Amityville BOE Policy Mtg 7/31/25

001So start policy meeting at 603. So everyone knows where the exits are. Please note them in place notes. Um so we have policies here that we're going to look at and some require some are from the June 18th. So it's the 1900 the 5300 1900 principal involvement 5300 code of conduct. Keep in mind the code of conduct was um was approved at the July 8th meeting the the meeting. So we back in I'll vote only one month. Um and then 6700 I'm sorry 5405 um 6240R is filmed with June 6700 something we just have to renew um has to do on an annual basis 6741 and 56.95R is for the cell phone. So let's just start and talk. Let's make it easier. the the code of conduct was given to us back in I want

002to say May even before that and there were red lines that were on their recommendation and then I don't think anyone gave any particular feedback and that's going there July 8th committee but I'll start with parental involvement so I'm Not too sure if everyone had an opportunity to take a look at it if there were any suggested changes. It was something that was looked at have looked at it again. Um, Miss Stevens, do you have any feedback or thoughts on that? I know that policy governs a lot of the meetings that we hold with with federal dollars >> still in compliance. It would keep us still compliance with everything that we're required to do first. >> And this I have ahead. >> No, I was just going to say that this is um this parental

003involvement is connected to um title one. So this is what it's not like parental involvement having parents involved. That's this is connected to title one. I think it does speak a little. >> Yes. >> Go ahead. Um I just generally speaking for the policy committee getting seven policies the night before is on peace and hope. So can we agree and I know Amber is brand new. The email was fantastic, right? But can we just agree going forward that if we're going to meet on Mondays that we get it, you know, the middle the week prior copies. So Megan, that that's one of the reasons um you you was one of the reasons that I had was requested that we put on the agenda suggested policy meeting dates as we move forward for that particular reason

004because in in years past when I was on the policy committee like say for example the next meeting is we down at August 25th what so we knew when we walked out of the the policy meeting the next thing we were going to do was a whatever the policies were going to be. So, we had ample time to get the the policies and review them. That's number one. And then more importantly, um I did speak to Amory about working on getting a policy manual and if you guys have them already, if we can bring them back in and she can make sure that everything's updated. So, if there's certain policies that we're going to review, you already have those policies in the policy manual and we would identify which policies that we're going to review.

005And because I agree with you, I agree with you that this I and I don't I don't we can't operate like this. No. >> Um so as we move forward, that's what we're working to do. And and that's why um so yes. So yeah, if we decide ahead of time what policies you're going to review, then we we all have the policy man. We don't have to wait for the the hard copies to come to us. It will already be and that's what I was asking about. >> Okay. Okay, now I understand why you're mentioning a policy event. So, I will bring my binder back so that it can be checked. >> Well, what you're saying? >> Yeah, what Amy's going to do, she's going to um download all the policies again from the website

006>> and then um for each section from 000 up to 9,000 and then send them over to I think middle school does the copy in and then make copies whoever whoever wants on the board wants them. Dr. child with the caps whoever wants a possible manual and she'll organize it. There'll be a table of contents and everything to make sure everything is in there that needs >> um we we want to make sure that all all the right things. >> So the updated ones from last year if yes >> the one that I probably received the same time you did but not organized like I got >> so double copy fix the binder. >> Yes. >> Thank you. Yes. So that way moving forward um we're not getting policies at the last minute like I

007said. Well, you haven't been on a policy committee, but that's how we always operated in the past. We agreed upon when our next meeting was going to be and we agreed upon what policies were going to be covering. So, we we had more than ample time to review the policies. >> Okay. So, yeah. I mean, I guess that being said, I mean, I got through like four of them. Uh, and I know that I'm familiar with what we wanted in the regulation for the cell phone. So I don't know that I'm you know some of these we might not be able to get through for the sake of the fact just not having adequate time to even think about them. I don't know first you got through 07 but the >> well I think some

008there's there there's a couple on here that um the wellness was with us before the 6240R was part of another meeting as well um 6741 was part of another meeting so those three were part of another meeting um the code of conduct we had back in whatever it was May that we had we had the code of conduct so the parental involvement is a new one and the purchasing is a new one for this year but last year it was reviewed last year. Um so what was reviewed last year? >> The 6700 because 1900 5300 5405 and 6700 has to be done every every year. >> Okay. But 1900 has a 2022 which >> but I know that we did it wasn't update. That's part of the that's part of the thing. It was it

009was done but it was not updated. >> I so I I mean I'm not trying to argue Lisa. I'm just saying like I I honestly I would like to come prepared and actually have a you know collaborative discussion. So to have adequate time to do so is all I'm asking and I appreciate that. Yes, let's set the meeting dates so that we can plan to actually give ourselves adequate time to review the policy. So that's all um I just that's all I wanted to say. But I think I'm not going to believe it. I think that we're all we're saying the same thing. We say we're all in agreement that this is what we need to do as we move forward. >> So on 1900 parental involvement there I know I have a hard cop

010here but I have an electronic cop and when I read this I am not aware that we're doing everything that is stated here. Uh I did look at other districts 1900 and it's very much in line with other districts. Uh I am aware that there is an annual title one meeting for parents. I'm not aware of a school parent compact. I'm not aware of you know having parents and family members involved with you know the annual evaluation of the effectiveness of this policy. Um I'm not aware of an annual meeting being held with the assistant superintendent of curriculum. Um I'm the parents are being active participate participants in reviewing and evaluating this policy. There's so many things in here. I mean it sounds great and necessary uh for this group of >> our district. >>

011Um so we do meet annually. I have to tell you this year the meeting um was in midmay or the 19th or 20th um we do invite all of the stakeholders to the meeting. So there were parents there and there were representatives from community organizations. Um there were people from higher ed all of the stakeholders that were required to have it takes a few hours. We go through an explanation of what the funding is how we use it. Um we do review the parent policy. We do ask for suggestions. We explain about um we have to prioritize the needs. So we do explain all of that and how it works. So those meetings do take place annually. We do have documentation of it. We're required to submit that to the state. So we do have

012all of that. Um the where is something else you asked? The compacts. Yeah. um students who receive title one services, the families get the compact and they're asked to sign a cover page and return it. So, we do have binders where we track those. Each building has a binder with their um taking those contact signature sheets back. They are available in the main office and all buildings as well. Okay, that's great. Now, so is there also a requirement that the parents help decide how to spend 1% of the title one money for the parent and family engagement? Um, so that's all part of that meeting. So 1% is set aside specifically for the parent and family engagement and that's part of the conversation. So we talk about each of the components of title one and

013how we use them. We take suggestions from all of the staples that are there. Okay. So, okay. Interesting. So, you had this in May. So, what is there something different that comes out of it that we're going to do next year? So, uh we spoke specifically about some of the um the behaviors that we see in students and making sure that there are parent nights to talk about things. Um so we are looking at there are a number of organizations that do um nights for parents about students use of social media and how that leads to bullying and how parent what parents should be looking for. Um so we're looking at funding some of those presentations through title one. Um but there are also you know high school did some this year and I think

014uh did as well about how to log on to um infinite campus to get your messages from parent square. So that helps to build the engagement going but the the parents were asking for things like that and the schools were looking at ways that bring families in to help them understand. We did talk about bringing I ready in to explain to parents how it works, how we measure student progress. So paying for the consultants to do that with growth. Okay. So and that's we're going to call it that's what we call our parent university team. Yes. Um okay. So Oh, and we have a professional development catalog. We do have one and we collaborate with the school PTA to connect with and offer support and resources to parents. We did PTA things to engage with

015these families. Thank you for your question. There's a bullet in here like collaborate with the school PTs and community agencies to connect with and offer support and resources to parents with limited English proficiency, parents with disabilities and parents of migratory children. >> So um we do collaborate with whatever the parent organization is. So we were doing that with APC. Um they meet regularly with the building. there's a a building rep for APC who meets with the administrators to ask about what the needs are. So, they do collaborate on those to make sure that we're providing what we need. Um the communicating with families, we make sure there are interpreters available for all of the meetings that we have. Most of the specific pieces for uh the families of false mental health comes through title three,

016but we do make sure that those are covered as well. >> Okay. So, thank you and thank you for entering my questions because when I read this, I just really didn't know that all of this was going on. Um so, I think like I don't necessarily have comments on the policy. Um, I would think that as a board it would be nice to have a better understanding of the title one collaboration tracking, you know, just some sort of checkin uh on that program. Maybe that's something that the board officers are going to talk about presentations of how we can fit that in as an update. Well, I'll talk to you officer. Thank you. Any other comments about um 1900 and changing the policies? Um the po you want to hold up. So we put the

017the parental involvement as a first reading on the agenda for 83. [Music] No, 813. 8:13. August 13th. >> Is that a work session or >> does that combine? >> Yeah, I think we have August August um August 13th is the next meeting and the potential one after that is August 26. >> Okay. delete the board of conducts. Uh I know you mentioned that we got this in May, but I don't believe that that's exactly what we got yesterday. Um you mean >> well there was some red lines in the one from May that were not in the one that was yesterday, >> right? Because they were >> so right. So, what I'm going to say is this is that um well, if we would like uh our next meeting is not until August August 25th,

018that is the date that we agree up. So, if you want more time to look at the red line that was on the contest, but I believe there was there was no comments that came back from the board on that, Dr. >> Um, yes, that was sent home like earlier at the start of the school year. um with the red lines. We had started that work in 23 24. Um so it's been around for a while. However, the reason that we're bringing this tonight is because on page 12 of the student code of conduct, prior to page 12, at the July 8th meeting, it was readed and we updated the cover page. And on page 12 or 12, right, that is where when we get to the regulation that we would add a portion in

019the code of conduct about the cell phone policy. So under the student bill of rights, it talks about the student dress code and it talks about their right to due process, student responsibilities, their right to freedom of expression. And so we will be adding um student and personal electronic devices. pretty much you're going to add a statement and then if we extract from the regulation um where it talks about the subsequent offenses which would be page two under Roman numeral five damage tampering or misuse of pouches Students are expected to utilize the pouches for care and integrity. Any intentional damage, tampering with, or disabling of the pouch will result in disciplinary consequences. So, the first offense we're proposing is to replace the pouch that's issued, notify the parent, and the student may be required to

020pay the cost of the damaged pouch. Subsequent offenses would include progressive discipline which is already in here under the district code of conduct which may include detention, suspension or parent conference. We cannot suspend the student for possession of but you know suspension could be an option as progressive discipline moves through perhaps damaging the couch, insubordination, things of that sort. So B considered defiance or insubordination if a student refuses to comply with pouch use or storage procedures which could result in suspension. So, Roman numeral five will be a part of what would go on page 12 along with a statement familiarizing everyone once again with education um law uh 2805 that pertains to the cell phone aid. So as we know this is a ongoing work with the shared decision makingaking team. The attorneys did the

021red line bringing us up to compliance with what was um required by law so to speak at that time. We're continuing with the shared decision making teams getting feedback and then we will send it back to the attorneys for compliance check and then bring them back to the policy committee at that time for any updates for a readoption. >> Okay. >> Um thank you for explaining that. I do so it does not have those red lines. So it it's the version that we adopted on July 8th. It's my thought. Um so I did have some thoughts for policy committee. Um on page three there's a note in bold that the principal or the principal's design must report all infractions to parents. Um, and I inserted the same day by phone and email. Um, so what

022I've heard from families is that they might not become aware of interactions um, day of maybe not even day after and they to be ensure that we are putting in writing the expectation that the communication is happening. uh almost immediately especially if the infraction results in detention or in school suspension. They also understood that the middle school was only doing in school suspension. So my suggestion is to put a timeline in there in writing of when the infraction would be reported to the parents. Uh if a student is believed to have committed a crime, the police must be summoned and parents must be contacted. I just put immediately >> that four times that that happens. >> It's just it's just a I'm just saying that happens and I I think that it's up to I

023don't care if those end doesn't make a difference in terms of contacting the parent or the first thing. Um I would say most of the time it probably happens. There's sometimes that where it doesn't happen >> and then we can put it in but if if they don't contact them then what is it like ination part of it the principal assistant that's okay >> I think it's just accountability right so you're saying like our expectation is that you're reaching out to these parents if there's an issue the parents should be made aware there's an issue that's worthy of um an intervention then the parents should be made aware that's what It's just putting it in writing. [Music] >> I think we just should be mindful of binding ourselves with any additional liability. um must report

024all infractions to parents. Um I think we should uh reinforce the principles. Of course, they must be timely, but when you put in writing when we are putting ourselves into situation, it doesn't Should we just ask John about that then? because I'm looking for uh the expectation being set because I didn't hear that it always happens. So I I'm hearing different so I and I appreciate what you're saying Dr. But what was the policy? What word? >> That would be the the day of the next record all infraction same day by >> infractions are may not get reported same day. They're not life-threatening, right? >> Um the expectation is that there is time with communication with parents. We want that enforced, but I think we do have to just be mindful of what we're putting

025in a well an adopted document by the board. >> I guess um and I hear you. >> My concern Thank you. But my concern is that it's cumulative these fractions. So although maybe this infraction wasn't like earthshattering and we wanted to run and hold the the parent at that moment in time it could be an infraction that then sets off um an intervention a more severe intervention because the infractions are considered cute. So what we'll do we'll put the word in and we'll send it to legal and just if the advice wanted to see what >> I would like that your your suggestion was >> I had suggested the same debt by phone and email so if you call you might not get them well then you should be emailing not necessarily putting writing but

026I I think we I think I think I think >> a little grace period of the following school day if something happens at the end of the I think yeah I totally maybe that's a question for John. Yeah, I think I think we do need to look at it because if something happens at 3:00, 4:00 in the afternoon, they make an effort to contact the parents. It doesn't work or something if there's a series of things that happen, they don't get to them at that time frame, then what happens to us if we don't report. So, let's let's ask John on it. Um, same day. Um, okay. By by phone or email. Thanks. Anthony typical let's ask about typically if it's if it's something that is going to require in school suspension or if there's

027going to be detention if the parents are far are so we'll ask John about so what what the suggest change is same day same day by um by phone um and email >> yes >> or the other option you the timing No, that's too late. >> No, I'm just I'm putting in as other option. That's But I'm putting in the other options. >> I did. Okay. >> Yeah, you you suggest the same day by phone and email. >> I'm putting in um timely, you know, >> and Chris is maybe saying within 24 hours. >> You know, within 24 hours. >> Oh, by the end of the next school day, it's four or five on Friday. We're not going to expect them to make a phone call on Saturday. >> Okay. >> And other question was

028when the students agree to be supposed to be contacted um immediate and I think they are contacted but I'll put I'll put down their question whether or not it right. So to summarize um Emory at the end of principal or the principal's designate must report actions to parents. One option is the same day by phone and email. Um the other one is by the end of the next school day by phone and then at the second sentence um when students believe to have committed crime please summary and parents must be contacted. The question is if we can add immediately and I think the other well let's go to this I'll make a suggestion um my I don't know if anyone has any other points so my next question is around the guidance and interventions um

029peer mediation were we using peer mediation this year at all grade levels What is that? >> No, >> it has been used and we have discuss that as a part of our restorative practices to bring that back. >> So, okay. So, is there a plan to use it this year? Otherwise, I would think that we could maybe eliminate it for this year. >> I would like starting page four. H4. >> I I would leave it in because if they as an option, I wouldn't pull it out. >> We don't use it, then next year we can just say it's been two years. Let's move it out. So here's my So here's my over the course of this year had to refer to the code of conduct and help parents. I've had to help parents try

030to figure out why their students were being suspended and this document is not very clear at first read through. uh it is a there's a lot in here and I personally feel that the levels and the fact that there's different options and possible disciplinary responses can lead a misunders to misunderstanding and potentially inconsistency in how infractions are responded to. or maybe just the impression of inconsistency because of the way the document is presented. So I mean I I see you looking at me like I don't know what >> No, I'm giving you my >> Excuse me. Excuse me. You're just listening. >> Excuse me. Don't don't don't infer that I'm looking at you in a way and and because I'm not I'm my what's going through my mind right now. You mentioned about peer mediation.

031So, I'm ask I'm trying to figure out where you're going to connect my comparation to to that's what I'm just asking. That's >> where am I connecting? Maybe I'm maybe I'm jumping ahead. >> That's what I'm just >> with the interventions peer mediation. I think it would be great, but I didn't think it was happening. So, if it wasn't happening, I would be inclined to not show it as though we're doing it because this is where I'm connecting it. There's so much in here and it's not clear why is the response what it is. Why is the intervention what it is if you have a 38 page document as though there were other options to address the interaction? >> Yeah, let me just maybe provide a little clarity. So when you asked about peer mediation,

032I'm thinking peer mediation program, right? So we don't have a district structured peer mediation program but there are opportunities when school personnel will bring in um students to help mediate a situation. >> I was at the high school once. We had a big meeting with parents. We had a meeting with students. One of the followups to that meeting was actually the social work, the psychologist bringing in other students to help mediate on the second level what we were not able to bring a satisfying closure to in the larger meeting. So let me retract that and say peer mediation is taking place um through PPS personnel through various personnel as as they deem necessary. It's not necessarily that we have a pool of students which is what we envision to have a pool of students who

033are actually trained throughout the district to implement um peer mediation. So I would not want to remove it because it is an option that is employed at various times and I actually witnessed that in motion and it was much more successful um on that second layer. Yeah. >> So I just wanted to provide that clarity. >> Thank you. I I actually because I've talked to people that were probably in the high school in the late 1990s and said they did have uh the honor students as the peer mediators and that it was a fantastic way to dissolve situations. So, I >> I I liked it that it's in here and I just I'd love it to be implemented and I just find it a little confusing because >> when you go to the code of

034conduct and you're trying to understand, well, why does my kid have to do you know how why was this the response to this infraction? It's a little bit confusing with the amount of information that's in this document. I I I look at it as as um these are the options that can occur, >> not that. And so I think really your question is um if these are our I'm on page 19 for example um level one with guidance intervention. So I look at it that if there's some type of infraction or insordant um insubordinate behavior that these are the interventions that can occur but your question is who decides which intervention is? >> Yes. And I think I think yes and I can't I can't speak for that. So I'll >> patterns. So sometimes it's

035guidance of PPS personnel. Um sometimes it's collaborative with the teacher and administration and then sometimes it's administration. Um sometimes when there are parent meetings um some in infractions or interventions are discussed at the um IST meetings um parent conference meetings. Um so it just sort of depends on there there are many different ways and different persons who contribute to the interventions and then sometimes it's just the administration and maybe it's something a parent could be able to say well for example you know is there any way with this situation has occurred I see you have peer mediation you know is there a possibility that there could be some type of peer mediation that can >> and they do ask for different for example one of the parents really wanted her child to do community service

036for an infraction that had happened. And so we well the building administration worked with the parent to enforce. She wanted it reinforced through a community service and so they were able to accommodate that parent request. If the parent requests these counseling services that are listed like is that how does that work? Is that at the expense of the district? Um it's still it's up top the guidance interventions like oh we you know obviously substance abuse counseling uh counseling services for youth relationship abuse or sexual violence page one >> um this is page five counseling services for bias based bullying intimidation harassment. How does that how does that work? So normally we refer um so some of it does happen within our clinicians in the building. Um so if there were bullying going on it might

037be sessions. Um if students are having trouble getting along it could be a group session and there would be a set period of time when the counseling would occur. Uh but if it's something that's outside that we need outside counseling for, we do refer out. Um unless it's part of the cse, we don't pay for that. So if it's disciplinary related, our social worker, psychologists work with the family. Um if the family tells them what insurance they have, they find the counseling centers that accept that assurance. Okay. So the referral, right? So thank you. Um can we so can we talk about the levels of infractions? Can you just explain the levels to me? So the levels are built around the context of progressive discipline and it gives the the leverage that if the first

038offense is really a heavy hitter then you can go to the top of the possible ranges in terms of consequences. If the level one is the first time they committed that offense is not as serious, then you can go to the lowest um consequence or disciplinary response um in that particular level. So it gives the administration and the um support staff um leverage to decide based on the weight of the infraction to be equitable with the rendered disciplinary response. I would just add to it and I think it speaks to that guidance intervention piece that the building administrators work closely with the mental health professionals and the counselors on any disciplinary question. So when you're looking at the offenses, there are so many reasons why a student would commit an offense. And so guidance is

039really the first part of it. So, a conversation about, you know, if we're looking at just that first one, why are you >> is it a behavioral thing? Is it something that's happening at home, is it something you need the intervention of a social worker to help? Like, why is the student not getting to school on time? Or is it just a behavior that needs discipline? So, that intervention is really the first level. And the administrators work carefully with the counselors to make sure that we're determining what the root cause of the behavior is before we determine what the consequence will be if there is a disorder. So why does so so when you go to level two it starts with like a o so does that mean so what does it mean like if

040you're so what let me see one that like it doesn't like carry over right so if the infraction is on level one it now doesn't carry over to level two so level two is not just necessarily you did the same thing twice >> right it's a different type of But the responses are very similar if not the same except for principal suspension. They don't have suspension. Um So there's also mentioned that some infractions may not apply to students in prek to three. So then I put down my notes I said well then maybe we should separate prek to three from prek to six. Although I'm saying at the same time I'm saying like simpler is better but that jumped out at me. is as being unclear like what does that mean? I don't know where

041you see that. So on page six um on in the paragraph that says levels of infractions >> like the middle paragraph. >> Yeah, in the middle of the paragraph towards the end of the line. Some infractions may not apply as students have gradated. So I I don't know the intent on but there are some infractions when we report them to the state. It's only for students who are 10 or older. So maybe that's why they would separate a level. I don't know why I grade three because three is like eight eight years old, right? years old. You're a little bit old. I don't I don't remember. >> Um um so I question so I don't know if that's if you are going to continue to have meetings on this project. I just question for clarity

042>> what that mean. >> Uh two lines above that it said whenever possible and appropriate intervention should be given the lowest level disciplinary response. So I crossed out whatever possible and appropriate >> just intervention should begin with the lowest level disable spots. >> Well I think that whatever possible and appropriate is important because there's such a sometimes the level of severity that takes place um on a weighted incident the very first time. Um, and when it says some infractions may not apply to students in the grades prek through three, um, you know, those developmental grades, um, those infractions may have the the same language, but we really try to have more intervention, intentional, intense intervention prek through three to certainly lessen uh suspensions because they're still learning and making choices early on. >> I appreciate

043that. I think as we as we as we move forward because the code of chronic has been in place for beginning the school year. I think that what some of the comments that you're asking about the prek to3 to separate that out for next year maybe start to look at that now. So therefore for next year if prek to three can be pulled out maybe that can be pulled out. Um that that would be my recommendation for for something like that. No. >> Um, doesn't seem like that hard. I know like it's just >> it's just referring to the infractions. >> But but I think more importantly if it be I think it's let's put this is if we're pulling it out what will be will be different levels be level one two three and

044four. Um will the consequences being different? Are we going to pull some of the language out of there at the different levels completing the language to go to page for example on level um I'll do level two. So on level two are we is the intent to say that and I'm just saying hypothetically. Are we trying to say that like a AO9 A10 and A11 I'm just pulling out numbers are going to be removed from preK to three. So I think I think what my point is that I believe when this is being looked at, you have involvement with teachers and administrators. >> So if we're going to start to pull it apart, they need to be involved. So it may not be as simple as just pulling it apart. So that's what I'm saying

045leave in place for this year, but they can look at the code for next year to see if preK to three, how could we make it different? Do we want to pull some of these out? And that that's my suggestion. Well, do we already know like what their fractions don't apply in prek through? >> But that's why I think we need to ask those the building administrators and the teachers because let's play this. Do I think that someone in prek or kindergarten is smoking or vaping? I don't think so. But you know what? You never know if things fit who does it and comes in with a match. So or like you see I'm saying >> well what I'm saying is this statement is already here that some infractions may not apply to those students

046and Steven said that there's things that don't need to be reported to the state. Does that mean we already know what infractions would be? >> Do you mean do we know what infractions have been incurred? Is that yes? >> No. Like what? >> Sorry. What infractions would need to be reported? >> Apply. >> We know. >> Yeah. Like we know what those infractions are. Yes. Those types. So then >> it wouldn't be very difficult to either note it on the existing prek to six and just put an asterisk next to certain things and say this. >> What what happens if what happens if it occurs? Even though it may not work with the state parks, >> let's Is it is that what it's saying? It's like some in is some infraction may not apply to

047those students saying that they're these are never going to happen to these breeds or is that or is it saying that if they perform if they do XYZ actions that certain punishments don't apply to them? What does that statement actually say? I I think it's certainly worth highlighting, right? And giving it some additional discussion around the table as you suggest building. >> I I don't think it would make sense to say that these students would never do any of these things, >> right? We don't know. >> Right. Okay. I mean, not >> like is it a prek student being late for school? would that that obviously couldn't really be the student's fault. So I could see them not being punished for that. >> Right. Exactly. >> Is that the type of thing that it's referring

048to, >> right? >> I actually have that as one of my comments, Chris. I said, "How are we holding against prek to six, grade six being late for school? If they're late for school because of the school bus or they're late for school because their parents didn't drive them, their guardian didn't get them there." >> But I think that goes back to the thing on page six. some factors may not apply to students who bring pre pre-k. So I think it's it's been noted. I think we're giving it back to Dr. Talbert and Stevens and they look at they'll look at the option of whether or not anything could be pulled out can be separated out prek to three and four six but for for this year we may have to stay with it for

049this year. It's not a simple task. It's going it's going to take state stakeholders involved in reviewing. I know. But so, but Lisa, I just I don't love the idea of just like saying it's going to take a whole school year yet because we don't even know what >> I said it may take a whole year because I I don't but I don't want to just say, okay, thank you for clarifying it may take policy here because I think that that's the point of the policy committee. We're looking at the code of conduct. this system's thoughts upon reading it at 10 o'clock at night last night because I tried to squeeze it into my life and these are my thoughts. So, but I think we're also we have to find out legally if if there's

050a code of conduct that has been adopted by the board, right? And it's implemented at the beginning of the school year, are we legally allowed to change different sections of the code of conduct? So I'll ask John about that as well if so or that's my point. I'm not saying that not to look at it but my point is >> can we change it? So I'll ask you ask me about and if we change it and there may be circumstances sometimes you have to change it. So we change it and then we have to probably notify parents that has been changed. Okay. >> Right. And I thought that actually we were talking about some sort of sign off on the code of conduct with the when we during the last policy meeting when we're talking

051on the cell phones to try to at least attempt to have parents signing off on the code of conduct because it includes the dress code. It now includes the new cell phone policy and just generally behavior as what the disciplinary responses might be. We have electronic signatures even would have to be electronic because I'm sorry it has to be electronic because if a parent doesn't come into the building u maybe at younger grades they be something that goes home but give a signature that you submit that but the higher grades it may not come back I'm just it could come back or be combination of both. All right. So, any other questions with the code of conduct? Any other things that recommendations? >> Yes. >> Okay. On that same page, page six, all of a

052sudden it just has the dignity act coordinators. There's no sort of like intro or explanation. I don't know if it's just it just seems to just be there. Wasn't exactly sure. is a you know needs a little intro if you feel as though oh your student is being bullied or whatever right and then there's probably also forms that we can appoint to parents too I don't know if that really belongs here or if that is a different policy um so not quite sure why they're in here supposed >> so there is the um the death of uh policy. >> Yeah. And there's a policy for the um dignity act for students. There is a separate policy, >> right? >> Um I don't know if that was that policy cross reference at the bank. >> I

053think I think the simplest thing to do that is just to um do a short paragraph of what is the purpose of the act coordinators and if you need we just say further policy number to obtain the u the miss dogs to fall apart. >> Hi. So we're noting that what we're looking to do is provide write a brief paragraph what are what is the role of the um the dignity act coordinators and they refer them to the the das you have that em coordinators and refer to the um da da7000 Um on page eight um bullet 11 says be notified in a timely manner. I mean sure this is going to go to John of the possibility of being held over in a grade of failing a course. Um, so I was looking to

054define that timely manner. Uh, you know, in my notes I said teachers to notify parents via email or phone within 48 hours when a student has failed two or more assignments. I don't know like some sort of threshold um to ensure that the communication is happening. Again, just >> the principles normally give the teachers the timelines. >> Yes. >> As to when they should notify parents of the possible promotion in jeopardy. Again, promotion is in jeopardy. >> Yes. And then for the grades at the mid quarter, they do record the grade range in that mid quarter so that they're aware. Um, and then parents are notified when a student is at risk to their family. >> What's the reason that the building principles will establish the timeline parent? Can I before we go to that

055just just when with with parent square what I have seen with parent square is that the teachers are have been willing is it parent square the teachers the teachers have been really very good at parent squares of sending a message to to parents to say that just let you know that child has not handled assignments um failure to hand assignments and could mean you know fails. So, um I mean I would just say let's put it down as notes, John. I don't know if we need to put it as because we it's a there's two things. There's great failing and then there's a failing of a um not going forward, but there's also not doing well in class. So not doing well. I think it leaves it broad enough that at the building level if

056there's a if there's a teacher who's not doing it then there's enough um what am I saying enough consequences for that consequences to follow the teacher because if they're not doing what they should be doing which is reporting to the parents because that's what the teachers should be doing. They should be reporting in parent square that this is what's happening. So it's got it's a lot better because we now have parent square. before parent square it was a phone call so if you put a time on it the question is what time are we putting on it you know is it that that's one of the thing if it's a failing of class I I do agree it should not occur at the end of a quarter a parent should not be notified at the

057end of the quarter that oh by the way your child is is failing um there is I know at the high school level there's the um what is that thing huh the infinite campus you got to see the grades >> right in campus and the parent um progress report progress reports at that time as well so midway through the quarter you do have a progress reports and we get information in there >> so are we looking for that's a high school student >> right there's something at the high school I'm not too sure what's it I think the middle school is part of course as well >> reason I just thought of why might not put a hard timeline on it is It might depend on the on the class and the teachers themselves and

058the LS each assignment might be weighted on their on their final grade but giving you the opportunity to make up assignments. one teacher might vary one to another, >> but but there are set time frames because um there's a grading window for every marking period. And so within that marking period, there are hard deadlines that teachers have to follow in order to meet the grading window. And so within the whole spectrum of the grading window, you have braiding window one, braiding window two, and then there's midterm. So at midterm, um that's when the counselors and the assigned administrators um are having those meetings about where are the students in terms of a successful completion of school year, in terms of graduation or moving on. and their notifications are sent out to parents during that window

059of time. So they do have a window of time that they send out information and then of course you know parents do receive on the secondary level the 4 and a half week progress reports the end of period uh report cards and all of that information informs the parents as to where their children are. Teachers do report failures to the principles with parent. There's a form and it indicates the students who are failing and when the parent communication was. So they are trapped at all secondary I mean grades are different for elementary. It's not right there standards in case it doesn't >> but but the student is we're trying to bring our students up, right? So our lower level students that are not hitting the mark, we should be figuring out a way to alerting

060the parents because if it's not a pass fail, but it's a one versus a four. Well, I I think those Right. I do think those conversations happen through parent conferences um through the IST. Right? So when students are informing on grade level, there are meetings that parents are invited to meetings. So they do meet with the teachers. They do do conferences whether in person or on the phone. um they do provide the results of diagnostics to show parents where their child is falling, what the expectation is. >> So that so is that only if the student is not doing well >> because I've had to like ask for I ready print outs like every time. I don't just kind of saying that if it was actually written down with an expectation that we would have

061a way to say this is the expectation because if some teachers are doing it great but are all teachers doing it? So I have a question is it is it something that being at East is different each building is different? Is it something that um maybe what we should look re ask them for is what is the process and protocol that occurs and if he's building when it comes to not notification of a failing of a class or failing of a couple test which could lead to failing a class. How do they communicate with the parent? If it's at the lower level, you know, what what is the what is their um their protocol or their process in their building of providing information to the parent? Because my concern is that I would hate to

062put something here that would be like sort of a broad stroke but also hearing what the union is saying. Let's first find out what's in place and if it's something that's already in place if it's written. So then now we can say maybe what's beneficial to a parent. I'm not sure those in the code of conduct but maybe to for parents point of view for a parents perspective it now could be posted for that particular school on on the website where we need to put so therefore parents will know that in my building this is what happens if it's not happening then they can follow through and for some reason I think there's something like that each school has a close title so not title but um just has to make sure it's enforced consistently

063Right. And that is clearly it's parents know where exactly it's at. Maybe something that um made aware of that it was on infant campus. Parents aware that the student locations so parents are aware that this is this is what I need to do to make sure that I'm getting all the information provided for my child. If I request certain test results, this is what I need to do. whatever it may be or so I I think that would be I think that needs to go there and not within the context. So therefore we know and then we need to put it there and we put as back >> can appreciate that it maybe doesn't belong here but it's in >> but it's it's vague in here. >> It's vague >> right? So what so I'm

064saying I'd love it to be more defined and if it's not here then fine let's define it somewhere else >> in the procedures and they do they have to procedures >> and then I'd hate for somebody to say that they didn't print it because there was no paper and like I think it's really >> that would be really upsetting. >> What do you mean there was the concern of paper this year was limited to body? Um, I think people were making a statement, but it was there was paper was available if they if they needed it. But I think to your point, we just we knew I read that I don't I wouldn't want to put it here on page eight because it requires more detailed information. So if it's something that needs to go

065back and send you section or whatever wherever we need to put it, it could be in several locations. So therefore, it could be easily accessible and sometimes a parent may say I want to go to this whole document. So whether it it was here along with other locations then they can easily access it. >> Okay. So I guess we can have that as a follow-up conversation at the board of education. Is that what we're saying to understand better? No what I will ask and we can ask about it at the meeting but we also ask them to provide information to us that may have >> yeah school writing. they do have them and um but we'll give them a fresh renewing >> and what that may have to wait just a little bit because um

066all the principles may not be back. >> So will we get that? Should we add something to number 11 say as determined by the building level or something along those lines? >> I think in the policy I think this will work in the policy. We just want to make sure the internal procedures that the schools are governing themselves by has the deadlines, the timelines, and that is consistently enforced. Um, so that all parents, for example, would receive a copy of the IR results because there's a a parent copy of those results that should be given to the parent. Yeah. So, we'll address that. But more importantly, if it's if it's written that way, parents will be able to know this is what's there. Anything else before the final? >> Confidentiality and handling student record is

067maintained by the school number 14. Same page. >> Uh, not 14. >> Page eight. Number 14. >> Oh, sorry. >> Confidentiality and the handling of student records maintained by the school system. I just inserted in compliance with Furpa, but I don't know if it's more than just FURPA. And I don't know, it just kind of crossed my mind. >> So it's just stating that the students have a right to confidentiality. Yeah. >> As it pertains to their student records. I number so then moving down the right and freedom of expression person like I maybe it's like I read the whole thing right so I do have quotes right so represent number three representation on appropriate schoolwide committees that influence educational process with voting rights were applicable I just put a question mark I wasn't I

068didn't know if I followed that bullet maybe it was just really late >> so there are some schoolwide committees um where the students can have a voice on. So this one is saying where it's appropriate that they can have the the right to vote or influence to uh express themselves on certain schoolwide educational processes and that is happening through their um student government through their >> student classes. So >> number five, circulate newspapers, literature and political leaflets. >> They have the right to >> we have the right to do that. >> Subjects are violent place matter distribution. >> I just I just wrote why. you know, they have a right to express themselves, their political beliefs. Um, except where such material is lielist, obscene, commercial or materially disrupts the school, causes substantial disorder or invades

069the rights of others. And the student bill of rights I know was reviewed by legal so and have them look at it again but they have reviewed that. >> Okay. Even though Okay. Is it just seems hard to enforce? Seems maybe too open-ended. Uh number eight, deterine determine their own dress within the parameters established by the board of education policy and consistent with religious expression except where such dress is dangerous or interferes with the learning and teaching process. Uh is the dress poll a board of education policy? It's on top of top of page. >> I think is the dress code. I think the dress code was a board of education pops. >> So page 11 has the dress code. >> Oh, this Oh, okay. income as established here in >> that would be the

070only reference to addressable board education policy. Right? >> Yes. >> I've never thought of dress code as dangerous. I um you know I kind of crossed out the rest of the sentence at the board of education policy and I would almost say like as established here in or in section >> there there there is some there are some codes up that way that can be dangerous spiky brazing teaching process interesting. Um, so let's just >> uh the right to due process. Number five, receive written notice for the reasons of disciplinary action taken against them in a timely fashion. >> Repeat down a little bit early. So one day three bullet instead of in a timely fashion. I you know this is the same comment the same day same so that it's I'm sure there's probably

071other references in here. I think the only thing we receive notable reasons for disciplinary actions I think the only problem don't they have to go that has to be reviewed and everything so um so this this is what I'm thinking just and please correct me if I'm wrong >> um so when I'm when I'm seeing disciplinary action let's say someone is part vaping right >> so there's a couple things that can take place with with the vapor and the consequences is connected to it. So maybe they have to look at a couple things. Maybe they have to look at is this the first time this kid has ever gotten into trouble. You know, has there ever been an issue before? And then maybe there may things have to take look at. So it may take

072them 24 hours to make a decision what the action is going to be. So my only thing is I'm not too sure in terms of disc right action. Can it can it occur in that in that same day? We may not they may not be able to do it in the same has to look at things. >> Yeah. And it's just saying that the student has the right to receive written notice >> in a timely fashion. Um often times there's a lot going on sometimes with incidents and it may not be able to be immediately. Um usually things happen at the end of the day when you have a chance to sit down to write up um all the paperwork associated with incidents at the end of the day because you can't handle it. um

073in the midst of it going on, right? And then sometimes the investigations filter over for days until you can um reach a fair uh disciplinary response. So sometimes the reasons may not be as ex uh expeditious as we would like them to be, but all things given they should be time. I guess my concern with timely and not putting a stricter, you know, expectation is that even on the simpler ones of just you're vaping, well, you know what you're going to do if you're vaping. So, you can provide that response. But if it's, you know, you beat this kid up and so then that might take a little bit longer. That's why timely would be appropriate because >> I just >> you want it to be prompt I understand and so do we >> I

074just would I yeah I yes >> want to be handled but I think the biggest problem my my question my question is >> with the family and the student Yes. But if so if if it's communicated to my only concern is this is that and I hear what you're saying. I think the key is this is that it's the communication. It's making sure that the parent or guardians is aware is communicated with. I think that that's the key right there. So, um, but also I don't want something to happen so quickly that it's written and it's given out in less than 24 hours, but then they go back and they take a look at things or or maybe someone's been accused of vaping and then they send out a written notice that their child's going

075to be, I'm saying, suspended for a day because of vaping. But then maybe when they look into a little bit further, they find out the kid actually was not vaping. They were in that they were there, but they were not vaping after they had cameras. So my thing is if we put a time frame on it, I'm okay with time frame, but my concern is that a time frame here may not allow ample time for it to be reviewed and a decision to be made and there may be other things that they're that they're they're thinking about in terms of that particular kid. Do we need, you know, is this the first time? Is this is this the eighth time to live on this? Do we need to do something else? So that's my my

076only concern is that I I think that it just my I would I wouldn't say 24 hours, 48 hours. I think that may be too soon, but I think that Okay. Well, we had said before that we were going to talk to John, right, about the timeline thing. So, it's the same comment. It's really the same comment. um the student dress code. I you know I thought that the student dress code was actually more comprehensive than this. So my comment was why do we have it here if we have it elsewhere and you could almost like refer to the student dress code to make sure that it's the same or that there's just one document that's defining the student dress code. >> No, I know. But I'm saying um I'm saying like um where else

077was this dress code at? >> Oh. No. Where else? No. Nowhere else. >> Nowhere else >> other than um student handbooks or they put posters sometimes around the school. They do um address it at the orientations. They do address it at back to school rallies. They put it in their letter that goes on the parents before school starts so that they will come appropriately. >> So what's in the student handbook is what I call it. >> I'm not sure. I guess it's the same paragraph in multiple locations. >> Yes, >> that's really what my point is. >> Consistent. Yes. >> To be consistent. >> Um, so I said this before. So I'm on the level one from three data sets. >> I crossed out being late for school because I just like you said earlier.

078How can you how can you hold that against a kid that has to take the bus or have authority to get them to school? I think I think this just my my impression. I would say um maybe what we what each of us could do if you have any questions about this to to send over to Dr. Tal and Steven. So therefore they could then send they could they're meeting with the building festivals and whatnot because we're not going to make decisions on this tonight about removing these because they need to collaborate with the building administrators. So my recommendation is that if there's any suggestions about maybe removing any of these that's connected to prek to three, let's send it over to um send it to all of us, you know, from there. So I

079don't want to remove anything. Yeah. >> Without so I think we >> it it allows to have an entire list at this point. Like although I completely agree that a preschool student being linked for school is not the student's fault but >> the guidance intervention the first one is parent outreach >> and then the range of possible discip disciplinary responses was student teacher conference. So that could just be the >> conversation with they have with the parents to improve the students be part of this >> or right like it's not necessarily meaning that a student's going to themselves are going to be punished for being late just because it's on >> and I think it's a safety net you know to consider the statement certain infractions may not apply to students in grades prek through

080three maybe prek through three may not just may not apply to students. Um, well, >> I think is that how you >> both don't drive either, >> right? Is that how we're supposed to interpret this? That if you have an A2 violation, your first guidance intervention is the first bullet. >> Well, no, >> it just depends. >> I just want to clarify that, >> but that is what Christ said. So I just want to clarify that it's not it could be any of those thus missions and then it could be any of those disciplinary responses and Dr. T you said a couple of times like the fra infractions are weighted but how is that like defined in here? >> Now when I say weighted meaning um let's see maybe you know I I hit you

081like this right but then the other kid hit somebody in the eye. So, there's two hits, but my hit did not bring bodily harm. I should not have put my hands on you. It was inappropriate. But this hit broke his nose. >> Yeah. Broke his nose. So, that's what I mean by waiting. Like that may have been your first time ever doing anything, but what you did was so severe that it was really could have been classified as assault, right? And so then you may automatically get suspended along with some counseling and intervention. Um but the whole class witnessed you just take someone's nose off. So you really have demonstrated that you have unsafe behavior in an instructional environment. It needs to be removed. Whereas you know you just upset me and I I I

082hit you. The teacher was able to correct it. Called our parents. It stopped. And so you just may get a a parent conference. That's just an example of how they're able to go up and down the progressive discipline ranges in the levels. >> So then if that the one shove happens again, then what happens? >> Well, what could happen is the student is reprimanded. The student may have lunch detention. Depends on what the level he's on. may sit in the office with the administrator, may have a little detention, um may have intervention with guidance. It it varies. May have in school suspension. It it it would vary based on if this multiple factors you inflicted harm, what's your mindset around it? How much reprogramming do you need to be able to return to a setting

083and behave yourself? I think what I'm struggling with is if you if there's a disruptive behavior and they disciplinary response was given and they complied and they did their school suspension or whatever it was. Did they come back with a clean slate or do they come back with, you know, red a red X next to it and then is the response different the next time to an infraction? That's what I'm trying to understand. Like, is it cumulative? >> Not always. >> So, you have the infraction, >> you do your heads, >> and it's closed out. >> But if you're a repeated, and I hate to say repeated offender, >> it's about pattern. >> Yeah. >> And so, the pattern would point to the need for something, whether it's further counseling, um, whether it's further discipline.

084So when it starts to figure, it's not like it's not a clean slate, but you can't ignore that the behavior is routine building upon them and sometimes they come back and they they they you know they don't >> Okay, thank you. So on this page and I'm probably close to my inline comments, but the inschool disciplinary action I the taking away of uh communal lunchtime and recess I would like to eliminate and I think that it is actually in the new wellness policy and the kids need that. So it's >> 13 table uh as a possible disciplinary response. Um >> 13th >> it's on many pages. >> Yeah. In school disciplinary action. Um actually I really only think that that should probably just be detention. What is the exclusion from extracurricular activities? What would that

085entail? I would say that if it's related to those, right? So if you if your offense took place during the extracurricular activity, that's what >> you might not be able to print. It might be a suspension from that >> or like add field day. So the kid something happens after the lesson now that kid can no longer participate. They are sitting on the side. >> I just try what this means. >> Yeah. May or may not. So for example, if I'm at recess and I get into a fight, >> then maybe in lie of me being suspended from school for the whole day, I'm suspended from recess, right? the next day where I have to come in and do some mindful activities about my behavior and choices before I can go back to recess and

086demonstrate that I've thought about what I did, why I did it before I am mingled back into the mix. So, I think it's safe to keep it. Or if I'm throwing food in the cafeteria, then the next day I have to bring my plate, meet with my counselor, and we talk about what does it mean to be able to go back and have the privilege of dining with your peers in the cafeteria and expected behavior. So, if you do something in that particular area, you may have to be removed for a time until you can just get reaclimated back into it. But, you know, it's not going to be a forever punishment. I don't I'm not going to count to anything that's available. >> So, I guess I don't love it and I I am

087concerned if it's taken away if it's not because of something that happens at that at recess and it's taken away for something else. I know you're shaking your head, but I do talk to parents and I'm concerned with that language being in there. It's literally in our wellness policy that we need our kids moving and the kids need that avenue for energy. Um, so I would be inclined to not have the possibility of removing communal lunchtime and access. Uh, and I know I'm one voice and I'm just staying that voice. So, we can bring him to the board and see what the board does. >> So, like if something happens at a football game and then you're, you know, you may not go to the football game until it's cleared up that those kinds of

088situations. >> Okay. Anything else with um I'm gonna get something else at 8:15 actually know it could be 30 um >> yeah let's do the wellness one next >> so um the wellness committee uh has the consultation of two u wellness leaison from western suffices who actually brought this whole wellness policy up to date and it aligns with the um they started out with a policy assessment and they rated our current policy and based on that um the areas where we were deficient they built it up and then for example they used the wellness school assessment tool um to assess the policy and to realign it. So, for example, where it says um this is NES1, uh the NES1 would stand for where there's FR. So, that's the federal requirement. >> Uh NES would be

089uh nutrition nutrition, environment, and services. >> Yes. Um, so at the bottom it just says, "Consider adding a line about how and when families will be informed that all students receive free meals regardless of income. We've met with Miss Haynes regarding this. So we're working through some language um to get the message out. And then on the next page which is not numbered but >> can I just because some of the notes that were here were some questions that I had. So that language would be placed here in the policy as well. >> Yes, we would need to add um consider adding a line is what they're recommending. >> Go ahead >> about how and when families will be informed that all students receive free meals regardless of income. We're just waiting for another piece

090of information as it pertains to our federal funding before we can formulate that language to send the right message. >> Well, what do you mean by that? >> This federal funding you're not. So, um it's important that our parents, as best we know at this point, return the school lunch forms, um because the food food was school food school nutrition food lunch forms um are aligned and tied to federal funding for our title grants. So discovering the best language to say your ch your children are eating free but we still need you to return your form because your form indicates how much money you give federal grants so because C has been in motion it's been increasingly difficult to get the forms back which lowers the amount of money you get back from the federal

091government for your breaks. Um, any comment from two? That's exactly. And then on the second page, it talks about um the note. Um, please consider >> Yeah, but those are my questions. >> So, if Miss Haynes is working with us on that, she's a member of the wellness committee as well. Please consider adding a brief description of your school or district's breakfast routine, such as when and where students eat breakfast, whether options like grab and go, whether they sit in the cafeteria or eat in the classroom, and this will help reflect our current practices more. So, they're working on that. And that's probably what we do, too. Yes. Yes. And for example, prek, they eat in the classroom. um whereas others go to the cafeter. So the teacher and the teacher assistant are teaching them

092you know dining protocols, manners, how to open the milk park, not open the straw, things of that nature. Clean up behind yourself. The district may wish to consider strengthening this section by establishing district-wide guidelines for classroom and school celebrations rather than leaving it up to individual schools. This can help ensure greater consistency and reduce inconsistencies in what is allowed from building to building. So um they are the wellness committee is going to go back and talk more about this portion um so that it's consistent of goal district and not just school to school and the PEPA stands for >> physical education physical activity >> right so it's aligned to those standards for EA as well >> and then the wellness This committee is meeting before August 13th. So by wise >> I don't have their

093meeting date now. They have advised that this can be adopted as is and then the committee can go and make those revisions because they're not necessarily required. It's just suggested. >> Okay. So we would on A13 we would have the rent taken out of this and then the wellness committee would continue their developmental details. >> Yes. Okay. >> Okay. >> Thank you. So, we can remove the red um adopt as is knowing that the wellness committee will go and modify or expand based on um the red suggestions. >> Okay. And then >> and then we would make sure that everybody knows about this new wellness policy. because there's, you know, no food as rewards as an example. >> Here's my food and candy. As for reviewers, um I'm assuming we're doing the PE 120 minutes

094a week. >> Yes. And 20 minutes of recess time. I know some schools are going or even like trying to expand that. So that's maybe something. Sure. But but for right now, I think it's great that we I would have an updated wellness policy. >> You are realizing that that time is so important. >> Okay. So then this will be on the 8:13. Yes. With red lines removal. What are we doing? Um, can I so the 6240 R >> 66? >> Yeah, let's do 6240 in the R connect. >> Okay. >> And then do the 67 triangle. Okay. 6240. The only opinion or comment I have there is I don't really think there's a designate for the treasurer for purposes of investing. It's the treasurer's job. So I there is no designate for purposes of

095investing funds >> in the policy you said. >> Yeah, I'm looking I'm sorry. I'm at 6240 line three. of because he was appointed as the design on the July 8th meeting. What >> did he what >> but this is saying that the treasurer or his or her designate and that's my comment is the treasurer doesn't have a design for purpose of saying go ahead and invest our cash in this bank and >> just the treasury yes >> just the treasury >> but for purposes of deposits and you notice how it also says andor depositing funds there are you know school lunch employees for they're moving cash to actually these is successfully broken down. >> All right. So what is the recommendation? >> So in accordance with this policy, treasurer is authorized to invest. Period. >>

096District funds, >> right? >> And the treasurer andor his design are authorized to make deposits. It's predominantly the treasur, but there are other deposits being removed. And I with your permission, I'd just like to work with John to make sure that he's okay with that line. >> Yeah. After we um after we make revisions after the policy committee the the policy goes to legal for review >> and then then it it goes to >> okay >> to with this policy. >> So for purposes of investing funds it is the district treasurer's responsibility to do that. So we want to say in in accordance with this policy, the treasurer is authorized >> to invest district funds including proceeds. All that all that language is fine. And then you can add another sentence. The district treasurer or

097his design is authorized to make the apostles. So I just reading this for the first time. So this hasn't been updated since 2014 and we haven't and John hasn't looked at it to make sure that it's up to date with the current general municipal law. Is that what I'm hear? So whenever we do the policies um before we send them to the board, we send them to legal to take a look at them, >> right? Um so if I thought 6240 was on the I mean as a read the uh treasurer himself. >> No, no. I mean that the policy 6240 I thought the policy was I don't No, I don't believe so. I we we did contracting professional services. I remember doing that as a read or 618 you're saying >> no I don't

098remember so >> no it was not so um so to answer question so it goes to legal and the legal reviews it um there's no policies don't go to legal until we send them to them >> okay but I guess it's been so long since we looked at it uh >> so one of the things I've noticed um yes >> yes >> is the policies and where we have the adopted date, but some of the dates that they're missing are like revision dates. >> So, I don't know if it has come before and been revised again, but a lot of the policies just have the adopted date. It's not where they have been readopted, so to speak. It's has not been reflected on the policies that are on. >> Right. That's that's one of the

099things that we have to start to look at and that's why you struggle over the policy for that reason. >> So I guess just the other day we talked about FDIC bank. So I don't know if we should have that in here but this one has a regulation as well. I read the regulation. So is that something that you would specify in the regulation? So be before we go to that um so Amber you're you're clear on that language that we're gonna regulation was adopted >> yes >> I know we looked at >> right so it was annual and last half year that it was adopted November 8th 2012 So, do you have any recommendations for regulations or 62? Any um recommendations for the regulations? >> None without. >> Okay. Um just the other day

100with the internal audit or risk assessment that we talked about checks and balances essentially. So now we're only saying the treasurer's able to do this. Like should we specify in here the two signatures or whatever that process might be to put a corrective action as a result of proposed comments that we're talking about moving money around? Yeah, there was a recommendation that report that we document hard copy dual signature code for the trans for when the treasurer moves money. So that would be covered that wasn't >> so legal in terms of >> it's more of a an audit concern of paperwork. I mean the policy for sure but it's been an audit in particular. >> Right. So you want to review this build item back to >> I just looked at two different districts policies

101and learns and they both say in accordance with this policy the assistant superintendent for business or his or her design. So they basically instead of the treasure they've named the full assist. >> So you were it was you listed on the policy but then you're designated as the treasurer. The the treasurer by definition takes custody of district's cash and there are board and that's supposed to be the way it works. So I'm aware of that language but it's not for the business official. to be in the banking slate having full access to more money unless there's emergency and that's why they elected to keep that just in case the treasur wasn't around the business to do it. But I I never would want access to actually move cash around because it's a custody function. The

102auditors would clearly flag something like that and they asked me when I came here if I had the ability to move money and my answer was no. >> Correct. So that policy is not exactly >> okay a great one. >> So this is so this protects us or you said your position being like thrown at it like what are you doing with money? Yeah. Like why would you have access okay to see and to look of course but to actually remove funding not the administration should be having access to the cash just the treasur that's the purest definition of their their responsibilities to have custody of the cash and important directors the board is okay. >> All right. So these two 6240 and 6240R um will be reviewed with >> yeah R I just want

103to clarify that see that all those regulations because I think there's a couple of missing >> right and then we can also we need to add in anything from the >> yes um 6700 now this one okay purchasing yeah anything with detail that congratulations to >> nothing that I saw except at the end just to draw your attention. I know those things at the very end of 6700 the comments or recommendations regarding purchasing policy. seen or aware of that says comments will be sincere from those administrators involved in the process before suggesting visions to district one look at the very last title of policies >> where it says comments and recommendations regarding. >> So your comment is >> exactly my comment is we have to do that. >> Okay. Okay. So it's not like you're

104saying we need to we move it out. Just said we need to do that. >> Okay. >> So should we meet before 8:13 then on this one? because we want to we want to be able to bring this one on 8:13 as a first reading potentially a first and final. >> Um we have 8:13 and we also have 826. So we bring it on 813. If there's any questions or comments we can always bring it back on 826 >> without the policy committee actually see >> we're scheduled to begin on on August 25th because So I'm I'm not I'm not clear on you what you're saying. I'm not fair and what you're saying. So, >> well, Mr. Snider, I think is saying that we were supposed to solicit feedback from those that deal with person

105prior to which I haven't done. >> So, name the persons or the positions that should be consulted in the particular process >> would be people certainly people in my office that they assist me with purchasing the accountant or the requisition in the main office. just have a conversation with them to see. There's room for improvement in our purchase sneakers for sure. >> So I I like this is unique to me. I've never seen it before when we had actually a good idea. We just had it done. >> I think so. I think I'm >> I think my staff and I have the same. >> No, I think I'm just a little I'm trying to connect what you're saying to what Megan's saying. So I think that that's clear. >> So I'm saying if we have

106some feedback then should we as a policy committee then meet again because we're supposed to then bring the policy for consideration by the board. That's what I was saying. So we should meet again on 81. So I think I think I just want to obtain clarity from from you Megan. So it's not that. So if I'm understand this correctly that comments will be solicited from those administrators involved in the procurement process before suggest revisions to district policies regarding purchasing and from time to time thereafter. So all just being stated if I understand correctly that with this policy 6240 [Music] 6700 6700 sorry that if we're going to make any changes in it then we would solicit um comments from the administrators involved in the procurement process. Am I reading that to my right? >> Well,

107it's saying before suggesting revision. So, basically, if we did a first reading at the next meeting before this process happens, >> then we're ignoring the part then we can't suggest revisions, I guess, because we didn't go through that part of the process. >> So, Schneider is saying he he could go back to the business office, share the policy, talk them through it, and get their feedback, >> which is fine. And we still the key is we can still make it as a first reading because the the what we can bring to the board is that um or at the meeting you may be able to have that information back and just say that >> some verbal feedback. >> Right. Exactly. So we can say this is some verbal feedback from this particular regard this particular

108policy. Right. Um and then at the policy committee meeting the next time we'll have another one will be August whatever 25th or whatever that date will be and then we can decide if we want to make any changes to the policy. So we could move that way. >> So as long as we have the existing what's in policy in front of us and then any feedback that Mr. Snder gets then >> at the first readings would fit this deal. >> Right. >> And right I'm not saying that we're going to approve it. You know what I mean? >> Well, we can at least start we can bring it to the board's attention that this is what was discussed and we're going to be a little bit more feedback. So therefore I won't have the first

109time that they're hearing it. I mean I have thoughts on this. So am I not sharing thoughts? Um >> so I have thoughts on this. >> No. >> Okay. So first of all 6700 has five other policies that are like associated with it. So I'm just looking at that in the table of contents and I'm going I didn't read all of them. >> They're not they're not connected with >> they're like for sick. >> I know but we're not but each policy is separate. So we're just looking at what we're just looking at this >> like I don't I mean I seems as though they're interrelated. So if you read them all together you get a better picture of the process. Um you know on the first page for example competitive purchasing um there's a

110general missile law section 103 and related section set forth the cost thresholds that trigger the requirement to solicit formal bids. So I had jotted down some notes that purchases of commodities, service or technology may not be artificially divided for the purchase or like to satisfy that buying threshold to like avoid the formal bid, right? Like, so I'm saying like we can't we shouldn't we should put in our policy that we're not allowed to artificially divide our orders so that we're avoiding that purchasing threshold that triggers the formal bid. >> It's the law. It claims a little bit on top of it. >> They have to look at it. That would be a pretty bad thing to have some, you know, old, you know, if we buy $10,000 worth of computers and then six months later

111we buy more. It's a few to threshold. Once we hit the $20,000 plus one, the whole thing has to have a bit. >> That's basic purchasing in Young City. >> Okay. I'm just suggesting additional language, right? That's I'm just >> It doesn't matter because that's what the law says. Right. I guess it says that and you have to consider what you're going to buy within the 12 month period >> and plan accordingly. >> So that that you're not >> and that's one of the the things I don't look at. >> Okay. So that's that's like under the bid limits. Similar procurements to be made in the fiscal year will be grouped together. So is it the fiscal year or is it within the same 12 months of the date of the purchase? >> Fiscal year.

112>> So I have I have a couple of things. method. Th this is just my my my suggestion and this is not to rush this whatsoever, but my suggestion is that um and I'm kind of jumping down to um suggest jumping down to how we're going to proceed as a policy commitment. So, I will say that in previous years when I was on the school board, we would do a section at a time. To your point, Megan, some of these policies in in 6,000 are are in flat. >> So, we would do do a section at a time for that particular reason. So therefore, if we're making changes in one policy, we would see whether or not anything need to be changed in another policy in that same particular section unless we source some of

113ourselves. So my my recommendation is that um and that that was one. And then two, also what was very helpful and it goes back to when we when we have the policies in front of us ahead of time for review that we would send any suggested changes over to the district clerk and then the district clerk merged all those all the things and then when we came to the policy committee we had that document which recommended changes in different sections and we were able to discuss it and and go and and go through it. So I I'm recommending that as we move forward to be more efficient with what we're doing that we we definitely do that. We getting the policies ahead of time. Everybody's definitely working on that. When we we send our suggestions

114over and we merges merge the information if Dr. Talbert has any suggestion or her cabinet does they put it in, we take a look at it. Then when we get together, we now can we now can discuss it. So, um I I think that it makes it a lot lot more efficient and um that's just my perspective. So, I I think that with these two policies with 6700, I know this this one has to be reviewed for for this year. It's one of the annual ones, but it doesn't have to be done completely tonight. So with 6700 and 6741, if we want to start with the 6,000 session the next time around and make that the focus and get rid of all that done, then maybe that's direction we can do and that way we're

115all all prepared. We do have the other four that we do have to do um as well. So that's just my recommendation. I just want to hear feedback because it allows allows us just to focus in on that one particular section. So that's just my my recommend. >> So I agree. I actually mentioned the shared file. So, can we set it up that we can share the file, the word file, and we can track our changes? >> Well, I think share >> maybe to put it as different comments because if you have five people with changes within track changes, I don't think it's going to >> it's clear, but if you have I would say comment one maybe propose changes and draw up to the side. So you would just compile our comment bubbles, >>

116right? >> Okay. That was just off the top of my head. I think that putting different changes within the document which have changes. Is that a big student? >> So we would really have to agree on a timeline though like so you know and that would be like we can do our best type of thing depending on how many policies they said. Going back to my point Ary wasn't in the room at the beginning of the meeting but when I said you know seven policies at 5:00 the day before a 5:00 meeting or six o'clock meeting like was too much. I had only read through like four of them. So, you know, if we're saying then if we're going to meet on Mondays, you know, are we getting the policies for that Monday two weeks

117prior, like how are we going to establish that time? So, so for example, the I'm just throwing this out that way. For example, I'm not saying at the August 25th do the 6,000 series because that is a very in-depth series, very deep, but make that at the September 29th policy committee meeting. that will give us ample time to review all those policies in 6,000. It gives ample time for Dr. Tab to talk with her with Mr. Snider, see if there's any recommendations. That that's how I look for that. And to your point, like for example, if that's what we're going to do for September 29th is a 6,000 series, then that would be Amarie's focus as she's getting the policy man together by next week. She can get all of us the six all the

118policies in the 6,000 series and we can have them and be prepared to provide comments back. And then for the August 25th meeting, these four policies under B, that would be the focus under B and then come back to look at any other additional policy that we do not finish that we have to take a look at again or any recommendations from home. >> That sounds reasonable. I I mean, as long as we're flexible and that if there's like a leave, there's a a policy that needs to take precedence that throwing that in as a priority at any given time. and the um and and really just the number of policies that we're going to try to cover like I don't know if each series has the same number right like so just >> seven

119like you know I I will say to you and I don't mean to be repetitive and that like for example with I'll just use a 6000 series um years ago when we did it that way when the official made recommendations to the board. The board made different suggestions and then it came to us. We got to the policy committee meeting. It went very quick when we had our conversations especially when we moved forward because everyone had an understanding and if something was not clear that came forward at the time we would say the parts meeting you come to me and please provide clarity on this particular section. So, we were able I'm not lying. We got through and that was an island. So, we got through 6,000 in one meeting because everything was >> But

120so, but we need to adopt the 6700 before school starts as >> No, it just has to be done on an annual basis. >> Oh, okay. >> Okay. So, we're going to come back and look at 6700. I I would say the whole 6,000 series and that way it allows if there's any recommendations in that and is that okay Dr. T recommendations in that series then it gives us time to get the recommendations from Mr. Snder we take a look at it >> we give recommendations and then we want to get to the meeting we can now say these are some of the recommendations that came from Mr. decided to speak about it. We can bring up our points and we can go from there. >> That sounds good. So, we're going to solid. >>

121So, I would say September 29th, if that's a date that works for everyone, then um then that will be the 6,000 series. And then the only thing that we have left tonight would be the um electronic devices with table essentially 67. Well, not not table. We're not going to um repres that will be part of that September 29th is that's now up to the um the regulation. Sure. So 5695 student and personal electronic devices pretty much um sure explains the um procedures as to how we're going to go about handling cell phone bands throughout the school district. So we started out by sharing the purpose of it, the definitions of internet enabled devices, what it includes, the bailto bail meaning when it has to be enforced and then pouches which are the secure lockable storage

122cases um for grades six through 12. And so it also talks about when it's applicable during classroom instruction, the instructional school day, passing periods, lunch and study hall periods. The procedures in grades K through five. They're encouraged to leave them home. If they're brought to school, devices must be silenced and stored in a secured location in the main office. Devices may not be accessed during the day. uh grades 6 through 12. Once again, please leave them home if they are brought to school. The device must be silent before entering the school building. Secure the device in a lockable pouch immediately upon arrival. Keep the device stored and locked for the entire school day. Where's it going to be stored as long? >> It can be in the book as long as the pouch itself is

123secured locked. So when it comes to the damage, tampering and misuse of the pouches, um the students are expected to utilize them with care and integrity if there's any intentional damage, tampering or disabling. Then the first offense would be replace the pouch that's issued, notify the parent, guardian, and the student may be required to pay the foster damage pouch. that >> we have a a mechanism to accept payments from students. >> Um while parents Snider, the question was do we have a mechanism to accept payments from students or parents? I know that we are looking into the cashless process through the extracurricular fund. um if they had to pay for the couches because they tampered with it or something then they have to pay the main office and so uh Trusty Naring was asking how

124would they do that >> right now it's whatever and forgive me for not knowing the process but if you damage your district computer or lost a textbook or back in the days when we were at CP for school you didn't pay a lunch bill even if you buy snack tax for these banks. I think you don't pay those bills. There's a process building those monies and that's what we're following most of our goal is Dr. to a online you know electronic payment system the money on account and I I don't know where the digit is with that process yet but that's certainly I'd like to take so that there's not cash fiscal cash taking place in the building it's all out our account directly and these pockets would be you know it's required by the

125district they have to have them therefore if they damage or lose them there they're on my opinion. >> So, um I when you would when you asked the question, Chris, I thought there's an agreement for the Chromebooks. So we would generate a similar agreement that the parents are signing off on these pouches like my guess here is an agreement that parent right >> update that agreement to just the electronic device agreement one form >> because there is I mean I've heard of parents having >> to cover all devices. Well, it's not a device. >> If a play get the Chromebook, it's broken. They might have to pay the fee, >> right? >> Does the um document reference the cases that >> the students get with the Chromebooks? >> So then like that kind of word

126that >> Yeah. And then should so in saying that we're adding the the cell phones to the code of conduct but the Chromebooks aren't code of conduct. >> Maybe we should be referencing the or maybe it is maybe it is in there technology. Well, this one we were adding because of it of the law >> and making the parents aware of the law in the code of conduct and we have a responsibility to adhere to it >> and then this is how we will adhere to it you know if it's um broken if the law you know is broken. But the Chromebooks of course not law but we do have an expectation that we're going to handle them in a particular way. >> Right. And I said that and I think there is something about

127like damage district property or something >> damage to school property or property belonging to statute site. Um, so it the number the C bullet like the student may be required to pay the cost of the damage pouch like I don't nay is um >> Yeah. >> Yes. Um because some may be able to, some may not. You know, how how far do you enforce it if you just don't pick the money? Um, >> we got into a fight and it's my pouch when he tore it and he said he didn't tear it and that you tore it. Mhm. Sometime >> if they're found liable for it and that work >> liable for that. >> So maybe you're required to think of the cost like the damage power. >> You want to add that? Yeah, like

128you said, there might be an instance where there's broke, but it's determined that they're not claws. >> Okay. It does say in the beginning >> child may >> it does say nay because >> you might not get the payment but you need to secure the cell phone. So, if you don't get the payment, then do you do we now have to take that kid's phone and put it in those lockers in the main office? >> I don't think I don't see high school have locks. >> I thought we were going to have them as a backup, you know, situations like this. >> We're looking at them >> main office things. >> Yeah, the main office. where we had a couple of different things. We'll look down for little storage on a wall in main office

129lock of the thing that'll hold dozen or so bones. >> That's an option describing where if the kid intentionally damages the pouch, it's a disciplinary issue. Now you're paying for the dodge or you're not paying for it and the phone goes. That's kind of what I >> Yeah. you know, since they don't since at that point they're not able to have a phone with them, they might be more likely to figure it out. >> Right. >> And do we have an estimate on the range of the cost of each couch? >> Uh I I do have it in my office. So when you off the top of my head, >> like a 20 to $50 range, not like a$100 to $200. 20, >> right? So, it's like more reasonable number like we're asking families to

130pay $200. Yeah. Plus, right? >> I think that's what >> Okay. But so, you're going to summarize the cost like like we discussed everything. >> Yes. Yeah, on my desk, >> right? >> Do we want to do we want when they if they found liable or not? That's just >> uh Well, as Miss Stevens pointed out, it does say any intentional damage. So it but I would say that maybe we should change it till student will be required >> and now should we um expand that if the pouch is replaced the cell phone will hold the child. The student will be required to pay the cost of the damage pouch until the cost is paid. Until payment is secured. >> Receive. Thank you. until payment is received. The student device and say phone. The student

131internet enabled device and put apostrophe s. the student internet enabled device. S will be stored in the locked >> main office. storage area in the main office. >> Locked in a secured area >> in the main office. >> Okay. And then you know subsequent would pretty much follow the code of conduct those level of infractions which may include detention, suspension of privileges or apparent conference if they continue to tamper, damage or misuse. And then it said it would be considered defiance or insubordination if the student refuses to comply with pouch use or storage procedures which could result in suspension. Uh would it be worthwhile to have any wording um if the students found with one of those magnets still open up? >> So >> well is that the type of pouch we're getting? >> You're

132getting magnetic. >> If a student refuses to comply with pouch use that that will be the magnet. >> But then it's not locked all day. >> Yeah. And you may and right now it could be a magnet. But it could be something else. >> It's like they might have the magnet on them. So whenever they want to use it, they can unlock it. But then they know, all right, I can just I'm gonna keep it locked, but whenever I want to use it, I pull the pouch. And so >> back anytime the staff member sees them, they have the the locked pouch because they have the the magnet on the pocket. >> You know, it does say that the device must be in a lockable pouch. immediately and be stored and locked for the entire

133school day. So then if you don't not comply with that, it could result in suspension. Meaning if you are trying to tamper with it with your own magnet or what have you. >> Okay. >> Or whatever whatever else whatever. Yeah, just >> looking at what the science test be. >> They don't need this. None of the kids are watching this Zoom to find out how to get into the pouches. >> So, the exception for students with medical conditions or disabilities requiring the device may receive an exemption upon submission of proper documentation. So proper documentation would cover whatever documentation is required by whomever and approval through the PPS office. So the uh if it's being used for educational purposes during the school day, it requires explicit teacher permission and administrative approval in advance. So you can't

134say Miss Johnson principal nar gave you permission. Everyone has to have given the approval in advance. parent student communication protocol. We have spoken about an email address that would be made known to parents. Um so each school has an email address as identified and we're listing their main office phone numbers as well. Students requesting to contact a parent must go through their teacher or their supervising employee or their supervising employee must go through their teacher or >> Yes. Because if you're in the cafeteria, your teacher's not there. Maybe staff. >> Yes. Thank you. Supervising staffman. That's a much better Yeah. Yeah, I made a little note where it number three. >> Yeah, number three. It says student requesting contact of parent goes to their teacher slash supervisor staff member. So check out um employee and

135texting and calling is not permitted during I mean, right? Number four. >> I mean, um the child texting, calling. >> Yes. >> Well, and the parent because it's under parent and student communication. >> So, texting or calling during school hours using personal devices is not permitted. >> Um the next one, eight, parent inquiries about devices, pouches, and storage. Parents are going to have questions. They're going to want to contact the school through the email. So, we're asking them to use a subject line. Cell phone concern. Put your kid's name. So, right away we'll know this is for Mary Stevens and there's a concern about the phone. Include the details of the issue and the parents contact information so we can get back to them. Distribution and review the policy and regulation will be shared with

136families via parents square email and the district website. Administrators will review expectations for students during the first week of school. Posters and reminders will be placed in common areas and to review and adjustments as we talked about. The district will collect feedback on implementation from family, staff, and students. Adjustments may be made during the school year to support clarity and compliance while upholding the intent of the law. Question. Do you think it would be most beneficial if we just included the regulation in the student code of conduct? Because as I was reading through it, it's almost a little more comprehensive that parents will get the big picture. >> It's easier to read. >> Yes, really just you're saying the whole code just the whole I think instead of just taking out the one section, I

137would say. >> Okay. >> Thank you. >> Yes. On part five, now that we're saying that she will be required to pay and having a priority documenting office, do we want to eliminate or who the replacement is issued as the first? >> Oh yes. Oh part is where? >> Oh yeah. >> Oh right. >> Well, I think it's because we add parts. So if we put it down when it's received a replacement pouch will be issued until then. Where the subsequent offense >> what >> as as >> a parent guard notified B the student may be required and then movement issue that see that >> no I would say a the parents notified right >> and then b the the student will required to get the course with no >> I would maybe combine maybe

138combine the two slice of pass issue but the student is will to move the payment. >> Maybe we should move C under subsequent offense. Is that what you were saying? >> No, but I'm happy with that too >> because the first time we need to notify the parent, give him a replacement. >> I think I think I think she goes to C first. I think C should go down to two on the second. I like that idea better. So the first time they say, "Okay, no matter what, I'm give a second." >> Okay. Because it's kind of the same thing with the Chromebook, right? There's some kind of a Chromebook another one. It's supposed to be and then after that >> is that the Chromebook agreement? >> Are they supposed to play? >> No, they

139do. >> Yeah, >> even the first damage time. >> Yeah. >> Okay. >> Oh, okay. So then So then to that point then it should match that agreement. So we were talking about expanding that agreement. >> Yeah. >> What's the cost of the problem? >> It's less. Well, it's less than a thous. >> Okay. So, do we just want to remove replacement pouch issued and just say parent will be notified and student will be required to pay the cost and it be a and b. >> Yeah. >> Okay. So, we're going to remove replacement pouch. >> We don't want to just be giving out these pouches. >> No, we don't. No, we don't. because we will have some that are accidentally damaged that we're going to have. Yes, we have a few replace the implementation

140for you know. >> All right. So, can I ask a question? What happens if someone says or a parent says I've purchased my own couch from my child and the child comes in the morning that pouch is that >> students are expected to utilize the schoolisssued pouch? Sorry. Issue couchless. So I think we're going have to go back now. Couch refers to. Okay. If brought to school, if device is brought to school, must secure the device in a school issue lockable pouch in a school issued lockable pouch immediately upon arrival. So that would be 4B, right? 4B. Secure the device in a school issue blockable pouch immediately upon arrival or more than one page two. >> Oh 42B 42B second issue. Yes. Thank you. Uh will these students be taking a practice moment or they'll

141be able to talk towards our administrators but it looks like or what the company is recommending and the the time frame is that >> store what they call hampers. Not sure how that's going to work, but the company seems to think that the the couches should be less on school grounds, but they acknowledge other people other districts have allowed them. Because what I'm thinking is if students could somehow damage that pouch, hold on to it during the day, get it unlocked at the end of the day, and drop it into that again. And then the next day somebody else has that multiple >> and it was never acting down. >> Yeah. >> So this definitions says power to say refers to the school issue. >> Yes. refers to the schoolisssued secured lockable storage case. Yes.

142>> And then on page two five suggests the student will be required to pay the cost to replace the damage patch. So, if you're not going to pay the cost to repair it, pay the cost to replace. >> Yes. You'll be required to pay the cost to replace the damaged thumb, right? Okay. >> Maybe damaged or lost, right? >> Yes. Damaged or lost. Ouch. And then we're continuing on with until received the student internet. >> Thanks. >> Device with the parenthesis S will be stored in the locked and secured area in the main office. will be stored in a secured locked will be stored in the in a secured locked area in the main office or in a locked secured area in a in a locked secured area >> in locked and secure in a

143secured area stored in a secured area in the main office. Okay. >> So, Chris's point like what you pick up the damaged clouds out of the hamper and the whatever the morning >> you have to tell somebody right away that it's damaged. You have to What are we doing? Like who's >> who's locking the pouch in the morning? >> Security guards. So you want to talk about the different ways >> an implementation meeting on the sixth okay >> with the administrators involved is going to get their >> take on but there's definitely some things we have to work out then the question of well what if you pick up a broken pouch that morning >> students are expected to promptly report. Okay. >> That's why I feel like our end result might make more sense

144for them to take it home. We're making them responsible to pay for a dam pouch and we're you know we're trusting them to take a a computer home. So I feel like we get we should be able to have that same trust with capital. >> But you're saying but you're saying the implementation. >> Yeah. That campers wanted >> when you said that you have all those >> are we adding that students are expected to report a lost or damaged pouch >> students are expected to immediately report. Students are expected to immediately report. I open immediately like I w you didn't use it. We didn't use it for the adults. >> They need to properly report. >> They need to report a time better. >> Well, they can't like walk around with the P and then

145tell you midday that it's not working. >> They should tell us immediately. >> I guess when you have the implementation discussion, what what what's happening if you pick up a pouch that's >> broken? And that's that. >> But to before you say that, the question I have is that when the pouches are returned, I'm not being funny, but when someone checked the pouches to make sure that I'm saying that's why they got ahead. >> Yeah. >> Have to be the pouch. >> If they take it home, they have more time to doctor it make it look like it's locked and not be locked, >> right? I think I Yeah. I would not taking it out. >> If you have somebody that's going to be locking the pouches, they just have to pull on the >>

146device. See if it's it's secure. >> Right. >> All right. So, I'm going to ask the policy committee on. >> Okay. Um so our next meeting in August will be these four policies that are listed here. They will get to us. Um that's one two these are suggested dates. We all need to check our panelist to see whether or not these dates work for us and you know please like maybe email Megan and Chris email um >> Marie. Thank you. >> Wonderful. Um, and then the other thing too, just very quickly, the mission statement 0000, we reviewed it and revised it last year and December when we're doing the goals. >> Can we put that back on the um, we put it on the vendor for December 13th, December 13th? um August 13th as a

147um just as a review again because that that 000 Z because that is um in regards to the superintendent timeline one of the things that recommends that you review your your mission in your vision statement. >> So we looked at the goals >> we the goals the goals are okay. So if we looked at the mission the mission statement at least we know when we put on the um agenda for the 13th as we have looked at it and we could make that consistent with what they recommend. So it's not required but it's recommend as as all right so please get back to Amory I would say by Monday the latest in regards to these dates it the goal is for if the September 29th date is good then we'll do the 6000 series event

148and then the August date would be these four policies here as well as a follow to the ones that we looked at tonight. Thank you. And those policies can be sent home to us for August 13. Yes. >> Thank you everyone. Yeah. And the only thing I would just recommend that if we're going to add a policy um to review that we give ourselves ample time. We give ourselves at least two weeks to review the policy. Right. So I really would like to ask in fact unless it's urgent urgent urgent you will give ourselves at least two weeks to review it. May I ask a clarifying question? Next meeting August 25th. When um would the policy committee like to receive policies >> date so that you know we can work toward that end. >> I'm

149not being funny but we can have it in to be sent home that >> oh no we don't have waiting for two of them from business. So what whatever two that we do have if we have the eight then >> by the 11 >> but I think whatever can I just whatever whatever policy we we have already we have the zero zero do we have the 0101 >> and the 9520 >> yeah you have that so maybe at least send those home to us so at least we can start Look at those two. >> I guess what I'm asking >> I'm sorry. >> So that we'll be organized and we'll have policy here, there, there, and there. >> So if we're doing an agenda, everybody's doing an agenda and if we were to have the

150agenda and the policies that we are discussing, could they if she's here Monday, Wednesday, Friday, could it go home on the Wednesday before like August 20th? at end of the day, could what we're going to discuss go home on August 20th to be discussed on the 25th? >> Um my that's my recommendation being very honest. I I really want it like two weeks in advance. I I really like it by like August the 8th or something like that that these four policy will be sent home to us. the 6000 series. If that can get home to us by August 22nd, hypothetically, that would be great because that will give us if the 29th is a good date, that will give us a solid month. Well, August 25th. I mean, August 25th. >> I'm talking about

151like for August by August 8th, if we get these four policies home to us by August 8th, >> and that will be for the August 25th meeting. Now, for the September 29th meeting, if that works well for everyone, then my suggestion is by the latest by August 22nd, we get the 66. Now, we we can get the pot. We can have it in hand. I'm not saying that Mrs. Snder has to have recommendations to by that point, but I would say that maybe by because if we have the hard cover, we can start to take a look at it. But I would say maybe by I don't know September the 5th, is that feasible? Or September 12th, the latest to have feedback to us about any suggestion for the 6,000 centers? Well, should we should

152we just bring our buying directly? So, I already have a 6,000 series level. Just want to make sure I have the right 6,000 series. >> Yeah, I wish just bring you up. So, maybe that'll save. >> What day do you want the binders updated? Like, what's the last day that Admiration should have the 6,000 series or are you asking her to do the 6,000 series updated or the whole binder? I'm asking at least right now the 6,000 series to be updated. All right. That that that that's a realistic part. The other ones is going to take >> some time. >> So by September 5th, you're saying is that what you're saying for the 6,000 series >> or you want that by August 22nd? >> August 22nd we have the 6,000 series. And we we all

153may have the 6,000 series. And I um because we we all have our our policy manuals and I'm just re I'm just asking and then by September 5th or September 12th. So by by September 12th if Mr. Snider has any recommendations. You guys, if you guys have any recommendations for any changes to have 6,000 for 6,000, we have those by the latest. >> What works better? September 12th or the 5th? >> I'll date the 12th time. >> Okay. And then at the October meeting, we can determine what we're going to do for that way. >> Well, I just need to bring my mind. >> Yes. >> Okay. >> Thank you everyone. >> Thank you. So this