07/24/2025 Policy Committee Meeting

001into a climate charge. >> It's getting real warm outside. >> I don't know though. When I was a kid, I remember it being hot like this all the time. >> Oh, yeah. >> I will say. >> We'll see. >> I was a kid. >> No, I lived here, man. I lived here. I actually I felt like when I was a little kid it was unbearably hot all the time and then the summers got milder for a while and now it seems like this year especially it's coming back but even last year summer was pretty intense. >> This year has a charming element of it it's been cooling down in the evening and that only happened one year when I was a kid. Yeah. It's just like >> I love that. Yeah. It's it's great. Oh,

002sh. >> Mhm. >> Oh, that's excellent. Yeah, I appreciate it. Thank you for working on that for me. No, it's just something that we've always done. You know, large group of people or the possibility of getting hurt that kind of stuff. She made it closer, right? We don't we don't have to. So baby Yeah, >> sure. >> Absolutely. That's wonderful. Wonderful deal. Thank you. >> All right. And uh >> one of those >> excellent >> chair meetings we norms as far as >> what to say on those Monday nights. The chair >> I thought we agreed on less is more. >> Really? I thought we agreed on more is more. >> Did you? Well, anyway, I uh every time I, you know, just make it brief, Jenny always adds up. So, I'm kind of caught

003in the middle of noise whether I should say no or >> say you think left feels like if she feels like there's any details you left out. I usually I think reading the action items is a great way to go about it. Um and saying that there's written you feel accurately reflecting. Okay. >> You can No, we'll put here if you want. >> You want to move your name tag somewhere else >> or do you want to squish in between us? Nothing's more exciting than the peanut butter sandwich and then you put jelly on it. >> What? >> We had a peanut butter sandwich and you're >> Oh, gotcha. >> You ever heard that one? >> No, I've never heard that. more exciting than >> southwestern Wisconsin culture when somebody else sits down with southwestern

004Wisconsin culture and really more southeastern Wisconsin >> Milwaukee. Yeah, >> I uh I forgot to send my 11 speeches to you at Sam. >> Also, you say meeting >> like when you're holding hands and you walk and something gets in your way and you have to separate, you say bread and butter. >> Yeah. Yeah. That's way old. >> I know. >> Yeah. >> I remember seeing that when I was a kid. >> So, >> well, we're going to have a new governor next time around. TV. That was big news today. >> Yeah. >> Shocked kind of. >> I I really thought it would. >> I think there's going to be a lot of money spent on this one. >> Yeah. Stink. >> When is that not been doable? >> I think everyone out. >> Yeah.

005Everybody's gonna like whatever. >> I can go either way. They'll say All right. Well, uh, I've got five o'clock on my computer, so I'm calling the meeting to order. Policy committee meeting July 24th. First up, we have public input, 10 minutes. Uh, in each uh, committee meeting, we are going to have 10 minutes set aside for public speaking. Each individual is limited to two minutes per person and they must speak on something that is relevant to the committee that they're speaking at. Uh would you like to speak? >> Yes, I do. >> Thanks. >> Uh my name is Michelle Stewart, 1403 Shimon Drive. Policies the A and F that are up for discussion today are in direct violation of board policies 0122B and 0144.5. These policies along with any other will mount for liberty or

006fail policies do not belong public education and are agenda based anti-education and anti-teer policies. Because these policies directly violate already standing board policies, this committee and the board should follow procedures for terminating the immediately. Due to time constraints, I have limited my concerns to the following three questions. What research-based best practices support censoring my children's education through these policies, especially in regards to college and career readiness? Since this committee should be using facts and not propaganda to support decisions that impact classroom instruction, you should be able to easily answer that question using education based studies. What is the district planning to do to counteract these policies and continue to retain and recruit highquality teachers given that these policies micromanage trained professionals, especially when looking at the recent teacher surveys that point out wanting to be

007treated like professionals and not being micromanaged? The state is currently in a teacher shortage crisis with districts going without filling classroom teacher positions because there aren't enough educators. What is the district's plan for replacing AP and dual credit classes after these policies are put into place? College Board has a very clear policy against censorship and does pull AP classes from districts that approve policies that ban books and censored topics being taught. Dual credit classes must follow the curriculum given to the districts by cooperating colleges which can include topics that could be considered controversial. Thank you. >> Sure. Thank you. >> All right. And it looks like there's no one else for public comment. So we will head on to the first item uh up for discussion. Item A is policy 5780 student parents rights. Uh

008we had some discussion last month about this and adding some additional information. But uh since then we have had some updates on the national level and uh Jared has brought along some of those updates for us. So I'm going to give it over to Jared. He can take it away. >> Yeah. So if you uh look at the uh parents rights uh policy um content uh you have the the first look at our old student uh and parent rights policy. Uh you have the proposed uh bill AB uh 510 that was in 2023. Uh and then we have FI 5780 that says edited. This is the one that I'd like you to open because this is the one that our attorney and I worked on. um taking the resources that you asked us to look

009at bill AB um uh 18 excuse me the previous bill we just cited and I my screen just uh as well I'm sorry as well as um actually some new information too um that came out this spring um related to a um uh a a case that went through the Supreme report um that dealt with parental rights. Um and where you're going to see uh that piece is you're going to see that in um number seven. Okay? And number seven says the right to opt their child out of class or instructional materials in writing for reason based or other wait based on either religion or personal conviction consistent with board policy 2270. that's our religion and education policy uh and state and federal law. So um you know uh new uh whenever there's uh new

010case law or laws or whatever that come by we want to make sure that we uh when we're updating policy we put those in. So you'll see that uh from current case law that came through. Um and then the rest of it is um going through um the proposed bill that went to um our governor's office and was vetoed uh but is sitting here. Uh and we um made it more consistent with our other policies that we currently had. You can see where we've cited those now. We've cited many of our policies um because actually we had those as rights but we're just trying to you know so it's not like this is something new, right? I mean, we had those >> listed and enumerated in many other policies. >> Um, so going through all

011of our other policies. Uh, we wanted to make it consistent with current policy. Um, and so that's what we have for you. Any questions? And I'll I'll take them. And so our previous discussion involved um, in a timely manner, I believe, was the term, and we were wondering what what that meant in the bill. And I actually contacted one of the legislators that was involved and she said >> it was meant to understand two weeks. >> Yeah. Um and we're actually going to uh aim towards the the new Supreme Court federal legislation >> which is >> which um uh says and if I think if we go to uh like uh the controversial issues in the classroom, I'll read it to you because we're actually citing it there. Um, and so, uh, let me see

012if I can find the exact, uh, verbiage there, uh, to be consistent with the ruling. And so, here it says, uh, teachers, uh, shall provide effective notice to parents in advance of controversial issues in the classroom being, uh, instructed in the classroom. Effective notice shall be construed to mean notice sufficiently in advance of instruction such that a parent may opt out of particular units, classes, assemblies or announcements prior to the information being presented to the student. >> So how as an administrator, how would you enact that? What would that look like in reality? >> Right? And so our first thing was to take a look at like what does policy have to look like and changed, right? in ed services uh coming up. It's been requested that we put it on ed services >> oh

013>> coming up here I believe in August and we're going to talk about how do now how do we take this policy should this policy go forward and through uh the board how are we going to enact this policy in a meaningful way that you know gives teachers the tools to make sure that they are doing that right >> that's the time the time element is going to be there okay thank you I appreciate that >> okay so um you know I don't have the what I'm saying briefly is I don't have the answer for that right now tonight. >> Uh but I do know that that's something Ed service is going to be talking about through that approach. >> Great. Thank you. >> We're just talking about the policy tonight. >> Would that come

014by way of like administrative guideline at that point? >> Yeah, I believe uh administrative guideline and or you know I mean it depends on if we even have to go that far. It may just be um making sure that um we have the the the teachers informed of the new law, right? and we put structures in place to make sure that that reporting out to parents happens. Um, and uh, we're going to talk at ed services. Does that need further like administrative guideline? We want to talk with the building principles as well. You know, some of them aren't back until August. Our elementary principles have a time off in the summer. Uh, and so I want to make sure that everybody's on page to do it. Um, I did get a question earlier from a

015board member that said, "Well, what if the start of the school year happens and we don't have everything in place?" So, well, we'll have policy in place. We'll have an opt out form in place. >> And as instructed by our attorney, we'll act as quickly as practicable, but people have to realize that, >> you know, when law changes happen, we can't just snap our fingers and go. >> But we're way ahead of a number of districts that I've already talked to. >> Absolutely. >> Matter of fact, I'm going to be sharing next week when I'm at our legal conference. here's what we did and I bet you everybody's gonna go, can we get your eyes on that? >> You know, so you know, um, we'll be okay with that. So, um, but I don't have

016all the answers and it's something that we're just going to have to work through. I mean, policy is easier than practice and we'll take policy and then put it into practice. >> Yeah, >> we just have to take the steps. >> Thanks. >> Absolutely. Yeah, thank you. Uh, any other comments or questions? >> Um, yeah, I actually just throwing this out there. Um, I think it might be more advantageous to have a student's bill of rights and a parents bill of rights to clearly define separately the rights. Yes. >> So, is there any way that we could possibly have somebody assigned to maybe draft like Sand did in the past he drafted C somebody else assigned to draft a policy or work with administration to separate these two. So, there'll be parents >> parents rights

017and a students rights policy. work with our attorney to do that. >> Okay. Oh, that is perfect. >> If you guys don't think they work well married, I mean, we we we just went off of what we've always had in the past, right? >> I think it would just be better to define the two separately >> where that I mean, you could even have it to kind of bounce off your idea, you could even have it be in the same policy but two different sections if you wanted to do it that way. >> That's possible as well. >> Yeah. Not that clear definition between the rights that a student has and the rights that parents have. >> So I agree with I like it like maybe in the same policy, right? But then >> enumerate

018them differently and I'll work with our attorney. >> Okay. Perfect. I'm good with that. >> Okay. Yeah, I'd be I'd be on the same page. Lauren? >> Yes. Okay. >> For what it's worth, for somebody who just looked at the policy because I'm not on the committee and I was catching up here. um I had the exact same question that it didn't seem to me to make good sense to combine them for clarity purposes. So that's just from an outside, you know, looking at them for sure. >> When questions arise of, oh, what if there's like a student and parent conflict? How do you how do you figure that out? Yeah, >> that's why I like having them in the same area. But >> yeah. Yeah. No, I I like that. >> But same area

019separated. Uh >> yeah, like maybe like first header, second header kind of scenario. Okay. >> Definitely. All right. Uh, anything else? No. All right. Moving on to item B. Neiola policies 5000 group five. Uh, got a number of policies in here. Uh, does anyone have anything that they'd like to mention? Uh, right off the bat, >> I was curious about the grading and this is not my area of expertise, so this might be a dumb question. Um, In one of the in one of these policies, it talks about grading and it talks about um improvement being a metric rather than the the yard stick of first grade second standards. Am I reading that wrong? >> I I I I I'm wondering um I I know >> like summitative assessment grading was it like towards that

020area? >> Yeah. Do you know which paragraph it was in? >> I think it was more in the formative. >> Yeah. And that's the summitative is more like the grade standard. Formative is how is the individual student moving along. So I think it's in the second paragraph. Emphasis is placed on the development of skills and content knowledge rather than on the accumulation of points and grades. Formative feedback provides opportunities for students to respond to that feedback with additional learning opportunities and support as deemed reasonable and appropriate to the classroom teacher. That sound like what you were looking at? >> Yeah. I I just it just sounded a little >> And that's a great question. Oh yeah, definitely. I think >> well it is it is a little mushy because it's it's um what we use

021uh you know in in order to you know help continue to guide instruction. >> So so um this week I met a student not a WSD student that was um that is reading at the kindergarten first grade level and is being promoted to the third grade in his school. Um, is that something we would do based on this policy? >> We've done that before. Um, >> and is it based on this policy? >> And and you know, sometimes we would take that student and not necessarily move them to the third grade, but through our our um advanced learner program, give them the extra knowledge and everything that they need. So, we've done either >> they get the help they need to get to grade level is what you're saying. not only to get to grade

022level, but if they're also above grade level because it sounded like you you said they were at first or second grade and moved to third grade, right? >> Well, they're they they've been progressing all along and this year they moved to third grade. >> And she's saying they read at a kindergarten. >> Oh, they're reading at >> Oh, okay. I I thought I heard the opposite. Yeah. Yeah. on the other side, we do intervention, you know, purposes and and um especially now with the ACT 20, um we would have a student like that on a reading plan. >> Okay. >> And so they'd have a individualized reading plan and then >> Okay. So, you're not just grading on improvement, you're comparing, >> correct? >> Thank you. This is not my area of expertise. So, I

023I took this opportunity to learn. >> You might also want to refer back to policy uh 5410 and 5411. Those are the promotion and retention policies. I think we talked about those in May or did we talk about them in June? >> We did talk about um I think in May because Melissa was she said it was specifically tailored for act 20. It was a new policy that we had to implement because of act 20. >> And we did have discussions about >> retention versus promotion and like how that plays um and kind of the judgment call that are >> required. Yeah. and our our main discussion was just a cleanup uh around Act 20. Um prior to that, I don't know when it was October or something like that, we went through a major

024rehaul of those as well. >> Yeah. >> Okay. >> Thank you. >> Yeah, good question. Uh anything else in the 5000 group? >> Um I did have I'll bring this up quick. I did have a constituent email me about academic honesty 5505 specifically about items C and D as they relate to um learning a uh foreign language or learning a language that is not English and whether or not this could potentially impede on the use of artificial intelligence or other tools in the process of learning at a here let me read Um the end goal in the early stages of learning a langu learning another language is learning the language. In these cases using AI tools as described would in fact be considered cheating. Um, and so I just wanted to bring this up because,

025you know, having looked it over, I did have I did have a question about that. None of this totally prohibits the use of AI in the classroom. It's it's at the teacher's discretion and this is more about using AI to synthesize information that comes from other sources and then passing it off as your own in a plagiaristic kind of fashion. >> Yeah. And um I I I agree with that. I mean, >> if we need to get a little bit clearer on how we want to do AI, there's models altered for policy, we can really write that in. But in our school district, uh, you know, students under the teachers direction, right, are allowed to use AI tools for different things. Sure. >> And if that's a a thing that would help them with the

026learning process, I don't see a teacher saying no, you can't use it. >> Yeah, >> I see it the same way. Uh, does anyone else have any thoughts on that immediately? Uh I did want to bring it up. This is a first read item. So we will have the opportunity uh if I hear more and there's is something that we should change that is observed. We can obviously talk about that uh in the coming future. Yeah. >> So just letter G allowing another person to copy one's own work. I mean you would encourage kid to go to another kid to get notes. >> Oh yeah. >> You know that sort of thing. >> I think we're talking about graded material. >> Yeah. I think like we're talking about a worksheet or something >> what was

027discussed in chemistry yesterday. >> Yeah. And I think always when you're looking at these standards uh across a lot of our policies there is always going to be an element of discretion involved in the application of any policy even the best written policy is going to have an element of uh of that. So, um I think it makes sense from what I'm seeing right now, but uh I do welcome anyone who has any thoughts about that to uh to reach out or let me know if you see something. Um but yeah, uh anything else? All right. If there's nothing else, we're going to move on to the 8000 group. >> Oh, wait. I'm sorry. I was just reading. >> Oh, you're all good. >> Um do they heavily use AI in the dual language, which

028I'm fine with. I'm just wondering if there should be if they do to help the the child transition to, you know, being fluent in English. It says is strictly prohibited in this policy. So, do we want to adjust that language if it's not strictly prohibited? I'm all for using the tool. I'm just saying I don't want a policy that would maybe um >> Yeah. >> caution by staff members to allow it. Again, I I I don't see conflict between our policy and the practices that we're practicing. >> Okay. Okay. >> We've given our teachers uh the ability to use have students use those tools under their direction. >> If if if I start to see an issue with it, I'd be the first one to come and say, "We need to write some policy around

029this." Okay. >> I haven't seen any issues of it. Um so, >> okay. All right. That works fine. Sure. All right. Well, we'll bring that forward and uh if there are any further questions, like I said, I encourage people to reach out. All right. Um then we'll move on to item C. Mola policies 8000 group. Uh anyone have any thoughts about any of these? >> I do now. >> Yeah, they are uh solid. >> So, even with parent permission, my son couldn't go with another parent. Say that again. >> I mean another par uh that I couldn't give permission to my son to ride a home with his best friend Johnny's parents even with written permission. >> You're talking about 8660, right? >> Yeah. >> Uh transportation by private vehicle for district sponsored activities or

030trips. >> Uh that's that's not true. We allow students to um ride with other people's parents. >> Am I reading that wrong? Uh parents including board employees may transport their own child for district sponsored activities or trips when the district procedures for notification are followed and authorization for private vehicle transportation is issued. Otherwise the board does not allow the transportation of students in a private vehicle for district sponsored activities or trips unless authorized by the administrator. And so I think the distinction there would be that the administrator authorizes the >> And so um I let our building principles know like if there's like a sporting event or something like that. >> For instance, um we've had a lot of trouble getting transportation for especially our middle school sports because of the lack of drivers and

031everything else. So, we're lately really putting it out there for things like track track, cross country, volleyball when we can't get a bus. Hey parents, will you help volunteer to to, you know, drive a group of students, right? And then we have this spreadsheet of who but they any parent who is willing to drive, they have to go through, you know, submitting their um vehicle insurance, all that stuff with our business office. They have a form that they have to fill out and everything else. Um, but then they're allowed to. And if it's organized like that, we allow it. >> That's why I said we do allow it. It's just not like you just can't say, well, hey, can so and so, you know, like no, it has to be organized and approved. >> That

032is a good question though. That is a good question to clarify uh what's uh what's allowed and what's not and how that works together. But yeah, makes sense to me. Any other questions on the 8,000 policy group? >> Um, >> okay. Um, these new policies that we're talking about, by the way, because of our timing here, uh, this is my understanding, are not going to be on the consent agenda for first read on Monday. Correct. Correct. >> Okay. So, these will be coming >> In August. Yeah. They'll be coming in August for first read to that. So, in the meantime, if you guys happen to see anything on here and you do want it to come back, shoot me and Jared an email and we'll put it on the uh, policy agenda for August if

033need be. Yeah, this meeting is after we >> Yeah. >> had the posting of the other meeting. So, >> yes, exactly. Exactly. Um, all right. Then we'll move on to item D, 2414, human growth and development. Uh, we have some edits here as well. So, Jared, please take >> So, if you go to the 2414 edited um the main edit that uh we had discussed and it's taking a minute to load up was um the parent optin option uh for uh what we wanted to do. So if you scroll down, I would say it's uh right towards the end of the document, right at the end, um we have some information in there that basically says um if uh you know, no student will be required to take the growth uh human growth and development

034um uh in in class. Um, the WSD shall notify parents in advance of the instruction and give them an opportunity prior to the instruction to review the complete program of instructional materials and their right to consent or uh to consent or consistent with uh that statute not consent their child to receive such instruction. The notice shall state that in the event of student is exempted that the student will still receive instruction under this or excuse me the notice shall state that in the event a student is exempted the student will still receive instruction under statute unless exempted under that statute. Uh, and we needed to put that in because the statute says, right, exempt, but we're but it was um moot on optin. And so we're we're going to say yes, we know that the

035statute says exempt, but we're giving you notice that we are going to do an opt-in program and not an exemption program. And that's why we want to decide it here because we didn't want somebody to get confused. They read the state law and they said, "Hey, I want to exempt." and we say listen you are exempt but you just have to fill out our form you know saying that you consent or you don't consent uh and if you say you don't consent that's exemption. >> Yeah. >> Okay. So if you look then there's a form that was created that we will use along with the notice to parents um that they have the right to review the materials attached and and here's the exemption form and that's what uh we will start doing um when

036uh this policy is enacted. Okay. So if you see the other document there that's the optin excuse me opt-in form for uh human growth development. That was the only change that was recommended, but that's there for you. >> Nice job. Thank you. >> Yeah. Thank you. >> Thank you, Rene. >> Thanks, Rene. She does great work. >> She does great work. I just bring her the issues and she helps us solve them. So, >> yes. >> Yeah. >> So, um first of all, uh I concur and applaud the policy committee for optin. It is obviously as you know now, it is not illegal. awful lot about this law for all kinds of reasons and um I I've always believed it should be opt in. So first question is I looked at the agenda that came

037out by the 28th for a regular meeting and I noticed the annual forms there. I'm assuming that this will be if this is approved by this policy committee that the annual forms then section on HD and D will be updated to ref. >> So we're we're working towards that. We're um trying to also um here get everything also electronic and on its own web page for like our annual notices and stuff and so that way as they get approved we approve them immediately instead of kind of waiting for an annual notices every year right so that we just keep up on it but >> yes >> so I just I just happened to I didn't just happen to see it I looked for it in there um on the citizens advisory committee the the the

038the law stopped short. Uh let me just back up just give you a quick history on this. When this when this form of a law with a with it and of course it's voluntary for every school district or whether you do do HG&D or not, right? >> But you always have to have this advisory committee under this kind of composition that we currently have. Um the previous time that we had HG and D uh before we had comprehensive sex for a very limited time for two years in our state legislature in law there was a three-year mandated review. >> Correct. >> This year >> I think it was a five-year mandated review. >> So on the I think it's three but there was a mandated >> it's gone now review. >> Um we that the

039current law does not have that in it. I would recommend that this be changed to have some kind of a review period because what's h excuse me I I've been in touch with numerous school districts across the state for years and one of the problems they've run into is because there is no mandated review. Uh nobody's really watching it. Nobody really knows how it's being implemented and then all of a sudden something will happen and there'll be different. So my recommendation is policy committee look at a mandatory period. >> Yeah, I believe that it's going to be on our our our um curriculum. We we have a curriculum plan of what subjects get updated at what time. And that's a review cycle that happens through. >> That's five to seven, >> right? And it's a

040five to sevenyear review cycle, I believe, is what um Jenny uh put together. Is that right? >> Oh, yes. I do believe it was five to seven years. >> Okay. Because I know that's new. It's it's part of the new um policies and everything around curriculum instruction, but that that would be on that review cycle. Is that what you're looking for? >> Well, um assuming that's on there. HD and D, as you know, um Jared has it's approached schools in very different ways. There's classes in it and it it's stuck into other subjects. It, you know, and then it still falls under the HD and D state law. So um however that that is appropriately reviewed I think five years is too long but um if that's what we think is appropriate I I think

041education changes too fast to go five to seven years on something like that. Um >> do we have a category policies that are reviewed more often? >> Not no um and really it becomes more of a fiscal function than anything. I mean, you know, if if we're reviewing curriculum quicker than this, two things. One, having the fiscal dollars to be able to renew any materials that might come with that curriculum review is one thing, but two, um, when you review a curriculum, you go through the review stage, then implementation stage, then you're teaching it. Right? If you're doing that every three years, you you're not ever getting good at teaching it. you're reviewing, implementing, uh, shutting down, reviewing, implementing, and that, right? Like, so you want to have some consistency over time so that may

042you can, you know, be into that curriculum piece and understand and develop what that is. >> Okay. So, so just so everybody on this committee understands on your policy committee, the way this is structured with the advisory committee, there's no definite time that that has to be convened. >> No. >> Right. Under this policy, you're right. But under our curriculum policy where we have >> But you would only convene it once every 5 to seven years. >> That's correct. >> Well, >> my question is when was the last time we've had assistant advisory committee review this? >> Oh, I have to look at the documents. >> 2000 >> is what Melissa said. >> Yeah. I say 2003, four, five, something like that. Um 25 years ago was the last time I was at it was

043a long time ago >> and then they made some adjustments around 2012, but it was just she said it wasn't like a whole review. It was just a few revisions. >> Okay. In 2012 is when Governor Walker signed this bill. Okay. And that's when the composition of the committee changed. It was very loose before that and it was severely tightened up. So let's say it was 2012. Now we're talking 15 years since this has been reviewed. So or or the committee comprised and convened. >> So that's why I find I I agree with you that it should should state something at least every 3 years. It it should be reviewed, you know, from a >> and I and the only way that I feel that there's ever any type of urgency that is placed in

044the in the situation is if it does say that in the policy otherwise otherwise assistant advisory committee doesn't ever get established and maybe maybe after three years it becomes more of a formality just to be hey what are we teaching and and and whatnot and we move forward >> well I would agree with you Craig and and I certainly respect what you're saying Jared about the time for implementation I get that but the the purpose of the committee is not to necessarily invoke change. The purpose of the committee is to review it and to make sure that what is being done is in in sync with what has been um given and and agreed upon as a curriculum to see how it's going to get reports back. You notice this law has no teeth in

045it. >> Yeah. >> Okay. So, there's no punishment. The only the only thing that actually acts as a check is the advisory committee. I mean from the outside. Okay. That was the whole purpose was to comprise >> the school board actually is the check on it. Right. >> Well, if it hasn't been reviewed since >> I'm not I'm not going to cast uh aspersions on last administration or board and and those many that happened through there. Right. >> No, I'm just saying >> all I can say is under my watch it's not going to happen that same way and it hasn't. But uh you know I I I I do want to make sure that like if we are if we are doing things right we we make sure that we have uh good implementation

046good um instruction through that right and I think if we're in a constant state of review you never really get to that best practice if you want three years we can do three years that's fine I mean that's your that's your I am recommending five years right I think it does give you some of that breath between to make sure that best practices in the instruction part outside of review, outside of continual review, we get to see the instruction develop over time, right? That's that's just my sense. You you guys can do whatever you want. So, I can definitely hear where you're coming from, Jared. I also I fall more on the side of three years. I think the frequency makes sense in this context. Um, but I do think that there's an important element

047where we are coming at it from a 13-year hiatus on review. And I think that something that was going on before you joined the board was the process of getting into that review. So that review is going to happen in the near future. Uh, then how we move forward from there I think is going to be key. And because we're getting into reviewing it for the first time, I think that that blinds us a little bit to what that time frame should be. as far as uh the review cycle because I do think that human growth and development is different from other curriculums because it is an uh integrated uh element of the curriculum like you talked about earlier. I I think I think it's I think it sets itself apart a little bit because

048of that if nothing else not to mention the potential subject matter. Um so I would agree with you but I almost think that we're going to get a clearer idea of how frequently we need to review it as we start to review it now for the first time. just well I actually have some specific questions for Jane. >> So you had said that you have extension of experience with this bill just because of your history. So from your experience when you've spoken to people is there a large amount of change or is it really every few years we're just going through the material and maybe some stuff is added but very little of the content is altered where it would be a hindrance to the staff members. Do you know what I'm saying? >> Okay.

049So, one of the hardest things about HGND is there is no regulation from DPI. >> So, out of 420 school districts in our state, it's very difficult to get consensus. I think the big one of the biggest mistakes that was made with this bill, the two should have been opted in and secondly, there should have been a a mandated review period. Um so in the districts that I have contacted through the years after this bill was signed into law okay was first of all committees were not comprised according to the law >> okay >> all right and secondly they had not done what we're talking about they had not put in a time limit or time a period for review okay >> so this this is a there was a lot of latitude given to

050the school districts in this bill to to play with it, if you will. Um to the point where, as I said, it has some teeth, so you can pretty much do each one. But um I've seen it all. >> So I I can tell you from my experience, and I've been working on curriculum instruction for 21 years, right? So I've done this work in a number of different school, three different school districts. This will be the fourth. And I will tell you this, uh Tammy, there usually isn't much change. But what happens through that review period, right, is usually a fairly lengthy and fairly drawn out review period because there are a lot of people who have a lot of opinions about this, right? And it gets stretched out over weeks and sometimes months and

051in the end it's like we changed one little thing. Uh, and you know, it seems like there's a lot of that because generally people's views on this don't change over time, right? The cultures are there and they're in and that's what it is. But there is an opportunity to rip the band-aid off every year, every two years, every three years, whatever, whatever you want to. But in the end, I have not seen the in total the curriculum change much over the number of years in the in the districts I've been in, right? Uh maybe maybe a lesson or two, but in general, you know, fourth graders, we talk about taking care of your bodies, right? And doing healthy choices, right? That's that's it. You know, fifth grade, you start talking a little bit about puberty

052and what it means, you know, those kind of things. those things just don't change much. But what gets talked about a lot are a lot of the ephemeral stuff that gets people um really worked up about, you know, uh contraception or not or, you know, other things like that. And um most districts fall is we don't we don't really go into depth on that. We we mentioned that stuff's out there and talk to your parent or talk to your doctor. And that's in Wisconsin where most people lie, but boy is there a lot of argument about it for three or four weeks. Um sometimes uh two or three months to end up at the same place. >> Doesn't the state statute say though that we >> had a comment for >> just just my opinion

053over what I've viewed over 21 years of doing cricket. still had the same time period a little bit longer abing these schools and I had seen some with some large school districts absolutely because the parents found out what was going on. I'm not saying it happens here. I'm I I don't think it does but I've seen school districts absolutely overhaul their H&D program. >> Yeah. I I'm not Madison or Milwaukee. Well, no, it wasn't Madison Center Milwaukee, but they wouldn't call it. Um, >> neither one of those would change, but but I've seen other school districts because material circus that were being used within the HD and D program, which nobody knew about until somebody did the research and found out and so then they convened a committee and so so I, you know, I

054think it can happen. Um, look, I I tend to be in favor of procriptive rather than and I shouldn't say procriptive. That's not the word I want. >> Um, proactive proactive proactive >> so that we're not we're not surprised. Um, >> I don't think it's I you know what I could I could personally probably live with five years. I just think that it's it needs it needs something so that people know what's going on. Um >> I think striking the middle with four years would be, you know, like let's try that. Seriously, I said five, you said three. Four is a happy medium. >> I'd be open to it. I think that that would be a great item. uh and this is certainly related to the specific thing we're discussing now, but I do think

055that that would be best uh brought to next month's committee meeting so that we can dig into it a little bit more in detail. We can bring in the advisory committee policy to look at. We can bring in the curriculum review policies and and and we can look at some of those details. We can have come in and talk. Some of those were were headed up and and working through ED services. But if we want to, >> you know, you know, have we can have either this go there or that come here. I'm okay. I mean, the same people are going to sit around the table. I just kind of know where it goes. >> Um, but I'm happy with that. Just wherever >> go here. They had services in the morning. >> Well, now

056so we need to So that's a discussion for that's a discussion for planning and affairs meeting. Uh, we can we can talk about that. Uh, we can talk about that. >> Can't agree. The president gets to pay. >> What you know? >> Um, so we can uh so we can definitely talk about that in the near future as well. What's up, Lori? >> So, um, I'm confused as to why a review would automatically trigger a change in curriculum. >> It doesn't. That's what And that's why I said most of the time like you have these review committees. Uh and again it's the people's chance to again review in detail whatever but um you get a good three four weeks of and you know hopefully it's not prolonged um but I've I've been on one now

057it took six months right uh over um a very small issue and in the end no changes happened but boy there was some tear up in the community about that and you know Um, I I'm not saying that we should be scared away from reviewing. >> Mhm. >> But imagine if we reviewed every year. Can we >> No, nobody's asking, >> you know, I I know that. And I'm not I'm not throwing that out there as a straw man argument. I'm just saying like I also think that you're right. If we throw it out there for 10 years, >> there is going to be a creep into that curriculum and uh you know after about six, seven years, people are going to go like how did this get in here? >> Right? And so I

058think that sweet spot is somewhere between four and five years. I think three is a little quick turnaround, especially, you know, you want to get good at your craft and not have to be changing it all the time. Right. >> Right. And so that's why I I I just, you know, I wanted to throw those ideas out there for you. Again, you do what you do what you want and and uh we will enact whatever. Those are my experiences over the last, you know, couple decades of working. And and I think that considering we haven't reviewed this in 25ish, >> yeah, it's going to be a strong long process probably this first time. So you don't want to you don't want to make any decisions based off of this process first time. >> Once we

059get this and we reviewed it review it in four years and we're going well this was a waste of time. We didn't need to change anything. We can change the intervals at that time. >> Yeah. And I I would again I think that I think we should discuss the details of how frequently this particular curriculum is reviewed at August's policy committee meeting. Um only because I think that would be most relevant and we're not talking specifically about any policy that we're not talking about any specific policy that has to do with review frequency. Um but I do hear what you're saying. What's up? I would also submit to the board that if there is a particular concern that raises rises to the level of board urgency that the board can pull something out of regular

060out regular cycle. You're right. I mean I whether I mean and and or a law change can do that right. I mean there's a lot of things that will pull it out of the regular cycle. I mean you guys write the policies. you certainly can change them or suspend them for a time period or whatever. I mean, it's your policy. You interpret it, right? >> So, um, however you want to do that. Um, but >> yeah, I I've said my piece. You guys, you guys are deciders. >> Like I said, I mean, I think that I think I think the action item that would come out of this is let's pull that relevant policy content to next month's meeting for a discussion. How does that sound? >> Yeah, sounds good. Good for me. >> Awesome.

061Cool. Alrighty. Um, I'm trying to think. No, I really like the uh I really like the updates that Bnee did just to bring that back around. Really appreciate the work that you guys did on that. I know it was a little bit of an unusual question. It's not how people think about it typically, but um >> yeah, I've never >> That's where the wind is blowing. >> In 20ome years, I've never been posed that question. Opt in versus opt out. I was just like, well, law says opt out. So, what we do? >> We're innovating, right? >> I mean, I had I was like, I don't know that we can do that. I'm gonna have to ask. Yeah, >> it's something parents have been asking for a long time. >> Yeah. So, I'm happy to

062see it. Um, but if there are no further questions on 2414, we will move on to item E, which is three policies. It's 3216, 4216, and 5511. We did have one change from the last general board meeting. Um, we pulled it out. I think it's uh the second alphabetical list. We have under item D, headwear may be worn only for religious purposes, health or safety, or for sensory sensitivity. So, >> which policies? >> Oh, sorry. It's a policy 5511. >> That's a student dressing roommate. >> The other two are for of course uh teachers, which falls under more of an employment category. Uh this is uh this is for students and we talked about this at the last couple of meetings. there's uh personal expression uh people who are attending their own valition or some

063kind of language like that when it comes to students. So there's obviously a little bit of difference in um where you go with some some items where uh so does anyone have any further questions? >> I have a question on that policy on um item H under specific I think it's on the first page is >> bottom should be at least fingertip length. Why is the verb should there? Why why is that not stronger? Because it's in a section that says specifically they must comply. >> So what what is the latitude that's being allowed there? >> No, I know. >> I think it was I think it was uh I think should it was being used as a synonym for shall. >> Clear. >> If you're writing legal policy, should and shall have huge differences.

064>> Yeah. I have no uh I have no problem with changing the language from should to shall >> from that. Let's change it to shall >> I I rather use the word will instead of shall. >> Yes, >> shall feels very legal in in educational policy. We tend to use will instead of shall they mean the same thing but >> but in educational policy it just feels >> it's easier to read. >> All right. Item H >> should to will >> policy 5511. But interestingly, very nice line said, "These guidelines shall also apply to the dress requirements." No, I'm just I'm just All right, >> we can change it as well. I Wherever there's a shell, if I could change it to a will, I would. >> I think of that uh I think of

065the French painting of the pipe and it says this is not a pipe. I think about that every time I read policy because uh that's treachery of images. And I think that, you know, you've got a little bit of ambiguity that's just inherent in language no matter what you do. >> Yeah. >> Well, I think in dress >> um the nemesis of every organization that tries to do one, right? >> And I think for students in particular, more specificity just helps the school district have a little bit firmer way to enforce it becomes something that's not so arbitrary. >> Yeah. And then you can measure, you know, whatever. I And you and I know that even with the change to bottoms will be at least fingertip length, there will be a lot of subjectivity to

066that. We we talked about it. We we talked about it and and that's why I said um >> it's whenever we get into dress codes like you know again like you I think they're bait in my existence because I've spent so many days and hours not just in this school district every school district I've ever been in even as a teacher even as a student teacher there was discussion about dress code somewhere along the line right and in the end you're right it comes down to enforcement not nec necessarily the code. You can enforce a really bad dress code really well with good culture and good enforcement. >> Right. And and so like it it's really I hope that our families and our staff and everybody hear your words, which is we feel like there's

067a problem. We'd like to try to delineate a little bit more for you what we're hoping for and to to be enacted, right? And that parents help enact it, our staff help enact it, right? And then uh we see the cultural change that you want to see. >> And it's truly it's truly that the policy any policy like this is a tool for the administration and for the staff so that they have the means necessary to handle issues as they arise. And judgment is always an incredibly important part of that. So this is not an issue with questioning the judgment. This is an issue of empowering the judgment of people who work in the district. I would say that um the dress code policy was a policy. This was a concern of parents. That's why

068it came forward and um and it was a former board member actually that brought it forward as as a concern. So uh and that board member is no longer on this board. So, um, and yeah, >> well, interestingly, in looking at the comments that staff wrote on their survey, um, inconsistency in enforcement of dress code showed up at least once or twice. >> Yeah. >> Where people felt like, you know, it just wasn't fair across the board. >> So, the more the more appropriately articulate and specific we can be, it makes it easier for all your building people. Yeah, we were we were um we were making some progress because this goes back now a year and a half or so, but last year around this timeish. Uh we met to discuss it. Um former

069board member brought it forward. Um she had some issues that some parents were talking to her about and brought it forward. And at that time then just giving a little history lesson for new the newer board members how we got here. Um uh we talked then a little bit about um well you know I think we just need to do a better job of enforcing it and actually we did. We were making some gains on that and then uh we lost one of our assistant principles to you know a better job for her um in in a different district and without that extra little piece of support and oversight like it just fell back again. And so then we were like, well, you know, maybe maybe we just need to change the policy. Again, I

070still think it was the enforcement and how the enforcement fell apart. Um, not necessarily the policy, but the policy, you know, giving more tools, you know, that'll be good and we will move it forward. >> Man, I believe we tried to write it so that the staff could easily enforce it, but it's not something cumbersome. >> I thought this was an extremely reasonable dress cut policy. I for you know my first read through I thought >> I I've been quoted by saying you know even if you have uniform policy a uniforms policy which is a strictest dress code you can have you will still have enforcement issues if you don't do the enforcement >> right and so I really again I keep putting it back to our parents and our staff you know we hope

071that uh these these this policy can be a tool to help inform them and that they can help us enforce it. >> And it does begin with parents >> and and you know I speak for myself there there's the changes to the staff dress code right and not only I but I have to help other administration enforce that right with the staff piece. So well any other questions comments about item E these uh any three of these? No. >> All right. Uh, nothing else. Uh, we will move on to item F, which is 2240, controversial issues in the classroom. All right, we have the original, we have the one that has some edits and a another sheet that goes along with those edits. So Jared, go ahead and give us an update. Yeah. So, if

072you go again to the edited version um and then um in this version um we we talked a lot about controversial issues in the classroom. You can see that the most recent edit uh and the biggest one was again at the bottom of the page where we talk about u the WSD will uh refrain from any activities that threaten to undermine religious beliefs that parents wish to instill in their children and from imposing upon uh children a set of values and beliefs uh that are hostile to the parent or religious beliefs. And then it says, "However," uh, and then this sentence was in there. "The board recognizes that course of study or certain instructional materials may contain content andor activities that some parents find objectionable." Um, and then we stuck in the piece that says,

073"Teachers shall um provide effective notice to parents in advance of controversial issues being instructed in the classroom." Uh, so on. You can read through the rest of it. It was really important, I think, for our attorney and I to make sure that we had at least a bar start standard for our teachers to understand and know. And so relating that bar to first be controversial issues in the classroom for them to take a look through their curriculum and understand is this a controversial issue. It doesn't mean you can't teach it. It means stop a second, inform parents about what you're about to do. So, if they want to opt out their child and especially um in light of the new Supreme Court um you know, ruling uh that happened this April, April, May, somewhere on

074there >> happened June. >> June. What days are going by? I know, right? >> Yeah. Yeah, it was a couple of weeks ago. But every every week feels like a day. >> Yeah, it does. Uh but you know in in light of uh recent developments, we wanted to make sure that we outline that in there and we are going to make sure that we uh when teachers come back, we're going to say, hey, one of the big policy changes this summer, you may have heard uh it was on the news um is this and we want to make sure that you understand the first benchmark that we're going to look at is is it a controversial issue? Controversial issues is a new policy that we've defined. what controversial means for us as a school district.

075Look at these things and if you do have something that may be controversial, your first right and or duty is to contact parents, let them know about that issue, let them know about their ability to opt their child out of that issue. Okay. So, um that's there. Also then next you will see there's an opt out form uh that we've created uh for uh parents that will be posted on our web page and they will have access to be able to do that. >> All right. Uh that being said, do we have any questions about 2240 uh or the opt out form? >> I will just say this that also this will be discussed at services. Again, just reminding you um to talk a little bit more about strategies about how we're going to put

076that in place and it will also be talked about at our admin retreat. Again, newer to us, we need some time to really put this in place, but we will certainly react to any request by a parent, you know, uh with our ability to do so. >> Yeah. So, this this discussion is about the language of the policy and the accompanying documents specifically. on top. >> I would I would ask uh I mean it seems as though we were a little bit ahead of um perhaps the Supreme Court on this one and um I I thought we were seeking some further uh clarification >> on that at at some point and we >> we are and we will get uh like I said this Renee and I did everything we could to uh you know

077take a look at it, think about it, and then think about it in terms of policy first. Then she said, "Let's let's get that down. Let's make sure that that's what your board intends." >> Okay? >> Right? And if your board intends that for policy, because I will tell you, there are other school districts who are not going to um go this far and there's some other districts who may even intend to go further. >> I I don't know. But this is a starting point for you guys to look at. And if you're happy with this, then we talk about how are we going to implement. >> Yeah. >> Right. And so we can do that. Is there is there more that you want than that? Is >> Yeah. Yeah. I was just kind >>

078you like from her. >> Well, I was just kind of I was just kind of hoping that at some point that there's going to be perhaps more guidance provided. Um but I don't know. I mean, >> yeah, I was I each state, right, is going to go through and different organizations within each state and each and even nationally >> are are right now talking about like how do we give guidance on this? Okay. And that happens with every whenever there's a you know a law change or um a Supreme Court ruling or or even you know district district court ruling or whatever that comes through. So I would say you know we are a little bit still ahead of the game right which is good. Um and I would say that you know we're going

079to start seeing really good guidance come out in the next two or three months. >> Okay. I mean, I guess the biggest biggest concern I have is that we're remaining in compliance with with the law >> and um you know that and yet we're still able to communicate out to families that well at some point this might change. It's subject to change according to the guidance that we received and the law that we >> Yeah. And Renee thinks that by putting this in here having a form ready right even even before um some registration starts. She's like you guys are positioning yourselves really well. So like I just want you to know that and things may change right as we develop and get into uh this uh things may change but um I think this

080is a good starting point at least from policy standpoint services. We'll talk about implementation strategies around this and how are we going to make sure that that becomes part of our programming. >> Absolutely. >> So Craig I followed this case very very closely. >> Yeah. Um and I think what we've done is the court was the court was very clear schools um parents have the right to opt their children out of anything in a school that is um violates their convictions or the religious beliefs, personal conviction, whatever. >> Um beyond that, they didn't say a whole lot about the wise and the wherefors of it. >> So I I think you'll probably get pretty much the same if it's any comfort. I mean I'm not an attorney, but >> Sure. Right. I've worked with them

081for, >> you know, and if there's people who are, you know, you know, some people watch this or they download the video, whatever. It's the Muhammad versus Taylor case that we're talking about. Some people might not know that. >> Can we cite that on the policies? Can we just like the legal reference of why we're making those? >> Yeah. Why don't we why don't we capture that as an action item so I don't forget that and then I'll talk with Renee and say, "Hey, how do you I usually they say um you know, state and federal law." Sometimes we do the actual state law or maybe even in the federal law, but sometimes with like >> court cases, we don't always necessarily site court case. But I'll ask her about it. >> Okay. >> Just

082in case >> there's a difference between, you know, citing a law and a a court decision, >> right? I understand that. But if parents look at this and it's vastly different than what it was before, at least they're not calling and asking why are these changes. they can reference that case and see okay well now I understand >> right >> because under the current configuration of our state government there will not be a law >> correct >> that would be like that correct >> not a state law >> right that's what I mean so you wouldn't be and there's not a federal law at this point on that so now you do rely on a Supreme Court case >> yes >> all right uh any other discussions about any other aspect of 2240 uh this

083is well it was on the agenda for second read on the consent agenda. So, uh, like we talked about at the beginning, uh, if we're going to make any changes, that will bring it back for further discussion next month. Does anyone have anything else they uh, they would like to see change on this? >> No, just adding the actual case law >> or the case that triggered the change, I think, would be beneficial. >> We've got, like I said, some runway because it you won't see it until August anyway. So, got >> we got some runway to make that change if we need to. I do have one more question about this and I think that this might be enough that it pulls it back back a month but let me know maybe you and

084Renee have had a discussion about this. At the top of page two we have uh talking about discussion of controversial issues. On the third line of that paragraph in the middle new sentence starts. It says, "If a staff member expresses a personal opinion on controversial issues, he or she shall identify the opinion as such and must not express such an opinion for the purpose of influencing students to adopt his or her point of view." So, I like that we have the language about not doing so to influence students to adopt his or her point of view. Um, can you give us a little bit of background and context on what the idea is on how we're going to do that? Because I think I've mentioned this in the past, but I mean I remember I

085was in a speech class and I had a teacher when we were talking about uh positioning speeches. I had a teacher say, "I think Scott Walker is the devil." And that was probably looking back not appropriate for the teacher to say any more than it would be to say something about someone else from from the opposite political party. And although that wasn't expo expressly said to influence opinion, I think that because you have a relationship and a bond that forms between teachers and students over the course of a year or over the course of a semester, you do have issues where expressing a personal opinion carries a lot of sway when a teacher is a person in a position of authority who has a likable personality and that can cause issues for parents when there's

086a disagreement or there's friction there. So yeah, I I know that's a really broad question. Do you have any thoughts or anything you concern in response to that? >> I don't um have anything with me right now. Um and if I did, I'd have to go back to my notes and in our discussion with Renee on that. That was a change that we made. >> Yeah, it's it's been a little while. I'm just wondering if that's >> three month >> strong enough or if there really needs to be a little bit more. >> I'm happy to go back to her and ask, do you remember why we chose this wording? >> Yeah. Um, I mean I'll put that Oh, sorry. Go ahead, Julian. >> Question because I I've had this happen before in a classroom.

087>> A student asked me, "What's your opinion?" >> That's a legitimate in my opinion, that's a legitimate question from a student to a teacher. And so, I don't think we want to try our teachers from expressing an personal opinion if it's meets all this criteria. But if they were to say, you know, you asked for my opinion, you know, my personal opinion is this, and I want you to know that that's my personal opinion. You you're free to think however you want, >> right? Um >> you really have to >> I don't know, but but I'll I'll ask Renee what her thoughts were around it, but I without having my notes, you're telling me, and that was weeks in month a month or weeks ago. >> So then I guess uh what I would Oh,

088yeah. Go ahead. Sorry. Go ahead. >> No, go ahead. >> On that topic, back when you were teaching, um, it was well known that certain teachers in the high school would grade essays based on whether or not they agreed with their opinion. There's nothing in here about grades. Should there be? >> Do we have a separate piece of policy on uh grading fairness or something like that? We have our grading policy and I'd have to come back and look at um exactly what language was in there about >> was it isn't that part of our policies here? It's yeah, it's in it's in our policy deck on the 5000s >> and uh the grading policy uh that we're looking at in the 5000s there. Uh that is the policy that we were talking about having

089>> uh having another former board member work on before their departure. So um I don't know if there's anything we want to do there. I mean, I think I I would say, do the other members of the committee think that we should take 2240, our controversial issues, uh, and bring it forward for second read, or would you like to have that hold off, come back next month for further discussion? >> Well, I'm I'm still debating whether what needs to be done here. This this just occurred to me when you brought that up >> and I'm going to gather your opinions first and and have that discussion. >> I I would also throw something else out there in there, >> too. I mean, because you you know, the longer you take to figure this out, the

090less likely you're going to have something in place before this beginning of the school year that can be communicated out. So >> you just use the don't let great be the enemy of good. Yes, I >> agree. So can can we can we table that for maybe another >> I mean you bring up a your topic isn't necessarily just related to controversial issues. Your topic is about grading fairness, >> right? Uh and and I think that's a whole another topic that uh again we should put on our future agenda items list and say do we do we like our policy around grading and grading fairness? Do we address it well enough so that um you know we we have that piece in there. >> I I think that's reasonable. >> Yeah. I I would say

091anecdotally >> uh from my daughter's experience, even though her teachers and her have different views, they very open and honest with one another, but her grades were never >> I'm not saying they still have it. >> Right. Right. So, I'm just saying back in the day it has happened. >> Yes. I understand. Just based on Autumn's experience. >> That's awesome. the teachers are very, you know, you have your opinions, I have my opinions, but I'm here to educate. That's that's the way to do education. Got it. >> Yeah. I'm I'm not sure. I mean, I think that there is an element of professionality that goes along with this. And I think uh you know, for a lot of parents that students are there to learn. They're not they're they're there to learn information, not to

092hear personal opinions. And I definitely heard from several people that they feel strongly about that. Um, obviously like Gelain talked about, there are examples uh particularly with non-controversial issues where giving a giving an opinion and contextualizing it with this is my opinion. You need to figure things out yourself, with your family, and with other people in your life. Although that can be valid, I I mean, I've seen a fair amount of these things happen, and I've heard from a fair number of people about these things happening with their children. So, I mean, that's why I'm asking about it. That's where I would fall is let's pull this back. Let's talk about it in August. We can still uh make a determination at the August board meeting. Um >> okay. So why don't we have Jared

093look into it with Renee for this policy >> and not attach any grading to this specific policy but actually take some time to look at the actual grading. >> Yeah, grading policy is first read. So, we will have more time to go through that. >> Um, >> uh, so I I guess I'm I see clarification on your on Tammy's >> recommendation. Okay. >> So, are are you made mention that he would reach out to Renee about the wording? >> But are you suggesting that this stays back another month as Sam's suggesting >> or are you so that Jared can talk to Rene? Well, it would have to stay back another month for Jared to speak to Rene about the wording. >> I'm I'm not okay with that. I think we should >> just remember um

094all of these policies >> um are are not going to be on until August for approval anyway. >> Oh, those that's the specific reason is going to Well, >> it sounds it sounds like we have a an opportunity on grading and we can pass this That's just my opinion. >> Okay. >> Just through all the years of, you know, people for teachers being called on upgrading, I've never seen a a problem after the principal's hand with the parents. It always seems to work out. But >> it you have to have a good principle. Like Jared said, >> you uh you know, your administration makes all the difference. >> Yeah. I I'm going to say this like I I really agree with Dan's standpoint here because we have a ladder of uh system where parents can

095start the complaint process with the teacher follow through to the principal then the superintendent and then to you as a board >> and at this time this wasn't happening there was no process in place. >> Yeah. And and you know it's different. So if there is perceived unfairness, a policy change isn't going to fix it to be more fair. >> I understand. >> What will fix it is somebody saying something that they think this is not um how they view it should go and bringing in evidence and talking with the teacher and then talking talking with the principal all the way through to you and they will get their final answer through you if they want to keep going up that um track. So >> I'm fine with that. You know, I I just I

096just want to say that I think I believe Dan is right in that in that regard. Most of the time though, I will say this, most of the time >> it's handled between the parent and the teacher. Most of the time, >> Jane, >> I forgot to bring up something under the student parent rights thing. Is it inappropriate or is it um is that a done deal? Now, >> let's finish this discussion and then we can talk about that. Um, so then I'll I'll just I guess informally call the question because we've got I think some difference of opinion among the committee members. So I'm just going to do a show of hands because that'll be easy. So uh all committee members that would like to hold policy 2240 back one month for further clarification.

097Hands. Okay. Sorry. I'm not trying to put you in a hard spot. So it goes two to one. Hey, you're fine. Hey, this this agreement is uh part of the uh legislative process. Um, so, okay. So, then we're going to pull pull back 2240 until August. Uh, we're going to get some more clarification on that before we move forward with it. >> This already this already went through first read though. >> Yeah. >> Okay. Eric. >> All right. Then, uh, really quick, there was another comment. I I had a a a family ask me about this and it drew my attention to it. I just want to make sure that the policy committee is truly okay with the wording in here and it's on policy 5780. >> Yeah. >> The second paragraph first sentence which

098reads, "In providing students the opportunity for an education to which they are entitled, the WUSD shall attempt to offer nurture, counsel, and custodial care appropriate to their age and maturity. All policy members are okay with that language. >> Thank you for bringing that up. Um I think in the process of discussing the updates we did gloss over that. Um do you guys have any initial thoughts on >> um I don't think that it's the W2 USDC staff responsibility to council or offer offer custodial custodial care for children personally. Yeah. And then so then I'll bounce that back to >> why I was hoping it could be adjusted and separated between student rights and parents rights. >> Yeah. And so I I'll bounce that back to Jared really quick because I know that sometimes we have

099terminology that sounds uh a a little unusual I suppose uh as far as like day-to-day speech is concerned. Um but maybe there's like a specific like legal element to that. Can you give us a little bit of information if you have it? >> Yeah, I'm trying to think wh which number is that item? >> It's the first one. It's item A and it's the student parent rights discussion. >> It's um >> item A is the second paragraph. >> Oh, >> first line is the second paragraph in that policy >> in providing students with the opportunity of education. Right. >> Yeah. And it says VW in providing Okay. So, what what is the part with that that you have question about? >> The the three terms nurture, council, and custodial care. Um, they do reading over

100it have uh they have an unusual flavor. Yeah. Speaking of the council, are we providing counseling without a license here or what's going on? >> No. No. Um so, uh for instance, um like of course when we say offer nurture, right? Um you're nurturing somebody, they get bumps and bruises, scratches, they're crying, they want mom, and it's like, you know, mom's not here right now. You're nurturing them, right? You know, that kind of stuff. Um the custodial care part comes in especially when you have um students with needs. Um we may need to do some custodial care with those individuals. >> Can you build that up and tell me what that means? >> Uh without trying to be graphic, you know, they may have a you know rectal, you know, suppository that we have to

101help them place. >> So like the nurse would help them. >> That's what that means, >> right? And I mean it's custodial care, but We have to do that, right? And I'm not trying to be gross. I'm just saying like, you know, I'm not >> It's nursing services, right? >> Things that while we're not Well, we do have on our end. We have people in our health rooms that do the custodial care of students to make sure that they're not bleeding or that they're not having issues that they receive their medications. >> That makes sense. >> Yes. Thank you. And then the counsel, >> we certainly have students who are in conflict, right? they see uh you know um their c school counselors you know to to to talk through that and work it out.

102Um sometimes they work it out together, >> sometimes they work it out together, sometimes they don't, >> right? Um it depends on the issue, you know. I mean, we don't call a parent for every instance between students, you know, >> but if the district is offering that student some sort of counseling, >> not counseling like you would see from >> Jared should be aware. Jared, >> I I would understand if it was the kind of counseling that you would get from a licensed counseling, you know, licensed counseling professional. We're talking about, you know, um talking about friend strategies and working things through and those kind of things. We're not talking about the things that um a a licensed guidance a licensed professional counselor would talk about. That's that's a whole different level that our our

103staff are not prepared for. If it was something like that, we would refer the family to those kind of services. >> So, I think what I think what kind of comes across with that terminology is there's almost a parental flavor to it. And so maybe a good uh solution to that would be if we're talking to Renee, can we ask Renee about alternative vocabulary that maybe carries formal sense? >> Yeah. I want you guys to understand what we do so you can help me craft what you want. I'm not I'm not defending the language. I'm saying here's what we do. Right. And I don't want people to think we're offering the kind of counseling that you might be worried about because certainly we wouldn't do that. Right. Right. Right. I mean because like in in

104a natural situation uh where you're trying to help develop a child's soft skills, you might actually >> provide some you know Yeah. This is a better decision than you know >> the hard part is communicate that in the language, >> right? I mean you do have guidance counselors. So I mean the word counsel is not completely out of place there or at least that's they're still called that, right? Guidance counselor. >> They're called school >> school counselors. Okay. Well there maybe even better. So, I mean, you have a school counselor offering counsel. I totally understand that. >> Okay. Interesting. Right. >> Yeah. >> Um, okay. So, I mean, yeah, I guess that would be the action item if there's uh if there's alternative language there that sounds a little bit more formal because I did

105get that email as well. I got it right. I saw it right before I came in here. Um, so yeah, looking at that would be would definitely explain it. Well, do you have alternative? >> She's in charge of >> words that you can suggest. Correct. >> I think that the word counseling is is the word that trips things up, right? Because people use that synonymously with mental health care, which we do not provide. Right. >> So, I think that utilizing and I'm just >> I'm going to need some time to process what it could be so that it's not interpreted for what it's not. >> Um, and then we can go through another read on it. But um we don't provide mental health care. We're licensed to do that. Do we provide you know being

106a kind friend um helping others? Sure. Um but this isn't mental health. >> Yeah. I don't want the language to be misleading because keep in mind parents, you know, new to the district, they're going to look this up and they're going to say, "What are you doing?" You know, like >> or or they're gonna say, "Wait, we didn't know you did that here. Can I see some more?" Like, "No, we don't do that. I mean I mean seriously on both sides of that. >> Yeah. >> And again this is uh this particular policy that we're looking at is it's not like it's going into second read. So there is going to be further discussion about these things. Um so it's not a it's not down to the wire. >> Okay. Um >> yeah I appreciate

107you bringing it up and I'm sure the individual who wrote the email does as well. Um, let me see if there is anything else. I switched over to the monthly board meeting just so that just so I'm straight. I don't believe she said there was an email that she was following up on. She said there was a contact with a family. >> Oh, okay. Well, maybe you had something different than I did. I saw an email come in. >> I don't want to box anybody into saying it wasn't >> happened to be through an email, but >> Okay. contact, you know, email, contact. >> Yeah. Uh let's see. Um all right. Uh if there's nothing else, uh we were on F, went back to A. Now we're done with that. We're going to move on

108to item G, which is 5136, personal communication devices. Uh this is about the language of the policy. Again, uh if we're talking about implementation or um things like that, that is ad services. Uh, but does anyone have any questions about the language in 5136? >> Yeah, >> you do. Okay. >> I wish it were stronger so that it would be easier for implementation. >> Do you have a specific like area that you'd like to see that strength added in >> under a students are permitted to possess a cell phone? you uh are you guys working off of the non-edited one? >> Only one edited one one in there. >> Yeah, there's only one >> 5780 student parent rights edited. >> No, no, no. We moved on to >> Oh, I was like, >> I thought

109on the same policy. I'm like, wait a minute. >> You guys are quick. Have we decided yet? As I don't think we've decided as a board if we're going to remove if we're going to ban cell phones. Stan, >> I know. And that's that's my preference. Um >> this is my hot button issue. >> All right. >> Go ahead. >> So So right now whether or not we allow cell phones or ban cell phones, it's really the teacher that has to deal with this distraction in the in in the classroom. And I have not met a teacher that wants their children, their their their students to be on a cell phone while they're trying to teach. I don't think that's the problem. I think it's a matter of having the tools to do their job

110well without having to be distracted with policing cell phones. And so, um, I have researched what solutions work and there are tools out there that we can implement that are not expensive that teachers can utilize. Um, one one I looked up um, is called the yonder pouch. Y O N D R. It's not 100% because students are creative, but it is 90% effective, which is the the most effective approach that has been used across the nation with schools. So, um I would like to see this policy as is and then give teachers the tools they need to do their job. >> Yeah, that's my thought. I think that this policy is actually worded very, very strongly. um outside of saying you're literally not allowed to have a cell phone on the premises of the property,

111which I again, I mean, in my personal opinion, I think that goes too far. I think I've been pretty open about that. >> And and as a parent, you always want to be able to contact your child in an emergency. That's the gold standard. >> And with the yonder pouch, what they can do, and there's different options, but what they can do is the front is clear, so they can see that they have a message. They can put it on do not disturb so that parents ring through and then if if they have an emergency they can grab the pouch, take it to the teacher, the teacher unlocks it, boom, you have access to your, you know, pre-emergency. So So it's it's a non-issue. >> So maybe we can talk about that at the ed

112services meeting in August. I I'm not maybe August, maybe September. I'm not trying to not trying to pile things on. Um, but yeah, I think that would be really cool looking at those implementations. >> A quick anecdotal on that. I was in a number of classrooms when they were doing the spring uh music re, you know, the competition and I noticed that a number of teachers had cell phone pouches in their room, >> which indicated to me when the students came in, they were supposed to put their cell phone in those pouches, >> right? >> So, um, some of them are doing that, which would I think is a great idea. get the cell phone and um you know put a little more money in it and you have the kind of thing you're talking

113about all the better. >> Yeah. And there's a bill going across legislature in Wisconsin to ban cell phones from bell to bell, >> right? >> But we haven't Yeah. I'm fine with moving forward to making some district changes for that. >> I think they are very distracting. >> Um >> Go ahead. Can I ask I mean if if we're not going to consider a policy change I mean now when do we plan on having a discussion about it? I mean I'm kind of I kind of like to have be like the the touch it now type of person. I I mean I mean sorry touch it once type of person where you know you deal with it and then >> Okay. So I had an answer. Y >> um I've researched this extensively and what

114works best for schools is if you um pilot with one or two classrooms and the teacher is able to figure out how that works with the policy and then when they actually implement it they can put that into the policy so it works. >> Okay. Yeah, I see what you're saying. >> Sarah, do you have any other alternatives? >> Yes. >> Yeah, >> sure. Um, and what I'll do is whenever we bring this back to discussion, whether it's ed policy or ed services, I have examples of actual equipment that you could put cell phones and etc, etc. So, I can bring that for you as well. There is also um technology out there where um you can have a boundary map of a particular school building and there is the ability to shut off cell

115phone coverage or the ability for cell phones to hit the towers um for all phones. However, you're able to override that for teachers, administrators, police, whomever might be in there by programming um their number into that system. >> Very interesting. >> So, there is a lot of opportunity because this is this is not unique. It's not unique to us. It's not unique to Wisconsin. This is an issue in all um you know, education sites right now where they're struggling, Dan. And so there's a lot of new technology out there where people are trying to make it so that it's not a distraction for students and for learning. >> Can I ask about the device that you can program around the building? I understand it will take away cell phone service so they won't be able

116to text or receive calls, but what does it do as far as like students connecting to the school Wi-Fi with their cell phone to still access their social media? So I think we're going to get a little deep into that conversation and we're not really agenda for that. >> And that's what I was about to say. >> So but but I would like to you know have this referred to um you know Jason Bull and our tech department along with Sarah they they both have a lot of good information on this >> and maybe come up with ideas of some solutions. If that's the route you want to go down >> that's fine but we need to pull back to the policy and policy in question. That's something that is probably going to take some

117time to research. Uh like you said, runs runs maybe one or two or three different um pilot programs, right? That's a year away. >> I'd like to have something that >> that's a year away. >> Well, possibly when you get into that kind, >> you know, when you're piloting and you're trying to figure stuff out. We we're not only dealing with cell cell phone, but we're we're dealing with some companies who have satellite stuff. we're doing with our own internal network issues. There's a lot of technology keeps changing and so I want to make sure that as the technology has changed um maybe something that was six months ago was good might not be so good anymore. So I want to make sure that our tech department has time to do that for you know

118well yes and if there's grants that we need to seek in order to help fund that sort of thing then we have to have the runway to do that. So, and I think it's prudent because uh knowing that there's state law as a possibility, right? Anything that we do to preempt that may be spending a lot of money in one direction and then if they go into a different direction um it may be a whole different um process that we have to think about and talk about. >> Yeah. So, I can't really imagine I can't imagine writing a strong a more strongly worded policy than this outside of just flat out banning them from the premises entirely. And so I mean you said it earlier, don't let in this case I think it's don't let

119perfect be the enemy of great, not just great the enemy of good. I think this is a great policy. I think it's very strong and it gives people the tools that they need. >> Does anyone on the policy committee have a desire to see any substantial changes made to the policy as it stands, which is not saying that we will not discuss tools like the ones that Sarah talked about. That sounds really cool. Lori worked with Sarah since she super invested in in any one direction. I just saw uh something that was possible and I worked somewhere somewhere else. So you go for it. >> Yeah, that sounds great. The action item would be let's do that in a future have a a little pamphlet of that bag on my back table of my office

120too. So interesting. I've never seen one person and you go to the like goodie table. >> I mean, one of one of the things that we looked at at convention was like those kind of >> Yep. Cool. So, we want to move forward with this policy and then Jason and Sarah and Lori will get together >> ideas together for Yep. and bring them to ED services. >> Okay. Okay. >> Well, we can have >> including cost. It was not hard to find costs on that. >> Yeah, we Sarah is probably a little better than I am. >> All right. If there are no further discussions about policy 5136, personal communication devices, we will move on to the last item of the policy discussion section, which is item number H, letter H, 5362, anti-bullying, respect and

121relationships. Uh this is something that we had some previous discussions about. We had a little bit of update about cyber bullying that we added on here previously and now it's coming back uh just for one more read before it goes for second read to the general polic to the general board meeting. Any thoughts uh from anyone about the bullying policy? I think like I said about the last one, I think it's a pretty great policy the way it's written. Uh and we will always have the opportunity to amend as new things come up. Uh, I'd be more than happy to look that over, but anyone have any major thoughts? >> Oh, that's up. >> Um, is there reference to a form um that needs to be filed in this uh in the event to report

122a bullying instance? >> Our form is still the same form, right? uh and that's uh on our our web page as uh a different tool to use to report bullying. Uh so we we I don't know if you want to have it attached here, but there's certainly ways to get at other than just going to the policy, but we could certainly attach it to the >> It does say it does say that it can be found on the u the uh >> district website, right? >> However, >> it's not the easiest form to locate, honestly. It's it's rather difficult to >> We should have a button on this page that says report. >> Yeah, there should be a a radio button on. >> So, uh really really quick to really quick to um uh give

123a little bit of perspective here. One of the things that I asked for at the last ED services meeting was a discussion about policies or about our standards and implementation surrounding bullying uh and behaviors. And I believe that we're still on board to do that in towards the beginning of August. Correct Sarah? I don't know that it's going to be August because that was already pretty full. I think that we're heading towards September, but I've already started digging in and we've already we already have the data and we have the if this then this and what are we doing forward for you? Okay. >> Um we couldn't fit it into the August, but that is on the docket. >> That makes sense. Okay, perfect. >> Okay. So, we'll we'll try to make it more prominent

124on the web page as an action item. Is there any uh thought about having it connected to this policy as a a form >> like a hyperlink or something? >> Just just having it >> hyperlink. Well, I don't know that you can do a hyperlink in a you mean literally just having it added. Literally having it added here, right? >> You can put a link in. You should be able to put a link in the board. >> Okay. Then then we'll just hyperlink it. Sure. Okay. Yeah, that sounds good to me. That's easier. >> All right. Yeah, we'll uh we'll add a uh a hyperlink uh report bullying here. Blue here. Um yeah. Any other thoughts? >> Do we have do we have anything that uh deals with a false accusation? >> Yes. So, we

125actually do touch on that. Um now, it's not highlighted in a in a different uh in a different color, so it's going to take me a moment to find it. So, I can't find the specific language. I know we talked about this with Renee a few months ago. Um, we talked about I I think I called it like gaslighting, gaslight bullying, where someone basically pushes it, one kid pushes another kid to a breaking point, makes them do something, and then records it and goes, "Oh, look, he bullied me or she bullied me or whatever." Um, and that, you know, how you would deal with that. So, we do have the procedure for reporting um which touches on that a little bit and there's an idea of uh no engaging or retaliatory retaliatory behavior, but um

126if you'd like to see something that's a little bit stronger there that specifically mentions that. >> Yeah. Is that >> that was a good ad. >> Yeah. >> Because because Yeah. We were we were talking about the kind of thing where you know somebody was using this policy, right? poking them a little bit, getting the retaliation from the poke, and then saying they're bullying, right? And that's what we were trying to address with that wording. And so I don't I also don't see where we put that in here. >> Unless we just grabbed u grabbed a different uh you said retaliation. Well, I'm saying we may we may have grabbed a different draft and I didn't catch it. So maybe we we missed the look back at the last one. >> Can you can you

127look back at our last committee meeting or >> Yeah. >> So it looks like maybe I have the incorrect because I've got two different looks here. >> The draft. >> Yeah. I think we grabbed the wrong draft accidentally. Is it possible to quickly just email us the draft? >> Actually, it's that little bit of a change. >> If you can just find the wording and read it here, if you want. says um it says using digital technologies to generate, repeat or distribute hostile or damaging content including but not limited to messages, posts, photos or videos intended to harm others platforms including but not limited to email, cell phones, text messages, instant messages, chat rooms, and social media. And cyber bullying is prohibited and treated the same way as all others. This is maybe that's not

128in this one. That's okay. >> Yeah. So, maybe we would want to put on >> changed >> those like there were some >> We'll just have to find the right draft. >> Yeah. I'll have to get that to you guys. >> Something something along the lines of false accusations of bullying if nothing else we could add on to the bullet point list here. >> Uh would that be would that be a substantial enough thing to not bring it forward for second read then? >> Um >> if we can't find that other draft, >> here here's the thing. I can include the correct draft for Monday night. >> Okay. >> Because it's it's actually at that it's it's at it's agenda on there. It's at that level of review anyway. We were just going to word

129smith here. Yeah. >> If we need if we needed to, but if we have to, we can word smmith it there. But uh it was it was pretty solid word smithing from Renee anyway. Um I didn't I didn't >> it was going to be more to inform you here. I didn't think you guys were going to change much. >> Yeah. No, I mean, and it's and it's great, but I mean, that's a that's a valid question to ask, Dan, and that's something that I'm worried about. Um, if you are going to have a strong bullying policy, the response is naturally going to be to try to use the policy for poor purposes. >> And again, it's going to come down to implementing this. >> Your realm, >> you and I are going to be meeting

130a lot here. >> Oh, yeah. That's how it goes. Um, okay. Yeah. Uh any other thoughts about 5362? >> No. >> All right. Uh if we have no other comments at this time concerning that, we are going to move on to the next section of the agenda, which is new major revisions. We have none, which means we'll move on to the next one, which is future agenda planning. Anyone have any requests, questions about future agenda planning? I know we have some action items that are relevant to that, but anything else? >> Not me at the moment, right? Because we're going to make the changes to that policy already and that's an action item. >> Yeah. >> So, >> um yeah, I can't think of anything off the top of my head. Uh and as always,

131if you want to see something brought forward, email me and Jared and we'll put it on the agenda uh as swiftly as possible. All right. Uh if nothing else, we'll look at the action items, past action items. Um we're looking at 2131, educational outcome, goals, and expectations, educational process. Uh we're looking at work being completed there. Jared, do you have an update on that at all? I know that some of these are from uh some of these were previous projects that other board members were undertaking, >> right? And so um get to that pass items left so I can open it up here and make sure I the cell phones were part of uh discussion um by the greater with with the book book discussion that the Greater Watertown Health Foundation suggested. >> Would were

132there additional items out of that book that you gleaned? You know, I'd have to look at my notes. >> I'm sure there were other things, but that was the >> that was the main thing I got. >> Yeah. I mean, I think that the big thing would be potentially moving to pen and paper and away from using laptops would be >> me as well, I guess. >> Yeah. So, I don't know. Is that that would that be policy or would that be another >> education services? >> Services, I think. Yeah. >> Yeah. And some of the other ones were uh about recess should be longer and unsupervised >> and kids risky behavior and that sort of thing. >> So when I remember recess I don't know man will definitely be supervised. >> Can I ask

133about 2522 the library media center >> about a subcommittee? What? That slid by >> I'm Well, it's a past action item, so I'm wondering what that was exactly. >> Yeah, >> I I don't recall what that was. Um, but >> we'll just put it on our future agenda >> and we'll pull the policy and we'll look at it, right? Yeah. And then if anything comes of it, then something comes of it. >> Sure. >> Um, so I don't remember what put it on there, but it's certainly um to gather that. But like if we talk about um you know administration and policy committee, let's just go through these one at a time. >> Yeah. >> Uh we're completed on policy 231, educational outcomes, goals, expectations, right? Um this was part of the grading policy and

134other things that um a former board member had some discussion points about. Um I want to remind you that all we did going to Niola is we pulled our former policy into >> Niola. If there are changes that we want to do to that, that would be something there. But, um, a former board member was going to sponsor that, they're no longer on the board. >> And what was the concern? >> Yeah, that's >> I I we didn't get to that point. It was just they were going to sponsor, right? I could, you know, reach out and ask, >> you know, if you want and say, "What what were the discussion points that you had for us to think about?" >> Right. >> Um, and and we can go forward with that. So, I'll reach

135out to that board member and >> and say, "Hey, what were your discussion points on that?" so that we can have them move forward to try to have a meeting with that person and discuss it. >> Sure. >> Uh the next one is administrative policy committee review of title 9. Uh we uh we decided to go with our old 2020 title 9 policy and not the Neola's 2020 policy. So uh that's what we pulled forward. So that one's complete can be taken off the list. Um, we need to continue to pull forward uh library media center policy for discussion. Uh, director of curriculum instruction, uh, Jenny Boris will work on formatting changes in draft courses guide template. She is working on that with uh, the ad services committee um, and has gone quite down a

136good path um, and still has more work to do with that committee on that. uh discussing uh discussion during future educational services meeting regarding um basically I think um aspects of classical education right um and some of the stuff shared out of that book from the foundation um >> oh is that from part of the book from the water foundation >> the anxiety generation um it talks >> I mean it doesn't talk about classical education it talks about the use of >> traditional materials for instruction ruction. So, it's it's similar. It just doesn't use classical. I mean, like >> it's a buzz word, you know, >> right? >> Yeah. I think they were they're trying not to be a buzz word about >> Yeah. >> or whatever, but um certainly it's on our our docket

137for further discussion. I know a number of you have shared uh wanting to at least um look at what that looks like uh as as a um possibility. Um and then uh that will be through ed services. Uh Jenny is aware of that and I think they're gonna you know start c start down that path through ed services. Uh discussion during the future educational services meeting regarding enforcement of phones. Um again we we reconfirmed that here again today. Um and 5780 student parent rights policies. We brought that back. So, the ones that need to continue off of here are um I'm going to connect with a former board member about uh the first bullet. Uh the third bullet uh with the library media. We need to uh fit into a future agenda item. Uh and

138then the rest of those um are either completed or are uh to a different committee so we can take them off of our action items. Okay. All right, that being said, we're moving on to present action items. Item B, uh, Lynn, take it away. I should finish taking this part. >> Okay. So, um, the updates made to policy 5780, uh, from, uh, Dr. Burke and legal council are okay to be made so far. And then we're going to divide up um the student parent rights uh into two sections, one for student, one for parents. We're going to talk to the legal council to craft different language in the second paragraph of 5780 um over the verbiage of uh nurture council and custodial care. Um, I'm going to move group five of the 5,000 policies to

139first read during the August board meeting. And then group three of the 8,000 policies can go to first read during the regular board meeting in August. Um we are going to make the recommended changes to the human growth and development um policy and we're by and we're going to add um the curriculum review to be four years or every four years. Uh, and then let's see, we're going to update um verbiage in letter H uh of the um of the dress and derming policy from uh should to will and that's going to be up for second read during the uh July 28th board meeting. Uh Jared is going to talk to legal counsel regarding adding the Muhammad versus Taylor case to um to the uh was that the controversial? >> Yes. >> policy. And then

140uh we're also going to make the recommended changes to policy 2240 that uh Jared and um legal counsel made. It was up for second read, but it's going to come back to to the August policy for further discussion instead. Um the uh personal communication devices can move on to second read. Um and then Jason Bull, Sarah O, Lori Hoffman, they're going to get together to talk about ideas um for the uh phone uh phones in the classroom. And then anti-bullying. Um they're going to I'm going to add a link to the policy uh to the uh bullying uh reporting form. Uh we're going to make that form more prominent on the website and I'm going to send you guys an email with the correct um gaslighting verbiage uh the correct policy. Jared's going to reach

141out to our former board member to see what the discussion points were regarding um the policy 2131 >> and the grading one >> and the grading >> and grading. >> Okay. And then we're also going to remove the title N uh policy uh notes from our past action items and we're going to remove um the action items that we are sending off to another committee. >> I think that's it. >> Looks good. >> Yes. >> Thank you. Very good. >> We're getting there. So, >> all right. Excellent. All right. Well, uh, without further ado, I'm going to call this meeting adjourned at 6:49 p.m. Thanks for coming in, guys. Thanks for doing all the hard work with us. >> We got 10 minutes between now and our next followup, next meeting, our interview's over.