03/12/2025 Policy Committee Meeting

001It's more and so you have one in the front of the room, one in the back of the room and and usually the kids are pretty good, but that's okay. One is spike. It's it some kids aren't used to the structure and parameters that those pads the ones that are used to. But if they're not worse, they can get Yeah, they sounded terrible. I was in South I did it with online school. It was I mean they worked out really really well. I get to sit in the process. But they had four of us designated for a room a little bigger than this because there was one in the front, one in the back, one was circulating. It was circulating. You know, you had to take turns. But the one in the that's the lead

002that's in charge of all the paperwork. And then we had a floater. So that way one person could get out, go to the bathroom. Sure. Because it's a long day, right? And I wrote up with a friend of mine who was special ed. Well, you're there on extended time. So, while the kids are done at noon, it wasn't done till 4. So, I'm sitting around till 4, you know, but the kids just go out and they're tried and then she get the text back about her son who took it that particular year and he's like, "Mom, you'll be proud of me for the prompt, blah blah blah. Why the hell would anyone want to do this? I feel really bad for you scoring it for me." and she's an English teacher and she's like, "You

003did what? You did what? I hope you're no. Oh no, he wasn't planning on going on to college. It was mandatory for them to be there. He could, you know, so I understand that the mandatory for all, but for a large number of kids it has no meaning whatsoever. Mhm. That is hard. That is super hard. So when you think about it, how many kids does the ACT really matter for if you had to put a percentage to I don't know. The top 5%. No, not really. Right. The bottom. Yeah, I would think it would if you had found it. Um with the what's it called now? Where you automatically get, you know, with that direct So it doesn't they have to take it. I feel like my sister goes like crazy. It's like I

004keep not realizing I don't want to sit here and they were super hard. We were about like scholarships and whatnot. A lot of them moved away from you that ACT score or scholarship that last night's over and the way they got a 29. Oh yeah. format is different than it was before. So like the question questions are a little easier. I think they give you a minute to answer. Really can't get that much in there. Yeah. Yeah. Doesn't make it any easier. That's for sure. I do like that you all walked in here and saw that it was the ACT and we all were like, "Yeah, no, thank you. Peace out." What ACT? But my joke is everyone who's walked in here is like, "Nope, I'm not taking it tomorrow. I'm not doing it." Forget.

005No, she's not. She's set up for the afternoon. I was going to say you could send her some chores. No, she's up at Turner Hall tomorrow. Oh, get ready for that. They do that every year. They have to take you guys the whole day. But it does by this organiz that they have launch day. No, because the way it's working there are whatever happening down there. So now it falls on I'm not s I thought we were going to sit on now. would be for both of us. You apologize. Join the meeting. I joke about the watch. It will like slow to whatever's talking. It looks like a soap opera. I've never washed it. I just don't I don't like being Do I have to be here because I'm that dude for election? I was

006going to talk to you about that. So, I don't know if you want to chat about it or if you have time to call me this week. Okay. And we can chat about it. Okay. Sounds good. Yeah. And it'll be a little bit more because we have the record. And I haven't been through that process yet either. So, yeah. So, we're going to be like, "Are you calling votes already?" I said, "Are you calling votes?" Well, probably. And I'm the flirt and kill. Oh, yeah. You are. So, I'll come help. I've done it once before. I wasn't a big fan of it. It is a little nerve-wracking, but I've never canvased. No. No. I probably Which Oh, you won't too either because you're on the ballot. I was going to say, would you like to,

007but I don't think you can, right? Darn the bad luck, right? Oh, shocked. Have a few of you back. Hen, what day is it? It will be Monday, April 7th at 4 o'clock. I haven't told David this yet, but I said it for that because that's usually when we do it. I should be fine. Thank you. I'm already committed to something at that date. I'm sorry. No, I don't. So, are you is that when you do you do it here? Because we were going to start summer school enrollment and we were going to use the boardroom for that on Monday at I can shift my request to conference room 3. Okay. I just was looking at my calendar now that you want me to um but I was like oh no I'll um I will

008ask about conference room three. Well, clearly we didn't check out the boardroom then did we? No, because I I was able to get it. What time then? Four o'clock. 4 o'clock. Well, then she's not going to be surprised to get my email that says, "Hey, I think we need the boardroom. Should I copy?" Was that the uh I can take care of it, too. Okay. The notes that Jared provided. That's See, I lost mine. Do you want me to make you a copy? If you could. Sorry. Okay. I'll give you this one. Thank you. Oh my gosh. I wore them yesterday. I put my feet. They're the most comfort. I've never heard of that one. Five su. They're 500 times more comfortable than he do. Oh, and those are already Sarah a chance to get

009back. That's okay. I feel like my toes are free. I don't I don't anticipate the meeting go freaking long. No. Say that. All of was that I said, "Don't you know that when you say that I shouldn't jinx myself?" Yeah. It is what it is. I had to drive all the way to Franklin last conference. Did you drive your house? Really? Yeah. It was good. Yes. School. Did you go to school there? Oh phenomenal. No. So Franklin schools here districts. I lived here. So here's Waterford School District. Across the street a mile is Union Grove. Whit's over there too. Whitnill is here a mile up this way and Franklin is So this is the county line road. Whitanklin. Yeah. So we live right in that corner. 17. All right, folks. Shall we? We shall. All

010right. 5:32 and we call this meeting of the policy review committee to um we have approximately 46 policies up for review and we'll start with the 2000 group three we have a number number of 2000 policies um I did include um a model policy in there as well. Um, just to kind of be a reference um, which believe it or not is actually almost identical to to the NEOA policy. So, um, did was there any particular questions that anybody had about any of these particular policies or I for me um, in 2260.02 2. I noticed that Sarah and Jason were specifically listed as their titles and in the the next one the the other one talked about direct director of curriculum and instruction without a name and that was on 2260.02. I didn't know if

011there was a rationale, you know, or if it mattered either way, but do we want to mention someone specifically or do we want to keep it title agnostic? And I'm fine either way just asking for curiosity. I think it's the um that section of the of the um policy if I'm not mistaken that would get updated if anything were to change instead of changing the language of the director of because um people can change uh roles within the organization as well as you know win the lottery and you know plan a place elsewhere. You never know referendum backup plan, right? Are you talking about the area where it asks public officers? Yeah. Yes. Because in one it's it's name and title and another one is just title. And those should be name and title because

012um if somebody were to have an issue like a a discrimination issue or other things, they have to know the name, title um and contact information for those compliance officers. So um by de facto, Mr. Jason Bull is the only male here that is a director over at the ESC. So we have to list him because we need a female and a male um in most of those situations. Okay. To choose from, not both. Both of them don't do it, but we have to have um one of each. Okay. Because in the services for bilingual learners and English learners, it it lists just position. Do we add any do we add your name specifically to that just for consistency? Yeah, I I'm guessing and Lynn, you tell me this. I think in most of our

013policies, we've been listing just titles um in case I win the lottery. Um move on. Um, and I think specifically for 504 and title 9, you have to have like names, right? Yes. Because they are the people who are named to be the investigating person. And so I think we have to have the names in the um in the 504 policy, which is J and Sarah. But I think pretty much throughout the rest of our policies, we just site the name of the the title of the petition. Is that an accurate one? And that's great. Like if that's what it is, I was just seeking to understand more than Yeah. No, I a very good question because those are compliance officers, right? In in the 504 where that's not a compliance officer in the English

014language learners. That's just a Yeah. And and then in 20 or 2271.01, it's more of a a naming convention. It's a college instead of college in the document title, but in the actual format of the policy itself, it was spelled correctly. So, I don't know if it matters for when we upload it just for consistency. Oh, yeah. I see. I know the name is really small, but I don't know if it matters. So, where are you seeing that? I see the Start College Now program. You're the name of the document. The name of the document just typed it. Yep. And it's not a big deal, but again, like I said, I don't know if if these are ultimately the ones that get posted, right? I would rather we they are not. Yeah. Thank you. It

015would be nice if we were starting college, not college. That's Let's start at the K12 on the right. Sorry. Can we try? And there was just one other minor typo. And you've gone through 48 policies and updated them. So I I recognize my fingers move faster than my brain most days. 2531 just had a misspelling on superintendent which was a new word inclusion into 2531. So that's the copyrighted works. The second instance of superintendent is just super sorry 22 251. So again nothing nothing formative from a policy perspective but thank you. My fingers don't work typing the word superintendent. I have to retype it a lot. I don't know what it is with that word, but I do it here like 500 times and it's probably the correct 499. You're doing fine. You didn't see

016how many times I had to fix it though. They've seen me do it. So, okay. Thank you for catching that. Any other questions, concerns? On the 2000. On the 2000s, but I'll go after everybody else. Okay. I just because I know I don't need to know all the ins and outs, but there are times where I'm like I just want some clarity just out of curiosity. I mean, sure. Sure. I I asked for clarity on a lot of them, too. 2461 for recording of IEP team meeting. Mhm. From what I'm gathering is that the only reason that would be needed is if there was like if a parent needed to re-reference that that would really be you know what I mean like for them to understand. I guess could you just I'm just curious I

017guess more than anything because that's not something I think. Yeah. It's never typical. Yeah. Usually that is happening when we are in a um difficult situation. Okay. Okay. And then if that were to occur, we are also doing that. It's kind of like if a if a parent were to bring in an attorney, we don't meet without our attorney. Right. Right. So you have to just have accurate records and have the same record. Yeah. I was just, you know, because it says um that it's, you know, not really per required to permit a parent to access um unless it's to ensure that the parent is able to understand the IEP. So, I wasn't I was just curious. Sometimes people just need to be able to reference back. Sometimes it is um It's so rare that

018that happens. I've never had that happen. Yeah. Where someone has asked I don't know if you've ever had I've never had it happen. I honestly can say in all my years I had one request and it was when I was principal at Sure. I mean you're going to record it. That's right. So that we have a copy of Right. Right. Right. Make sure that there's nothing correct. This is not in the comfort of office. No. Perfect. Well, it's there in case you need it. Yes. And a reminder that IEP meetings are highly confidential meetings. Right. Right. That's why and process beforehand is important. Yeah. Yeah. I don't think in this group I did. Okay. um 2460 programs with students with disabilities in there and this is just a clarifying question handbook. Do we review that

019every Yes, we've already done it. I just wanted to make sure it's part of the whatever. I thought we did and it is yearly, not any and it's the one from the DPI. We adopt the one from the DPI. Yes, the one you had the real long read really fast and it was small minor changes usually. Got I just wanted to make sure that and then we just need to make sure that's on cadence. Um the second one is 2431 intercolastic athletics. Um I'm going to ask if we could put that on a topic, put it in the queue for down the road um on a spreadsheet in there. 24 2431. Okay. Um, here's the Diana interpretation version. In my opinion, it sounds very much like intercolastic or it sounds more like inner mural type

020athletics. The statement in there of focusing on everyone playing rather than winning. I understand that at a freshman level, but having that exact verbiage in there at the varsity level causes a little bit of confusion because there is a focus on winning at the varsity level in sports. One says particularly at subbar city level Diana can you call our attention to a specific so yes but I don't know if we want more clear so particularly there but it doesn't say not at you know what I'm saying yes it does at sub varsity I just again I don't intend for a huge conversation right now because it's not a big deal right now but if we can put that in the queue down the you know when when everything is adopted to come back to. Okay.

021Or specifically you wanted the value statement more or less evaluated on I just wrote a general statement here. One, two, three. It's the fourth group. The fourth bullet says like on the third set with sense the primary purpose. It talks about maximum student participation. Okay. We don't have maximum student participation at the varsity level. You know, it's I just a little clarity in that again. Excuse me. Not a lot for discussion today. If we can just revisit that. Well, I mean, if we if we want to have a discussion about it, we can. Right. Well, I mean, it's it's up for review. You know, as long as we're consistent with um with current practice and or current policy, that's what we're trying to accomplish more or less. Okay. I know we're trying to get through

022a bunch of them, too. It's a might it's it's not major for at this moment, but as we look through I'm just when I when I read through this I to me this read especially that fourth bullet point read very much for a freshman level. Yeah, there's a graduated thing at the freshman level. Everybody plays, you know, there's your diamonds in the rough thing, but as they progress through to actually say freshman, it's not called freshman anymore. At JV2, it's this. At JV1, it's kind of a gradual release. And at varsity, you know, there's I guess the way I I mean, unless we want to word it differently, which I think we could do, particularly at the subarity level, that's so to me that wasn't saying at the varsity level that was particularly at, you

023know, your JV1, JB2, that there should be participation more, you know. Now, if we're saying it, it's not about winning at all levels or where do we want and that's where the confusion comes. So, tell me, I'll read the sentence out loud and tell me from listening to it where the delineation comes between subverity and varsity. Since the primary purpose of the athletic program is to enhance the education of participating students as indicated in this policy, the board places top priority on maximum student participation and the values of good sportsmanship, team play and fair competition rather than on winning particularly at the subarity levels. So we introduce that this is what we say for intercolastic and at the end we say particularly at the subarity I'm not seeing clarity there and and if it's intended

024that way that's where I didn't intend to go into a huge deep I understand your point if you want to yes we can go there I don't know I didn't bring suggestions on how to clear it up maybe I'm reading it wrong you know like you pointed out I just it helped me understand where is It's subvers. Yes, please. I'm sorry, but I went and looked because it said something about administrative guidelines. So, I went and looked at the draft administrative guideline. There is an administrative guideline for playing time for athletes. Um, talks about middle school or below, 9th grade, junior varsity, varsity. Um, and so I I have no idea what they'll recommend. So, but I don't know if that would be a help that would be helpful time to have this type of

025conversation because it does delineate. Um like for instance varsity and again we've spent no time looking at this equal practice time and only expectation of earned playing time determined for each game accepting a season in which a championship or tournament birth is likely some playing time should be arranged for as many participants as possible consistent with the criteria listed above for earned playing time and it talks about earned playing time being determined each week by coaches based on the students efforts to develop skill, maintain proper condition, demonstrate positive attitude, practice teamwork, verify winning, and abiding by this rules the conduct. Now, the irony of the fact that I'm the one who's talking about this should not be lost on anyone. Um, but I almost wonder if that would be an appropriate time to have a

026more in-depth conversation about what detail. So, then the simplest way to do this would be can we reference administrative guidelines in there? I think it does reference the very bottom. Did I miss it in the crossout sections? I'm sorry. No, just super intent and me is to develop guidelines for coaches to follow which will ensure that as many students as possible have the opportunity to play so they have the opportunity to benefit from the learning experience and I think in other policies it specifically says administrative guidelines we reference other administrative guidelines in some of the policies and that's not an issue to put that um the second piece going to that administrative guideline take or put note you read it as um freshman and and JV It's not what we call it. We don't call

027it. It's JV1, JB2. So, we need to use proper language. Got it. See, I told you the irony of me reading. No, but thank you cuz I, you know, and that then but that then helps to clarify this. But if we reference, you know what I'm saying? Yeah. Are all of the sports then JB1, JB2, and varsity? All of Yes. Well, Josh is on. Josh, are all of the sports JB12? Not all have three level. There's three levels, but not all can fill three levels. So, some might only have a JB1 in varsity, but it starts with three if you can fill three. Okay. Some may only varsity. There is Yeah, I I I don't want to step on Jamie Keep's toes here, but that's that's what Diana shared is my understanding. Okay. trampled all

028over his toes previous that's you know Diane now that you read that out loud also where it says rather than on winning particular and then it ends with the subvarsity I don't want that to look like only the subvarsity are required you know that we have values of good sportsmanship team play and that's why I said with that It's hard because this says subversity. It starts with all and then delineation. Yeah. If it was just talking about rather than winning particulate, you know, maybe but the rather than winning would be the subvarsity. All of the other are varsity and that's where I had confusion with this bullet point and and when you read through it the first time, not a big deal, but when you read, you know, I took the time, I read it

029out. That's why I read it out loud to all of you just looking at it because our brains meld it together. But I don't know I'd want to take any of that out because I think that that there's still value in that and I'm speaking as like a coach right now that if I have a group of my varsity girls that are being butttheads, but but this is where the they're going to sit. You know what I mean? This is where the the um administrative guidelines bring enough clarity to that where I'm okay with it. Agreed. With what's there with without having that I had confusion that brought point of clarity. So, and they also have sportsmanship expectations as administrative guidelines and it goes through school administrators, coaches, student athletes, cheerleaders, members of other student

030groups, every spectator, the public address announcer as well has guidelines. All right. So, perfect. What I'm hearing from the Did you have any other concerns about that one? No. Okay. So, I'm hearing from the committee. Well, I'll check with the committee that this one we should we should bring back with the administrative guidelines and possibly some input from Jamie kept as well. Is that accurate? I don't know. Do you need to bring it back other than when you look at the administrative guidelines? My question was resolved with the administrative guidelines. Okay. Um that brought enough clarity to what's there. anything more you do I think is going to bring confusion because that brought enough clarity to it other than referencing administrative guidelines in there that just lets people know hey there's a there's a more

031specific piece in there so at the end of that we could say um see admin a guidelines whatever I don't want to speak that this is exactly how we'll be recommending adopting those but I know we'll go through a process after we adopt everything when we're then we have more of an Exactly. So once the guidelines come up then making sure there's parallelism. Okay. And then we could make that adjustment at that time then. All right. So so there's no objection with the current language as long with with the exception of adding that line that says C administrative guideline number or whatever it is. Um 20 2431.01 01 or whatever it is. Thank you because I did see it but then I saw the particularly but yeah confused for yeah for me it just but

032that cleared it up and if there if it was in there already I would just would have said hey this is clear up at all so it's all good. All right. All right. What's next? Next 2464 programs for gifted and talented students. A few questions here. The first one is Am I not on the real spot? I'm No, you're good. A lot of you changing pages and I'm like, we're just checking. Okay, so 2464 in WSD language, we reference this group of students as advanced learners. And so at least somewhere in here, we need to reference that term. Well, then we can change the title to be programs for advanced learners. And that's fine. Yet I think we also in parenthesis put gifted and talented because not everybody knows that. Um but at at some

033point we need to call it what we call it here for easy ease of reference. Good catch. Um did I see somewhere in here it said? So last paragraph. Am I going too fast? No. Okay. Last paragraph. The superintendent shall develop administrative guidelines blah blah blah. Is there a separate administrative guideline portion for this that is different than what Stacy Bargains has worked on? And my followup to that is has Stacy Bargains taken a look and I sent this to you Craig and I didn't get she should have eyes to this. I sent Stacy the original um policy. She was thrilled because her advocacy group um is advocating for specifically this policy in particular. So she was very happy about that. I am looking in the administrative guidelines. I do not see a matching 20

03424 64. Um yes there is um there are administrative guidelines for that. I have not gone through those administrative guidelines to match that to what Stacy currently has. So if we I know that's not on the the list you know I just so we have that. I don't know from what we have. We've spent I've spent a lot of time in the original handbook. Stacy spent a lot of time in what we currently have. We just want to make sure that those are meshing and not separate entities because the um the handbook is posted through the district website through the administrators. So if that's something that has even minor differences, we just need to clear that up so there's not a created gap that we don't. I do think we do need to refer to

035it as gifted and talented at some level only because state law is specifically about gifted and talent and that's why I said keeping it in the parenthesis but we need to have advanced learner in there. Um so we can go ahead and make that change. I am not ready to comment about that administrative guideline yet and I would work very closely with Stacy on that one. Um, but like I said, I had sent her this to say, "Do you have feedback for us?" And her feedback was, "This is exactly what they're advocating for um with their state." So, just kind of taking a look at the more spec. To me, it sounds like she looked at it from the more overarchive guideline lens. Got it. And the administrative guideline lens goes really, really, really into

036detail. Yeah. My question, well, I guess we'll talk about that when we get to the administrative guidelines, but just my wondering uh would be like does our administrative guidelines uh lay out instances where uh perhaps a child would be promoted to the next grade level or skip a grade level. Um in those instances because there is grade pro. Yes, there is um subject acceleration and grade level acceleration that is di that has been that was never laid out right 5 years ago it is now there is a okay a process I don't know exactly what that states but right um we do have a student at the middle school that did um get advanced in the last five years okay I mean there is that wasn't a process for my kids going through elementary but

037it is it's not for my kids but I have a nephew that's like going through that right so I could yeah Stacy does a great job you know through the testing help you know all the different components so yes there are pieces that are there and having a gifted person in the district that's certified in it has made a huge impact otherwise no offense to the people we had prior it's just they're doing that on top of their principal jobs and and didn't have the the background all right to do that excellent any other questions saying, "Nope, not in 2000." Okay. So, um um I do uh have a question on the 2000s if you're still keeping that open. I just didn't want to speak in front of any of the committee members. Um Oh,

038can you hear me? Yep. Oh, okay. There you are. Okay. Sorry. Uh it changed a little bit. All right. So on 2131 uh educational outcome goals and expectations um I wanted to talk about uh in the citizenship section which is the end of page one and uh is at the start of page two but I think the two items that I'm looking at are on page one. Um we're looking at items B and C uh which come out of the state statutes. Um the first one B reads, "A commitment to the basic values of our government, including by appropriate instruction and ceremony, the proper reverence and respect for and the history and meaning of the American flag, the declaration of independence, the US Constitution, and the Constitution and laws of the state. Um so that

039is taken directly from the state statutes. Uh that being said, uh in our previous policy, which is 6220, which is kind of its partner policy, which is much shorter and just says we will agree with all of the statutes of the state. Um it's it's essentially referencing the same thing. And I do know uh from uh things that I've heard as recently as this month that this might not be the clear this might not be clear enough instruction because I'm still hearing uh stories of unfortunately uh some uh disparagement of uh disparagement of the nation, the constitution and the history of our country uh by teachers. Uh I won't get into specifics with names, but I do hear about this happening. So, I was wondering if it would be worthwhile to uh at the very

040least um put a pin in it for a future action item to say uh that you know this is to be done with reverence for those things and that disparagement of those subjects is unacceptable. Um so that's for uh item B. Then for item C, uh where it says the skills to participate in political life, I do think that adding in a qualifier that this is to be done neutrally is important. Um uh I know that when I was in uh high school, there was certainly a teacher who was uh instructing students in uh civic activity and doing so in an extremely biased manner. Uh and I think that it would be really important for us to give teachers the clear instruction. We are not supposed to impart our personal values onto the students. We're

041not supposed to impart our personal opinions onto the students. It must be done in a politically neutral manner. Um so having those two things as future action items uh under citizenship on uh policy 2131 education goals. Um and it's a similar story for under personal development items B, C and D. Um uh ensuring that we specify that these things must be done in a neutral manner uh construction of personal ethics and goals. Uh it's you know uh many many stories over the years uh of school districts and uh teachers in schools uh not doing that in a personal or in a in a neutral manner. um capacity for self-expression obviously clarifying that this is to be uh at difference to parents not in any sort of field that parents might find inappropriate for the instruction

042of their children. Um and then uh back to B uh the third subcategory which is about uh human growth and development. Um, and this might fit in on a larger scale, but specifying that these are that uh where it says um no student may be required to take instruction. That's uh second line of item three. Uh no student may be required to take instruction. Uh specifying that that would be an opt-in process I think would be very important. uh so that you know parents don't find out that they lost a letter in the mail or that an email got buried in their inbox and now their child is learning things that they have uh that they consider to be inappropriate for other people to be talking to their children about. Um very very important topic

043but again that might go along with a wider discussion about optin. I just wanted to throw that in there because I did see that and I feel like that needs to be said. Are we having discussion about these suggest if we're having discussion about each of the comments on this? Can we go back or are we are you taking notes and this is coming back at a later time? Um, we it's up for discussion. I mean, right now, but I ideally we would like to try to get I'm just saying there's there's a lot that he brought for, right? So, if we can do one at a time Yeah. and move on otherwise I mean taking notes to go through. We're going to go back anyway. So I appreciate the insight that's there, but I

044just because he had mentioned about pinning it for a future conversation. Are you comfortable with moving forward with the language as it is right now with the understanding that uh once the book is adopted or just prior to the book being adopted that there might be an opportunity to bring some of this forward? Yeah, certainly. And that is uh to Diana's point, that is why I kind of went through them quickly because my point wasn't necessarily to get super in the weeds at this time. I know we've talked a lot about how our goal is to not let perfect be the enemy of great or great be the enemy of good or however the statement goes. Um so I thought, hey, let's put those in as future action items and they'll be loaded in for

045future meetings once we've gotten past the hurdle of having the policy book in place. and we'll have those pinned in there so that if people are like hey what about this point or that point it is there and it's on the slate for discussion in the future I was just going to add regarding the human growth and that has a policy of its own Sam and that may be somewhere you know when you're talking about you know how you want parents to opt in or opt out if that discussion is to be had I think that could come to that policy when that policy is brought I don't know that come in your head. So, you know, it's funny. I was making notes. We talked about it. My comment about that was too there is

046a very specific human growth and development policy. Um, and as a board you can have a discussion about how exactly you want to go about that. Um, obviously right now we send letters and allow families to opt out. Um, but if there is a change at the board level about how we want to go about that, I think that's the place. So, thank you. So, I just thought I'd mention that. Yeah, definitely. So maybe in the future item uh or future agenda item or future action item, however you wanted to place that, maybe then pinning in the human growth and development. Uh unless there's a specific policy that's about the opt-in versus opt out process and procedure, uh that might be that might be uh a better way to do it, too. I'm not certain

047uh down to that level where all of those different policies are located. Uh it's just something that I did want to mention. Great. And I think for any future discussion, it would be really helpful if you have data be willing to bring it as to how many families choose to opt out of it just to kind of get an understanding for, you know, are we talking 20 families, 200 families compared to all students that have to go through just to understand what percentage of folks are opting out of existing curriculum. I'll put that out to the principles to see what happen. Sorry, but yeah, you're able to like I think opt out of like maybe a specific too. So like it's not like nope no human growth development, but like there's my understanding there was

048access to like the actual curriculum and you could be like I don't want them I want them to learn all that. I just don't want them to learn that piece. So I don't I don't know how that may be just more of the teachers. I don't know how you do that. One thing to consider speaking from the teacher lens, opt in versus opt out. I understand the commentary about opting in from the communication standpoint. Remember, we've shifted now to rooms. So losing something in the mail, that lack of communication, those things should be diminishing greatly over the course of the next 6, 8 months, whatever it will be, because all parents, that's the primary form of communication for everything. And it's not just a oneanddone. And we're we've moved in the last year to having

049a more consistent means of newsletters at each of the buildings. And so we've improved on the communication front as a district. So I'd like us to consider that measuring stick as opposed to one from two years ago or 5 years ago or 10 years ago because we have gotten better with it. I agree that the the amount of things lost in transit over the years was pretty high, but I also see a lot of improvements coming forward. And if if we're worried about the communication piece, has that resolved itself? I would hate to change the way we do things because remember, then it's a whole different set of things, too. Can we can we save that conversation more for when when we actually have to discuss about opt in versus opt out, you know, and

050I mean, right now it doesn't sound like we're we're there. We were just talking about whether or not this moves forward as a first read. Any other comments on that, Sam? Uh, nope. That's the only one that I had uh questions and notes on for uh the 2000 block. Is there an additional comment on sand? I understand. I think he referenced in B about whatever being unacceptable. I guess my question is why would we put that verbiage in anything that's a violation of policy is unacceptable? And so do we need to specify that for a particular item in there when doing that for any item of any policy isn't acceptable? So I guess I would need a point of clarification. Yeah, where the suggestion was made and I understand why the suggestion was made but

051I don't understand the necessity if this is the policy we're supposed to follow if we don't follow a policy issue. It's what's happening. Correct. So I'm just I'm wondering if if that's not needed. So I Yeah. Can I speak to that for a moment? Sure. Um yeah. So, um, specifically, uh, what I am, uh, specifically what I'm talking about is multiple instances where I've had it reported to me by parents, um, and, uh, and by people who have been inside of the halls of the school, uh, overhearing and observing, um, you know, uh, classrooms collectively not engaging in the pledge of allegiance, not indivi not certain individuals within the classroom, but whole classrooms not engaging, not speaking out loud, standing, things of that nature. um lessons being taught or books being read disparaging uh the

052founding fathers uh making statements that are uh at best questionably questionably accurate or are framing them in a uh particularly uncharitable way or leaving out important information and at best making things up whole cloth. So there's a number of aspects of uh you know the instruction that happens about our national history and our state history that even though we have been for quite a while following these statutes um these law these statutes these state statutes it seems that the teachers or at least some of the teachers I should say aren't entirely clear on what constitutes reverence uh for these subjects reverence and respect. So, you know, and like I said, I've been hearing this as recently as this month about these things going on. Um, why these parents are coming and talking to me about

053it is another discussion that I'd be happy to get into, but I'm not trying to clog up the uh the uh meeting we're having tonight about policy. This is the reason I'm bringing it up because it seems to be a continuing and pervasive issue, and I don't know that just having the language within the policy is going to solve that problem. I think making it very clear that disparagement is not permissible is very important in that context. Does that make sense? Was that the section that you were referring to? Yes. Yeah. So bottom of page one. Yeah. Citizenship B and C. Yeah, it does. Yep. We have policy for a reason and policy should be followed. And if policy isn't followed, then that needs to go to the building principal and that needs to go

054to the superintendent. As with any policy, if we're not following it, there's a chain that should happen. So, so having that I I wholly understand Sam's point. I'm just not understanding globally. It's not going to change it because it's still going to be there. You can put those words in there, but at the same time, we expect that of all of our policies. Okay. Well, the reason I'm asking is because I would prefer to give our teachers the benefit of the doubt. And I would like to think that perhaps the reason that they're engaging in that sort of behavior is because they maybe don't have that clear guidance on what it means to be reverent towards the country and its history. Um, if we were to say, well, of course they understand it, then I

055would have to assume that they're doing it on purpose because they mean to disparage the country and its history. And I'm personally, you know, I'm just I'm a little uncomfortable taking that line of reasoning at this moment at least. So, so Sam, if I understand your concerns, are you um when when this gets revisited in the future, are you suggesting that there's further verbiage that needs to um try to emphasize that or spell that that out a little bit more? Um yes. to provide clarity. All right. Well, when that when it comes up, I guess that would make sense to carry on that conversation. So, I'm hearing basically on the words reverence. Yeah. Maybe not such a big word of reverence where it's more, you know, if that's if that's what I'm hearing can say,

056right? Okay. it it apparently does not seem to be the case that that word uh that that word is impactful enough. So yeah, that's that's why I'm bringing it up. But thank you. I appreciate it. Okay. Any other questions on the 2000 policies? All right. I did want to point a couple of them out that I had some uh questions about. Um uh 2260.02 02. Um, just the fact that we're referencing bilingual students and and then the the uh light bulb went off. I'm like maybe we should have our policy book in Spanish as well. So, um, we're exploring those options. Thanks for remembering that. Right. Well, all of our documents translated. Um, and it takes time, but Miola does practice that. And so that's something that once everything gets done, it takes a little

057bit of time, but it gets translated. Thank you for bringing that up. Yeah, you will provide the translation, I believe. So, yeah. Well, it's a good purchase. So, it's expensive. Yeah. Check. Yeah. Yeah, I mean because I mean it we're not going to make little Google Trans We're going to we're going to talk about services offered to bilingual students and you know that whole process by which um we talk about parental notification. Yeah. Anyway, so there's that. And then um uh 2271 we're talking about, you know, the uh college now program. I just made a comment. Maybe it's an ed service. That would probably be an ed services discussion. Um specifically about um having juniors and seniors being aware of what that program look like. Uh because hey, if our district can uh chip in

058to allow a student to attend college courses and get credit for it, if it's not something that we offer, probably be a good thing. Oh, with that um typically there has been notification to parents there's a freshman orientation type night and it talks about college coursework availability not just AP but other options so it's prefaced there when you said juniors and seniors I agree but those conversations need to start at the freshman and sophomore levels and so I had asked and I don't know where it is and it's an ed services piece but just so you all are aware I had asked that the meetings they have junior year start as early as freshman year. Not just for juniors to make sure they're on course for graduation, but to help them with college and career

059planning, all those other pieces. So that just feeds into as a background piece. Yes. More conversation for um services, but yes, those are working hand in hand. Excellent. Um the next one, the next one kind of came up very recently. Uh 2416. Um that one was regarding surveys. Notice by the state. Yeah. TW 20 20 and um specifically we had we had um basically two policies on surveys and one pertaining to what we would typically consider a survey and then another one where it could be a re researchbased survey provided by I don't know somebody from a different school district offering a survey um for research purposes that might not necessarily directly benefit the students and um that fell under policy uh 16 1630. So therefore to be consistent with our current practice we and

060to make sure we captured it if I'm understanding this correctly we added it to uh added 1630 to 2416 to the bottom. Yeah. Okay. That's why it's highlighting and like I've wrote this before but yeah. Okay. And that's all the comments I I mean I did have a question about I think we got that covered from we had two positives. Now it's only one. All right. So, are there any objections to moving forward with um the the 2000 series for first read? I mean, I I the only the only action items I think think I grabbed out of that is a couple of spelling uh grammar mistakes. Um we have uh two policies that we would uh which we were talking about possibly future discussion. Do we decide not to have future discussion about that

061intercolastic that mutual discussion would circle around the administrative guidelines probably administrative guidance but it's not in the not in the policy. So we would add maybe the U language to see the administration guideline number. That would be the action item on that one and then that policy would come back with the guidelines as a cross but not as an additional typically come back that way. Right. The other action item would be U number 2464 to add advanced learners in there somewhere so there's no confusion. and then they have a future discussion about 2131. All right. Hearing no other objections to moving forward with that, we will uh move those to first read and discuss the 5000 read. Anybody want to start with any questions regarding 5000? Hold on. Oh, there they are. Oh, there it

062up. I think so. Mine's still thinking like they're not. Oh, there we go. It's coming slow. Hold on. I did one. I do, but again, I'll wait until committee members. Um my question was for 56103 alternatives to exposion. My question I had and this is more of just a when we talk you know sometimes about being consistent. If you go down to re-entry plan and letter L um it talks about and it it mention it mentions parking lot privileges. The reason I talked about this talking about because and we said we wouldn't take those privileges away. It wasn't part of the policy barrier. However, this is what I will say. If you have a child that has committed a crime in a parking lot with a vehicle or has done something, then that would be

063appropriate. Should that be in that policy because of that? It is in this policy. The other policy, the parking, I think it was Yeah. What were we talking about? You couldn't bring snowmobiles and something else. There was like a whole bunch of stuff. Yeah. It was crossed out and it talked about that this privilege can be I think I don't remember the words and I I could try to find it was about Jenny remember do you remember that one because I remember specifically what it was about behavior it was about something else vehicles that could be brought to school or something. This is specific. No, there was a privilege because I I specifically asked why we wouldn't Yeah. ever take that privilege away like especially if someone's drinking or whatever. So I just I don't

064know if we should put this one in the first paragraph under re-entry plan the last sentence the plan may include but is not limited to. So that doesn't mean you have to or don't have to. No, my but my point is is in a parking pass policy for the parking privileges. It specifically does not say that that privilege can be taken away. Well, we can absolutely put it in. You know what I'm saying? So, I'm just it it if that policy says this privilege won't be taken away, but it technically and that was why I brought it up because I thought really I understand it's not the first thing. We're not just ripping them away from a suspension or Yeah. But of course I what I was thinking is you know you got drugs and

065alcohol or like you said a crime that should be taken away. Can I I'm going to ask a devil's advocate question. This is re-entry after expulsion. So this is the regular set of rules that are there. Yes. But this is re-entry. And with re-entry there are additional rules that do apply. Yes. It's not for the general public. Does that have any bearing on your question? I'm not saying it shouldn't or I'm not I'm just trying to think through different lenses that it should when we're talking about if that is something that could be taken away, it should state that in that policy. That is like the policy just about parking. And I was questioning that at the time, but I you know, so you you would think a statement such as if a student was

066expelled from school, their parking privileges may not be in effect upon re-entry. But but how we word it, but just that anticipates that there could be it wasn't just for expulsion, right? Like there was a crime or something. other the other what you were talking about was a um it was it was like a it was not about expulsions and it was not about re-entry. It was about behavior related things which this is something completely different. We can add that they may have their parking pass taken away. We don't do that right now. But what if something were to happen? I don't have an issue with that. Does it cause barriers for students to get to school and stay at school? Sure. Do I want barriers for that? No. But if something happens, is that

067a card we could play? Maybe, Lori, it's a card we could play. This is really about re-entry um after an expulsion, which we know has um very, very specific things that we should into those plans if we ever create a plan for re-entry. Right. Again, I was just playing double digit. No, I I I I get it. I guess I was just it just kind of refreshed because yeah, it was one of those things where I was a little taken back from from the get-go. So then I just wanted to be sure we were consistent. But I I see it is just this specific before you move on. I had a question on that. While we're on this, can we stay on this? Sure. Just a second. I I get back to work. Sorry, I'm

068jumping around trying to find this policy and it's a clarifying tried today and Sure. Go ahead. It's a clarifying question. The first thing is a pre-expulsion conference. Do we do anything with pre-expulsion in this district? Yes. Okay. We have pre-expulsion conferences. Yes. And contracts. Just don't recall seeing a whole lot of that. We present them to you when they're signed during an expulsion hearing. Although we don't know about it, we present them and we have them and when they are violated, we have brought them and I have files of them. Yes, thank you. That's my only question. It's just me clear. Does the re-entry does that have to do with pre-expulsion also? So, are you talking about the re-entry plan on page two? Mhm. So for any student who participates in the expulsion alternative process,

069okay, in collaboration with appropriate administrators, but it can also be um the expulsion alternative process when you don't expel a student through the age of 21. That's an alternative to the Okay, so they're expelled but for a limited term and then there's a re-entry plan. When a student is suspended, we also do re-entry meetings on the day that they're coming back. When we have pre-expulsion um contracts and conferences, we do that regularly as well. Okay. Will our I guess my question specific to this. Will our legal council that represents us have to also then be familiar with this particular verbiage? Um I guess I'm kind of confused as is this a a change from current practice? No. You know. Okay. All right. Any other questions on it really does say may include listing all those

070things. It doesn't mean you know how those have gone where well you know I mean every situation is you know unique right and you just don't want to be limited to something because we put it into policy. Um yeah. Okay. Okay. Thank you. I just Anything else on that one? No, not on that one. Any other questions on the 5,000? I have a question about 5335. It's the care of students with chronic health conditions. Just curious as to the striking of asthma as it might relate to individualized health plan. Correct. It is because we receive doctor's orders on every child that has asthma that we have to follow. We do not create our own plan. They are the physician's plans that we follow. Thank you for the very Okay. Go ahead, Sam. Uh, yep. Thanks.

071Um uh on 5310 health services uh I just wanted to ask for clarification. The bottom two paragraphs have been struck from the policy and I was reading through them and I did not entirely understand exactly why they were struck. Um it seems like a pretty specific thing. Uh could someone give me some clarification on that? So the last two paragraphs um the board shall directly notify the parents of students at least annually at the beginning of the school year of the specific or approximate dates during the school year when any non-emergency invasive physical examination or screening is scheduled or expected to be scheduled for students if the examination or screening is one required as a condition of attendance. We do not do that. two administr administered by the school and scheduled by the school in

072advance and three not necessary to protect the immediate health and safety of a specific student. We don't do these. I was actually shocked to think that this is happening. Yeah. No, no, no, no. We don't worry. I know. But I like some people are doing that. Correct. Schools are doing that. I don't know. Not too invasive physical examinations. And even when it says invasive means I'm like, wait, what? Yeah. Does that answer your question, Sam? Yes, that does. Thank you. I appreciate it. I do have um one other item here, but Oh, go ahead. Sorry. No, I'm just saying to be clear, we do not do invasive examinations. So, that's that was my suspicion. I just wanted to make sure that I got uh that I got clarification uh for uh my peace of mind

073and I suppose anyone else who'd be confused about it. Um so then I do have one other one, 5540, but that kind of goes along with something in the 8,000 section. So, I think I'm going to wait until you guys are done talking about 8,000. Um, because 5540, my question is, or my note is pretty minor. Uh, 8395 is probably a better place to bring it up. All right. 55405401 5540. Unless I wrote it down wrong. Uh, here. Yeah. 55401. Investigations involving suspected child abuse. Yep, that's it. Yeah, 55401. Um, and I was just uh it's something that goes along with like I said 83.95 uh which is Oh, sorry I don't have the name in front of me. I got to scroll over. Yeah. uh mental health. And there's a bit of the student

074mental health services that talks about the same subject about uh um if a teacher has a question about um uh if if a teacher has a a question about whether or not a student is being abused. Yeah. As a mandatory disorder. So Sam, when you're talking about the um 5540.01 investigations involving suspected child abuse, that is when human services comes into the schools. Gotcha. Gotcha. Okay. Okay. Yeah. And 8395 kind of deals with the other side of that when you're dealing with mental health. And there's a question about whether or not there needs to be uh any sort of uh organization that is going to come in because of that and kind of how teachers and faculty and staff are supposed to handle that whole situation. Um so like I said, I mean I it

075would probably be more useful for me to bring it up and just make note of that in conjunction with 8395 after you guys are able to ask all of your questions. Uh because I don't want to I'm not trying to get ahead of you. Great. I have some wonder did you have any you had you had all your questions asked. Charity. Yeah, I believe so for this. Yeah. Okay. What D? Yeah. Go ahead. Cool. Just a point of clarification around 5310. It references that, you know, the emergency health services, I think you're 5310.01, sorry. That it's to call 911 and then mentions something about um having a physician that's going to be making um making some of those decisions. I'm guessing that is any kind of physician that is responding to said 911. Okay. 5310.01.

0765310.01 01 emergency nursing services. Sorry. Be helpfully good title. Is that not Am I missing that? Yeah, it's on the bottom of the uh way down. I missed it. That's why I'm down here. Okay. I'm sorry. Charity, can you ask your question again, please? No, absolutely. It it says emergency nursing services for students shall be provided by calling 911 and then later says medical direction for emergency nursing services will be provided by the medical adviser or physician. Yes. And so that's the one that's responding to the student that is in the ER. Okay, perfect. That's all I need to know. Thank you. Okay, so I asked a question on this particular one. Um, and the fifth paragraph, who is a registered? So you crossed off the word a. Yeah, it's a registered nurse. It's a

077registered nurse. Who is Okay. School nurse. Who is registered? Got it. Okay. Sounds good to me. Or I was just wondering if it was a registered cow or something like that. I mean, we're talking about like registered what? Okay. Anyway, any other questions on the Diana? All right. 5461. Children at risk of not graduating from high school. Um starting with paragraph three um my question is it talks about a plan how the board is going to meet the students needs and even back in the in the opening sentence the board shall establish programs to serve the children in the WSD. So it does it say the board is doing this because we oversee all of it. Okay. And so then that would be the response of why in paragraph three it talks about the board

078um because sorry go to one two third paragraph the WSD shall identify all children at risk. Um the WSD shall annually develop a plan. Where did I see describing how the board will meet the needs of each? Yeah. Then it says the board will meet the needs of the students. The the board doesn't do that though. Should that be the WSD or should that be the board? It can be. I mean, you're the governing agents. We are just for continuity because here it says board. Here it says W. That's I'm wondering if that's meaning a plan describing how the board will meet the needs. to me that says whether it's you're recommending a curriculum or you're recommending a program academy or different alternative programs or you build a charter school if you wanted to right

079there's a variety I'm just because then it has that plan is completed on or before August 15th of the year we just haven't really had a lot of that conversation discussion so that's why it's just clarity of how how are we well the bigger question Let's go back up a second. I'm ahead of myself. Letter F. Eighth grade students who score in each area of the student assessment that's below basic of failing and eighth grade students who are not promoted to ninth grade. So all of these students according to this are supposed to have this plan that we're supposed to be overseeing and doing and done by August 15. Is that what we currently do? Is that our hope and goal? Yes. To do that. So take into consideration that when they say eighth grade

080students who score in each area of the student assessment below basic level, those could be students with individual education plans. Those could be students who are multi- language learners. Those could be students in intervention. They are already within academic modifications. I understand that that could also be the 30 40 28% of students that don't qualify under any of those umbrella pieces that they end their school year and they choose not to do summer they choose not to do some of the things. So is we don't have a mandatory summer school plan. We don't have a mandatory plan to my understanding and I could be o you know overlooking it as a security net for those students. I understand the ones you are those have a security net. It's the others. And I know I'm not

081picking on Craig at all, but I know Craig brought up some different things talking about the retention policy that we had, right? Um for WSD that we have a large number of that and I'm just wondering, do we do something for the take away the special populations for the general population? Jenny, um I was like popping to look at the draft of it. So, we're talking about eighth grade going into ninth grade and the plan in place for them when they are at risk. I believe that there's like an overarching uh at risk plan that's developed annually that's not necessarily specific to each student, but it's more about the Go ahead. Clarifying question. You just said at risk student. Are you talking about labeled at risk or are we just talking at risk of graduating?

082If we're this question is graduating from high school. Okay. At risk because we have at risk you know there's an at risk quotation marks at risk and these are at risk of not graduating from high school. So I just criteria is very specific that it's two of those specific pieces at risk of not graduating from high school and there is like a flag within lies I believe for this as well um that will tell you that I don't think we have parents if they're parents in there but the other pieces in here that will flag it as well. Um and then the plans and the program modifications for those students going into high school to ensure that they are graduating um through the high school's counseling department working with their counselors as to like what

083are their plans and there are like very individualized things that we're doing to get students to graduate. I know Josh had to go to his child's concert. Um, and we can get you some additional information through the high school counseling department, too. And I know Jen is on as well. I don't know if she has anything else she wanted to add. I don't need it. I just do. We have it. Yes, I trust that you have it. I wasn't aware of a lot of that doesn't mean it doesn't happen. Just because I'm not aware. It's just it's a nice clarifying question that yes, we do it. Okay. Um it's it stemmed for me from the conversation you had about retention and how we Yeah, I had similar similar questions. And we not only have it

084on the high school, we have it on ecampus as well. and um our students um that are at risk for graduation. We work really closely with those students and those families to make sure that the programs, the modifications, the competency programs, whatever it might be, gets them to a finishing point where they can be successful after us. And it takes a lot of creativity and a lot of various alternatives to get them to that. And the other reason for asking this specific question is it is part of our strategic plan with the percentage of graduation rate whatever. So I just want to make sure that if this is what we say we want to be doing if if we were in the beginning baby step stages of it or if we're in the middle you

085know it sounds like we're well on our pathway. the but to your point specifically about um you know that that later towards the end of uh page one where it goes into the board uses these particular basically interventions or supports um um we're not limited then I mean by saying you know the board use the the terminology the board the board would be limited to the board has the ability to still implement the summer program for uh that particular purpose. You know, if if the board so felt that it's necessary, so I'm all good. I have those are just clarifying. I don't have any work that I suggesting. Not that I'm like reading it. So if you look here it says students who are at risk of not graduating high school because they are dropouts

086or are at least two of the following. G is says parent. So that means that they are parent. Yes. Okay. Not that they are. When I first read it I was like that they are. I had to read that twice to clarify. Just being a parent makes them very much very much. Almost. But that's a good thing that we're paying particularly close attention to that that group of students then probably got a number of things on their plate. So, um, all right. I have another. Go ahead. 5500, student code of classroom fund. In letter A, [Music] backtrack second. The code of classroom conduct should include the following items. Do we have a code of conduct? Is it reference? If so, we should have it, you know, is it, let me rephrase, is it a general

087code of conduct encompassing all grade levels or is it more elementary, middle within student handbooks? Do we want to have that referenced somewhere in the policy, the word student handbook? Sure, absolutely. And those student handbooks are being rewritten over the summer after this is adopted. So that's just because then it's sure we can look at ver um well Jared either between you and Jared I I mentioned this one is vague as well not as specific as our current policy 53 09.2 two and then is vague by design. Clarity will come in our administrative guidelines as well as our handbook language. Currently, our parent policy is 5309 student discipline and 53 uh 539.1 student conduct as well as 53 539.2 code of classroom conduct function as administration guidelines. And we also have handbook language that supports

088AGS in this policy and the parent policy. So are you still in 5500? Yeah, those were Jared's comments. Those were very detailed. No, no, I just didn't see that. Those were Jared's comments. I just didn't see that anywhere. Am I Am I different? Yeah, I'm in the committee. So I didn't get that's why I just So but we're we're we're we're on it for the same same uh reasoning I think that you wanted to have more specific language sounds like it's going to be in the AGS. So any further questions on 5500. All right. My last one in this section and you may be going there already with the model policy there is on 5511 um dress and grooming. Well, can we can we hold off on that one? Yep. Because I I know that's

089why I said because Yep. Yep. So that's my last I just want to let you know that's I wrote it but then I didn't I don't have a Yeah, I just I know. So I must have had something on that one but we'll wait on that then. Okay. Anybody else have anything on the 5500s before we go to dress and grooming? All right. I guess we'll Hey, let's go to dress and grooming. Let's go to dress and grooming. All right. Go ahead, Diana. We'll see if you We'll see if we're like We got No. Well, I stay very overarching. I'm at the 5,000 mile view. I'm working really hard to be there. I don't always get there, but I'm trying really hard to be there. Um, and it's a clarifying question. Does our current dress

090code policy that we present to students follow what's written here? Jen, I see that you're online. Thank you. Can I finish my statement? Oh, sorry. Nope. I And I want to give kudos to the high school because they have done work with the dress code policy. So, we've we've made improvements and I'm just wondering, have the improvements been working? I believe they have, but I I don't want to speak for that. Are those improvements reflected somehow in the verbiage that's here? If so, great. If not, should it be? Um, and that's kind of I just left it encompass. Did I stay high enough for you there? I love how high you went. Thank you. Um, Mrs. Paddington, do you want to talk a little bit about um dress code at the high school? Absolutely. So,

091I believe we um the issue of dress code was brought up uh in the summer, I think July of 2023, and we were asked by the board to enforce the dress code um a little bit more conservatively than perhaps it was seen that we had been enforcing it. Um so, we did not necessarily change any of the verbiage. Um but we did include some clarification. Um we the board had asked us to do more education of students. So we did lots of presentations like during home rooms things like that where we were just talking to students about um appropriate dress and what would follow the dress code things like that. We added some clarifying language there. Um, particularly around like the issue of midrift shirts and things like that, which is perennially, you know, a

092pro an an issue that comes up. Um, but I don't know that necessarily those things are reflected in the actual language in the policy here. Um but we just included them so that students could be very clear as to how we would be enforcing it based on what the board was asking us to do. Um we the the data that I was keeping with Jennifer Balt when she was the AP back then um we found that during the first two trimesters of the last school year when we were keeping pretty careful records um we only recorded eight times over you know those I I I think it's about five months there where we were talking to students about dress um two times it was females six times it was male students um and you know

093we we felt that that was a pretty minor and small number um we deferred to not keeping students out of class we found ways to you know adjust their dress so that it would be more appropriate it um but so that students were staying in school and staying in class as much as possible. Can I ask a clarifying question then? Thank you for that insight. You referenced midrifts and underwear and I know that was a big um push in the conversations and things that occurred in those home room conversation. Um, can someone around the table or whatever show me in this policy where that fits? You mean to be specific and say no m does it? Well, I'm just saying does it fit under A? Does it fit under B? Does it fit under C?

094Does it fit under D? Where does that lie? I agree we shouldn't be seeing midrifts. I agree we shouldn't be seeing underwear. I agree. I shouldn't have when a student leans forward, I don't want to see their entire chest. I just don't see where the overarching piece where that fits in this policy and I think it needs to be there somehow. I don't think we need to have the specifics. I think these are very generally speaking, but maybe I maybe it's an oversight and if someone could help me with that, I would appreciate it. I would say on B disrupts the educational program, creates disorder. A midrift doesn't necessarily disrupt program. If you're seeing a half inch of skin, that's not really. Now, I taught in a classroom where the dress the skirt was literally

095less than six inches and the girls in the front row and you can see that disrupts the program, but seeing underwear band doesn't disrupt the educational program. So that's where I'm I'm not sure that fits. Well, see to I don't know if it's going to be that specific in this overarching policy because the principal shall serve as the initial arbiter of student dress code dress and grooming in their building. So, it says right in there that I'm only asking because if a parent came and questioned this and said, "This is a dress code violation. Show me where this violates it per board policy." Do we can we say with certainty right here the sentence say is we can link it to an AG and we can link it to student handbooks and the student handbooks

096change over time because we know that student dress changes over time. Something becomes in like the ripped jeans all over the place. You change the handbook to address that because we're able to change the handbook which I love that idea. Therefore, we don't get need to get into the nittygritty intricate pieces in this policy because that's already taking place in the administrative guidelines. So, if that's what we're saying would be this suggestion, I love it and that answers my question. My concern was along those lines. Um, very very much so. I felt the policy itself was rather vague. If we're going to have an administrative guideline, which again we a board moving forward will be approving administrative guidelines. Um I would submit that we also include model policy 13 for the consideration of of those

097administrative guidelines at some point. Now that's why I included um this particular uh model policy as a discussion point. Not necessarily that this is exactly what we would implement or consider implementing but rather to give people more of an understanding of how specific it can be. so that a teacher in the classroom can, you know, say, "I'm sorry, you need to go to office because you're outside of our our our um dress code policy, you know, and and of course they would do that in a appropriate way and not be chasing lengths with a ruler." So that's our concern, right? So, and and there's language can be put in there that say that's something to the effect of as a general rule, uh, skirt skirts will hit approximately the the, you know, within the bottom

098third of the knee or whatever the case may be. So, can I ask a time out because you had talked about policy, but then you referenced that being an administrative guideline. So, if we're talking administrative guidelines, would that be a better conversation when you get to the administrative guidelines piece? Because, as Sarah referenced, the there's individual handbooks and the dress code is different from grade level to grade level to, you know, from elementary to middle to high school. Yeah. And so to have it more specific as our parent policy, I'm not sure that's wise. But I agree with you. We need specifics. And that to me sounds like administrative guidelines similar to what we just discussed in a previous one. Let's kind of hold off on that conversation then. No, I I'm not I'm not

099opposed to I agree with you. Um that that maybe we have to have this conversation when there's an administrative guideline. But uh when we look at the administrative guidelines, I'm I'm strongly encouraging our administration to also look at something that's a little bit more specific like this. you know, when it comes to uh you know, providing the direction for our staff and ad uh building administration to know, hey, this is where we're outside of the uh administrative guideline or where we're outside of the policy so that we can be very clear and direct when we communicate with parents as as far as what the violation is. Um I when then we're on the same page. So, are you saying that the current dress code policy that each I'm gonna say grade band, elementary, middle, high

100school, that each grade band has isn't specific enough? I don't know that it is because you don't know or you think that it because I if I say I don't know that it is, I don't know. But if I'm saying I don't think that it is, there's Okay. Well, then then I will rephrase my statement. I don't think that it is. Um and and the reason I can cite that is because uh I hear a number of complaints within the uh from parents in the community to say that hey listen it's the wild west at your high school especially when it comes to dress code. So, this sounds like a better when we get to administrative guidelines that that's more intricate, but then the I don't know if I'm hearing an action item in there

101that maybe the um administrative team kind of takes a look here's what they currently have in place, you know, and does that provide the clarity that's there or improvements because this will come up prior to the printing. I'm hoping administrative guidelines prior to the printing of handbooks and those are in the handbooks. So administrators are going to be taking a look at it anyway. Am I out of line and on that? That's correct. Okay. Any further discussion on on that? I can tell that you're eager to say something. When we get to the administrative guidelines on this, we'll talk about it. Okay. All right. Well, we can uh reduce the blood pressure a little bit tonight. Is your blood pressure high? No. No. Just I think it'll be a good conversation. I think so, too.

102Um just whatever clarity and and whatever is there, but just Sure. All right. Any other questions uh specific to the 5000 looping of policies here tonight? I had already asked that question I realized. But Craig, were all of your questions answered in 5000s? You had asked some stuff specifically about weapons and those were very clear. Yeah. I did have that question remaining yet about weapons. Um, what did you just Are you talking about 5772? Yeah. Or you talking about the guns? Because you had talked a little bit about um in the suspension portion writing about how this is will be sent to expulsion, but it is very clear in state law and the the portion underneath regarding expulsion that it is expellable and that it will go to expulsion. Yeah, I was confused by why

103it just why it didn't. The top portion is just about suspensions and the bottom portion is just about expulsions. Yeah. Okay. So, it's referenced in both. You first suspend. Okay. Then you put through the notice of expulsion and then you expel when a student brings a gun to school. So, right. So, you're just saying it's just a just a function of the process. You know, we anytime there's a expelable offense, it it would normally move to uh suspension first of expulsion. Okay. Yes. You do your fiveday suspension and then you do your notice of expulsion which will increase it up to 15 days and while you're doing that, you also have your expulsion hearing set and you go through those steps. Okay. I'm I'm fine with that. I mean I it makes sense because you're

104getting them out of the building immediately for spending them waiting for the expulsion to So can I ask a clarifying question pull this off and ask it privately because it just this is a better place for it. Sure. And that is we have a number of farm kids in the high school and a number of them work on the farm prior to going to class. Let's say the kid comes to school and they forget to take their pocket knife. Well, that happens. Whatever. Is that an automatic five day? No. No, not at all. And it's it's based on intent. So, we were talking about gun. No. And the reason I'm asking is I don't think it says any based on intent because when I read it, I can tell you my kid has been to

105school with a pocketk knife. He come for, you know, and it was a legit I forgot to take it out, you know, and look to see. Um, I don't think there's anywhere in here about intent. No. And if we put intent in there, then it is subjective and we're not going to put that in there. But I will tell you, we have had kids that have been on Boy Scout camping trips and have stuff in the bottom of their backpacks and they're like, "Oh." And they literally will bring it into a teacher and go, "I forgot." And the teacher's calling up the principal saying, "Oh, this kid has a backpack." Oh, that's not that's not how I just want to make sure because Yes. Yeah. Perfect. I don't know. It was just my my biggest

106concern was, you know, that that we were taking it like seriously that, you know, there's no question guns come to a school on school grounds in your vehicle, whatever the case may be. That is correct. And that is for any adult and any student. And that is immediate expense. And in fact, that's a felony. Correct. So, all right. Any other questions? All right. Um, I think uh what's it T610? Can't find that. What does that explain? the the oh the restorative practices strike. Yeah, actually we put in other interventions because it allows us to do a variety of things. So yeah, we struck um restorative practices because we can do restorative practices and we can do a variety of other things. Well, I mean, the biggest the biggest thing being that um I wasn't I

107wasn't sure if restorative practices were was still um wides widely used and I didn't want to also be then um restricted to just Yeah. Yeah. It's a tool that we still use, but by striking it, we open it up to um a variety of tools that we also use. It just doesn't limit us then. Okay, sounds good. All right, any other questions on the 5,000 group? All right, moving on to the 8,000 group. Anybody want to start? 8120 uh around volunteers and I guess this was just front of mind because I know with the musical that went on on the Facebook page, hey, can anybody be an asher? So recognizing there's background checks and things like that. There are going to be students in the space although they're performing. There might be some in the

108audience, you know, kind of a thing. So are there is it more classroom or extracurricular activity focused? I guess like where's the designation? Because obviously we're not putting ushers through background check for a one time, you know, intent of seating people at an activity. They should have been interacting with students. Maybe we shouldn't. Okay. Just asking for should So we have a system where people have to turn in their their license and it does a comprehensive check on them. Um and then they can wear their badge, right? Um, I wouldn't see why they shouldn't. Okay. So, as a point of clarification, there's the full-blown background check that teachers need to substitute in the building. Whatever. What Sarah's describing is the screen in. Yes. When you check in now, there's the thing where you scan your

109driver's license. That's the background check you're saying. So, those usher volunteers, it would only take a couple seconds. It's not a twoe turnaround window like a full back. That is correct. And for those people that are ushering or just volunteering and assisting concessions, whatever, when they go to the high school, um that the access to that is right there in the main lobby, except with concessions being football field concessions, is there a a challenge that we can do that ahead of time? Okay. So, just maybe we notify each booster club and remind them that this is an important part of the process just for clarification. I mean, I don't want to make it any harder for people to volunteer, especially knowing that people are going into it with good intent to raise money to to

110help the environment. I just didn't know if that was the case because if somebody just raised their hand and said, "Yeah, I'll do it." I I didn't see that there were any checks in place. But that is true what you're saying when you're working concessions there. That's a I don't want to say a requirement, but it's almost a requirement of if my child is playing a sport during the varsity game, if she's a varsity player, you know, you'd work during the JV game. It's a contribution kind of a thing. So, if we are going to say, "Hey, background check. Is there something we could do universally?" Um, so it's not doing that at the start of each game to get the badge like you would checking in, but just kind of like a red card

111thing at the beginning of the year. Put that in as you know a registration piece that parents do this and then they're green lit. There are systems that do this. We know about this. There are two different I was here. There's two different We're talking about two different things. run like we run through HR a background check on people who come in and volunteer for us. So people who are like our avid tutors, we run a background check through HR with them. People who come into our elementary schools who are working with kids, there is also the run it through when you walk into the the home security check. Yes. That like this that's like the sex offender registry chatter. So, I I do know through HR like Sarah Miller has a running list of

112people who have been approved. Um, I don't know whether or not that is how they're doing like the booster club things or the uh like music booster club and correct or the ushers. I don't know whether or not they through that. It is like a period of time. Anyone who chef runs a field trip, we do a background check through HR. Um, so there there is a difference between those two things. So I don't know the answer to was the usher particularly were the booster club people working in the concession stand run through that system or not. Um, that is a good point of clarification. I just know as principles anyone we have in our building working like with our students, we run a running parents going on a field trip like you can't decide

113the morning of you want a trap round. you need to let us know a month ahead of time so we can run that check. Then we just want to make sure there's two points in here. One is the first, it looks like the second set of brackets. Third set of brackets, sorry, the second does not cross out. Any volunteer who works with or has access to students shall be screened. Da da da da. And then later on where the heading is each volunteer um it's the letter D each volunteer accepting the role of a volunteer agrees to the verification that a satisfactory background check could be you know so we're saying that there any volunteer. So then it sounds like we're not quite doing that yet, but it sounds like there might be an easy

114fix to that. I I have two other questions and I don't know. Um, I I I would think that uh I'm missing the frequency of a background check because um you know things can happen between the time that you do the background check and um I know there is frequency. So the one that Margaret does or HR does, is that yearly? To be honest with you, I think we ask people to submit yearly. Okay. Um I don't I don't want to promise I know the answer to that one. Positively. You don't have to do it annually. I feel like I did yearly when my kids are younger obviously. So one at the door is every time you do it at the door. Okay. That's not as in depth. It's sexual offenders, right? Yeah. Okay. So,

115it's not going to show up that you have a DUI, right? If you're not sure. So, do we have like um would we put Oh, this is specific to volunteers. But yet, they would still Yeah, there's that second bracket that other bracket where you would go through the in-depth criminal history check. Is that something that we would put in this policy that states that at least annually? I think that's a great question to know how we do it now to be sure and then check with Margaret. Okay. I think it's a great idea, Craig, and I think that it is necessary. Agreed. I think we just need to check with the people who are doing it now because I think we're unsure as to how frequently it's already been doing. But great point. So instead

116of holding it up for the lack of language, do we move it forward with that um with that ad and then expect that if there is like some sort of a challenge to that that it gets brought forward. Okay. And then the other question I would have would be is there some sort of thing like an administrative guideline? I don't don't want to create a bunch of extra work. I know it might be a dumb question though, but what happens in the event that somebody fails it? They are notified. I mean, cuz the person that happens to be doing the check, let's say if it's the sex offender registry check at the door, you know, and there's an alert. There's an alert to say, "I'm sorry, I can't let you in." So, it's okay. Let's

117be honest. They do and I I'll be honest if there is something that is in somebody's background, right? They have and and they're being honest about it, they have told principles um and and Margaret deals with that. Okay. And and so that's a that's a great question for Margaret. Sure. But she and I believe notifies um people when when they don't. So really that's just handled through the HR when they do a regular Yeah. Okay. Gotcha. Probably at the individual building. So then my biggest question is the the frequency. All right. So where are we adding merch about the frequency? Good question. Um maybe just adding a sub point E that would be with with the frequency that the yes checks happen annually subject a background criminal. Or can we add it at the end

118of the any volunteer who works with or has access to students just submitted criminal history backgrounds or records check privacy allowed annually at the end of that I don't last year I went for the school and you're like oh at least annually school board is because we had it back I mean because if you say annually then well I already submitted it if I say at least annually we haven't We did we decided to do a um check more frequently without because of a word to Diana's point of line with like a red card process where you could have different parent volunteers for each sport season. You could have different ones for each spring or you know whatever their frequent touch points. Okay. Any other questions on the 8000 series? I have one question on

1198463, which is the students without parents. And I think the only question I have, and it's more of a point of clarification, we specifically mentioned Dr. Jefferson County. Recognizing that we may have open enrollment, do we need to extend beyond those two counties or are we only talking about we will refer them because they're the counties that Watertown? Okay, perfect. Thank you. And then they would deal with that. Yes, good question. Any others? Sam, how many you have any other questions on the 8000 series? Yeah, so specifically on uh 8395 student mental health services. I had a couple of notes uh about that and thank you for asking by the way. I do appreciate it. Um on that uh the second paragraph of the policy the second line has the phrase well actually I'll start

120from the beginning of the second paragraph because it's kind of the it's the sentence the WUSD will assist in facilitating students access to mental health services when appropriate through the student services department and in conjunction with the students parent and licensed agencies at the I think that in the interest of making it clear that we're doing it uh not like the parents are part of it but that it's ultimately with the parents consent. Um you know obviously uh exception cases notwithstanding like we talked about earlier in the 5000 section. Um I think it would be worthwhile to uh rephrase that statement. Um, and I do have a sample or an example of how I how you might rephrase it. Um, you could say through the student services department in conjunction with licensed agencies at the

121school and in deference to the students parents uh, state laws accepting circumstances where state law applies or something of that nature. We have a different word other than the big word if we're taking reverence out because it's too big. Just making sure. Oh, no. I didn't think reverence was too big for the teachers to understand. I thought that, you know, for one reason or another, reverence is not being shown. And before we assume bad intent with the teachers, we should clarify that it is uh that it is a situation that they that they understand. I mean, if you'd prefer to not use the word deference, I mean, for sure. Um uh you know, under parental authorization. Sorry. Uh I guess I guess I'm I'm confused, Sam. What uh what specifically in the current verbiage is

122problematic? I mean I see that it I see that it says in conjunction with uh the students parent uh as well as licensed agencies at the school you know. Yeah. So conjunction implies equal uh authority to handle a situation regarding mental health. Um and I think that the concern there would be that you know for parents that it's not a cooperative action. It is as a matter of fact a it's a situation where the parent has greater authority over the students uh mental health and you know health services in general and I think that the word conjunction doesn't necessarily convey that. I think it would be important to convey clearly um that it's not a conjunction. It's with deference to the parents wishes um and state law. Um receive coordination of on-site services face to

123face and or virtual. Acknowledge that to be eligible to receive services at school, students must have signed parent permission. That's what we're talking about. Yeah. Um on page two. So on page two, Sam, under coordination of on-site services, letter C, does that also address that? I mean, because it's it it it seeks to have a signed parent permission and waiver indemnification agreement. I mean, yeah, it is actually providing that authority from from the parent. Yes, I do I do think that that is a good stipulation to have in there. Letter C. However, that's about um to be eligible to receive services. It doesn't necessarily specify that services will only be specific services will only be administered with parents permissions. I I agree. I agree with you. However, um health services can mental health services cannot

124be provided by law without parental consent. So I I don't know how we would I I don't I think he's hung up on the word conjunction if that's the way he described it. Correct me if I'm wrong, Sam, but I don't I've never heard of conjunction. Not I've never heard it described the way you have. It's usually similar to together with, you know, whatever. I've never heard that delineation before. The paragraph I think that you're talking about the district will assist the facilitation of with the parents. It assists the parents and we get a lot of requests. So we assist the family. The family is the one parents or guardians that actually do the permission. That's on their own and that is by law. And so that's where it states that in C. Yeah. And

125that kind of goes back to the uh the first item that I brought up in some of that discussion there. And again, I think it's very important for me not to assume bad intent on the behalf of, you know, teachers or faculty who may find themselves in that position, but it does seem that if those things aren't uh aren't explicitly stated within policy, sometimes, you know, perhaps an awareness of that can fall through. That's why I think that making it clear what what order that happens in and who is deferred to within policy is important because you know I do continually hear stories uh from the district in a variety of areas where people seem to not be very clear on what the state statutes are and you know there's a level of uncertainty as

126to whether or not there's a violation of policy there and I think a pound an ounce of prevention is worth a pound of cure. And I think that an ounce of prevention is specifying using language like this in the policies. That's why I tend to bring those up during policy meetings. No, I don't disagree with you, Sam. I it makes a lot of sense. However, I wonder if there's a little bit of a disconnect when it comes to the services that are being discussed here. Um because uh it is my understanding that I if a student has to um in receive mental health services uh they are utilizing I mean they're not utilizing school district resources for mental health services. They're actually using it's actually a um a health provider that that is basically employed

127by the parent and the district is only providing the space in which those people can meet a as well as the time so that that child uh can have minimal disruption in their day. Yeah. So I don't know if I would oh sorry go ahead. they might not have access to that mental health service outside of regular school hours. Um so that that's really what we're talking about and uh it's the this particular policy if I am understanding it correctly governs that that relationship between that child and that licensed practitioner that the parent is hiring. Yeah. So, when I was examining the uh the policy, and please correct me if I'm wrong, but it says that uh WUSD assists in facilitating student access through the student services department. In that paragraph, if you scroll down

128to uh school district mental health professionals, it says the student services department that was previously mentioned is available to assist students with mental health concerns, including providing services within the scope of the staff members professional abilities and/or lensure. The board may make available mental health professional staff members to assist students. So, it's not the parents making it available and then the board uh allowing that person into the building. It is the student services department being the uh being the place where that is made available through staffing within the building is what is being talked about here. I think um the student services staff are not licensed to provide mental health supports. We have stated this to parents. We have stated this to staff. We do not provide mental health services to our students. What we

129do is coordinate or facilitate the ability for students to receive those services from outside agencies for school mental health, school-based mental health, whether it's from Jefferson County, whether it's from PCAL. Um, we also have a referral service that parents utilize on their own um to find their own therapists uh outside of the day. Sometimes maybe it's virtually inside the day, but we are there to remove barriers so parents can um facilitate and hire and utilize their insurance or you know whatever they do so that their children can then have those services, but the student services staff never provides mental health therapies. So, I do hear what you're saying and I I'm uh I suppose I would say I'm I'm happy to hear that or to get the clarification on it more precisely. However, within the

130policy, that is not what the policy itself states. The policy states that the student services department does assist students, including providing services. So, perhaps this would actually be something that would be worthwhile to adjust then within this policy and to adjust that language towards the bottom of page one. We provide school counseling services. We provide social worker services. We provide school psych services. So, we can perhaps adjust it to state that we provide schoolbased counseling, social work, and psych services. Um, but we don't do anything medically, which would include actual therapy. Um, because we don't do that. Could we do a clarifying point? The clarifying I'm just wondering to get to Sam's point. I understand what he's saying because I read it similarly. Um, he's in where it says student district mental health professionals. that

131first paragraph under that heading. The student services department is available to assist students and their families with blah blah blah blah blah. Sure. Students and you know no I understand that but to his point it says assist students it's missing the family piece. Does that help clarify that then Sam? I do think that that is getting closer to it. I do think that it's important to, like I said, I think clarity is the I think clarity is the key to transparency, which is the key to having a happy school district. And I think that um that helps provide clarity. I think an even greater degree of clarity would be to still specify that um no specific services shall be uh shall be administered or shall be provided without uh without that parental consent. And again,

132I know that it talks about a similar topic on the second page uh under item C as we talked about. Um but that is just discussing a waiver uh and a consent of information you know to receive services. It doesn't necessarily specify what form those services will take. And I think, you know, even if it's even if it is um there is a therapist or there is counseling uh going on at the school, I think that clarifying what is being talked about in that counseling is important for the to the parents. Uh things of that nature. So that's kind of what I'm getting at is the clearer we are about deferring to the parents, the easier the situation is going to be and the less ambiguous the situations are going to be that come out

133of this policy. Okay. So, I'm getting a little bit I think what you're saying, Sam, what you're what I think you're coming close to saying is that school student service members should not be speaking with children unless their parents give permission to do so. Correct me if I'm wrong. Um, well, so I I I think that's part of it. Um, but I think that even beyond that, I think that a student service professional may provide some sort of student mental health service like you talked about earlier. And the sort of the the sort of support that's being provided is not necessarily one that a parent thought would be provided. This is a potential and as I've talked about before, having clarity ahead of time, it's an ounce of prevention that's worth a pound of cure.

134So we don't provide mental health services. So I I know that you just mentioned mental health along with our student services. We don't provide mental health services. What are the services that the student support provides then? What are those services that are being provided by student supports? Student services. No. Can I just It says the board make available mental health professional staff members to me what maybe we're and correct me Sam but that kind of sounds like we have staff in the buildings that are providing for these things. Um yeah we partner with Jefferson County or Dodge County or other doctors or counselors that come on in and provide those. Right. But that's not just a kid a student can't just walk in there and get that. I think that's where this is lacking that

135that connection. If if if we didn't know any better and I was just reading this, it does kind of sound like my kid could be going in and getting a staff member helping them with depression and anxiety even though we know that's not happening. Do you get I think that's where it is. And I don't know I don't know if it's because it says mental health professional staff because Jefferson County is not our staff. Correct. They're not. So it does say am I kind of connecting with you Sam? Make available mental health professional staff members. Yes. Uh yeah that is that is certainly uh that's certainly a component of it. I just think that there is across the board across the policy I should say not board that's confusing across the policy there is an

136ambiguity as to exactly what level of authority parents have in their child's you know in in their child's mental health care within the school. Sarah I do hear what you're saying about the manner in which you conduct and by what rules you conduct. But I still think that clarity within policy is the key to a sense of trust and transparency between parents and the district. So to that end, I'm strongly encouraging you guys to add in some clarifying language uh that that states that express permission from parents must be provided before specific services are provided because it does not come across apparently within the policy. Diana, you had something. I lost it. I I would I would submit just this as a possibility. Um, in that sentence, I guess student service department is available to

137assist students. Um, okay. Okay. at the end of that sentence, maybe having another sentence that says um mental health services will not be solicited by the um student service department without parental consent. So, we don't solicit. I know that, but we're clarifying that. Right. So it's not I don't know that it's mental health services won't be solicited. I think that it is it's addressed in C where it's mental health services will not be provided without parental consent which is in C and in the gets back to what I was going to say before the in it's already saying in that second sentence it's in conjunction with it doesn't say maybe it says it will be in conjunction with. So, it's saying it's already being done with the parent. If those things aren't happen, you know,

138these pieces all have to be together for it to work. So, in conjunction with student services, the parent um and licensed agencies at the school. So yeah, I I think we're getting and that's kind of why that was the statement I was uh centering in on uh in my initial comment about this about this policy was because the word conjunction implies that the parents have no greater authority in the situation than the other groups that they are working in conjunction with. Now while that may not be the intent that is the idea that is communicated and again for the sake of clarity and transparency an ounce of prevention is worth a pound of cure. I think it would be very very helpful for us to clarify by changing the word conjunction or the phrase in

139conjunction with to indeference to or something approximating that if we don't like the word deference. So the the issue I think that that I'm having with this Sam just from a practical nature is that we'll assist in facilitating access. We facilitate the access because we are the ones who know where to access information and then we provide it to the parents to take over. Parents what you're saying and we do that in partnership in conjunction with because we are the experts. So they seek out the information from us and then we provide it to them. So I I think you're talking Yeah. Go ahead. Yeah. I I totally hear what you're saying, Sarah. Um I'm not questioning your conduct or the conduct of uh your department within the district. Um I'm talking purely about the

140language that is within the policy that is before us. that is my focus in this area, the language of the policy, not the conduct that is occurring within the district in this case, but the language and what it communicates. Um, and that's for a couple of different reasons. I've talked about it a few previous meetings, but I don't necessarily need to go into the specifics of that now. Again, what it comes down to is I just think the phrase in deference to works better and communicates more clearly the role of the parent in relation to the school system than in conjunction with. That's where I'm at with that. But that's really I think I've expressed myself pretty clearly there. So, if you if if the policy committee would prefer not to make that change, that's

141fine. Um, I think I've said my piece and I'll I'll leave it at that and I'll let you guys uh decide and kind of work out where you want to go from there. Okay. I'm just going to say again, difference is too big of a word for many people. Sarah just used the word in partnership with. So, instead of in conjunction, you use that in your description to Sam. Can we change in conjunction to in partnership with? And does that No, I don't think it does. I think I I think that Sam is is concerned that there needs to be a greater emphasis on of the student p students parent being control of the process. But that's not going to happen based on what Sarah just said because the school I'm going to say WSD

142has by far more knowledge and resources in this or the parent wouldn't be seeking this parents that if I have a child that has depression anxiety and I go and I know that and I can go and provide those resources I'm not going in conjunction with the district. I've done that on my own. I am under and correct me if I'm wrong, but this gets bigger at those that don't know where to turn, don't know where to go. Here are some suggestions. Or it could be here are some suggestions I have for you. Oh, no, I'm good. I I've got this or thank you. So, right now the district from the way I read this does supersede it a little bit because they have more knowledge, but the district knowledge of what of the services

143that are are accessible because that's where this is going. And then the parent then is in total control. The district doesn't tell you do this, do this, now you do this. It's here is a plethora of of services and things that you can use. These are a little more expensive, these are less expensive, these are free, this is whatever. It's now putting the parents in total 100% control of where it's at. But up until that point, the parents have very little if any information. And correct me if I just misspoke. That is correct. So I do understand that that's how the district operates currently. I understand that that's the way that Sarah uh and her department operate. However, that is not what the language of the policy communicates. The word conjunction means with and then

144joining junct like like a conjunction in in a sentence. Um, and that implies co-equal ownership of the process and co-equal ownership of the decisions being made when in fact the parents are actually the ones who make the decision about the students ultimate access to those mental health services. That's why because we're not talking about uh curating options. We're talking about providing access to those options, opening a door to those options. And if a parent does not wish for a door to be opened to those options, it's not a co-equal decision being made between the district and the parents. It's a decision being made by the parents which is then fulfilled by the district. If the parent says, I would like, so say I have a child and my child suffers from anxiety and I would

145like my child to receive services for anxiety. I first request that this that the district makes that access and then the district fulfills my request as a parent to make that access. Does that make sense? Yes, that does make sense. And that does happen sometimes, Sam. But there are other times where we have um talked with parents and we have said, "Hey, this is what we're seeing at school and there's a recurring pattern of of whatever it is. Um you know, have you been seeing this too?" and they have those parent teacher conferences or you know confidential conferences about a student or their behavior or their needs and then we offer the resources and whether they take them or not is up to them for sure. So so yeah you that would be a step

146that comes before the parent requesting that that access is given that access is provided or facilitated by the district. Um again when it's not talking about it's not saying if it said the WUSD will curate options uh mental health service options for students to access uh that would be a different that would be a different statement. It says it will assist in cooperation with the student services or through the student services department with the licensed agencies at the school. It says it will assist facilitating student access. So there's going to be a collaborative project to facilitate student access, right? Facilitating being providing the like making the opening the door to that access. Uh not curating options access but opening that door. That is what we're doing. Yes, we are doing that. The district is facilitating

147the students access to get the me the mental health services with the parents permission. Yes. So just I guess it feels like the language is a hang up. So, I guess just a thought and and I'm curious, I guess Sarah and Sam, because it sounds like the two most engaged stakeholders as to what the final language will be as part of this conversation. It's to say W USD through the student services department will assist in connecting students access to mental health services through licensed agencies and at the request of or with the permission of the student's parent. That that is what we do. But if if we say that if we say it from that language perspective, will that clar is that accurate for you? And Sam Sam, does that meet the needs because it

148is at the request of or with the permission with? Yeah, that would be a that would be a variance of my initial proposal to use the phrase in deference to. So yes, would like at the parents that is at the parents permission, not in cooperation with the parents. It's not a collaborative project. It's collaborative in the sense that you that the school district is providing uh that the school district is providing that service. It's not collaborative in any other sense because the parent has a greater deal of authority in that scenario. So yes, I do think that that is a perfectly fine substitution. W USUSD through the student services department will assist in facilitating student or connecting students access to mental health services when appropriate with licensed agencies at the school at the request of

149or with the permission of the student's parent and we can fine-tune a word here or there kind of a thing but I mean just kind of checking the boxes and what I would say is parent/gardian. Back to your example, because I know I've done this too as a teacher, it's not always at the request of a parent. The example you gave is I'm seeing this. We've been seeing this. Have you seen a lot of this at home? And then from there, hey, you know, these are some things that are there. Yeah. But so it doesn't go any further. No, no, but I'm just saying that the way that that's worded says that those aren't provided unless there's the Did I not hear it correctly? You said an or. Sorry. I missed the or my brain

150putting hand in there. Okay. Then I'm good. My brain jumped. I just want to make sure. No, it's a great point. Is the policy committee Well, let me ask Sam. Sam, are you comfortable with that change? I mean, does that does that address your concerns on that particular part of this uh policy? It absolutely does. Yes. Thank you. Okay. Does a policy committee feel like that is a you know acceptable language to put forth as a two first street? Yeah, sounds good. Are there any other particular areas of this particular policy that jumped out to anybody? I do have one. I don't think it'll go as far as that conversation did, but um under the coordination of on-site services. What number? Letter A. Same policy. Same. Sorry, I did too. Yeah. I just I just

151I'm seeking the clarification. says all individuals providing services must be working under an agreement between a district and a licensed agency approved by and then it has checked off the superintendent. It is the superintendent. Yeah. Prior to commencing services, we have a memorandums of understanding member. Okay. Memorandums of understanding. So, so this is a a legal document, legal a legal agreement with the um the provider in order for them to practice within the facility. Correct. Or for us to contract with them to practice in the facility. Yes. Uh my question is so it's currently the superintendent um it's the same type of thing that we do when we have the department of health services come on in for nurses or we do with um our oh my goodness CISA for all of our services coming

152out of CISA. There are so many that we do. Yes. Okay. All right. Thanks. That's a clarification I needed. And that's not designate. That is just the superintendent. So like they'll send it to me and then I will um sometimes I sign it. He knows that I've signed it. Um it can say designate. However, what I will say is everything that I have in contract form um he is aware of and he is um giving approval to. Um, but those contracts we take very seriously. Those memorandums of understanding we take very seriously and we have a lot CISAs, health departments, I I mean they're all over the place. I just in many other places we have whoever or designate. I just it can say I just didn't want there to be a well Sarah signed

153this and you know I just want to make sure we're clear. Sign we're all signing them. So then it should say you'll make that adjustment. I mean I mean if that's current practice then all right trying to keep it all straight but I can't anything else on that particular one. All right, hearing no. Uh, anything else in the 8000 series? How about as best? I was going to say nothing about as best. You sure? It's so randomly put in there. Boy, did we cover everything else? I mean, well, I think that that one's just kind of like a rando. Like, hello. Okay, now we're talking. as fast as just trying straight face as best as okay to sum summarize like the 8 8000 series as far as the action items I have on that is

154that we're u we're going to do the rephrase that um charity had suggested in 8395 and then adding the current designate. Uh we also had specifically to policy um a discussion about volunteers frequency being at least annually. Was there anything else on 8120 that I missed on that? I'm not I think we just talked about potentially revisiting it, you know, around what's the process in the future, but not necessarily holding it up now. Okay. So then we need to put a note for that in the queue that that comes up because of what it says about volunteers. Um and we talked about around extracurricular activity kinds of things. Um something in the registration process. If we don't do that soon, like in the next month or so, that won't be in the registration process. So

155that's where getting it into the queue for the subsequent year is, in my opinion, more feasible. Okay. All right. Right. There's that. So section D, we talked about the Neil policy timeline. Charity had specifically asked about this. Um, and we all were kind of curious, too, because at this point in time, we've gotten through a huge chunk of the book to the point where I I'm thinking that we pretty much to a point where we're starting to wrap up here. Is Is that true or we still got a ways to go yet? So, we have some cleaning up to do yet. I I want to um I'm waiting on Nola I'm sorry for DAOS I have requested them to pull the uh list of all of our Nola policies for me um so that I

156can compare what we've wor what we've all done and uh what still needs to be worked on as well as the WUSD policies that we have matched up and if there's stragglers out there that that we so we can figure out what we want to bring in. Um I still have not heard back from from Neil, I'm sorry, from Board Docs. Boards. Um because that was done before I went on vacation. Okay. So, um I had to sign a whole data contract for that and everything to have them pull the data for me. Jeez. Yeah. So, um I'm still waiting on that. Uh so soon as I can get that I can start doing my comparisons and and cleaning out. So I mean like for for instance tonight we had um Neola policy group three

157on 2000 three on two 5,000 we have group one on the 8000s. Do we have more 8000s? Yes we do. We have 8000s that are matched up. So, so what we had tonight in the 8,000 had no matches. Okay. So, now Jared and I will have to work on the things that have been matched up to district policy. And um a lot of the 8,000s and 7,000s crossed WUSD um groups. Okay. So, so they might line up with um there's some in the 8000s that might have lined up with the student our WSD student policies and things like that. So, so it it got a little bit confusing. So, as far as our timeline is concerned, we're looking at um I mean this is cleanup of district and policies that do not align. So, we're

158at that point. We're we're we're close. We There's still a bit of work to do, but I think we're getting close. Okay. Well, we will not our goal is to pass the policy book at the June meeting. June. I was June. So, anything that we seems so long away and then here we are. I know. So, anything we do, if we want to, if we do indeed get that done by the June meeting, we have to have things pass second read even. I think we can even pass them. I'm not sure if we can pass them in the June meeting, right? The second read. Um, and then I'm wondering if we pass all of those second reads in, you know, in the consent agenda and then we have a resolution later to pass the entire

159book. Okay. So, oh that's the hope that'd be. Okay. Essentially, we have to have everything done by our May policy meeting in order to get first read in May and second read in June for immediate passing into the book. Okay. I just want to make sure that I understand the timeline correctly. And we don't know if that's going right. But we're certainly trying. Yeah. We're certainly trying. Great. Well, all right. No, I appreciate the timeline. It's been pretty aggressive. I appreciate it for everybody's patience. This was a lot to get through this time around, too. That's 46 policies. Yeah. And um you know, we're we're looks like we're on a good pace. So, all right. Any other future planning discussion, policy discussion? Sorry. Are there any that were put off the side too that there

160are there's there's quite a few because those are going to have to be talked. We probably want to consider some of those for the next meeting because we have we have those on, you know, and maybe that next meeting we if we have to just focus on that but or we just have to just fight through it and get it done. Just real sick of our time timeline. Did you ever do subcommittee if Weren't you going to do subcommittee for that? No, we kind of parking loted that too in the sense that we need to get this work done. We want to look at a date for May because I know planning meets on the 7th. I'm assuming there's going to be a policy meeting in May just when folks are together. Uh well, that's

161the tough part because like there's a I mean the committee will be changing and um organized committees at the April board meeting. Got it. Okay. Thank you. But so I mean who knows if I I'll be the chair any longer, but uh so I I don't know. Do we make those commitments or suggestion. Yes. Yes. So, we had this conversation um David Shrader and I we need a committee or excuse me, a meeting of the chairs. This came out of planning. That's right. And so, the only Monday that we don't typically have a meeting is Monday, May 5th, May 7th. What that first Monday is, right? And so with that, typically we'd start at 5:30. I'm wondering if we can start that at 5. And if you're going to do another meeting, piggyback it to

162that date because there will already that's already stated in there. Okay. And that's going to come up at the board meeting. Um the date there and that invitation then will come out. But because we don't have new board me it's silly to send the invitation now and then again to new board members but it'll be stated and it's in the minutes right of that. So that information will come out. Um, and I think I mentioned it at planning. I mentioned it at this one. I meant there's a third one. So, I've touched almost services. Yeah. Yeah. I think I've touched almost every but I I guess I regardless of what happens with the policy committee makeup in the future. I would definitely encourage that that you know there's minimal disruption um so that the next

163meeting you guys can keep keep moving with the work that needs to get done because otherwise um that time right we're still going to have to have a policy committee in May. Yeah. I mean I don't think it do it after that. I mean, we can set that time and then whoever is part of it would know it and and then that's also going to get announced, it'll get announced probably this on Monday, but then again, it'll be on our our list of upcoming dates in the superintendent report in April. Y So, I mean, I'm in new member on boarding and new. Yeah. Then they'll already know about it. I mean, was a normal thing. Yeah. They want me to know. So then I'm thinking that we push the meeting of the chairs to 5

164if because if we start that at 5:30 then at 6:30 does that get too late to start? I think we have a lot to cover and I think it might push it pretty late. So that's why I'm you know I'm open to doing like a 4:30 meeting of the chairs if it just gets hard with people that have a work schedule that they work until well right 5ish. So well Mike Mike was available yesterday at 4. So maybe it's possible. Let's put it for five and then if I forget if you can bring that question up at the board meeting um then people could state at that point does anybody have objection to starting it at 4:30 on that date for this that would be a great place to get every instead of speculating but

165if we right now plan on that at 5 and then keep it at six and policy at six May 7th. Okay. May 7th. Yes. It's Wednesday, is it? Oh, yeah. Sorry. It's May 5th. Sorry. The 5th. It's Monday. 5th is a Monday. Yeah. I couldn't remember the fifth or the seventh and the seventh is planning and that's why I had my brain. Yeah. Yeah. Okay. Okay. I don't have to have it in my brain. [Music] You might want to show up. Just come. Oh, I will you guys. I'll be here. Well, Alex, I'm not I mean, we're talking two months. So, my son's leaving me. I'm gonna be like, but I could be busy. You're gonna Okay, I appreciate that. Then uh and you'll still be available for next April or for this April yet.

166So, we're good. So, before adjournment, I have one more thing. Yes. So, I'm sorry. Go ahead. But I don't want to jump ahead because you haven't moved to that section. Past items. Yes. All right. Go ahead. So, with past items, I would just like to make a recommendation for consistency. I love the fact that we have action items in there if we could put in parentheses when it's completed. That way, it's just easy to reference back. So, if there's a question, this was done on this date, hey Craig, I saw that blah blah blah was done. It says, that just gives you an easy piece. Otherwise, it's here's, oh, you know, so and so was doing this. When did that occur? It's just I'm finding it an easy practice. Hey, I did this on June

1675th and I we just put it in there right away. Right. Just for See, I wasn't even putting in I put in the things that needed to be done yet. I anything that was completed, I did not put in past agenda items. So, those are just things that these are things that we have to still need to be worked on. Yes. Yeah. That's how I did mine. No. No. And and that's okay. This would be this. But then in the meeting Yeah. Then it's just okay. Are there any of these that need to come post and each meeting runs differently too. So that's good to know because every, like I said, everyone does it differently. In mine, it's these are when it's done and then they fall off and they don't come back the next

168month. They just recircle. But this is different because you have things that are more longunn, right? So it's just crazy. But no, that makes sense because now at least I know that these still have to be work done. Done. because I thought, oh, some are done, some aren't done. How do you delineate? You've already Yeah. And in reality, this is probably the list for this is actually probably like even longer. Yeah. Three or four times. This is just from like just recently. Yeah. But no, that's helpful because then yours is just these are all things that still need to be complete just so there's an point to it. So, thanks for clar thank you though. Any other any other questions, concerns? All right, it's now 8:00. 7:59. 7:59. When calls meeting at So, when when

169am I officially done? April 27th. that Sunday.