001In the Middle Ages, they would brew it. So, it really didn't have enough alcohol to do anything. It was just enough to kill off the bacteria. And that's the main thing they would drink. So, they had enough calories to survive. They called it a small beer. I joined the meeting. Was quite Oh, yeah. They had they had stronger alcohol as well. I'm saying like a dayto-day drink because you can't really drink a lot of medieval Europe. So in that sense it would be that would be a better energy drink because it's more of a low alcohol content. So just out of curiosity nobody Oh yeah. Oh yeah. Okay. Of course, you keep stuff in the right condition, it'll ferment on, but it's not very good. You know, I mean, they really refined all taste. My
002father's a keto. He always says like, I don't know, man. I don't want to drink anything that's essentially rock juice. That's how he I'm like, yeah, that's a good point. I kombucha every day. The thing is I think kombucha like if you've done a balance between the two, kombucha is probably conceptually grosser than you. I mean I love kombucha. Oh I mean I like it. When I think about it having like the scobby in the bottom that makes me a little uncom. There shouldn't be too many too many people who bottle it or not like individuals like you but like too many people who sell it. They sell it pretty much join the meeting. Yeah. No, I can't drink that. That's way beyond me. Yeah. No, that makes fermented yogurt. It's like yogurt. I tend
003to make Oh, I mean I' prefer that over most things. Yeah. I mean, but no, like keeper is So, do you brew brew do home brew? Yeah, I have. Cers, beers and wines. I can do those. Oh, you brew your own beer times. Yeah. My husband used to be really big into that. used to brew his own beer all the time. Yeah, it really gives this house a pretty good stench. I'd imagine. Yeah, I I think it's a good smell, but I grew up in Lacrosse, so I mean, it's a brewery town. Oh, yeah. Well, I don't mind the spell because I grew up in Milwaukee area. Wow. I grew up on 36th and Rogers between. So, like in the summer meeting. Yeah. Uh, hey guys. Uh, it's 5:30. We're gonna begin this uh meeting
004of the policy committee. Uh thanks for coming everybody. Appreciate it. Uh so uh first up on the agenda is uh policy discussion uh item A. That's policy 2414 human growth and development and uh the guidelines 2414 human growth and development advisory committee. So, we talked about these a little bit at the ed services meeting and we had some discussion with legal about it as well. So, let's hop into it. Does anyone have any questions, comments that they'd like to kick us off with? There. Did you get my questions, Sam? No, I did not. I didn't see them. Did you send them through email? Uh, no. I tested it. No. So, about the advisory committee? Yeah. Um, so will that be appointed by the board according to the language we have here? It wasn't clear. So,
005in the second paragraph on the first page, I I understand what you're saying. Um, I thought when we were initially going over it, there was a little bit of ambiguity there. It says to assemble the committee, the board will inform the WUSD community that it is assembling an advisory committee. So, it does make it clear that the board is assembling the committee. It doesn't specify the precise mechanism by which the board assembles the committee. I don't believe that. Oh, administrative guideline 24 sentence. Oh, I see. Shall be appointed by the board right here. Okay. Okay, but that's on the AG. That's not on this page. That's why I Okay, thank you. You're welcome. It does not specify like is the board going to vote for each member or anything like that. Um, so I think
006that would be up to us to determine as a board when we assemble that committee. And so then at that point would we add on to this policy create a whole separate policy on how we are going to establish the committee. So I believe uh in the age let me get back to that. Um we were talking about uh in the uh the committee itself AG2014 establishing establishment of the committee talks about uh that and then um where it talks about that it tells about the um what who makes up the committee. So, teachers, parents, um it doesn't specify that if you're a teacher, a parent, and a clergy, you have one person that fills three spots. Do we want to allow that? I would say no. Right. No. And um if there my understanding
007is in some in some ways that people read the statute if you are associated with the school district in any one of those roles for instance if I say I'm a parent the law says no but you're also a school employee. So we have to count you as a school employee. Okay. Good. Right. So because they're trying to make sure that there's balance between the school and the community. Right. That's what I'm looking for. Um and it does specify that uh parents obviously can make up more than one fifth. So there that would be the accepted group there. Um but yeah to maintain that balance. So is is the question that um of the language regarding the the formation of the advisory committee um that that the board will approve the uh advisory committee. So
008it says the um in the AG the second paragraph it says to assemble the committee the board will inform the WSD that it's assembling the advisory committee right and then the board will work with district administration to create an application form for the individuals who wish to serve on the committee. Okay and then those interested individuals can request to be considered for the committee through the application form uh by the date set by the board. So it would then become an agenda item at a future date after that application form is submitted. Okay. Thank you. Any other questions when it comes to 2414 either the guidelines or actually the AG I do uh because Melissa had mentioned that Jared had showed some concern about um the process if there were questions about it having to
009come to the committee or come to the whole board in 60 days and Jared had expressed some concerns about that. Do you recall that conversation in the meeting? No. So, you weren't there, Jared, to speak. So, I just wanted to for you to chime in there on your concerns. Yeah. So, um you know, it talks about like the third paragraph from the end, right? If a parent or WSD taxpayer believes that there is an issue with the advisory committee, uh they shall submit a request in writing to the board. That goes against a number of our other policies uh where there are complaints or or discussion points. Usually those uh are sent to me first. Matter of fact, our policies direct you as a board to direct those to me first. Right. And this one,
010it seems to be uh not, you know, consistent with our other policies. Just wondering why we would want to do that. instead of having it be consistent with our other policies. Does anyone on the board have any thoughts about uh whether they would want to keep it as written uh with the request being submitted directly to the board? Would anyone have any opposition to altering that language to bring it into alignment with our other policies where those requests or any kind of written uh notice is submitted first to the superintendent and then brought forward to the board at such time it's approp it's appropriate. I would like our policies to stay consistent. Okay. I have no problem with uh with adjusting that. So if we want to adjust the language there in that second line
011on the third paragraph, page two. So do you see where we are with that? Yeah. Okay. she was working in because that that gives them not only the complaintant due process, but those they're complaining about some due process to do the investigation, walk through that, right? Uh and do that in a setting that is not great a board meeting everybody, right? I I just don't think that we want to call anybody out on our community for any reason. Um, and it's okay to have like disagreements with why somebody's on sitting on a council or a board or whatever else, but the reality is is that those don't have to be, you know, there. I I'd love to have the due process that we give everybody else uh in that regard. So, thank you. Other than
012that, I'm good. Okay. Uh, anything else? Anyone? Lori, turn. Yeah, I do, but I'm looking at my notes and I'm not sure it applies to AG. Is there a 2210A? There is curriculum development. Yeah. So, that would be the next item on the list. Okay. I've got this. Um, all right. So if that's everything there, uh I would like to bring us to the main point of discussion from our last meeting uh in 2414 proper the the actual policy. Okay, there's a list of instruction in the following topics and we have a couple of things there. If you look into it, there's a couple of uh items four through six on page one and then uh number one below that, then number four at the top of page two, they have uh highlighted question marks
013and that was because when we were discussing them uh at the ed services meeting, we had some questions about what exactly should be taught or contained within a human growth and development class. And some of these step outside the boundaries of kind of mainline human growth and development and they get into more life skills, uh, leadership classes and things of that nature. So number four is methods for developing healthy life skills including setting goals, making responsible decisions, communicating and managing stress. And so the the question there was, does this fit best within human growth and development or is this best served, you know, being in a class outside of something that mainly deals with puberty, biology, uh, anatomy, things of that nature. So Sam, if I may, our our health teacher, um, who teaches this
014at a high school level, um, wasn't able to attend tonight, but did give me some some responses to that. So if I can go through those with you, I'll start with four, then five, then six, and then just in general um some discussion points that she had about bullying, body image, and um stereotyping. Sure. So um uh for number four, responsible decisions, healthy life skills in the curriculum, those are addressed through discussions around sexing uh and ways to say no situations and how to identify healthy and unhealthy relationships. especially they talk about communication um managing stress and ways to say no uh in a relationship if needed. So that's that's the connection to that. Okay. Thank you. Well, that sounds appropriate. Does anyone on the committee have opposition to that to that being involved in
015human growth development? My question, it was my question. Yeah. Where would we put it if we didn't have it in health? That's what I always wanted. Yeah. She she um didn't have um an answer for that related to this is why they talk about it in human growth and development because it's specifically rel related to those kinds of conversations and we wouldn't have those outside of human growth and development. Would anyone be opposed to using the language provided by the health teacher in place of the language that's currently on number four? because I think it's a little bit more specific, speaks better to what's being contained within that class. I think it helps out. I don't know if we need to have the word sexing in there specifically, but I think that talking about saying
016no, appropriate conversations, things like that. I think that would be I support that dream. Yeah, I agree with that. Yeah, sounds good. And I honestly I don't see a problem with having sexing in I mean it's a real reality of what happens in in today's way world and informing them on ways to uh have responsible decisions made around that uh are very important. Okay. I don't think it's necessary to have sex. I feel I feel like I feel like there is a fair number of parents that probably don't want you talking to their kids about things like that in detail. But again, I think it's really dependent on what form that conversation takes. And so, what I like about the response from the health teacher is the specificity of of what they're talking about. I
017think that maybe we need a little bit more specificity if we're going to have in our policy that we're going to be teaching about sexing because I think that can kind of go one of two ways and we'd hate to be in a situation where, you know, that's coming across the wrong way. I I wonder if that's where where your advisory committee all curriculum. I think so. Mhm. Well, and that's where I would almost say that this the specific topic of sexing would be better left to the advisory committee instead of being within the policy itself. That's I wouldn't add the verbiage of sexing personally. Well, I I mean honestly that's why I I respond better to responsible decisions and healthy life skills uh language because all of these things that she's talking to you
018about are curriculum, right? you asked the question, why does that need to be in there? She said, because here's where it is in my curriculum, right? Um, so, you know, that's why I think, you know, responding to number four, responsible decision skills is a good thing. She's giving you ration of why there's some good things to discuss in there. I'm saying it'd be good to keep it in the policy and let the committee decide what are the um real rationale for why to put curriculum towards that. and she'll come in with here's how I do it now. Are there other ways that you can think of? Do you not like these ways and or how should we uh view these subjects? Yeah, I can understand that. I suppose and this was kind of what our
019discussion was at ad services is just the the the breadth that you cover with number four is so wide that I think it starts to lose some of its distinction. So kind of trying to find that sweet spot where it's not, you know, listing out the specific modules in question necessarily, but where we're getting a little bit more specific and making sure that the language is related to human growth and development within policy. You know what I'm saying? Yeah. And to use your your own words against me as well as our attorneys, broad but specific is good in a policy broad because you I mean you guys said that to me like it gives you leeway, right, to be broad, but it's also good to be specific in certain instances. My question is what do
020you want here? Because we do have broad language about responsible decisions and healthy life skills, right? That is broad enough to put things on. Um, if you want more specificity, we can. Um, but I think getting to these are maybe too specific because it doesn't open up the committee's response to talking about full curriculum. Can I see it one more time? I'll cover up the rest of them so you can read it like it's read ahead. It's not a test. I think I mean I do think that uh how to identify healthy and unhealthy relationships and how to say no in those relationships. I think that that still gives you a pretty broad description there. And I think that that covers what you're going to be talking about in number four, but without again developing
021healthy life skills. I mean, we're not going to be talking about money management obviously, even though that's a healthy life skill. So if we specify more so what kind of healthy life skills we're talking about without getting down into the ultra specifics of every single detail, I think that would be good. So again, I mean that's what I put out there. Um but if the if the board would prefer to leave for as written or the committee I should say would prefer to leave for as written, uh I certainly go along with it. But my recommendation would be to say to replace the language of for with these statements ways to say no and how to identify healthy and unhealthy relationships. So from from an instructor's point of view and I teach the fourth grade
022and fifth grade boys human growth and development um from time to time especially at Shur where they don't have more than one male in the room other than me, right? like in the building I should say. Um we talk about healthy life skills as um how do you take care of your body in a way um that is beneficial. Um and that that transcends just health class because we're talking about things like private parts. We we talk about things like um menration and and what that looks like. um and you know try to give them an idea of this is this is what um young girls are dealing with because they have questions about that, right? Can can we change it? Sorry, guys. Can we change it to healthy selfcare? It's more specific, but it's
023still broad instead of life skills. I'm I'm okay with that. Sure. Just want to make sure that we have wording that would cover that. I don't know what other life skills they may do at the middle school level or the high school level, but specifically how we talk about life skills is that self-care, um, you know, um, you know, washing with deodorant, all those kinds of things that are really important. Um, health and exercise. Yep. Um, one of the things we talked about too is it being age appropriate and I noticed that in the curriculum, uh, fourth graders are learning about kinderg. No, it's not. No, excuse me. Sorry. This is not a time for public comment. We I I apologize if you guys would like to comment publicly. We are going to have opportunities
024for that in the future at future committee meetings. We don't have that on the docket for today. Thanks for your input. encourage you to come to the full board maybe speak up then but thank you and I'll tell you no one it's not it's depends on them we said changes in our environment um that has changed the way we mature and and so the chemicals and that sort of nine or 10 now I just brought it up for a friend there you go I'm glad I'm just listening Yeah, it's like nine or 10 now. Dan, let's go. That's when children are starting to develop. All right. Just based on Well, thank you. All right. Um, so uh does the committee have uh do do we see a general will of the committee? Would we like
025to stick with this language? would be like to add in um personal what you you personal selfare instead of general more general yeah healthy healthy self-care ways to say no and uh distinguishing healthy from unhealthy relationships. Um what do you think? Do you have any input? Thank you. I'm just kind of like trying to look to see if some of the other bullet points touch upon it. um which I don't know that it does. So I I mean I think that you know self-care makes sense when when you look at this just looking at the curriculum that Jenny shared with all of us. You know hygiene is talked about in fourth grade and we're talking about different kinds of self-care obviously at the high school level. Um you know I think the interesting piece for
026me is the is the goal setting and making responsible decisions. To Sam's point, this is this is a little more broad in nature, but based on the curriculum that was shared, it's not something that is addressed regularly in in the human growth and development coursework. So, I mean, I think the the healthy self-care makes sense. The the communication piece, and maybe that's how we avoid specifically using the word sex thing, is the communicating. um you know different ways that are healthy to communicate and and the the relationship piece. Yeah. And okay so I guess what's the final so healthy self-care and then I think a nice way to phrase it would be identifying healthy and un or uh sorry identifying healthy and unhealthy relationships. Is that what she says? Uh yeah it was um or
027positive and negative. Uh again the curriculum pieces are sexing ways to say no to situations how to how to identify healthy and unhealthy relationships uh communicating uh managing stress ways to say no. Yeah. So I would say identifying healthy and unhealthy relationships. It is actually in terms of communicating does address healthy relationships. It does. So, I don't know. Do we want to have it two places? Yeah, it seems like it's a it seem it seems like it could be a little redundant in that case. Um, you could add on to under B sub.1 in that case if you wanted to keep healthy relationships in there, you could add on how to communicate effectively and say no in situations. I do think that that's uh I think that's good specificity in that case. So, that's what
028I would recommend. I would recommend uh So, we're selfare. Okay. I'm I'm just trying to figure out what Ford's going to say. Lynn, do you have what Ford's going to say or are you okay? Selfare self-care and hygiene. Okay. And honestly, you can take the rest of them out because the rest of them would better fit perhaps with B subsection one. Yes. So I would just say selfcare and hygiene for number four. So methods for developing self-care and hygiene. Yeah. Period. Mhm. All right. Then item five is the next one. J. So item five uh relation to uh drugs, alcohol and decision- making the curriculum match is uh ways your decision- making can be inhibited as well as decision making and how to get healthy screenings. So does anyone have any thoughts about that? How
029does the committee feel about the inclusion of number five in the language as written? Um, so we do legally have to give some sort of uh, right? For number five, I might be on the wrong page here. No, number five, the alcohol and drug use effect responsible decision- making, we do legally have to give some sort of alcohol and drug training. Correct. I, and we kind of talked about this a little bit last time. I'm not certain with the way that the statutes are phrased that you're required to give that. I don't think that's in the must will model policy Sam at the bottom it like references the laws there. Um and at the bottom it notes that even if like let's say I wanted to exclude my child from any human growth and development,
030the school is still obligated to give them uh education on alcohol and drug use. even if you exclude them from is that under is that under 118 or is that under 115 model policy I'm not sure if it's model policy 30 or 31 that's on the same section there Sam it's 30 thank you gota I'm looking more for the what's the uh statute yeah it's the statutes in the legal analysis of the will document Gotcha. What does the district do if they are, you know, like a parent does remove them from moving growth and development and then the health teacher like pull them aside and make sure that they touch faces on like the alcohol and drug use and stuff like that? We we do try to touch on those things in our health um
031teaching as well as our DARE program at the elementary level. Gotcha. And so the only place that that would be provided will be within outside of the DARE program would be in the health. Correct. But they are not going to talk about how your um relationship decisions are going to be inhibited, especially sexual relationship decisions inhibited by the drugs. Uh they they wouldn't touch on that because that's a human growth and development issue. Gotcha. That would be best done in human growth. I I tend to want to leave it in there. Yeah, that's Yeah, that makes sense. Yeah. So, I don't have don't have an issue moving forward keeping number five in there. Yeah, I'm good with five as well. Charity. Yep. Cra, I'm not good. I'm sorry. Yep. So, it's Yeah. So, we're all
032in agreement. Yep. Okay. We'll keep five as written. Okay. All right. Let's move on to six. The impact of media on one's peers. Okay. And one's peers on thoughts, feelings, and behaviors related to sexuality. So um six uh media could be taken out. Um they do have a sexing unit and inappropriate versus appropriate screen usage and how it could lead to dangerous situations uh would fall under decision making. So um they could use that that same unit under the decision-m thing that we had talked about earlier. So um that's the only uh point that they touch on with media. Does anyone else on the committee have any initial thoughts on the impact of media on one's or and one's peers on thoughts, feelings, behaviors related to sexuality? I think if we take some of that
033piece from number four, Sam, that you had talked about maybe being more appropriate under B subsection. Um, you know, I think if as long as we're keeping that communication piece in there, again, this kind of all falls under that heading that that would probably be the appropriate place for it to land. So then I would say maybe we add to as a clarification to number six the importance of communication and saying no. How to say no? Um, that was a four though. I think I think four might have covered that. Lynn, could you read us back to the adjustment to four? Yeah. Methods for developing healthy self-care and hygiene. Okay. So, we kind of said that we were going to take some of those other pieces and move them down to another part of the
034Oh, yeah. And Charity, you had mentioned that it was in another section B1. Okay. I mean Jared said it could be struck completely right because five would cover what they cover number six media. Yes. Yeah. Okay. I'm final if we have ways to talk about um you know basically health communication health communications right sure. Yeah I think that would actually be better placed under B1 anyways because it talks about it down there. So yeah I'd be uh I'd be fine with striking six. Does anyone else on the committee have I'm going to strike? No. Fine. All right. Y All right. So, we'll strike six. Okay. Then we'll move on to B. So, section one, address self-esteem and personal responsibility, positive interpersonal skill, and healthy relationships. Um, having uh having thought about it for a while,
035I don't have uh too many issues here. I think that we've got some uh some language revision from our previous meeting. Uh I do think that we should add in of course uh the ways to say no and healthy communication into one into B1. Yep. Right. So, it would be address self-esteem and personal responsibility, positive interpersonal skills, healthy relationships and ways to say no. And ways to say no. Yeah. And we were going to say, are we going to say something about the media influence on this or No, I don't know that media influence is necessarily I don't know that we need to get that specific. I think that as media comes up, uh, I think that's going to be a relevant part of people's relationship building. That would be that would be my thought
036on it. Um, appropriate communications might be a way to phrase it because obviously again not using sexing, appropriate communications could fall within that. You know, the observance of healthy or appropriate communications for the age level. So again, what are the they see? What are they doing? Which we know in many cases just falls to parents, but we're hoping that they're not they're viewing it after school hours on their phone on their way homes and things like that. But I mean, I think appropriate communication might be an umbrella term, you know, could address it if that works. Yeah. Maybe healthy relationships and communication with health and appropriate communication. Sure. Yeah. Sure. I was thinking healthy communication, but yeah, appropriate probably a better word for it. So are you saying helping relationships and using appropriate commun uh
037if we hop down to the start of page two there's item number four there. Uh I think that also some of the language is a little different from what we were looking at previously. Uh this does walk into this does come into pretty broad territory. Uh the main point was the issue about avoiding stereotyping and whether or not that's relevant for human growth and development. Uh although I think that you know we should certainly be encouraging children to be civil to each other and not not attack each other. I don't know that we need the specificity of stereotyping. I think that bullying of all forms um is inappropriate in relation to the subject matter that's going on in the health class. Well, I I would assume that throughout the entire district it's constantly drove home
038the students that they shouldn't be bullying, right? Yep. Yeah. So, maybe we could take out the first So, could we take off uh everything before the first comma? Yep. And have it go start um Yep. how to refrain would be the beginning. Is anybody opposed to that? I would I would support that. I don't I don't think it that it shows anywhere in Jared. I don't know if anybody have made any comments specifically about that, but it doesn't look like in the curriculum that they're specifically discussing stereotyping. No. And and honestly, uh they said the teacher said we can take out anything about stereotyping in the policy that's not necessary. Um, bullying where it's discussed in the curriculum is in relationships that lead to decisions and unhealthy relationships. All right. Yeah, that sounds good to
039me. So, yeah, strike everything in in four that comes before the word how. First word how. Yeah. All right. Then number five is the next one and this was uh we already have some of this struck through. Does anyone have any comments on number five? Would we like to alter the language here any further? Do we want to keep it as is? Well, I don't want to lose body image. Okay, how do you feel about that? You want to remove? No, I want to keep you. Okay. Yeah, I'm fine. Okay. Yeah, I'm fine with that as well. Any other comments? Anyone? Sure. Go ahead. As Jared had just mentioned, stereo anything involving stereotypes that the teacher said could be stricken. So I think that that is fine for five. I'm just wondering if going back
040to four, we want to do how to refrain from bullying, comma, making inappropriate remarks make and and and just drive the point home specifically by including the word bullying in for just to keep it front of mind and recognizing all the behaviors that follow could be interpreted as bullying behavior. I agree. Any thoughts? Yeah, you agree, Danny? I'm good with that. Sure. Yeah, I'd be okay with having the word bullying there. Uh, how to refrain from bullying and from and from making inappropriate remarks and then all that follows. And then five is good as you guys see it. Five is good as written. Yeah. With the adjustments that we have on the page. in A through HR are statute. I think that's it with this policy. Yep. I don't see anything else. Craig, you got
041any thoughts? Lori, good. Dan, Carl. Oh, okay. All righty. If there's nothing else about that first item, we can move on to item B under policy discussion, which is the curriculum review process, which is um Hold on a second. Okay. Okay. There um were a couple of questions submitted by Diana. Oh, yes. Thank you. Um in uh page two, part one. Uh page two, part one in the document. We the AG I she didn't list. I think it was uh in the policy, but I'm not seeing which one she um was referring or was probably the AG. Okay. Uh it says enforcement and accountability. If a parent or WSD taxpayer believes there is an issue with the advisory committee, they shall submit a request in writing to board. We took care of that one. Okay.
042Um so, uh page two, paragraph 2, sentence two. Um as such meetings uh must be noticed at least 24 hours in advance including the date, time, place and subject matter of the meeting. Um she says is this common practice 24 hours notice? Um 24 hours notice for any public meeting. Right. So I mean that's that's statute. So um that is common practice. Usually we'll have it out ahead of time, right? Because it's fair to see that Lynn puts it out early, right? But it has to be by law at least 24 hours notice. So um it's it's reciting a minimum not what we would normally practice. Um so there's not any real change there. It was just a question. And then page two part two sentence three uh anyone regardless of whether uh they are
043on the committee or live in the community can attend these meetings. She's wondering is that sentence necessary because it already exists the board policy that anybody can attend our meetings. I'm sorry. Where? Oh, the last sentence. Page two, paragraph 2, sentence three. Um, I don't think that it's necessary to remove it. Do we want to make them find another policy to see if they're able to attend if they live out of the community? It kind of unintentionally starts creating a policy maze is is what I think. I do understand the idea like, well, if we have it in one place, I think it's always good to reaffirm like, hey, just so you know, this is what the practice is. And kind of simplifies things for people. If you get home from work at 6 p.m.,
044you don't necessarily want to go looking through 15 government documents to find. No, but you also don't want to change 15 different documents if you change one thing. Right. I think I think it's probably clearing up some confusion because this particular advisory committee is not an official uh it's not an official board because we don't have a quorum present for that committee yet. it should be public. So, yeah. So, we don't really have a policy for that unless we have a policy for those kinds of committees where you don't have a quorum, do we? Um, basically any any committee uh or um any kind of meeting function or whatever that you guys determine as a board shall be posted and shall come to any other policies we have. So we already have so so basically
045if you're uh running a listening session right and say hey no official business is going to happen right we still have to make sure that it's posted and that uh follows all of our policies right uh and and uh that may be a listening session that we have somebody that we're hiring to do the listening session for us come in and do right um you guys might not even be running the meeting but because you have asked the meeting to happen, it should succumb to all of our policies. Okay. So, our it's already policy. Yeah. And I I kind of fall on the the side of let's not let's not restate our policy places. Tammy, do you oppose that? Would you would you like to keep it in or do you have an opposition to
046striking that last line on the second paragraph? I suppose me being a parent in the district maybe needing to look at these policies. I would like as much information available on one policy and not needing to see okay well here's policy can I go to this can I go to can I attend this meeting can my parents attend this meeting with me I don't live in the district you know what I'm saying I personally like but it's not a hill I want to die on sure I'm just made to model on it can we do either way something that's on the landing page of the well I guess at that point then do we need to I mean if we're going to keep in meetings must be noticed 24 hours in advance. And that's something
047that is standard practice. It's like you either strike both or we strike neither. In my opinion, striking one or the other doesn't make sense. So So, so to address your concern, can we like No, we can't necessarily make this a policy, but can we put that policy on the landing page of the We usually site other policies, right? as you can site other policies uh at the bottom of the page that relate to posting of of meetings and um uh relate to um this other decision here about um who can attend. Yeah. So, so the reason the reason I feel like it should stay in there is because um this is kind of such a a rarity among our board operations where where there's an advisory committee that um it's not it's not a typical
048situation and it clarifies that uh for for people members of the public public that would stumble across this particular policy. Okay. Yeah. My my thought was that perhaps if you wanted to, you could replace sentences two and three with the statement that the HGD advisory committee will follow all uh will follow all Wisconsin open meeting laws and will adhere to all policies uh all meeting policies uh in the district. Um although someone could look at that later on and be like, well, it's not a board, so it's not actually the board, so why why is it following that? I don't I mean, I could go either way on it. I'm really up in the air. So, what do you think? I It sounds like everybody's wishywashy. Let's move forward. We're 40 minutes into a meeting.
049We've looked at one policy and I'm looking at the rest of them just going, if none of us have an incredibly strong opinion, let's just leave it and move on. It's my thought. Yeah. All right. I'm okay with it. Okay. Sure. All right. Let's leave it and move forward to anything else. Do you got any other questions? Curriculum review process. All right, this has got 2210 administrative guidelines 2210, 2220, 2230, 2510, and 2521. Does anyone have any initial thoughts that they'd like to lead with? Um, I do have a question about 2210, right? So, previously the way that the board policies were written that if there was educational research, it would the board would be notified of that. Um, and this policy is not stating that. That's just saying that we encourage educational research in
050the district. Um, so I would really like language in there that the board's made aware of educational research going on in the district. Okay. Now, based on the policy, I don't think it was the board making that decision, but they should be aware of Yes. So, this the research making the decision. Yeah. Right. And then the board being aware of Okay. And does this fall into what you're talking about before, Jared, where they would let you know and then you would let the board know? Yeah. So, um, for instance, right, um, we have a proposed study that UW is looking to do next fall, right? And it's on, um, uh, basically looking at multilingual classrooms and the ability to like, uh, switch modes and what that looks like, right? And so they want to get
051into high where where they see high impact classrooms, right? We had a lot of students exit from our EEL program this year um at a higher rate than a lot of other school districts, right? So they're wondering like what are we doing here that makes that happen? Um which put us on the list of hey, can we come see that? Right? Those are the types of studies and the kinds of things that we're talking about. It's usually a university of some kind saying, "Hey, uh, for better pedigogy and and looking at how we do things, can we come in and do a study?" Right? And so then I have to, you know, make sure I understand what they're looking for. Making sure I understand there's protections for the student and permissions from the parent and
052everything else that we look at. And if it fits all that after all those conversations, then I say yes or no. I if it fits it, I say yes. If it doesn't fit it, I usually say no. Um, and if I say yes, I would come to the board and say, "Hey, I want you to know we're going to have DW come in and do a research study." It's going to be in my board report, right? Um, and that's where you would find it. Is that a policy we already have then? Yes. Is that you have to notify us? Yes. Yes. Yeah. And and I think it's a good idea for me to notify you slash the public because that's what it really means. It means notify the public that a research study is going
053to happen. Yeah. Right. Because when I notify you, it's done publicly and it really means we're really notifying the public. Yeah. And that's and so that's language referring to studies, surveys, and things of that nature. Correct. This is about curriculum development. And that's what you're asking about, Tammy. Right. Well, you're asking about including that sort of language within this policy that we're looking policy touches on on research. It notice it notes it in it. That's the only reason I and we have a separate policy that talks about it in in relation to survey, right? Surveys uh which is a form of research that happens. Um, but it it gets the same mentality, same discussion point. Okay. Does that sound sufficient? Yeah, I'm f I'm fine with that. It's actually the last Sam, if you look,
054it's the last paragraph in the in the document before the Neola. Mhm. 2023 stamp there. Sure, that makes sense. Yeah. As long as we have something else somewhere specifying that that's how we're supposed to move about on that. Sounds good to me. Any other thoughts? No, I don't have any. You guys Oh, no. Action items from the last the last meeting there were just some something that said anything within 22 10 20 or 30 that says superintendent should we superintendent or designate? Y. So just something that we have to be aware of as it relates to three of the policies in this section. And then the other was that um there was the recommendation I think it said in the notes that Jenny was going to modify 5 years to seven years um in paragraph
055one to align with you know the prior conversation that we had had around that. So I know those are just more clarification but referencing back to the the former meeting. Mhm. All right. Okay. So then we're changing it to seven years. Correct. Any thoughts? Would you you is everyone in agreement on that? Anyone have any objections to changing it to seven years from 5 years? I Diana made the same question. She said policy 2210 paragraph 1 line4 that's where you guys are evaluation process 7 years. Uh she said this should be consistent with uh the curriculum review cycle that Jenny drafted. This was discussed at a February policy meeting and cited in the minutes of that meeting. What was and what is she saying is consistent? Consistent would be seven years. Yeah. Which I thought
056we had discussed at that joint meeting, right? I believe so. Yeah. So, yeah, I don't have a problem with that. Uh I'm willing to move forward on that unless anyone has any objections. Um the plan shall include overall program processes and evaluations for evaluation on a continual continuing basis and shall provide review at least every seven years. Um I I guess I guess I one of the thoughts I had was that at least that that there's a check-in. That's what it said. There'll be check-ins, but a major review of the, you know, uh, would be on the seven years that follows the seven-year plan for materials and other things. Yeah. Evaluation on a continuing basis being the check-ins and then the review of the evaluation process every seven years, right? Yeah. Fine. Yeah. I don't
057have any objections. If no one else does, uh, we can, uh, keep on going. I think it just it makes sense to do it like that because then you're on the same continuum. Yeah. Anyone have any thoughts on 2220 adoption of course as a study? Hold. Are we done with Oh, sorry. You got something else, Dan? My apologies. Oh, yeah. 22. Yeah. Are we doing letter N? Uh Huh. Letter N. Yeah. Incorporate instruction and financial literacy in K12. Yes, we are. It's a state statute. Thank you for asking. I appreciate it every question to clarify. 2210A5. I'm just wondering what if a teacher were to find some an article on on the weekend and want to include it, but it's it's not part of the curriculum. You know, they what do we do about that?
058A5 and it would be really burdensome for a director to monitor all of that. I'm sorry. I'm not seeing A5 here. Where are you, Dan? We're We're lost. 2210A. Oh, yeah. Number five. I guess that's where I Oh, 2210. Okay. Yeah. Sorry. 2210A. There we are. Oh, in the admin. Ah, there you go. Okay. I see what you're saying. 5 minutes. So again, what's your question around that day? Okay, say you read an article on the weekend and you go back on Monday, you're not going to, you know, ask permission to teach that, are you? I mean, you know what I mean? If you you find something that fits with teaching. So, okay. Go ahead. No, please go ahead. uh you know um what we're talking about in in in relation to this piece in
059curriculum development right is really our goals and aims especially at the board level uh talk about standards and maybe even units of study like those focal points right um that's about as far down the chain as we usually get in the board level right and even administratively it gets closer to the instruction that happens in the classroom when that article that you're talking about that's seen over the weekend hits those targets those learning targets that you guys have set along with the standards right um that's where the teacher has that freedom to curricularly make some um decisions that benefit the student as well as their their uh building principal right but it has to be aligned to what we've set as standards and what we've set for units of study or those learning targets that
060the board sees, right? And so those will all be in that curriculum guide, right? And then to the extent that that becomes a lesson that is changed uh or something that we're going to start using on a regular basis, then she's going to have them Jenny change that document so that parents understand this is a staple of the curriculum, not just something brought in to enhance. Gotcha. Okay. Like if you uh Dan if you look at policy is that an AG policy I don't think so it's 20 by 21 in the second paragraph it says learning assessment materials designated or selected by a teacher such as quizzes tests exams worksheets lessons plan homework assignments and the like are not selected by the board and therefore not considered instructional material for the purposes of this policy.
061So I think that would align with with that with that. Gotcha. Is that it? That's Yeah, that sounds good to me. Um, anything else, Dan, with the 2210 section? No. Okay. Uh, 2220. Any thoughts from anyone on the committee? No. If there's no I don't know where this one falls. Um, and if we're going to get to this part, but Diana's only last one and I want to say it so I don't forget it and I can stop looking is course guide template. Um, there's a minor suggestion in formatting. I'm suggesting we just have her work on that with the Diana. It was just a, you know, I don't I don't think we would disagree with it. It's just a small format change. Yeah. I don't even think it should necessarily be a discussion point.
062Gotcha. What's the uh Yeah, I I was working all day. I can I can phrase. Can I can I can I instructional methods uh it says delete the lines below uh BW three columns below I think three columns as they are in the same section lines in the remainder of the document delineate as divider from some format. It's really not even worth our disc if yeah if it's if it's a if it's um a structural grammatical thing that's yeah completely fine. Yeah, I I trust Diana's grammatical instincts. So, she just wanted to bring it forward. So, we had a vision of it, right? And so, I will make sure to tell Jenny about that and we'll try to get that shifted. Yeah, that sounds good. All right. Good to me. All righty. Uh, selection of
063instructional material, instructional materials and equipment. That's 2521. Do we have any thoughts from the committee on that? I no questions. Lori? No. Craig, you got anything? Dan. Yeah. Um, we received that book from the Watertown Health Organization. Yeah, you guys got it at Will. And it's promoting going back to pen and paper more so than screen time. Should we have a discussion of that in the near future? Would that be ed services or would that be an ed services discussion? Not for policy tonight. And well, yeah, but I mean and is this uh because I think that's a very literal reading of the term material and equipment. I think it's talking this is talking more about like what's the content of the books that we're teaching and things like that, right? So yeah, I mean
064if you guys want to bring that on as an ed services discussion, I think that'd be pretty interesting. Well, and that subcommittee where both of us are Yeah. would be a good point to get. Yeah, I would definitely like to have a discussion about that. I do think that there's a lot of benefits to moving to a more old school way of instruction. So, um I'm interested to see where that conversation goes. Certainly. All right. There's 2510 adoption of textbooks. Do we have any thoughts on that? Committee members? I no questions. No questions. Okay. Awesome. 2230 curriculum course guides. Any thoughts there? No one. Dan, you got a You look like you might have something. Yeah. It's on 2220. Oh, no, that's fine. Why are we striking punctuality? Uh, which page is that on? 20
065is the adoption of courses or study. Where is Where was it in punctuality? Well, I may have got a wrong number, but it's a choice. Um, I do see it's struck on the top of page two. Well, punctuals in that paragraph. We can't really beat it very well with the strikeout. But since this district's goal is to prepare students to enter the workforce, the board directs that each come on courseing study include as part of its learning accomplishments that students can demonstrate their willingness and ability to be punctual. I see. To be present each day unless for a legitimate reason. And I'm I'm gonna I'm gonna go out on a limb here and I'm going to say we probably already have separate policy that addresses punctuality, truency, attendance, and things of that nature. And and
066and uh not only that, but some of these things that we struck out here aren't aligned to like just the general adoption of curriculum work. They they get to be too precise, I think, in what we're really looking for. We're just looking for guidelines on how to do the work, right? Yeah. We're obviously going to keep insisting on that kind of stuff in coursework, right? Yeah. Absolutely. I mean, I think it's a it's a general requirement that students show up for class on time. They come to school uh regularly. Yeah. Um although I I understand what you're saying, Dan. I I definitely don't want to see us move away from the importance of punctuality in uh in life. So that's definitely something we should keep on with, but I think it's okay to not have
067it in this policy personally. All righty. In that case, if no one else has anything else, then um 2230 curriculum course guides. Any thoughts there, guys? No. I had no other comments. So, okay. For this section. For this section. Yeah. Uh then we have uh that that had that draft sample which Diana was which Diana was commenting on. Does anyone else have any other comments on the curriculum course guide template that we've looked at before? We've kind of talked about that. Once it gets filled out, obviously it's not going to be two pages. It's probably going to be a fair bit longer with all of the information that comes in talking about what's going to be in there. Well, specifically the draft that was provided, I think that's a that's a home run. I think
068that's that's exactly what it should be. Awesome. We'll let Jenny know. Jenny, if you're listening out there in the world, the the fifth and eighth grade sles, you gotta add a person. Yep. Awesome. Yes, they are very detailed. I like them as well. All right. All right. If no one else has any comments, we'll go on to the graduation policy. Uh Jared, do you want to kick this off? Yeah. So, um I'm recommending that we keep uh our graduation policy as it exists today. uh in place and not re uh retool it to the neola policy. Okay. And the reason is it really does conform to all the specificity that we need um and have developed over time. but also uh should we need to change it based on any changes that we need to
069make to programming because of lack of funding um I would rather start with something we really really know than something that we've just transitioned to as a new right and so let's just leave it for now it serves our purposes into next year and um if we need to change it from next beyond next year into other realms at least we're starting from a solid base so my recommendation just leave it we'll move it over to the um the old number set and we'll just adopt it with everything else. I don't have any problems with that. No problems with that. Okay, we'll move on to the next item D. Uh this is the discussion about staff dress and grooming and student dress and grooming. We're looking at 5511, 3216, and 4216. 5511 dress and grooming
070is student dress and grooming and 3216, 4216, those obviously they deal with staff. um which is a discussion that we've had. Um if you have uh questions for uh either the staff dressing rooming or the support staff dressing rooming, I do believe that monitor Freddy is available online. Yes, she is. I guess I just have a point of clarification. I think it was March that we talked about putting this um in discussion after the policy book had been approved. Is there a reason that we need to address this now before we hit like the 8,000s for Neola? Uh part of the reason was that the uh there were some changes a couple for a couple reasons. one, um, it made sense to revisit this before it knowing that there's likely going to be some changes
071behind a a more sensibly enforcable uh, policy and we'd like to try to communicate that prior to the next school year. Whereas if if we go forward with the next school year and then come back for the dress code in the middle of the school year, um it would kind of throw everything kind of in a tail spin and be very confusing to staff looking to try to uh enforce something in the middle of the school year. So yeah, try to bring it forward. The other reason I believe, although I can't speak for everybody else, is that um they had a a person from the community speak about um how parents really need to know way ahead of time what the dress code is so that they can plan ahead and buy next year's clothes.
072Yeah, it would kind of stink to go into work on Monday and find out that, you know, you're only allowed to wear a three-piece suit from now on and just find out on like a Tuesday or something. So, um, and and in a broader sense, a lot of the things that we're going to be talking about that that the argument has been made, we could leave until later on. A lot of those things that we're going to be bringing up are kind of forward- facing or they're dealing with uh things that are going to be common occurrences or could potentially be common occurrences within the schools as opposed to like internal board policies that have to do with board conduct. those things we can kind of work on. But with something as fundamental as a
073dress code, we want to make sure that we're getting a clean start on that. Especially if we're talking about printing the uh if we're talking about printing the guides, I think policy guides. Also, I think one of the main um uh issues that I heard uh people speak from from the board uh is having some consistency with uh 2240 which is going to be the new controversial issues in the classroom and how it's related to staff, right? if we're going to be adopting a new policy about controversial issues in the classroom um and how that can manifest itself in different places. You felt like um that wasn't in the last policy that we just redid and if we thought that that was really important as a board then um you guys wish to have that
074in right that is that Mary Yes. Carl has a question saying yeah what's up Carl? Sorry Sam gonna have to leave now but I have an opinion on that. Okay. I believe that the students should have something to say in this. All right, that's all I can say. I got to go. Excuse me. Okay. Have a good night. Yeah. Have a nice night, Carl. Thank you for your input. I really appreciate that. Yes. No, absolutely. I think that I always welcome input from uh all members of the community, including students. Just remember, call every questionable one a strike. It helps the catcher out. Um the only question that I have uh between our last discussion and our last committee discussion and then our discussion with Len is we don't have any language about uh pants
075skirt short length in here. She said fingertips, but uh that's at least in our discussion we said. I don't know if it's in here or not on on the maybe on the student side or uh it was one, but that's what uh we we certainly don't want to have to deal with like people going up and measuring something, right? Uh and um she said where school districts do this if there is some kind of a a test right it's generally and historically has been fingertips. Yeah sure. Yeah. So fingertip length we're working on the the student part or the brown part. Okay. So the only part I have a problem she didn't also just call it skirts. She said bottoms in general. Yeah bottoms. Yeah, I remember we had that. That includes males who wear
076too short of shorts. Yeah, most definitely. Yeah. The only thing I have a problem with is number three. Um says, uh, "Shirts must have cap sleeves, no tank tops." Um, I I I have a problem with both of those. Um, we live in Wisconsin and it's hot. Mhm. So, that's just my comment. What would you like? never been like a a hill for me to die on. But I I'll I'll say um I I do appreciate more of like like the wise uh uh dress code where where it's actually kind of uh like the tighter fitting um tank top if there's going to be a tank top um where where undergarments uh are not showing that sort of thing. It's covered in covered it is. But um uh also it not only that but it's
077also uh there was a back in the 2000s you it probably uh it was called like a beater or that would wear that sort of a men's under tank. Yeah. and and it and it just just doesn't reflect like um uh professional dress among our students. And would that be in the category of undergarments showing? Well, it is an undergarment. So, would you have a problem with a guy wearing like a like a basketball jersey to school? Whoa. Like a like a kind of tank top style basketball jersey if it's fit, you know? No, I mean that to me that's not like a huge deal, but I I mean it's a I think it's hard because I think about things that I know uniforms are specifically marked in here as a potential exception. I think
078about um you know and potentially they said you mean like dances like prom, homecoming, things like that could be listed as an exception because you think about style of girl dresses to homecoming between spaghetti straps and and other things like that. But I think about like if if you're weightlifting, for instance, it's not a uniform, it's still at school. Or if I'm attending, I wouldn't do it because I'm I have no arm confidence, but if I were attending a football game that happens at the end of August or beginning of September and it's a school sanctioned event and to your point, Lori, it's, you know, 85 degrees, is it bad for the, you know, the students to be wearing a tank top? Now, spaghetti straps might be different. We're we're addressing that. like spaghetti straps
079won't cover undergarments. So, it's I think it's pretty logical from that perspective. But I guess I I look at it a tank top could be interpreted in so many ways and for so many different reasons. Yeah. So, what I would what I would recommend or suggest is a number three remove shirts must have cap sleeves because I kind of was in the same camp as you Tammy when we were thinking about that. And then I would alter that second line to say no spaghetti straps, strapless tops or A shirts are allowed. And an A-hirt is probably the least offensive or charged term for the kind of like under is that kind of like underarm tank top? A shirt. An a shirt is the undergarment tank top that men wear sometimes. Okay. The other the other
080names for it are even worse than you know they're they're all pretty they're all pretty wild. I think that's a good compromise. The biggest the context that people have to understand is uh there was a time where uh a board member was attending uh high school and uh there was a female that was exposed and didn't even it was the wild west at the high school and you know we need to have a sensibly uh enforcable dress code. Uh, and I think that going away from specific language uh was a was a challenge because it was too general and not being enforced. Uh, the data seems to reflect that. Well, I think they rewrote this in a way that covers I think I think so too. I think so, too. So, can I ask I'm
081okay. Um, so can I So I agree with Lori and Charity. I do not want cap sleeves or no tank tops in the policy, but as far as spaghetti straps and strapless tops though, can we adverbage that those would be allowed if you're wearing a covering? Like if you're wearing a cardigan with a spaghetti strap, do we really want a student to potentially get a violation because they're wearing a spaghetti strap if they have a cardigan over the top of it or a zipper jacket? What would that be like to enforce? Jared, I missed it. I'm sorry. Uh I was admitting somebody. Sorry. Tammy was asking about the viability of allowing like spaghetti straps if there's a garment worn over the top of like a spaghetti strap tank top. I don't know about the enforcement
082of that. That seems I'm just asking how that would work for you functionwise or the principles and the staff members right because like I'll wear spaghetti strap but I always wear a cardigan with it. So if there's other, you know, students in the district that do you want to stay away from that essentially? Would it make it harder to enforce it? You know what I'm saying? Yeah. I I I think I was pretty clear the last time we talked about this. Um one um it really becomes in the culture of enforcement and we try to do our best job. You can rewrite this a hundred ways. Um students are students. Yeah. Right. they will try to find ways to do self-exression. The only way that you can really um mitigate it to the best ability
083is put them all in uniforms. There really is the only way. And even then, we're still going to have issues that we're going to have to make calls about. Some calls parents will appreciate, some calls parents won't appreciate. We're spending a lot of time talking about an issue that I I I realize some people want to see more clarity on. But in reality, I don't know that it's going to fix what we're really trying to get at, which is to make sure that um for whatever reason, we have the level of decorum that we're looking for and address. I clarity will help. Um you know, uh but I I I I really do believe that it's an enforcement issue that we need to continue to work on. It's what I said a year and a
084half ago when we talked about this topic, right? And it really is going to come down to enforcement and what kind of level of decorum we want with dress within our school. Uh I would say I I agree with you that it's predominantly an enforcement issue. Join the meeting and I I feel like I appreciate your explanation. Uh I was part of that discussion a year and a half ago. uh or administration was building administration was part of this meeting um and it fell on deaf ears as far as what the expectations were. So then the next step was to okay well if if it's going to fall on deaf ears then it needs to have to have we have to have a more specific policy so that there's less confusion about what the expectations
085are and that's where we are here now. Um I I think I think moving forward when it comes to enforcement, if you happen to have a a teacher in a classroom uh that uh previously may have felt that the dress code was selectively in enforced, um it's it's easier for a teacher to be able to say to the administration or to the child for that matter, I'm sorry, you're you're out of compliance with the dress code, you need to go to the office and have the office deal with that particular circumstance. Um the problem arises where um people automatically go down the road of sexual um harassment and things like that. No, you're outside of the dress code. Go to the office. That needs to be able to be enforced. Sam, yeah. Uh to Craig's
086point, I think it would be easier on on staff if we just added language that said, "We are preparing you for the world work and we want you to be successful and so you would dress appropriately if you were going to work." And I think that would be an easy way to say, you know, when you're out there in in in your uh you know, at your job, you wouldn't be able to dress like this. Mhm. And I app I appreciate the sentiment and I do think that is ultimately, you know, there's a level of professionality at school just like there is at work and we need to we need to stick to that. I wonder how we would phrase that within the policy. I think maybe that would be something that would be more
087suited for um additional administrative content that would go along with the policy when it's being communicated to uh to the teachers and the other staff. That's verbs that would show in the handbook. Yeah. So I I I do think that that would be good though. So I mean if you want to make a note of that for the handbook would be easily added to the first paragraph. We actually had it in our previous uh policy I believe. I'll just take it from there. Go for it then. Yeah, I'm good with that. I'd be happy with that. I I believe but I would say uh keep the keep the claws from number three. No spaghetti straps or strapless tops allowed. I understand what you're saying, Tammy, but I think that we need to have That's why
088you're saying like I did. Well, to to that point too, I know when I was teaching there would be kids that would be violating the policy when they left school. You know, they take that sweater off. That's okay. That's their self-expression. But inside the building, yeah, put the sweater on or you know, whatever. So yeah, I think I I think I think what people get lost then is it, you know, staff has to be they they have to feel comfortable around in that situation too, right? You know, and people seem to forget about that. It's this is a professional working environment for much of our staff and you know, we have to have some reasonable expectations, some sensible, enforcable dress code. Mhm. Yeah, I agree. Um, does anyone else have any thoughts or comments there?
089And then I'll recap it for you, Lynn, before we move on. I just want to make sure I'm capturing it before I do. I just have a couple. One, go ahead. Four. We talked about hats and hoods not allowed to be worn during school hours, but I wasn't sure for graduation. We have some of the kids who are wearing like the headphones, I think, for sensory. Do we need to do we need to because it says headwear may only be worn for religious purposes. Do we need to clarify religious purposes or IEP or something along those lines just to ensure that we're we're including those students in that? That's an excellent idea. Students that do not have an IEP that have sensory issues that do not have accommodations for that. Can we just say sensory
090issue then or disability use the language that might be I think there's one down below students 504 IEP team to address disability related needs and maybe just leave it or disability related needs I don't know you you know best or andor sure out of our our last policy u the the sentence that I was referring to is this policy and any additional school or activity rules established related to student dress shall be published annually in the student staff handbooks. And that's where we have language around. Gotcha. And and we may want that there. But the the language about it being published in books. Yeah. Any additional rules? Okay. We can building it in some freedom within within the year or however else um to make sure that we inform of a change. Yeah, absolutely. That's
091any opposition on this side of the room, side of the room. Okay. Um Dan, it looked like uh did you have anything else? I thought you had one. Okay, gotcha. I got one on six. That's Yeah. Oh, go ahead. Just with the excessive rips or tears, I'm curious as to what we're defining as excessive. Is it based on location, number? You know, I never got the ripped jeans thing because maybe I'm too old for it. But I mean, like, if you have two or three and they're somewhere like your lower thigh, is that okay? But if it's higher, is that a challenge? So, I guess I'm just kind of curious as to are we are we allowing our team's best judgment as to when people need to have things beneath and when they don't, or
092I guess I'm just trying to seek clarity if we were talking about it from an enforcement perspective. Well, the way I read it was as as long as there's an additional layer of clothing underneath. Yeah, but the way that the kids wear their jeans now, Lori, they're not going to put like leggings on underneath their rips and they're it's really ripped. I don't like Yeah. I think if we could say something like excessive ripping or if it's like ripped because you know how like you get some of those rips where it's like in the buttock area or more closer to the top of the torso might be a little well then but then you're seeing your undergarment that would be covered but I I feel like from just my personal experience in life I feel
093like there's a pretty distinct line between not excessive rips and excessive rips. You kind of alluded to it just a second ago, Tammy. I mean, I I don't know. But now you've got staff counting rips, so do you really want to go there? I don't think it's really a matter of counting rips. I think it's more about the total amount of area. I don't know. I feel like what if you have a rip in your midrift, but it's still one distinct shirt, but your undergarments aren't showing. We're talking about having a gap between your shirt and your pants. But if somebody wants to have a rip in the center that kind of creates a midrow shirt but they still meet the other part of policy. I'm not trying to be difficult just trying to understand
094from an enforcement perspective. So So is the suggestion to get rid of the word excessive. How do I do that then if there are any rips or tears? We have we have the policy would state they would need to have something. I I would like Jared to weigh in on this just from an administrator point of view. How would you view this? Uh, I will tell you that um I will lean into uh however the building principal or their design wants to make a decision on it. Well, how is this a difficult thing to enforce? Is this going to be a problem or is it just going to be something a judgment call that you make and you're just fine with it? I think I think in in just about any particular part of a
095dress code there's going to be an exercise in some discretion. I think this is about increasing specificity. Yeah. Not achieving perfect ideal concept of of a dress code or anything like that and also difficulty enforcing it. Yeah. I think excessive rips and tears seems pretty straightforward to me. I understand the ambiguity that comes along with it, but again, I think that some things have to come down to judgment calls. I think giving more specificity so people feel comfortable making those judgment calls is helpful. So, I mean, I don't personally have a problem with the language in there. Um, do other members of the committee wish to alter the language of see what J was suggested to change in the language? And that's my challenge. I don't know that that there's an easy answer for this
096one because my initial thought was to remove excessive, but if you have one rip in your jeans, then all of a sudden you have to wear something else and then you'd be in violation of policy. You know, it's that's what I said. I don't know if it if it's location driven. I don't know if it I don't want somebody standing there counting rips or tears. It's just I I guess my my question is what is our concern as it relates to rips or tears? And is it the undergarment component? Is it Well, a single tear or rip can be excessive. So excessive doesn't necessarily, you know, indicate a number. I think it's more about the amount that's being exposed by one rip or tear or multiple rips or tears. I think so. Like I said,
097that's kind of why I see six just kind of it looks like we're giving the administration tools to use their judgments. Okay. Well, and and and then to your point, Sam, when you said exposure, that resonates. So, it's any that is see-through or, you know, exposes has excessive exposure due to rips or or tears. Does that get to the heart more of what we're concerned about than the existing language? I mean, yeah, I I read this as m more of a decorum kind of thing, like, you know, you don't come in looking like a clown, you know. Um, but that's just that's just how I read it was more of a, you know, you have to be semi-professional here. You're in school, you know. Uh, rather than a a modesty kind of thing. Yeah. I
098think that's a different perspective because I read it I read it as don't show your skin. Well, because it talks about having an additional layer of clothing underneath. I think there's definitely an element that's about modesty and that's about appropriate, you know, appropriate exposure and things like that. I I think that excessive rips or tears is just I think it it has a nice balance that doesn't indicate, you know, a specific number. It doesn't indicate, it doesn't have the specificity that would that would be similar to measuring the length of someone's skirt with a ruler, but it still allows for that judgment call and gives an idea of what we're looking. What if we break it up into two different ones? So, six would be apparel that is see-through has to have additional layers of
099clothing underneath. And then seven could be um excessive rips and tear that expose bits obviously to use a better word it is not acceptable, right? And then you break it up that way. If it's see-through, you have to put something on underneath. And if there's rips, cuz like do you really want to violate have a a dress code violation for a child that has the rips and tears from the middle of their thigh all the way down to their ankle if they would be allowed to wear shorts that length at school? Do you know what I'm saying? interesting idea. Well, to your both of your points earlier, I think it just goes back to I mean, do we trust the enforcement of it? And if we do, then we just leave the language and leave
100it to the teachers, administrators, and everybody else to figure it out. If we find that this item persists as an issue, if at all, we can always revisit it. It's not it's not like it gets set in stone and then buried in the bottom of the ocean. So, we can we can uh we can address it later on if need be. I think excessive rips or tears is appropriately indicative without being hyper specific. Okay. So, um unless we have very spec a very specific language change we want to make on six, I'd be happy to just leave it as it is and revisit later on if if necessary. Any I'm okay with leaving it as is, but I'm happy to adjust it as needed. Gotcha. All right. Um, one more thing. That's the last thing
101I promise. That's and that's at the end of the paragraph where um it's the second to last paragraph where it says the principal or design will ask the student to modify or change what they're wearing and if they can't, the principal or design will request the student return home for the remainder of the day. Is there a way that we could suggest maybe calling home to see if a parent could bring something else that would allow them to stay in school? We do that. So that would be part of requesting that they modify or change clothing. That would be included in that. I mean, it's it's it's part of what we do. We should probably write down what we do. That's what we do. Yeah. We also provide sweatshirts or other shirts and things like
102that. We have them. We don't usually even call the parents at the high school level. We say, "Hey, go visit the gobling nest and try something different." Gotcha. But we should probably write down what we do. So, so we have it in policy. Sure. I do agree with that. Um, well, we we do have sometimes administration that take things very literally and you know, it's okay. So, then maybe you could say if the student does not have anything to modify or change what the student is wearing, the parent will be called to assist. If the parent is unable, the principal or designate will request the student to return home for the remainder of school day. It's all good. Y sounds good to me with that everybody. Sure. Charity. Yes. Okay. So, where where are we
103changing that? Okay. So if you um that second paragraph or second to the last paragraph Lynn the last um one two page two third line uh sentence towards the end of the line that says if the student violated that's where that sections. Yeah. So if uh the principal or designate will ask the student again to modify or change what it's wearing. If the student does not have anything to modify or change what the student is wearing, the parent will be contacted um to bring a change of clothes. And if the parent is unable, the parent, the principal or designate will request the student return home for the remainder of the school day. That's got the last case scenario based on what Sarah was sharing. Jar was sharing a gazum and other options that are there.
104I think that would probably be one of the first options, the modifier change before even calling your parents. But yeah, it makes sense there. Um there was a question from our attorney. Um on the top of the policy there's uh optional language from our old policy. Um wondering if you want that earlier version discussion piece to move forward from our old policy into the new one where it starts what the board recognizes. I like that there. Yeah, the the in bold at the top. Yeah, I liked that as well, Lori. Yeah, it's good. Cool. Um and then um below where we talk about any exceptions or modifications to these rules shall be on they had who determines exceptions um shall be the uh building principal or their designate and communicated by building principal or designate
105for special events such as prom, homecoming, spirit days, field trips and etc. All right, that makes sense. Sounds good to me. Yeah. Good. Okay. Nice. Nice. All right. Any other thoughts? I think that was your last one. Charity. Lori, you're good. Craig, you're good. Dan, you're good. Yeah. All right. I'll double check with uh Tammy when she comes back, but I think that's everything. Uh Lynn, I'm going to give you just my quick list that I have of the things that we talked about in here. Um, we talked about adding to uh to the top of the policy language about additional information being located in the handbook taken from our previous version. Then on item three, uh, under those guidelines, we have removing the language about shirts having cap sleeves and then removing the phrase
106tank tops and adding the term a shirts in reference to those tight fitting uh, undergarment style tank tops. Then we had for item four adding language about the ability to wear headgear such as noise dampening headphones for IEP or other sensory sensitivity purposes. Okay, so where was that at? Item four, hats and hoods. And then the second sentence is headwear may be worn only for religious purposes. And then you'd add something along the lines of or uh for sensory sensitivity purposes perhaps. So Sarah, maybe you can participate with that. Yeah, thank you. And then we had adding an item number eight uh specifying that uh bottoms should uh reach it should be fingertip length. I don't know. I thought we talked to the to legal about that. Um so maybe we could get the specific
107language from that mobile. Okay, great. And anything else, Tammy? No, that's nothing for me. Do you guys have anything else noted down? Because I think I got everything. Okay. All right. In that case, we can move on to next items. Do we have any additional thoughts about 3216 4216? That's a teacher dress code. I do not. that question Sam was you had talked about in a prior meeting the idea of the whistleblower policy would that interact with this because I guess I I look at it and it says that the again the staff member certified staff member will dress in a manner we're not releasing that to administration. Um, one of the things that I'm questioning is if cuz I know we received an email from a community member that you know had been an
108event and had been concerned their their student had been concerned about something that a teacher was wearing and it was sent to Jared copied to all of us. You know, as part of that policy typically they would express concern according to this potentially to the building administrator and superintendent. So where what's our role in responding to this versus an administrator? I'm sorry. Like if there are concerns that are raised by the community said in the policy that I think that would go to 2240 the controversial issues in the classroom policy. Okay. This is uh this states that we're operating in consistency with that as far as what's being displayed on clothing at at work. And if you look at 2240, uh, which would be the next item, well, I'll hold off on that, but I
109do think that your question does get addressed when we talk about 2240. Yeah. Um, but putting a pin in that just for a moment, uh, do we have any other additional thoughts about 3216 or 4216? I do not. All right. Personally, yeah, I would appreciate if there were some examples of what we mean. And when you're reading policy as a parent, it'd be helpful to see I mean what would be examples of grooming or you know what political I mean for the staff policy that 3216 [Music] 3216 is staff policy you need for for most policies I would prefer having some examples. Yeah. So, I think that and that's kind of why we tightened it up and we referred to board policy 2240 controversial issues in the classroom. I think that when you move over
110there, you get a lot of that. You get a little bit more specificity and example. Um although kind of like you talked about before, broad being broad and being specific, you kind of got a balance between the two. So, because you can't be so rigid that it's only A, B, and C, but you can't be so broad that all of a sudden, you know, you're hitting people for things that was never intended in the first place. in in the handbook you would add you could add examples to clarify it didn't have it doesn't have to be a policy you could just just clarify is that correct you can but again what Sam's talking about and what our attorney said gets difficult is when you when you try to provide clarity even through the example process
111um that and takes the discretion um in in our in our attempt to try to clarify for the administration. It may also take um some of the ability for discretion for the administration to, you know, call a Trump card a Trump card or a not trump card a not Trump card, right? If we're talking about cards, right? Um you you just have to have an idea that um you're entrusting in our leadership uh to make decisions that are aligning to what you're looking at. Well, yeah, I was more concerned with again what what what Craig said is the feeling from the board has been listen, we we tried to work in that regard. Um and um apparently um we feel as a board that um that's not being heard and so we're going to give
112you some more specificity as to what we would like to see as the culture for dress here. Okay. Uh and um this is the more specificity that we're looking at. You can get even more specific if you want. Um just know that um with more specificity doesn't necessarily mean it gets clearer. Yeah. It's kind of like measuring a coastline. The closer you get, the longer the coastline gets. Yes. And it's a it's it's a complicated situation. So if we don't have any other questions besides the specificity, I think we can hop over to the next item on the agenda, which is 2240. And then we can kind of look at that and we can talk about some of that language, which I think carries over. So I think the relevant parts here would be A
113through D on page one and then the newly added uh red underlined paragraph beneath A through D says the board will permit the introduction and proper educational use of controversial issues. Um but it says that the issue it must be related to the instructional goals of the course of study and the level of maturity of the students. Does not tend to indoctrinate or persuade students to a particular point of view. Encourages open-mindedness as and is conducted in a spirit of scholarly inquiry. Does not cause a substantial disruption in the school environment or create a hostile school environment. And then this is I think where it's most relevant. It says district staff are prohibited from displaying political or controversial flags, signs, clothing, or accessories. This does not include the US flag, the Wisconsin state flag, or
114the official flag of the municipality in which the school is located. Um, and so we've got a little bit more specificity about how that looks. If we would like additional things, I think that uh administrative guidance is a good place to find that as well as uh perhaps in a employee handbook. Any thoughts there, guys? Charity, this kind of loops back around to what you were asking about. Yeah, I think I think for me it was just the the determination of it's always the determination of whom. So if the administration and or the superintendent is the one that's going to make that determining factor the site administrator then the superintendent and then the um they have the opportunity to kind of appeal to us if they if they don't agree at any given point in
115time. That makes sense. Yeah. Yep. And that's uh I think that was in the last one as well, but it's also if we're looking at 2240 here, we've got a paragraph towards the bottom about the staff member not being not being certain about whether it's defined as controversial. So, uh you know, I mean, as always, there's going to be kind of a collaborative relational aspect to the process because things aren't always simple, but it's where it stands. Dan, do you have any further questions there as far as that goes? No. Um, the only thing that I would add, and I know that we kind of talked about this briefly with Renee, is to add in that district staff prohibited. Um, the second sentence, this does not include the US flag, Wisconsin state flag, or the
116official flag. I would also say this does not include, um, school uh, school pride. So, anything that's like Gossling related, any of I don't know, merch that we put out, I guess you call it. uh any of the clothing that we that we have it's related to sporting events, clubs, things like that. Well, not clubs, but I would say like official things like the uh musicals. Does that make sense? Yes or no? Because this is this is where this is where I I asked the similar question. Um and I gave this example, right? um one of our clubs uh at the high school, right? Um really felt it was important to address mental health awareness month, right? Um and they bought a bunch of t-shirts, mental health awareness, whatever. Um gave them to us. Van,
117you have one, a green, you know, shirt, right? um you know uh and we say hey we we like to support clubs and activities for what they do right um and for some mental health is a controversial issue right um do does that fall under controversial issues or not um also alternatively um let let's say our our glad or gay straight alliance uh at high school right, wants to do something to support their their um student group, right? And ask people to wear um you know, little uh stickers or rainbow or whatever else, right? Is that a controversial issue and staff want to wear that? I suppose, let me clarify a little bit. I suppose when I said club, I kind of misspoke. What I meant was uh things related to school pride and the
118school identity or school uh activities such as sports, the uh theatrical productions that the school puts on every year. I know they do shirts for that uh and other uh other activities in that sense. So that's what I was thinking. Not so much necessarily student led groups, but the official school activities. Does that make sense? you guys you guys understand want to see a repeat of what happened at the end of this year. Yeah. I I I that's why I'm asking the question because um if we're not going to allow studentled groups uh and those kind of things uh Skills USA is a student studentled group. I'm telling them that we we can't wait one second. We cannot stop students from engaging in that activity. Right? They have their first amendment right to do so.
119We cannot impede on that. But we can put the request that a staff member is to remain during their working hours values neutral and not associate with those clubs preferred preferences. And again, I don't think that the language here that we're talking about necessarily says you're not allowed to wear anything from any club. Right? So, it's we're specifying that when we talk about uh displaying political or controversial flags, when we're talking about political, you're allowed to use where the US flag, the Wisconsin state flag, the official flag, or the Gosling icon, right? The things that are associated with the Gosling brand for lack of a better word. I don't know that brand's exactly the right word for it, but um that's kind of the thought there. And I would say that Skills USA in many
120ways is associated with school identity in that sense. Um, and it is also not considered to my knowledge controversial or political. I guess I would be interested to hear from people who do think it's controversial and political that I think that would be a fun conversation. I'm just curious as to what happened at the end of the year if that's something that can be shared because I'm feeling a little uh like a little uh you know I I think that there was some concern as you brought it up email from a parent who said hey uh there there happens to be uh a a student silent protest going on. um one where uh students can uh stop by the table and if they support that organization uh they can wear a ribbon, right? Um and
121um you know some teachers uh stop by the table and and put on a ribbon, right? Um but there was also uh a um another staff member who like supported that group as well as other groups um in in solidarity with humanitarian efforts, right? That they thought were humanitarian efforts that some other people might think of as um that's not that's not a group that is a humanitarian effort. In my mind, that is a terrorist group. Okay. Uh and then they called and said I I think that that is a controversial shirt that a staff member is wearing. Right. So it wasn't the ribbon Jared, it was the attire that multiple staff members chose to wear. I will tell you that also there are people who were um not happy that staff members were wearing
122a ribbon in support of LGBTQ. That's why I want you to know that there were people who shared that. Right. But the issue I'm talking about was the actual attire. But when we're talking about accessories and flags that the the ribbon in that circumstance will fall underneath that. And that's because and again that speaks to a situation where those icons carry a political controversial uh you know kind of connotation with them at the very least. And that's just the ribbons. We're not even talking about the shirts. That's a whole different conversation. Um the shirts step far outside of that boundary like way way outside of it. The ribbons are still you know this is more about you know you have to have a line where the where the cutoff is and the simple line is
123US flag, Wisconsin state flag, municipality flag and uh school iconography. The change the change for staff is going to be this uh which is um prior to this right they felt pretty free in supporting any student led group right and just supporting their students. Mhm. Uh this is going to as it relates to staff dress and following this verbiage is going to tell them, I'm sorry, there's some student groups that we think are controversial and it's okay for them to be controversial and do that, but um we don't want you to support that during the school day. And that's just going to be the difference of the ask. Could Can I ask a question? Go ahead. Don't we have uh religious groups that meet at the end, you know, as club as well? Y um
124and would it be typical or normal for staff to um promote that particular religious organization in the classroom? So we have staff uh who wear shirts like give generously has the heart of the cross, right? And stuff like that. Sure we do. Sure. Um perhaps maybe uh I feel like if if it if it was a particular club that happened to be um promoting a particular religious belief or value that that's indicated in this particular policy that would be uh that would be you know for um outside of the board policy. Um, just like any if somebody were to bring a Gatsson flag or a thin blue line or the stars and bars, whatever the case may be, um, this addresses all of that. Um, I I I think that there shouldn't be a double
125standard period. Um, and uh, you know, yeah, it's slippery slope, right? Like I support the police officers, but I don't think in my professional capacity, if I was a teacher, I should be wearing a back the bad shirt because given the climate of our society, that is a controversial issue depending on where you fall in that, right? And if we're trying to have a values neutral environment, which I know how you feel about that, there's no truly values neutral environment, but you strive for that. So I I don't support any like you're welcome to your opinions. Those opinions are available to you from 5:00 to 9:00, not from 9 to5. When you're teaching students, you are supposed to you're supposed to create create a welcoming environment for everybody. They should not know very much about
126you personally and what your personal political views are. The people I work don't know much about my personal political views. It is you're there, you know, to provide a service. You're supposed to teach. Are we making an assumption that anybody that is an adviser of an organization automatically aligns with the organization that they're leading as an advisor? Uh, no. I would not. But if you personally decide to wear that attire, it could be um people that students that you're supposed to be assisting that maybe do not align with those views or opinion might be less likely to go to you for assistance because you inadvertently created a boundary that you didn't know that you were going to create wearing that attire. So, it's best to stay away from it. And what about after educational and
127curriculum based hours if they're meeting outside of the school day? Are they on school property? Right? If it's a school function, they should be it should be a neutral environment. If you are friends with Miss Smith and you have a child in the school and you and that child go to Miss Smith's home, that's different. That's a personal relationship. But if my child only has interaction with Miss Smith during school hours, she my child should not be really aware of the political meanings of Miss Smith unless it has to go with the curriculum that she's teaching. Well, I guess I go back to the elephant in the room is primarily GSA and I believe it was the fist, the resist fist t-shirt and things like that. So if I'm an adviser of a GSA for
128instance and I am wanting to support the students that I'm advising in that group after school hours and I'm meeting is that a is that a concern for those students to know that that advisor is there in support of them? Well my understanding is that the adviserss aren't supposed to be involved with those functions as Jared had said. They're just supposed to be monitoring those function and making sure that the teachers have what they need. Um, if I'm mistaken about that, I would really like that correction because when we discussed this previously, you said that they weren't really involved in that. I do not think that there should be controversial issues taught in school. I don't think teachers should be signaling that they support a controversial issue. They have their off time to do that
129or oppose it for that matter. It's just it really doesn't enter into the situation. Right. So, um, so before all this controversy, back when my daughter was in school, um, there were teachers that would give you a better grade if you wrote an essay that leaned in their direction and they were known for it. Um, and so I think what we're trying to do is go back to this values neutral the teacher, you know, because there's this power dynamic with a teacher and a student. Um, and so the spirit of this is to to back off and stop leaning on the kids to to, you know, swing one way or the other with whatever ideology that you're wearing. Um, that's that's the way I read this. I you know, if you disagree, I'd love clarification.
130And then my challenge is always going to be you're going to ask a room of, you know, well, we have right out here, two, four, six. We've got six people. And we could say, what's controversial to you? We'll probably get six different answers. So, there will likely be ambiguity that we will have to manage to as it relates to what's controversial. If I were if I if I were born in Israel, if I were Jewish, you know, and have have Jewish roots and wanted to put a Jewish flag up to celebrate my cultural heritage at the point where we are right now and you're, you know, we were talking about it before, some people may find that incredibly controversial and offensive and other folks might see it as embracing one's cultural roots. So, I guess
131I'm just I'm challenged by it. And again, not that I have the right or correct answer. I think we're just going to be have have to be mindful of the fact that we're going to have to be very consistent in the enforcement of it as it relates to controversy no matter who feels something's controversial. I completely agree. I think I think that um being consistent is is the intention. Um uh because we're here not to create a distraction. We're here to educate kids or you know. Yeah. And the clarification being we're certainly not going to ask people within the school to refrain teachers within the school to refrain from wearing an icon that the school itself displays. So gzling stuff, the US flag, the state flag, the municipal flag, if we have one up there,
132we're not going to ask them say, "No, you're not allowed to do that. This makes sense. This is consistent." As far as enforcing things, I don't care if someone is wearing a shirt that promotes atheism, Christianity, Buddhism, Hinduism, or anything else. All of that is promoting a particular worldview and philosophy. I don't care if someone is wearing a shirt or displaying on their desk something that promotes uh heterosexual marriage or homosexual marriage or anything else. It doesn't matter. Those are promoting personal political views. That's not what you're there for. You're there to educate students. Your job is not to impose or display your personal beliefs and your off work beliefs to the students while you're there. That's not the job of a teacher. The job of a teacher is not to instill their own morals
133on the child in the place of the parents. The job of the teacher is to instruct the student in a set of facts and pieces of information, give them critical life skills as far as reasoning and things of that nature, but it's not to take that fundamental place of the parent. It's the parents job to instruct in values and things of that nature. And and to your example, like back in the day when I was in school, um there were no flags in a in a classroom except if you were in a German class, there was a German flag uh because it was applicable. So, um I think that it was a much more um uh values neutral safe environment for kids where they didn't feel pushed one direction or the other because the teacher
134might approve of this and not that. I look I look at that and I just say you made a point. we talk about these flags, you know, do we can do we say that you can hang a German flag in a German classroom or a Mexican or Spanish flag in a classroom that teaches those languages and would that be would that be allowed if the teacher wanted to do so or this policy? Yeah, it so it does actually specific list this under specifically list this under 22 hordy. talks about um controversial issues uh controversial topics and issues and icons can be brought up in the course of study if it is relevant to the instruction. So for instance um if you are talking about World War II, you may show a video that has footage
135with a Nazi flag in it, right? The context is not that you are promoting it. You're showing footage that's talking about it objectively. If you're talking about the civil rights movement, you may show iconography from the civil rights movement of the 1960s. or if you're talking about the uh gay rights movement of the 2000s, you might be talking about that and you might show footage that has that. That's very different from displaying it for the purposes of promoting it. As far as a German flag in a German classroom that's related to the instruction that's relevant to the instruction that you're giving to the students, the problem comes when you show a video that has inappropriate content in it and has those controversial issues. the video itself might not be pushing those controversial issues, but once
136it includes inappropriate content, now you're in a whole other miasma uh of problems and so that that would be a separate discussion, but it's not necessarily relevant to this. Jared, you were a building principal looking at this is would this help you? I I will I will share like the same thoughts I said um around dressing grooming in general apply to some of these uh types of things as well which is you know um it's interesting that um we've gotten into a place where I'm going to have to make a decision as a building principal that if you're wearing a shirt that says protect our national parks um now all of a sudden that's a political shirt Right. Absolutely. And maybe a controversial issue and you picked it up um you know on maybe one
137of our our DC trips you were at one of the national parks which DC monuments and whatever else right along with the kids and you know um you know you were like hey I really like the shirt reminds me of the trip and now I say can't wear that it's controversial issue. Those are the kinds of things that you're going to be asking our building principles to make judgment calls on. And me and yourself, you're going to have to be the final arbiter in that, right? Uh I just find it that that that um that is that is what we're reduced to and we've spent almost an hour talking about. Um, and we're not talking about other larger curriculum issues or other things because we're worried about our culture and I don't know where our
138culture is that terrible um that we're like having to deal with this. But it must be well uh I don't know if uh anyone has any issues with 2240. Do you guys have any issues with 2240? Are you fine with forwarding it as a first read? Okay. Well, then we'll move on from 2240. Since we've got three people in agreement, we'll move on to item F, which is 5136, personal communication devices. Um, this is uh I know that Diana had a comment about that as I kind of skimmed through. Uh, that might be a good place to start because this is mostly about some of the changes that were made and I think this has also got some interesting discussions in it. I think a lot of it surrounds uh item five on page three.
139Um, but does anyone have any questions? Did you guys get a chance to look it over? I've been over it several times over the past month. So, uh, I guess I'd like to give people a point to hop in. Hey, are you going to cut down enforcement again? Well, as always, there is always a judgment call and I think that we understand that. I mean, if we want to install CCTV even further than we already have it in the school, certainly we can, but I don't know what else. Yeah. So um this discussion does not belong in this policy meeting because it's not policy but um I looked into enforcement and the most effective enforcement or uh uh cell phone uh policy. Mhm. Uh and the most effective is a pouch that um the student
140puts their phone in, they put it on silent so that only the emergency phone calls come through and they keep it with them. Mhm. Um and I think that having a policy is great. this policy is great, but it um it doesn't address the the the needs of the teachers who have to try to rein to enforce it. And I think that at some point we need to some point soon we need to look at a plan where we're giving teachers the tools to enable them to effectively enforce the policy. I I agree. I think that would be good. I would actually like to increase the increase the sternness with which we approach uh phone inappropriate phone usage within the schools. Um the main discussion that we had kind of coming out of the last
141meeting was whether or not there are exceptions to the general rule of no phones allowed and how we deal with that. We talked about um two things. We talked about if a student wants to record it for the purposes of you know just their own personal use kind of a audible note audible version of notes and then we talked about if a student has a concern about you know what's going on in the classroom if the teacher is doing something inappropriate or something of that nature. Uh and when we met with Renee and we talked about that with Renee. Uh, we kind of looked at adding in a clarification more so than a change to anything that's in this policy that if the reason your phone is being used while you're in the classroom is
142because of a concern of that nature, it's kind of a whistleblower situation. You're not going to get reprimanded for that. I think that's important because I know a lot of people say, "Well, I my child doesn't take pictures, photos, or audio recordings of these circumstances because they are afraid of the repercussions." I understand that very much. I get why people would be afraid of that. So, having it clearly outlined in policy, I think was important. Um, but still, the general rule is you're not supposed to be using your phone basically for any reason unless you are having a conversation with the teacher about it beforehand and the teacher is allowing you to use your phone. It's for some sort of acceptable purpose. uh where would be the best place for and not that I'm cutting
143anyone else off from what I just said but to her point where would be the best place for a discussion about the particular manner in which uh phone you know phone saying away gets enforced like the pilot method that she's talking about I mean probably at services I mean um we probably is the best place to have that discussion start I'll also note Lori that it is going through legislation right now in Wisconsin about banning cell phones in the public school system. Yes. But um I don't know if there's path or not. It's gone to the Senate and according to someone that worked on it, they said the Senate is where good bills go to die. Y so um you can't really count on that. And lots of rules, but if you don't have tools
144to enforce it, the teachers just playing whackable. Yeah. And so that's a great that is a great discussion. Like Craig just said, let's stick to policy. We still got half of the half of the agenda to get through, but we should uh we should send that over to ad services and have a discussion about that uh alongside this. All right. Does anyone else have any other comments though? Because I did talk about quite a bit there in item F, policy 5136, personal communication devices. Okay. Uh then we'll move on to item G 5362 anti-bullying respect and relationships. Uh this is only in here because we wanted to actually add in a little bit more context about if you're taking videos and your intent is to distribute it for cyber bullying. This is just to be
145clear. This is not okay. This came out of a discussion about how sometimes um uh an all too common form of bullying is where a student will I guess it's like gaslight bullying I think is what we were talking about is what we called it. But a student will pretend that they're being accosted by another student and they'll they'll record it. They'll push the student to a breaking point, record it, and then be like, "Oh no, they were attacking me." When in reality, they were the people who were at aggravating that. We had a discussion about how you work that out. Again, it's a case by case basis. You have to go through the due process to figure out what was going on in those situations. But the idea is if you recorded it, you
146are going to be held responsible if your intent was to use this to harass that other student. Um, in in that case, um, does anyone have any comments though? That's a it's in red in 5362. The updated language there. Um, examples of bullying, disrespectful behavior include, uh, the bottom says using digital technologies to generate, repeat or re or distribute hostile or damaging content, including but not limited to messages, posts, photos, or videos intended to harm others through platforms, including but not limited to start. I was good. Sure. Okay, cool. We'll move on to item H, which is 5780, student parents rights policy discussion. Um, this is something that we've talked about a few times in the past. We kind of wanted to bring this up and, uh, bring this in, maybe give it a little
147bit of a brush up and make sure that it includes everything that we're looking for. So, uh, we brought a couple of things in. We have policy 5780, which is the student parents rights policy. But some of the discussions we've had in the past have been more so well 5780 is a little bit more centered around the the rights of the students parents and where the boundaries of the school authority end and the responsibilities of the student and parents rights began. It's got a lot of good language in it, but we've talked in the past about adopting at least a portion of the language uh or bringing in something similar to a portion of the language from Assembly Bill 510 from 2023, which was the proposed uh parents bill of rights. Um so I'm going
148to open that up for discussion. I don't know how much you guys were able to look at that. I know there was quite a bit in policy. Uh do you guys have any initial thoughts about what you'd like that look? one from a process perspective. I'm curious as to why I guess why both of these came up outside of fact that they weren't on future action items from prior meetings just out of curiosity. Uh yeah, this has been brought up uh over the past year at least by various members of the board. the previous board members uh many of whom are no longer with us uh decided that they didn't want to have that discussion but this is a discussion that the board wishes to have at this time. And I I guess my my
149challenge would be given that the AB 510 didn't pass. It did pass. It was vetoled but it's not right because it was vetoled. But it did pass. I'm good with all the language of the bill. I testified for it. So, well, I read it and it sounded good to me. Yeah. So, um I think that we would have to uh change some of the language. It just because a lot of it relates to specifically the nature of it being an assembly bill and a state statute. Um but I think that the list a monetary like that can go after in this bill like $10,000. I'm not saying that should be in our policy, but as far as the rights that are afforded to the parents as it pertains to being informed. Yeah, I would uh
150what what I would be looking at for the most part would be the the numerical list starting with um number one. Uh really you would start with the sentence before that. Um this and you would replace the word bill with policy. I suppose this policy reserves all of the following rights to the parent of a child without interference from instead of the state or other governmental entity, you would specify school district. Then you would list one, two, three uh as written down. Question for clarification and Jared with Lynn Gilbert not being here, can can students come to public schools without certain vaccinations? Yes. Or without all? They can? Yes, there is um there's a there's a release that parents sign off on it for dangerous purposes etc etc but they have to sign it. If
151they don't sign it then they cannot then they cannot attend but you don't have to be vaccinated. You will sign the document. Thank you. I just wanted to understand. Gotcha. Um yeah. So then you would go through down through 16. And thank you for asking that question by the way. That is a really good question to ask about that. Uh and thank you for the clarification Sarah. uh we would go down through 16 and then again changing the word bill to policy. We would have this policy also provides that the guardian has all of the rights listed in the policy unless they are limited by law or court order um because obviously some of those things change. I don't know if that's super relevant for us, but it might be good to state that there's
152a clarification there, although it might get beyond the school at that point. Um, and then the clarification that this does not comprehensively prescribe all inalienable rights, uh, and that there may be rights that are more comprehensive than those listed, I think is, uh, is also good language to bring in. Uh, is there anything else that people would want? That's what I would recommend is um, can we have Lynn go over it? Just can we u talk about number two for a minute? Yes. Number two says that it's the right of the parent, right, to determine the types of school or educational setting the child attends. Right. Um, all good and well and as a parent, I certainly like that we uh allow parents to choose enrollment, right? But if it becomes a parents right to
153do so, right? Um, that means we don't have any say left in who can attend and who can't. And we certainly do cap enrollments for different buildings or whatever determined on space or whatever else. Yeah. Right. So I I have a challenge to that in saying like that that would be very very difficult for me to tell a parent uh no when our policy says it's your right as a parent to tell me um this is this is the kind of structure or or place that my child excels in. But the reality is we sometimes have to tell parents that may be but um this is what's available. The other piece to that is students with disabilities who have an IEP their placement whether it's in an alternative setting or on eCampus or the appropriateness
154of the eCampus or brick and m is a team decision not the parents decision for education purposes to remove the barriers to their disability. So perhaps adding on uh an addendum to item two that specifies within uh capa within capacity something of that nature and also specifies uh has a clarification about IEPs and students with disabilities and uh I think that also in some senses relates to capacity and the ability to provide certain services for those students. uh six and seven. I don't know that we need to be redundant in restating the law. Um I don't you know I mean I understand they're in there but it's the law and we also have policies that also that also uh directly elsewhere right I mean like I don't know I mean try not to be redundant
155like we talked about earlier. Um. Mhm. I do think that there would be value, however, that as a counterpoint, although I hear what you're saying, I think there would be value in having this laid out in a fairly simple and concise manner for people to access so that they know, yes, this is there. And we could even say we could even say this these are the policies in which this is expounded on in greater detail. You know, we could kind of have that at the end. I don't know what you think about that, Jared. What do you guys think, Jamie? So this is going to be like the parents right policy. It's it's essentially is that we already have uh a student/parent rights policy that uh we adopted in Yola. Right. Okay. Um the suggestion
156uh from the chair here was to say hey I want to bring that policy forward because there are certain things out of um this former uh bill right that went through um that didn't uh pass through the governor's office right um but we think that there's some important things here that we want to give uh from our policy perspective to our parents even though it didn't pass law right and I'm just saying that some of the things in here are already uh enumerated in in already other policies that we have or law and why why renumerate them again? It's just redundant. I I I don't merge it into 5780 and just drop off the redundance. Well, some of them are we're talking about, at least my understanding is um Sam is talking about taking this
157list and putting it into the existing student parent rights policy like these these enumerated pieces right here. Right? So, he's going through them and saying, uh, are there any issues with some of these? And there are some that I have issues with and I'm trying to roll through from an administrative standpoint. Here's the issue with it. Uh I'm not I don't have any issues about um sharing with parents that we have rights and or giving more rights than are available to them through our state law because it didn't pass our state law. But I am concerned about some of them as to how do we manage that? For instance, like I said, if if a parent says, "Well, it's my right to determine where and how what school my kid goes to." That's going to
158be an issue for us. Yeah. Need to put a qualifier. Yes. So I think and I think that's great. you know, outside of the the potential repetition, which I think that inevitably is going to happen sometimes in policy, I I think that there's a usefulness to having it there, even if it is described in greater detail in other places. So, the correction that I would uh uh uh give to number two is, you know, the right to determine the type of school or educational setting would be uh the right to um have choice when available. Right. Okay. I I mean like I I don't I don't see that that's a problem if they have choice when available, right? That that's their right that they can, you know, if there truly is choice available, right? Then
159they get to determine that. We don't get to determine that. Yeah. Right. It's an elegant but um you know, it has to be available. I don't disagree with that at all. So So the right to choice when available of the type of school or educational setting the child attends. Right. Sure. And that would play nicely. I think that would sum up the IEP and uh disability. Well, that isn't outside of any decision that an IEP team would make for a student, right? That would be outside of that because that's not an available choice. That's a correct a team choice outside. I'll help Lynn. Yeah. That would look like as long as you got that. Are there any other U items on this numbered list that fall into a similar vein where you would say like,
160"Oh, hey, this is something that we should probably modify because um I I um has um I don't have good wording, but um when we're talking about time, we notice Um, that's hard for me because I I understand what they're trying to get like like we shouldn't be calling a parent up and saying, "Hey, I got your child here. We're going to test them." Right? And that's that's where people and parents, you know, myself would get like incense outrage real quickly. Right? But what does timely notice mean? Like, you know, you know, what's the standard practice now? Well, that's why that's why we were talking about this because um there's a difference between um standard practice and what's being practiced, right? And a call uh or a text through um Seesaw at 8:00 at night
161that says, "Hey, I want to remind you um that we have XYZ testing tomorrow." Right? Um, we gave uh what we thought was timely or amped notice about how we were going to test eighth graders differently this year for the forward exam because we thought, you know, our our teachers like, hey, we'd like to try something new and they had a really great idea, right? We we gave uh notice and parents were like, if you were going to do that, why didn't you tell us that at the beginning of the year? How come it wasn't indicated in the calendar? Because now I've got to try to, you know, we we realize it's a couple weeks away, right? which we thought should probably ample notice. Um, I've got to try to figure out child care, right?
162And again, a parent was in sense that, you know, and and as a school, we were like, well, you you had you got two weeks yet to to come up with something different, you know, that's why that's why I said, can I ask what is right ample? Can I can I ask you as a clarification really quick? Which number on the list are we talking about? So, eight nine. Yes. like both of those like uh you know uh eight and nine where it says timely notice. I just I I have issue with maybe what timely notice might mean to one person might not mean the same to another. And now we're going to get into some kind of a discussion about my right is to have timely notice appropriate and I'm going to have to
163sit across a parent who's wagging their finger about and pointing the policy and says my right to have timely notice. Yeah. And I say And I say, "Well, we gave you two weeks. That's timely notice." And they go, "Nuhuh. Uhuh. That's not timely. I I would be I would be fine. I would be fine with saying 14 days. I'd be fine with that. I'd be fine with saying 14 days, two weeks." I you know, I The thing is, a lot of our other policies that deal with notice, responding to people, they also don't have specific time frames on them. I kind of and I mean no shade on you, but I would honestly like to see some more specific time frames on those things because I think it would help clear up ambiguity and it
164would you know it would be like okay here's where the line is guys if it's if you're not actually crossing that line there's not anything to be you might not like what's going on but there's no reason to be upset about it. So here's the issue with that and I'm I'm my job is to come up with the ifs and because I'm managing right absolutely and I'm not not arguing because I already told you guys I like the idea of having some uh more rights enumerated to parents. I I I really do think that that's something that as educators we should do better at, right? Um but uh if I'm teaching and we say 14 days, right, and I know my next unit is controversial issues, right? And I'm thinking, we're going to be there
165in two weeks. We put this out there, right? And all of a sudden, we blast through the last couple pages of the last unit or whatever it is we're doing. Uh, and now I am not two full weeks out, but I am one day short of that. And you say, "All right, and now I have no flexibility within. I basically have to waste a day of instruction till I get to the 14th day so that I can start teaching the controversial issue which is the next subject up. Right. Um I'm sorry I don't buy not saying waste but review or whatever. Like Jar Jared I think I think we're getting a little bit off here. No I'm not. I'm telling you a management issue. Sure. But I mean he's he's bringing up a point of
166opposition. I think it's good to hear those things out. You know I mean that's that's fine. I hear you. like um when specifically around particular time frame like that, it forces one to to plan ahead or plan accordingly. And if if they're ahead in their schedule, they may have to select a different uh different uh topic of discussion for that period of time. I I would say timely notice when available. Well, yeah, but then I think that defeats the entire purpose of Exactly. I but I would so I would rather have it uh on me to have to have that kind of an investigation than have a parent throw in my face this is the deadline hard date here right here do it so you're not okay with I no I think I like the
167hard time date I think I like the specific number of days personally I hear what you're saying you guys I'm telling you the management issues that we're going to run into you have to make the decision I don't make that decision 14 days is the minimum you can always you can always let people know more than 14 days a week. I I I have a hard time believing that you're going to get blindsided by something two weeks from now. And I I'm in a very very fast moving job. Yeah. I'm not in a classroom and I'm not an administrator, so it's hard for me to say when it comes to this because I don't have to lean into it. Do you have a creative word you can put in there? The very purpose scrabble tiles
168on what comes to the Again, I don't know. I'm just trying to find something that's more manageable but also gives parents the rights without giving it but kind of giving it. You know, we could we could say the right to 3 weeks notice instead of two weeks notice if that feels more reasonable. No, because that that that makes it even more difficult for a teacher to hit that timing appropriately. Okay. Right. I'm not I don't need a 14-day. I mean, we can do a 14-day if everybody's comfortable with that, but it can't be timely when available. I mean, you you need to make it a priority to inform the parents of the students you're tasked to teach of inappropriate information or some information they might find inappropriate being presented to their child. That is part
169of your responsibilities in your job function, Jared. So, I know my job functions. No, not yours, but like the staff members job function. So, I but here's here's the thing, right? What I'm what I'm worried about is the default to a uh a response that says timely notification, right? And a teacher at the beginning of the semester says, "Here's some controversial issues we're going to hit during the course of study." And they say, "I gave timely." I gave it to them at the beginning. You know, if they're they're upset because now I'm teaching it and they say they weren't told and I say, "I told you six weeks ago. That was more than time. Then I think that would fall to the parent. The parent should have said, "Okay, Miss Smith, I do not want
170my child part of this instruction or this instruction. They need to be sent here." That would then fall to the parent if the teacher did their due diligence and informed them. So, so what you're saying to me is then we, you know, I would say to that parent, listen, I think you thought your your idea of timely, right, is, you know, the couple days before or a week before because you're a busy person, right? But they gave it to you six weeks ago. That's more than timely. That's what I'm supposed to say to that parent. So, so I don't think she proposed that, but yeah, I probably say something. I know. I'm I'm reading her answers, right? where your answers are. Person that the parent was talking to, I would say, you know, I understand
171your frustration, but you know, Miss Smith informed you at the beginning of the class that she was going to be brushing up on these sections of instruction. And at the end of the email, she informed you that if you do not want your child to participate, please email me back and tell me what instruction you'd like your child excused from. And if the parent did not do their due diligence to do that, then that should not fault the teacher. Like they didn't do like it was too timely. But we can't Yeah, I I do agree. Lori, what what were you going to say? So So we talked earlier about how much notice we give somebody for a meeting and and this is an assembly bill, right? They would be thinking in those terms already, right?
172And and we talked about this 24 hours for a meeting is minimal, right? and as a courtesy a little longer like you know the week before and I'm thinking that's what they meant when they said timely notice. I don't think I think they I think it's a little bit different. Yeah, more than 24 hours is definitely relevant there. I mean I suppose we could probably talk to some of the people who who worked on it. Yeah, Dan, what's Sorry. What's going on? Just for a little context, Sarah, how many parent requests you get a typical day or a week or what? Well, you know, they're they want a response to something. Oh, consistently. So, and that's f and that's fine. I mean, it's all of the time. I I work and Jared works with parents
173all of the time. The the piece to this one that I'm I'm really looking at is I I feel like we're talking about things or controversial issues that might be coming up in a classroom, things like that. My mind goes to the other pieces as well such as evaluations for students when there's a threat assessment evaluation because something will happen. We have to do a threat assessment on the student the next day or that same afternoon. That's an evaluation on their mental or physical um problems, psychological problems that might arise. Pieces where we are evaluating students for a variety of cognitive delays or behavioral issues. Those are all under IDA and they have their own federal timeline. Um, and so parents are notified that a well in advance. Um, and and then we have a
174staff that come in and do this. Right. I have not ever encountered a family that has had an issue with us um, doing any of what is mentioned in 8. But again, I'm not a principal and I'm not a classroom teacher who is delivering any sort of information. We are doing all of those surveys, all of those evaluations on children um that meet the criteria within there. Um but those are some of the pieces that come to mind as well. So I think that's a very good point. Thank you for asking the question, Dan. However, under number eight at least, it does specify at the end unless otherwise specified by law. So that kind of I think that takes care of the issue except for the threat assessment. Threat assessments are not required by law.
175They um well actually there there is a statute that we'd have to do a threat assessment on students but there isn't a timely piece to it. It's that we are conducting it but there isn't a timely piece. However, the parent is part of that. we are talking with the parent um and going through those pieces, right? I think that the perception of timeliness would be like as soon as you realized it was a threat, you assess that child and rope the parents in, right? Like you didn't do the assessment, sit on the results for a couple of days and then be like, "All right, I guess I'll call Carl and let him." You're talking to them before you do the assessment and the assessment is required by law, but it but you could do the
176assessment. I'm not proposing you do. You could do the assessment a month from then according to law. the student stays out of the building until that threat assessment is done. So, we want to do it as soon as possible and the parent is an integral part to that, but I'm not giving them a two week notice because this construction, right? But it's timely depending on the situation, right? The circumstance, right? Like some trigger, right? There had to be some trigger to say we need a threat assessment. Correct. And then this you are as timely as possible informing that parent. Correct. So, I think that that would fall within the terms of that. Right. because you couldn't say the parent couldn't say well you didn't tell me sooner your response could be like well yeah I
177didn't know I didn't know little Jerry needed a threat assessment until you know second out that is true correct what do you so under on page three line eight it finds um let's see it says timely notice means written notice provided to a parent or guardian through a process consistent with school policy such that a parent or guardian may effectively exercise the right set forth under this section. So if we happen to have a policy that indicates some sort of consistency with timely notice, we probably want to be consistent with that. I I suggest that this timely notice is is different though and I mean I there are conflicting issues with timely notice where uh a timely notice of one thing let's say suspensions right a letter of suspension needs to go out the day
178that the suspension happened it may not arrive for a couple two three days right but it should go out that day if at all practicable right if not the next day for sure right that's one timeline right when you're talking about other times lines of notice or whatever. It may be a 15-day notice. It may be a 10-day notice. There's a so many different timelines based on statutes and other uh other policies that we have put in place. So, is this particular policy uh critical to have pub published in the upcoming handbook then u or is this something that work can continue on? I think there's going to have to be one that continues on because I have about enough questions that can last two hours just on this and and some of them have
179to do with uh things about um like uh right to timely in form of acts of violence, right, that happen. Okay, what kinds of acts of violence? And and if I'm notifying of an act of violence am I um you know how how do I have to go about doing that in a manner that makes sure that I protect the rights of the individual uh as well as understandably to protecting the rights of parents? And I will tell you we we do this like if there's a threat of violence, right? We usually say, "Hey, we want you to know we went into a lockdown situation for XYZ." Parents know that. And you tell them within 24 hours. I and I usually send send those usually we tell them before the kids even get home for
180the day because right but you know an act of violence can be I I punched a window right I I lost my cool and punched a window we don't always write home hey just so you know uh a student in sixth grade punched a window right um and when it states crimes that is then indicating that there's been a citation and there has been a crime crime that has been happened whether that is disorderly conduct or possession of something or a parent who is intoxicated in the parking lot. We do not typically notify the entire you know parental population that those things are occurring. Yeah. So I think uh if you look at this this was put out in October. I guess what I was saying is like we don't have to dive into that
181one. We we've got plenty of issues that I want to bring up just from a a standpoint of how how are we going to wade through that and I want to have the productive struggle of that discussion because I do believe that uh outlining some more and enumerating some more rights for parents is good right I just want to say how can we get to some of these if we can in a meaningful way and if we can't in a meaningful way then um maybe we start out with this and and maybe six months from now or a year from now we found out a way to get to the avenue that we wanted to get to. That's all that's all I need to say. Um because we certainly have uh definitely more discussion. We
182got a couple more things on the market. We're deep into this uh one and we're going to have a lot of discussion on this and it's not going to um be something that we're going to solve tonight. Yeah. 570. I would I would suggest that we uh bring continue to bring this up maybe uh what we should do um is to say what parts of this are we going to do like numbers one through five number you know and and take our time at it. It may take us till December. I'm okay with that. We already have a student and parental right policy. Okay. We're just looking to beef it up, right? And I think if we take it in meaningful chunks, one that we're uh it's not going to be a five hour meeting.
183And um you know uh like I said, good policy doesn't write itself after two hours, two and a half hours at at the most. Like you start getting into like this and I just want to I just want to get it done, you know? I don't want to have the conversation just get it done. In the back of my mind, I'm like you guys figure out what time frames you want. I mean that I really I'm I'm I'm fine with the term I was fine with the term timely just but I agree there's a lot more I wanted to get the ball rolling on this discussion. I think it's a I think it's a good thing to bring up. It's been something that's been a long time coming. I know there's been a lot of
184people who have asked specifically about this and they've asked about 510. So I just I wanted to get that rolling. So bring it back for next month. Um and let's keep in mind some of those things when we come back around hopefully. Yes, maybe we did the most. No. Um, all right. Any other thoughts before we move on there? Anything super pressing? No. All righty. Then we're moving on to item I the Niola policies 8,000 group two. We're looking at one, two, three, four, eight policies in here. Does anyone have any thoughts on these policies in here to start? Lori, Danny, Dan, Craig, Ch the only question I had, and this is just for my own understanding. There was the line striking about working with CISO on the development of a common calendar. Is there
185a reason why it doesn't make sense to do that? Uh the the rationale is that um try as we might there's what 52 school districts in our CESUS. Okay, that's all. It's feudal. It's feudal to even attempt I I can't I can't align with the private schools right here in town. And the private schools don't always necessarily align with each other here in town, much less trying to look at other districts across. I mean, it's good to try to be regional, but We've typically aligned with areas that are that are closest to us, but there's a difference between a small district like Twin Lake who's in CISA 2 that's all the way an hour away and that would make sense to Okay, that's I appreciate the Have a good night, Dan. Thanks, Dan. Have a
186nice night, Dan. Thanks. Um, yeah. No. Uh I think you know the only note that I would have had would have been on policy 8310 and it would have been a similar discussion about timeliness and things like that because we're talking about public records. Um but I don't know does anyone have the appetite to get into specific time frames for responding to requests and how that gets calculated? Because obviously if you get a request for a date, you can give that to them in 5 minutes. If you get a request for something that's lost in 8,000 pages of paper that had to be printed out, that's a whole different that's a whole different ballgame. So I think that uh the way that this is written, I think uh does a pretty good job of expressing
187the needs there. Do you guys have any thoughts on that? I'm okay with leaving it at in a timely manner at this point at least. No. Um yeah, I mean this is language from the um a uh attorney general um and um the our state government has thought many ways to try to find terms to do this for all of its governmental bodies and they realize the like you said the difference in the ask is really hard to make one timeline that fits all asks. Yeah. And if people, as always, if people feel like they really need to express the sense that something is going wrong there, they can always they can always bring it to the board if they really need to. That's how it always works. So, or the attorney general's office, right?
188Truly. Uh, yeah. So, I I'm I'm good with that for the time being. As I said, if we can work something out, that'd be great, but it's pretty difficult to do. Any other thoughts on the 8000 series? Not for me. Oh, okay. Cool. All right. Well, we can move on from those. Uh, we got WSUSD policies, no match. So, if you look uh at that document, um, it it talks about a recommendation on the right uh, in whatever color that is that we picked. Thank you. Getting color blind. Um, recommending to keep uh, it means that um, we have a policy. Nola doesn't address it, but for local purposes, we think it's it's really good and important for us to to deal with. Um, there are some that we're recommending to keep, but u moving
189it out of policy um and into the realm of an administrative guideline or it was already an administrative guideline and we want to keep it that way. If it's denoted by a point one, point two, point three, whatever. If there's a number and a point, that means it was an administrative guideline in our old policy structure. Right? So that will also help you under understand which ones I picked as um administrative guidelines versus non-administrative guidelines. Um because they probably were before, right? Um but but uh it was shown as policy in our book. So okay. Um, you know, that's what I that's what I'm looking to do. In Neiola, they have two structures. They have policies in one book, administrative guidelines in a separate book. In our last structure, we had policies and administrative guidelines
190listed, right? Together. Sure. Right. And so we have to make sure we delineate because it was all seen as policy. Okay. But we knew it was kind of more of an administrative guideline, but it was a point whatever. And there's two in there that were administrative guidelines and are now being brought on as policies. Yes. because I think that um we it would be better for us to make sure that we just have a little bit more direct oversight from the board in that response than an administrative guideline. Sure. Sounds good to me. Okay. All righty. Yeah. Uh any other comments, questions, thoughts about the uh no match. When when was the last time these policies were reviewed by the board? Um just now. Yeah. I mean, we went over them. We talked about him
191several times. Okay. I will I mean and and if we look at the policy itself, like if you call one of these policies, you'll see the last revision date. But but it is our responsibility right now to just because I'm re recommending keeping it. Your job is to review that and say, "Yes, we do want to keep it." And then we're affirming it and we've reviewed it. Right. Right. I mean, these these policies would no match. They're old policies. They're old. There are policies. Former policies that are already in place. they would just be brought over to the Neola format. So, they're not Neola format policies that have no match that we're just going to bring in wholesale. It's the other way around. So, um we can certainly review them though. I mean, I mean,
192I'm just wondering when's the last time they were reviewed and it sounds like not too long. Well, some be a long-standing policy that hadn't been reviewed in a while, right? But again, we're we're reviewing it now and it'll be updated and you'll find that there's a number of our policies that haven't been updated in a long time. Yeah, we really need to which is why we um entered into the new process. Yeah. So, we're kind of kind of working through it. But some of these are it's kind of again the it's the balance between outward facing common occurrence that needs to get published for the purposes of day-to-day operation versus things that we can kind of work on for a longer period of time. What's your uh I was just my question was then uh
193Neias would they then uh take these particular policies and reassign a Neola number to them then I'm assuming yeah that's exactly what happened. Would they also um assist us in their process of when we would normally pull something up for review or is that just on us just to say okay we're going to cover the 6000 series this year or so? Um, I think um, what Scott recommended when we first entered into this process is if we had certain policies that we brought over or just create on our own. Yeah. Those we'll have to keep track of because they won't come up in their policy term. Right. Right. And unless all of a sudden Yola says, "Hey, well that's a good idea because here's what will happen. um our policies right uh are um when
194we switch over to the format and we put it in right um they have access to all those and what they will do right is when uh XYZ school district in Nantucket right if they if they're in that state that has a Nucket right Nantucket school district says hey I'm looking for a policy on XYZ right uh and then all of a sudden like 13, 14, 15 other school districts. Hey, I want a policy on XYZ. And we've had that policy for two or three years. They will say, "Hey Jared, um, we're going to use the language from the WUSD policy and we're going to share it with them if you're okay with that." And I'll be like, "Yeah, that's fine. You go ahead, share it with them." If it then becomes a Neola policy
195because so many people adopt it, right? Then it all of a sudden becomes part of the, you know, discussion, right? and they will add their legal resources to it and whatever else and it'll become part of that. I feel like there's a a bad limmerick in there. There is uh something with Nantucket Nucket is a common component in many limits. Uh it just really rolls off the tongue. So, okay. Uh any other any other thoughts there? Thanks for asking the clarifying question. You guys good? Good sharing. Okay. Um then we're moving on to the next one which is item K. Neiola policies needing process and pardon policies. I asked Jared to bring this over just because these are all the things we're looking at. I wanted to give everyone an opportunity to look it over
196and uh you know see if there's anything in there where they're like, "Oh my goodness, this needs to be talked about really quickly." Um I know there were a couple that I wrote down when I was looking it over with Jared in preparation for this meeting. What are the color coding means? If it's not colored, we've discussed it already or what? Oh, uh, it's Lissa at the top. So, so the the stuff that is in in white we talked about tonight. Okay. Okay. Perfect. Thank you, Lynn. Um, and so this isn't so much like, hey, let's pull this up now and start talking about it because we're actually doing pretty good on time. I think I'm I think uh considering everything we had, we relegated some next time. That is true. But I mean, we
197I think we had a pretty robust discussion about it, too. So, I mean, I overall I'm feeling good about that. Um, all right. Um, so this is just more like, hey, if you guys see something that's on here, you want this brought up in one of the upcoming meetings. For instance, I'll just pull one out that leaps out at me. 5720 student activism. Definitely want to see that come up. Um, and see what that looks like. Uh, because that was parking loted. I want to see that come up relatively soon. Um, if you guys see something like that, let us know. Uh, and we'll get that on there. I just wanted because I we didn't have like a whole list until now and I just wanted to have it out there. So and and honestly
198the other thing that we discussed is this out of the hundreds of policies that we had to go through in the last year and what 11 months almost now. Um we we feel like we're at the point to just adopt the work that's been done because we have far more work that's been done and we want to get moving on that work into the next school year. We will finish these policies moving forward in the next two or three months. Um, but let's just finish them. Let's not wait to adopt the book. Let's adopt the book and then we will continue to pull these over. Where there's a match for these, we're going to keep our old policy in the new book until we adopt the new one and then we'll switch it over. Makes
199sense. Okay. Does that make sense? And that's going to be the recommendation that we bring forward at the end of the month here to say, "Hey, let's let's we we've done great job. Let's adopt the policy book as it stands with all of the first draft cleans so to speak and then any policy any old WUSD policy that still has a matchup to one of these ones these last few that we have to do there's less than 60 of them I think I didn't count them all minus the whites but I think there's about 60ome those are really going to get done in the next month or two uh and so um I think we just want to we want to move forward and we want to give like you said timely notice to people
200and we want to say here's our new policy. We have a new policy book. You know, we're going to put it on on our social media. New policy book. You can see it at this point. We feel free to browse through our new policies. Blah blah blah blah. Right. And then we'll continue just the regular work of going. How's that sound? Sounds good. I'm good with that. Okay. I'd like to see any of the ones that are associated with the board come up just because now that we have a new set of board members, I think it'd be helpful for us to revisit like the philosophy of the board, public expression, info requests, and all of those. There are like five of them, I think, on that list that are on this list here. Yeah.
201Yeah. And then also the 6152, the student fees, flights, and charges. But that's my own personal thing as it relates to the graduation conversation around fees and being able to participate in graduation. So if we're throwing out a wish list, those would be my wish list, too. And not not to diminish your your comments or um I agree with you. They should come forward at some point. I the reason I kind of when I passed the torch to Sam, I kind of held back on some of that stuff because I'm like, listen, we got to get like this the student and staff stuff which is facing the u the public right away um out of the way and then um as we move forward with um doing more of that rolling work um we we're
202going to have these discussions anyway and it was probably less critical because the board kind of says, you know, uh there we're we're together talking about this whole thing. I that's just the way it looks. And it's kind of like I said, out outward spacing versus inward spacing. I definitely want to have those discussions as well. Um but yeah, it's a it's if it's about publishing the book, if it's about printing the book, we want to make sure that we get stuff out there for parents, students, and teachers that give them a clear idea of what we're looking at. So that's kind of what we're trying to mop up here. Um just a point of clarification based on timeline with with the meeting having that it has to go through first read and second read
203before we can approve it. Aren't we kind of whatever is currently there is there unless we have special meetings. I I think well um we we could potentially just accept uh at the next board meeting first and second read of of what's being proposed, but I don't think that that's probably the best idea because I think that we have um we have board members that are going to uh have additional questions or I anticipate they're going to have additional questions and we want to let that process play out, you know. So, um, right in order to make the book, right? You know, we go through first read in July, second read in August, and we and we can't approve it, you know, and then we won't have time to get it into the book. You
204know, there's if there's probably like a oneoff situation or a couple of policies that need to be referred back to committee, and that's just going to have to be that's just going to have to be it. We're just going to have to try to commit to getting something out there. Uh but but yeah, it's a valid concern. Only policies where we have these concerns. I I counted I counted two. Yeah, maybe three. So if we had a special meeting, it wouldn't be a long one. Maybe. You never know. Um yeah. No, I just wanted to bring this in front of people because if something left out and it was like, whoa, that's that's way too serious. But we have covered the vast majority of what we've been looking to get at. So, um if if
205you guys want to let us know, let us know. But, uh that was I guess really more of anformational piece than anything um for for the meeting. Um we don't have anything in section three. We got future agenda planning, future planning discussion. Um we're bringing uh the 8,000 list to the board for well, this would be kind of along with action items, I suppose. Okay. Um, we're bringing that 8,000 list to the board for first read or Yeah. Then we're bringing the updates to the board. Uh, would that be for first reading read or would that just be to approve updates? Yeah, that would be first read, right? Um, we're the same thing with 5136 I think. Yeah, 3216, 4216 and 511 are also in that same category. Um, as is 2414 and the uh
206administrative guidelines that go along with it. Uh, what about the graduation policy? We have that on there. Is that going for first read or is that in a different category? Um, we have to first read it. First, yeah, we have to first read it. Okay. But we're just sticking with the same policy so it's not any sort of I don't think it I don't think it'll be very controversial. I think people will just be like, "Yeah, okay. It's what we do. It's what we do." Sounds good. All right. Uh any further thoughts or questions, folks? Are we going to set a a meeting for July? Yes. Do we Yeah, I would I'd like to set up a meeting for July. Um just as long as we're trying to clean up this policy. Uh it'll most
207likely be virtual for me or I'll have a designate here. So, my July is just so packed. outside of some dates that we've reserved for some other things coming up. I am stacked. Yeah. So, make the date don't and I'll try to respond, right? Yeah, definitely. Um, yeah, we'll work something out. So, let's set a date for July July 9th. I don't think I have anything going on that day, but uh we're thinking like a 5:30 start time. Pretty typical thing. Yeah, if there's nothing else happening that day. Yeah, that wouldn't be a problem for me. July 9th at 5:30. How do you guys feel about that? Sounds good. Okay, awesome. Jody, cool. Cool. All right. Um Lynn, can you give us uh rapid fire those uh action items? I'm sorry. It doesn't have to
208be that rapid. It's always the test. Thank you. Makes me nervous. Okay, here we go. So um in the administrative guidelines for human growth and development advisory committee in the third paragraph from the bottom of the guideline replace board with superintendent I have human the human growth and development policy there's changes in A4 I have to add self-care and hygiene A5 we leave as is we're striking six or A6 and And then B1, I'm going to be adding the verbiage and using appropriate communication at the end of sentence. And then with B4, I'm striking all of the words through the first comma and starting the sentence with including and add the word bullying after refrain. Y curriculum revision. Um, and then those can go to first read. Correct. Yep. Curriculum revision update. um five years
209to seven years in the 2210 curriculum development and then I think all of those can go to first read all curriculum revision uh policies. Yes. And then um there's a discussion uh you guys wanted a discussion for our future ed services meeting regarding um the book that uh that um the hand water health foundation and the moving we're moving the current WSD graduation policy to Neola that'll be first read the dress and grooming in 5511 in line Three, remove the verbiage. Shirts must have capped sleeves and then the verbiage tank tops and state no spaghetti straps, strapless tops or a shirts below. Yes. Add the verbiage. Um, this policy and any additional blank will be included in I have to give that verbiage from from Jared will be included um let's see included in the
210student version. Um adding eight uh let's see adding eight. Yeah, the number eight bottom should be certain amount of interest from fingertips. I'll get that from Jared. Um dressing and grooming policies will go to first read. Um controversial issues in the classroom goes to first read. Um you're talking about possibility of having a discussion regarding enforcement of phones during the ad services committee meeting. 5136 goes to First Street. 5362 changes have been okayed and we'll go to first read. Uh the student parent rights policy more work is to be done. We're going to bring it back to the next policy committee meeting. All of the 8,000 groups um can go to first read in June and then we are keeping the recommended um WUSD with mola match policies and guidelines. And then we're going to
211have our next policy committee meeting July 9th at 5:30. Awesome. Perfect. All right. Um, all right guys. Well, uh, without further ado and with no further questions, uh, let's get out of here. Ajourned. Moving adjourned. 8:25. Yes. Under three hours. High five. Under three. Oh, it was under