001Excuse me. It just need So move she passes. We see no public comment here that graduation. You do a sound check for those online. Can you give us a head a thumbs up online if you can hear us? It's a little bit hard to hear the commissioners, but I can hear Mary really well, but I I can't hear all the all the chair commissioners. >> How about now? >> That's perfect. Thank you. >> No problem. >> To number four, policy 6146, graduation requirements. >> Great. Thank you very much. So, with um some of the difficult decisions that needed to be made at the end of last school year with budget reductions, uh there was a reduction in physical education at the high school level. knowing that in our former policy there we uh require two
002credits of physical education when the minimum requirement from the state of Connecticut was one. Uh and so we're reducing the number of physical education credits required by policy down to one full credit. There were some other updates within the chart. So you probably see that in the um documents that you were sent online. If not, I have hard copies. And you could see that there were just like for example, we eliminated for the class of 2023 and beyond. Um just to make it more um applicable to today with minimum graduation requirements and some details about courses uh in that righth hand column within that table. There were other minor changes. We noticed that the policy had read 25.25 credits in a number of places and we just want to make sure that it's as clean
003and clear as possible. So 25 overall credits and a reduction in physical education to what the state requires. >> Thank you for that. I'll give you an overview. Appreciate it. Um I would like to make a motion to policy. Second discussion. Hearing none. All those in favor? I. >> Motion passes. This will move to our next board meeting on September. This is number five. And this is policy extra. Sierra. >> Okay, I think that's me. Sorry, I I couldn't quite hear again, but um can you all hear me? Okay. >> Yeah. Okay, >> I can hear you. >> Excellent. Okay, good. Thank you all for allowing me to present via Zoom. Um I'm so sorry that I couldn't be there in person. Um but I am presenting um a proposal for the revision of 61.45.2
004two um which is in regards to the academic >> I'm so sorry to interrupt. I think we're still having some sound issues for those online. >> No problem. >> Can we do another sound check for those online? A thumbs up if you can hear us. >> Melanie, can you hear us? Okay. >> Is everyone able to hear Sierra? We can hear now, but before when you there was talking, we couldn't hear anything. >> Okay. Let us know if the sound goes in and out at all. We'll try our best. >> Thanks, Sierra. I'll pass it over to you again. >> No, that's fine. Thank you. Um, so I am presenting on policy 6145.2, 2 which is in regards to the academic eligibility for athletics. Um I provided a copy of the changes and revisions for
005the academic eligibility policy for athletics. Um it's strictly in regards to um high school students and in particular juniors and seniors. It's a direct relation to the previous presentation that Kari just gave in regards to the graduation requirements. due to those graduation requirements being altered um we would need to um alter the academic eligibility. So, if you look at the document provided, the only revision is we're taking juniors and seniors from a five um from a a minimum of six academic um uh credits or I'm so sorry. Um we're taking them from five and a half academic credits plus a.5 physical education. And we're altering the language that's highlighted in yellow to just read must be enrolled in a minimum of five credits total. And again, that's just a direct relation to the um previous
006policy revision um regarding PE for graduation requirements. There are other minor adjustments in the policy. Um I've had feedback from coaches um as well as parents uh regarding some of the language just being very repetitive in the policy. So, I tried to clean up some of the repetitive language um and make it um more clear um with the bullet points and the and the organization um to to make it more easily understandable by by parents and and coaches as well. >> I have one quick question. Yeah. >> The strikethroughs on our document, is that the repetitive language that you were referencing? >> Correct. Yeah. There's no there's nothing different. There were no changes or revisions to any of the language other than the language that's highlighted in yellow. The only reason I copy and pasted
007the entire revision is just the or like I said, the organization of it. It's a little bit more clear to understand. a student is eligible when he or she um and you can follow the bullet points more clearly whereas the previous striketh through um it was a little bit confusing because it sounded sometimes like they were saying and or um so I just cleaned up that language but I didn't alter any of the information. I just very simply organized it a little bit so there's nothing different other than the highlighted language which you would if you put them side by side which this the strikethrough should be on the side. Um I'm sorry if it's not. um you'll see that that the the wording is exactly the same. >> Thank you. I'd like to make
008a motion to move um extra policy 6145.2 extracurricular and co-curricular activities to the full board for approval. Second, any discussion or questions? reading or hearing none. All those in favor? >> I motion passes. Is there a hand up or is that from Oh, okay. Oh, got it. Thank you. Nice. This will be on our sub. Um, that's Well, I think we might have to consult the board to make sure that there's accuracy that policy 6141 I1 advanced courses programs eligibility criteria for. So this policy went into place in 2022. Um and it's concerning the eligibility criteria for students enrolling in advanced courses. The policy according to the legislation shall provide for multiple methods by which a student may satisfy eligibility criteria for enrollment in an advanced course or program including but not limited to recommendations
009from teachers, administrators, school counselors, and other personnel. So, it's a shift away from saying your SAT scores or um um different scoring is what can make you eligible for advanced courses. So, it opens up a new um avenue for students to what we always want them to do, take the most challenging course that they can. Um this is one of the policies that um we don't currently have. However, I'm sure if you talk to any of the high school principles, um any of the any of the administration, this is something that we've practiced in Bristol for many many years. Um it's just not having the policy in place and it is a mandated policy. So, we wanted to bring it to the policy committee for a vote. This was one of the policy identified in
010our audit. >> Yes. Yeah. I'd like to second discussion and questions. So having uh received the policies uh along with the agenda there was just a suggestion that I had uh especially with the language around minority students. Uh you might notice that within the policy, the policy currently uses the term minority students in the sentence. Um do I have it? The board is aware that minority students are chronically underrepresented and advanced level high school courses and programs of similar rigor. I think that there might be better language to use that would be more inclusive. Uh, and so I would recommend the board is aware that marginalized groups may be chronically underrepresented in advanced level high school courses and programs of similar rigor. >> I like that. >> And then also on the um ending of
011that paragraph, are you able to see where I don't have the policy >> is it the procedures criteria? >> Yes. Yes. And so the end of that paragraph has further other barriers to participation include I think that sentence in particular is pretty unclear and perhaps um inadvertently implies issues with student motivation particularly when thinking about marginalized groups. So again I would recommend a change to that language. It's within that same paragraph if you could >> Yep. Under the guiding policies, it there's a paragraph that begins, the board is aware that minority students there are two that are very similar. You have a do. Yes. I printed my notes, but I didn't print the actual policy. So, uh, the recommendation that I would have, um, and I'll be I know it's difficult when you're just listening.
012I should have had it printed for you, but my recommendation would be that in that to replace that sentence further other barriers with the sentence limited awareness of advanced courses and programs, insufficient preparation or failure to identify students with potential and fear of social isolation may prevent marginalized groups from enrolling in such courses or programs. This was language I found after looking at New Town's policy or their revision of the policy and I thought it better represented the intent of what that statement was. The original K policy and is in more alignment with what we believe as a district. Yes, we could just hear more time that I got as far as limited awareness. So, thank you so much. So the suggestion is to modify the first sentence for the paragraph procedure writing principles. And
013the suggestion is to change that first sentence to the board is aware that marginalized groups under represented level high school courses opens of similar. And the second suggested that it sentence you can think further. So that past sentence in that paragraph to make the change. Limited awareness of advanced courses in programs. Insufficient preparation or failure to identify students with potential. and fear of social isol isolation prevent marginalized groups from enrolling in such courses or programs. So um where it reads limited awareness of advanced courses and programs. So, I'm presuming this is on the part of a school or school district, right? A school's limited awareness of advanced courses and programs, a school's insufficient preparation or failure to identify students with potential. But then this next part, um, is it the school's fear of social isolation
014may prevent marginalized groups? So within the context of the policy, the way it reads, and I know it's a little bit awkward because you're pulling it out, but in the context of the policy, it is what um Mary deputy superintendent has shared that it is with the intent of ensuring that all of our students have exposure uh to the advanced courses rigor that is available to them. So, as you're reading in the policy, this paragraph brings forward reasons why students might not be enrolling in advanced courses. Uh, that's where that paragraph where we want to change the language to marginalized is. And then it describes those reasons. So, it is on the part of some students. Why might some students not u engage in our advanced placement classes? The the K policy recommends a number
015well suggests a number of reasons why they might not. That's the sentence where it says further other barriers to participation include the failure to identify students with potential insufficient information and incentives on behalf of teachers and students and funding. those reasons incentives funding uh I don't think are very clear in uh reasons why there might be barriers rather the reasons why there might be barriers to students from marginalized groups enrolling is described in that sentence again it was that's how New Town uh adjusted their policy that language to better describe that issue the following paragraph in the policy not having it in front of me does talk about equity, ensuring equity and access to all students. So that's this paragraph and some of the language changes suggest the reason why we need to really focus
016in on that equity through the chair. >> I I like the suggestion. The only piece that I think is relevant is the funding because if we don't have enough spaces, I'm just thinking out loud about middle schools, we had to have certain grade point average in order to take and that's because we don't have the funding to let everybody take Spanish. And so that's about funding, right? If we had more funding then more students would have access to Spanish. Yes. >> So I'm just thinking on the same level of >> it could be a factor as well. We could Yeah, that could be another reason. Yes. >> So I'm just maybe what you have seen. >> Yeah. Um, I can appreciate that this sentence is well maybe I'm if I'm misunderstanding this, please. This sentence
017is meant to be um a a summary of sorts of preceding paragraphs that describe things that we don't want. Right. >> Right. >> That's a perfect way of saying that. Thank you. Um I can so I can appreciate that. Is there a way and I and and I I understand that New Town uses this language and I definitely think it's a great foundation. I'm just wondering if someone were were to read this in isolation as I am right now as we are. Um and if it's taken sort of out of context, it's just a little bit confusing. Is there a way to firm it up a little bit to really capture even in isolation exactly what Lord likes were trying to convey because I I read it a little bit differently than what you um
018how you explained it. So it's so it's like saying the students limited awareness of advanced courses and programs and me I'm kind of like well some of the ownership is on the district as well to ensure that that that students understand what's available um and then that who's in sufficient preparation is it the schools or is it the students or failure to identify students with potential is that the school's failure you get what I'm saying >> yes yes I think well it's passive voice right so go back to my English teaching case it's passive voice. So that's why the actor in that sentence is unclear, >> right? >> Uh it is not necessary in the policy. I will say that that um sentence itself is not in uh some of the policies that are reviewed
019relative to this one. There are a number of districts that um I took a look at. It is there to provide some context because as we're moving forward, we want to be sure that people who might be reading this policy do understand what are those potential barriers. So I think I mean we could say more clearly potential barriers to students enrolling in advanced classes could be limited awareness and you just put the subject >> could be their limited awareness. >> Yes. >> Yeah. >> Could be students limited awareness of advanced courses and programs. Insufficient preparation or failure to identify students. Fear of social is in fear of socialization funding. >> Like that part too the fear of social isol isolation. Is it the students fear of their own social isolation? >> I love that you're
020asking this question because um >> not not be with their fears. >> Yes. So, uh there have been some really successful programs in increasing uh students interest in advanced placement courses or some of the most rigorous courses in schools. I know West Hartford had shared an example that our high schools then used as a model which is to buddy up uh students who might have an interest but didn't see themselves really going into an advanced placement class. They uh pulled students about well who's another student that might be interested and we can make sure that you're in the same schedule together. Um you know uh with high school students they want to know who's in the class. I want to make sure that I know someone else in the class. And so that could be
021if I'm a student, a factor that could be preventing me from pushing myself to the more advanced classes if I am not aware of others who are also in that class. So that's what that that bullet is about. And I think having that kind of language helps schools, leaders of schools think about different ways that we might be able to attack that. >> Yeah, I I I I like that a lot. I think that that's um a really solid approach. Um I I and I liked your amendment there like students, you know, >> um I'm making Yeah. Um if the other thing before I lose that I'm so sorry. I'm sorry. is um if we have language like this, is there a way to follow up with a sentence that you know the if then
022if this and the district you know the district is what you said is examining continues to examine will examine ways to ensure that you know it's like we're we're recognizing that this is real. These things are happening. their issues and we are either either pro, you know, we're both being proactive but we're also reacting to when things are happen. You know what I mean? >> Absolutely. I think in the context of the policy this paragraph does set that as the purpose. The following paragraph is an emphasis on equity must include a focus on increasing students access to rigorous learning opportunities to assist all students to be prepared. Thanks for actually getting me the policy so I could read that. So just as in the may it is uh at the beginning of the policy to
023establish the purpose for why we will have some of the following procedures in the context of the policy as it exists and I will say that a lot of our vision of the graduate which isn't per se policy but it's the mission of the entire district also addresses this. Oh, I I 100% agree. And just, you know, anecdotally, I see the efforts talking with parents, but also in my own experiences. So, I know how mindful and um supportive Crystal Public Schools is. Um so, I can speak to that anecdotally. I'm thinking, you know, we've got people who might be I don't know how many people are looking up bylaws and policies in their spare time. Um I want to know those people if they're out there, though. Um, but for those who may, you know,
024especially because we know that sometimes people will look to policies after something has h something has happened. It's not always something that's been super favorable. Um, so the the the stronger our language is and um more grounded it is, the more it helps us in responding to those circumstances. So, I'm glad that you're adding this. >> You're the joy. >> I agree. I think um when you have a student who gets A's all year in their class, but then they didn't before this policy, they might have been missed. And so those are the parents who are going to read this this. So if somebody doesn't get into the class and and the parent really thinks that they should be provided that opportunity, they're going to look this up. So the stronger the language, the better.
025And and to your point, okay, go. >> Um to to Chair Ponz's point, there was language that I wanted to ask about where it talked about the people who could recommend. Um I don't know if we want to consider um you know, uh parent input. Sometimes that feedback from the parent may be able to um shed some light on why a student didn't do so well this year. Maybe there were personal issues or whatever. I just feel like especially that we have such a strong school family and community partnership um initiative that if we're looking at how do we also support parent engagement in advocacy for their children >> I think that happens so I think writing it would be valid sure I do you know the social workers and the guidance counselors will talk
026to parents when parents call and are upset and if the parent says you know I really think my child needs to be pushed and that they can handle they can have that input that helps to say, "Yeah, we didn't know they felt that way." And put them in the class if you know. >> Yeah. Where where did we have that language? Um where did it go? Where >> it was on the background information for policy. >> Hold on. >> I have to also say that this year at Bristol Central High School, the Val Victorian speech was about this exactly. She was not selected for gifted and talented based on some sort of testing but then was selected by outside of the process and it pushed her in a direction she says she never would have
027went in this teacher not said I I see something the test didn't see and I think she can do it. She graduated number one in her class. So, Bristol Public Schools is absolutely looking outside of responsive >> just test scores. So, our policy should represent that. >> No, I I >> and it has to by law. So, >> well, there's that. >> I think that you know that there's that language now. It's at the on the very front of Did you find it where it reads um but not limited to recommendations for teachers, administrators, school counselors, or other school personnel. might we consider adding um students to student and family, you know, or something to that effect, parent, guardian um and students because I know that we are always supporting students being advocates of their
028own learning. Um so I I wonder what the thoughts are on that. price. >> I think it might be best under four and you add it under um because the I think the first page is background matter but when you get to number four under procedures use multiple methods by which a student may satisfy eligibility criteria for enrollment. Uh you have recommendations from teachers, administrators, school counselors or other school personnel. You can add a line with input from students and families. I think it makes sense, >> right? That looks a lot makes more sense there. Yeah. >> So, it also would be nice if uh statutory language also included that. I mean, while we >> it's also there's a parent component at the end. Uh so if you look at three the third paragraph from
029the bottom of that page it also talks about the student success plan which the parent needs parent family is part of um objections to using the same language that's listed right here which says students and parents and guardians. So forward recommendations from teachers, administrators, school counselors or other school personnel that um students just students and parents um up that language a little bit. It sounds like the firstation um what I was hearing is add it to the policy only question I had on that was the board is aware of marginalized say students groups what groups okay and then use of maybe but the policy says are >> oh are chronically underrepresented rather than maybe if we say marginalized can we still say are >> we can that's a good question >> could we say Maybe
030I mean they're not always. We just know that they may be unintentionally. >> Well, I don't know. They may they maybe they are maybe the marginalized groups always are under reppresented in those classes. >> Possible. I would >> they're not they're not always in Bristol classes. So I think maybe might make >> maybe unless we have like hardcore data right now to support >> our I mean is I I I I feel softer languages >> marginalized opens it up beyond >> minority right and so >> it does even make it more likely that >> true >> they are represented >> I don't know I'm just don't want to undo the if it was >> I don't maybe that's just because to me if they are then we should right away have a very strong plan
031to address uh how it would no longer going to be you know that's just why >> that's why this became >> yeah right legislatively yeah I so poorly. So that's my only fear is that if we change it, we're taking away recognizing what is I still like may but I mean I think regardless we're still going to make sure that we're we're being responsive to our policy language and the intent uh statute. So I mean I'm good either way. I understand personally from a district perspective I think it could go either way. This is what we do with it. suggestion is >> the way it reads now it's bar but we were just talking about the fact that reads as like a statement that means it is >> and for legislation to be written like
032that I'm wondering that's there must be data that that that program I for me something that's coming up far is that I feel recognize there's two things I'm kind of one May is a little more flexible so things change it's still reflective changes but I think that there is their student that are they are totally acknowledge that depending on your demographics minority would be possibly maybe but when you say marginalized I think it's are >> and but maybe maybe for me the language the board if we're you know it's it's assuming the entire the board who's the board the board all of us all of us the district is all aware everyone is aware maybe if we keep R it's either data demonstrates or there there's there's something there that is leading this and but
033by saying the board is aware I mean because the board is fluid you know what I mean it's like we'd say that the the stat statute acknowledges that um marginalized groups are chronically underrepresent. There's something there that is leading this the board that language with R makes me feel some kind of you because it's like again the board is is fluid the superintendent all of us we're fluid in recognizing >> and we say in in in recognition that uh marginalized groups ironically under represent because it does say the board is >> it's just taking out >> well who's recognizing is it us that's the The board is aware that students from ethically simply and economically diverse backgrounds are under representative under represented in advanced level high school courses. Oh, marginaliz I like marginalizing. I don't
034mind the board because it was written by the legislature. Yeah, I I can only say that it makes me sound up further. It says, you know, sort of just it's making us. So that's why they say read it and get. So I like the four just would not um I like hard and I like may mean but you know I don't know what we want to do about that. I would be I'm comfortable with the board if it's well I'm more comfortable with the board if it's maybe but again it's more what we do with it I think even in hearing the super inkeep are it's the intent is just to recognize it so I think we should keep the language we can change minority to to majority or marginalized. I don't have any issue.
035>> I think that's the most important. Yeah. >> From my perspective, not that you asked, but I think that's the most important change. Um I just adopt I just gave New Towns as a sample of an alternative wording. They probably had the same debate about R versus may. And time-wise, I just think like maybe there's a time element that right now marginalized groups are underrepresented, but in the world that we want to create, hopefully it's a maybe, right? That that's not true as a statement. And so maybe that would be a reason why would you consider May, but I think >> the most important is to identify marginalized. So our conver in my opinion that is a more minor change suggestion there's language that was discussion around it um said the further and the suggest
036the original suggestion was limited awareness social isol isolation. There's a couple other suggestions for funding and I was wondering it was funding that was taken out that I think needs to st and you might want to begin the sentence with barriers to participation could include funding comma limited awareness the the rest of the sentence I think can still stand. We talked about, you know, including these students limited awareness of so barriers to participation could include funding, students, limited awareness of advanced courses and students. Um other discussion um no that just a question the fail the failure to identify students with potential. So are we saying are we saying that the district fails to identify students with potential? It's similar to the previous sentence that this is a barrier that exists for students who are in
037marginalized uh populations and so we as a district want a policy to ensure that that's not happening. It establishes purpose. >> Correct. No, I don't. No, I would I would saying not want that. The way that I feel it reads is the board is being told that through this legislation we are now aware that these groups are chronically under reppresented and the reasons why include and so it's not Bristol public schools. This is a statewide price but that's that to me that's not the way it reads especially in isolation. So is there a way that we could make that more clear? Who would read it in isolation? It's a whole policy. You have to read it. >> A lot of people would read this in isolation. You can't a parent is not When I go
038to read a policy, I I might just be looking at one excerpt of the policy. I want to make sure I understand the the points clearly. My point is the way that this reads, I think, sets the district up for making it as though we're aware that we we have historically marginalized students or we have we that we have chronically underrepresented marginalized students and advanced level high school courses and programs and the breaker. And as such now, you know, now we're doing whatever is coming next because we're acknowledging that the board is aware that we have now done this and some of this language is also you don't think that the data would show that marginalized group >> where is there data to to support this? If anyone goes to look at this policy, there
039is no supporting data to say the reason why this this policy >> state did the data because of >> you know that you know that but not everybody who's going to look at this policy know that. We have to when we're writing a policy we have to look at it from multiple lenses not just the people who are involved in the process. We have to think about the random parent who's out there who's upset that their student may have been missed or their child may have been missed or on fire. they're upset and they're going to look at this and say, "Look at the district already acknowledges that they um that that they participate in a barrier that marginalized my kid." That's the lens by which parents are going to look at this. >> I
040I just want to make sure that we're still having productive conversations. So, that's one point and then talk about how we work. And I'm doing a time check. It's 6:36. I I just feel that it is written in a way that takes ownership. It says we recognize that this is a problem and we're going to do better, but we're recognizing it because it is a problem and so we want to do better. I don't think >> and if that's what we're saying, maybe we can say the board is aware that research shows or you know something to show that that is the intent of that language. What if we added something like the board recognizes that um within the state they are lines? So it's not the board recognized or historically or you know within
041but if you say within the state the state's the one who wrote this and so it's not saying that the board was looking at Bristol data it was that state statewide at AR marginalized something to acknowledge that this is coming from a something bigger than bristophobic schools. >> I think if you look at the so this is it in replacement of the line that says further other barriers to participation include the failure to identify students with potential insufficient motivation and incentives on behalf of teachers andor students in funding. And I wouldn't want anybody to read the line as it's currently written to understand that students who are not necessarily enrolling are have a lack of self-motivation for that. So I think we need to address the potential barriers in a broader way. But I wonder
042if adding and to the next paragraph, >> this policy exists to ensure an emphasis on equity that includes a focus on increased students access to rigorous learning opportunities to assist all students to be prepared for success after high school. So it's the it that paragraph >> same paragraph under procedures >> in the bottom of the page exists is what she >> Yes. This policy exists to ensure >> the last right here. policy exists to raise it was oh we're adding language because that to raise awareness >> just to keep that language that's there but it it helps to establish the organization that I think you're going after the policy exists to ensure an emphasis on equity includes a focus on increasing students access to rigorous learning because it all of the the issues that we're
043talking about put the the issues on the table the barriers on the table and then it talks about under the procedures, how are how do we as a district or you as a board ensure that the district really make sure that we're not allowing those barriers to be in place for our students? >> I like that suggestion. sees this added to the last sentence. this policy awareness and emphasis on equity must include the focus on students access. So with that sentence open up like could we move that sentence to proceed the board is aware that You know, it's almost like saying we're doing this because like we're we're we're proactive and knowing that. So, >> I don't I don't see a problem putting >> and then it's going on to say because this just setting
044the stage. Yes, it's fine. >> Okay. So, you wanna So, your suggestion is to move this whole sentence to the top of the >> Yeah. what you what you just said. Yeah. What whatever however you just read that like >> in purpose paragraph under the purpose it does say the board supports advanced courses and programs that promote academic acceleration all students at the high school level will be provided an opportunity to participate in a rigorous and academically challenging group. So there is that in in it, >> right? But because we're aware that historically um marginalized groups may be chronically mis you know under reppresented not necessarily in Bristol public schools but we know globally that this has been what is found. I mean, we don't have to say all those words, but you know, it's
045like we know this. It's not necessarily because we're acknowledging, you know, so I do not have a problem with suggestion and the way this reads to me is not I I'm I'm not feeling like it Bristol Public Schools is doing this. Well, that's I'm fine with the suggestion, but I also don't think the policy is saying that Bristol public schools by saying like the purpose of this policy. Yeah. Setting setting stage. She's saying like the purpose of >> Oh. Oh, got you. Yeah. Yeah. I think it lays it out. It sets it up. >> Which do you mean? It's the first couple paragraphs. >> Yep. >> And it's not us that are >> right. Right. That Yeah, I agree. That language up there is not I'm I said when I'm looking at this in isolation,
046my worry is the way that it can be taken. just that you know the board is aware that not those preceding sent you know paragraphs but just with that area there if reading just that that is that's that was my concern that I get anything whether it's instructions or oh yeah everything sure and I get that will you know circumstances, but I just think this has a little should be done. Yeah. >> Right. And I can I agree. I can appreciate that. This is not always how it's done. And my concern is if somebody reads that >> y procedures criteria I think to me also it steves guiding principles are guiding larger guiding principles it's not the board saying that Right. Which is why I'm I've recommended if there's a way to clarify that where
047the how the board is aware where the board is getting its awareness. That's all. But again, it just says it is too. I'm telling you about how my interpretation of it and how it's read in isolation. And I understand that we want people to read everything in its entirety. And I guess what would be somebody then have the conversation, >> right? I think I've said enough. I think I've explained my point and that and it's other people might not be concerned with it. We've made a couple adjustments that I think improves whether regardless of what proceeding paragraphs or what how we expect people to read in its entirety or not. I just don't want anyone to take it out of context. I'm going to miss out on that. I'm going to resend my motion. My
048original motion. >> You're going to revise it. You can amend your >> So, I'm going to amend my motion and revise to move this policy to the full board with the following revisions. and we'll give them to we will hand them in. I would like to read that again. So the revisions include under procedures criteria guiding principles. The first sentence is going to be replaced with the board is aware that minority students are chronically under represented in advanced level high school courses and programs of similar vigor. The second revision is going to be starting with the sentence that starts with further barriers to participation and include student limited students limited awareness of advanced courses and programs. Insufficient preparation or failure to identify students with the potential in fear of social isolation. >> First I tried
049I did try to capture it. Would it help? I was going to send it to Mary so she could put it on the screen but you want me to read. I have this policy exists to ensure an emphasis on equity that includes a focus on increasing students access to rigorous learning opportunities and to assist all students to be prepared for success after high school. The board is aware that marginalized groups have been chronically underrepresented in advanced level high school courses and programs of similar rigor. Barriers to participation could be funding, students limited awareness of advanced courses and programs, insufficient preparation or failure to identify students with potential and fear of socialization, social isolation, and may prevent marginalized groups from enrolling in such courses and programs. It's very If I send it to Okay. Are you
050you have access to email because I believe you need to do it that way. That might be the easiest way because listening I know is a tricky especially to the specific and I'll read it in the meantime. >> Thank you so much. This policy exists to ensure an emphasis on equity includes a focus on increasing students access to rigorous learning opportunities and to assist all students to be prepared for success after high school. Two tips in my quick typing. The board is aware that marginalized groups have been chronically underrepresented in advanced level high school courses and programs of similar rigor. Barriers to participation could be funding students limited awareness of advanced courses and programs. Insufficient preparation and failure to identify students with potential and fear of isolation and may prevent marginalized student marginalized groups from
051enrolling in such courses. And data to third is still continuing under 4 A. It's going to read recommendations from teachers, administrators, schools counselors, school personnel, or input from students and parents slashguardians. I'd like that. I mean the policy like does the policy exist to ensure it exists proceeded like that softens it for me with board is aware is that how it's going to roll like the paragraph form like that it's essentially replacing that par that entire paragraph because I was just looking again in the way that it was originally written I don't even think it's a complete sentence low awareness of advanced courses and programs in sufficient preparation Um and then the some of the other D prevent low-income and minority students from enrolling in such courses or programs. I think this is a better
052sentence. >> All those in favor? >> I motion passes. So it is 7:01. I do want to check are there any time sensitive items? >> Yes, we have to do Sarah Sarah's online fundraising. We have to make a revision. So um just checking and is it okay that we go over to discuss this do that so we will okay I would like to make before we do that I'd like to make a motion to move uh policy system 4 1.52 to our next meeting community meeting. So all those in favor I'd like to make a motion to move 6172.1 gifted and talented to our next committee meeting. Okay. All those in favor I. And so that brings us to Oh, passes. I That brings us to discussion revision of policy and regulation 324. >> Sierra,
053hi. Can you hear me? Okay. >> You're soft. >> I'm soft. Okay, I'll speak louder. Can you guys hear me? Okay, now good. I can't hear anybody. So hello getting softer. >> Oh, okay. Can Can you Can the commissioners hear me now? I'm hearing that people on the line can hear me, but I want to make sure the commissioners can hear me. >> Yeah, go feel go for it, Sierra. >> Good. Okay. >> Oh, we're very good now. >> Okay. All right. Um, thank you so much again for allowing me to present via Zoom. Um, uh, fundraiser policy 1324. Um, regulation 8 is what I'm specifically looking at. Um I shared in the presentation with commissioners um current language as well as um potential revised language for the fundraiser policy. Um I do want to
054preface with there's a lot of mixed feelings and emotions regarding um revising the fundraising policy. Um but I would be remiss not to try and advocate for our sports teams um and to get them the uniforms that they they want and need and and deserve. So, um, current language in, uh, fundraiser policy 1324, regulation 8, I'm looking specifically at the first sentence, which reads, "Fundraing activities will not be allowed to purchase uniforms, athletic equipment, or personal use items such as jackets." The revised language is directly in correlation to our um current fiscal year. Uh the current athletics budget does not allow any funds for the high school athletic team's uniform replacement cycle. So all of the uniforms for 2526 would be put on hold um because there is no funding in that line um for
055replacements. So I am advocating for the revised language which is listed below. Um it does read very specifically certain stipulations. So I'll read the revised language. Sarah, we didn't we didn't get the revised linkage. >> Oh, you didn't? >> No. >> Oh, no. Okay. Um, >> can you email it to us right now just so we could pull it up? >> Yeah, absolutely. I'm so sorry. Um, who who would you like me to email it to? Mary or >> uh Signins Bula? Uh, and she'll send it to the group. >> Okay. I'm so sorry. One second. I looked up the policy, but I don't have the results. >> Okay. I just emailed I just emailed the um Google sheet um to the Google doc to Jill. >> You can come through. Okay, >> if you
056want to read it to us and then we'll look at it when it comes through. >> Okay. Um, so the again the revised language is in particular just to the first sentence um and in particular only pertaining to uniforms um and it does have very specific parameters outlined um that I I'm very happy to discuss um this evening. So the revised language is a sub bullet point at the bottom which would say in the event that the fiscal school year budget does not allot for funds for uniform replacements, a coach or booster club is permitted, not required, to fund raise for their team's new uniforms following the guidelines outlined below. Their team is due for uniform replacements following the director of athletics uniform replacement schedule. Their team orders the pre-approved and quoted uniforms by the
057director of athletics. The team is not permitted to keep or buy back the uniforms they fundra for. The fundraised uniforms will remain with the school and as property of the Bristol Public Schools athletic department. This would be considered a donation in essentially to Bristol Public Schools athletic department. The coach fills out the fundraiser approval form and receives approval from the director of athletics and the superintendent of schools. The coach engages in fundraising with the understanding that the next fiscal school year's funds will prioritize a replacing the team's uniforms who chose to fund not fund raise in the previous school year and b replacing the team's uniforms who are up on that fiscal school year's replacement schedule. The coach understands that the year their fundraising occurs is when their team's uniform replacement schedule countdown begins. Once
058they receive the new uniforms, they will be placed back on the replacement schedule and follow the 5-year replacement cycle. I am asking for that following revision. um essentially to apply if and only if the general budget does not allow funds for uniform replacements to essentially avoid um a pileup of uniforms being replaced. Um 2526 like I mentioned we don't have any money in the um budget line for high school uniforms. This essentially would assist us in future years. uh next year I would have to write in 2526 and 26 on 7 2627 in order to stay on schedule otherwise everybody gets bumped back an extra year the chair. So you said only uniforms but the but okay so first the policy is different than the regulation. What we're revising right now is the regulation. So
059it's really more of a policy and regulation, >> right? And so in a long time ago they used to include the regulation in the policy. We don't do that anymore. And the regulation is typically um the superintendent and her cabinet's discretion. Uh but in this case, we already have the regulation similar to gate B policy has a regulation. So, I understand why we're doing it this year this way. My concern is that we're only saying that we will allow it for uniforms, but there's athletic equipment and jackets. And if we don't have funding, I don't want to take away the ability for students to get what they need. So, I would like to see us be able to include the exception for all three. >> So, just a just a point to consider. Um, and
060I I think that's an excellent point. Um, I I just want to point out that athletic equipment um is something that is written into the budget as well. It's separate. Um I I have three large priorities which is supplies. So that's your everyday game items, balls, socks. I have equipment and then I have uniforms. Um those three are divided up in the general budget for the athletics department. Um and our equipment line is separate from our uniform line, which is why I slightly treated them separately in this policy because we did receive the money for equipment this year that was um quoted for for the budget. Um, okay. >> So, that >> Yeah, >> one question with that. So, if your if your equipment >> line included I'm going to make something up. Um, footballs,
061but it didn't include a wrestling mat at one of the schools and they needed a wrestling mat. Would this language then allow that to happen because it wasn't budgeted for? So, I'm not proposing that we supplant the money that's in the budget and fund raise for the same items, but because we're on these rotating schedules, if there was an item that needed to be replaced and the team could fund raise for it, as long as it wasn't budgeted for, would it your language allow that? So, in regards to like footballs versus wrestling mats, again, um coaches are aware of that difference in distinction. Footballs, um those are going to be considered a supply. So, our supply line did take a hit. Um but we we are um optimistic that it will cover all of our
062supplies um that are required like >> Okay, let's compare apples to apples. So, any two um equipments, >> right? So, large equipment items. Um, I will reach out to coaches and coordinators and at our end of season meetings during their evaluations, they'll state any large equipment items. Um, and we consider large equipment items anything really over like five, well, yeah, anything over about $5,000 is like a general rule of thumb. Um, sometimes there's something a little bit smaller such as lacrosse goals. Um, but we do try to keep the larger equipment items there and then what we do is I put them into the budget. Um, so wrestling mats were included in our budget this year. Um, uh, so we did get the funding for those. Um, so I guess in regards to your question,
063you know, if we didn't >> if if cheer wanted it as well. So like let's compare two different mats, >> right? >> I'm sorry. I I think you cut out. >> Go ahead, Sierra. I know you were I just wanted to hear your the end of your thought. >> Oh, no, thank you. No, I um I was just saying, you know, with equipment, if if in regards to your question, um if you're looking at athletic equipment as well as a separate line and you're saying, you know, if that line got cut, um or didn't receive the full funding, what what would the process be? Um we would adjust and move it to the following fiscal year. Um and we would look to quote that. So, we're in a similar situation actually with wrestling mats go.
064Funny you bring that up. Um the the itemized um quote that I received is different from what they're now telling me in 2526 after tariffs and inflation. Um so, we are currently looking for additional funding inside of my budget to afford those mats so we can still replace them inside of this year since that was what was agreed upon um in our in our general budget. So, um I guess in regards to your question for equipment, um if we didn't receive the money for th those those items, um it it would be a question of of when we would replace them or if we would put them on the the next fiscal school year budget. >> Um I'm just going to put this on the teal. I don't want to I'm feeling a little rushed
065making a decision and I also hear that this is time sensitive. Uh so I wanted to put that thought. I don't want to make a rushed decision on something. We are running as well. I wanted to see what >> maybe I could provide some helpful context. So the reason why the fundraising under athletics is uh so important to track and for each item is that we don't end up in a title nine issue that perhaps the spending that we are spending on sports that serve males is going to be greater than uh funding that's used to support any of our female teams. That's why this language was initially in uh in action within the fundraising policy. I think what Sierra is trying to do under the uniform piece is to make sure that it is
066in the budget and that she has approval of it. So regardless of like it was on the budget slated to be added or updated, that helps us as a district to ensure that we're aware of what funds are being raised and spent for particular activities. What we wouldn't want to happen is that there are fundraising events that are occurring that are going to benefit one sport that supports one gender more so than another. We would that would be a title N issue for the district. protections against that would be that it was already approved as a budget uh request item. That's what Sierra has in some of her recommendations around uniform and that the director of athletics is involved. That's Sierra's role is to make sure that she's keeping track of how much funds are
067being raised and spent and each one of our teams to make sure that it's uh equitable across all of the teams that we have. I I just have one more suggestion with the five-year plan. if uniforms were not the right size or ripped and we needed to replace them sooner. Is there language that says the five can we have language that says 5year cycle or as determined by the AD if it needs to be replaced? So then you would have that ability to make that decision um for whatever reason. >> So when we use the term uniform replacements, I'm so happy you asked that. When you use the term uniform replacement schedule, um coaches are very aware that that means it's like a redesign, right? Like it's a brand new uniform. Um it has a
068new design, maybe a new font, um you know, a a new Lancer or a new RAM or whatever. um the coaches would like to to redesign or or keep the same, that's fine. Um however, in the terms of something um if a coach maybe has an influx in numbers um so there were 25 kids on the team last year, there's now 35 and coach comes to me and says, "Hey, I'm going to need five additional uniforms." We always replace that. Um and that's so it's kind of like a the replacement schedule when you call it replacement. it kind of it's not correct, but it it makes sense to the community of uniform replacement. Um, however, coaches know that yearly if they have a uniform that rips, for example, or gets blood on it or needs
069to be um, you know, replaced because it's missing or the kid never turned it in, um, we always replace those yearly. Um, usually teams will submit anywhere from like three to five uniforms and then depending on the cost of the uniform, I try to replace all of their requests. Um, something like a track uniform for example, they needed a couple more because they share for indoor and outdoor and and some schools do outdoor and cross country. Their uniforms are very inexpensive. So when they ask me for something like 10 additional uniforms because some of them are have small tears in them, I'm able to do that a lot easier for those teams um versus a uniform that might be extremely expensive. Um I might say to the coach, I can really, you know, I need
070f I I need to I'd like five because I have an influx of kids. I say, I'm sorry. I can get you three. I can meet you in the middle. And the other kids would wear a JVR or something like that. So we do replace we do replace yearly but we do the replacement cycle which is a redesign really every 5 years. Just some clarity to to help clarify that. >> Okay. So if with in the event that the fiscal school year budget does not allow for funds for uniform replacement, can we also include or athletic equipment just to make sure that in the case that you have to transfer funds because of a deficit that you would still be able to fund raise. I'm just trying to protect your ability to make the decision.
071It'll still be your decision. Like I like Carly had mentioned, I I would be a little a little hesitant on the equipment. Um uh again, and that's kind of why I have the stipulation in here regarding uniforms is, you know, the cost of equipment can can vary. Um so if a coach were to fundra for something uh a wrestling mat, have what have you, um that I personally couldn't afford in the general budget or couldn't afford to maintain um that that could become problematic. Um that that would be my my only concern. And then obviously like Carly had mentioned, you know, any Title N issues where if there's a a team um male or female um you know that that would fund raise, you know, we we want to try to make sure that the
072schools have um equitable equipment um and uniforms. So, you know, this is a way that we kind of kind of monitor that. So, >> how would how would that prevent you from doing because it would still be your decision? I'm trying to be responsive to what I heard the other night at the uh sports banquet and the amount of people who called me and reached out regarding wanting to fund raise for things that aren't being provided and that we don't have budgeted. And so in representing the community, I feel like it's important to leave that flexibility. And then if the answer is no when it's requested because of Title 9, I think that's a clear answer. But I think giving that opportunity if this year it wouldn't conflict with Title N to allow a a
073a sport that was maybe female gender to purchase something that's not in the budget. What why wouldn't we want to let that happen? Chair, I just have a couple questions. Um, has this been vetted at all through uh our attorneys or CADE? um because there is a change in some of the language that could inadvertently have nine implications and has anyone considered that there may be a concern that some teams have a stronger propensity to fund raise um stronger booster clubs and then that could present an unintended title n issue. >> I personally have not shared it with our with our district attorneys. No, but I I normally wouldn't. Right. I'm sorry that question wasn't just you. I'm sorry. I meant sort of globally. >> I'm sorry. >> Oh, I I understand. I I I
074don't want to put you on the spot. Just sort of in general, had it been um vetted by anyone sort of outside of the people in this room. And had there been any consideration about um unintended uh Title N issues when there might be some booster clubs that have uh a greater ability to fund raise than some others. >> I can answer that. It has not um gone in front of our attorneys. We can do that. um it would just mean moving this to next month like to >> so kind of yeah I think I want to honor the you know I I hear that that this very important and um referring back to our guidelines for aa one of our steps is to really kind of check all those boxes and make sure that
075we're really looking at this and not making rushed events. >> What's the impact if we don't vote until next month? Sarah, is there anyone waiting to do something immediately? >> No. No. Like I said, I I itemize the entire um budget. So, realistically, that line is is just zero. Nobody is um desperate for uniforms. Every, like I said, everybody who needed, you know, if there was an old uniform that I didn't replace yet, um I did replace four or five of them for them. So, um, teams are aware that there is no money for for uniforms. Um, but nobody's not having a season because there's no uniform money. >> Um, so hearing that, I think it's an important conversation for us to continue having, I'd like to make a motion to continue this conversation and
076move this policy and regulation 1324 to our next um agenda. And um if we could run this, you know, um and one of our important steps is when we are revising policy to get legal feedback and we think that's a good suggestion if that would be appropriate in this case. And Jill through the chair, we I also just sent you Cape's model policy which is very different than our policy. So we can also see if we could replace the policy with the new revised policy or talk to Jod about, you know, the intent and and the regulation also does not have to be something that we vote on. I mean, we could allow the district to just create a regulation and we only do a policy. I think it's the better way to go because
077then it's not in writing and these types of exceptions could happen as long as they didn't break any rules. And the new policy does have language that says as long as it's in compliance with state and federal statutes. So that kind of just clears up all of the extra. >> I see Carly's shaking her head, so we're on the right path. >> So is the motion to table this agenda item to table this to our next meeting? >> I second that. All those in favor? >> I I motion passes. >> Um and that brings us to the end of our meeting and thank you to student achievement no school family partnerships for allowing us to go over uh it is fun. Thank you.