001I don't think that I tried >> I had it for the reason I brought it in here one day and then I borrowed it but I make sure my >> it happened >> I think I have that. Did I give you >> gave me a copy of it? Yeah. >> Yeah. The founders key. >> Yeah, that one. Yeah. And that's what that one was called. Um, yeah. I don't know. I mean, we probably those things aren't really meant to be sat down and red books. You're supposed to read one of those like every two months, like one paper a month. >> Oh, yeah. >> Yeah. That's definitely not the the >> Yeah, my cousin read it. It's very popular right now. And my cousin read it and she thought it was great. I'm like, >>
002yeah, you retire. >> You have time. There's some slogging through stuff. Yeah. >> Yeah. You really have to set aside time if you're going to digest that. That's why >> she's not on the school board. This takes precedence. >> Yeah. Well, I mean, again, if you treat it like a periodical, I have um Toqueville's uh Democracy in America. And that's an awesome book, but it's not at all the sort of thing that you want to sit down and just eat a huge chunk of. You want to read a section at a time. And I mean, it's it's long because it's supposed to be kind of like a comprehensive sociological analysis of American like the American philosophy of democracy and how it differs from the philosophy of democracy in France. Very neat. >> Very neat. Very
003neat story. Very good writer, too. I mean, of course, again, I'm reading it translated into English, but the observations that he makes are Yeah. He's deserving of the title sociologist. >> Yeah. >> I I really enjoy um David McCulla's work. >> Yeah. Because this you learn so much about who these people were and why they did what they did from the stories of like what happened and their conversations. >> Oh, yeah. Yeah. Yeah, my favorite story is the ends of Tyonderoga and the story >> how that all happened and just the the number of >> divine providence events that made it possible was just dizzying when they up to to hide >> and um all of that how all of that played It was very interesting. >> Sam, just so you know, Julene is on
004online. >> Oh, good. >> Julain, uh, feel free to notify us when you, uh, when you have any thoughts. I look forward to it. >> I will. Thanks. I have to buzz off. I got multiple things tonight. So, >> Sure. Sure. All right, it's 5:30. We're going to start the meeting. Looks like we have everyone in attendance. Time is 5:30 and we'll open up our first section of the meeting for public input. There's anyone here who would like to provide public input? Okay. Thank you very much. With that being said, we'll move on to the policy discussion. Now, before we start on item A, I think that it would be best to move that down to go alongside 9130. They're kind of all in the same discussion category. Part of the reason that we're pulling
005up 9130 is the same reason we're discussing the two policies in item A. Would anyone be opposed to that? >> No, I'm here with that. >> Okay. Then the second item is called implementation of pedagogical techniques discussion. So the reason we're pulling this up is because as you guys know last month we noticed in the fiscal meeting in the Amazon purchases a book called Igniting Real Change for Multilingual Learners. After looking into the book a little bit more in depth, several of us started to realize that this book was probably not what it was uh promoting itself to be on the surface and we were concerned about the fact that this had been purchased for professional development for staff in the district. So, we did not approve of we didn't approve of that receipt item
006during the general board meeting, but uh there was some concern that we needed to go a little bit deeper. So, I pulled up a couple of policies that uh at least start the conversation and give us some good uh some some good direction. So, the first one 2260 is only here for information. Um it's a very solid policy. It's pulled from uh state statute which is state statute 115 95 I want to say. Um, and this is about the English learner programs and the uh uh dual language, dual cultural programs that are required by law. Uh, so I uh so so I had this here for you guys to look over if anyone had any questions about that. But of particular note here is on page one it says the purpose of these services is
007to develop English language skills that will enable the students to function successfully in an all English classroom and complete WUSD's required curriculum. This is taken from the state statute where it says it is the policy of the state that fundamental courses may be taught in the pupil's non-English language to support the understanding of con concepts while the ultimate objective shall be to provide a proficiency in those courses in the English language in order that the pupil will be able to participate fully in a society whose language is English. So this is relevant because in the book that was purchased for professional development which purports to be an item for teachers in the English learners and dual language program. It does not express this idea. As a matter of fact, it expresses something almost the opposite.
008So on page 51, and I'm sorry you guys don't have copies, uh but uh just kind of hang in there with me and I'm happy to pass it around if anyone's curious to see it. On page 51, it starts talking about a concept called linguistic superiority and uh kind of coupled with that is linguistic oppression. And she the author uh Carly Spina says that linguistic superiority is something that we need to recognize in schools. Uh it's something that you see plenty of examples of on social media. When strangers run out of content or have exhausted their stance during a debate, this is a quote, they'll resort to correcting each other's language, spelling, grammar, vocabulary, choice, etc. Linguistic superiority isn't just reserved for online forums, though. We also see it in various moments in our schools.
009So, what she calls linguistic superiorities, something that's a problem that needs to be addressed is having standards for spelling, grammar, vocabulary, choice, etc. She goes on to say, "All of us have been taught both explicitly and implicitly what good writing looks and sounds like. When it comes down to it, in schools, good writing quote unquote centers whiteness. This is obviously promoting critical theory, I guess, an offshoot of critical race theory in this case." And she goes on to talk about how uh you know starting sentences incorrectly, using phrases instead of an in quotes actual complete sentence, all of all of these concepts are an example of centering whiteness. And she talks about how the goal needs to be to desenter whiteness. Uh, and she says that if you are in a situation and you think
010that you're seeing linguistic oppression, you should not think to yourself, am I reading too deeply into this? She says, if it looks like a duck and sounds like a duck, it's probably linguistic oppression. Name it, call it how it feels. Not, you know, using facts. Call it how it feels. Be gutted by your feelings. Call it what it is. Um, so this is an example of what she does. As I mentioned at one of our previous meetings, she also talks about uh >> they do that, >> huh? >> They do that with numbers and math, too. >> Yes, absolutely. Yeah, we we've seen the idea of centering whiteness or uh you know, implicit structural racism in abstract concepts of Go ahead. >> So, so in her world, >> what would whatever not centering whiteness look
011like? >> That's a great question. So, um, we know one thing, you know, and it's weird when you read this book, you almost have to read all the way through to the end and then it starts to make sense as you walk backwards through it because she doesn't explain any of her concepts up front. And although we all hear words like diversity, equity, and inclusion, one of the problems we face is that everyone seems to mean different things when they say those words. So, it's very important to define them when you speak about them, but people have a bad habit of not doing that. So it's sometimes easier to to start ruling out what she means. So clearly she has this idea of whiteness as a thing that shouldn't be centered and that qualifies as
012spelling, grammar, having proper sentences essentially literary or uh literacy excellence. >> In other words, being functional in the society. >> Being functional in the society. So in in that sense it actually works directly against state statute and against our policy 2260 which is based on state statute. But she does say just so we're clear she's not talking about you know exploring different cultures and having a well-rounded understanding of the world because I think everyone agrees that's a great thing. She talks about you know here let me when evaluation structures call on practitioners to be to be culturally responsive. Some folks misinterpret this with being culturally relevant or providing learning experiences that are reflective of the diversity of their student population. When this happens, we see lots of references to heroes and holidays. Stop quote. So,
013she's talking about, you know, talking about Dia de los Muertos or talking about Hanukkah or or Quanza or anything, all these different things. She's saying that mere exposure is still centering a perspective. and she specifies it's centering a monolingual white cisgender heterero mindset. This is what she says in the book. Um, so we start to pick up greater pictures of what she means by decentering. She's saying she's not saying let's talk about other cultures and how other cultures live so we have a well-rounded understanding. She's saying we should not have standards because standards are a tool of oppression. Right? Standards are a tool of oppression. very very bizarre uh kind of idea but you know I mean it does make sense from that point of view from some of the other things that I've read
014I've read a good portion of Kimberly Krenshaw's work I've read uh infer to critical race theory uh critical race theory third edition that's uh what's what's the name of the author of that one uh Richard Delgado >> Delgado that's >> yeah uh Thomas Thomas Sherwood or I'm sorry Sherwood Thompson wrote encyclopedia of diversity and social justice that's a great place to get a little bit more like perspective on how these things are defined from a point of view of someone who is affirmational of of that worldview. Um, but it's all very tricky. So, I mean, and again, I'm just pulling out a few examples. I can certainly show more examples. Uh, the one that I mentioned at the last board meeting was from a segment called culturally biased assessments. Um, uh, many reading passages are
015laced with cultural bias. For example, many of the passages that my multilingual learners had to utilize, referred to assumed common experiences of kids in the US, like skiing down a mountain or going to the apple orchard in the fall to pick apples or visiting the local zoo or aquarium. And she kind of implies that uh you're actually being racist if you think kids can uh read words like ski lodge or goggles or elbow pads or snowsuit. Um, very bizarre, very very strange how she talks about this. I suppose if you're from Texas, a snowsuit might be foreign concept, but >> maybe I don't know. I think she teaches in Illinois, so she would have at least a little bit of experience. So, um, so there's a few other things in there, but I'm just kind
016of establishing there was a serious problem with this being purchased just as an individual item because it actually utilizes a critical theory lens functionally to undermine the concept of literacy in the school system. So, not only does that go against 2260, but it really uh works against the idea of student and parent rights in many ways. That's why I have that on there as a policy. And I think that although it's there's there's a lot more that we could talk about. Um uh another one that we that we should have put on here would be policy 3210 um which is about uh staff ethics. Um the concern here is that this is not a book for students. This is a book for teachers to inform their educational style and methodology. That's where the concern comes
017in. And that's why there's so much concern with ideas of DEI, CRT, etc. because they purport, at least on a surface level, to be about making sure that all kids get a fair shake and that they all get equal treatment. But what it really amounts to is lowering literacy standards or mathematics standards or many other standards and you using really using kids as a tool to forward this ideology. Um, like I said, I could I could read through many, many more examples in the book, but I don't want to spend the whole time reading the book. I've already talked for a few minutes about it. So, what I'm looking at is I think that it would be useful for us to update the professional development policy. That's the next one on the list. It's policy
0183242. Mhm. >> And you know, it's a pretty short policy, so I would guess that we would put in probably between the first and the second paragraph. Oh, go ahead. Sorry. >> Okay. So, this policy says that the superintendent or designate shall plan programs of staff development or professional staff members, but this was purchased in Amazon. So, how does that work? Does like each school have uh like a budget for professional development of their staff, Sarah? Is that how it works? So, I don't know if this was purchased out of money for a dual language program, if it was purchased out of multi-ingual accounts or if it was out of a building budget. So, some of those are overseen by curriculum instruction and some building accounts are overseen by Casey because that's her building. I
019don't know which account this was coming out of. >> Okay. >> So, I don't know who approved it. >> Okay. which is to I'm just wondering because the would are you are looking to add a paragraph about uh individual purchases because this policy seems to be about like professional development days you know like when they have off I know that like the administration gives together certain professional developments the teachers can attend during the workday and it seems that's how this policy is written. So, are you trying to add some verbiage in there that um like professional development outside of professional development days? I'm just wondering what kind of language you're looking at. >> Well, I do think and I mean again, I'm not speaking to the administration in particular, but I do think that this
020is a wider issue that could potentially come up in the future. I'm I'm sure that over the district's history, this has been around for a long time. books like intro to critical race theory, critical race theory, white fragility. I mean, this stuff's been going on for decades. So, I'm sure that this is not the first time a book containing these concepts has been purchased. I'm sure this is not the first time that there's been uh education of staff in in these concepts. So, the reason I pulled this forward is because I thought this was the broadest policy to work off of. If there is a more specific policy, perhaps we could mimic the language that I have uh I only have a draft of right now and we could copy that over into some of
021the other like individual purchase policies. I just didn't find one that would fit. Um but I very well could have missed one. Um, so the idea that I was working with is I think that uh although we certainly as a board do not want to um have every single item come before the board in a formal process the way we do with like over uh over $20,000 purchases and things like that. I think that it's good for us to know when something is being purchased for professional development before it's purchased, whether it's an individual item or it's a uh a training course for the teachers at large, and to reserve the right to review and deliberate on that item. So, the language that I have is the WUSD board of education reserves the right to
022review, evaluate, and approve all professional development materials prior to final adoption or implementation. and may request revisions as deemed necessary. To this end, all proposed professional development material and programming, including seminars, courses, written, or otherwise recorded material, shall be brought to the board for review a minimum of x months prior to purchase or adoption. I don't have the specific number in there because I wanted to. >> Where would you put that again? >> Uh, I was thinking that that would be somewhere between the first and second paragraph on policy 3242. >> Okay. So, logistically, How would that look for like how what is the lead time for you guys planning like staff development days? >> So there is such a wide gamut of professional development that we do in not only the district but every
023specific department. Um and I'm I'm thinking about how this logistically would work. So we have um >> a I'll just give you an example. In special education, there is a group that does the early learning um cohort. They are they they it's a grant-f funded two-year program working with people to teach our littlest children all of these pieces. Are you saying that you would want to see all of the materials from CISA 12 before CISA 12 provided them to the district? Because that would probably be a big problem. >> Yeah. If you are because when you put down courses, >> we have staff that administrators that take courses, doctoral courses. Are you saying that you want to see all of the information from the university? >> No. Because I get to take those courses. >>
024I think >> I'm trying to figure out what the logistics really are. What are you looking for? If you're saying okay if somebody wants a book >> if somebody wants out of a building and they are looking to develop themselves further we need to have a process in place of just vetting some of those materials that I would understand. >> Yes that is definitely a component of it. It does not reach so far as your enrollment in higher education certainly not. This is talking about the professional growth programming that we conduct within the district. >> Okay. >> Yes. >> So, >> good clarifying question though. I greatly appreciate it. >> Okay. This is good. So, what we control, >> so as administrators in the Watertown Unified School District, what we are providing >> to our
025our people. Yes. So, not necessarily the CISA 2 stuff regarding um speech and language pathologists, the CISA 12 stuff regarding early childhood, the like these pieces or the math curriculum that people we already adopted it. We've got trainers coming on in. >> Yes, I think that would be a different part of the process. That information should be going through the curriculum process. So, I'm talking about the professional development courses that are not directly tied to a specific part of curriculum. I'm talking about the additional uh content. We just had a full day staff professional development day. The IT courses I I don't know what was in them, so I can't say for sure, but I wouldn't uh necessarily assume that those would be uh those would be of interest. Go ahead. >> Okay. So, I
026got an idea here. Okay. For one, let's just be clear. Teachers, administrators, they could do whatever they want with their own money in their own time. That's not our business. Okay. I think we're more concerned about the funds of the district being used towards >> um politically leaning one way or the other material. >> Uh would you agree with that? I >> I would be about 95% of the way there. I am concerned about So if if uh if we had a teacher that was a Holocaust denier in their personal life, I don't know what we could do about that. But if that teacher started to bring the view the the revisionist viewpoint of Holocaust denial into the classroom, I think we would start to have an issue with that, >> right? Or if they
027use district funds to purchase some sort of book to educate themselves and potentially the students >> and certainly that would far Yeah. far beyond far beyond what's appropriate. And this is direct violation of our our policy on on teaching kids to function well in in you know in the world they lived in. >> And it's well it's tricky because it's not about what you teach kids. It's about how you treat other people in the district on a staff level staffing level actually. >> So is this about a staffto staff thing or is this is this about a world view where you treat everyone in your in in the district according to this worldview? Yeah. I mean, essentially what she advocates for is being a change agent. She says my first my first uh sticker here
028is she says uh you can't be soft or be gentle. Don't walk on on eggshells or tiptoe. Don't uh don't be someone who says don't cause trouble. Change agents don't tiptoe. They stop. So she wants people to be very loud. Yeah. Don't don't have a repressive tolerance, I think is what Marcus called it. So be tolerant, but only so far as it as it forwards as it forwards your world. goes directly against one of our main tenants of empathy. >> Yes, absolutely. Um on a on a on a political level, certainly the the political differences are are jarring. So, I'm sorry. I'm not trying to get down too far down a rabbit hole. Um what so it it's certainly district funds should not be used to buy materials that are encouraging teachers to treat the
029school district like it is a politicized uh battlefield. We certainly shouldn't be doing that. But even if a teacher were to learn these things, adopt this foundational worldview and then bring it in and then have and then be guided by this worldview of using the students as leverage points to enact more and more and more additional um multilingual support, which is the way she what she calls it. What she really means is having additional staff come in that have a critical consciousness about equity for multilingual learners. So bringing more people in who have the same political worldview as you who function as change agents. Like >> so in other words, >> she's advocating that staff should be political operatives rather than >> functionally. Yes. Not political in the sense of uh political parties but political
030operatives in the sense of pushing a political philosophy. a very distinctly >> um so yes it's not about so it is about school purchasing but it's also about the decisions that we make in what professional growth is provided and then the third part >> okay I guess students yeah >> go with the third part let's hear the third part and then I'll add some comments here >> so the third part is is the third issue we face is in how this affects ffects students and this is the most foundational part. It's how this affects students and how this impacts our understanding of staff ethics. Right? So in the student parental rights section it talks it says the WUSD will refrain from any activities that threaten to undermine the religious beliefs that parents wish to instill
031in their children and from imposing upon children a set of values and beliefs that are hostile to a parents religious beliefs. So, we know it's no secret that many people consider this philosophy, not being nice to people and listening to people and learning about people, the philosophy of treating people like they're inherently racist, the philosophy of desentering whiteness and destroying literacy standards, that is offensive to many people's not just religion, but foundational worldviews. And when we talk about the idea of protecting parental rights when we talk about these ideas of uh sincerely held beliefs, we're not simply talking about believing in a deity. We're not talking about believing in the the spiritual world. We're talking about foundational worldviews and how they color the way that we look at the world. That's what's being talked about
032in this policy and it's what's being talked about when we look at uh United States Supreme Court case law throughout history. So purchasing this book, having this idea and allowing this to color the way that we interact with students, with other staff members, with families, and with the community is directly violating the that segment of policy 5780. >> Okay. So I'm going to say this. I agree. I do not think that school funds should be used to purchase any >> Yeah. either left or right ideology that might cause friction between peers, students, parents, families, whatever. >> But I don't think there's much we can do about them using their own funds or what people can explore what they want after work. Okay, for example, I used to have this old employer. Okay, you worked for
033this employer. And then I called and I talked to a friend of mine and they were like, "Yeah, uh, well, we can't apologize for service being down anymore." >> Okay, I think that's horrible, right? Like you work in a call center, your phone line's down. What do you mean you can't say I'm sorry? But the company said no. So, in my personal life, I always apologize for any inconvenience I call somebody. But I have an employer who's telling me I can't apologize. So, if I was still employed there, it'd be likely I would I would not apologize and just feel shameful every time I'm on the phone. I would assume that most of the staff here would operate in the same way, right? Like if if uh Mr. Smith believes that the Earth is flat
034and we've never been to the moon, I'm assuming when he goes and teach science, he absolutely is going to tell the children we've been to the moon and the earth is round. Okay. >> Well, I don't I mean, from my experience going to school in the district, there were plenty of uh teachers who were completely fine with violating uh parental rights, violating what I think the majority of the community would prefer to have their children taught. I mean, there was a teacher who would berate kids every day for disagreeing with his politics. He's recently retired, but I mean, he was certainly distinctive, and I watched the impact, the negative impact he had on kids, directly violating the 14th Amendment and this idea of parental rights. So, I mean, that definitely does happen. Has happened, I'll
035say it that way. And kind of what I'm getting at is we need, like Sarah said, we need to have a better process for vetting both the material that we make available as a district and for vetting the methods by which teachers engage with students. The pedagogical techniques for education. I don't know what else to call it. You know, how is teaching conducted? Can I >> I'm just going to be honest. I don't know. >> I don't know who approved the book. >> No idea. I don't know which administrator approved the purchase. Okay. I maybe it was an Amazon. >> I do. >> It wasn't. >> Yeah. >> Okay. All right. Tammy and I were talking about Amazon purchases earlier today. Okay. >> Um here's where I think the system may um we could do
036some revamping and we could create a process >> if we are purchasing materials because that's not a book that everybody got. One person wanted one book. Okay. >> I think we need to go through a process if we are purchasing materials utilizing district funds. Okay. >> That um we are taking a look at what those books perhaps are because it's not wide professional development for anyone. This was somebody I think seeking something out and I don't know the reason why but it is what it is. Okay. Um perhaps we need to put in a better protocol or a process of when we are purchasing materials >> for individual staff members. Um because everything that we do for professional development follows all of the guidance and all of the policy. Everything from the parental rights from
037the controversial issues in the classroom. We are very you know policy centered. We follow that everything you guys already know about. It's a oneoff book and I think we don't necessarily have a process for that. >> Yeah. And this came from from p from uh >> finance, right? >> Um because I read every line, right? And I didn't necessarily think there was something wrong with the title. >> I thought the title was kind of interesting, so I looked it up. It was a oneoff where >> I wouldn't necessarily look that up. And I'm guessing whoever approved that was probably liked me and went was like, "Oh, yeah, that sounds like a good title." Okay. And and just instead of being a little more curious, moved on >> probably. >> And I I'm I'm thinking maybe
038the same thing, Lori. >> I also have another thought about that. I think you're right, Sarah. It's kind of a one-off thing here. Um, you can get a book like that and maybe say whoever did this, I'm going to use that for discussion in the class. However, when you're talking to young children, you're going to go through that book. I'm I'm familiar with that whole theory there. >> I don't think you want to teach critical race theory in a way to younger people. And I I I wonder why they wanted the book unless they didn't know what it was. This was purchased for an elementary school. >> Yeah. Which is >> it was it was purchased because it's about the it's about the way that you engage with the the school system itself. So it's
039not about specific manuh ways to directly instruct kids. It's about creating an uh creating an environment in which to instruct kids in a way that you wish. >> That's way over elementary's head. >> But yeah, but it's not for the kids. It's for the teacher reading. >> It's it's to like I said, it's to teach the teacher to be a change agent. A change agent who doesn't tiptoe, one who stops, right? Yeah, that's why they bought it. >> You know, I'm sitting here thinking >> who got that? Who who maybe we should ask somebody. Maybe they didn't know what they were doing. >> Well, and I mean, by the time we found it, >> by the time the time I got it, it had already been annotated by the teacher. So, we do have a
040teacher who's read the book in the district. And I mean I generally speaking, so I see a book that says igniting real change for multilingual learners, equity and advocacy and action. I've read enough and I've been around uh the education scene long enough to know what the word equity means when someone puts it on a book. And when they say equity and social justice and education, I know what that means. I can't speak for certain. I don't know why the teacher bought it, but I can imagine that there's a high likelihood that these ideas are not just like the teacher going, "Oh, well, no, I don't agree with those." I would imagine that this is probably something that is actually an issue in the district that these ideas are being promoted >> since they went
041through and annotated and so forth. >> They're interested in that >> um for some reason. I that's about as CRT as you can get. And uh yeah, that's >> I will say it's while this professional development book might be a oneoff issue, there has been other purchases of books on the Amazon list that are a little and they are geared like the books are written for elementary school children that kind of give them a perception of victimhood kind of. Um, so >> last month I bought one just to see what was in it because I was really curious. My husband is from the border. It was a book about the border and and it was it was five bucks. Cheap thrills, right? I was like curiosity and it gave a complete nonsensical view of what
042it's like to live on the border and talk to people across the border. was um it was not accurate and gave, you know, very very steeped in victimhood. We bought three of them, right? I brought it up to Jared. I gave him the book. Uh nothing ever happened, of course. Um but yeah, like like you're saying, there are other books that are maybe we need to look at our process. Yeah, that's >> like I particularly don't like Joe Biden, but I wouldn't encourage any staff member to buy a book disparaging Joe Biden to teach the youth of our community. You know what I mean? I might purchase it on my own, but >> yeah. I mean, and again, I think what makes it tricky, and this is to Sarah's point, is you're typically not dealing
043with a concrete you're not dealing with something concrete. you're dealing with fairly abstract foundational worldview issues. It's it's as if you bought a book on well I always go to this example. It's like you put you bought a book on Scientology and you read the Scientology book and it was a Scientologist book written about how to be a teacher from a Scientologist style perspective. All sorts of problems would come in with that. I think we would all be very worried if we found Tom Cruz's guide to pedigogy in the district. Um, >> I've heard, you know, I knew about the numbers thing, too, because I've seen videos on that and I've read about that, too. >> And the title of some of that is uh numbers are racist. >> Yeah. >> And um so and
044you say, how do you how do you figure a number being racist? >> It's the same concept for the that they have for that one. And that is because we use our own number. We have our own number system here in America where we got it actually probably India and other places but you know it's it's a white system and I listened to a girl explain how the Mayans had their own system and how wonderful that was >> how we should use a base 12 system instead of a base 10 system. >> Yeah. And I thought well yeah it was probably great for the Mayans but somehow they can't seem to separate that it's okay to everybody has a different system but they have that system. That doesn't mean it's just a white system. In
045fact, if you look at the number system, it didn't come from white. >> Well, she she even she doesn't even like listen to this. Eye contact is one piece of deeper culture. And I feel that this one seems to be a slightly more accessible entry point for a lot of teachers. Does eye contact signify that you're listening to the speaker or does it denote a tone of disrespect or challenging authority? It can mean different things to different people. SEAL programs. She's actually complaining about like work readiness programs as programs are loaded with an overhyped focus on making eye contact to show respect to the speaker whether it's a pure or an adult. She complains about that. She complains about encouraging students to sit still during classes. I mean this it's it's very much it's very
046much about disrupting an orderly organization, right? It's about disliking institutions. Let me go back to that Delgato and the people that wrote on that >> wrote a long time ago. >> It's comes out of Marxism >> for sure. >> Oh yeah. >> And it comes out of making discord. >> Yeah. >> And overturning. >> Yeah. Yeah. It's it's about it's about disrupting It's about disrupting an established system so that you can change it to be the way you want it to be. Um in this case that means uh make sure kids don't know how to read well. Make sure kids don't make eye contact or sit still in classes. and uh you know um make sure they're not reading about picking apples because that's definitely racist. How dare you? Um I never went skiing, but
047I can read about skiing just fine. I don't know. Uh yeah, so I do, like I said, I hear what you're saying. I still think that we need to have we need to have a very strong process. I think it should be in policy the way that these individual pieces of professional development materials are vetted. But I also think that at least I know I would be more interested in having a being able to take a closer look at professional development things that are going to be implemented in the district before they're implemented. >> That would be a really great opportunity at ED services. >> Yes. >> To go through those pieces. So let's say that and we had our two PD days. We have three but you know we've used two. Yeah. um where
048we could bring in the information. This is what we're this is what we're looking at. This is what we're doing for our professional development day. I mean there's we're not hiding anything and we can talk about that at the ed services prior to I know that we've done it before where we've done a recap for you guys after >> I mean >> have you are you guys currently tracking professional development in this? >> Yes. And there is a complete um document spreadsheet of all professional development that everybody has gone through all of the pieces who's doing what we we are doing that has all of those pieces. >> Definitely a move in the right direction from where it used to be. I know it used to be like everyone for themselves and no records anywhere.
049So glad to hear it. Yeah, I think that would be great. Um it bring it forward to the next head services if you know what you guys are going to be working on for the upcoming PD day. >> Okay. >> Um and then you know we'll kind of see where it goes and we'll develop a system from there. >> Okay. So then do we want to table this policy to give Sarah till next month policy to create some sort of process for individual like book purchases like this um to work with like the leadership in the buildings to see what would be feasible as far as the approval process for things like that. How do you want to navigate? >> Yeah, I would I would be completely fine with that if we're moving in that
050direction. I will give you I always want to give people extra time to work on things. >> We have a lot going on. >> I'm just saying March is going to be super busy. >> I'm happy I'm happy to I did not come in saying, "Oh, well, I want something to I have I have models for uh anything I would like to see personally. So, I mean, I'm always happy to I'm always happy to do uh do grunt work like figuring out how to craft a craft a sentence. Um I'm always happy to do the the slow the slow part of it. So I mean feel free to we can we can meet and talk about >> but Sarah you feel like the policy you think it would be uh logistically almost not doable to
051have us view all the professional development prior. Oh, >> but you think it is doable to get some sort of more rigorous approval process for outside of the core professional development individual purchases by staff members like if they go to the principal saying I'd like to purchase this book for um professional development or >> and I think that even if it's hey uh let's say Dave's my principal and I'm saying hey you know I would like to buy book X Y and Z and um this is what I want to use it before sometimes it's been a oh okay sounds great and no one's really taking a deep dive into it and I don't think that they're doing this out of malice in any of right >> um so we can potentially create a process
052where um where we we take a further look at those pieces which is I mean fine um we can develop something and see what you think when it comes down to professional development specifically Um, I realize this is policy committee. I think that really should be an ED services focus. Okay. And so we can take a look at those pieces as well and giving you some of that insight before the PD day so that you have those pieces. I really worry though there are and this is just me speaking as a director. There are so many people that need a boost of some professional development in a particular area that we provide through our agencies uh because they either are still working on their lensure sometimes or they are um needing more practice in a
053certain area right it is a need and so we're very specific about those I would hate to slow the process of getting them what they need so that kids can do better by going through an approval process for that. If it's books and stuff, yeah, >> I mean, we can we can do something. >> So, and let me speak to that really quick because I certainly was considering that as I was coming into the meeting this month. >> My goal was not to create a formal like a policy style uh approval process where it goes all the way to the board every time. My thought was that when these things are coming down the pipeline, are going to be provided, it is brought to the board's attention. And if the board says because again I
054mean we are all very busy. We have we do a lot on the board and we do a lot outside of the board. No one's going to say I want to look at uh your uh your your improvement on uh I want to look at your Excel your Excel reports. No one's going to say that. I think that the board being able to say see what's coming in even just the names and like oh we're using these books just the titles essentially what we saw at fiscal but before it gets purchased is helpful. Um so for the books it's a little bit different. I think that you do have maybe you you should have I think a double approval process for the purchase of any material. I know I've got it in my emails. I
055do have the the authorization for this particular purchase. Um, so being able to see being being notified of that beforehand so that the board can, like I said, they we reserve the right to deliberate or request alterations. >> It's not that we would always exercise that. We would only exercise it if we saw something that we believe was concerning. >> Okay. So, when you say a double approval process, are you talking about a principal and a director or are you talking about >> Well, I think it depends on what level you're buying at and buying an item at and I think it depends on who who's doing the buying. But my understanding is that currently you do have to get formal approval from an administrator and you have to you have to get approval through
056the administrator and it has to be double checked before the purchase goes through. >> Yes, we double check we double check the amount. We double check and double approve the purchase. >> Yes. >> Not necessarily vetting of the books. >> Yes. I I understand that. I'm not saying that anyone was vetting books. I assume it's like everything else where it's like, "Hey, I need a box of colored pencils for my art class." Okay. Well, let's make sure that those are the right price and you're not getting nothing's nothing's a mess. So, yes. But when it comes to a purchase of a book like this or it comes to a purchase of a professional development item or the in the institutional professional development item names and not the actual content, not a physical copy, but the
057information about what's going to be implemented in the future. >> Okay. So, let's bring that those pieces to services. Okay. I'll talk to Jenny about getting that into March. Hopefully, we can get that into March to talk further about that. And then um let's talk a little bit about the uh approval process for individual books for teachers. >> Do you want to talk about that at fiscal then because the not the next fiscal meeting but in March our um new director of business services will be on deck. and I'm wondering if she might have some ideas as well about what that would look like for an approval process because we did talk about um she's got something with with Amazon. We do a double process for Amazon, but I'm wondering if there is and I'd
058love to get other people's brains in this because it is about materials that people are utilizing to further their develop themselves with the idea that it is increasing student growth and achievement. >> So that would bring Jenny on into the mix. Yes, I think that when she was at the interview and she was talking about the Amazon, it was something that she connected to the Amazon account that uh like created financial returns for the district like kind of maybe rewards points or something. I don't think it was like an approval, but she did mention in her previous district she transitioned. >> Yeah. >> Um the purchases from Amazon to have a kickback to the district. I'm not sure how, but that's that's different. Sarah Kelly did implement the double approval for all of those purchases.
059Um, so we started that this year as well. >> I think in that regard it was I think in that regard we we've had great success. >> Great success. So let's do let's do this. >> We've got stuff to talk about it at services. >> Um >> I think maybe that's where it stays specifically because it's about >> Yeah. Yeah. Let's talk to Let's talk to Carl. Next week we can talk to I can talk to him before or after fiscal. Uh we'll see what happens or I'm sorry tomorrow before or after fiscal. Next week we're going to have another discussion that's about other purchases of material and I think that's going to help uh delineate everything and then we can bring it to ed services next month for discussion and we'll see if there's
060any further discuss. You know, the other thing that I'm wondering, Sam, is when we talk about our um list of professional development, which we put everything in from NBCI training to the literacy training to all of those pieces. If books are considered >> um individual >> professional development, >> do we then add those in as well? That's a that's a conversation that we could have at Ed Services to just chew on a little bit. Um, all right. We'll take some We'll take it up there. >> Sounds good to me. >> All right, then. Moving on to the next item on our docket. >> Gross. I apologize. >> Are we doing C or are we back up to A? >> Uh, we're C and I think A. A goes with >> discussed with >> Oh, gotcha.
061>> Yeah. Moving on to item C. Uh that's facility security. There were some questions last month about the uh about allowing access to uh facilities and school grounds. Uh so do you have an update on that, Sarah? >> Yes. So specifically talking um I have so many different things. 7440. Yes. There we go. Okay. Um, we were looking at B. So, if you take a look at the public access to school facilities B, we've got that highlighted. And then I believe that we sent something over to Lynn from our attorneys. Is that correct, Lyn? >> Yeah, it is attached. >> Oh, so it's in here. >> Yeah. the red line from Bulo Better, specifically Emily and Renee went through and they created what they believed were the edits that would keep the district in a
062better position um for security and from a legal standpoint. Those are their edits. I'd like you to take a look at that last page. Mhm. The C that was added there. >> Now I will tell you that that does happen >> and typically it has gone through uh the human resources director has been the one to um vet and go through that process. >> Um so it could say superintendent or designate. >> Yeah, we should probably add in or designate. >> Correct. Yeah, >> it is in there. They do have it or does it >> at the bottom of page three? >> Yeah, I mean >> here. >> So, what it says is in C, it says a registered sex offender who is a parent of a child enrolled in the school. Individuals under the
063section must notify the superintendent that he or she is a registered sex offender at the beginning of the school year and at the time the individual is first subject to the reporting requirements or when the child is first enrolled, whichever occurs first. the at the top it says superintendent or designate I would add in the superintendent or designate to see specifically >> if we don't um thinking from let's say a defense attorney say well you didn't put it in that one >> right you just want to be as clear as possible >> let's do it >> so the only other thing that I don't see an adjustment for here and maybe I'm missing it was one of the main concerns that people had I think was with uh letter B on page three, the idea
064of having a registered sex offender who's attending a non-sponsored activity >> during school hours or while children are present on the premises. >> So that >> that is a um they a registered sex offender attending an activity that is not sponsored by the school would be something that is not happening during school hours. That is typically when let's say Boy Scouts is utilizing a gym and they're just utilizing our facility. We are not in charge of the Boy Scouts of America and we are not charge of that programming and somebody comes on in um that is just our facility that they are utilizing at that time. And so that is a Boy Scouts of America issue. It's the same thing for the YMCA after school programming. That is a completely separate entity that just uses
065the facility. Yeah. Um so that we do not have non-sponsored events during school hours that um people have access to our children. >> Sure. >> Okay. Okay. That's >> so you wouldn't have again I'm just I want to think about the different options. I think it's significant enough for that. So you would not there's not a situation in which you would have a non-sponsored event happening while a sponsored event happens. >> Um sometimes maybe let's think about that. So maybe you have a um group that is Okay, let's talk. Uh on Sundays, one of our buildings is utilized for a church. Yeah. >> They rent it out um that day. There typically we don't do anything on a Sunday though for schools. >> Are you talking about during the school day? >> No, we're talking
066about at the same time that we would have an event. Let's say that there's a sporting event. >> Yeah, I was going to say like a swim meet or something. there's like a swim meet, a sporting event at WHS. Let's say it's on a Saturday. Maybe it's a gymnastics thing. At the same time, the building might be utilized for >> Children's Day Fair. >> I don't know if I've ever seen an athletic event during that. >> No. >> Um >> it's just it's one of those things where it only has to line up once and a bad situation has to happen. >> Yeah. Here's the thing, though. every sex offender has very specific um rules and regulations that they have to follow. Sometimes they're not allowed even, you know, feet within a school district or
067feet within a building or all of those places. >> I will say that we do get requests of um hey my nephew is graduating or hey my child has a concert and we are vetting all of those and um that goes through a very careful rigorous process that I know Margaret Brady does. This is a great question because I know at the heart of this it is about our student safety. >> I do. So during the meeting this discussion uh Jared had mentioned that sometimes there would be non-sponsored events during the school day and that's fine if they don't happen but I think that's where the concern was raised because I was the person who brought the concern up and I just said listen I'm not very comfortable allowing non-sponsored events during the school day
068when we are responsible for these children like I think the Saturday situation is a little different because on the Saturday One would assume those parents are coming to school with their children to utilize your facilities as well. So the responsibility of watching that child to me would fall to that parent. >> It's different in the Monday through Friday window. >> You know, >> I can I think I can speak to that if we when we talked about that and I remember this conversation with Jared. >> It was about we had a bunch of business people, the mayor, some other city officials come to the high school. Jared pulled them together and it had to do with that wing um by Yes. And Benson and all that. So something like that did happen during the school
069day and they did tour and the other >> leadership water town takes the tour. >> Correct. >> They're always with the administration. >> That's another one. And what about my other question is what about once in a while we have >> but all of those people when they come on into the building they are run through and they are scanned through our security system with checks absolutely checks for sex offenses every single time. Nobody walks into our buildings during those school days without going through our security system which runs the background checks and it doesn't matter if they're at a non-school sponsored event like leadership water town they are vetted through. >> So it's covered both ways. they are absolutely covered. >> Sometimes I think there's tours as well, you know, because I think about
070our um our alumni sometimes we have the class of 1960 come through during the school day or something like that >> who run through our security system. >> Correct. Yes. So, so I see what you're saying, but yes, they do get run through the security system during the day. >> Same thing would be true if a a family is moving in and they want to tour the school. >> We absolutely do the same thing. And I and I went to an event. I was invited by a student. You know, I'm a board member. They had to bet me. >> Yeah. So, >> nobody gets through. >> Yeah. Yeah. So, I I was very happy to see that. >> And then not only that, but our new system, um, once you go through once, every time
071you go back, they run your biometrics, your facial scan, and it'll go back into the system, and it'll pull up the material again, and then if you're approved, you get your thing. I mean, it consistently is >> Hold on. >> Is update. I just got to think about something. I came over to the middle school and they had their um what do you call it? >> Veterans Day thing. >> Oh yeah. >> I just walked they let me in the building. That was it. >> Oh, what? >> Yeah. >> Dude, you I I came in with the kids. They actually didn't let me in before the kids because it was cold and they didn't open the door till 7 time. But they they saw me out there and somebody opened the door and let me
072in. Oh, they knew who you were. Okay. >> Maybe they vetted you already, Dave. You know, like as soon as we as soon as you were a point that they wanted to make sure >> they knew who you were, they were trying to be nice. >> Yes. They knew I was a board member. I >> Yes, that is why. Okay. >> I will say when I go to the high school, Dave, even if I mean, they know who I am, I still have to give my ID and they still scan it. >> Oh, see there's a difference there, Dave. They're letting you through the doors, but Tammy has to go through security. >> I'm fine with that. >> Sorry, Tammy. makes me feel better. I want my kids secure. So, please check me five times
073a day if you want it. Doesn't >> I'm used to that because every time I go and visit a student teacher, I have to go through the same process I read on here. But that that might that might that might just be something for you to you to you to mention from an administrative uh on the administrative side of things. >> Got it. >> Um on this one that you were seeing from their red line. >> No, I I I appreciate I appreciate that. I appreciate the uh I appreciate the way that you guys are going to approach that. Um, >> obviously I mean we should have Yep. Go ahead. >> I'm sorry. I looked for a raised hand, but I couldn't find one on my list of things here. >> While you're talking about
074school and facility safety, does anyone know if there is a policy that requires the teachers to close their doors when they're teaching and if they're closed, should they be locked? Um, I know some of the private schools have that, but I've been in all five of our elementary schools and doors have been wide open and even when they were closed, they weren't locked. And so, I don't know if we have a policy and I apologize for not looking at that, but it is something that concerned me. >> Yeah, Julene, we don't have a policy on that. That's typically a practice that's put in at the building level. Um I will say that I have come from um districts where that was absolutely what we did right once the students came in our doors were shut.
075They were locked from the outside um and so nobody was coming in and out of the classroom uh unless you had a key or you knocked on the door and you were let in. that is not currently what's going on um in our buildings and that is a discussion that we could bring to um you know ed services specifically because we want to create yes safe but also welcoming environments and we have a lot of kids and staff that are moving in and out of those classrooms all of the time as well as administrators. Um, so that is something that we can talk about, but we do not have a policy on that at this time. >> Okay. Thank you, Sarah. I appreciate that. >> Yep. >> Um, I will be leaving the meeting. I
076have to jump on for another board meeting for another organization. So, thank you guys. Good discussion tonight. >> Bye. >> Yeah. Have a good night, Julie. >> Good night. >> That's a good point, Sarah. Yeah, >> I go a lot of schools and I saw them lock doors and I've been in schools lately. They didn't they had the doors open. >> I think it's kind of on and off to a certain degree. >> Yeah. >> Would you guys want to add an addendum to this policy that specifies that we should have doors closed and locked during instructional periods? >> It needs to go to ed services. That's an ed services. >> Yeah, probably is. >> Well, it's policy, too. I mean everything flows from policy. That's why it's usually the best place to start. And
077then you make the policy, you implemented it at services, and then you >> Yeah. So, so while I was at WASBY, I I took one of the one of the workshops on on school security. >> That's right. >> And um I think we need to have that larger discussion, >> but I think it needs to start in add services. >> Is that the direction that we want to go in to have all the doors locked and closed? I understand the rationale as far as like security is concerned. I >> I think we need to look at >> I think discussing discussing how we implement security in that way. I think that's worthwhile to have a discussion at >> I think we bring in the administrators and we talk with the people that are in the
078buildings every single day and get their perspective and get their practice because our buildings are are different, right? You go to the high school, the stores are closed. Um you go to an elementary school, they're open. um and there's more action that is that is happening during um instruction time. And so I think just bringing them in and and getting some perspective is always good before we craft something. I would hate for us to craft something and then talk and then have to redo it. >> So how how about if we bring them in at services and then if they decide to do something and I think it can both >> Sure. Yeah. >> Okay. I'll I won't make that meeting. So, can I just share my >> Yeah. >> view in this meeting? >>
079Um, I understand the concern for safety, but I also think that there's a weighing concern you need to worry about with making small children be very anxious if it's not necessary. >> Uh, I'm not saying it's not necessary. I'm just saying I do you do have to weigh the anxiety could create especially small children who potentially could be running in and out of the classrooms because their hands get messy or they got to pee or you know and the teacher's trying to do instructional time and then they knock on the door and I'm not saying it's not worth a conversation but we do need to consider the anxiety depending on how it's delivered to the students like the door has to be closed all the time because why the delivery needs to be it can't
080be like well because there could be a shoe school a school shooter tomorrow we don't want that kind of >> well actually they practice for that even at elementary levels >> yes we definitely >> but I but I feel like that's enough anxiety around school shooters and then I just have concerns about weighing both ends of being overly cautious ious. >> Well, I'm sure the elementary school administrators are going to have some thoughts that are in a similar direction. So, yeah, I mean, I I will be there. I will keep in mind what you're saying now. And that certainly if no one else brings it up, I'm going to bring it up. >> Okay. And it'll still come back policy. Okay. Perfect. >> Yeah. Before it becomes a policy, we're going to have to talk
081about it twice. >> Okay. Perfect. >> All right. Uh any further discussion on policy 7440? >> Okay. and we're going on to policy 9130, public requests, suggestions, or complaints. Uh we're going to start with this one. The other ones are kind of supporting documents um that we brought in for this discussion. Uh this was originally about the time frame for a complaint process and how long people have the right to bring their complaints forward. Uh and uh while a 10-day appeal window remains the standard, the committee requested a disclaimer stating that the board retains the discretion to hear appeals brought forward after the deadline in serious cases. So, this has got some uh edits from legal. Uh Sarah, do you have uh any anything to comment on that? >> Yeah, it's the same it's the
082same piece. So, they've um they've added some pieces to this and then they've also stricken some pieces from it. This also then uh addresses other board policies and those are listed as well and that is on the first page. And I do apolog this is just how it came through because they were adding their their um thoughts to it. You'll notice that B which is second level. It's on the second page. Instead of having ambiguity, there's been a defined amount of time. much better. >> Yes. And I think that's uh I think it's that way throughout the policy. They've they've tightened up the response times quite substantially. >> Um I am not sure. So another element I think that these edits look great. Um I think that having those policies referenced in there is is
083awesome. Um, what I don't see all the wrong what I don't see in this policy at least is anything about um, and this was something else that the board had requested that other board members had requested um, issues with complaints, formal complaints about the superintendent who's the top at the top of the back not necessarily reaching the board for one reason or another. So, I don't see anything in here about that. That's kind of why we pulled 1210 and 1230 and we were talking about where it would best fit. >> Um, I'm going to throw this out there. Uh, and we can certainly talk about it. But what I would be looking at, I think what we'd be looking at adding to one of these policies, very likely 9130, would be uh something along the
084lines of any formal complaints regarding the superintendent shall be directed and delivered to the board president and vice president immediately after filing and the full board shall be notified that a formal complaint has been filed and provided weekly updates on how the complaint is being investigated and if the complaint is resolved, how I think that there was uh there were some requests for that information a couple of times in in the recent past and there was a lack of communication there that people really wanted to see an improvement on. So that's my immediate thought. I don't know what you guys think on the committee. >> That sounds good. Um I do have a a question on C. >> So at C we have option A and option B. The decision of the superintendent will be
085final. Matters not resolved at this level may be brought to the board. Mhm. >> Can we choose option B >> as described below, but it's all struck. >> Oh, >> well, but they didn't strike that. >> Well, the note on there says if you do prefer a fourth level, we should discuss precisely what the board wants this to look like and then draft the process from there. So, >> the the the discussion now as far as that goes is what do you want this what do you want this to look like? I think that what we see in the original letter D I was mostly okay with um I think that we just had kind of a minor question about you know the uh submitted it's on the third line of item D. It says
086any such request must be submitted within 10 business days of the latest attempt to resolve the matter. I think we wanted to clarify that the board reserves the right to take up a case even if the the material is filed late because if it's something if it's something significant enough it's something very serious you don't want to say oh well you technically you know now you're cut out by some Kafka-esque bureaucratic issue. Um so I personally now I don't know why they struck D. It might just be because they put in option A, but I would advocate for reinstating section B and just adding a little addendum. >> So, who section B? >> The attorneys. >> Oh, but there is a note saying that if they per if we prefer the first level, they would
087craft it specifically for us. That's why they struck it. >> Okay. So, when I read this, I thought, okay, are we saying there's no need for a fourth level? Right. Well, that would only be if we were going to have the decision of the superintendent be the final decision without board recourse. >> We don't want that. >> And typically, yeah, typically how the board has operated, at least since I've been here, is if someone wants to raise a complaint to the level of the board, that option has been given to them, >> right? Because I my sense of reading this before was that the 10 days are not hard in stone. If something is needed to go beyond that, you go beyond that. Well, I think we'd need to add the disclaimer because we want
088our policies to match our practice and the policy says within 10 days. So, it would need to be some sort of disclaimer, you know, um disclaimer. If late appeals are submitted, the board reserves a right to review this complaint after the deadline or something like some sort of legal disclaimer that would work it that way. >> Well, we need we need option B. So, we need to pursue that. >> Yeah. So, let's do option B. Uh does anyone have anything about section D, the fourth level that they don't like um from our previous discussion? Because I would say we can tell the lawyer. >> Well, just that it's specifying within 10 business days without an option to wave that. >> Yeah, I Yeah, we can we can tell legal. Um we like D. We just
089want a clarification that it's a the 10 days that that as a deadline is at the discretion of the board. >> Okay. So, reinstate D >> reinstate D and clarify that uh the third line the deadline of 10 business days >> is at the discretion of the board. >> When did you do Okay. >> And I can certainly I mean we can we can do a call about it. interesting why you know might hear their reason for saying we're >> striking. >> Yeah, absolutely. And it might have been let's clean it up and let's start over, but I mean I personally don't mind it. Um is uh so it sounds like we're in agreement on that as far as uh the committee goes. Does anyone have any thoughts about the addendum about the complaints about
090the highest administrative position um being directed and delivered to the board president and vice president immediately after it's filed. Um and then >> the the specifics there are the full board will be notified at the same time that something has been filed. The reason that the full board wouldn't be given the details is because ultimately you do have a you have a deliberating body issue there. So withholding some of the information is useful, but sometimes you hear something is going to happen and then it just disappears and you never know what happened to it. So that's why I put in weekly updates, but if weekly updates is too frequent, we could do monthly bi-weekly updates. I mean, I'm not I'm not holding on hard to any of the numbers I throw out there. >> I
091kind of like weekly updates. >> Do you like weekly updates, Sarah? Be honest. Are you talking about the weekly updates that we're providing you on Mondays or >> Tuesday? >> Yeah. Well, we definitely are. >> Can I ask do complaints that come into the district normally expand past a month? Does it take longer than that to resolve them where >> I mean if there is an investigation as you know that could take a long time. >> Yes. Okay. >> An update. >> It could take weeks. I mean, it could it could be. Now, here's the other piece. In those weekly updates, I don't know that you would want personally identifiable employee relations information out for everyone to see. So, maybe we don't do that in those. >> I would do it in a different way.
092>> I was going to say you could really have it simply be complaint about this subject, uh, complaints about personnel or whatever. Um, we are working on this. We have uh we've initiated an investigation. The investigation is continuing. The investigation is closed and we are uh deliberating over the data. >> You know, it could literally just be a sentence. It's not >> Yeah. So, like what Margaret has put in hers was just like staff relations >> issue, investigation, whatever. And then, you know, but you don't know a lot. And everybody has seen it, but you don't know exactly what's going on, which protects employees rights. >> Um, so there's those pieces. Okay. >> Yep. Exactly. That's fine. Just to sound the way we're doing >> and uh I can send you the the language that
093I have for that then so that you guys can take it and put it in there and adjust it finagle if you need to. >> All right. Any other discussions of 1210 12:30 9130. All right. We can move on to our next section which is bullying policy. And these next two are our guest star here, Linda. >> Sure. >> Thanks for coming tonight. >> Pleasure. Like seeing you every night. >> I love it, too. >> Spending a lot of time together. >> I'm canvasing on Saturday if you want to join. >> Oh, I already got something on the >> So Sarah and I had met a second time. We really liked the majority of the policy. Yeah, there's one. >> There's one piece if you want to scroll down that I think it's page two.
094Is it page two that we talked about the animal? >> You want to talk about that? >> Right here. The policy. So, under disclosure and public reporting, we wanted to open it up so that um the policy will be distributed at least annually. >> Okay. So, um that was really important to Linda that um we take a look and and it is I mean it's available for anybody to see and we have our you know polling procedures and the speak out say something whatever we've got all of those pieces out um but we do provide this information sometimes more than annually um and so it was important that we put at least annual in unless you would like to have something else to say about that >> I'm fine with that. >> It's a small
095little change. It's just a little bit of an ad. And then there was that information that um trying to see if it's in here. The understanding bullying for families. Click on that. So, Linda brought some of this information in and really it's about signs that your child might be the one who is bullying others. Okay. What can you do as a parent? And then there's also some areas to take a look at regarding what the bullying behaviors look like, cyber bullying, how to respond if your child is bullying, all of those pieces, how not to respond, and then some contact information. And what I had said to Linda is this is great, but it's not super visually appealing. So, we could create a trifold, we could create something, an infographic of some sort. Uh, Linda
096was talking about, yep, let's get that out during maybe some race set goes, open houses, those pieces, getting some of that information out just as family resources. >> Yeah. Would you like to add? >> And then possibly too at the parent teacher conferences. >> Yeah. >> Because sometimes those issues come up, right, during those conferences. >> Yeah. And there are times where parents are like, I don't know. I don't know how to help my kid. I mean, clearly we have an issue. I don't know what to do. and we definitely provide those resources. Uh, and this could just be another tool that could be provided. >> We've noticed too that the bullying >> um the people that want to make a referral now it's a lot easier to find >> right on the >> the
097landing page. Yes. >> Yeah. So much easier. >> And that's that's really good because it's anonymous. So trying to encourage and then trying to encourage in the future here upstanders instead of being a bystander an upstander. We're talking about some different forms of unique advertising such as >> Oh jeez, >> the back of bathroom doors. >> People are sitting down. >> Yeah, that's a good idea. You know, at the airport they have all of those. If you need help, call 1800 whatever. So, um, Linda was talking about putting some QR codes on some things as well to make it easier for people to get information or to provide information. >> I think that sounds awesome. So, is that something that we would take over to ed services as well then? >> Oh, we definitely could.
098Uh, it's definitely not policy necessarily, but an ed services piece. >> I would say ed services or planning. I think services because it's >> kind we did pass this out at services once before. >> Yeah, we did actually. and some of the teachers took it >> and it's just about an infographic at this point >> because the information is here. It's just creating an infographic. That's super easy. >> So, you're going to connect with uh Melissa for that then or you >> um Yes. I'm going to wait until after the referendum. >> She can't do more. >> I don't know what she's doing. Um and then um we'll get it done and it's likely going to be something that we will be working on over the summer and getting that in preparation for the upcoming
099year. >> Okay. Perfect. Okay, >> thanks ladies. >> Yes, >> it was a pleasure. >> Linda would like everybody to know how that she's an expert. >> Just kidding. I'm just kidding. I'm just kidding. >> Not at all. But I've done a lot of research now. >> Any further discussion on this bullying policy policy here? >> I think we covered that. >> I think it's great. >> Okay. Awesome. Yes. Thank you very much, Linda. I appreciate it. And then we have uh policy 5530 student use or possession of intoxicants drugs or paraphernalia. >> Okay. So uh taking a look at just a crosswalk between our policy and our school handbooks. There is a little bit of um work that we need to do on our handbooks as you know right not only the employee handbooks
100but our student handbooks and based on our new policies. So, when we take a look at pages 17 through 19 of the high school handbook, there is um a crosswalk that doesn't quite match up that we are going to have to be working on for the upcoming year. And the reason that we need to adjust this is so it gives the district better legal standing to do something about these pieces. Now, I'm going to be really frank with you. In the last three weeks, um, three, four weeks, no, three weeks, we have had, um, some interesting occurrences that have happened on school ground. Some of its parents that are intoxicated or that have been arrested for drug use and drug possession on our school property. Okay. Um, and so when we have some of these,
101we also have to keep in mind that I went scouring for policies regarding visitors or parents and guardians with um, drug use or possession. And our policies are about students and employees. >> And so what we have is the safe schools environment, whatever it is, act where we're a drug-free zone, etc. But we don't have our own policy regarding hey um parent guardian visitor. We cannot um smell like marijuana or utilize drugs or have drug paraphernalia on our school grounds. So that is something that I'd like us to visit uh coming up so that I have another policy to stand by that is not necessarily about students and employees but it's about our environment that we are creating a safe environment that is a drug-free environment. Yes, we have an act from 1989. Great. I'd
102like us to have our own policy as well. >> So you don't want the policy to be titled like parents and families of students and drug users. It could just be drug-free school zone. It could be something that is very um open-ended because it could be about contractors that come on board. It could be about visitors during these moments where we have non-sponsored school activities at the same time, right? All of these pieces. >> And so I would like us to u move forward. And if you're okay with that, um, I'm going to work with Miola as well as our legal to get something crafted this spring so that we can get that implemented as well. But those student handbooks are having a full redo. Now, Niola gives us um some templates on what to
103do. We are going to make sure that the elementary handbooks are similar. You put a different logo on the front. Um, and our secondary handbooks are also similar in those pieces. we shouldn't have to go from building to building making different um choices and having different things, right? And we typically don't, but I just want it to be really sound. The other piece is we have changed a lot of our policies and I want to make sure that they align very well. This one happens to not align um completely at this point, which puts us at a weaker standpoint um than we have been in the past. Is there a way to have parent eyes on that, guardians eyes? That's something to check off. >> So during registration, it's very easy to add all of
104our student handbooks to the registration piece in the summer when they have to register their children for class where they cannot actually physically get their child registered unless they go through that handbook and click the I acknowledge and then they're able to go to the next piece of registration. So we're already working on that. So contractors, >> yep, >> that might be a something that they have to like just check off too when they're >> So contractors when they come on board um and we do have some contractors and this could be people that are even like we have a physical therapist who is who was a contractor with us, right? She used to be our employee. She's great. um we have a very set agreement and within those agreements which are already approved by
105the board um we put things in there that ensure the safety and well-being of our school and our students and our staff. >> Yeah, we talked about that maybe three or four months ago, five months ago. Yeah, we talked about it less than a year. >> Yeah. Yeah. >> Good question though. It is a good question. >> Yeah, I support creating that. I see. Absolutely. >> Yeah. If we want to bring something back, if you want to bring that if you want to bring the the state act as a as a model or a framework or thing to reference, >> it's a federal. >> Oh, yeah. >> Yeah. I wrote it in. >> I know there's state and there are federal levels for just letting you know. >> Um, >> sounds like it was a
106fun day. >> Of course, Sarah. >> All right. Um, so yeah, bring that back next month. Everything looks good on that policy as we have those alterations and thank you for the context with the handbooks. Appreciate that. Yep. >> Any further discussion on item F? >> Not for me. >> Okay. Then we're moving on to G. This is policy 0164 meetings. The reason this was brought up is because there was some concern about whether or not it's a requirement by law to have a paper of record. how much money was being paid each year through the paper of record and uh whether we were going to keep that or we were going to loosen up that restriction. So, there was some back and forth. Obviously, we've been very busy, but we did end up finding
107out to my it's to my understanding that there is no legal obligation to have a paper of record or to be paying for postings in the paper. You just have to post, which would be I think for us the bare minimum would be board docs, but we also post on Facebook and we have a variety of different avenues. Um, and we will give the newspaper uh information about upcoming meetings if they request it. So, those are the changes that we're looking at on page two of policy 0164. I'm sorry, not on page two. That was >> so it's on page one under C. A through C. >> Oh, that's right. Yeah, there you go. >> Yeah, >> at least one of the following ways. Um, so the only change is uh taking out that line
108below C. That would be the only change. It's removing that the notice will be given to the official newspaper W US. >> What does it mean without cost? >> That we're not paying for an ad. Is that correct? >> Yeah. We're not paying for them to post it on our behalf. >> So when could still submit that to the paper and it would fall to the paper if they want to post it. They just can't charge us for those postings essentially. Is that >> Hold on. That's not Go ahead. >> That's not accurate. Um >> Okay. What is it? >> It's It's um the paper we can make the the information available to the paper at no cost. That's what it's referring to. Not Not that they won't charge us. They will if we require
109them to make a post, they will charge us for that. been doing. >> What if they what if we're providing it to them, but it's not necessary and they just choose to. >> If they choose to on their own accord, then I mean, I don't know what kind of relationship we have in those particular circumstances. you know, if they um they normally charge us for making posts in the paper and all of a sudden that relationship, you know, changes where we don't require we're not necessarily going to need to make certain posts in the paper, then the paper will um I mean, I don't think that they have a I don't think that they can charge us, you know, they can they can charge us if they um if we require certain regulatory posts to
110be made, but I don't um I think if we if we if there's a relationship that we have with the with the uh paper that we're seeking to downsize or eliminate and they decide that they would like to um post make posts available in their own paper, then that's on him, not on us. >> So Craig, would you be recommending or would you be advocating for striking that entire line or just just altering it? >> Which line? The >> the notice shall be given without cost. >> Well, I mean, we have to give notice to the public period. you know, there people can whether it's the paper that grabs the post from our um the sources that we provide on our on our website and on board docs or if it's a regular citizen. We
111don't charge a citizen to get that information. So, >> it's just basic. Sorry. Um, so what it's basically saying is we don't have to pay to publish things in the paper unless we want to. >> I think Lynn was going to say something. >> Okay. So, a couple things of clarification. Um, committee meeting agendas. Anytime I post something, I do I do include the daily times in my emails, right? um committee meetings they don't get posted in the paper right but it's the full board meetings special board meetings >> so if I'm understanding it right the law had changed that we don't have to put the agendas in right so I can still share those agendas with them >> however I still have to put the summaries in the paper if I am not mistaken
112so we still have to pay for summaries just so you know that if I'm not mistaken. >> I don't know if you're mistaken or not, Lindy, honestly. >> Yeah. So, I mean, uh yeah. So, let's uh let's put a pin in the discussion. Let's clarify one more time. Is there is there any legal requirement for us to pay the newspaper to post anything? Or is it or are one of the three options that we currently have in our policy sufficient? because it says this is talking about noticing the meeting and it says one of the following ways. So let us know about that. That's fine. I knowing the meeting and posting the summary are two different things. >> But we don't have to we don't have to have an official newspaper for any of those,
113do we >> from your conversation to research this? >> Okay. Schedu schedule an interim meeting for this before the next uh before the next policy meeting and loot me if you can. I know we're super busy. I'm not >> I I think where the difference >> I think where the difference lies is if if we're asking the paper to perform a service for us, we owe the paper um for that service that they rendered. Now if we if we are you know making a information available to them and they take that as a um directive to perform a service for us then then they're going to charge us for that. If we if we say that we're just going to make it available and this particular these types of po uh posts are not something
114that we are going to pay for moving forward in the future, then that expectation with the paper would change, I would imagine. >> Yeah. And that's kind of what we're going to have to talk to Brian about. We're gonna have to talk to Brian about whether or not there is any legal obligation to ask the newspaper to post anything for the district, in which case we would have to pay them if we have to request that they post something. Um, but once we find that out because we were kind of talking about the front end of things, but you're saying that there's still some question on the back end. So, >> yeah. Yeah. Like Lynn, I so I briefly looked and it says Wisconsin school boards are generally not required to pay for a newspaper
115advertisement to provide public notices of meetings as they can instead use public posting through locations or electronic website based postings. However, they are required to publish board meeting proceedings, including financial details, in a newspaper or through districtwide distribution within 45 days. So, Lynn would either have to post it to the paper or then somebody in the district would have to be responsible to publish those proceedings, whether a a district-wide letter. I have no idea how one would logistically mailing or the newspaper. >> Yeah. Well, in the mailing, if you were to do a mailing to the entire boundary of the Watertown Unified School District, that is going to cost an enormous amount of money. So, we're not going to go that route. >> Um, >> so right now we're paying what? Two to $4,000 a
116month. >> Yeah, it's in there. >> Yeah. So, >> I'm looking at it right now. Yep. >> Yeah. It's between uh it's between 1500 maybe a little bit below and all the way up to almost 3,000 on some months. >> It depends on summaries because of course those summaries take up a huge amount >> Sure. Sure. >> of newspaper area. >> Okay. So, more to come on that. >> Okay. >> All right. Any further questions before we move on? All right. Then we have item H, administrative guidelines, timeline discussion. >> We need to craft some administrative guidelines. >> Yes, that would be nice. >> So after policies, right, >> we then go into some of those guidelines, which is really about the practice um of implementing those policies. And so just putting it out there,
117thoughts. Um, knowing we have a lot going on, knowing we've got some stuff. Um, we do have some, um, practices that we already have put in place. I guess we're looking to see what your thoughts are on some timelines for those administrative guidelines. >> I guess I would first ask you, what do you think is realistic when Okay. I guess my first question is in the perfect world, when would you like the latest date that you'd like all those admin administrative guidelines set? Is it at are we expecting like a two or threeear cycle like we anticipated for the policies or No, >> we're not even fully done with policies yet >> and we keep revising. So, we we passed them through to bring them back so that we're re reworking some of those pieces.
118Um I think that there are some administrative guidelines that we have crafted in the last few years that I mean we could easily put on in there are mola templates that are there ready for use um for us that we would have to start going through as well. Um how many how many um policies are do we have left right now? Um I'd say about 20 between 20 and 30 >> 20 and 30 policies that are still yet to be >> gone through first and second reading. >> So what if we for the 20 and 30 policies that we have not looked at yet? What if we try to craft the policy on the administrative guideline if one is necessary in tandem for the 20 and 30 that are parking lot. And then once we're
119through that 20 and 30, we can start pulling documents, policies that we've already approved, maybe three to five per policy meeting, depending on what the load looks like that we have to address. and um then focus on those administrative guidelines. That way, at least the 20 and 30 that are parking loted in tandem, we can create the AD and the policy. I can see some of these administrative guidelines going through different committees. So, if we're going to go into some of our um 5000s, I could see some of that going through ED services. if we're going to be going through some of our financial, it would go through fiscal just because it's about practice within those um entities. >> Okay. >> And so I could easily see that fitting in there just to talk about
120it to to craft it. Or it could just be the way we've done it, which is the um pulling in the different directors and saying, "Okay, we are working on administrative guidelines in the 2000s and we need this person administrative guidelines in the 500s." That worked out really well. >> Yeah, that was kind that was the Neola's recommendation. >> I think we go that route. So, let's do this. Let's do this. I don't know how many of the 20 to 30 that are remaining for full adoption would even require an administrative guideline. I'm not super concerned about that. I think that we could start kicking off some of those administrative guideline discussions. I'm going to say in April. >> Okay. >> I don't want to start us off in March. We we our our dockets
121are getting kind of full here. Um so we can start pulling those. Lynn, is that doable on your end? because she's keeping all of the spreadsheets, keeping everything um centered. She keeps us on track. >> When do you have a rough estimate of how many administrative guidelines you think need to be crafted or do you not want to share that right now? >> I'm not even going to say anything. I don't know. I mean really and maybe we wouldn't use there's a lot of them and maybe we won't use all of we don't need to use. It's like when we had that policy regarding what was it the medicine in case there was a nuclear disaster and I'm like we don't need this one. >> Right. Because >> so it's kind of like a buffet
122of ads or >> sure but some of them may apply and some of them might not and some we've created on our own already. Um and and the board helped create those because we were in need of them at the time. And so, um, it's I think we should follow the same policy, the same procedure that we did with policy and we'll pull in the different directors that it hits. We'll have a business manager at that point as well to be able to start going through there. She'll have been in the role, I don't know, a month or so, probably not up and running till about five, six months fully, but she'll at least be able to get through some of those pieces. That might actually help her on board a little bit faster. Um,
123and then we'll start bringing them in. So, um, >> but this is going to be a long process. This isn't going to be done in in a short span of time. >> We only have five administrative guidelines in board docs. Do we upload those or is that something we don't normally do? >> No. Say that again. >> Yeah. Um, in board docs, the administrative guidelines, those will be up uploaded. >> Oh, okay. Because we currently only have five. >> I think we've only those are your active ones. >> Just active. Those are not drafts, >> right? Right. >> So if you want to see the drafts in >> No, I'm just talking. So these are the only ones that are >> That is correct because there are some that we had to create the administrative
124guidelines because of the policy that we created and really needed those guidelines right away. >> So when you get done, they will go in here. >> Yes. Once they are Yeah. Yep. Once they once they pass first and second grade, that's where they're going to go. Okay. So >> awesome. >> Just it's going to take some time. >> Yeah. Um, yeah, we can absolutely start bringing those forward uh as needed. I mean, and as these things come up, as they become important, obviously you guys are going to have to make calls and that's part of >> part of administration. Um, but yeah, bring them forward uh in order of importance. Anything that's pressing that you guys see as being an issue. I mean, by all means, uh, >> follow through on that. >> Any other,
125uh, comments, suggestions, concerns about administrative guidelines? Just giving you the heads up that it's >> Oh, that's good. >> Let's do it. Okay. >> I've got nothing but time, guys. >> Yeah. Really? >> All right. Uh then we have a couple of Neiola policy singles. Speaking of uh policy, uh the first one is 1400 superintendent job description and the second one is 8700 nursing mothers accommodations. Any questions about 1400 superintendent job description? any uh thoughts, concerns? Okay, I have four minor recommendations uh or for for alteration on page one under essential functions item D. It says uh it talks about the superintendent uh fostering human resources systems. Um I would like to have us remove the word diverse. So, it says student- centered, high performing staff. And as I've said before, the reason I advocate
126for removing words like diverse, equity, inclusion is because they are words that have tricky meanings and we don't really know what someone thinks when they read them or what someone thinks when they use them. Uh, and since we're focused on student excellent excellence and we have laws that do not allow us to hire people based on the merits, based on uh race and uh sexuality and all sorts of other things, we already know that we're not hiring people. And if we're hiring on diversity, we are technically hiring based on uh race. So I want to remove the word diverse. Spoiler >> and spoiler alert, the other three are in the same vein. Um page two B, item two, it's under instructional leadership. Um it says accommodate diverse learners. I would replace the word diverse with
127accommodate a wide range of learners because that's what it's talking about. uh people who are at different points in their education. Any disagreement on that? >> I'm all for clear language. >> Okay. >> Yeah. Considering that the definition has changed. >> Yeah. >> And then on page three under human resource leadership, it's actually this is kind of one and a half issues. Um the letter D is repeated there. So human resources leadership is marked as D and then operations and resource management. The next folded section is also marked as D. So, we just have to move those letters down by one. We just have to adjust those. >> And then, um, I'm sorry. I was doing my other >> No, my my apologies. I'm moving a bit fast. Uh, page three. >> Yep. Letter D.
128>> It's the first letter D. Human resources. >> Um, >> so then if you look at the rest of the letters, then operations would be E. Communications would be F. So, I'm going to go with my notes on what's on the sheet, but just I I wanted to point that out. >> Um, but yeah, under human resources under section three, uh, it also talks about the uh the retention of personnel. Um, I would advocate for removing diverse p diverse and having it just say and personnel but then at the beginning of the sentence altering it so it reads ensures consistent merit-based proceeds for the recruitment employment etc. So adding merit-based between consistent and proceeds. Any thoughts, disagreement? >> And then the last word would be high performing personnel. >> High performing personnel. Yep. >> That's
129fine. >> And then the last one that I have is on page four. Let me know when you're ready, Len. I see it. >> Yeah. >> Page four. Uh it's the third line down from the top of the page. It's starts with the number seven. >> Diversity. Again, >> it says models and promotes the appreciation and acceptance of diversity in the community. >> I think that we should alter that to read models and promotes respect, fairness, and equal treatment in the community. >> Any thoughts? Any >> precise? >> Okay. >> Respect, fairness, and equal treatment >> in the community. Yep. And that's what I have. The rest of it looks good to me. >> Any other thoughts on policy 1400? No. Okay. Then the last one is 8700 nursing mother's accommodations. Any thoughts there? Whoever
130did this did a very nice job. >> As a former nursing mother that that had to pump at work, I really appreciate this. >> And there was a change there >> that you didn't have to >> your pay your pay was not taken from you. >> Yeah. You had to redo the time. So, >> any other thoughts? >> Makes sense in today's society. >> Yeah. No, I I think it's great as well. I appreciate the uh name change. I think lactating employees is hilarious. Uh, man, that must have been a leftover from Bieber's big push, right? >> Was beside herself. >> I didn't even read it. I read the other one. >> I'm with you. >> Could you imagine somebody calling and you saying, "Yeah, just look at the the lactating >> employees policy, please."
131>> Yeah. That's That's wild. >> We have a nursing mother's policy. No, >> we don't have any policy for nursing mothers. Oh, yeah. That's Yeah, that sounds great. >> Um, yeah. So, I mean, you know, that's another example of another example of the uh of the bizarre places we go when we start messing with language. So, yeah. Uh, but like I said, already altered. I appreciate that. That's the only recommendation I would have made. Um, so that completes our discussion section. Uh, new major revisions. I mean, we already kind of talked about any changes that we're making there. Future agenda planning. We're going to talk about our action items in a second. Are there any additional policies that people would like to see brought forward? uh not necessarily a policy, but I'd like to maybe
132discuss within the next few months uh implementing a policy on uh open records requests >> and >> like as far as the board being uh made aware of open records requests. I can look around for some model policies. Um, but just so it's written so people understand the process for our district on how we handle public records requests >> and and how Yeah. and how board members are able to do public records requests because I remember being told that as a board member I can't you know it's it's >> no that you most certainly >> yes yes so so um >> so yeah if you want to bring some material I do think that would actually go along with 9130 >> yeah I will I will email you you and Sarah some model policies or
133other districts that have policies to refer to. >> Okay, >> gotcha. Okay. Uh, any other thoughts on future agenda planning? All right. Now, we are looking at past action items. We've got two there. um director of curriculum and instruction Jenny Boris to update the committee regarding the draft course guide template. Um we have discussed that with her but I think it's just going to be an ongoing process. So as these things get updated and as they get filled out we're going to learn more about it. We'll see. And there's a lot of overlap with ED services. Then we have uh work will be completed on policies 2131 outcome goals and expectations 2132 process goals uh the ones that are referenced in 1110 assessment of jurisdict goals policy discussion. Uh do we have any further movement
134on that? I mean we don't have to go ahead. >> I just remember from ad services that that Ashley cannot remember her last name. Thank you. Was going to be working with professional development this past uh I don't in January. >> I think on their development day they were working on that. So that's really moving forward a lot. >> Ashley's been great. She's really getting these pieces in place. Yep. >> Yeah. So that's moved a lot. You know, I don't even know that that's still going to be action. Wasn't that >> Well, it's going to come to ed services, the science and social studies. I do know that that's up. >> Sure. Okay. Um, all right, Lynn, let us know uh what you have currently for action items >> every time. Okay. So, I have
135for 3242 professional growth requirements. It's going to be brought back to the committee at the next meeting with a process for individual purchases for professional development to be brought to the attention of the board so they can see what is coming in prior to the purchase. Um, and we're looking at a double approval process and then bringing the new business director on for for ideas and then an overview of professional development day should be given at ED services prior to PD day. possible addition of PD books to that PD form like okay um all right uh facility security policy 7440 letter C page three change superintendent to superintendent or their designate 7440 again facility security we'd like to have a larger discussion at ED services regarding facility security as it relates to keeping classroom doors
136closed and locked during the day and we should bring the admin and staff who would be affected to get their input. So, does that just mean I also want to just clarify we're not going to take that to first read yet? >> Are we done for 7440? >> No. >> Uh, okay. All right. Thank you. 9130 public request suggestions or complaints. Um, we need to reinstate. We're looking to reinstate section D and we'd like clarification that um 10 days is at the discretion of the board. We need to talk to legal counsel about that. And then with that same policy section C, we're going to select option B. Um matters not resolved at this level may be brought to the board as described below. And then Sam, you're going to send language for 9130. You
137have some language. >> Yes. Then I have the anti-bullying and respect relation uh respect and relationships. Um under the disclosure and public reporting area, we're going to add the policy will be distributed at least annually and then I can send that to first read. >> Yes. And then the the document understanding bullying for families is going to be turned into a handout and shared during Ready Set Go and parent teacher conferences. We're also adding QR codes. Um this is going to be completed after referendum and worked on over the summer and prepped and ready for the next school year. Um and then 5530 uh student use or possession that can go to first read. >> Yes. >> Um we're going to continue to ask some questions about uh 0164 um about legal requirements for us
138um putting anything in the paper like I think more as it relates to summary. We already have their our question on the agenda and postings. Um we're going to begin our administrative guideline process at the April meeting. And then um under for the superintendent job description policy 40400.01 we're removing the word diverse under essential functions letter D. um instructional leadership. Number two, we're going to remove diverse and replace it with um remove diverse, replace it with wide range of um we're updating the um repeating D's, there's two D's. So, I'll update that um order of the uh kind of the outline. And then under human resources number three merit under the merit based process and remove we're going to add merit based process and remove diverse on um and then under number seven on page
139four we're replacing verbiage with respect fairness and um equal treatment. I have those notes in here and then our needleless singles can go to first read. Can I revisit 7440 for a second? So that's the facility security. >> Yes. >> Um what if we did adopt that? I I would like to get >> same thing important. I'd like to get that adopted and we wanted to talk further about doors. We could do that. We could make an addendum. We could do an AG >> on it instead. I'd like to get this policy I think done. >> That's reason. >> What do you think? >> All right. So let's go through the um first reading for 7440. >> So first read 740. >> Okay. So I will make those those changes from um >> I will
140make the updates from legal counsel. >> Okay. Thank you. >> Okay. Does that sound okay? Is there anything else? >> Nursing mothers. Yeah. That's the needle singles, >> right? That goes to first. Yes. Okay. All right. Any other thoughts before we adjourn, folks? No. All right. Time is 7:21 and we're officially adjourned. Have a great day, guys. >> You, too. Thank you. >> I can have some potato soup tonight. >> Well, if I leave here at 3:00, I can't. So