001then I'm gonna look for an email and send it over to you okay Craig from the other day just just want to try to stay on top of things for you yep maybe we can uh maybe I can you link a video in the word do I'll just link it in the board do um yeah you can every other I know all I don't know there's other people coming too so yes I don't have germs do you have germs I don't have germs okay may no I still have my foney whatever but they've attributed that to some sort of allergy was just we were in Africa forend I had none of this oh my gosh my allergies have an AC many people who have gone to Africa wow wasn't me NOP I go to Vegas
002tomorrow so there's that that's hug so no it's all it's an allergy to something I just don't it's something in my house or any are around here we just don't know what [Music] yet good we're good my mom gave with me to I took her to J still do that b competition she's got cold she she was usually she'll come and be like some office stuff for me and things like that and I'm like no you're not coming I'm like David Trader said he'd be running behind like I will take you in the car but we can have the window down like I mas agenda and then like I am that you know like years ago we a holistic doctor up in there the little edit pencil up there have the hotel room and that
003time I gotu from no I have I have the pr have I don't know how get to the amazing oh myth server's been lost since why always tell me that now I've got the and so I want to go here first right and then go to the pencil Y and then you just put the link in public right [Music] here and under the display text I will put um right I don't have I'm ready can you see it there in the Conta yeah under that policy SE yeah okay so when we get there can you uh play the video then yes I think you'll be able to do it because I think it was like anybody who has the link can yeah oh it is two weeks out oh yeah do you mind if I
004I'll just like connect with you like all right time is uh 5:31 my call is meeting of the policy Review Committee to order it is April 10th all right our first uh part of our agenda is the um to discuss the extracurricular activities policy 5330 and um the any other related policies associated with that um Tina would you like to uh just briefly try to take this through where we we come from and where we where we're going yeah absolutely absolutely um okay so if we go to the sorry the um the Neola policy if we start there um at the last meeting we had um uh in March we had kind of come to an agreement as far as like yep we'll go with you know the Neola recommended um policy as far as
005that goes and so then um Jared and I met and went through the details of that um and um Jared did a lot of work on it which I absolutely appreciate um and um we took the word sponsored um so you'll see that the title of the um policy is District sponsored clubs and activities and so you'll see that through out as far as the sponsored is concerned um because that um it fit us the best versus endorsed and there's all these other words that you can use and this one it gives us the most flexibility as far as then we can take that and then develop the specifics of the different things that we've talked about into our administrative guidelines so this wording gives us that flexibility to be able to do that um
006I believe Jared had also touched based um with Jamie K the athletic director as far as you know how does how do those things fit together um and so we do have um a recommendation is I'll kind of do an overview then Jared you jump in however and then um you know we just went through like what you know what fit US based upon the direction of the committee and um then originally um then we had also I'm so sorry then we had talked about um so the endorsed where it says endorsed and things like that and so then a Al which where you have the red and green marking um all of the um a listing of the activities was included in there um however in further review of that we didn't feel as
007though the right place for that was in the policy because it can be fluid it can change maybe some are going to be you know um added some are going to be subtracted and so we still want to honor the you know idea of keeping track of all of that and so that that specific listing will be shifted to the administrative guidelines because then if there is also changes within those of whether they um whatever their classification is whether it fits funding or not then that can also you know be more fluid that way without always having to go back and change the policy so we felt taking those those are just specific things that need to be better managed in the um guidelines as far as that those and then we did also include
008um an extracurricular policy guideline timeline um you know for everyone's review so that you know we could hit on all the different points that that were brought up that are important um and to be able to get you know the the right players on board as far as um developing those classification guidelines and what that might look like so the timeline the is specific to like the administrative guideline which is not part of the policy but it's the work that will be further um continued so we have um that timeline um situated there as you can see um with also consideration given to the fiscal committee and the different work um that will be done there and so you know those specific details will need to be worked out but we do have that outlined
009here as far as um what we plan on carrying out so if you'd like I can go through the specifics too it was a great overview and I can just run you through the specifics of the changes and some more of the specifics of the about the the timeline and where we're going um along with um the other the third document you see attached is a board member had requested that uh they see one without all the changes on it so they can go back and forth so um that's just there for a resource uh so if you open up the one U that uh it says endorsed activities um I think uh let me see what the exact uh heading is I think it's a in uh wsd endorsed clubs and activities um and
010it's uh policy number will be uh 2430 okay yeah uh and um we had a conundrum because the Neola policy used the word sponsor right and in my discussion with um niola the school districts that move away from uh the the sponsored language do so that so that they can use that as a demarcation of things that have a budget and things that don't right so if we're if we're using the word sponsored to mean uh sponsored clubs and activities have some kind of a budget non-sponsored activities don't they have maybe a a secured room to meet and maybe um a staff member to to supervise the room not necessarily supervise the activities or act as a coach or anything like that those would be considered non-sponsored activities so when when school districts decide that
011they want to find a way to help um in a guide administrative guideline manage um whether or not you're uh a non-sponsored to become sponsored or when you're sponsored how to delineate um how to um align budget resources towards different levels um they use those words which means we have to come up with a word for um activities that we say are okay activities for our high schoolers or middle schoolers to partake in um that are endorsed by us and that's why we use the endorse they're endorsed by the school dist District versus activities that aren't anything to do with the school district which are non-endorsement activities like Boy Scouts right they may use our they may use our our facilities they may request to use our facilities or whatever but they're not really affiliated
012with us um sometimes you see that with like a um a local football club or a local soccer club they don't really have anything to do with the school but they may use the school's facilities or fields for other things right and we want to make sure that the public knows like yes they say that they're Watertown football but it's not Watertown High School football right and so um the word endorsed is going to mean that mean those are clubs and activities that we sponsor and that our kids belong uh in and that if they're in one of those clubs or activities the activity handbook um addresses that um as well as things related to their membership or eligibility for membership in those kind of activities like certain grade levels and and and those kind
013of things and we'll outline those further not only in our activities handbook but also within our administrative guidelines non-endorsement [Music] okay so that was a big part of the main changes that we had to put in the document just to line things for if fiscal sees a need to do further budgetary work or other delineations um based on um sponsor ability or non-sponsor ability because remember if they're sponsored that means they may receive some kind of a budget and if they're non-sponsored it means they may not receive some kind of a budget you provide that list to fisal so um we we do have a list of kind of how things are so far yeah and that's the list that we're going to go off of some of those things were highlighted in here but
014we took them out of here because of a couple of reasons one I wanted to make sure for sure where they were and that's some of the work that fisc is going to be doing right um but also if that's where we intend to have those stay right because there may be some sponsored ones where we're going to say listen we know we' been sponsoring this club or activity but um you know we're getting to a point where we can't continue to sponsor the activity with funds anymore and that will be the decision or vice versa hey you know you haven't been sponsored as a as a club or activity now we're moving into that realm for example um Esports Esports was a just a a student Club organization they kind of met you know
015did their thing but um in the last year we inducted them as an accepted activity and actually they're under our sports activities right and I want you to know that the other work that we did with Neola is we're intentionally keeping our inter our inter Scholastic Sports separate with a separate policy it is made mention in here only to say that if you're in them as an activity what guidelines you're going to follow and um that's one of the other changes that we made in green lower down we said that we um we not only endorse WIA sports but there are some other sports that we Endor or excuse me that not only we endorse but sponsor that might not be WIA okay we may have a a sport that we endorse but don't sponsor
016okay um so there there opens the ability for us to do that in the new language that we have and that's that works in the lines well with what we're going to do in because aware there's fund 10 and there's fund 21 you can add activities if you're fund 10 you're getting money from us so those would be the sponsored ones 21 you can generate all the revenue you want and spend it those are kind of like your own accounts and that's those are monitored and controlled by those entities so we can have both of those and say look you're non-sponsored you can still have fund 21 you can still use us and then you know and you can manage it through that fund but it's not money direct from the school district which comes
017out of fun so this will align with what we're doing to do in fiscal as far as that and we can you know then we get to you know we talking about equity and everything that that will largely be based on that fund 10 we can take all that fund 24 or fund 21 stuff and push over and say look that's their money we we not have to worry about that we need to focus on the F stuff all of our stiens for all our coaches and that run to f 10 so all of that we can do and like I said this language aligns with that nicely so like that and one of the things I found out in doing this too was um I thought um you know sometimes superintendent last no I
018thought um our students who belonged in Bowling right get scholarships for bowling get recognized on the you know overhead speaker about bowling I even recognized them uh Winning State last year they're they're non-endorsement District other than there are kids from our school who Bowl in town but there's such a close knit that you would think and I even thought yeah that's a sponsored Sport and though it's not one of our our our um endorsed or sponsored Sports because I had them listed here and I have the organization that covers them and J ke goes you know they that's not one of ours right they're just really I'm like that's why we're doing this work you know so that we can that we can uh you know still can still honor them right we can still
019do all the things that we're doing but when when and if somebody comes and says well you're your kids who are in Bowling I saw doing XYZ out here breaking a rule right and how come they get to bowl still because they're not following the handbook I can say they're not an endorsed you know um activity here's our policy about endorsed and un and not endorsed and they don't fall under us once this is completed we not think it now but will there be a review of that going like hey maybe we should endorse that way maybe you know and again that all that one specifically but all of the ones that we have on our list right I think that um we're at the very start of this work and we wanted to first
020I think the first part of the work is just helping to Define and understand where everything falls right what we own what we don't own what we're sponsoring what meaning giving a budget to what we're not giving a budget to um and having some of those discussions then it'll be a discussion about like how do we have administrative guidelines that help activities flow through the either becoming endorsed or not becoming endorsed once you're endorsed how to become sponsored or not become sponsored you know those those are the things that I think the clarity of this work is going to help us with and um we'll also uh you know be able to speak to people out there when there's some inconsistencies right uh and then I think if we if we really lean into it
021um and we really feel like we need to go down the road of even then developing a further guideline that says you know um we want to have some kind of a structure as to how much we sponsor you versus how little we sponsor you um we have um a good idea of a template that some other school districts have used to at least say would this work for us or not so we could go go that far if that's what fiscal wants to do and the rest of the board feels as important but I think the best and most important part of the work right now is for us to get these kind of definitions straightened out and I think these definitions work way better than the ones we and I I I I
022put a lot of time effort energy and I know a number of you did but I think this really does clarify it in a way that I think is helpful the others uh didn't it maybe muttered the water more and I'm I'm partly responsible for that and I apologize but um knowing better now and seeing how this really fits and it fits where we want to go and it also fits how we can structure things maybe fiscally later um and create administrative guidelines around you know the fiscal responsibility portion of it um will be helpful so the only other major change that we made besides um the endorsed and sponsored versus non-sponsored as well as U governing agencies that students need to follow uh their their laws and rules as well as ours but also
023the idea of um we light in the athletic policy how it talked about the tenants of teamwork sportsmanship so on and we felt like that would be important to all activities and so I took that verbiage from the inter Scholastic um Neola policy and I moved it into this one if you don't like what it says I just want to remind you that if you change it in this policy to be what you want a little bit more we then need to change it in the inner Scholastic because I copied word for word the inner Scholastic verbage um I say I I had L over I know but I always have to give the work words to we're trying to be consistent you know we're we're trusting Neola and things like that we could I
024can't say the word I want to say so um we could met in this you know like Ticky Tac there you go I can say that we can Ticky Tac you know all of those kinds of things but I think you know like niola has those things listed in there for a reason and the the way they have it and so then as we were talking through it it's like yep NOP you know what this policy is consistent it's in other places you know I I when when I started going in team was like no Jared let's let's go back to our tenants and one of the tenants was um from ol don't let um great be the killer of good let's start with get a good policy in place see how it works for
025you and then make more changes so let's get incremental in what we're what we're doing and uh Tina led me back to you're right uh maybe let's just get this far this I think um you know I think Tina thinks that this meets the needs of um what we were looking for what you you guys asked us to to put together as a subgroup for your reaction so I'm anxious to hear your reactions to it so we can do that but then I also want to go into the timeline um Tina and I created a timeline that we really it's it's more of a you know we're trying to keep ourselves having things move forward we we realize it's kind of ambitious but we also know that if we don't set an ambitious timeline things
026will get drugg out you know and so hopefully with an and buisiness timeline and we can meet those um hopefully we'll get things done um and off of our plate if if we need to extend the timeline or if you guys think there's more work that needs to be done or or the work that's being done isn't quite um fully complete or fully developed then we'll um have to extend the timeline a little bit but at least um we had a start and so we're anxious to hear your reactions to that timeline too and what your thoughts are and um that may get extended or delayed depending on how fiscal information hits on the on on the finance side of this too and you know how those interactions happen but there's a lot of work
027to be done on administrative guidelines outside of how we're going to look at budgets applied to these there's there's discussions about linkage to handbooks there's discussions about uh how you become endorsed or aren't endorsed there's discussions about how you go from sponsored to non-sponsored or vice versa you know those kinds of things all are work that need to be done on the administrative guideline portion that we need to have some more feedback from um not only the administrators but then once we feel like we've got a good enough uh draft to present to like coaches and leaders and that kind of stuff of these kinds of activities to see what their feedback is then we'll get theirs we'll also get fiscal speedback on where they want to go and some of the things that they
028want to see uh or not see with the fiscal impact of an administrative guideline that supports this policy um I'd like to comment quickly on on the the Cal the timeline um my my comments to Jared and Lyn in our U pre pre- commmittee meeting were that I felt that the U the guideline timeline the for the timeline was um a wise move I felt like that is um it is good to try to get um input from you know the staff and and coaches a review on this particular policy to weigh in this allows it allows for the um you know um the work to be done in the uh fiscal committee and um my only my only reservation may be that that maybe we we should account for or try to plan for
029maybe a little bit of extra time for ice to get on it you know because people don't tend to jump on things right away all the time um coaches but I don't doubt that this isn't the first time they've seen this or or have had a conversation well it will be the first time they seen this because remember we were going in the other direction they saw that they haven't seen this yet okay and so you know we're I wanted to make sure that we're going in the right direction before I take them down yet another path and get people are going to start getting frustrated if I don't have some clear direction for them it's kind of off until we we are solid I appreciate that though um Craig and so you know we'll
030make sure that we have good communication out to people regarding this so I do appreciate that ire can I continue on the timeline yeah absolutely please um what I agree with that and I'm I'm wondering there's something on there for consent agenda so as we move through does the work that's done need to go to a committee that's going back to your comment about other eyes looking at it or is it okay going directly to a consent agenda without any additional conversation I think we're okay moving it um if the committee likes the first read of it right having that go to board for first read I think we're okay there because again we can always we can always refer back here or or have some uh that gets us all the way through you
031know until May's meeting for a second read for us to do a lot of interaction so I want to move the policy forward as well as move the work forward and if the policy stops I can stop the work say let's pause this I need to hear more because that that sounds like it didn't go the way we thought it was going to go at the board level and and move forward but if it if it moves forward on first read I can then say to the committee Hey look like um it pass first read it's going to be on its way to Second read unless we have something that we think needs to impact it differently right but there's nothing this um to stop the policy from going forward if the only thing is
032is like sometimes making sure we have the policy 100% done is better when you're going to work on the AG then because you're worried that the work that you're doing on the AG may have to change if the policy changes the AG is the administrative guy on April 20th there's no subject in the sentence what will be on the consent agenda is it the list of endorsed activities because that's what was talked about previously you know is it the policy that's there so if we can clarify because you know that's it do you see what I'm saying which one what's polic the policy will be on the consent agenda just like following hual program and then my other question on this timeline is in the conversation we it's still new we trip over the word
033sponsored and endorsed so on April 17th are we talking policy endorsed activities is it endorsed sponsored because down on May 15th it's to share sponsored ideas and what it looks like I just want to make sure that's exactly what we're intending it to say and not I'm talking about this time yeah just to make sure that it's not I'm not critiquing it's just is it a m or are we is this what we mean for them to say that's all this is what you guys can adjust the timeline if needed this is the plan for the fiscal committee and you know the agenda's go out on Friday on this get S preview um we've been given the list of fund 10 and fund 21 from Sarah on so April meeting is to look at this
034and total look at this discuss where we are look at those numbers discuss how we want to break this down um looking at the fund 10 and remember fund 10 is the ones who we're funing those would largely the endorsed ones I think there are four non Athletics on that list so bulk of that conversation is going to be around Athletics and then we're going to make and Jamie may be at the meeting in April Jamie's there we can have a conversation with that because Jamie Jamie kept controls the first strings on the athletic funding it's like budget just like the principles have um and we can then have that discussion about the fund 21 and how that works and that sort of thing but the intent is that coming out of that larger discussion
035and how this works and how we do this as a district the main meeting we will be looking at honing in on the specific P probably specific endorsed ones would be the May piece which would allow us to get the first read for the policy and then go y that's the direction we're going to move into for sponsored and non-sponsored and then to Jared's point if that changes then we can pivot as well yeah thank you and I think I appreciate your point Diana um so when we're talking about all school activities it'll we'll use the word endorsed and then when we're talking about you know fiscal components we'll talk about sponsored and so I think that aligns because we're talking about the fiscal Comm so but thank you for that because as we were
036even going through the policy you know when you have it a certain way in your mind we're like oh no this needs to be changed Endor it's just fresh enough that we're going to have to keep checking each other on it yeah and even in that no critique but you use the word endorse at the end instead sponsored and just as we're looking through you know it's not a big deal it's just learning new that's where I'm not critiquing it's just making sure that I have things because it's it's l language and making sure we're consistent through so thank you for Theif all right any other questions regarding the timeline with the policy are you going to want proof reading edits prior to vehicle meet there's about three or four things in here need bring
037them for bring them forward right now we'll make the changes so that it go to the bo some too yeah no I mean seriously we can can you open up the edit screen on we can do a final yeah yeah hold on give Lynn just a minute she's going to open up the edit screen and if you guys see him let's just put them in there because then the the copy that goes to the board it will be taken care of we don't have to tell them here's this or's that or whatever so you know I appreciate any feedback you have with um making sure that happens go ahead Fred oh sorry no we got sorry I'm jumping ahead wait for it can I ask a quick question 243 policy General while we're waiting I
038know there was a comment made yeah you both about the Neola that they wouldn't be in effect until we're done is that all of them or is this one different so there's right there's two policy books that we're going to be following there's some policies that the board asked to put in effect right away okay right because we we just knew that we needed them yes um and those are the ones that we're holding in the new policy book so if you um go on the you want to show them a little ly so if you look at the screen one the screens there there is the um policy uh first draft cleans right right and then our um policy manual those two are what we have to work out of okay right if if
039it's in the policy manual first draft means we took it out of our policy manual if it didn't no longer there nool is doing that for us as we tell them which ones we want so so the the idea is we're we're working on of both okay right um and more than not are are being s forward to the new policy book um so that we have fewer last minute everybody yes right right right right but but um if there are one that um for instance are going to take some really um like some of these this one the retention one whatever that are going to take some some time to make shift put all the pieces together put all the pieces together and all that stuff you know we're going to we're going to
040put them in place but then we have to remind each other like it's going to take us some time to to switch over to what that new verbiage is and to get all those things in place so okay so um I just wanted we have to have some we have to have some gray in um you can't just write policy and say this is the law and then think that everybody's going to follow that 100% right away it's going to be you know you know this is the law want to remind you this is law this is also how we're changing the you know and then we'll get there but all right go ahead Fred so okay so scroll down to the paragraph where we have starting with such activities it's the second paragraph have
041after letter e at the top okay we have um first we have such activities along with competitive extracurricular activities um extracurricular should not that should be one word okay it's the paragraph where you added the piece from the um extracurricular for the sports wi policy extrac yeah that that paragraph was in there remember the highlighted portion is what we added so so that that's an edit that they didn't have but if we want to change it to all one I I have other questions about the all editing practices fur um the um so and then my only other question that is we have Activity Part activity participants shall adhere to we do not make the distinction here of endorsed or non-end activities are we saying all activity particip ipants need to follow this we can't
042say it for not endorsed I know that's why I'm asking um let me see how it reads with connected up I think it's a takeoff from the paragraph above yeah where it says under the endorsement of the board and then such activities along with you know so like I think it's assuming the endorsed ones yeah it's just there's all of that strikeout language in there right and I would just say that once we get that cleaned up take a look at that okay make sure that we are not seeing we not incapacity non-endorsement by clubs associations and organizations of students endorsed by the board and directed by staff advisors there you go okay then I'm good with that y okay um sometimes you miss it when you hit a strike out and you stop and
043don't read the rest of it all together y um but I think that too would be cleaned up if we had just like we have a space for a defined what's sponsored versus non-sponsored would it behoove us to just have endorsed activity somewhere and what that is I don't know if that's spelled out here here well it sort of goes into it on the second page non district oh wait maybe not it's it's interwoven through so I don't know if it's a necessity or not that was just a question since we do have a defined area for the other just consistency wise but not I think it's there but it's you things I hav't had there n district is not a word that should be hyphenated so so um hold on let Lynn get to
044that so um where we can put what you're talking about U Diana is that first paragraph it says the board believes the goals and objectives of the wstd are best achieved by a diverse A diversity of learning experiences including those that are not conducted in a regular classroom but are related to the W usd's curriculum and or Mission such activities will be considered endorsed activities right um but I mean you know it does get in here as to what's considered endorsed or not endorsed and that's where I'm because it says no activity shall be considered to be under the endorsement of the board unless it meets one of these right that's under e so there is some explanation there but I don't know how else to right I just I do we do you guys
045want us to put that change in or should we just assume that the the endorsed idea is there the only reason I stated it is you started off this conversation defining endorsed versus non-endorsement it needed a definition okay just wanted to say why we mooved away from the word sponsor in general I I feel like the whole policy explains what endorsed is um and I guess it would be I guess I kind of I walk away with the impression I I can assume what non- endorsed is but that's just my opinion it actually says what unendorsed or non-or activities are the policy too sure continue what I said before um I would go through the whole thing and look at where NE has non because they like to make up word because non- instructional is
046not a word that should be hyphenated as well and I don't know if they're using if they have a specific style guide where they're using this and I'll defer to that if that's what they're going to do throughout all their policies because I don't want us to have to go put a hyen in every policy that has none but it would be nice if they they they aligned on the because those are not words we we shouldn't do that if at all possible um my only other change here is um in the section where we're talking about where we started talking about we list out the different groups W wacpc inti of the failing grade the line below it it says for the trimester or grading period prior to the trimester in which they participate
047we should probably put triester or grading period and then second one too okay okay where was that I was making I the note so in the where we list outa wacpc that section yep if you go down where it says you know not have a failing grade the next line down where it says excuse me or the trimester or grading period we should have prior to the trimester or grading period in which they wish to participate so I'd like to talk about that one a little bit as well because that talks about and end of grade end of trimester what about current grades so a student there's two ways to look at this um we are in basketball season and that goes from one try to another or one semester to another so a students
048that a failing grade how do they get that grade up that grade is still failing but then then the other piece of that now you're in a new trimester or a new grading period and you're four weeks into the program that student is failing but it doesn't refer to that is that in the administrative guidelines it's just a little confusing because because a grading period to Jamie cap um uh aligns to eligibility uh checks that they make okay so the grading period covers that yes so so like when when they have to make their eligibility checks right the grading period can be from the last try or the last eligibility check that happened right so it's a grading period okay so that's that's not how I read through that at all because as you know
049I grading period is is the n increment of the why don't we do this I think leaving it the way it is and then double checking in with Jamie is this verbiage right and are working for how it we like I don't want us to mess something up no I get it with our wording and then he goes how do I interpret that when he's he's looked at this and he's like yeah this this fits as to what we do so far so make sure that's clear for the public yeah because if I look at trimester or grading period I'm going to say trimester or quarter or semester those are grading periods in my head so there's a different way that Jamie is using it we should make sure that we have that clearly stated
050yeah I'm sure um I'm sure he's had many of those kind of conversations in the past with people um when it comes to their what parents' thoughts of of a grading period are versus what he has for the eligibility period um and if there's a way that he thinks we can sort it out for him to make it easier we we'll do it but this be would it be easier to change grading to eligibility like I said let's just leave it as it is right now we have plenty of Runway if we think there absolutely has to be a change between now and second reading at the board level you know or even at the committee level um to be able to introduce some of those changes but I I think that this is going
051to work for us right now but I'll double check with James I'll just say I take grading period as if like RMS they don't have trimester they don't have trimester so I still believe that it is saying the same thing you know which they you know prior to the end or whatever it says I think it's the reason it says trimester grading period is trimester for instance at the high school but RMS or I don't even know if we have any Elementary yeah I mean we we we may end up moving to something that says trimester SLG grading eligibility period right I mean I don't know but I'll ask Jamie yeah where he thinks it is but I don't think it should stop us tonight from all right I think I think it makes sense
052to leave that um flexibility up to Administration and jimy kept the try to navigate he's the one that's going get the most call on do you have more friend uh the only other one I have is when you say sponsored the clubs or activities May received funding should be Reed something before your oh sorry where is that non sponsor yeah the word received should received [Music] so are we keeping this this sentence here such activities will be considered endorsed activities or I mean because we were I don't know that we really ever decided if we were keeping yeah I don't know if we need it I just put it out there as an idea yeah typed it in just so we have it personally I don't think it adds that much to it um but
053let's take it out then my questions piggy back and then off of that the title of the policy is endorsed clubs and activities but nowhere in the policy do we use the word clubs so should we just they're all referred to as activities can we eliminate the word clubs and it all falls under the activity umbrella I'm okay with that it's a good good change um then going down to the paragraph where that sentence was brought in from the inter Scholastic thing um right before that sentence that you added activity participant Shel blah blah blah my question is in the previous sentence it talks about being directed by a staff advisor are all of the advisers we have for committees or for activities staff members they are if they're sponsored because a budget pays for
054them so though they may not be part of the teaching staff but I just want to make sure they're they're going to get some kind of a stien a pay so they're consider considered staff members that was my just like I know this is going to blow your mind you are considered staff of wusd because you guys get a paycheck right and so what you may you may defer the pay that's up to you guys I don't but but but you are but you are considered staff of wsd then my next question question is on that sentence that was brought over um particularly at the sub Varsity levels I understand the cohesion in it yet these are not inter Scholastic therefore there's no reference to Varsity anything in these activities so does the word subv
055Varsity here make sense carried over you mean as far as like so it says activity participants shall adhere to the values of Good Sports and ship team playing Fair competition rather than partic particularly at subv Varsity levels I understand that that was brought cut paste so we have continuity between the two policies yet when we're talking about act you know all of these activities other than intercol but is it because Inter Scholastic is included in this why we say subv Varsity otherwise subv Varsity doesn't make sense here because there is no sub Varsity um cooking there is no subv varsity I'm trying to look because I don't have a list there so there is no subv varsity pet band there is no subv varsity Key Club there is no subv varsity Trap Team there is
056no subvar you know what I'm saying so I'm just wondering does that make sense that term subvar so if you remove the word subvar it changes the the meaning of the sentence quite a bit I think it's implying that uh that we're focusing on um fair play and fair comp you know good sportsmanship team play Fair competition that goes with anything but um the focus is rather than on winning um at the varsity level um it's a little bit more focused on winning than it is on the on the sub Varsity level understand that's what I'm sports but if we're if if talking about everything here then I kind of sort of makes sense if we're not talking about the inter Scholastic here then even that statement of definition or clarification doesn't make sense so
057is it is it referring to sports as well or is it just so where where where I struggle is we do have a separate policy that carves out Athletics in its own right because it's so different than all other activities but yet we have verbiage in our activities policy that covers Athletics because Athletics is an activity because otherwise we would take out all of the verbage about uh the other wi or other entities that that they follow right we don't want to take that out because it's an activity so I understand what you're saying that there is an area for athletics out in general but we we also are talking about all activities including Athletics under this endorsed not endorsed whatever uh situation uh so I guess a better way to clarify it is if
058we got rid of rather than on winning partici particularly at the subarc levels if that's more specific to Athletics then why not just leave that in athletics which is a subcategory of this you do also have though and I don't know all of the things for for you know clubs and activities but like math team there is Varsity level for math okay and so I don't know what other you know so yeah it's a good question it's a good question and so I know like at math Team level they do get Varsity points for that so and I I can't remember if it's for forensics and I don't remember all so I think we're getting like as a high school coach WIA like all the training I have to do as a coach it's really
059about sportsmanship there's a lot about it and how important it is so I think this is just saying yes you are maybe at a varsity level still have to have good sportsmanship it can't you know I think it's just the and then piggy if that does go with that one thing that Josh no that Jamie C brought in at a I don't remember if it's a committee meading or board meeting was that he had stated that the activities and so on have to follow red card and he wants that because of the behavioral component Etc should that be someplace in here where they would also adhere to Red Card guidelines yeah um so the section underneath where it talks about eligibility there I did say to Tina I'm going to have to check with Jamie
060if there's anything else he needs to or wants to add so and we'll add that between first reading and second rating okay so you if you scroll down just a little bit further uh and right stop a second right there right there where at uh failing grades course like that talks about like the other things outside of uh wi rules and handbook rules right that are specific that Jamie wants to outline other than just eligibility checks to to remain eligible you're talking about red carding meaning are they eligible or not because of of that so um I'll ask him if he wants that or other things listed there between first reading and second reading um here at the committee as well as first reading and second reading at the board or is it I mean
061some of that stuff and it go into it might just go to the AG I don't know that's may all me something different then perfect spot for you in that particular paragraph the last sentence there before you get into the bulleted items to be eligible for any a letic or other extracurricular activity um should that be to be eligible for any in um athletic or endorsed activity not the word extracurricular just endorsed activity sure then it Encompass you [Music] know and then my last one is under non-sponsored it says these clubs or activities may not receive funding is there a possibility they would receive funding because if not then it should say will not receive [Music] funding so if it's non-sponsored by definition non-sponsored means they don't receive funding so um the only struggle I
062have with that is I rather lean towards the permissive language in case something comes up what I tell all the staff is like if there's an emergency or like I'll give you the the what I what's going down in history is the skills USA uh debacle that happened to them right they're down there they're participating in uh you know an activity right they would be generally considered right now [Music] non-endorsement funding not that they generally have or are budgeted for but I i' rather use the permissive to give me the because I don't want me somebody to say Hey listen you spent money on them and it says they're non-endorsement funding and you put funding in there because you brought them home how come their parents didn't have to pay for that right so so
063that's why I said I'd rather have a permissive may not realizing that they probably won't you know receive funding not necessarily budgeted but in case of things like that and I don't want the I don't want to act against the policy sure right y so that's why I'd rather be May instead of well you thank you for the question did was there any other um additional questions associated with with the policy as we've recently edited okay to the committee um do you feel this policy defines where the extracurriculars fall far as the activities are concerned I see some nods Lori what do you think I think it's ready to move to to the board as a recommendation I think as the policy stands I know there's a lot of we know that there's a lot
064of work that is around it and I think that will answer a lot of those outside of what the policy is so if we're looking just at policy I think it's what you're saying is we know that there's a lot of work on administrative guidelines yet yep and I can appreciate that I don't think we need to keep trying to change the policy to fit that let that happen outside of what the policy is does that make sense yep makes sense to me David no comments at this time largely because I wasn't part of the first 45 minutes of conversation I I also agree I think that um our activities and clubs fall within this particular policy it's it's clear clear enough for us to determine what is sponsored what is not sponsored what is
065endorsed and what is not endorsed so um I I would recommend this to go to the committee is that yeah to the board read all right Che sound good all right next on the agenda we have uh the retention policy so we've been evolving through this a little bit um I sat down with Jared we talked a little bit about um uh the administrative guidelines kind of trying to define a little bit more about where we're where we're going with this you want to go ahead with that Jude sure why don't we start though with the 5410 the the policy in itself policy in itself I think um you you know uh Craig and the administration when they read the policy we think that the policy pretty much supports uh the the general view of
066uh promotion retention U and placement and we've tried to do a good job of defining what those are um and what that looks like um and um think that that's probably a pretty good shape the administrative guidelines piece um as we looked at it uh last time and then we moved it through Administration there was some things missing um that um Craig and I um sat down and I don't know probably took us another hour to stretch through work through and you know ask him where he was coming from and I think it means this and well no it means that and and we we did some clarifying I will be taking that piece uh back to um admin on Thursday uh tomorrow actually uh for the elementary portion of it especially uh and um
067you know I will tell them that we're you know we're moving this piece um you know forward but I want to get their feedback and if we need to keep at it we we will but wanted to share it with you and get your feedback and and opinions with the administrative guidelines so um if Lynn if you can open that up or if you guys are at the administrative guideline uh piece um again it starts out with definitions what's Pro what's what promotion means what placement means and what retention means um and so we wanted to make sure that those um we we talked through what those mean um and instead of um you know the the student intervention team we talk about a whole grade advancement um and that when that occurs when a
068student's um you know Mastery of work uh that indicates the student has met the established criteria for their assigned grade level um and and in those areas we had a lot of discussion about assessment uh and what that means and and how we're going to use assessment um because Craig was talking about well if their current um State assessment isn't available you know as an indicator you use the the year before right I said well when it's available but I thought he was talking about um for decisions for advancement or not of the student and he you know when we got down to it he was like he was talking about no I'm talking about programming and how we align programming for how the student needs to move forward you're using it that way right
069I'm like oh yes we're using it that way but we're not using last year's test to talk about whether or not they're going to be moving forward we use indicators that are closer they most current grade some other like Star exam other uh assessments to see where they are um and the reason we use multiples is I would that if um uh jured was in uh sixth grade right um that he does sixth grade level work and if he's doing sixth grade level work I expect that he gets a passing grade on that in order to move forward right and a passing grade is defined as a D in sixth grade right and that's passing so um what happens when Jared um is in sixth grade right but is not special but is functioning at
070like the fourth grade halfway through the year mark 4.5 right um while Jared's probably working hard in interventions those interventions have been aligned and designed we know that he's not going to get better than basic on his State assessments probably we know that um functioning at grade level work he's probably not going to be pass passing his grade level work is probably too difficult for him but we want to keep putting grade level work out there but we we're going to be intensively working with them on Intervention activities and skills to go from a 4.5 grade level to hopefully get at least a year if not a Year's plus movement we're hoping that in intensive intervention we're going to get a year to 0.25 to maybe a year and a half uh so that he
071starts making gains we also know that even if he gets 1.25 at the end of the year of sixth grade he's going to be at five fifth grade. 75 or three qus the way through the year right does that mean we should fail him I say no and the reason I say no is because he's gained over a year right yes it had to be in intensive interventions and no he's not at grade level yet but why would you fail somebody who's worked that hard and learned that much in a year and so we had a lot of conversation about let's talk about that student and how this uh policy affects them because I would hate for us to have a policy in place that's not flexible enough to recognize this the teacher and parent
072input in that as well as the the distance that the student made and gains but is still at not at grade level and failing grade level work but has made tremendous Gaines s right how can you fail a student who's worked that hard and and gained that much is my question like why would you put them through that that social stigma and everything else knowing how how much progress they've made in that scenario Jared and without tipping a hand as to which way I'm that I'm answering the question in that scenario if you move that student forward what's the cost of those continued interventions because if you left the in the grade six at with their 5.75 I think is you your explanation or your your example you gave me they are now right siiz
073although held back retained uh but now don't cost I don't want to say cost the district there's not extra effort there's not intervention he's that he or she is no longer a special case they are now where they quote unquote belong I I agree with you that it could be frustrating or even viewed as a deterrent for trying hard because I busted my butt and I still ended up getting retained but when we're talking about trying to maintain a level of consistency and normalizing or or putting them in the right location does that factor into your your answer what's what's your your question and your proposal I I I I understand where you're coming from and in the short run I understand how that that may be an equation that doesn't make fiscal sense maybe
074that's what I'm asking and effort and and and or maybe even more immediate sense for the student yeah okay but I take a look at learning and the approach to learning as a student going through a system a system that's getting them ready for work and career right and to try to hit that at the pace that's the most important pace for them right and on age level Pace to be a productive citizen versus having to be held back a way was a year of earning waste a year of all that as a productive citizen right when I still have time I still have a a long Runway we're talking he's in sixth grade now right Jared's in sixth grade by the time Jared reaches ninth grade maybe he's right at grade level and as
075high schoolers very successful and he gets into the work workplace right at time or maybe even an early graduate I don't know what it's going to look like for Jared but I do know that we still have time on our hands that time may come in extra um uh incentive on our end and certainly extra work on his and the parents end but if we can get him there I think it's a good responsibility for us to keep them on that track versus making a decision now as a 12-year-old that you're not going to get there unless we hold you back and then we're delaying all the all that adulthood and learning and um productive citizenship and maybe even a year earning away from him compared to the compared the peers Fair answer right thank
076you and and furthermore I'll say this because it's not my opinion ask a financial analyst right if that person uh in the first year of work saves 10% of their wages into an annuity or whatever else what that will be versus a Year's worth of loss wages and savings and multiply that over the career right and then does it make a real difference to that child yes it does that decision we're making right um it makes a real difference to retirement and whatever else that may be impacted I'm not going to say it is or not and that's definitely not necessarily my view It's a larger view of people in general so I'm again I'm just putting out thoughts that are out there in the world for you to think about you have to tell
077us H how you would like to see us move so so one of my thoughts is that's great as long as we have the staff and ability to follow through with that process otherwise we're we're dropping the ball and that's not what I want to see um so I'm I'm [Music] I'm I'm optimistic about that process I I I I I will be on board with that process I do think that there is there is the um accountability piece that I do still feel like this account um allows for and I I think that for a child that um chooses not to participate in a meaningful way there needs to be those stop gaps in place to try to bring that child back I agree with you and that's why we address it in terms
078of adequate progress within the intervention versus non-adequate because I'm not saying I'm a person who doesn't believe in holding people back like sometimes there's a reason and sometimes there's a benefit for that child uh when all measures and accountabilities within those measures aren't aren't adhered to or put in place or considered I'm just saying that there are some some students that the last measure that we look at being intervention and they show adequate progress in that will still have the appearance of how come you're pulling this person forward they're not at grade level they're not passing their tests right they're not passing their classes and and the teachers and parents say but look at all the growth thing me right in this intervention piece my question is how do we say as a system we're
079not going to support that piece I want to just I want you know I'm not saying we're not I'm just saying if we make the decision not to I want to know the rational or the why behind can can I get go ahead um I can appreciate that perspective and I'm glad that you brought that forth um I do also agree as far as like the Staffing is concern you know is concerned um and and I personally have not been in that situation you know as far as that goes so you know I understand that there's a lot of different components there's you know the social and things like that I've also seen it where um when I was working with kids that did need the extra help they get to a certain point where
080they're just so frustrated where they just give up and so you know if they were in a place where they could you know stay in sixth grade and like hey I'm doing this you know kind of some success right and and have that confidence I don't know it can go either way right you know but um and having that confidence and growing that you know I'm sure it's going to depend upon you know each child it's going to be different um but it's also like okay to work that hard if you're having that intense amount of progress to work that hard I mean to have to do it again and to have to do it again you know I just I just don't know what the resilience is or what the you know the supports
081that we have in place um you know and things like that I know we have incredible staff and everything um um like do we have data as far as like what you know like is there any kind of data out there you know like when you're talking about yeah it can affect earnings and things like that yeah okay I get that part of it but is there any specific data that supports like what is the best thing for kids you know if they're you know if it's if they're to grades behind so to speak like what what is the success rate of you know keeping you know M you know what are the outcomes if you push them forward what are the outcomes if they're in the just right place of where they need to
082be yeah U and and we can it's just a thought not that we have to dig into that but I we could and we could we can dig into more of a review on it but I will I will tell you um at some point in time in the literature right you get into this it's more of a philosophical approach that people are using data to to try to try to support a philosophy versus Vice Versa I mean the the reason I say that is there are people out there who just really are are behind the idea of socially promoting students continually and that because and I'm not saying it's a bad thing I'm not saying it's a good thing either I'm not on either side of it other than to say that there's a
083group of people out there that feel like because learning is um so different from each child just like growth right um for instance if if I were to say let's talk about it as as uh uh growth versus uh mental growth because learning is mental growth right and I would say hey um you know what if if they don't hit puberty uh you know uh um before they 16 we're holding them back right that would impact the number of kids right and I and it's based on I just think that you're not physically ready yet you didn't hit puberty and so you're not going to the next grade until you hit puberty right people would have some kind of guttural reaction to that the similarly when people talk about the social promotion aspect about well
084you're just going to keep them going and keep them going until magically they hit maturity and all of a sudden for whatever reason their brain kicks in and all of a sudden they're learning really good they're picking up on everything they're interested in and just they're just moving like crazy some people think that that's how mental growth should be handled that we shouldn't retain students we should wait until their mental acuity kicks in and then when they're ready to learn hit them with everything we got so there's a lot of different philosophies out there that we can get around what I'm asking you as representatives of the community what do you think the community wants us to support I brought up an idea of a student that within our policy here as written right there
085may be this idea that when people see this kid go forward right that we're not following policies and we're not holding them accountable um and I want to know because that's that's where the that's where the rubs going to be that's where that's where the the discussion points are going to be around nobody's going to question all the a you know you know honors kids that are moving forward and nobody's going to question the special ed kids who have been identified and are getting extra supports they're going to question that child who struggles and has been a continual struggle and why do they keep moving forward and the only thing that we have to look at is the data and the extra intensive interventions and the money that we're putting into it that's why I
086brought up that specific incent because really that's the hardest part of the policy and so I want to get your feedback as to how you feel about that because I think U philosophically the way the teachers have been reacting is um over the last um number of years we've gotten better at identifying students needs because we've been better at uh learning about subsets of tests and assessments and and how those assessments accurately or inaccurately describe where a student is within certain skills and we can attack certain skills at a better angle and we think that we are also bringing in and getting trained on and doing better with interventions that now I think they think that they can support those students better and not as intensively as they've had to in the past and so
087the idea is they're moving them forward but they're seeing growth and they know how to monitor it whereas before I think that the policy allowed some that and it moved but we don't know if they were really getting the help they needed or not okay and so we're in the learning mode too uh as to how we more efficiently and help that student as well so I'm just wondering from a philosophical standpoint where we want to be go ahead I was going to I'll say not not 10 minutes ago or 15 minutes ago Craig it sounded like you supported Jared's edits the one thing that Tina hinted on and I agree is that if there was a way for tracking these interventions you know Jared along your line of thinking if they made significant progress
088let's say 1.5 progress not just one okay or whatever and but they're still below let's give them the benefit of the doubt but if you're given interventions or or uh sorry was it intervention intervention intervention special treatment for two or three years in a row and they're still tracking behind maybe now's the time to bite the bullet and and do the retention in which case if the policy Craig has written I'll say isn't quite as severe as maybe some of us would like but still allows for that then it's more of the administrative guideline that says listen we've been tracking this student for two years in a row to get him up to grade level Now's the Time to bite the bullet because Tina to your point there was a girl on my daughter soccer
089team she wanted to be with her friends she wanted to be her friends but she was running slower jumping shorter couldn't keep up and needed all the breaks but she was on the competitive team and after 2 and 1/2 years of that she didn't make the cut and the next year she was starting in goal and having a great time because now she was with the kids who were at her skill level and that was a better spot for her yes it was painful but it was the right thing to do for that student but nobody wants to do that and so I don't mind trying harder or rewarding effort but at some point it's just effort and it's going to continue to cost everybody more in the long run more everything more effort more
090frustration more money more more explanations more what have you so at some point the policy has to be able to swallow the jaged pill and and I'm not saying it's in year one I'm just saying make sure that that's included in let me ask a question real quickly do most of you agree with what David said I do yes no I have a question I'm asking not quite not quite okay but which part so no the I would say the part where um we have a policy that addresses the ability to do that but then also there has to be you know like I said sufficient progress within the intervention or you're not moving forward you know um there has to be that discussion and decision uh with parents and you know um because I
091think the way that we we've written the AG it it encompasses both it gives some ability for us to look at the progress of intervention but also it recognizes that if there's not adequate progress within the intervention that they won't move forward do we have a call out in the AG andology bu um or the transition between fifth and sixth grade and eth nth grade because that transition between fifth and sixth is a c change for students and I would say again between eth and nth is as well I think there's different there's distinctions to be made you had mentioned the student he was at gr level and you know going from look I did one and a half times growth I'm going from six to seven that's different than I did one and a
092half times growth I'm going between Fifth and six I think there's a there's a bigger social component to those changes there and I don't know if that addresses it V or not well I mean we we we have even within our AG we've really tried to stick more to the academic PR of the the child than markers or indications of their social progress we we make note that that may be as something that the teacher team considers but we also utilize the state law portion that says that it shall be determined on their acemic progress is that what you're asking Fred though I mean or is it more to do with like building changes it's building changes I mean you're going from I'm in a fixed room in elementary to I have multiple teachers and
093multiple instructors that have to deal with um and you're going from semesters to trimesters when you go to high school there's there is learning components that are different they're not just s but there's that learning components that are vastly different when you move to those different locations do we take that into account um I know in practice the teacher teams talk about that I don't know I guess I would need example on wording that you think might support their ability to if the teacher seems take this account and they do this that's fine my question I guess is do we need to codify anything around those transitions in the AG um and that's would be a question for the teacher team I I I'll I'll bring up with the administration ask [Music] them if the
094if they feel like there's there's some wording that can help support them in that discussion because that's really what the that that's what it would do in the AG it would it would cify that discussion around that point needs to happen uh between those periods of time um [Music] um I know that that that discussion is happening though so I don't know I don't know how to respond to that I guess I haven't thought about it you know but I can ask the administration what their thoughts are on I go ahead B what does this look like when you have a eighth grader who may has to well we know that he may be at or she may be at Great level but they just don't do the work and they're just failing yeah uh
095well at the high school level incorporated into this or you know because we have seen that and they first of all it's Incorporated to this and we talked about it at a much younger grade level because you have to you guys have to remember that like after they get into high school high school is a whole different game right you're working you're working right you're working towards a goal of graduation and you need credits and if you don't do the work you're not going to get the credit and if you're not going to get the credits you don't graduate right we do have avenues for some of those kids to be able to um you know earn earn a different way to get the diploma or whatever else and we have different avenues that we
096help them with right but we're really talking about the students and and where they are and to build their habits to be able to be a successful right high schooler that that attains that you know so we don't have dropouts so we did Craig and I talk about that and addressed it I think with in the AG um you know your question for the younger kids at high school it's just gonna it's going to be what it is they're going to be kids who I think I just worry about those middle school because if they're not setting thems up success in middle school we pretty much guarantee where where they're going to look at high school and that's not setting them up sucess especially especially um a sixth grader if you get in a sixth
097grade and you choose not to do a thing until you're in high school you're you're three years behind but remember her question said the student tests well so they're not technically behind they know they're not behind because they they've demonstrated knowledge so we just have to be careful there's academic aptitude there they're just not producing in the routine average that the teachers are asking for to me that's a different conversation for a different place of time yeah let's um let's Circle back to the question that you just posed um earlier about um committee level sentiment about about um using interventions and adequate progress within intervention adequate progress do we have thoughts on that what I mean not to restate what I said but it sounded like although the perhaps softness or the the the the
098flexibility or the permissiveness of the language doesn't it didn't take away its teeth it just did put sharp teeth in it and and therefore they're still there retention still exists there still are uh stage Gates or or hurdles that have to be crossed but with the four parameters of judgment being a little bit more flexible and less you know rigid to a state parade or acemic grade I think it gives the the child a at least one year if not two with other factors as Fred just pointed out are they going to a new classroom are they going to that that it's the whole student but we still want to enforce it perhaps more rigidly than we have in the past and that's more philosophical just like cell phones are more self philosophical we weren't
099that particularly you oh okay well we have a policy but we're not really following it maybe just the existence of this and raising it to the Forefront of the teachers who were talking about predominantly in elementary and middle school is sufficient without totally rewriting the policy at this time because the teeth are there they're they're just not something that we typically bear so if I if I may um I generally agree with that um and I agree with with the um what we have forward my biggest my biggest in ention behind this was doing nothing like what it seemed like we were doing agree was not an option and I still believe that this moves us closer to uh even just bringing awareness to it brings us closer to hopefully providing the resources that the
100kids need to um get some interventions so um with with that I I appreciate that I I still feel like maybe there needs to be um some sort of a mechanism by which uh the board is informed how this is going and uh that it is going on uh because uh if if um if we don't know that um at some level then how do we know that this is working I think p is a different discussion on this and I I agree with you and I agree with that I think that is something that um we speaks to the data meetings we've been having and having actionable data in those data meetings um and I think we can that would be something I would that would be separate from this policy but I think
101it's a good goal and I think that's something that is a good takeway for Jared jar is that hey look this is we get this in place but we need to be able to have visibility into it right along that line the data what I was going to add to David Traders as well looking not just at the intervention piece and yes I think someone stated you know having data with that but we give a star assessment there is a growth component in that so we get that three times a year whereas the forward exam we don't necessarily have that so there's another mechanism in which to monitor growth to see Gap closings and things like that so we have some things already in place but again how do we utilize those things that are
102there and then realize that with a stop G well if these things aren't happening if we make that public if we start informing parents you said this a million times how are we using star how are parents being informed in that whatever if that does become something not next year because we're still on first year but down the road as we look at these are different components that are looked at a kid that is 2 years behind sitting in a grade level classroom that everything is over here in terms of instruction it's hard they're lost pitch the ball where they can hit it they're more successful it starts to pull that um if they're constantly saying I tried I tried I'm still getting an f and f and f and f and we're not as
103teachers sharing with them the growth and how well they're doing they're not going to see success but if they see that oh wow I did do really well you know you didn't get that yet but we're getting closer there's that mindset there's that feeling forward there's all those things that we've been talking about for the last two years how do we put that into practice every day not just on sporadic moments with our kids this then becomes more of a null component because now it's how are we improving not just you're failing so I'm off my Soap Box sure Dina do you have any thoughts no okay I agree with you know [Music] okay so what would you say Jared are the next steps on this so um I think uh the next steps um
104I I do want us to do kind of like what we're doing with the extracurricular policy have it go through its Paces if you guys agree on this going to first reading at um that level I will in the interum connect with the administration and say this is what's going for first read at the point board level we have some time to alt stop turn Face whatever if there's something we think is disagreeable right and also if you guys uh between now um and uh the next committee meeting you know when it goes to Second read at the committee before it goes to Second read at the board think that we missed something or whatever then you bring that to the table and and we'll we'll keep it a little fluid until then but um
105I will say we're we're I feel we're much better done the path with this iteration remember what got us into this place is we were being slaved and mastered to three different policies um that we were that we were trying to manage um and now we have one clear policy with I think clearer administrative guidelines I think that also match up with mostly how we run business um it is still going to be a learning curve it's going to still be um an eye to it which I think is what a lot of teachers want to see they want to see clearer direction right within the policy and they want to be able to keep an eye on themselves and um their own work but also the work of uh the people at their grade
106level and within uh their buildings to say hey this is it and once once they see that clear Direction they're going to help monitor this for each other right and they're going to be able to to move that forward and I think they're going to feel less a lot less disconnected we're still going to have the issues of people who are on uh a d for advanced placement uh people who are on an IEP and people who are El and uh receiving goals and services through e that are outside the norm um but I think that people understand those a little bit easier and they have documentation that rides along with each of the students this is going to clarify some of those that are not those students but are moving along to to correct
107question which uh Silo which department which administrator would be aware of interventions in the elementary and middle school J Jenny okay so I was going to say Sarah or Jenny and I I figured well I would be one of the two of them I just wanted to verify yes Jenny mm and I won't remember this but Diana will remind me in 6 months to bring it up to Jenny so yeah but so so just so you know uh Jenny does the the advanced Learners so anybody on a d right she does the initial placement piece with like 4K and she does um the regular intervention Learners okay Sarah does all the other well and she does the El's Sarah does specially designed PE I am interested in getting an update and if these interventions or
108these judgments are being made in the month of June July is right yeah okay so when you bring this back to staff here can you at least drop a you know word on her shoulder that says hey um ed services may want to review how the intervention discussions went this year okay something of that nature I'll try that would be October or put in calendar we'll be under bring this back to administra have discussion about the administrative guidelines and this policy and how teachers are going to implement it just in that in the course of that conversation just mentioned it to Jenny when ed services asks her for it it won't be a surprise the first time and she knows where it's coming from so that she has to be putting information together now it's
109it's not backtracking to get it when we ask for September she'll already be putting it together in the months of June July and August so that it's available and I I don't I don't know what that's going to look like I'm sure it's not already a can report but I do agree with Craig that we want to have a flavor for how many of these kids that are it's impacting with them so that if you're talking about it as a metric piece then then we put that in Jason's hands oh well I don't want yeah I mean I don't know I don't know if you're if you're talking about the instructional component of interventions I the process of it I'm talking about generally the process yeah them as much as I am understanding that the
110ones that we identify can you talk us through the process of identification not only you've identified them you decide not to retain them how will we know that next year that we're not having the same conversation about the same kid how are we tracking them through the process tracking and closing the bar yeah closing the loop yeah yes making sure that they don't that we don't lose them and I want to understand that from Jenny's or Jason's perspective how not that we need names obviously we not going to get them we I'm not even sure I need to know numers that was that was very clear I want to know yeah yeah I just want to know hey here's one that you know there's five that we did and there's no issues and here's one
111totally got good fine will you help remind me to have Jenny watch this part of the video tonight because it'll be better for her just to hear that convers than to me to try to say what you said it it was clear I think it was pretty clear I mean I would imagine the teach already they know they could tell you right now there could be a report that there were 15 kids in the district that were on inter Craig said I Fred kind of echoed it the board we want to know that the policy is being implemented it's working and honestly where we are as a district the focus is going to um not go from um what assessments or what interventions are in place we may refine those but we're getting closer and
112closer to talking about what's the expected growth for this student in or or out of intervention and where are we getting them to right and then we're going to get to the next point after the adults understanding that getting the kids to understand that is is where we're aiming to go and um you know when once you get a school district to that point or level that's when you really start seeing all the gears go so um you know we're we're turning the corner to that piece of we've got interventions in place we know teachers are going to be starting to talk about expected growth and where they are and then we're going to get kids trained on where they think their goal should be and what they think their expected growth should be and
113having them look at their own data to see are you meeting it or not and that's that's where I said that's where you really start moving the needle I I appreciate the conversation so far but I want to be sensitive to um birthdays people's schedules yeah I'm curious sorry to interrupt are we going to going when is a good time to look at are we going to do the same thing we did with the last one if there's any verbage any whatever throughout or just pass that on to Lynn how do we want to do that regarding the retention policy guidelines on this one can we do that between first read and second read That's I'm just asking when it was it was hard enough just to get the philosophy captured yeah then now I'm
114only wonder I don't no offense to you all but I don't want to come and sit through this month after month waiting okay we're going to do this but just tell me when I can share my thoughts and ideas and if you have like minor edits you mean do you have philosophy thoughts and ideas or do you have like verbage struct they're kind of mixed in both so I'm not going to worry about that right now and it's it's my chicken scratch writing it's not here hand is off to win but sure later on not today is the answer in second read okay okay Craig is there is opportunity because this happened twice tonight um for in future conversation a process by which proof reading purely editorial changes could be submitted VI email or something
115rather than going through the process of discussing those at length in the meeting and having those changes made s back to the committee or done between person secondary just as part of the process right move those just I think I think that's a good practice I think we should first and second feel feel free to submit those to jar myself and second read at the best spot for those because most of the time that we're we're working on stuff we're looking at this is what our old policy said here's what the new Neola policy is saying what's the same what's different what the philosophy CH if there's any and it just we I don't sit there with Lynn and say let's edit this thing right you just want to get I just want to make
116sure that we're getting the point getting the point across first and then and and if if there's a a revision that you feel a policy needs to like more of a major revision if you want to submit that a week before we meet then um Jared I and Lynn can make sure that that ends up on the agenda and and Fred might not like my answer on this but uh honestly on the ones that I've gone through before meola's job is to help us with the final edits right we've been trusting them we pay them for that you know and and uh I assuming that those get made uh before you hit that white fin copy but even at the second read when you approve it if there's a final edit you can say I
117approve this policy with these edits you know because there may be something we missed or whatever you know but truly nea's job is supposed to be finding those commas and whatever else and they work with Lyn on saying here's the changes the final edit changes we made or we have one that's outstanding a little bit that they can't and Lynn and I have to give them a response on that and then they'll fix it but their use of hypens is any example I'm going to be concerned okay all right two philosophical ones first one being promotion um looking at that the very first thing listed is the state assessment yeah am I correct in that it it's listed there because it has to be the law says so yes does it have to be listed
118first the reason I want we're never going to use it yeah the reason I want to list it first is because um in most polies um if there is a a federal law right and a state law the federal law usually gets listed first the state law gets listed second and then local policy after that that makes that's that's usually how it happens and because there's a law that talks about that assessment in two grades fourth and eth um we need to have that listed first just to respect the authority of the the state law so then that leads to my second question sort of um this is in the involuntary retention part of it number three B um all grades there in grades 1 through3 and 537 so basically four and8 which revolve around
119the State Testing thing is that why those are there because it's federal law why we've isolated two sets of things as opposed to all grades that was my assumption but I is want thank you yeah and and Neola gave a little bit of push back because they said Jed uh you do realize that you know you need to have a a policy by state law that addresses fourth and eth grade motion retention and I said can you tell me where in the drafted policy we don't address it I said it says grades three through five and it says and grades 6 through eight I said there's nothing in the state law that says we can't include grades three and five with the fourth grade uh and sixth and seventh with the eighth grade strategies and
120so I said you know double check that for me and tell me if it meets mustard and they said nope we think it meets muster so um I said good because I don't want to have three different policies I want you know I'm trying I'm trying to like not be victim of that I want I want it to be something that is one place where we can have all that okay and so they were like that's interesting we're actually going to pass that idea on to other entities in case they want to clarify the same way so I'm going to ask the question um does the committee feel like this is ready for first read yeah okay will move for forward as a recommendation from the committee for first read all right moving forward to
121Neil AP policy 9190 this came back to us via um last board meeting um as a result of uh Mr Dom's concerns regarding um policy uh we do have a video that we can play of Mr dommer um his concerns um but I did want to give Jared some time to uh did you want to listen to video first uh let's yeah let's let's play um the video and have him share his his thoughts and reactions um and then you know I'll I'll share where where where the policy designed and if we need some change we need some change okay and are you still on the owl uh probably so you may need to change yeah we just listen to them if we don't have to see them do we unless there's some yeah it
122is it is video but um what oh she she may have to change her um video viewer speaker because right now she's probably on the L not sure where to change that maybe under the where your microphone is mute yes now I'll try to hit the player [Music] okay how about this uh try downloading it and then playing it from the download instead of the link download the video and now see it says open with video player for Google see that drop down there on the player here up in the up top it says audio anything can you play it on your did you yeah we watched it um and he basically I'll try it on mine real quickly but [Music] um I I the reason I said the Craig you know let's just uh
123play it for you is because I didn't know how team not able to make the next policy comme meeting 9190 charges for PR technical education projects think it just be easier than wrri an email that gets misinterpreted so looking at uh the policy the big thing that I had broughten up uh was this line here Patron shall be charged only for the actual cost of materials used in completing instruction projects but in real reality this whole policy doesn't quite seem right um a couple things stand out to me why are we targeting uh or discriminating Career and Technical education projects uh and not all school activities um part of me is functional projects may be accepted by teach with approval of the building principal I'm going to bring up and this whole idea of charging
124only cost of materials are a couple things I'm going to bring up for you to consider in your next conversation so um this is wide open as we talked about it's uh fundraisers projects curriculum it really doesn't limit this to that so let's say faming consumer Ed um or FCCLA wants to do a fundraiser of selling um shakes or blizzards um after school uh in the Commons it's happened before nice little fundraiser for them to raise money to go to Nationals or state conference uh students go in the kitchen they make up the blizzards in bulk freeze them and then go out and sell them for a buck or two to the student population or staff or whoever um the they are a Career and Technical education project they are limited within this process and
125under this line right here they cannot charge more than the cost of the ice cream and cup therefore it is no longer a valid fundraiser as many of our fundraisers are and that is no longer allowed however um acadec as an example uh could definitely get together make blizzards and sell them uh without limitation according to this policy and it would be allowed for them so it feels like a discrimination against Career and Technical education um not allowing to do things that others would be allowed to do as an example um the next piece here is the functional project may be applied by the teacher with approval of the building principle um get the concept here um but in reality if we really dig down how deep does the principal or Schoolboard really want to
126be within projects that we do within our curriculum um for the program uh you know okay so Machine Tool one class we're making a meat tenderizing Hammer Hammer handle hammer head we're making a Tic Tac tote project we're making a pegboard Jump game we're making a dust pan do I have to send all of those projects uh whether we're charging students or not does not say here for in that sentence if we're charging students for the principal to approve us to be doing those projects uh it's our curriculum so I guess one could argue maybe but let's look at a Woods three Class A Capstone woodworking course where students have had Woods one two and three and those students are coming in and doing an independent project so every one of those students in that
127class is creating some sort of a project that they're doing and working towards that so does every one of those individualized projects have to go to the principal before that uh they can be approved it's a good question then lastly looking at the patrons shall be charged only the actual cost of materials used in completing instructional projects as I had mentioned that kills pretty much every fundraiser we do as a CTE program for a school from lawn mow tuneup not being able to make it a fundraiser to the Blizzard idea um to the family consumer Ed program putting on a lunch for the rotary team and charging an extra five bucks per plate for their time uh now what's the point in doing it if if it's not a fundraiser uh none of these things
128would be theoretically allowed whether it's student cost or Patron cost uh we would be putting a major damper on those types of things so I do hope that you consider this policy a little bit closer I apologize I'm not able to make that meeting and reach out if you have questions than hopefully you're able to hear most of that so so I wanna I want to clarify the intent of uh Neola helping schools policy around this okay the the intent of this is not to deal with fundraising activities or or things to to make money I'll give you the specifics of why these policies started coming out into schools well we had a couple of schools um who uh through the Career and Technical education aspect and that's usually where they end up um usually
129you don't see a math class doing something like this like you don't see a math class saying for math class what we're going to do is we're going to put together um a tax auditing service and have you do math through tax auditing right and have people off the street come in and have you do tax auditing and have it be a mandatory part of your grade and then have you um provide tax auditing services to learn math but what was happening is in the area of Career and Technical and it started around like the cafe notion and it started through family and consumer ad practices where the students ended up setting up a cafe for students and um uh teachers and maybe even people off of the street to come in and buy a
130coffee or a scone that was made by their class and then um the the teachers said well you know you you have to help work in the store because they we'll also teach you restaurant and Hospitality skills by working in the storefront as part of your grade right and so therefore um they had a profiting center selling coffees and scones and everything else that was competing against other profit centers in the community right and these kids were being mandated to work in it and uh for a grade but not getting paid and the money was going into the school cers right same was around like uh technology and computer classes fixing uh you know laptops you know um iPads and those kind of things so really the policy came about as a protection to not
131having students be in a school work related environment becoming forced labored and then the school having a profit center around that um and you know that was starting to feel all sorts of icky right and so really that's why these policies came into effect this is a policy that we didn't have on our books um that you know YOLO said hey this is a good policy for you to have and that's how it first came to us right as a discussion point and went to first read I wanted to give you a little bit more background on that because I I understand from his standpoint where thinks that you know this is going to impact all sorts of other things like some of the fundraising activities we do and really that's not the designer intent
132of it and or if you feel we do need this policy um or a policy something like this I'm asking you how you want to help me clarify it so that we don't have the same because I I don't want to have the same concerns as Jesse either I mean I want our our students to be able to do you know a fundraiser on lawnmower repair or a popup shop for this or that pizza sales whatever but I don't what I don't want you know and I'm okay with them even you know learning how to do uh like marketing pieces and some store you know some some local entrepreneurs saying you know hey can can you help me make some coasters for some events I've got going on I know you guys do this activity
133right it becomes a learning project I don't want to Squatch that but I also don't I want people to understand that we also don't endorse the other part who right uh this is a policy specific to technical education projects and I'm I'm going say I'm a little bit surprised it says the policy of the board to approve School sponsorship of functional occupation projects well we don't actually have to approve the lawnmower tuneup day we just approve the fact that they exist in general right okay so number one okay set that aside um but again do do we approve of any fundraiser if Key Club if the band if the football team if any if any entity in the organ who approves a fundraiser in general yeah again if it's tied to the school in in
134general the building principles uh you know do those so so tuneup day Jesse would have to go to Josh and say hey I'm gonna run tuneup day this week or Mr Kemp's gonna say hey Key Club is going to do uh what do they call rake rake Fest okay so so who approves those in in general the building principle approves any like new ideas that come across if it's something that's been running year after year after year we're assuming that there's applied uh excuse me implied uh yes you know consent like you know like I don't think that Jesse continues year after year going to no okay so my my I'm say my questions for either additions or removal the one I understand that we're not going to do sweat shops and exploit children do
135we need to refer to anything in the department of labor but is there anything in here that we should refer to the fundraising policy in that if this is designed to Jesse's concerned about this affecting fundraising and I think the policy is generally written that way because patrons shall not be charged only for the act or shall only be charge for the cost in completing the instructional project one it sounds like an instructional but whether it's the blizzards or whether it's the banners or whether it's coasters fundraisers have to be excluded from this policy under all circumstances anyway because otherwise no fundraiser could exist if this policy was primary right where things get cloudy too is that [Music] um I mean it gets so intertwined with what students are doing between club and actual instructional
136project right for instance um if if I am in um egg right and in egg we're learning about growing plants and we plant the whole bunch of plants sell them right who's selling them but if they B sell them I was say is the EG class selling them or is the EG class telling FFA hey you know what you guys can have these which is no instructional charge right and then the FFA sells them for a profit to go into the FFA proper I'm I'm just to say in the interest of time in the interest of time I I'm going to guess that we all understand the dilemma here does anybody have a solution that they'd like to propose just so we can get to the I don't have a good answer love to hear
137I like thank you but go ahead before before we get into that um there was one other aspect that um wasn't mentioned right and it it the functional projects may be accepted by the teacher with approval of the build building principle um which Jesse does bring up in his U video um there's a liability component possibly possibly with that where um he may have to provide at least some awareness that we're going about doing these types of projects um to the administration so and in general when there are new projects like that not every project that happens every I mean like you've been making handles for scoop shovels for a very long time I'm sure when it was first introduced it probably went from something some kind of approval process we're not asking for your
138general everyday instructional activities but if there's a new project that comes by um which requires resources and or discussion about how and to what profit Center that it might be there probably should be some discussion with the administration just to make sure that the teacher's liability is covered so I'm going to propose maybe a a 10-minute discussion on this and um but also maybe the consideration that this becomes a sponsored policy and and then um go through that process so go ahead Diana so the current title is charges for Career and Technical education projects and we see that there's some flaws with that we've talked repeatedly about these being instructional projects so my question is could the title be something that says something like charges for instructional projects that incur student cost or require student
139paration you know it because we're talking about cost we're talking about something instructionally and if it all continues to revolve around if it's part of core instruction then the um the blizzard isn't part of it the laor isn't part of it the FFA plant sale isn't part of it because that's an extension of not part of instruction but but the hammer that he talked about the the meat tenderizer that's instructional piece that would fall under this jurisdiction so it's charges and again kill up the verbage charges for instructional projects that incur student cost or charges for in for instructional projects the key here though you have to have something about cost because that's what we're talking about okay is those and the patron it says patrons is that what's throwing off because it's this uh
140patrons and students you know what I mean like when I initially read this when he first brought it up I was that is what I thought that was saying I thought it meant like my child has been ped and you know we have to pay fees you know I had to buy a wood one year whatever you know you had to pay an extra fee I initially thought that's what that was talking about like when I just freezed through it like that the school wasn't going to make a profit on me purchasing wood no we're talking about now I get it we're talking about the resale of the instructional developed item right right I like I like what you have Diana because it's not just CTE it's but we're not reselling any of these items
141if we're focusing only on the instructional materials so then the word patrons could be turned the student because as soon as you go to selling them now we're talking fundraiser that's something different correct um not NE necessarily right because like I said in the in the idea of the cafe that was put together the the um iPads and everything else that were were put together right the notion was is that um the school was making money off of customers right and students were having to do the labor under the premise of learning and that's that's the that's the hard part right that's where people say that gets icky jured like you're you're going to charge David to come in yes he's he'll he'll gladly pay 25 bucks to get his phone screen changed right and
142the school district's only making $10 off of that right and we can charge a lot less than him going to you fix it downtown um because we don't have to pay the labor right what's the difference concession what what if students are working a concession there's a profit being made conc different so could we look at w sh for example who they in their tech ed department they do routine oil changes on cars trucks lawnmowers all of the above you pay $25 or $30 is that mat do they have verbage in their policy Che and I don't know only have 10 I'm just trying to think way again I support Craig's suggestion to kick it to a sponsored program and bring it back yeah again I haven't had any any thought to this until I
143read it and went oh I wonder yeah I mean because we don't have that policy I wonder why they have the policy so I just ask them questions and and the answer is what I shared with you it's intended to be a safeguard against the school profiting off of work product of the students that's designed for learning purposes right and or being competitors to other businesses in power I'll I'll I'll volunteer to sponsor this one and whether I'm still on policy in another month or not I'll still be the sponsor so it won't we don't eliminate sponsors not on policy and if it falls a little bit further down the line then it falls further down the line I don't think it should affect the Neola process but I appreciate the wera example and the
144idea to sponsor it Greg and true I know Jesse because I I know our I know our community like those people who uh you know do small engine repair and everything they're not put out by the one fundraiser a month yeah right or one fundraiser a year but I will tell you that if we start setting up shop and we have recurring business I bet you they're going to get bent out of shape little bit yeah right so start paying the students to come recr well I mean I think the overall hope is that we could find something that's workable with what what he's got and yet um it it it still feels like it's voluntary participation for the students at that point where they're not exploited or whatever yeah and I you know I
145can get a little bit more um guidance from Yola and see if there's other companion stuff out there and the other the other point that Jesse did bring up is that there is potentially a flaw in um in the system where there may be other other activities that go on within the district with other programs not exclusive to CTE yeah that also but I think Diana's verbage really does help out the instructional part like say instructional projects instead of WC or CTE projects or or um things that the word project may think of as a fundraiser but it's not I mean when you use instructional all fundraisers are now off the hook right I mean because they're not fundraisers are not generally instructional all right well thank you folks for um yeah it seemed like
146we were able to get through that in five minutes no way right uh so this brings me to the last one um this was on the agenda last month I I asked to bring it back um you'll see the administrative guidelines for niola and then you'll see um my proposed changes um there as well I felt like the the proposed changes better reflect and perhaps clarify what our current um uh practices as um having the superintendent being responsible for Designing and implementing the guidelines required actions and detailed Arrangements under which the or the district will operate and um you know basically eliminating the verbage that says the board delegates the function because I didn't I don't think that that's necessary um the board will also formulate the adopt U formulate and adopt the administrative guidelines
147and rules uh when required by law um so I I felt like um I don't know it just uh it feels like when it comes to something like this we want to be able to be on the same page with the superintendant um that the uh that the administrative guidelines handbooks and those things are uh those are conversations that we should be having as a board or committee and um uh I I just don't want to have other barriers in that process I just feel like we need to compel that conversation and and this does that thoughts I do have one question sure in the second paragraph the board itself form adopt administrative guidelines and rules when required by law and when the superintendent recommends board adoption I think that should be or or something
148else there because the superintendent may not want you to do adoption of the policy but if it's required by law we need to do it you kind of made those two tied together there by using hand yeah that was uh that was the Neola verbiage I just left I just struck the word only the superintendent doesn't want you adopted but we're required by law we got to CR [Music] I thought the um it's read it that way I read it that way that's what and mean and means you're required to do both or means one or the other or both I see what you're saying I mean if you want if we want to we can okay okay I I see okay I I the the fact that when EX exists in both before and
149after the win I treat those as two separate instances if you took out the second win when required by law and the superintendent [Music] recommends but the fact I have a feeling it's because super us I okay I'm not tell us those guidelines are changed right yeah right that's yeah I get it okay know that makes sense so Craig in your in your mind uh Craig if I can ask between the original read that's marked up and just trying to follow the bouncing ball of stricken and added is the only difference the Striking of the word only no um well but it depends on it depends on what somebody might take this to mean you know uh I when I originally read through this particular um policy the board delegates to the superintendent the function
150of Designing implementing guidelines required actions and and detailed Arrangements under which the district will operate I take and then then the next line the board itself will formulate adopt administrative guidelines rules only when required by law and when the superintendent recommends board adoption so those two I take to mean the only instance by which the board would approve any type of uh administrative guideline is when it's required by law and I I think that that misses um a lot of discussion um that the the board should have with a superintendent to be on the same page that's not I read it as if you look at the the concept of what and means and meaning has to be both in the second paragraph This imposes the board's responsibility to formulate where in the previous paragraph
151that responsibility we delegated that to the superintendent if the superintendent is not functioning to do that that's where the board then has to take over that's no that second line seems to be very clear that the board will formulate those guidelines only when required by a law and when the superintendent recommends it to the board for adoption both of those things have to happen by the end even if it said or right but it still means that we can only only do that with superintendent action or or law those are the two qualifying things that require the board to act whereas whereas this allows for the superintendent to take the to take the administrative guidelines in the handbooks and profer them and basically have de facto policy if if we have a particular policy that's
152moot on a particular topic uh or perceived as moot on a particular topic the administration can take that particular um uh policy and Define that in such a way where the board might not be on the same page it might be a 54 decision but if it is a 54 decision you would probably be within the administration's best interest to have that discussion with the board so we're on the same page and I clarify your statement though we're talking superintendent not Administration this is a superintendent not Administration a bit different when I'm when I'm saying superintendent I'm referring to our Administration I'm also referring to the superintendent anonymously so this specify superintendent it doesn't specify Administration this delegates the we've hired him to do a job and in the first paragraph that's what we're assigning
153him to be able to do how does the second paragraph not wrap around the fact that this happens this gives us the right to do it if he's not doing it that's not that's not what is giving us we're he's a if a doesn't fall into place it goes to B no that's that's not that's not what this says um the super so there he's okay my recommending my recommendation States the superintendent is responsible for the function of Designing and implementing the guidelines required actions and detailed Arrangements under which the district will operate um so it it changes that definition so that at least in my perspective it clarifies what the superintendent is responsible for which is to um to put this information together bring it before the board as a recommendation for the board
154to move forward with and adopt or whatnot so one other question I have is regarding the removal of the word delegate because in board policy 8110 which was kicked over to planning which we have not yet discussed the third bullet point is employ a superintendent as its advisor and delegate him or her the authority and responsibility to implement the board's policies and manage the wusd on a day-to-day basis so that's telling us we are delegating him those roles and responsibil and that's always been the case but we're taking out the RO the word delegates here I guess I don't understand why so this is a particular okay let's back up if the function of the board one of the main functions one of the more critical functions of the board is to is to um
155set policy and set the direction for which the district operates um along with the superintendent then that's what we do and I feel like when it comes to administrative guidelines they're an extension of policy so um again I I feel like it's important to be on the same page with the superintendent I feel like this compels a conversation between the superintendent and the board to be able to be together and make decisions regarding policy regarding regarding administrative guidelines so that we we're together um in that approach it perhaps even insulates the the superintendent a little bit on um you know whether or not the staff wants to you know um I don't know that's not a great example but you know I just I just feel like that's a good practice whereas the um the
156the policy as it read earlier um indicat that the superintendent is responsible for um or actually is going to be forming those guidelines required actions and can do it aside from board approval I'm not saying that that is Jared's intent I don't think he'll ever do that but he but that's not why would you codify that in that manner I don't know that's just my my question go ahead David do we treat all AG's administrative guidelines as part of the current policy book yes in Disney Ola what's that does Neola treats it as part of the policy book we treat it I mean we've always had Point ones and point tws being quote unquote policy those administrative guidelines excuse me those have always been administrative guidelines in which case this policy group and or this
157board at large has reviewed those anytime a change has been made to them can a change to your knowledge be made to a formally a01 procedure or or01 guideline what I guess they called procedures yeah 01 the old way of doing things versus these new uh administrative guidelines can those be changed without going through policy and first and second read do you know I'm not aware of any instance where that hasn't happened which is to say that any change to an administrative guideline or previously A.1 procedure would have gone through first and second read and board approval and that's true also with any handbook uh or or other repeat like all of those have always gone through the board for approval okay so I understand I understand your concern it's a little bit strange to
158me that this document misses a step that that this District uses which is first second read and board approval but ownership formulate develop Implement uh administer own all just other words that all come somewhere before the board adopts and if the board is always the stop yet whether it's written in the original version or written in your version inherently the board is always going to be the back stop to approve it and as you said that's our responsibility so I admit that there may be some missing language that refers to the fact that the board is ultimately going to have the responsibility to approve these guidelines but I don't think that the edits are necessary I'm not particularly opposed to them but we own it under any circum stands anyway because we have to go
159through first and second read no matter what Jared no matter who writes them they have to go through first and second read so I'm I'm not sure that there's a functional change that I can that I see in here that needs to switch from version one to version two and but I I could be missing something I I I wouldn't mind putting in here that administrative guidelines need to be approved by the board yeah which is a which does happen which is the part that's missing in the first version as opposed to the step one step two step three of of how they get developed and formulated and implemented we're the back stop we're always going to be the back stop so go ahead said I understand your intent here but I don't think your
160changes do that the idea of delegates to you replace that with is responsible for is effectively the same meaning and we say and and that is more clearly evident than D the policy that she brought up that we conflate the two together I don't believe there's a single policy where we Define delegates and responsibility that's separate things and what those are so we conflate those and the fact that when you pulled only out of the second paragraph that really doesn't change that intent again when we came back to the conversation we were having earlier when we said and versus or I think that's a bigger more important change if we say or when the superintendent recommends board adoption what that does is that means anytime the superintendent brings a board adoption we have to approve
161when it's and it's only when it is required by law and he does adoption by not changing and you we you hamstrung the board to only require law however to your point about worryed about the them making administrative guidelines that aren't align with policies twice within this policy the last sentence in the first paragraph the administrative guidelines shall not be inconsistent with the policies adopted by the board and then further down um the superintendent also issue administrative student handbooks that they may consider um wait no as long as provision these administra guidelin handbooks are not inconsistent with board policies of those statements tell me that look if he creates administrative guideline he doesn't drive with the policy he can't do that okay and here's my example I I I I appreciate I appreciate you mentioning
162that but here's my example if um if let's say there again the policy is moot on something or viewed to be moot on something Administration is left to then um make an administrative guidance line that that they can claim is within uh consistent with board policy but then again who's to say that because we we are we you have to make that change from in to or because right now we don't have that rule as this is written we don't have that what you want you have to change and or in second paragraph but but to answer your question Craig it's a great point if if there is no policy then administrative guidelines could be anything correct um that being said to my first question if every administrative guideline has to be approved by the
163board then how long does it exist for a day for two days while Jared tights it asked Lynn to draw it up and wait till the next board meeting to be into effect I I I I'm I'm I'm not trying to be factious I'm I'm just saying how how is an administrative guideline anything until a board approves it otherwise it's just an email between Jared and Lynn before it becomes an administrative guideline because the board inherently has approval Authority on administrative guidelines which is like I already is missing yeah it's it's it's not expc it's not explicitly stated but you we all know that to be the case and but I understand and and that's my hangup I guess I I would prefer that it does State something like that in the policy if that's
164I I just go some some things to think about [Music] um let's let's get rid of the word administrative guideline and let's go to the next level administrative procedure because that comes after guidelines right does the board want to approve every single administrative procedure as per my question so hold ious what's a point one was the point one my my question is this okay somewhere along the line some implied trust has to come along right as to what you want me to do to make sure things on a daily basis move if it's at the procedural level let it be at the procedural level if it's at the guideline level let it be at the guideline level the law states it can't be at the policy level that's clearly your level and if your policy
165says that my administrative guidelines or any other superintendent thereafter has to conform to your policy and if it doesn't you have the authority to deal with that situation right so my question is what level of trust you want to get to because at some point in time the board's going to get into daily management you decide where it falls I'm telling you I'm okay with if you guys say jar bring all the administrative guidelines to me that's fine that's how this district has already operated I'm used to that operation I'm okay with that and many other school districts the board is like we wrote the policy run it let us know what these are make sure that they're they're publishable make sure that if we ask for them you can you can bring them to
166us and that's what this policy says right but it implies the the level of uh management is at this level right if you want the level of management be at the administrative guideline level and that you manage that and that work between that and procedures then you do this district has functioned like that it's okay I just want to have us be clear on that because it sounds like we're going around and around but really the issue is where is the implied trust with Administration and where does the board want to interact their ability to have governance versus management so that's what you need to discuss think is already within the policy paragraph four as long as the provisions of these administrative guidelines follow blw they will be considered to be an extension of the
167policy manual at that point if there're an extension of policy manual they are governed by the policy committee therefore the board AG everything else is moved here what you want is there in paragraph four and as I said before the changes you made in the first paragraph we can make those that those are implied those are implied and Diana po cut to that taken out only fine but again I I still think and or is the lnch pin in that second paragraph if we want to make any change it's that one the paragraph four though that ties this to policy all guidelines become part of the policy manual and we can say instead of extension part of the policy manual and then we further tie them in but then that gives all control through the
168Comm policy committee to the board and and I don't think I've heard anyone disagree with that tonight the only other place that we operate just a little outside the norm of an AG going to a full board is there are some instances where the HR committee or the fiscal committee is the reviewer and decision maker of certain discussion points and you guys know where some of those have lied that they don't always triculate up to the board they stop at that committee level and they say thank you for the review and then the committee just reports to the board we did this review we want you to know what happened right um I I can't think of any of those at the top of my head but uh some of those happen evaluation um evaluations
169maybe uh is there a guideline that specifically states that because then it's covered under that yeah I don't know for sure uh like I can't I can't place it but I I do know that there are some instances right where the board has delegated to the committee such reviews and I I have to go back and look at all the policies you know in fiscal all the fiscal policies or I all the HR policies to see where the board has delegated review to just the committee like it doesn't have to come all the way to the board um I got one um the um re no that went all the way to the board level two but of evaluation I think evaluation like I know you've been looking at a lot of different evaluations right
170and the process but it's not that we're approving it's what they're it just that's where we're just reporting an oversight to an oversite of a committee there that's the only place that I would see that in our practice we do anything different um so building off of I'm going to say what Fred suggested and that's just the addition of the and or paragraph number two I have a question in the way that everybody reads the statement after that so and or when the superintendent recommends board adoption okay so either whether it's an and or whether it's an or it's when the superintendent recommends board adoption does that imply that there are no administrative guidelines that can be implemented without board adoption is that what that implies I don't believe so second paragraph second paragraph very
171last line when the superintendent recommends board adoption it I.E is there a class of administrative guidelines that the superintendent doesn't bring in front of the board I I think that there're yeah the ones that are not required by law that and that's where the end or well good good point Craig so that's what that's what I'm asking because if there is a gap I would argue that either you can strike the entire second paragraph because not only is it required by law we review them all we don't just review the ones that the superintendent wants us to review We review them all just strike the whole second paragraph because we're Capt as Fred pointed out they become an extension of the policy manual paragraph two doesn't necessarily add anything to how we want to handle
172administrative guidelines nor does it take away power from Jared or more power to us it simply makes it confusing that there's a special set of administrative guidelines that are that we may be required to review the law but that's okay we're doing it anyway or there ones that Jared wants to recommend that we adopt but aren't we don't we have to adopt them all anyway in which case why bother saying it I behind that so I go run go ahead I was just going to say I think that sentence is there if we go back 20 minutes to ensure that it's common knowledge that the board does have the right to oversee all of that but the power isn't the power is that we're very Loosely in with just the superintendent well then I I
173agree with you that it's implied I'm just wondering is it there just to put the exclamation point that yes it's noted then I would take that paragraph I would I don't want it doesn't have to be moved but ultimately aren't we saying the board will approve any changes to the administrative guideline I mean as part of the policy book why why can't we just say that that's what that's what generally what I'm getting at that's what I've been trying to get at from the start which is like if if the idea is you're trying to Wordsmith around making sure that the board continues to maintain the authority to approve admin gance just say the board will approve all administrative guidelines want to replace that's what I want to replace paragraph I mean because because really
174that's that's what we're getting at was is trying to say are we all on the same page with that implied trust right which level do we wanted that okay right if we wanted at the place where no we we still want to be the one that approves these for a couple reasons one we want to we want we we want to make sure that there um in line with our policies but also we want to give Administration the extra leverage of protection of the board because yes it's an administrative guideline you guys have to enact those but you know what you know how much powerful how much more powerful it is for me to go well I know you don't like these administrative guidelines but they were approved by the board yeah in which case
175I would I would just that's a better and I would strike approach then to Craig as you I think said the board will approve all administrative guid lines whether it's included further down as part of number four which is as an extension of the policy manual which you're almost being redundant there because you're already say policy manual because that's that's different than taking away the delegation of the authority because here's the thing when you delegate The Authority for me to draft these and develop them right then I'm free to draft and develop them but I do have to bring them to you for approval if you take the delegation of the drafting I'm going to the committee and I'm saying hey we have to draft a commit a guideline here let's all work together let's
176do it and and then move forward so my question is which which do you want I think we're good I make a suggestion you say the administrative guidelin in last sentence paragraph first paragraph administrative guidelines shall not be inconsistent with the policies adopted by the board comma and will be approved by the board before being inactive or require board approval require board approval something in there and then strike the second paragraph or does it make more sense to go write at the first sentence before the second to last paragraph blah administrative guidance and a copy of those administrative guidance manual blah blah blah a part of whatever for whatever forstein I I push it up just to get it out the way earlier than later but it doesn't really matter so really ease of this
177conversation we have two options the one suggestion that David Trader brought up where we strike the second um paragraph and replace it with um the board shall uh approve all administrative guidelines or option two pres suggestion oh no it's like onea I think that we should strike paragraph two okay instead of making its own paragraph Just build it into that last sentence compound sentence at the end of the first par it won't yeah it won't make a difference in the uh function y so everyone reads better yeah so add to the last sentence something to the effect of um which requires board approval so yeah uh so it said it would say something like this these administrative guidelines shall not be inconsistent with the policies adopted by the board and shall be adopted by the
178board and shall require or shall require adoption of the board independently or shall require adoption okay um we make it sound better than that yes of course you will I don't like the word adopted and adopted will make it better than that oh yeah and I will relisten to this suppos to I I have to double check because I haven't I heard from David Trader um but I haven't heard I'm good with that you're good with that I'm good with it my myself thank you for working through that with me I appreciate coming to um common ground on that um that was confusing to me I think maybe it was saying the same thing but um I I do appreciate the clarification yeah and honestly Craig I think we were always on the same page
179it was just getting out the right way we weren't we were we were we were reading things differently and now we're we're getting it in a format that everybody reads it the same that's better yeah so real quickly we do not remove the word delegates correctly so correct so that way we still have and I don't need to worry about I I'm still delegated the authority to do the work but but I have to bring it to you guys for I get I just want to make sure because as this then goes to planning I just want to make sure that we have similar verbage right okay the time is now 8 07 anything else no we have future planning discussion anyway that can take another 15 minutes no