Revere Board Special Meeting, February 3, 2026

001Welcome to the special meeting of the River Board of Education. Today is Tuesday, February 3rd, and it's 5:30 p.m. and I'd like to call the meeting to order. Mr. Bine, please call the roll. >> Mr. Bullher >> here, Mrs. Bracket >> here. >> Mrs. Burke >> here. >> Mrs. R >> here. >> Mrs. Ste >> here. >> Okay, thanks for coming everybody. All right. Um, let's jump right into it. We're just going to have some information and discussion tonight. So um these items are for discussion only. No action will be taken on them. The first um item on the agenda is board policy review and discussion. Uh we have 14 policies plus a job description on this first agenda item. So I'm going to try to take them one at a time. I have them

002in policy number order. I don't know what order you guys have them in. So if I miss one, let me know cuz there was a lot. So all right. So the first item that I have, let me get two minutes is 1.04. Is that what you guys are seeing? Okay. Which is membership and election of board of education. So on this one, I only have one note and it was just kind of the way it was worded in the second paragraph. Wondering why things were split up into two section or two sentences. I thought we could um maybe consolidate some of that language in the middle that seemed to be almost repetitive or repeating itself. So I have it as the term of office of a board member shall begin on the first day of

003January after election and shall continue for a what maybe a term of four years expiring on the 31st day of December and then kind of continuing and I can provide those notes to you as well. >> Did anyone else have comments or suggestions on that one? >> Okay. >> Good. Cool. >> Let's move on. All right. >> All right. 3.1, which is alcohol and drug abuse testing policy for employees performing safety sensitive duties. Does anybody else have a bunch of notes they want to start on? >> I have some starting under section two applicability. >> Okay. Um, so the way that this is currently worded, um, a true reading of it, it would say this policy applies to motor van drivers. If you take out the, um, phrase before that, which would basically say that

004this policy applies to anybody who drives a vehicle by that definition on to anybody, which is very broad. I think what our intent is that the policy applies to employees who perform safety sensitive duties regardless of what they're driving, right? That it's really about those employees. So, I offered some rewarding to say this policy applies to employees performing safety sensitive duties who are required to have a commercial driver's license or who operate motor vans on behalf of the district. And then I just carved out the definition of motor van to say motor vans are defined as vehicles originally designed for not more than 12 passengers, not including the driver. I think that more clearly articulates the intent of what we're trying to do in that provision. >> Do you mind reading that one more time?

005>> I wish I wish you could see it. >> Yes. I so I wrote it as this policy applies to employees performing safety sensitive duties >> who are required to have a commercial driver's license or who operate motor vans on behalf of the district. Motor vans are defined as vehicles originally designed for not more than 12 passengers, not including the driver. >> So we're just taking out and two to or who >> and then defining in the parenthesis defining motorbands. >> I don't care how it's defined. I I add it out as a separate sentence just to be cleaner. Um but I also added in on behalf of the district. >> Have we asked Dan Lauder that that is the intent? Right. Like sometimes the word inc is specific for specific reasons. You know I

006know which I know you know that but >> that's something you would clarify with DN I would think. Right. Before >> Yep. >> Would you provide me those notes then >> that you just wrote down? >> Yeah. So, just essentially saying it's not just anybody driving a kid around. It's people doing that work for the district in any type of vehicle they drive. Okay. >> All right. >> We don't currently have any van drivers. >> Okay. Okay. >> Um but we do have a sub who we're using on a van probably soon in order to do a uh private hall. it's our student that has some special needs for transportation that we are going to use sub to try this arrangement um for safety reasons to >> am I remembering correctly that we bought a

007van to trans like >> we did and that family has subsequently moved >> oh >> out of district >> um >> but we knew we would have other units for it we've used it for athletic trips >> right >> um but when we have used it it's been with a CDL Okay. >> School bus endorsed driver. >> Um, this individual that I'm referring to now, we would employ as a sub for the to try just the van situation and see how that goes. >> Okay. >> They they have the van certification, but they do not have a CDL bus offer, school bus certification on it. So, it'll be our first venture into that in a long time. I think before I was here, I think there may have been some van drivers cuz you can

008get van certification fairly easily >> for your school employees, but um it's it's a much lower standard than CDL bus driver endorsement is. You don't have to identify all the things under the hood. Like >> a bus driver has to be able to list all the mechanical things under the hood. >> Even the driving and the testing is I mean we we do regularly at Career Center and it's it's about a half hour process probably. >> They're driving a van on a bus. >> Correct. >> So I'm assuming then because we do have kids transported by van but those are third party vendors that we're using. Correct. >> That's correct. And so this policy I'm assuming would only apply to employees, but that's something else we might want to clarify with Dan Loger that we're

009shifting that responsibility on to the third party vendor >> for these. >> It's already on them >> for these testing and stuff. Okay. >> You're talking about daycare. I >> was going to say type of thing >> or out of district placement. >> We use um >> suburban transportation. >> Not anymore. >> We haven't for two or three years. >> Okay. >> It used to be them. >> Okay. >> Yeah, I know it. But anyhow, we still use them and >> they are responsible for that aspect of their drivers involved. >> Well, that would be another reason that we'd want to put this word in here to clarify that it only applies to employees like our employees, I think. >> So, okay. >> Yeah. I mean, it says employees, >> but the employees doesn't modify

010motor van drivers, just the way that it's drafted there. >> Gotcha. Okay. Um I have a note on section B in the post accident testing under A. You have two numbers and I think it applies to the drug section as well. Um but we have like two situations where an employee would get tested um following an accident. And I'm just wondering why we we aren't doing testing for all accidents or potentially if there's significant enough damage where it's maybe not like a door ding type damage but um any kind of accident with monetary loss would potent potentially dictate testing. >> Go ahead. >> That's question. >> So I emailed AJ about that. He said the policy 3.10 is the same as the federal drug and alcohol post accident testing policy that we're required to test

011if a driver is at fault. But he went on to add that he is in the habit of testing drivers after any accident even when he or she is not found at fault. So currently our practice is to test every driver if there's an accident at fault or not. >> I would recommend that we add that in to the policy so that his practice is following our policy. >> Policy matches practice. >> Correct. Anybody opposed to that? That makes sense. It's what should be in there. >> Yeah, we might just have to clarify because it says these are the test required pursuant to federal law, but any testing after any accident isn't required by federal. >> So, we might just have to change the reference there a little bit to be a little more clear.

012>> Yeah, >> but I I have >> to add in that Revier has an additional testing that's not required by law, but required by our policy. >> Okay. So, yeah, both on the drug and alcohol section on that one would be great. Um, let's see. So, >> I think where we haven't tested is if our vehicle is rear ended, let's say, >> so there's clearly no fault sign >> to our driver. The bus is operable. >> And that's >> and we have students on the bus who >> that would make sense. >> We still need to get to a destination perhaps home. >> We have not pulled that driver because we don't have a bullpen sitting down there typically waiting to go jump on the bus. So, um we don't test in that. So if

013we say all accidents that's going to include that. So we just need to be I don't care what whatever you want your policy to be it can be. It's not for me to decide, but there is a a real life kind of application to it where I think that's what AJ's saying is he generally does it, but there may be those circumstances. If if we're beginning a route and we get rearended coming out of River High School, our driver hasn't done anything but drive down the road. We're now going to stop them, try to find another driver, which could be when our other routes end. But we didn't. So, we're going to sit a bus full of students somewhere, hopefully in his this office. >> Could we word it that it's at transportation director's discretion?

014>> That's what I was going to suggest. Yeah, >> I like it. >> I like that, too, >> because then AJ has the he can make that call and that's already his current practice. So, I think I'd be okay with saying at transportation director's discretion, >> right? >> Testing may be done after >> any accident. >> Mhm. >> Yeah. It'll happen. I'm not trying to be difficult with it. I'm just trying not to get some >> No, because we don't want to policy oursel into a real big problem. Exactly. >> We'll mess with some words on it and get >> or excessive cost or anything. >> Correct. >> Right. >> And I've known those situations where bus drivers are sitting in a parking lot waiting for students to come out to transport and they're not

015doing anything and a car backs into it and suddenly they're having to go. >> Yeah, I could see that. >> Well, and I think it's fair to give AJ the discretion to make that call. That's what we hired him to do. >> Mhm. >> Um, this is Oh, sorry. Really nitpicking, but top of page three, letter F, subsection one, there should be a semicolon after requirements. >> I had more of a clarification question in section on on page three, section two under random testing. Letter C says the number of random alcohol tests annually must equal the legally required percentage of employees subject to testing. Can you just clarify that? Like what does that mean in actual review numbers? Like >> do we know? >> I don't. >> So we were audited this year. Okay. The

016number of um drivers that we tested and put into practice getting their CDLs that gone through our training. Um, and one of the things they did was they wanted to see how there's a certain percent. I believe it's 10%, but we would want to double check with AJ. That's what's sticking in my m my mind is that he was looking for 10% of our drivers. But that was a state patrol audit, not a federal audit. Okay. >> So, that could that that's why we should check with AJ on that number. But 10% was what that individual was looking for and we met that requirement. Um, typically when those audits happen, the the federal person that's coming in to do that, they tell us who who they're doing, but that auditor requested 10%, but he was

017a state person. It was a state patrol audit, not a federal audit. >> So, you're saying number three, letter C, the number of random tests. >> Okay. >> I I just have a clarific clarification question on D. Employees shall be selected for random testing by a scientifically valid random process. What is that process? Is that just something that system AJ uses that he selected? Something we've been using for a while. >> It's the company that we contract with to do that. They come out, they make that decision. We don't we don't control. It's completely out of our hands. So that way it is a controlled process. >> Right. >> We submit names to the company employees and then they randomly choose. >> Got it. >> Thank you. Okay, >> let's see. >> I say names.

018It could be numbers. I don't know exactly. >> Yeah, but they've been employees. >> They ask for a roster, >> right? >> I have something on page eight, but let me read it because I made my notes a couple days ago. Um, on 7A. Oh, on 7A, I was just wondering wanting to make sure that like AJ does that and wondering where the acknowledgements are kept. It says the requirements of the alcohol and drug prohibitions and testing requirements as contained in this policy will be made available to employees. This policy will be distributed to each employee performing safety sensitive duties and all employees shall execute a certificate of receipt of this alcohol and drug abuse testing policy. So we're saying we're sharing it with them. They're acknowledging they received it. Is that an electronic acknowledgement?

019Is a physical paper. Where are those kept? >> I think when they're hired is he keeps them in their personnel files which he has with them. Um I know he had to show them when we were part of that state audit that was part of something that was shared. I don't distribute that to them. something that AJ does when he when they do their um their onboard training and that kind of thing. Okay. >> Um so that was one of the things they checked on the audit and it was there but I don't oversee that. So they might want to clarify with AJ exactly when he does that with them. >> Yeah. Okay. That's good. As long as he's doing it and keeping them and it adheres to the policy, that's good. I just hadn't

020heard of it before. So anybody else have anything on 310? Okay. 6.31. That what you're seeing is the next one. Mhm. Who wants to start this one? I have a quick question at the end. Uh the products back at the end. Where are >> page two bottom 6.31? >> Yes. Page two bottom. >> Should we add in single stall? >> I mean or are you assuming or do we assume that the Women's includes single stall with the high school at the bottom, right? >> I would assume it includes all. >> You think? >> I don't know. Nikki, do you want to talk to what we talked through >> with with which one? I'm sorry. The very last paragraph. >> Very last paragraph. So, >> I don't have the I don't have what you what you

021have for me. I'm sorry. So I just think at the high school like do you I mean so many people use those single stalls. >> Yeah, that's a good point because >> does that would you assume that that includes those? >> We probably shouldn't assume anything in policy. >> Single stalls are not typically for students. >> Interesting. >> Single stalls are >> in the high school. In the high school they are. >> There are single stalls in the high school. >> Within the women's restaurant? >> No. You're talking about like private bathrooms. >> Correct. The individual bathrooms. There are few. Correct. >> Yeah. They're not typically though for students. They're the exceptional cases that are made >> like after school would they use them or >> they usually say staff restroom. >> So it typically

022is just for staff and they're typically I haven't seen students use staff restrooms but >> am I mistaken that they were >> No, they were they were designed to be used for anyone. Yeah. Okay. Um, >> yeah, they are available for anyone because we said even if it's a staff, we rip the sign off the wall. >> So, I remember the discussion of like if a child wheelchair or like needs an accommodation, they could be used by students. >> There was a lengthy debate in 2017 about the types of bathrooms. >> It was pretty intense >> and uh it was decided to go with what we have, >> right? Recognizing that the single stalls are available where the request is made or arises, however, >> I don't have >> um >> so that it's not

023an issue. But you're asking to have the machines at all of those. >> I don't know. I would just think products and all of that. >> You would right on the on the occasion that a female student would use it, >> right? >> Yes. I think that's >> products or dispensing machines or both. I prefer dispensing machines to a basket of products because I think >> but for the policy sake I think we just say products and we leave it to the facilities to determine the best way to >> to have them available. >> Um so would we say the women's and non-gendered ba bathrooms? >> I don't know what they refer to. >> Yeah. What I would just >> I thought single stall I said top >> I think single stall is a great

024terminology person. >> Yeah that works. We could >> that could happen. >> Um on that same one I would like to go a step further and make it grades 3 through 12 only because uh six does not encompass bath and I know that there are students who would have need for that at the bath level and so I think available whether or not they're in the bathrooms can be a different matter. Um but >> so the products are available at bath >> through the nurse. >> Yes. >> Because we had them available in the female restrooms and they became toys. >> Right. >> Rather than hygiene products. >> Got it. Okay. >> So we changed direction with that. >> Do we have any means of not notifying the students to know that the nurse has

025those products available if they have a need? Like could we put maybe a sign feminine hygiene products available in clinic >> know what happens but I've got a hunch that >> the teachers would >> I would think the adults in that building probably handle it with the adults in a child's family and >> let them know that it's there. >> Okay. >> I mean as a father with four daughters I honestly don't even know what ever happened in my own household. So totally uncomfortable to talk about it cuz I'm surely cold mom. >> Mr. Brian's face is getting red. >> Right. I can feel it. >> I called mom and they took care of it. So, I don't know that I know. >> I think that's fair cuz it's happening now. So, >> I have

026to believe it's happening and somebody's handling it. But I know we have product there, but I know we took it out of the bathroom because the man in which they were being >> I've not had any complaints that somebody didn't have access that wanted access. And I did confirm there is a basket readily available right inside the clinic. >> Yes. That is available for >> Okay. >> Um individually wrapped grab and go if needed. >> Perfect. >> In the clinic. >> Awesome. >> Need some ice. >> It's all right. It's normal human things. >> Okay. Anybody else have anything on 6.3 one? Sorry. All right. 645 6.45 It's transportation of students in board-owned vehicles. >> I have no notes on this. >> Yes. >> I have nothing on this one. >> Nothing either. >> Apparently

027nothing. Okay, moving on. 645. Fine. All right. 650, which is overdose reversal drugs. Um, I have several notes on this one. So, I'll go ahead and start and you guys can join in. So, under maintenance of overdose reversal drugs number three, it says the overdose reversal drugs shall be stored in accordance with manufacturers or distributors instructions in a secure location that is easily accessible to school employees or contractors. I would just like to be clear that it is easily accessible but also known where it is. So >> that was my c I was curious about that if how I mean >> how everybody knows that it's >> right we need to make sure that clearly letting people know exactly where that will always be kept. >> Um so however you want to word that is

028fine with me. And then let's see in the next section it says training regarding the maintenance and over and use of overdose reversal drugs will be provided to employees and contractors in accordance with the recommendation of the manufacturer if any I would like to I don't know what that is so it might be every year maybe I don't that's kind of a I don't know that like we don't have that information so what I'd like to add is some sort minimum amount of years that we go before they get training. So, every year they get bloodborne pathogens and some of those, right? I remember nurse Warner would come in and do CPR, not every year, but like >> Mhm. >> every few years. So, maybe incorporating it into one of those trainings just so that

029people don't forget how to use those overdose drugs. >> Sure. >> I don't necessar I said once every two years maybe and but So, you're suggesting define a periodic training requirement. >> Correct. >> We could maybe leave that up to Carrie Warner to make that. >> It already may be established to our um >> the video trainings that Brenda sends out in the spring. Right. >> I haven't seen the finalized list, but that may be encompassed in that training, too. We might want to check with Brenda and just see if that's on the roster of >> Okay. video of I forget vector. Vector. That's the word I'm looking for. Vector. I'm thinking vortex >> because it's so cold. Yeah. So, just something that requires it more than once. If the manufacturer says just make sure

030people know how to use it, that's maybe not quite enough. >> Gosh, real quick. Back to section three. So, you weren't recommending a change of wording. You're just saying making sure everyone knows where it's at. >> Maybe a change of wording so that there's some policy that requires that information of where it's located to be >> maybe there is >> community. There might be, but like I it's not in here that says >> it'll be the location will be distributed via email at the beginning of every school year or whatever. I don't know. So just however we want to word that to make sure it's known. And honestly, >> it might be a different process at the middle school than it is at the high school with Ferris. He might communicate it in a different

031way. I just want to make sure it's communicated actively. Um, and then on the second page under the amount of the drug supply to be maintained at each school shall be a minimum of one dose. >> I have that too. >> I'm proposing that at a minimum we have two doses available at both RHS and RMS. And as much as I hate to think about this, if somebody is doing drugs, they are probably doing drugs with a friend. And if it is a drug that is contaminated with something, it's very likely that more than one student will be impacted. unfortunately. So, a minimum of two um potentially more at RHS. I don't believe that they're very expensive. So, that might be something we want. Um at minimum of two, I would say. And then maybe

032talk to the counselors or Doug about what they think is reasonable because maybe it's in different locations, right? Um, and then it says each school, but I think we should probably have one at each building that is independent. So, this building should have one. We've got tennis courts close. You you have meetings here. Um, the athletic fieldhouse probably should have one so that when if the school is kind of less accessible because it's not during the day, but there's athletic events going on. Um, and then potentially the bus garage as well. >> Do we know where they're all they're at now? >> I don't. >> What was the question? Sorry. >> Do we know where currently are they at the high school? Do you have I'm sure off hand, but >> yeah, I don't know.

033>> I know SRO's and other will carry those things with them. So they have them click. >> If I could make a suggestion, could we put them inside the AED? Because anytime we open the AED, it automatically contacts 911. And if we're opening that up, it is >> 941. That's what we did at Keystone >> and then it' be easy to remember where they are, too. >> Yep. >> And there's one idea >> in the bus garage. There's here. There's right here on that side of the building. There's a >> I think that's a good idea. And my thought was we need to have a minimum. I mean because it says that um >> do they keep in the cold though? Cuz we bring the AEDs in. I think >> in the winter you bring

034them in probably. >> That's the one from outside here is is currently inside this building. So you wouldn't want it to be sitting outside. But the other ones are all in indoors. >> Um I've inadvertently washed containers of Narcan and they've still worked. So it's it's they they come in like a vacuum seal, but you don't want to keep it outside. >> We could definitely ask him just find out. >> Yeah. I don't know. >> Well, I thought having more than one was good because it says like the next workday you should procure a second one. I don't know how long that takes, but that would leave us for a period of time without one, >> right? >> So I think a minimum of two would be safer. >> They do have expiration dates on

035them. Yeah. So >> we'd have to run that by Carrie Warner and probably Summit County Health Department. >> Yeah. public health will probably have pretty easy access to replacements, I would guess, at all times. >> Yeah, that's I mean that's why I wasn't sure I guess how quickly we can procure them. >> I I don't know. >> I have not had to use like any at this point. So if it got to the point where just food for thought like we may not need to have two in every location like if we said we're just going to have an extra set someplace so if we use one and need another one we have someplace to go and get more. You're saying two though just at RHS and RMS and one at every other facility. >>

036Correct. Just thinking >> you are saying that. Okay. >> Just those two buildings where I would like two, >> right? >> Just in case because you don't want to have to be hunting one down in a different building if you're in an e situation. >> Okay, that's good. >> Um let's see. That was my only comment on that. >> Yeah, I think. Okay. Anything else on 6.5? Okay, moving on to 7.05. >> All right. Oh, wait. Which one? >> I think. Am I >> See, this is Hold on. >> This is where I'm like, >> but I can find that in the other packet. It's in the other packet. >> Remediation intervention program for reading skills. >> I can find that one. >> I know. I did them in number order cuz I didn't know

037how you guys would be. >> Which one are you at? 7 >> 7.05. Yeah. Anybody want to start specifically not if I did? >> Okay, just so you know too, I'm um February board meeting, we're planning to do an early literacy presentation. Okay. Marshall Roach and uh Kirk Papage and Angela Smith all planning to present on early literacy. So if you have questions and things, we have that in the works. >> Perfect. >> Uh I just had a couple clarification questions. So HB96 requires that the reading skills assessment for students in kindergarten through grade three be completed by September 30th, which looks like is a change from just by September previously. Am I reading that correct? >> Yes. >> So is that change I'm just wondering is that how will that impact our services, our

038processes, who's choosing the program, workload, etc. Does that change really change anything for us? >> No. uh high dosage tutoring may be incorporated into students regular classroom. This is G of number three, I'm sorry, G. This is page three. Uh number three in letter G. High dosage tutoring may be incorporated into students regular classroom instruction. A lot of these questions for me is going to be because I'm new and I I don't have experience with this, but how what how does that look? Is that students separated from the normal classroom? How is that incorporated into a regular instruction? Do you want me to take that one? >> Sure, if you know it. >> Yeah. So, we we do pull small groups, but they're within the regular classroom. Um, so that's it's their their typical classroom

039teacher pulling those small groups, you know, within the classroom and doing that service. Um, other times it can be pulled into the hallway or pod areas or other small groups, but that would be a further conversation with the parent, but that initial high dosage tutoring is going to take place in the classroom with that general education teacher. If that initial high dosage tutoring isn't effective, the team's going to meet again, look at that data, and then they're going to look at the next step. And that may be more of a pull out service, okay, with a rim, um, a reading improvement plan discussed, but initially it's going to be in the classroom with the typical teacher. >> Got it. Number four of that, right below that section in letter D, just it's a grammatical wording.

040It says in reading instruction as determined by criteria established by the for the most recent consecutive two years. That's >> Well, no. It's by the DW. >> That's why the D. >> Oh, I see. Okay. I thought that was red line two to take out. >> Looks like, isn't it? >> Got it. >> Um, and then just another grammatical is, and this may be how it's supposed to be in letter. Uh, so that's D. This would be an F. Uh, the paragraph that says a student may receive, uh, by the board of speech, language, pathology, and aiology under chapter 4753. Period. There's supposed to be a period there. >> Yeah, I know. >> Right about in the middle of the page. He's under third. >> Oh, I see. >> Two paragraphs above letter B. >>

041I don't see >> 473. It shouldn't be there. >> Page four. Right about the middle, almost to the right side of the page. Chapter 4753. >> Oh, yeah. It looks like Jeff. >> Yeah. Great job. English major in me. On that note, like the spacing on some of this stuff is weird to me. This is a really small thing, but like there's double spaces it seems after almost every period, which is not technically grammatically correct. I don't like, you know, that's not a big deal, but I was in school. >> Hurts your ass. >> This is that is that has changed. >> I still do I still do double spacing after period. That's an old >> to me. Our policy should probably be grammatically correct. >> I think that's just a debate on whether that's

042grammatical. >> Would you correct it or not? >> I'll do it. I'll fix it. >> It's like is Pluto Pluto a planet or not? >> I I still do two spaces. That's just >> it takes two seconds. >> Yeah. Control. >> When I was in college. >> Yeah. Oh, same. Absolutely. >> Did you have other ones? >> I think that's it for that one for me. Okay, I do have just more mine are more like questions and clarifications as I'm going through it to make sure that I understand exactly what's going on. So, um I'm going to start back at page one. So, the board of education shall provide instruction, intervention, and or remediation services to students reading below grade level as established by Ohio law pursuant to the third grade reading guarantee. So, I

043just want to make sure that's all students even after they're in third grade are getting that remediation. >> So, if they've been moved on to the next grade, but they're okay. Just making sure. >> Um, who does the assessment and how are the assessors selected and trained and evaluated and held accountable and all of that part of it? >> So, we have it. We have um the benchmarking assessments. We use the um Acadians, we use the different assessments. They're they're doing those in all the grade levels. >> All the teachers or certain teachers in >> all the teachers are doing part of that as well as our >> thing that happened recently. It used to be that way, but that has a change maybe just this year. All teachers are assessing their own students. >>

044Okay. Because it was that way then it wasn't that way. Okay. All right. And our interventionists assist in that process and our reading interventionists specifically like our reading >> um reading specialists are also assisting in that process. Our speech language followers assist in that process. So they do they do that across the board and they do that three times a year minimum. >> Okay. >> Um for benchmarking assessments and then if we if a student isn't meeting that benchmark and they are clustered for tier one, tier two, tier three supports depending upon what that data shows us continues beyond third grade. So, we even have some students who are receiving significant reading intervention at the middle school levels. >> Okay. All right. Then the next part says, "Does anyone know why they made the change

045to have it be September 30th for everybody instead?" You know, like essentially why are they removing the strikeout? Do we have any >> They changed the law. Well, I know that, but I mean like do we know was there >> I think it also links back to the the kindergarten enrollment change where they're now making that the enrollment is five on the first day of school attit >> that's what I was wondering cuz kindergarten starts at a different time and yeah >> yeah okay um and >> talking with Marcia she had shared before there was like a 20-day requirement and so September 30th will actually give us just a little >> a little more time which is okay. >> All right. The assessment may be administrator administered electronically. Um okay. So I was just clarifying

046that we prefer that the assessment done in person but we just are allowing ourselves the option to do video. I'm assuming we don't take the option of a video assessment unless it's absolutely necessary. >> Okay. Um, that's good. Okay. So top of page three, letter F, it says, "A statement that unless the student attains the appropriate level of reading competency by the end of third grade, the student will be retained." So that is going back to number three which states that within 60 days after receiving the students results on the assessment, the district will develop a reading improvement and monitoring plan and the students parent or guardian and classroom teachers shall be involved in developing the plan and the plan shall include all of the following. A statement that unless the student attains the appropriate

047level of reading competency by the end of grade three, the student will be retained. So are they am I reading that right that we're retaining students if they're not reading it third grade law has changed and we are not and so moving through like but there are some requirements and so that's what I'm wondering if that's in there like if we don't meet the requirements needs to be a collaboration between the principal the parents we need to have high dosage tutoring we need to have all these things so I'm wondering if it's like if we don't do these things then you are going to have to retain but if we do the those things we don't have to retain the law has changed we can keep we can have students continue to go their grade

048level and still provide them the intervention they need without them going back to third grade or staying at third grade rather. >> So, but we I needed clarification. >> That'd be great. Just the way it reads to me is like we're going to retain them >> like it's in there. Okay. >> And then letter G. Let's see. I think I might have gotten this one answered. No, that one's answered for me. Okay, that sounds good. Um, just clarifying the wording. I mean, I think I know the meaning, but on bottom of page four, which just kind of defines a student is who is retained in third grade for having attained a score less than the level of achievement designated by the state board for the English language arts assessment at the end of third grade

049shall be providing provided with the following. And then it says, intense remediation services until the student's able to read at grade level. The remediation services shall include intensive interventions in reading that address the students identified reading deficiencies. The intervention shall include not less than 90 minutes of reading instruction and any of the following. So the 90 minutes clarifying how often that is. Is that a week? Is that per day? Is that a month? >> Does it say it somewhere and I'm missing it? It >> it is intended to be 90 minutes weekly. >> Okay. Um um >> it says >> great question about how it defines that but is it is intended. Oh um no extended school day per year. Um >> cuz typically we do three 30 minute sessions a week to meet that

050requirement. >> Um but you're right it doesn't I don't see where it identifies it. Yeah, >> there's a lot of pages. So, I was thinking maybe I missed it. So, if you could just clarify. >> Have to see if it's in the letter C piece that falls under it. >> Right. That's >> Yeah, I don't see it. I just adding per week would be good for me. All right, those are all of my notes. Just a few. Anybody else have notes on that one? No. Um, the next one I have is 7.11, which is home education, changing from home instruction or >> eliminating home instruction from that title. And then lots of verbiage. Anybody want to start with this one? >> Yep. >> Okay. Um, first of all, there's a couple of places where we're

051just not consistent in how we refer to home education students. So, we talk about them as home educated or home educated educ education. So I just I noted a couple places where it just needs to be called out as consistent and I can share those with you. Okay. >> Um so for example the first one is under enrollment >> says home educated instead of home education. Um and then under class rank. So this is on page two. We call it the national honors society. It's honor I think instead of honors. Um, let's see here. Okay, let me check this one. Oh, so access to district materials and services. This is a point of clarification. So, it says, uh, letter A, the district may provide educational textbooks, materials, supplemental materials, or supplies to non-enrolled students. And

052so that non-enrolled is different than home education because we could have charter school or private school students. Are we intending to provide those materials to students who attend private schools or charter schools or just home education students? That was like I read that is the same. Yes. >> I can see clarification, but yeah, it would the intent is just home education. >> Oh, okay. I read it totally different. Thought if they're in our district, we're providing them access to materials. So, >> yes. Okay. Yes, please clarify. >> Okay. Oh, um, under letter B, it says home education students are not eligible for technology or technology services provided by the district, i.e. internet accounts, etc. acceptable use agreement. Is that referring to the acceptable use policy or I have no idea what that means. >> The

053parenthesis part. Yeah, >> that would be I don't know why acceptable use would be in there. Uh we do sometimes provide Google accounts to students who are not enrolled because they participate in our extracurriculars and so in order to for them to be in parent square for example or final forms they need reverses. So we do sometimes you know depending on how the adviser or coach is communicating with that family do add them and create Google accounts for them. We don't provide devices to them or you know any kind of you know licensing for software or anything like that but we do occasionally provide Google accounts which not have an incidental cost for us. >> Okay. >> So we should probably adjust that then because my reading of that is that we would not provide

054them with an account. >> Right. >> Y adjust that whole width. Okay. I want to include um I had a question about extracurricular on page three in the second paragraph. The superintendent may afford a home education student who is not entitled to attend school in the district the opportunity to participate. Like why would we be offering someone some who is not entitled to attend our district? Why would we be offering them the opportunity to participate? >> Actually just had the experience before where a student was open enrolled to district A like they live in district B open enrolled to district A had problems at district A with bullying that type of thing. petition to district C to then change and open enroll there and it was granted with the device board. So, um I don't

055think it's the heart though of your question as far as like why why >> that would be my question cuz like I know that we offer to anyone who lives in our district the ability if they're home educated but >> to specifically call it someone who's not entitled to attend our school. I just don't understand why we would >> particularly because we don't have open we don't do open enrollment. So, that one I was curious about because they're not entitled to attend our school. I don't know why they would be entitled to our extracurricular activities. >> We can check into that and find out like that's a requirement if we can just strike it. >> That would be my question. >> I mean, I mean, it's saying that it gives the superintendent the ability. So

056it would be your discretion, but I still don't know if that's we don't currently I mean I don't know if you can say we're not currently in that situation where we would be then be >> the only time I've heard is when there's been like bullying involved and so students bullied at one school district so a different school district >> they did just pass that law though that for hockey because not all schools have a hockey team they passed that may be the crux of this they just passed a law at the Ohio level at the state level that if you are in a school that doesn't have a hockey team but your neighboring district does you can petition to join their hockey team. >> Yeah, I think you sport but we don't have to

057accept it. >> You deny it, right? >> I think that just maybe a cross reference you want to brought up. >> Okay. Um, so on a larger scale, I kind of wanted to open up a larger conversation about extracurriculars and participation because the way that Ohio defines extracurricular is that extracurricular does not include graded courses of study. So this came up because we offer band as an extracurricular and it is extracurricular in the elementary grades. When you get to middle school, however, it becomes a graded course of study. And then when you get to high school, it crosses into a very hybrid model where there is expectation that you perform outside of the school day, but it is all graded. And so for me personally, I think that I I know we've had an instance

058where a student was not able to participate in middle school band because they are homeschooled. However, I personally think we should open up that opportunity for the arts and other types of programs that are not your traditional reading, writing, and arithmetic to have those students participate. I think it brings a different perspective, different ideas, talent that we wouldn't necessarily know we have, and it gives they are taxpaying members of our district and I think that they should be entitled to that type of programming. I try to think of other programming that falls into the same camp. I couldn't come up with one, but I wouldn't want to exclude that same opportunity for homeschool students for other programs like maybe the arts, choir, orchestra, anything like that. So, I would love to see if we could

059structure the policy so that there is leeway to allow for homeschool students to participate in a graded course for band or other arts programs. Um certainly with some guard rails for the discretion of the band director, whoever. What we wouldn't want to do is have a child come in and cause behavioral issues or cause problems or other issues that we couldn't just say not a great fit for the programming or treat like another student in our district. Um but I wanted to put that out there and see how everybody thought about it. >> Would it be Well, first of all, I think you clarified, but this you're talking about people that live within our district and choose not to enroll in River, so not outside the district. exotax paying and then would do you envision

060that being something that they would come into the school day during band class and they would be auditing the class like you would in college. So you're not it's not a graded course for them or you saying they would get >> so be graded, right? >> Yeah. I don't So I think it comes down to part-time enrollment too, right, Nikki? like we don't allow for part-time enrollment and so I don't know the particulars about whether or not we would have homeschooled families who are looking for that type of credit for their student for graduation. I think at the very at the minimum I would love to have the ability for them to attend not for a credit not for a grade like just for the experience just for the learning that type of thing. If

061there is a need as well for credit and so forth I'd like to explore that as well but then that gets into the trickiness of part-time enrollment which is outside of my sphere of knowledge. So that's why I wanted to raise it with people who work in it every day. I think we'd have to on the first page under enrollment, home educated may not elect to be enrolled as part-time. So that would probably have to be looked at. But how do you think that that would impact let's say we open that up? Things like staffing, like what if we had an influx? I don't know how many are homeschooled offhand, but what if we had a large influx? Would that affect staffing? Would that affect other things? Um, >> so could we put a discretionary

062>> cap on it >> potentially if we were entertaining doing it? >> I'm just thinking would would there be any downfalls? I mean, I just would hate to change this and I'm not opposed. I mean, I think it'd be great if kids could join our band, but we'd have to word it in a way like if we open this door, do we then subsequently open six more doors that we didn't mean to open and now we're like, "Oh, shoot. Now we're allowing. So, do we specifically >> Yeah, that's I'm just wondering if we specifically I don't know because I would >> specific courses or >> right I don't feel like we can start having these audits of all kinds of different like >> oh I'd like to take this course and and now >> I

063can see it for choir like so for example the >> for musical >> we had kind of a dip in our choir students for a while so we have a pretty small choir compared to what it could be and so maybe creating more robust one other one I can think of and I don't know that we've settled on it but is lifting. We're talking about adding lifting as a course and if you're >> for athletes that would be playing a sport. So if we're allowing people to play sport would we allow them to audit the lifting course or during the day? That might be another one. Not >> there's enough open lift though. >> I I just mean we were talking about it within the school day and that might be just another example of

064what you were thinking about. >> Yeah. I think I would want to hear more too about um like liability for those students when they're here >> in terms of even disciplinary um and just general liability when they're here because they're just coming going. >> I would wonder what it is for those that are allowed to come in and do the extracurricular like sports and stuff. So what is >> how does liability work for that situation? Could it work the same? >> We do have homeschool students participating. >> Correct. Yeah, there's one that participates in players. So, >> yeah. >> Um, >> yeah, >> I think I'm open to the idea >> looking at how we can word it. I would just want to be careful that we don't start >> creating more problems that we

065didn't consider >> before it becomes like a hybrid. We have so many students who are going to be here for three. Do we know how many home talk about how many homeschool students we have? Do we know? >> We can we know that? Yes. Do I know that offhand? I don't know that off hand, but we can get that information. >> That might be might be helpful. >> Yeah, I think that would be helpful. >> I just would be afraid of having a revolving door in the day of >> it's just a lot for the office to manage as well. And we're putting a lot of responsibility on knowing who's here, who's not, when they're here, when they're not. >> You think of emergency drills, all kinds of things, right? Like, >> are they in

066the building? Are they not in the building? Who's here? Like I I I would be ler of a revolving door. I think we need to be very specific to what we allow it to, but I I understand the desire for the music program. >> Play devil's advocate. You allow this. >> Correct. >> Some parents elect to have their children come here to be part of those programs. That's why they choose not to homeschool. If we do this, does that then open the door for them to then they want to homeschool versus because they can have the access just >> looking and so then that would impact that >> in the other side, you know, not just the band and music and arts things, you know, and then do we >> if you do it for

067that, do you also look at like our STEM classes and our drones classes and >> that's what I would be afraid of because I feel like no, >> there's we can't get >> we may solve one and then open up other cancer forms. So >> that that would be my fear. But I don't feel like we can start opening it for like if you're choosing to educate at home that is a STEM class very much falls under education whereas this falls very much under extracurricular. I think cuz I that would be my and that would be my fear is that we open this door but then like six other doors open and we go oh shoot. >> Yeah. I didn't realize that. I'm really talking about the programming where there is an expectation for that

068student to participate in that programming outside of the school day, which when you're talking about band and choir and orchestra, there's an expectation that they show up to the concert, they receive credit. Like my kids get graded and receive a grade for showing up at the concert. >> So, not for any of the other great wonderful um elective classes that we have because there isn't the expectation that they participate outside the school day. We could possibly look at extracurriculars as defined in the REA agreement. >> Oh, there you go. >> Oh, is it defined differently than Ohio defined there? >> We have a list of the positions which then the advisor or coach >> related to the various activities. So like marching band Yeah. >> has one. >> Many of them are going to be

069sports but which wouldn't impact the day but yeah. Yes. >> There's vocal. >> Sure. >> There's rever players. So, a lot of the ones, >> so you're talking about like the supplemental list, that supplemental list. Okay. >> And I assume >> it's just a thought. >> The requirement would be the same that they have to attend the class during the day cuz it wouldn't be fair to the band director or the choir director if they were not coming to the practices during the day. >> Oh, absolutely. >> But then they would be fully responsible for transportation. >> Mhm. >> Yes. >> Y >> for sure. Yeah. Cuz we're not busing kids or van pickups for kids who want it. Okay. Correct. >> So would that become Do we think its own policy. I mean, it

070seems like there would be a lot of >> right becomes could we peel it out? >> I think transportation and and discipline and this and this. I wonder if that could >> added as a se like a separate section at the end of the policy >> and I think maybe go back to that policy Nikki that you were looking at when you were dealing with the part-time students and about creating classes. So, >> and maybe even a conversation with Mr. embarrass would be for you to have just to make sure like >> it's a good place to start. >> Yeah. Comfortable with this and like Yeah. Do they are there things that they would think of that maybe we hadn't cuz I think it I don't want to subject them to this >> without their

071consideration to be fair. >> Do some research behind. >> Okay. So, this one is very >> we need potential >> more information. >> Yeah. I think about Mr. Ferris thinking like how can we keep the kids in the school? How can we get the kids in the school? >> Right. >> So, >> thank you all for the conversation. I appreciate you considering it. >> All right. Anything else on 7.11 before we move on? >> Okay. All right. 7.16 extracurricular activities. >> Um, who would like to start? I've just got one page five participation in inter scholastic athletics by unrolled student victims. seems as though this has been a law change, but based on what how this is reading, am I reading this correctly? That there the only instance for exception here now is that the

072child is home if the child's home educated. It's no longer if they are participating in another school district or community school. And so I'm just trying to wrap my head around that. Have we had instances? Do we have current instances of this occurring? Will this affect any of our our students currently? And you know, this is a is this a law? Is there any way for us to why why why is why would that law change? That's it doesn't make a whole lot of sense to me. If so, if I'm understanding this correctly, a student is experiencing harassment at our school. They choose to leave our school but still want to participate in athletics, they will no longer be able to do that or any other >> unless they're home educated. So if they choose

073to go to another school or whatever, >> I don't >> previously they could still participate in in athletics or extracurriculars here, but now they can't. >> Which one are you looking at? >> So this is Yeah, >> the first paragraph. >> So it's the red red line to the top. >> Okay. And it looks like uh let's see >> did you go through the >> looks like this was a a result of HB9 uh House Bill 96 elimmiting the exception which permitted a superintendent to allow participation in extracurriculars for any student enrolled in a community school charter non-public or non-chartered non-public school or a different school district >> who had been the victim of harassment intimidation bullying etc., etc. >> So, you're saying before we had to do it because it was law. We had

074to allow it. Is that how I'm reading this? It was a law that required that we allow those students in to participate in that way. >> Or you could make an exception. >> Making this a law where they're saying if you're a home educated student in a different district >> and you come to River and ask to play on our sports teams based on the CR criteria listed there. Right. So, if you're >> right >> in that section, we could allow you to play sports here. Could we it's it's permissive language because it says >> I think if I'm understanding you correctly can we also still allow people that are not it so it eliminated the possibility for us to make the exception >> narrow it down to home educated only >> correct you can't

075be STEM community charter it's home educated only >> that's what I was wondering if it just if before it said both and now we get to decide or before it said >> but Jeeoff to your question that is an important question cuz I was also thinking the same thing when I read it and I think you mentioned this. Is it stating that the harassment bullying took place at River and then they left to go to another school and now they can't that's where I think it's confusing. >> Oh, see I didn't read it that the harassment took place there. >> That was my understanding of it >> that the bullying or whatever took place somewhere else. They may be home educated but playing on sports teams at XYZ district >> and some issue happens. They

076could remain home educated not be here and then we may allow them to be on our sports teams because they are a victim >> and it used to be even the exception used to allow even if they live in a different school district >> for the would limit it to homeschooled only. that wouldn't let charter STEM community in. >> But it still says whether such a student resides within the district. >> Correct. >> Yeah. >> Regardless of whether >> I don't want to name other districts because I'm really not picking on >> potentially saying XYZ, >> right? >> Which is fair because I'm thinking of other districts to use as an example, but I don't want to make it sound like there's bullying at >> XYZ. Bullying can happen anywhere. >> Correct. Nobody's >> Yeah.

077My clarification was can we still allow it or did this law change and say no you can't even allow it >> still allow it but only for homeschool not for that other >> yes not for the other list okay >> so not much choice there um on page four the third full paragraph which starts with additionally no student um the second line refers to a student who is receiving home instruction I think that needs to say education because home instruction I think is different. It's for students who physically can't come to our building and we provide services in their home. Right. >> Well, I think that's probably just an oversight because they changed home instruction to home education. It's probably just an oversight. >> Okay. >> Would be my guess is they're referring to that

078and it just didn't get changed in that one. >> I just I wanted to make sure that that's intended. And then the very last paragraph on that page there's a typo. Um, so >> we should clarify if that means >> we should clarify >> home instruction as you're defining it. Go ahead and I am too >> or if it means home educated or both. And I don't know the answer to that as I read this. >> That's like Yeah, exactly. I couldn't tell which one it should be. >> Oh, yeah. I'm not sure. >> Um, under >> Well, actually, yeah, it probably is that now that I look at it because it says who is receiving home instruction. Wouldn't be a home education student. It would be someone receiving home instruction. Yeah. The crazy part

079of that is though if you look at the other references to the types of students, >> right? You're right. >> They would all be ones who are educated in non-rever places. >> You're right. >> So, I think it probably means home educated, but we should just clarify. >> Okay. >> Versus that child who broke their leg and is receiving home instruction for a defined period of time for medical reason, >> right? Um, under transfer students the second line into the district regardless of the I think that the needs to be deleted. >> Jeez, that's >> a little >> good. Did you do this wrong? >> Yeah. >> Sometimes. >> That's not anymore apparently. >> People know it's misbehaving on camera. >> All right. That's all I had on that one. >> I had like a

080I don't even think it's irrelevant after our conversation, but page three um halfway down number one, it says the extracurricular activity is not intercolastic athletics or intercolastic contests or competition in music, drama, or forensics. So, it's basically saying they can't compete, right? Um, like what if they don't compete? Is it reasonable to let them participate just as a like just kind of for the practice of it? But that I think would open up the same questions like if you open one door, do six more accidentally open, right? Um because of that I'm thinking like if they're in like a club or something that then sometime like model UN or >> I was just speech and debate refers to students who are not entitled to attend school in the district. >> Okay. >> We don't unless

081they're a victim. I don't even know the circumstances. >> Okay. We do it >> now. I guess we could if the place didn't offer that activity, but >> it was an obscure kind of like >> it is. I just don't because we don't do open enrollment. We don't we don't with the exception of staff members who have provisions in the agreement to bring a student here and be a non-resident. We don't have other >> provisions for non-residents >> to bring their kids here. That's the only exception that we have made to date. >> Okay. Good. All right. Anybody else have anything on 7.16 before we move on? >> Okay. 7.35 release time for religious instruction. Okay. So, this is a legally required change of wording from one time per week to one period per week.

082Y >> um so that's the legal requirement. Now there is some discussion that we should probably have around um students participating in release time for religious instruction are permitted to bring external educational and program materials into school. That is also a legal change. Basically stating that we have to allow it. Um it does not it does not restrict us from kind of putting some terms around what that looks like. Um and I I believe we are in our policy. It doesn't say that we won't let them bring it in. So we don't really even have to put anything in there if you guys don't prefer to add that language because we're not violating the policy with our policy as is. Um so I think the proposal is do you define what they do with it

083now if we're going to put it in or do we wait and if uh some organization does come in under this policy do we utilize theou that is a requirement in our policy to then define it at that point. So that's just kind of up for debate. >> I think that we have learned that there are a good amount of constituents who have concerns about release time and what that looks like. Um I think that practice now, at least I can say at the younger schools is that if they come in with anything, it usually goes in a backpack. >> I feel like to make that match the policy, we might want to add where those materials would go. >> Yeah. That's exactly what I have in mind. If we're adding it, let's define it.

084It goes straight from >> whoever whenever they enter it goes into straight into a backpack or straight into a locker. >> Not permitted to pass out. >> Correct. And then I would like just a little clarification potentially potentially if you guys agree around um tardiness. So that task would need to be done prior to the start of class. So tardiness doesn't doesn't get excused if you were in the building, but you're still at your locker cuz you had materials coming back in. And so now you're walking in late to a class because it took you an extra minute to get your stuff put away. The whole point was you have to be on time so you're not disruptive to the class coming back in. So just kind of defining that or maybe it doesn't need

085to be in the policy. I don't think that Yeah, I would advocate we just strike it because we're not required to have it and let the buildings handle those materials as they handle anything else that comes in to the building cuz we're not required to put it in there. We just can't prohibit it. I think that makes me nervous. I think and I'll say that just because of the um trying to think of the right word. the amount of feedback that we heard going through our TRRI in particular about trinkets. >> That was a really big concern that people had that someone's going to bring something back into the school. It's going to be given to my child >> passed out. So, I think I I know that if that works ever happened, anou would

086be constructed and put in place. But if I'm a parent who's concerned about that, I would want that certainty in this policy. I would want to wait on anou or how do I know what's going to go in theouou? Not that people don't trust it. >> Look at adding like if it's even from Russell. I don't know. I haven't >> I think I'm scarred from before I spend much time on this but >> for um prepositional phrase of for personal use only or >> I was wondering about that for personal use. >> I think the concern seems to be about distribution. >> Correct. I bring in candy and somebody else wants candy and >> Yeah. So I think we could add for personal use only and to >> we may be able to legally I

087don't know the answer >> might be worth the conversation >> into a locker like any building policy that applies to non-district materials brought into the building also applies to these materials. >> I'd be concerned if we could tell a kid they have put in their backpack. What what if a student now brought again because of religion I'll say they bring XYZ book in with them. I don't know that we call that >> or what if it's a bracelet and they want to wear a bracelet >> with them. >> Yeah, I think that's fair to say >> for personal use. >> I'm suggesting that permissible, we might consider >> for personal use only or something like that. >> I think that's actually a fair point because I think that's true that if they are bringing a

088book that they would be then entitled to read, that should be allowed. And also, what if it's a bracelet? They should be allowed to wear their bracelet. It's a necklace. They should be allowed to wear their necklace. >> Well, let me play devil's advocate for a second. What if it's a book or a flyer and I'm g I'm coming back from one time and I'm sitting next to you in the classroom and I say, "Hey, Courtney, look at my flyer that I write." And that kid goes home and tells mom and dad's what I saw. I guess I I just wor I I just think through everything we heard >> right >> through that time last year. And I just think are to me I guess what's the harm by saying it needs to go

089into the background. >> I think I think I agree with you and also thinking about it from a parent standpoint. So if I'm a parent, yes, I've signed my release to send them away, but they are bringing materials back into the classroom that they could potentially read, but I think maybe at least that initial bringing it into the school after that day. you know, they come back at after lunch, they have a flyer or a book that they could read that day. It goes into the backpack or the locker to be taken home. That way, a parent knows what they've received and if they are comfortable with them reading it and then it could come back. >> But then how do we >> how do we word this policy now? >> Like you bring it

090back, it must go in your backpack, but then it can come back the next day under, you know, I mean, how do we word I mean then it >> No, I don't think we put all of that wording, right? Then is the assumption that they're not allowed to then bring it back? >> Do you know what I mean? Like is the person who told me must go in your backpack and then are they not allowed to bring it back? Like would a parent then say, >> "I'm violating policy if I let the child my child take that back tomorrow because I was told it had to go in the backpack." Do you know what I mean? Like >> then the policy becomes very >> Yeah. I would be shocked following our legislature on this topic

091if the intent was to allow a school district to make a kid put this stuff in a backpack or a locker. They they have been overly permissive in expanding this type of program. That's just my opinion from what I read in districts across the state. I the current legislature is not about limiting these materials. I'd be surprised if we can >> but our current policy use only is >> and not distribution. >> I think that is going to be an important clarification for the community to see because the the passing out of materials was something that we consistently heard people were worried about. >> We did too. >> We know as simple as it is not it is not to be distributed or shared with other students. That could be >> I have seen that

092in other I can't think of districts off hand but I have seen doorb like that. I think that's fair. >> But I would say the practice in buildings is to put it like if you get >> I think we could let the buildings handle it how they practice it. So don't I don't specify. I think we can say is not to be distributed. >> Yeah. And then the buildings handle >> and let the buildings handle it. >> The buildings handle it. >> I mean I think a lot of this we need to trust the buildings to handle how they handle everything. >> Right. I think we do. Right. They bring stuff to school all the time that they shouldn't be having, shouldn't be passing around all of that. I I think the teachers are well

093versed on how to handle that and that's very >> So then the question goes back to do we even add it or do we just >> because I agree with Natalie. I think we need to go one step further to quell fears that we have heard >> and I think it's fair to say for personal use and not distribution or for personal use not to be shared or however we want to do that. It's not to be distributed or shared with other students. Does that get to your concern now? >> Yeah. >> Okay. >> All right. >> I'm just trying to hear >> everybody good with that? >> Yeah, that's great. Good. >> Literally not. >> Good job talking. >> Yep. Thanks for the discussion, everybody. >> You're so wise. >> I don't know. >>

094That's true. >> That is the only thing I have on 735. Did anybody else have anything? >> Okay. 8.00 budget planning and appropriations measure. I didn't really have any comments on this. I was just curious. Did you know why, Rick, they switched it from four years to three? >> I don't, but we're still doing four. >> Okay. >> That's why my question is going to be changing for you. >> So, >> or you can make it three. That's statute. So, >> yeah. I wasn't sure why they did. That's my only comment. >> The last one we did, the one I'm working on now, it will continue to be four. Okay. >> Um, that's how the software's program. They don't plan to change it. We file with OD the three. We have a template that creates

095that to meet the statuto requirement, but what's on our website is a four. >> Yeah, that was >> on page one, letter D. Consideration must be given to both short-term and long-term planning. I'm going to ask you, do you know like can you >> letter? >> So, I guess is there a definition of what constitutes short-term and long-term? And then >> I think >> what are we currently long-term planning for? >> It it's really just the long this is only the operating >> okay >> portion with the forecast. So >> um or just constantly monitoring that which is if I know of additions we want to make programmatically otherwise we would certainly incorporate those into the forecast. Okay. >> So that we plan moving forward but I don't have anything in there. You and I

096had a conversation about all day K in November. >> So, and we talked about how maybe that's something to consider for a future levy ask if >> that's a desired topic. Um those would be the types of things that would operate side piece. Um, I've seen places that will have, you know, facilities plans and things like that where they look at long-term. I've seen 5, 10, 15, 20. Um, anybody thinks they have a 10, 15 or 20 year plan that's really good, I probably, you know, I'm pretty I'm pretty good at one and I'm not so good at five, if that makes sense. It's just there's too many unknowns further out these things move. I think that's one of the reasons the legislature shortened it to three. Um, which is fine because they feel like

097there's more predictability in a three-year horizon than a four, >> right? >> It's not, you know, there's just more guesswork the longer you go. >> Yeah. Okay, that makes sense. Right. Anybody have anything else for 8.0? Okay. 8.08 expense reimbursements. Um, I do have a note on this one. So, in the third paragraph down, right in the middle, the board will reimburse up to 40 $40 per day for meals. Um, so this is related to what if people essentially go to a conference or something, right? >> And it's $40. That's pretty low. Um, I just changed this same type of policy for the township. And what I did was change it to say that we would pay up to the M andie total, which bear with me for a second, which is listed on the

098GSA.gov website. So every year they update they essentially look at what expenses are. They have like lodging, they have meals and it breaks it down by state. So the year the state and then certain cities are kind of carved out cuz some cities are more expensive than others, right? If you go to Sandusky it's different than if you go to Columbus. So every year they kind of make and it it breaks it down by meal, but it also gives you like a daily total that you have to stay within. And that way you don't have a dollar amount that we have to keep. They're updating it for you. people check and say I could spend >> the pain of that having just gone through this in my other district. The pain of that is is

099you then have to monitor every city where someone travels >> for the meal allowances which is kind of a headache. >> Yeah. >> Over there we kind of took a normalized amount um and put it in there. We also need to be mindful this is collective collectively bargain language as well. M >> um so we have that at play at this point. >> The $40 is collectively bargain. Okay. >> Yeah. So it is on the low end for sure. Career center went to 80 >> um per day, but it's 60 on day one. First day and last day of the traveling period it's 60 and it's 80 on the days in between, >> right? >> Up to um >> but it's it can be >> whatever you want it to be. 40 is certainly on

100the low end, but I would also tell you that we have very few people who ever travel in this district, >> right? >> Well, and if it's collectively bargained, then >> yeah, >> isn't that REA agreement? There's like a reimbursement form that's in there that that stipulates the amount on the form. >> Can we carve out four employees who are part of a collective bar agreement versus staff or employees that are not? Just thinking like we would send you guys to a conference and I wouldn't expect you to eat three meals a day on $40, right? And we're expecting you to go as part of your duties for the district so that you can stay educated and up to date on stuff. It doesn't make sense that you would you better pack a cereal bar

101and a banana, right? >> I have seen Danny actually. Yes, >> that makes sense to me. >> So, um I mean I don't know that's up for discussion. I was just I read $40 and I was like I mean I can't >> 40 is low. It's >> it's incredibly >> low that's for sure. >> I don't think it goes very far in Akran. So right Columbus is or generally where your bigger conferences are going to be it's going to be more than that. So >> most of ours that travel they're like a day conference meals often included. >> I'm okay with leaving the collective bargaining part alone. I think that that can be its own thing. that's bargained by them. But we have the people that probably travel the most are the people that are

102not in those collective bargaining agreements. And so to support the education, >> so we could just add something unless a different amount is stipulated and collect a bargain. >> Yeah. And then you can either raise it a dollar amount or match it to whatever that GSA.gov gov is for that year for that city. So I put change it to say up to the total amount listed in the GSA for the city, state, and year expense occurred. And I know you'd have to check, but then it's not every employee. It's just the >> what? Building adins, district admins, >> you went to $60 or >> I was going to say as infrequently as we have travelers, I do like what CBCC did in that it's just a flat 80. There's no receipts collected. There's no nothing.

103And it saves all of that overhead expense. Oh, wait. They just get the money without having to turn in receipts. >> 80 is high. But yeah, say I feel like that's high without receipts. >> Yeah. I don't >> because there's going to be plenty of people like >> how do you do it without receipts? Like if the auditor comes, >> I will be the receipts. >> I don't I don't love no receipts. is within the statuto guidelines >> and the without receipts. Interestingly, some folks are still turning in receipts. >> Mhm. >> And they'll turn in receipts and say they want $52. >> Mhm. >> Even though they could just keep their receipts and get 80. They don't do that. They just don't feel right. There are others who put in for the 80 bucks.

104>> So, it's it's all over the board. >> So, I do think we need to leave it for if it's collective bargain. So, I think we need to leave it for that and then we can I mean I'm I'm fine to pick a number. >> Yeah, picking a number just means we have to remember to revisit this every few years to make sure. So, that was my that was what I was trying to avoid to something else. You type to the VA base for example and say you know 21% of the VA base and then as that changes then this >> auto well that's what I was doing basically is saying like there is a government agency that lists it every year and they update it. So I >> mean that's what you do with

105mileage is right that number >> except mileage is universal right >> right >> this is not >> correct >> this is city by city state by state >> it's only like five state or five cities except for I guess out of state too but >> there's like a state average though >> Mr. I think you're just at 41. >> The nice the nice thing >> 41. All right. Done. >> We could say up to $80 and still expect receipts. >> Even 60 65 whatever you do is more than I get now. So, right. >> You're going to be very generous. Whatever it is. >> I mean, whatever. >> We deciding now. >> Yeah. What do you want now? >> What do you think's fair? I mean, is 40 fair or >> No, I don't think

106I think that's fair. I don't think it's fair. That looks low. >> Do we want to say reimburse up to 80? >> I like up to 80. >> I'm fine with up to 80. >> Up to 80 with receipts. >> Yeah. >> Sorry. >> Okay. Let's see. >> I didn't have anything. and exclude bargains. >> Okay. >> Um the optional part on the end, do we want to talk about that? So on the second page, there's an optional section for rewards which basically says I think the ch and I haven't read it in a day, but I believe it's like >> people can use >> Yeah. >> it for their own personal. Why could the district not gather those and then utilize it for district travel? So we discourage the first part. We discourage anybody

107using >> personal credit cards. We have right >> district card available that we make available. We discourage it. >> That's not to say it never happens, particularly like with travel, but it rarely happens. Um so there aren't many folks that would be gaining on a reward card, but um and we do have a reward card buried within our district funds. So, we're earning rewards on our own purchases. Um, so that optional language doesn't really concern me because it's minimally applicable for a small handful of transactions that are occurring. I don't think anybody is getting a card to say, "Oh, I'm going to do this and run all of my purchases." because they they don't they not really allowed by unofficial policy. They are not allowed to go out and just buy. If somebody's out just

108buying on their credit card, we're going to stop it. They can use our vendors. >> They can use our card. They use our Amazon. >> They use our Home Depot account, our Lowe's account, our Sam's Club account. We have >> we've tried to cover about everything we can cover to minimize >> any opportunities that So, I don't think there's anybody really out saying, "Oh, I'm going to do it." They just can't do it. >> I don't think we have like hotel points is what I'm thinking because you you can earn those without paying, you know, without a credit card. You just have your like member number or whatever, but we're probably not having anyone travel enough that they're getting enough hotel points to do anything. And what I'm what makes me okay with that cuz

109I think that's general practice with most companies like >> if if you stay in a hotel you get you know but >> what makes me okay with it is that they're not allowed to choose something solely based on reward points for themselves. >> So like I'm going to pay $100 more because I'm going to get points if I stay at this place for like it says I mean it says for purposes of travel planning they are to select the lowest reasonable rate that meets the district needs. So that makes me okay that you're not going to go stay at a Marriott for $150 more so that you can get the Marriott points. You have to do the lowest. So I mean if you get a benefit, you get a benefit. You're traveling. You're away from

110your family. >> You get So we leave at a designated spot. You're staying at the spot, >> right? >> There's nothing really. >> So we're leaving the wording in there. >> I'm fine with that >> as is. >> I'm fine with that. >> Pretty good with that. >> Okay. >> All right. on to 8.19. Inventory and disposition of equipment and unused supplies obtained with federal awards. I didn't have anything. >> The only thing I wondered is who's doing the inventory. >> We like every I'm sure John does it for technology every year. >> Well, it's done. Kea handles it on behalf of the district. >> Okay. >> Um it's incorporated as part of our gap financial statement process. Okay. >> Um where we have all the depreciation schedule set up >> so we can advertise

111everything properly. I think we just sent out today or yesterday >> threshold, right? >> There is >> Yeah. >> Um but we we try to get tags out. We we look at purchase order registers for purchase of $5,000 or greater for a single item. We don't send tags out to the schools. >> Um >> it's a lot of upkeep. So just curious. You're just stuck with that job. He's doing it as best we can. Probably not perfect. >> Yeah. All right. I know. So close. 9.21. >> Great. I mean, I'm I'm impressed. >> 9.21 HIV AIDS. Um, so this one Dan, did you send out the modified policy to people? >> I did not. >> So, we had question. >> Is it printed or no? Hold on. >> No. >> So, okay. So, we had

112some changes in this. Just the CDC recommends wording that doesn't define a person by their disease or their disability. So I had asked Dan to reach out to Dan Lauder and I sent the CDC guidance that goes along with it. So just kind of changing general wording instead of saying students who are HIV or HIV infected students or HIV infected teachers to students living with HIV or teachers living with HIV or that kind of thing. So there's kind of wording throughout the document. So just aligning that with current CDC standards is all that I had asked. And then Dan got the write up last night from Dan Lauder. So, um, he can send that out, but no substantial changes other than just those wording changes on that. Okay. >> Um, that's all I had on

113that one. Anybody else have anything on that one? Okay. Um, 9.4 reporting of academic instruction meetings and other services. >> I have no notes on that. Wait for Natalie. >> Nothing for you. >> So, job description. >> Hold on, Jess. >> I should have maybe told you guys how I would I didn't know number order, packet order. >> I can count. I was able to switch pretty quickly. >> Eight is before nine. I could figure that out. >> Whoa. >> All right. You good? >> Yeah. >> Okay. So, job description of the treasure. That's the one I'm at. >> I had no notes on this. It's just changes for one to the other. >> 30. >> They are. And and Jen had asked me for my job description a few weeks ago, a couple weeks

114ago maybe. And so I just PDF this off of the website and sent to her, but it caused me to read it. What am I not doing? I should be doing like okay, you know, new board member, you're sending this out. Then I'm like, okay, the title's wrong. And then it has the duties that went to Nikki's position when that was changed from Karen's position and we created as director of operations. So I started messing with it and said we ought to take those out because those are reversed. So that is really all I did to switch it. But there probably is one more for Dan to think about in the board to talk about is the new item H. I don't know if that's how you all prefer for that to remain in Dan's

115in the absence of superintendent. You may not want. >> So you fill in if he's not here. Page two, fourth one up from the bottom. addresses administrative issues and acts in the absence of the superintendent as a chief chief executive officer for the river local school district. >> As long as Rick's treasurer, I don't have an issue with >> I'm fine with it being there, but some places that's >> So, let's ask. I mean, yes, I'm fine with Rick doing he's done it and that's fine. But if Rick wasn't here, who would those duties fall to generally without an assistant superintendent? central office staff who probably just who's available at the time like if John Marsha Bill >> whoever it falls to okay so then you can just you can >> a lot of times

116might depend on the nature of what's the issue >> so Rick will delegate just like you would delegate now right okay um my only question for you is on page three the fourth one down I understand why you eliminated letter P observes all business functions of the district on a regular basis to be familiar with existing practice ices, challenges, and future needs. I feel like you do that anyways with a financial scope. >> I do. And I still Nikki has invited me to all the supervisor meetings, so I still go to those with with Nikki and Dan. >> Um I talk to Aaron minimally, but I probably talk to AJ weekly and Mike daily still. >> But it's not like >> like I almost don't want to eliminate it, but maybe add something about like

117>> I've said to Dan and Nikki and all >> based on finance, right? because it's important for you to know what's going on because you are controlling the finances of the district and so if >> it's really just observing too, >> right? >> You know, for purposes of financial planning or something or even just like it is >> added back. Yep. >> Yeah. Keep it in. >> Yeah. >> On L administers service contracts monitors the performance of outside contractors. At the end it just says director of business affairs which I don't think we have anymore and probably >> retitle. >> Yeah. >> Nice catch. >> And then I just have a comment on I is that it says seeks out opportunities for self-development and would result in improved personal capabilities and supervis. I like that

118it's like a it's kind of a goal built into your job description and I like that cuz it's like personal and professional >> development built into your job description. So, >> kind of appreciate that in there, >> Jen. Thank you. >> Okay. And then there was one more thing on Dan Lau. I'm sorry, Natalie. I forgot to ask you guys if you were done with that one. Yes. Okay. Um, and then there was one more. Just comment on the end of one of Dan Lauder's white papers. I guess that's what they're called. Didn't know that. >> Um, uh, the August 7th one. It's on page six and it talks about House Bill 96 allows Board of Education to adopt a policy to excuse students from financial literacy instruction if they participate in such programming at

119a credit union or a bank. if the district students may participate in such programming, please let me know, whatever. So, he's asking us to let him know if that happens and that if we want to essentially utilize that um option. So, I'm not saying we should or shouldn't. I wanted to not just let it go as kind of a we can or we can't. I think maybe my preference is to talk to Doug about this like can we allow that to happen? What's the impact to the staff? Would that open up space in the day for some of our our high school students for other purposes if we allowed this to happen? But I want to make sure we're balancing the staff, the student, the need, if it really provides any benefit potentially on the

120other side. I know some students take it in the summer through TRA and they don't even do it in the school because it does open up that part of the day for them. So, I don't know if you guys have thoughts, comments. Yeah, >> kind of thing that's probably silly. >> Um, the middle school personal finance. That's something that's not the same thing we're talking about. >> Correct. >> I'll put that on your list, Dan, of things to talk to Doug about. >> Yeah. >> Get his feedback. >> Okay. Does anybody else have >> I'll talk to Marca, too. >> Comments on that >> before we move on. Okay. All right. Before we move on from information discussion, word policy and review. Anybody helps have anything for the good of the order about policy discussion.

121>> There was a lot of policies. >> I I like it. I like to be able to look around and talk to everybody. Yeah. >> Yeah. >> Um Thank you. >> For this kind of stuff, I like it. >> Yeah. When we're discussing >> for a meeting, I think it makes more sense when we're facing people, but I think works for this >> the regular meeting for sure. Okay. So, number two, board community engagement discussion. So, I had two items that I kind of wanted to talk about here. Um, and I'm going to start with Mrs. Rainey. She had made a suggestion that we consider adding additional opportunities for the community to have direct dialogue with the board. So, outside of our meeting time where we have public comment, would you like to talk a

122little bit about your idea and kind of where what you've explored? >> Yeah. So, Uh yes, as we've been thinking about ways to just increase that our community engagement, our opportunities for the public to interact and speak with us and vice versa. Um one thing I've kind of thrown around is initiating and we haven't contacted this out obviously we haven't discussed it together. So, um, something along the lines of either board office hours or board coffee chats or something where two of us, because it can't be more than two, um, however the frequency would be, monthly, every few months, quarterly, would meet at a sort of a neutral place, whether it's a coffee shop, whether it's it could be here. um offering sometimes daytime hours, sometimes evening, but two of us just kind of showing

123up and sitting somewhere and letting the public come talk to us and ask questions and um get their perspective um and just kind of see how that goes. And just another way cuz I know sometimes people don't always want to come to board meetings and get up and speak. It's intimidating and people get nervous and um some people don't know us and maybe they just want to come and talk and get to know us. Um, but I know something to think about with that is, you know, you don't want to give the impression that we can fix everyone's problems or we handle everything. The line can get blurred between Dan's job and our administrator's job and our role. And really, it's just more of a listening opportunity. Um, I don't know, just something to think

124about. >> Okay. How often do you anticipate potentially adding these in? >> I don't know. I think initially I thought monthly cuz I thought even if it's monthly, if it's always two different people, that's not that often for each of us individually, >> but it could be every other month, it could be every few months, I don't know. >> Okay. >> I love it. It's um I've talked to Natalie about it. It's something that as I was going through the election cycle and all of that, I thought of a next step as an elected official, that we represent the entire community, not just the families that have students in our school. And it's not always easy for them to come to board meetings or it is intimidating to stand up and make public comment at

125the board. We don't engage in discussion at the board meetings because they are our meetings. And so this way it creates a little bit more of a two-way dialogue with more flexibility in when the community can come and meet with us and express concerns. >> I also like the idea. Um I do share your concern about making sure that people understand. I think there's always a confusion that people have about the role of the board, right? And really what we are there to do. So making sure that somehow we can kind of communicate to them the boundaries with what is and isn't feasible for us to do at those meetings. So maybe we make a statement or we have something that they can read or I don't know how necessarily that you do that. Maybe

126>> I think it's also too a learning opportunity for people who don't always know what we do and think we can just fix things like they think we're Dan or they think you know if they have a complaint about someone they think they can come to us and that they can come to us and we can relay the information >> but I think it would be also a learning opportunity maybe you have the organizational chart and you show them this is who you would really take your concern to I don't know yeah I mean that would be my main concern is it gives the illusion to some people that come have a meeting with the board and we can fix because I don't want to take away people from coming to you >> or to

127their princ. Like there is definitely a chain of command and I don't want it to appear as though you can skip all of that and just come have coffee with us and we'll wave a magic wand and we'll take care of your problem because if you've not spoken to your teacher or the principal or the superintendent, it is not yet time to involve the board. That would be my concern is that it gives the illusion that >> come talk to the board and we'll take care of all your problems or and I don't want them to become complaint fuss either. So I'm all up for conversation and getting to know people in the community. I I don't want to sign up for sessions where we're going to sit and complain about people in the district

128particularly because >> um >> I don't think that's beneficial and I also don't think that's what we're here to do as a board. >> Certainly not. So, I'm I think we just need to put very clear parameters around it of what we're looking to accomplish because that would be my main concern. >> I I am a big believer in overcommunication and connecting to the people that elected you. I think that we can do it in a responsible way and I think you have a release and not a press release but you say announcing the new board is going to be doing these things and you say here's what a board does here are main responsibilities if you want to come and talk about any of these particular issues or things that we could potentially help

129with whatever I think you put that in there but and I think my feeling is it probably not I wouldn't think monthly I would think more maybe once a quarter And I don't think it's we should mandate that all board members do it. If you don't want to do it, >> you don't do it, you know, but I think we if we're going to do it, we commit to having somebody there once a quarter or whatever our our time frame is. But I think again based on the last year I think every step and measure that we can take and this is I think is a complement to to Dan's listen and learns and now this is the board and we're we are making proactive public steps to make sure we are listening to you

130and we are out there not just waiting for something bad to happen and then talking to you but we're being proactive about it. >> I think quarterly is a good place to start and then if we see that it needs to increase maybe we do that but I think quarterly is a great place to start. We're not overpromising and if we do it quarterly and absolutely nobody ever comes then we re-evaluate what we do. So kind of as a trial run let's start it you know maybe three times or >> right >> three or four times this rest of this year >> right >> I think I'm open to trying it. >> Are we talking calendar quarterly or school calendarly >> calendarly I would say >> I would say calendar quarterly four times a year.

131Yeah. Anything else? Any other comments concern? >> When I did my listening and learning tours, um, one of the things I would share with the administrators, if I heard something once, I heard it once and would recognize a lot of times it's just isolated, potentially just an isolated incident. Twice, it's kind of like a highlight. Third time I'm having that conversation. Is it true? Is it not true? Was not my point. It's just, hey, I've heard this three times now. I just want you to be aware and just have that conversation. And I think um one of the things with like the listening and learning tour and even last year said you know I'm going to do this regularly and I do intend to do that but it also takes time to start to make

132changes like education just doesn't turn out >> for sure. Of course >> we're a big organization. It takes time to get things done and unfortunately I mean it's just how well people know or don't know they'll want to change tomorrow >> right? >> Yeah. >> So and it takes time. So I think all of you just being aware of that as you get into these meetings and hear things and things are highlighted. Yeah, we're setting ourselves up for success by saying, "Hey, these are things we're just going to keep in mind. We're looking for trends. We're not looking for the isolated incidents." And then it's going to take time to make change where we need to make change, right? >> And sometimes you got to make choices, right? Like the whole premise of good to

133great was the enemy of great is not bad. The enemy of great is good. And sometimes it takes time to figure out what are the good things we're doing that we may have to stop which may upset some people because we want to become great and we're already a great district in so many ways. So it's not easy to >> right >> sift through all those things, >> right? We'll have to have some way of communicating with one another so that obviously >> what we hear and no assumption of anonymity obviously because there's no anonymity to it. It's public. Correct. Yeah. >> Um, but obviously that have to be a way that we communicate with one another and not that two of us heard something and then everyone else is in the dark communicating with

134>> Yeah. I think any concerns that are brought up absolutely would go straight to Dan so that you're aware. Um, and then if there's just kind of like if two of us do it the next work session, we can have a discussion item and just say, you know, three people came and >> you know, reported back the things that Danny didn't know and we had good conversation so that everybody knows kind of the participation. >> Yeah. And I would let people along those lines know right from the start like if you're here to complain about a staff member like this is not I'm not the person for that protocol policy to talk about if you have a concern about your child's teacher or principal or superintendent or the treasur's protocols for that and actually you

135are the five to talk >> but everybody else >> but you can't COME >> and vice versa but no and I think those are the parameters we need to set because I don't want I mean I I think there's already the illusion out there. I think people think like oh I'll just tell the schoolboard member and they'll fix it. Like >> we we do policy and we oversee YouTube. Like that's what we do. We are not in the nitty-gritty. We're not in the building every day. We are not overseeing each teacher and how recess works. Like that's not what we do. So I I don't want to give the illusion that like I'll just take it to the schoolboard member and they'll fix it for me because that's >> I don't want that misunderstanding to

136grow as it already is very much >> I agree. I think out there >> being clear about what happens when you come talk to us and what doesn't happen. >> Right. Like it's Yeah. Yeah. What we will do at the end what we're going to do with your feedback or think you will pass it along to Mr. White or whatever the case may be. >> Yeah. >> Right. For sure. >> But yes, I think any communication with community it's great. >> Mhm. >> As long as we just have ground rules. Yeah. >> Okay. >> Anybody else want to add anything to it? >> Good stuff. >> Okay. The next item um is something I want Mrs. Stein to talk about. She had an idea for more community engagement. >> So, if you'd like to go.

137>> So, I had attended and I think I've talked to everybody here. I don't know if I've talked to you about it, Nikki, a little bit. Maybe today you were part of it, but um I attended a session at the OSBA conference in November and listened to a communication specialist talk about communicating with the community and talking about um the best ways to um counter Facebook chatter. We'll say maybe um as we know Facebook can take on any social media can take on a life of its own. Lots of information is shared. Much of it is not accurate. Schoolboard members are certainly not wise to jump in and try to correct misstatements, but you see it unfolding and you know that you know my general rule is if you're going to get on Facebook and

138say, "I heard that." Or, "It seems to me," I think those are really poor times to jump into a conversation personally. Um, but you see that happen and then things grow and then it just becomes crazy. So the specialists that I heard from talk about having a place on our website where we can kind of control factual information whether it be a frequently asked questions, a truth hub, a whatever, we can create something clever minute man wise to call it. Um, but a place where when you're hearing maybe like you said, like you hear something three times in a row or you're hearing you're starting to hear a pattern of like misstatements or um things that are rumors that grow that we can kind of keep a place on our Facebook page and really try

139to train I'm sorry I take that back. not our Facebook page, our school website to train people to not go to Facebook for information which is not vetted or necessarily proper and train people to come to our district web page where we are controlling factual information rather than people surmising what they think is happening and blah blah blah. we can have a place where we are we are controlling the narrative with factual information so that people have a place where they can find true information rather than Facebook. So I thought that was a great idea. I asked Mr. Shinker if it's possible. It's definitely possible. >> Definitely technically possible. Um and there are many places where we could put it. We have to talk through like where would that live and and how would it

140look? Um, we would want to have something where we can give people the opportunity to share them. And I'm not sure how technically how that would work, but we have to figure that out so that when you see misinformation >> on some social, you can point them directly to the thing that rather than, hey, you have to go here and you click on this link and you scroll down four pages. >> We don't want to do it that way. So, we would have to find a way to manage those as individual items, which we can do. We just have to figure out what that workflow looks like. >> And then that reminds me that we would definitely not want it to be an interactive page. >> That was my question. >> Definitely not. >> We

141do not need to have Facebook 2 2.0 on our page. It would not be interactive where people can chime in. Definitely not that. It would be strictly a FAQ type of a thing like here's a question, here's an answer, full stop. >> Yes. >> And if it can be shared, that would be great. Or people can point to it, that would be great. But definitely not an interactive social media type thing. Just a place to house accurate, truthful information that we are controlling um versus other people, you know, with crazy information. >> I think it has to be on the at least a link that is like the rever reporter, whatever name we want to could come up with something really great for us. I'm sure I haven't asked yet, but I'll >> that people

142click on, right? because they're never once it's off that front page, they're never finding it. >> The most the most visible place is in the showcase where you have the boxes of things coming up and we can put it there and just keep it there, >> right? >> Um, we also have the icon panel. There are there are many of them there. There are really too many. I think there's eight there now and we kind of aimed for five or six when we built the website and kept adding stuff on to that. And I think those kind of get invisible under the >> you know lunch menus is there. >> It was we were three years into this before Aaron app realized that lunch menu you know it's and that's you know discouraging him just

143nobody sees >> No. Right. Yeah. >> Um >> so >> like a box. So you'd click on the box and then it would take you to the page that had all the facts because you wouldn't be able to fit them. >> Right. Right. Right. Right. No, it would just be something to take you there. >> That would have to be sharable individually and then it would just take, you know, time, but hopefully we can train people to go there. Um, >> you know, cuz things do pop up on Facebook that are completely crazy and you read it and like that is crazy. Where did that come from? That would also give an opportunity for like our school um secretaries who run some of the school-based pages then can if they see that they could just

144post a link to >> have a question if this is valid check out our truth or whatever. Right. >> That would and it would just be a >> nudge to that direction engagement. >> Can I ask um >> because I love our community but they tend to be very active on Facebook and social media. I I just wonder um I'm trying to think about how active that could turn into, right? I mean, are there days are we are we talking we're getting 20? I mean, depending on the topic in the day, it might be a snowy day. It might be it might be very active in one day. And I feel like are we >> What do you mean would be active? The face Facebook >> people reporting like is this true? Is this true?

145Is this true? I feel like um if I'm submitting something or reporting something I that then creates an expectation of either a response or when am I going to see it on the website or what's is that >> I think it's well from what I understood from what he was saying is that we are completely controlling it so we're just watching for things that we think need to be addressed. >> Oh it's not people submitting. >> Yeah that's okay. That would be >> Wait a second. That's >> you'd have to hire a Yeah. put an FT on the thing. You don't not want to do that, >> right? Interactive in any stretch at all. >> Like, we're not receiving anything. We're patterns. >> We are watching for patterns. >> Dan's hearing rumbles or he's gotten

146emails or we're hearing things that we can say, you know what, there's a lot of misinformation about whatever out. And then we clarify it. So, we control all of it. Um, and we answer the things that Yeah, we're not going to answer every question that pops up. I don't know where they would put a question because we don't have we're not going to have a question for >> we're just going to control what information that we are seeing could be >> right. >> So, it grabs data, John. Just it would be grabbing >> it would be somebody doing it. Somebody who is monitoring social media saying, "Hey, this thing keeps coming." >> So, we're paying a company or >> No. So, I'm thinking like Dan gets five emails on a Monday morning that all are

147around the same subject. He knows something's going on, the chatter, whether it's on Facebook or it's on it's at the sports game that was whatever, >> then then you can address that. So, >> and it could be on our timeline like he gets these emails Monday, he starts working through it, by Wednesday we post something or whatever. Like we >> I don't want to set ourselves up to an obligation of we get an email Monday, we will answer by Monday night. Like we're not doing any of that, but like it's just a place for us to kind of >> keep correct information. You can answer about snow days. Like if people are say like that would be a place where D say this is how I make my snow day decisions. Boom. And information's out

148there. Or >> I mean we'll go back to something. But I think about a little bit like and I also think about the opportunity for to talk about the difference between what our generation experienced and what our student what we currently do like for most of us going through school like I think it's a life incident that just my situation that came up like I think so much of that is driven because parents experience was they would come into the classroom and nurses and your teacher would take that little wooden stick or whatever comb through your hair and try and find lice, right? And if all of a sudden, hey Dan, you got to go to the office. Everybody knows why I'm going to the office. And this procedures are so different now, right? >>

149And I think sometimes assumptions are made. Well, they're not doing anything. Well, no. Procedures, processes have changed. So, I always think like frequently asked questions like we don't deal with lice. No, that's not true. We actually do deal with lice, but it's different than when you were in school. Here's how here's the new guidelines from pediatricians and everybody else. Here's how we deal with it. Right. And so and getting out ahead of that in in the sense of like we know life season's typically December, January and all of that. So November we're pushing out, hey frequently asked questions. We know lice is coming. Lice season I should say is coming. Sorry. >> Don't say that man keeps talking about lice scratching. I just lost you. Yeah. >> And then I think too like the way

150nurses deal with things are just so different where it used to be like if somebody I'm sick and suddenly you're getting called and going home. It's not that simple anymore. >> Well kids in school >> that Rick could provide some great information as the property tax information is coming and all of that. Like that'd be a great place rather than people going on like my guess is like >> never make a Facebook post on a school page with my guesses. really not a good way to start because it just opens up a lot of chatter that is usually not true. So, it'd be a great place for Rick to say, "Here's some facts about what's going to happen or what's going to change or whatever." Um, and again, it's it's something that we would be

151able to decide, not necessarily us, but like that you guys could decide. We could have say in it perhaps, but just a place for us to put information that we know is factual and we can just keep pointing people back to that. So when you if you read something on Facebook that sounds crazy, check the website because there might be some better information out there for you. That kind of idea. That's my idea. And I think it's we're a very obviously conceptual point of it like we have to get it all worked out on who's going to do it and how we're going to do it. But that was a thought um that I had after having this session. I thought it was a really great idea that we could >> um protect truthful information

152and get it out there. >> Thank you. point. I think when you see those Facebook comments or most mostly Facebook, I think >> it is there isn't a need because if people are going on and making assumptions and asking questions, they're obviously not able they don't feel like they're able to get those answers somewhere, right? They're look there is a need, I think. So, I think it's a good idea. I think it's a good idea if we can figure out. >> Yeah, we need to figure out that. >> Yeah. >> So, that's my thought. >> Anybody else have anything on that topic? >> No. >> Okay. Moving on to the next thing. Executive session. We do have the need to go into executive session this evening to discuss the employment of a public employee. Can

153anybody give me a motion in a second, please? >> A motion. >> Second. >> Mr. Berdine, please call the RO. >> Mrs. Stein, >> yes. >> Mr. Muller, >> yes. >> Mrs. >> Yes. >> Mrs. Burke, >> yes. >> Mrs. Ray, >> yes. >> we do not anticipate any action at the end. Um, it's 7:27. We enter executive session.