biggest issue during that time was the expediency of how quickly we can work on this and they have come to hearing that i think they've come to a solution for that i have two more things one of which um will also tie in when we talk about the handbook when going through the discipline aspects of that i noticed that under like the the theft and vandalism like damage to property there was a little note talking about like after the third offense other things happened but under um harassment there wasn't so it

029looks like we're having more of a disciplinary reaction to damage to items versus like damage to people and i have some thoughts about that that maybe we could like i would wondering if we're talking about that within the the groups to make sure that we're addressing next i know there's going to be some changes to our handbook i'm assuming there's going to be changes to our handbook um based on the report uh that was one what and what i would say to that as a part of the work the collaborative work that they have done i know the students brought that as a concern like when racial slurs or when any type of slur happens you know what are going to be either the consequences or discipline there was a conversation with dr watson about

030potential impact to activity i mean so the kids are are advocating our leaders are listening and working collaboratively to address some of those concerns and i think that that's speaking to exactly what but they also like the kids very clearly said they didn't just want punishment as well they wanted to have conversations we had an education and that wasn't mentioned that's part of their information okay that's that's why i was just like and i i know there wasn't uh like i'm just it would be an easy thing for us to continue to look at and i just wanted to make sure that for the handbook that we're approving later that we're doing that with that in mind because i'm assuming it's going to be digital and we can change it as we go i would

031have to come to the board okay changes okay and the second part some of the recommendations were very specific to the board and policy and do we have an idea of when we'll be looking at any of that well we have 426s tonight and the whole 400 series and 500 series both address something to do with that so they would come up by they're due to me november 1st you guys in the march-ish end of february i wanted to kind of build off of jenny's comment in question because i think it is important that we don't um that staff don't feel overwhelmed so i think it will be important to communicate to staff you know i think ultimately a lot of this work is going to come down to social emotional learning um even at

032the younger grade level so that we can build that foundation as kids move throughout school and so i think it will just be important to communicate with staff that you know the more you know for every minute that we put into scl research tells us that we're gonna that work that we gain instructional time because teachers aren't having to deal with disciplinary issues or interpersonal conflicts between students so i think it'll just be really important to communicate that to staff that hey our goal is to to save you time and to make sure that you have more time with your instruction and i think for me that's bottom line it's the systematic approach to what we have for social emotional learning for all of our students and all of our staff so i mean yes

033we read everything we have here in the equity what bottom line is how to how do we teach our kids and adults to be good to each other to be good humans and so that for me is something that i feel like we can do a lot of pd on collective equity and i'm excited to hear that coming but what else are we doing to continue to embed that social emotional and embed that equity throughout everything we do all day long it's not a separate it's not an add-on it's not more it's part of what we do and i guess that for me is where i would like to see like those actionable steps come from those measurable goals you know like where how are we moving that needle as far as our conditions for

034learning data and our students feeling safe you know i i i feel like that's where we're at really truly so i appreciate you being up here ryan and sharing with us anyone else okay thank you got a lot of work and we all do too okay the second part is the school board association delegate convention sign up yeah julie is um i believe put it in your friday update it was in this this week's edition so we need to know who wants to attend the iasb convention in november i believe julie correct me there to sign up through you there's a link in the um weekly update and then as far as the delegate we need to you need to decide who wants to be that delegate to the convention correct so those dates um

035the delegate assembly is on the 16th it's a wednesday and it's a half day session um so if you're new to the board there is an opportunity for you to do like finance 101 or 102 in addition to that the main convention is on that thursday goes the full day and then there's a brief like president's session on friday so um let's throw this open is anyone willing to um i'll do it again will you do the delegate awesome great had a great time last year good um so you can just go online on the friday and just put your name in perfect or julie can do that no one else does anyone else want i jumped on that real hot sorry no no i'm grateful thank you um and the sessions are really good

036i i would encourage especially i know i'm not a board member but i attend four sessions there's some legal sessions and some very good information so these guys went last year last year was an outstanding convention so and i kind of want to go to the first day again um so you might have to make a choice on what would be more worthwhile if you want to do some of the pre-sessions like finance 101 finance 202. i can talk to you about it later i'll start with getting my principal's permission yeah that's probably a good place to start very good okay brian update everyone has their pretty pictures [Applause] it uh right now where we're at on area a exterior wall framing sheathing waterproofing is complete the roof membrane is complete exterior masonry 95 complete

037only thing we have a lot to do with there is the stair tower at the extreme west end of the building first floor framing is complete framing on the second floor is about 85 percent complete mechanical and plumbing electrical roughing on the first where it started and where i'm sorry is continuing on one and it started on two um the error handling unit for area two second part area a was placed in the starting to be placed in the room today i'm going to start assembling that and then what's coming up next would be the metal panels and the windows which will follow area c when we built the enclosure we started in area c first because we have the backup system time storm shelter windows were a 12-week lead time we're supposed to be

038seeing those mid-october for those windows area c of the gym the exterior masonry is complete uh window installation is supposed to start this week they were waiting on brake metal this morning when i talked to her and once the windows are in the metal panels will follow in where the brick has not been before there's no brick and the overhead mep roughing in the gym area is going to start shortly mechanical kitchen area all the concrete slabs are poured the interior masonry is starting in the mechanical room followed by the kitchen this week the main switch gear has been installed for the power and mechanical and plumbing equipment installation has started in the mechanical room and in the mechanical pit area which is at the bottom of sea area b the structural steel joystick deck

039is complete all the concrete has been poured for slabs both slab on decks seven grade the trellis steel which is out in the main entry that was a little late due to the galvanizer but it didn't hold anything else dude for construction-wise that started today he should be complete by mid-week the sub structure for the learning stairs basically it's a large ramp concrete on both ends has been poured steel's in place it's ready for the framer so we'll work with the frame right after we prioritize some of those other activities before we get that started and the roofing on area b has started exterior framing on b is going ongoing area d um all the joists structural steel and decking is complete slab on grades they poured a chunk of it today it'll be complete

040by the end of the week so basically that wrapped up our structure um we did receive the air handling unit for area d today so that means all of our air handling units for the project are on site site work-wise the retaining wall has been complete and we did get the southwest parking lot board uh over the last couple of weeks uh greece interceptor which sets to the right of area c that will push that back after when they pour the slab we decided the concrete decks take priority so that will push that back um electrical transformer has been set in the main district and they're hooking up the main distribution gear for that where we're at coming up we're going to continue with the side concrete structural steel trellis and stairs in both area

041d and e master is going to continue on the exterior wall and waterproof will continue metal panels and windows are falling up are to start here and uh basically we're tracking pretty much where we were at schedule wise wrapping up the building structure working on enclosure and roughing activities great thank you thanks for bringing these yes yeah this is really nice just take credit [Music] okay uh it's my understanding we don't have any public comments so we will move to the new action items that we have covered in our august 8 meeting new okay well we have information i thought we had these and then we talked about them okay i know i heard it before in our planning meeting ryan's going to start us out on the student assistance program okay excuse me um

042as you see in the in the board packet i brought a recommendation to continue our contract slash partnership with efr employee and family resources who supports our student assistance program as you can see it here they will provide they will continue to provide free mental health services or android therapy services for our students and our immediate family it will continue to be at the sixth that will receive six free mental health counseling sessions and then if they would like to continue that service they can continue with efr or efr will work with them we'll work with the family to determine um an additional provider to them they do provide master's level therapists i mean these are as you can see on the slide deck these are some of the concerns that have been taken to

043them so bullying anxiety depression regulation etc and in the packet that that i also included in there it gives you pretty specific details on what um what services were provided to those family kind of at the different levels these are the different services that they provide i've had numerous conversations with our account manager and as well as our sap consultant and steve he is also very what i would consider very ingrained in our system because he don't he does go out to the different schools and he provides just access to resources on what services efr and our sap sap program can provide he's also he and the members of his team are also going to come out and support parent university as well so again they're they're definitely want to be collaborative and how they

044support our system um there we do have access to administrative referrals meaning um if a student comes in or a student has an issue an administrator can refer them directly to the sap program for a certain number of a number of sessions that's a service that they provide they continue i'm on a first name basis with steven he's at least once a month sending me information surrounding um how we go about increasing um either our the number of students that come in and receive services or just to make sure that our students and our families know that this is a resource that they do have access to we also do with the partner or with the program that we have purchased we do have one person who is specific to the middle school to support

045student groups so had some good conversations with our counselors just this morning on what data we are using to identify students to participate in those student groups as you can see some of the data that we have our account our sap files this is just folks that have reached out in some some capacity to either gain information or you know gain information on our administrative referral process organizational support the actual individuals that have received some type of a service through our sap program you can see our sap files are at 84. we've had at least two individuals have administrative i don't want to use word placement but an administrative referral to our sap program and so you know organizational services and that will include someone from efr coming in providing support um going in and

046providing information in classroom spaces just to say this is who efi efr is and these are the supports and resources that you can have access to so about 284 student contacts through that service and then some of those organizational services which i said just kind of tends to going into these classrooms providing staff development professional development et cetera any questions that you may have about our sap i think the one thing that i was most curious about ryan and realized that this would take a little bit of a little more data and efr would have to help with this but having some type of trend analysis and not just here's what happened in the last school year but you know what has what are the trends that we're seeing has is usage gone up are

047we seeing specific areas such as you know drugs or relationships i mean are those growing because i think that would help us as a board and i think we're going to probably help administration as well to kind of identify areas of concern and and maybe opportunities to to readjust some of those services or think about things a little differently this is year three for me but i know that we have access i know that our account manager could definitely provide us that longitudinal information okay i i could easily get a hold of that and share that with the board yeah i think that would be helpful thank you but i think too is i mean i guess i would want to know what are we what are we looking for because these are confidential between

048the student and the counselor so sure to me if one kid uses it it's it's worth it but i don't i guess i don't understand what we want to look for it no and it absolutely is and i'm not i'm just saying that i'm looking at the utilization report on page three of the attachment so you know 12 percent of of the people who are using the service last year were using was sought for anxiety 16 family issues 19 19 for drugs i'm i'm simply saying is there a way that we can go back and look to see okay are we seeing more students use the program are we seeing less students and are there specific reasons are there changes in why they're accessing the program because i think that that tells us something in

049terms of are there issues that we need to be thinking about a little bit differently you know if all of a sudden we're seeing a huge spike in in usage and it's all related to one particular issue i think that's that tells us and it can be somewhat insightful for us in terms of how do we develop what are there things that we need to be doing in terms of social emotional learning etc so if i'm hearing you correctly you're looking at that data through an education lens so what are some of those spaces that we can provide additional learning yes yeah whether that's uh substance abuse or ariel or whatever the case may be yeah yeah i i just want to make sure i you know an annual snapshot which and this is useful

050but okay let's go back three years and let's see are there trends are there patterns that are emerging from the data that maybe give us reason to ask some questions and and make some decisions change the approach right hopefully two quick questions one how will our new hopefully new mental health specialists work also with this program and also how i believe i asked this maybe at this time last year too how can we continue to promote this make sure community knows about it families know about it so that i mean i'm happy to see the data that we have that services were utilized but i think it could be even more and i think especially thinking about some of our secondary students that maybe don't know whether that's mental health or not and maybe just

051want to talk to somebody one or two times and they don't know what they should do i just wonder about that promotion of how to utilize the service well i think again continuing to collaborate with steve and invite him into our spaces to let him know or to let our stakeholders know what services are available mention parent university parent yes and then again parent university is an excellent opportunity another space that they can come in um and share but then also again as we continue to receive resources from efr making sure we're sharing that information um with our families with our students i know i walk into any counseling office there are flyers posted everywhere to say students have access to sap so yeah and it's also maybe i i agree if we have one

052two five seven or 100 families or students that take advantage of it i think that's a that's definitely a good thing um how our mental health specialists who scheduled to start a week from today i'm happy to report um he's going to be very vital into this situation we want to make sure that that brian folks are our students are accessible um to brian but we also want to make sure that we're removing barriers for those folks who don't have access who would not normally have access to who would have transportation issues or have financial issues or whatnot we want to make sure that brian's going to be utilized to remove barriers for our folks but he's going to be very crucial into supporting programs just a quick financial question is the pay structure is

053that the only format that they allow that it has to be per like per student like in that way like we can't um offer those services to students then pay as we use them like even if it were a higher dollar amount does that make sense like is that the only pay structure i guess that's my question in full transparency i don't know okay um but i can ask okay i can definitely ask okay i wouldn't want to not have the services available i would just i was just thinking like if if it was even if it was a higher rate but we still you know what i mean like you're saying pay on a case by case basis if it's it's available even though that rate might be higher it might be you know

054it might make sense financially to pay it in a different way if it's even an option i can dave bent he is our he's our designated account manager i can reach out to him and ask that's an option there are no more questions may i have a motion anderson move to approve count well second all in favor aye aye opposed no okay great thank you so we'll move on to the uh employee assistance program lord's watch is gonna do this one i don't tell him to talk it gets me a very inopportune time uh lauren the credit director of hr operations uh to speak a little bit about the employee assistance program to your question jenny i'm pretty sure that that is not an option in terms of pay structure and that they have a

055they have a model that they utilize with all of their clients but i think to ryan's point i think we we can certainly check into that um and then i would say to to your question a little bit jason it probably can be referred to the employees as well it's it's complicated to take data from um these kind of programs because it's not the only entity that they are getting that our our stakeholders are getting services from so we know that there are a lot of if i just focus on the employee piece of it there are a lot of our stakeholders that have their own private providers that we we don't have we may have a little bit of information from but we don't have a lot of detail to it and then this

056is another snapshot the good news i think to ryan's point is that and on the employee side too we saw a little higher utilization um this past year and then some of our utilization on not really utilization but our overall use with having the core plus along with it which was implemented last year shows that we have more people at least engaging of our employees with the the benefits that are that go along with it so it's complex i get your question but it's it is difficult to to pull out of that and then take it and make it actionable for um what you might want to do next but it's i understand the question all right so a little bit about employee our employee assistance program uh free to our employees confidential mental health

057support a lot of the same issues that you see that that our students have utilized our employees are utilizing as well that's pretty consistent core plus a little bit about that and and we are asking to continue this relationship with efr we have a wellness consultant that we're working with beyond the areas that are listed up here about wellness consulting nutrition consulting wellness trainings and webinars which were we utilized all of what was within our our contract last year and we're really pleased with it quite honestly in terms of uh what some of our employees were able to get with the trainings and uh access to in a few cases nutrition consulting and i think paying for some of this out on the open market would be quite expensive actually um but not you know

058not lots of people always utilize these kind of services either is that we are beginning a wellness committee across the district that is going to be supported by our consultant and our hope and we've been soliciting folks to join that our hope is that we have a small group that can look at it with just as a with a district lens but a building lens department lens and hopefully just make some nice progress regarding some systemic ways to look at wellness and how it might impact ultimately our engagement and our well-being overall so that's that's a nice thing that's going to be in addition to with approval that's going to be go along with all of this this year you can see a little bit of the data in that our usage was up a

059little bit and our percent of utilization was up as well i think a lot of that probably had to do with the degree to which we had participants in a lot of those trainings that we did we are currently looking at what we might do similarly or differently depending on the options that we have and the the time frames that we have our disposal to to get employees the opportunity when they're not with kids and and working so we have to be kind of particular about that uh but our hope is that we continue to make that this is impactful for some that more people use these benefits that they have access to and that um that ultimately we can continue to see really good growth as it connects to some of our strategic goals

060especially as it relates to our employees and their satisfaction on the job over the long haul so that's that's where we're at right now i would entertain any questions that you might have okay see none do you have a motion anderson move to approve can't full second all in favor aye aye opposed no it's unanimous thank you um item c we have a proposal for um uh in english at the high school english course at the high school ad yeah so this i have brandon schruth director of teaching and learning uh so i was here earlier this month with a whole host of curriculum updates this is an additional one that got completed kind of after the timing of the agenda and so bringing this to you tonight for consideration later on with those other

061items and so this course specifically is a new course at the high school for students where english is not their primary language and so how it will benefit our students in improving their access would be that typically a student has 9th 10th 11th and then in 12th grade they have electives to choose from this flips that and so those students that don't have english as their primary language is able are able to take this course and then move in and finish out the required courses to graduate so you'll see those standards wrapped in a similar way and then bundled with the reporting topic um that's related so this replaces the ninth grade one for them or they would take this and then ninth yeah so um it would allow them to move through that but

062build the skills up so that they're able to be successful in the course okay so will you then i mean this won't just be for freshmen no it will be for anyone yes and you then you'll keep the subsequent courses still labeled 9 10 11. yeah okay great and that's actually voted now though because it's a separate uh move to approve the additional english course recommendation 90 second all in favor aye aye aye opposed no great thank you have a report on open enrollment capacities opportunity time dr schlitter kerry schleder coordinator student services i had shared at our last meeting that the high school was going to be looking at their numbers to bring a recommendation and as we suspected our ninth grade class which had been closed as an 8th grade class is very

063full and to the point that students are having a difficult time getting some of their electives or first choices those types of things and so we have rather than having a high school total number we've broken that out by grade level the high school has provided those numbers based on an analysis they did of their current students scheduled and anticipated numbers of students that they were still in the process of scheduling our elementary and middle school have not changed but just for full transparency if somebody is looking for where we would close a grade level i've included all of them so i know at the high school it's hard to say like this is how many our max capacity is for each class because you've got all four grades feeding into that um and the

064nature of scheduling that sometimes you don't like the classes that you want it depends what order you put them in in order for how full of particular classes well my question is like even for the middle school then if you're capping the middle school at 330 per grade um what is the ideal max capacity for each individual class so that was when the middle school originally did the renovation reconstruction they housed each core class at 28 that's the furniture that they bought they didn't actually have a conversation about max numbers i do it in so in the previous schedule students had more places to go than just those core classes so it was when the 330 was set it was um in conjunction with they could be in a core class but they might also

065be in this el class or the special education class or um choir band those types of things and in having conversations with dr maudlin as the new schedule was being implemented we had talked about that 3 30 of planning for that as well i do not i'm not competent in um what the the intricacies of the new schedule so i think that that's something that we'll need to continue to watch as well um [Music] what i'm hearing is that those classes are in the low 30s right now in some classes and i don't know if that's across the board um and the other piece is that this time of year it is sort of like i'm nailing jello to the wall because we're not 100 sure which students are actually going to show up and

066which ones might be leaving us so um but i think that that the numbers are to be reviewed every single year and so every year although normally in the spring we'll be coming back to you and we we have done that in past years um it's just a little bit more unknown now because of the flexibility that families have been given so but yes we have that's something that we need to continue to monitor and regularly look at the district admin is okay keeping the middle school at a low 30s class size i was surprised to learn that um and i'm not and i don't have verification so i'm speaking a little bit with um from from a conversation with one staff member so um i don't know that that is the case across the

067board i do know that part of our conversation in the spring with the implementation of the schedule was planning around that that's the number that we were using you're always going to have kids that show up on the roster and all the years that i've been a scheduler i always had over in classes but when all of the dust settles who actually shows up i mean urbandale's probably got less of that movement than any other district that i've been in but you're going to have and i know i've talked to different people at the high school for instance that no there are kids that are in that ninth grade they're not showing up but yet we can't take any additional ninth grade open enrollment because we need to leave space so should they show up

068that they would have a place to be so i i have not been told that it's across the board that every single i know there's at least three kids in the sixth and the eighth grade that registered out of district today and they're on those rosters so i'm confident that happens to the extent that's part of the problem with open enrollment now too also being kind of wherever we can't count on definitives right now and what am i personally comfortable with i'm personally comfortable with 28 i think that's a great number when i was a middle school principal and i had to put more than 30 units in a teacher's class i didn't like to do that um well if you don't have the chairs and desks for them i mean that's right that's another

069catch that's not very welcoming either right you know no i i agree 100 here's a quarter you agree so rosalie based on what you were saying then is there ever a chance or an opportunity like for instance if a whole family chooses to open a role and there's room for two of the students and not one but then we find out oh those have changed could that could we come back and say now that you can we have room or we have a similar situation pending right now i think it depends on how tight it is i mean we do come back and review them correct and do they have to reapply i think that the difficult piece with that is that we would probably if we were going to open that grade level up

070we would need to go back and look at the dates that applications were submitted um i don't know that we would want to leap frog other denials to to bring in a new family so one of the things that you will see when you get to the um approvals tonight is that we do have and this is part of the um it's part of the old policy and the updated policies that if we already have students enrolled and then a sibling would join us we do have that flexibility and so you do have one that was denied on the original and we're bringing it back and you'll see that it was waived because they already had siblings who were enrolled with our district but for families who don't currently have a tie within our district

071i think that they would be coming in with full knowledge of i'm either choosing to come because you can take my family or i'm choosing not to come because you're not able to do that at the elementary level we have because we have had those classroom caps and we because we have them we honor them adding additional student if it were an elementary age student would mean that we're either hiring another teacher to have another section or sending somebody to a building that's not their neighborhood or those kinds of things so um i think that that gets tricky with new students coming in but with families that already are established with us we do have the ability to do that and we're actually doing that tonight can you remind me how we got to the

072caps of 24 and 25 for the kindergarten through fifth yes um i don't i i'm not sure the exact year was either 2018 or 2019. the administration and central office administrators did what's called a loss function so everybody um says i think you know class size is too small if it's this it's a class size is too large if it's this and then that gives you the um range of acceptable variation and so for kindergarten and first we were at 24 to 26 for second and third grade we were at 25 to 27 and fourth and fifth grade was just a flat 27 and so we are we stopped open enrollment at that low number um if we would ever get to the higher number then we take corrective action to determine what to do

073about that um those were board approved at the time i do remember we were in karen acres when it happened but i couldn't go i couldn't find the exact meeting so i apologize for that um if as a district that i mean that is something that always can be reviewed if the board thinks that that is not an acceptable level we always want to make sure that we are maximizing our resources so recognizing that that those decisions have an impact but they certainly are also not set in stone if at some point um it was either from our leadership whether that's um building or district or the board wanted to re-look at that that would be something that could be re-looked at thank you i feel like this is a really critical thing because of

074the situation with open enrollment i think that we need to be really mindful of what these numbers are and the high school feels really high to me those seem i mean and are we giving ourselves enough wiggle room for families that move into the district and you know i guess that's what my uh my little hesitation is we i feel like we have an opportunity to um like we we have to kind of take charge of what our district can hold because open enrollment is now gonna be maybe an issue all year and so i think that's the purpose of these numbers right so that we can say if we're saying 330 or 350 whatever those numbers are that's what the high school helped to determine based on the available classes that they had okay

075and doing it in the spring would would be yeah i mean if we knew that open enrollment was going to do what it did that probably would have been a good time right right so i agree i don't want us to have more students that then impact the experience and all the of the the current students who are attending us or that move into our district um which is why we did ask the high school for their recommendation and this was the recommendation that they provided okay approve the open enrollment capacity anderson second all in favor aye aye opposed no that's unanimous thank you thanks for your work on this okay um so we will move into the action items that i had formally mis misled you on these are the ones from the eighth

076so this is in reference to the uh opening of the public hearing at the beginning and we've already discussed this and i have a motion anderson move to approve accountable second um all in favor aye aye opposed no okay unanimous um b is simply because of redundancy may i have a motion anderson moved to approve countable second thank you all in favor aye aye opposed no unanimous thank you we have the second reading um i have a quick question sure um i misread it last time we are removing marital status from it i was just curious why i read it wrong last time i could speak to that yeah because i seen the question and i was doing my own research here the code matches the policy matches iowa code of administrative code what i

077have learned is that in the equal opportunity and affirmative action through iowa code it lists protected classes as race creed color religion national origin sex age or physical or mental disability that's different than um the anti-discrimination okay and so we need to just basically go back and shift and re-add our marital status but that's where the change came in all right thank you so you're that's what's being i just want to make sure that because each of these there were some questions that i know are going to come up so we have to take these carefully because julie has to be able to transcribe and if we change the this is the second reading so if we make changes here then we'll need the ones that have those to come back to a second reading

078so we wouldn't necessarily need to vote on them right now unless you vote to make the amendment to the language then it comes back in september for another second reading does that make sense yes and so just so i'm clear are we adding marital status back to this marital status should be added back into the policy okay can i then make a motion to uh okay i want to make sure first okay can i make a motion to add marital status to policy uh 426 edit back you can but can i can i there was a question on an and versus an ore yeah and i don't know where was that after sexual orientation and ventricular veteran stuff yeah and it's on the first two say and then the third time it says or and

079it should say or every time origin or ancestry sex so both ends should be ores correct after africa conditions okay so then that's got to make that okay so we've got one amendment adding back in marital status so if you do this in two or do you want me doing one how do you feel about that i you can do it in one i think okay okay you've got to write it down sorry sorry i mean he was confusing okay i make a motion to add marital status and to change the first two and between disability and veteran to or okay put everything in thank you okay and that was monkey okay all in favor aye aye opposed no so that's unanimous and that will come back for a final reading is there a way

080for us to take a vote where we um what's the word i want i'm looking at you where we um suspend the rules to pass it now since those changes um like would they need so that we don't have to wait the extra time since we already had the weight between the first maintenance when can we suspend the rules to approve it now i think we probably need to be consistent i i was i was curious it isn't like it's going to change our immediate practice okay and what is going to come to you from ryan in september will come as a work session item when this gets passed because this can go on the consent agenda and then when he comes to the second one with the actual action this would have already passed

081if it doesn't then he can adjust but i think for transparency yeah sounds good so that would be the first all right so we'll skip c it will be uh tabled until september is it 12. okay yeah because labor day okay we have the second reading for the new board policy on our student reps for the board there's no questions on that one yes move to approve the policy 206a anderson second is it okay all in favor opposed no that would be unanimous um we have the second reading then uh for regulations that are updates to policies because of the legislative action this year um so the epa recommends that uh buildings businesses etc test rate on every two years i was curious why we have it set at a minimum of every five um

082the radon policies that tim simon and i worked on we took directly from iasb which has already been vetted through the attorneys we can if the board chooses we can make it more frequently i think the one thing to remember is we're going to have a number of our buildings are going to generally be new or updated and it's going to be about 70 to 80 thousand dollars to do every school everywhere to whatever round we do that so i was i was just curious because the epa very specifically says to do it every two years so is there a middle ground or is everyone more comfortable with five we were just following iasb's policy so that's really the board's call i think i think in our uh particular situation our buildings are new enough

083and they don't have a lot of basement usage um which i think is i mean that's where we got right on and so you know i for one very happy to see that the legislature acted on this it's been a long time coming i had a good friend who died i have lung cancer from radon a teacher so i i applaud this but i think in our situation taking this action if we perceive going forward that that is much more important for that seventy or eighty thousand you know i i think then we can probably take action again my point being our risk is less than for example a hundred year old building that's fair because i noticed somewhere i don't remember where that we were testing for asbestos every three years because that's the

084recommended test for that so i was just curious well it's iowa code too so we're trying to follow iowa code yeah motion well there's one more in there we've got a question on it sorry 533 r1 it does not affect that is the student fundraising and it does not affect the boosters um steve can elaborate booster club as their own entity no monies go through the district funds at all they are i think their own 501c3 so shouldn't affect anything they do okay okay so may i have a motion minky move to approve let's say your guys are well second thank you all in favor i opposed no so that's unanimous thank you so the next one there's a number of them in here um if we can this is all going to be one

085motion but the one 227 i know you got feedback that i forwarded to you from a community member on this was the conflict of interest where it says that the board members compensation cannot exceed six thousand dollars the state has given leeway to increase that to 20. the board does not have to increase that so that is um that is your decision i asked for some follow-up information in regards to part-time positions that could be filled and still be under that threshold did we get that information i think we left it at the pretty much associate part-time but that's even okay like five hours okay or less would probably be covered within that but when you go above that with benefits it's going to push it up quickly okay that's the piece that pushes it

086up um i have just a few more things on are we are going to do each policy one at a time or can i move well it's one motion but i was making sure there were no questions on each of them so the next one was 6 31 on so that's 227 631 was student health injury or illness at school i don't remember if there was a specific question on that one i think somebody asked about nurses being consulted and i know lauren did consult with the nursing team on any of the ones that have to do with health that would also include 5 5 16. that was mine um we bounced back and forth in a few places between parents here and parent guardian i was wondering if we could make the language consistent

087so in a lot of our policies we do parent slash guardian to include both in our handbook in a lot of places it's parent slash guardian and 5 16 we just have parent so sorry if we could edit that oh that is more consistent we can do that so wherever it says parent it should say parent slash guardian because they are different roles i've have my parents but i've also had a guardian for when i was younger for a number of years they're different roles and they they fulfill the same but your guardian is not necessarily your parent your parent is your guardian your guardian is not necessarily your parent so so that would be one that in the motion that if the board when you make the motion um and i'll keep that out

088so you can see that well and i guess i would prefer the language of family family member or family slash guardian because family can look that's a different way that's very fair i was just thinking consistency with the rest of our policies because most of our policies say parent slash guardian and most parts in our handbook which i also will bring up later most of them say parents guardian okay an open enrollment i just had a question um well a couple questions one is there any issues that will i just don't know if there's any issues that may arise by us waiting to approve them at each meeting or is that okay because in a lot of cases if there's an issue we give the superintendent the ability to make those calls before we would

089vote and i think that's why um kerry's now doing an addendum so if they come in you're getting them similar to hr so we can hire people and get them moving okay decisions can be made so families either come here or make other plans so that i think that carry might that's taken care of is it fast enough i guess this really is the critical time of year so any that we would get beyond they should already be enrolled in their current schools so they can keep doing that until it's approved perfect and then i i was curious about the last part on that policy when they talk about i gotta pull it up again i apologize the transportation at the end i wanted the board will not approve a student's request to allow the

090receiving district to enter the school district for purposes of transportation explain to my brain a little bit better um so that means that if our students are open and rolled out the like the des moines des moines can't send a bus to come pick up kids in our district and take them to their district or um can't send a bus to pick up kids and take them to their district and that's pretty standard across districts okay um so 631 and 515 were combining was there anything on that one graduation requirements 6 38. um there was a piece of feedback i believe i forwarded the board on the district advising students on how to successfully complete the free application for federal student aid or fafsa brandon do you want to give a quick summation on what

091information you found out to make sure that we address that community member concern yeah absolutely so i think the key word in that sentence is advise so really what our high school counselor team does is make sure that students and families have access to what they need in order to facilitate that process and so that looks or that happens in a variety of ways so they host an evening where they have someone from the iowa college access network come and just give an overview of the fafsa and then they have individual counselors that families could sign up with to aid them in completing that but our staff physically is not um sitting with the family and supporting them and filling that out it's purely just making sure that students and families have access to what

092they need and the timelines yeah yeah yeah and making sure those are communicated okay 833 is also in this this was the online fundraising there was just some grammar changes in here to to reflect proper grammar and a sentence added at the top about using the district name symbols or imagery in accordance with policies and regulations and the last one was 1005 release of district information this is our foia um policy this is this has just been to make it more clear on how to file a public records request and that indicates that julie the board secretary would be the one to start with she would disseminate and work with whatever department it is to get the information it gives the specific hours sort of questions yeah i the only question i had on that

093is my concern was isn't that paragraph just below the bulleted list where it lists the hours and it says except for holidays and recesses now when i read that i'm thinking okay that means winter break and spring break when the offices are pretty much closed but it's somebody thinking that if they they can't make a request for records in july when there aren't classes in session typically i i don't want people to think that we're not responsive to those requests during the summer months well i think i want to say every one we've gotten has been electronic so they can submit that anytime they want they wouldn't necessarily be acknowledged as received if the offices are closed right but i just but they but the offices aren't closed there's always someone in in the high

094school transferring great we're here unless we take vacation i mean so there's someone who can access that it may not be the traditional person so then do we need the except for holidays and recesses language well they're not there on christmas what could you say except for when uh administrative offices closed or something like that because they would be closed on national or holidays is it student records as well or is it distributed public records yeah they they filter through the administrative office and so really only holidays like christmas and christmas eve thanksgiving and the day after those would be the only days where no one is going to be here to acknowledge the email that's received so um that really is um you're coming back monday i don't know if it's um the language

095needs to be changed we're open year-round so those those will be processed but someone might misinterpret our policy and assume that we're not open when we are open so they'll like if you read recess and you think oh it's the summer we know we're here they might not know that it's okay to send that request i think that's what you're getting at yeah yeah like like we know we're here the people requesting the stuff might misinterpret our policy so we could just change it to holidays i just take out recesses well or do you want to say when the office is closed that seems more clear that would be more clear except when except when administrative is officers which are on our website correct okay so eight so 516 and 1005. so do we have

096those formally i mean is this enough to just be rewriting them or does that need to be a formal amendment i think they need to uh have the formal amendment and do the same thing as the one above to go back for september okay so you got the 5 16. that's uh ashley's amendment um are we going to take each policy separately at this point do we want to start the first one just amend it at this i move to amend policy 516 uh to change the language of just parents to parents slash guardian or parents or guardian whichever is more appropriate for the policy at that point i don't know how to phrase that appropriately okay so the verbiage is parent and guardian parent slap parent or guardian excuse me parent slash guardian okay

097so it's pure slash guardian we have a second i'll second that okay all in favor post no okay uh then on uh the last one take out uh we are going to take out holidays recess and and and replace it with languages except for the days the district offices are closed so is that a formal amendment that i i would make that amendment formally you got that julie okay anderson second okay all in favor aye opposed no so that's unanimous i'm going to make an assumption on 227 that the 20 000 limit stays unless i hear someone say differently i personally am in favor of that because we don't know what's going to happen with the staffing and this permits someone on the board from actually subbing or being an associate you know i don't

098want you necessarily to do that but i don't know how desperate we're going to be right that's a good point yeah okay so so we are removing 516 and 1005 until september 12. some move to approve the following 6 38 and 8 33 countable second okay all in favor aye aye opposed no that's unanimous okay moving on to girls wrestling um no questions on that before so i moved to approve uh the recommendation to add girls wrestling too activities okay all in favor aye aye opposed no that's unanimous um we have a motion to approve a drama club stipend at the middle school anderson move to approve then he will second okay all in favor aye opposed no that is unanimous we have the proposed curriculum updates with one possible exception i want to see

099julie do this tomorrow i tried to prepare for this we need to pull um brandon is there two calculus classes yeah there are there's some updates that dmacc has requested so since they're the ones that award the credit we need to make sure that we do work with them so the curriculum updates minus the calculus classes that's correct so those changes will come in september proper language move to approve everything but calculus second who's that okay hi opposed no okay we're moving on then to the phone service change proposal which was covered before i'll move to approve the phone service changes anderson second all in favor aye aye opposed no thank you unanimous we have a request to approve the handbook and i i know that there was a question but i also want to

100with this approval and let you know if it's okay because this isn't like a second reading but i need to add into the phone to the handbook the list of level one investigators that is going to be approved coming up um i hope and then um let you know that the logo needs to be changed out to be the current logo i pulled the wrong logo so those are the only two changes that i will make other than putting in the bookmarks when it goes on the website but i know there were additional questions so that could be in the um motion when we get that far okay um there i'll just start there was uh half the document says parents guardian there's some sections in there that don't i know field trips is one

101uh homebound is another uh there's an incident report section that just has parent only um so if we could just double check and just like uh search and replace those um that would be appreciative and then there was a couple sections where we had some gender language that i think could be reevaluated my notes are not as do you have where because i i know on page 49 there's only one instance that i was really excited to see there was only one of uh he or she language where we could just say they and we would be um following with the rest of our policies and the rest of our handbook everywhere else um i got all those out of there i know i i was i was so excited i was like cool i'm

102sure it was just nubs and then and i didn't write it down because i was doing the notes too late at night um in the non-discrimination language for curriculum i don't know what that means i wrote my notes weird um we're leaving out non-binary students because i believe we only refer we refer to two genders instead of uh range under uh is that in the beginning where the discrimination statement is let me i i'll try to find it again because i did not write good notes for myself unfortunately i apologize i remember how they phrased it um it says it is also the policy of this district that the curriculum content and instructional materials utilize reflect it's on page 25. the cultural and racial diversity present the united states and the variety of careers rules

103and lifestyles open to women as well as men in our society that's a dualistic language when there are people that are on the spectrum of gender within those roles is it the bottom under the non-discrimination policy second paragraph and i don't know if that's copied from somewhere or well the way that this was done is the entire handbook was the pieces that were not deleted were copied and pasted and then there was a hundred eyes on so that was not one that was brought to my attention how are you suggesting that should read um i i just i don't have uh i didn't think your proper language i apologize lifestyle is open to women men and non-binary uh there's another word or could you just use all oh yeah all all works great because that

104covers that covers the full spectrum roles and lifestyles open to all members of our society yes i think that covers up next year this will be easy because you just get red lines [Laughter] i'm sorry for not taking better notes on that that was my fault okay did these have to be can we approve it the way it is with these pending suggestions you can say i can read them and then you can say the thing pending the suggestions that i just read would that work yeah okay i have uh one more and i apologize um i was wondering and this can be up for discussion this is just my um wish under the harassment and bullying uh section on page 19 um we go into some detail about inappropriate or demeaning remarks jokes stories

105activity symbols signs or posters directed at students with the equity audit coming in could we add slurs specifically if we're going to go as far as jokes and stories i think it would be appropriate given some of the data that we've gotten and that's a that's a discussion too right uh this yes two or three yeah somewhere in there um actually both of those yeah because the third the third one is the one i was reading from the second one also i think the meaning nature actually kind of covers it meaning page 19 but if if the third bullet's going to go as far as talking about jokes and stories activities symbols signs and posters etc remarks i think so either take that out no i think it needs to just be added well what

106i'm saying is like demeaning remarks could include more than even just these and slurs i mean so does that have to be that descriptive or does it mean remarks i think description i think we can add a qualifier so it's not just these um but i think it needs to be spelled out more clearly that's my personal take i could go either way either adding slurs or just inappropriate or demeaning remarks either way makes sense to me but i mean i think at that point we have to keep the symbols signs and posters etc in there because that doesn't get covered under remarks um put slurs after demeaning remarks yeah in both bullets the example bullet and the other bullet yeah okay i think it's the easiest quickest so what i am hearing whoever makes

107the motion is she'll make it with these with the include these two level one investigator changing the logo all right i will move to approve the family guardian handbook adding investigators at the level one into the student handbook and changing the new logo and and changing parent being consistent to make parent guardian changing the language on page 49 removing the gendered language on page 25 in the non-discriminatory language section changing it to all members of our society instead of men and women and page 19 adding slurs to the third and the fifth bullet after pregnancy after the last meeting to the beginning part that we had talked about did we add a pregnancy like to the um discrimination language uh our equity language at the beginning we talked about the last meeting and we said

108we is that another suggestion if we're going if we're going to have to match yeah to match if we're if we're going to have the things that are on there and we're including marital status we should include pregnancy it would be in keeping with the rest of our documentation then the ans would be yours too because it's basically the same so this motion includes all of these may i have a second countable second all in favor aye aye opposed no okay so we can move on then to voting on the superintendent evaluation process for the 22-23 school year as covered in the last meeting including the timelines and proposals for closed sessions i'm gonna be a broken record here but i i i really think as a board having a tool for all superintendents for

109the for there to be a 360 degree review so that we're getting insight from the directs of the superintendent so that we can have a better understanding of challenges successes strengths weaknesses i i just i think we owe it to the district to the students to the staff and to the community that we have a broader line of sight into the superintendent's performance than just what we're exposed to and could that be something as simple as um asking just a few directs at these quarterly marks to look at that the evaluation that they're using you know so that it's not new work but just so that we could get feedback throughout the year um yeah just using that same format so and there are some ideas there um that i was kind of going over

110off of the idea since they'll be familiar with that document because they'll be doing it for themselves as well that we could to not make it too much work because we're all very concerned about giving people too much work um dividing it up so we have three folks per quarter go over one or two or three of the subsections and then we we do a basically make sure that it is anonymous for both uh dr dhaka and for the seven of us so that we don't know who's which staff but then it rotates so that way you only have to do it once you know what your name's not attached to it we get some good info so can you help me to understand that what's on here as an action item i have a

111little trouble yeah with adding something of this level and um i would really prefer that we kind of have this discussion with perhaps some written proposals uh i'm i'm not sure that this is particularly the time for that i don't necessarily disagree with it but i don't know that it's appropriate at this point we did talk about it at the year review that we would have that discussion i don't think this board meeting is the place to discuss it at this point so what i'm going to suggest is if you have ideas for that and you would like to write them down and make a proposal at the first closed session i'm sure that we can come to some agreement but it isn't on the agenda except in this format and so um and again

112i you know i think it's a further discussion i don't think that that's a motion that can come out of the blue at a board meeting for a lot of reasons we have discussed it you're right and we keep discussing it it's a little bit like the equity thing we keep discussing it we need to come up with something solid so can we table this agenda item until our first closed session in october well are we suggesting that we don't use this format then that you drop it completely is that what you're telling me i'm i'm not saying we dropped the format i'm saying we add to it and i guess that would be so be what i had understood and that's what i would contend that it needs to be more specific and you

113know are are we are we okay then coming back and amending this in october i don't believe that we will amend this form i believe that what you're asking for is an added is that accurate yes there could be addition but there the addition to this i just i in terms of today we're a pros we are approving what we're saying is going to be the evaluation process for the 22 23 year but in october now we're saying there's a possibility that we may add more to that i want to make sure that we're not getting into any issues as it relates to well you approved this back in august and now you're now you're changing it three months into the into the year because those were similar concerns that were raised back in january

114and and at the end of the year and at the last meeting and i i would point out that it needs to be more solid than we want to do at 360. i would say that in the original document that we very first agreed to at the very beginning there was verbiage about getting opinions outside of just the superintendent and the board it was in the original document and i think i agree that we need to get it really spelled out but i do have concerns without i would like to see a caveat so that we can add it to the full evaluation process so that every time years going forward we approve the evaluation process it is automatically a part of what we're proving now versus having to have that discussion over and over

115again if that makes sense it doesn't i worry because we brought this up a number of times and every single time that we bring it up we're told we shouldn't bring it up when we're bringing it up and we need to bring it up later and i would like us to only have that discussion once get it officially part of the process and be able to come back and revisit this to officially add it to the evaluation process for say the 20 not only the rest of the 22 23 school year but the 23 to 24 et cetera going forward well and then that will involve um probably it's an action item and so again there needs to be some pretty specific language and it needs to be spelled out and i'm not sure exactly

116what you're asking here tonight because it's not on the agenda so help me with how this can happen how how do we get an action item i i don't i guess i don't i guess i don't clearly understand that process and i i i don't want to use the excuse if i'm new but i i have never asked to put an action item in place so how does that happen you contact either one of us or dr dhaka okay and that's and that's how you know and we try to figure out how does that fit where does it fit what would that look like and i don't i don't know that this necessarily is an action item but i also don't know necessarily that it is that it wouldn't be something that should be discussed

117in a closed session that's i guess my wonder also is is this um within the same scope that neighboring districts are doing i mean or is this above and beyond and is that is that something that we do feel like is necessary so i think that's again closed session conversations and something that we need to maybe as board members do our homework and find out and have something very specific it can't just oh we're going to survey or we're going to ask them to put this in there or we're going to i mean i think we need to have clear documents so that that then becomes our process right so that sure i i guess that's how i feel rachel you don't have to say anything if you don't want to i don't know i

118just wonder not just in this in the education field but i have never been asked to provide an evaluation of my supervisor anywhere i feel like as someone giving um a review that it's my job to do that work myself so i i don't know maybe i'm wrong it just has never been in my scope where i've been asked to help with the review process of a supervisor if i don't so i feel like i need to learn more because i don't want to necessarily put expectations that aren't consistent with what other superintendents review process looks like but i also feel that it is valuable to get that information to make an informed decision as a board um i i and i'm new to the process as well and so i would like to learn

119i need to learn more i guess before i'm comfortable i don't i don't want to vote tonight and then a couple months down the road in october not be able to add something in after doing some homework and finding yeah you know this is a practice that does take place in other districts i need to learn more i guess so at this point then do i don't want to table an evaluation because our timeline also is in october could we set up some sort of committee among board members to look at i know other districts will set up committees um within within the board to look at a specific part of their practice um is that something i don't even know if i'm getting way into the weeds now so i'll defer if um because

120it seems like the hold up is we've had this idea there's been discussions prior to when i joined the board um but that i think it is free it does need to be concrete but i also hear what jason's saying and i agree that i feel like that could be valuable there's just a lot in play here right now so here's here's what i will do i will i will make the motion to approve the evaluation process for the 2022-2023 school year as written with the understanding that i will be bringing forth some possible agenda items that we can figure out how to put this into a some type of committee working with lauren working with others and trying to do some evaluation and fact finding to determine if we want to proceed with this

121what it might look like and then you can then we can bring it and then i'll bring it up but the next yeah yeah we can have a closed session meeting when we when the time comes and at that point it would still be up for a vote for yeah yeah the closed session would have to be at one of these dates right because you can't go into closed session without october okay okay yeah okay unless someone requested it well if you're talking about me i'm going to request it so there is a motion on the table so i am making the motion to approve the evaluation the agenda item as written and all second okay all in favor aye aye opposed no okay that's unanimous move to open the consent agenda thank you i

122will second you have any questions on any items in this extensive i had one on 9d the niet contract still had crystal carlisle listed in a second it's crossed out okay i didn't know if we needed to add a different person or not no the important thing is brandon's on there right they can spell my last name wrong oh sorry i didn't catch that could you change it any other questions okay i move to approve the consent agenda second say uh since there's a lot of money in these we'll do a roll call anderson yes goodman yes kent yes houser yes mead yes manky yes say your geiser yes it's unanimous move to adjourn yes second i'm sorry the motion where did the motion come from okay thank you all in favor aye opposed no

123is this where i now unofficially but officially ask if i can go with