001Hello everybody. Welcome to the Coff County Board of Education Policy Committee meeting, June 2nd, 2026, 1 p.m. C County Board of Education. Uh I kind of spoke just earlier a little bit of how we have all these policies split and uh the design of it. Um, like I say, anytime we go through one of these, uh, as a group, if anybody wants to pull one out, but say for the ones that has no recommendation or anything else, it just need to be considered as reviewed. Uh, I'll read those policy numbers off and then uh we can make a motion at that time to support that and and take those into account and consider them as reviewed or pull a certain number out. We'll slide it down to the bottom of the list and we'll pick
002it up as we get to it. When we get to those and we'll go through these main clumps, but like I say, most of them are just Mr. Gilly, I would like to thank Miss Shannon and you all, Miss Shannon, for getting them out and you, Mr. Gilly, for getting the policies out and giving our committee an opportunity to review these and kind of move them into separate piles, so to speak. But thank you all for putting the time in and looking at these. >> Yes, you did. And I'm probably >> All right. on number one and that's the first group you have in your packet is no changes. Uh we will need a motion unless you want to break one out as we do this and motion to read any part of it. Uh
003we will consider these policies as reviewed. Uh there was no recommended changes come before or anything noted. Uh that' be policy 6.10 6.2001 2011 6.2011 6.204 6.205 6.310 and 6.704. Anybody's got any questions about want to pull it out or roll with that. I just need a motion as I make motion we consider these as reviewed that there are no changes. I will second that motion. >> Second, Mr. Parson. >> I pass 70. >> All right. The next thing is this list of policy policies and it's it's a hefty list so I'll try not to get caught in mouth reading them all out but these policies have uh legal reference changes mostly uh there's some with minor word changes uh as everybody's had in [snorts] their package while review. Uh once again, I'm going to
004read these off. If there's one singled out, somebody wants to bring out and talk about it, add it to the list here on the end. Just once I get finished with the list, have yours and we'll we'll pull and do and we'll go from there with motion. All right. The first policy is 6.209 6.302 302 6.319 6.4001 6.42 6.431 6.481 6.413 6.604 6.202 6.203 6.208 208 6.3071 6.317 6.318 6.4 6.43 6.404 6.405 405 6.452 6.49 6.410 6.414 6.415 6.601 and 6.602 Once again a motion consider all these accepted as recommended with changes. Make a motion we accept the ones that you I'll second it. >> Any further discussion? >> I I >> I Mhm. >> Oh, gotcha. Okay. >> Yeah. to be reviewed. >> The next group is our policies that we have in this
005system, but TSBA does not have the model policies for these. I'm sure everyone's reviewed these same as we have the others. I'm going read those numbers off and we can consider these kind of like we did the first ones as and move on down the road or we can break some out and move them over to what we're about to get into. These policies are 6.401 6.406 6.47 407 6.70 6.702 6.703 6.705 6.707 6.708 and 6.71 motion break out. I'll make a motion that we consider these um policies reviewed this time. >> I'll sec Go ahead. Lady first. >> I'll second. >> Any any discussion? >> Mr. Parson. I >> I 25. We have definitely some here to actually review. I'm going to try to follow along with the breakdown we made. Do you want
006to do that or >> Yeah, I can do that for you. >> Our first one would be uh 6.206 >> which you should excuse me, you ought to have two co uh two copies of this. You're going to have what we currently have as policy and then the second page of it is the TSBA model policy and the title on that is transfers within the system 6.206. Does anybody need help finding? Give you a few minutes to find in your packet. transfers within the system. >> We good now, M? >> Mhm. I'm good. >> Great. Um, if you look at the TSBA model, what our recommendation is is that that ours models TSBA and you can see lines two through four on the TSBA uh policy which we would remove that first sentence or two
007from from ours. Also at the under change in residence uh down at the uh near the end of the page those are lines 25 through 28 be removed. If I can get a motion on the floor, we can start a little discussion. Robert, do I make a motion that he accept it or what do I make discuss? >> You know, I think we went over this the last meeting. I think I would probably one of those got questions, get it over with so we know how to make a proper motion. >> Okay. I like it. >> So, it's kind of backwards, but there again. >> So, you know, and and I'll start off. I've just got questions, you know, on the change of residence. Why would we not want that? Why would we not want
008the director to have the ability to make Do we not want to give the credit for work transferred from other? >> Well, I wondered about lines 26 through 28 myself. >> Yeah. >> And I'm I'm wondering why that's why did the TSBA strike that. >> Yeah. >> I I don't understand. I mean, >> so TSBA is suggesting >> they take >> I don't I agree with Robert. I don't see why they have any problem with the director. >> Are we reading that right? >> We don't have to. No, we can leave it like it is. >> We can we can vote to keep our family policy we currently have and just consider >> that top line though. I can see where it might be good to take that >> um that a student could choose
009to attend the school. I think it's better like it says that the director can review the number of spaces available >> and and I think that's why it's there. Yes, ma'am. >> I take that one out and leave the >> leave the one on the end. Uh if if lines two through four were left, it's it I could see some how some people would think it implies that it's strictly your choice and if you say I'm going there. >> If you read the next few sentences though, the director it still it has contingency. >> I see it. I see. >> But I think TSBA's thing it puts it in conflict with that second sentence. >> I think it definitely does. make a motion that we remove from uh policy 6.206 lines 2 3 and 4
010A and that we keep in lines 24B through 28. >> I'll second that. Everybody heard that motion. Keep our existing policy but remove lines 2 through 4 A and leave as is lines 24B through 28 policy 6.2 Any discussion? >> Mr. Parson. >> Uh >> I All right. The next one will be 6.207. >> Um this deals with student withdrawals from from our schools. And if you notice the model policy from TSBA versus ours is they're basically um omitting all of ours and adding that uh there are lines 11 through 13. And to me, under our procedures that we have for student withdrawals match what the laws say as far as us getting the the school that the child will be attending, we have to follow those laws. And that's kind of a broad statement
011there on the last three lines kind of concerning that that kind of takes some of the step by step out of it. I mean, I like I I like how our our policy, you know, we've got some contingencies in there. We got some plans got there and Dr. Cornelius um spoke to that a little bit when we reviewed it as as our office staff reviewed some of these. >> So, if I could get a motion on the floor unless there questions I recommend we keep our policy. 207 rather than going second. >> Any discussion? Mr. >> H. >> I I >> I >> 6.30. Okay. This is a uh three-page policy and it deals with code of conduct and it deals with some disciplinary and the behaviors and disciplinary. If you flip back to the
012third page of the TSBA, you can see where law enforcement officials and the director of schools are immediately contacted if applicable. That kind of ties in with our legal references and what we're required to do by law. Now, also underneath the line 15, the parents guardians are notified. recommendations are made to the director's school. It just kind of gets more fine defined and I recommend that we adopt the TSBA model and add those uh two lines along with the legal references and cross references to our policy. >> And I think those legal references, this one could have failed in one of our prior groups, but it's so big and nasty that we pulled it out. Make sure The director's recommendation is to accept the 6.3 by adding a few lines from TSBA on the third
013and the legal references. >> I think I'll third. >> Any discussion? I >> I I >> I >> um >> Are we going to do 6.202? I'd like to get these off my list. >> 6.202 was in that number two. >> It was I have it in this group. >> Yes. Yes, they were. We We kind of split some of these out last minute. >> Okay. >> It has a lot of stuff in my Let me find my right page. There it is. Yeah, that was the home school. >> So the red picked up >> faculty record, >> but that was part of the law, correct? I have no problem with this as long as that line stays in it where it says homechool teach >> which line is What was that again? >> It's
014just that the importance of keeping in mind two, three, four, five. As long as that >> I don't have any problem with the addition because that will be parents who choose to sign up, >> right? >> Well, you did a good thing already, >> was it? >> Yeah, that was in the >> move it off that p. So, it worked out great, didn't it? >> We didn't have to get into ask Kelvin how to get us out of >> line. >> All right. >> So, we must have done student admissions, school admissions, too. >> I think our papers have just been a little out of order. >> 62. >> This is where me. >> So, >> you pulled them out. Six. >> We're on 6.301 rights and responsibilities. >> And so we'll find that those
015are very >> Hey, after this many I'm surprised Channing come in to work. >> How'd you do all? [clears throat] >> All right. So, we're on 301 6.301. And if you compare our rights and responsibilities to um TSBA's rights and responsibilities of students, you can see the changing is in the wording. For instance, line eight, which is number three. Ours currently says, "Expect the school will be a safe place. TSBA's is a little more defined and descriptive. Be educated in a safe and secure environment." And I'm sad we have to put that word in there, but it does make sense to me. Have appropriate resources for opportunities for learning on line four and are line four. Have an opportunity environment conducive to learning. I do like their wording in that one a little better. And
016then down on line 17, uh you're comparing no and adhere to reasonable rules and regulations established by the board. TSBA recommends no and adhere to board policies and the district's administrative procedures. And my recommendation is we would make those adoptions from TSBA and ours. >> That is that motion. >> Make a second. I'll make >> No, he can't make a motion. >> I didn't think so. I so move. All right. Second. I'll second. Any discussion? >> I I >> I [clears throat] >> I now 6.308 308 >> that is bus conduct and ours may tbas except their line 26 and 27 photographs and video f footage shall be used only to promote promote or the order safety and security of students staff and property and I believe that ties in with the Tennessee code annotated
017the legal reference on the back as well. >> Did we look at uh >> real quickly? We went over change of walls and there's that one wall with cameras with possibility of the farm being out and being able to use that for basically citation police give a citation. Do we need to put that in there or does that take care of that as well? Because it is a safety situation. >> You know what you want to talk about? >> Yes. >> There's a lot. >> I think you'll take care of it. I think you're okay. >> Is it still safety? You're trying to make it safer >> staffing property and they they wanted to use it as in law enforcement. >> That's correct. >> Plus one of the new 84 laws that we've had passed
018dealing with school that we'll get to at some point. I have issues here. >> Yes, sir. my issues and we went through this and I've I looked at it today and a couple of years ago policy still in there to where the director of transportation had ultimately a final say if a student returned to the bus or not in an extreme circumstance and there's nothing about that in the policy >> Mr. really if you remember that was actually brought up at a board meeting and Mr. Morris was here and it discussed and he said the way things were running is the way he felt like need then that's whenever it was dropped and we went on but but you're right it was discussed uh we brought it up actually at a board work session I
019believe as well but at that board meeting it was discussed and said just leave it as it is. Well, there there there could be a possibility. I I don't know. I'm not I'm not going to go into discussion of why or why not, but I know what bus drivers say and bus drivers talk about and deal with. And I am gravely I want that ability to that bus driver or the director of transportation to have the authority to say, "No, I'm not transporting that kid." We're transport kid on the bus. That's a lot more of a risk, a distraction to the driver and the health and safety of the rest remaining students on the bus if that child is that disruptive that it's made it to the point that we got to talk about they're
020not getting back on the bus. And because that's one of the biggest complaints that I get is even if they get five days off the bus, principal writes that and then mama raise raises cane two days later. Well, he make his other three days up next week, puts him back on the bus and does this and it's just continuous continuous massive discipline reports we get from the buses that some point got to protect everybody's wellness. Can't ride the bus. I I thought we had that in there that there was there was that ultimate line that at least the school school bus girl the director of transportation not necessarily the bus driver but the director of transportation had that ability to finally say well no I'm not >> disrupted my disrupted my bus and my driver
021and taking her attention away from the road and >> she was screaming at the same one to sit I know that's that's what I'm saying I I don't know if it's a model polic policy, but the policy I have at my office was had it in there. >> I agree with you that it ought to be in there. I agree. >> I think it did say that every attempt was made for uh uh every attempt was made basically between the director of transportation and the principal to work it out obviously, but ultimately the director of transportation had the ability and authority to say no. risk being this disruptive or combative or whatever. >> We've read all the bus reports. We know that that happens. >> Oh yeah. >> We've got kids pulling knives on. We've
022got >> choking other children. >> And to me that even on a bus that's still a >> still a school. >> Still school. >> Yeah. >> I think more so the the things that are normal like the things that are zero tolerance should be zero tolerance on the bus as well. >> Yeah. >> But we're not doing that. So either it's part of the school system, it's not. >> But ultimately, you know, I think like I say, director transportation needs something in there where he can finally No, no, I'm not going back on the bus. >> I agree. >> This is the sixth time or 14th time or 25th time. I think we had one that was a 21 time and stuff. And when I read >> that was last year >> when I read
023those reports I'm thinking wow >> 21 ride ups and still riding the bus some point some point mom and daddy make a different range >> y >> could a could a solution be uh lines 14 and 15 says a student may be denied the privilege of riding the bus if the principal and this is where you could say and or director of transport transportation determines that his or her behavior is such as to cause disruption on the bus or if he or she disobys uh policies and procedures pertaining to student. >> Something as simple as that >> will work. >> As simple as that I think will work. >> Makes sense. >> So this is line >> line 14 >> 14 actually line 15 >> principal slash >> director of transportation. >> Yeah. And then
024that would indicate that the principal and the director of transportation have communicated with one another, consulted with one another and made that decision. >> Yes. Do we put the andor? >> Andor. >> I would say that and or because >> if they don't agree, >> principal is not on that. >> And if they don't agree, then the or covers >> we believe. So we're doing andor >> and or good recommendation. >> You got to think about the security safety of the the community. >> Yes. >> Some point you got to lose that privilege. >> I could something as simple as the bus driver getting hit with a heavy paper turning to look at that split second. >> Well, there's so much bullying children. If that was in in the school system, we would be dealing
025with it in a totally different way and it needs to be dealt with in the same way. >> We'll have a policy here. >> You're going to have to wait before we have to care of school property before we get to it. >> All right. So, uh, if we could get a motion on policy 6.308 >> and that change is >> the changes are and or bus supervisor or transportation supervisor >> added to that >> or we can make >> I'll make the motion that >> make it. Yeah, I'll make the motion that we uh add andor director of transportation line 15 um tele policy. >> Good motion. I second. Any discussion? >> Mr. Parson. I >> I putting bus 311. >> Are we putting bus safety in that right there? Bus conduct. Bus safety
026and conduct. >> We just basically took ours. >> Yeah. >> Okay. >> So they were the same. Well, right that you still had the of it. The PSBA were photographed and video footage was a lot of legal reference. >> Oh yeah. >> Have to be included into that same motion. >> Absolutely. Yeah. >> You want me to amend that? >> Yes, please. >> Okay. I'd like to amend my motion that uh we also include uh lines 26 through 27 of what's recommended from TSBA model policy. And that reads, "Photographs and video footage shall be used only to promote the order, safety, and security of students, staff, and property." >> Yes. >> All right. Everybody good with that amendment? I >> I >> sorry about that. >> So >> 6.311 >> that is care of school
027property. If you'll notice principles are being removed from that in the TSBA policy in the directors of school has been inserted there. Lines 13 through 16 kind of provide um a timeline for disputes with the director. And also line 17 and part of 17 and 18, the director of schools is inserted there as well. And there is a legal reference at uh at the bottom of the page along with two cross references. And what this will do will get this out of the principal's hands. And when you're talking about some of these legal and civil type stuff, it puts it in the director's chair, which I recommend. Principles have enough to do without chasing chasing damages. So my recommendation is that we adopt the the changes made in the TSBA I'll second that. >> No,
028I'll make that motion. >> Excuse motion's made. We got a second. >> I'll second just pass. We're in discussion. >> Yeah. Now since you much like do y'all like that being taken out of your hands where you don't have that basic comfortable >> fine with me. >> It's it's fine. It's absolutely fine. Um because it it can I think if a parent wants to dispute with us, it can get to the point where we're in an impass and ultimately when we are at an impass, it it will go to the director anyway. Correct. >> Yes, sir. >> But this would I I agree. I like this. >> And it cleans up the format on our end on the school systems end as well. It's like, you know, we we instituted those complaint forms this year.
029Well, we we've only had u one turned in. So, it gives us an opportunity to document. It shows we've done our due diligence. It shows the parents complaint. And >> I think this is kind of in line. >> Make sure that the principal didn't feel like that said, "Oh, I can't talk about this issue with the parent. I have to send it straight to the Um, no. They they'll be able to to speak with them on it. It just escalates and gets it >> gets it out of their >> plate. Yes. >> Yeah. They they and and it kind of reads that way. You know, they're they're still kind of handling the boots on the ground kind of thing, but then once it passes that point >> or there's issues, I mean, it's it's a
030little bit clear on that like Mr. Parsley. It it appears to me like, you know, if the parent refuses to comply, it goes to the director and civil action could be taken as the way, >> but it would be the director having to do that. >> You wouldn't have to worry about that. >> And they're not going to handle that end of it the way it is now. >> We'll deal with it up here. >> Okay. Any more discussion? >> Mr. Parson. >> I >> All right, Mr. Gilly. Punishment. >> 314. >> All punishment. >> Excuse me a second. Mr. Mr. Director, have you had many have we had many issues this past year of school proper? School property. what it textbook or two. >> It it um we occasionally will have a you know
031we will have a damaged textbook here and there or more so than anything lost items and so there could be potentially a dispute over a lost item. Well, well I you know I don't remember having that book or that wasn't the book given to you know that kind of thing. um damaged items much less so but you know just every now and then Jimmy >> like I'm think broken >> technology >> broken student >> yeah Chromebooks that's the first thing that popped in my mind >> and another added one of the good things we have our capital man back there he's going know how much that chair is worth because he's probably the one who purchased it and that helps a director in >> Thank you. >> Yes, sir. Corporal punishment. I have no recommendation
032but we will read the corporal punishment on TSBA. Uh what they did was they eliminated lines one, two and part of three. Any principal, assistant principal or teacher may use corporal punishment in a reasonable manner against any student for good for good cause in order to maintain discipline and order within the public schools in accordance with the following guidelines. where TSBA has added the board authorizes director of schools to determine whether corporate pun corporal punishment shall be administered. If it is administered, the following guideline shall apply and it kind of follows ours until the end. >> It's the same. It's the same except we're taking the top out of it. It's taking it away from moving it out of the schools and moving it straight to the director on >> and they have added a
033line 9, 10, and 11 >> on the back. >> Yes, >> that's very confusing. >> Line nine. >> Yeah. >> Because it says you shall not use it as a disciplinary measure and on the front they say >> Yeah. So, it's going to be one or the other. >> Got to be disciplinary, >> right? It it says in the beginning that it's up to the director of schools to decide, but then at the end it says it shall not be >> we'll need to make a change somewhere. >> Yeah. >> Do what now? >> I I think we will need to make a change somewhere. Um because they do conflict. >> We don't have to change, but we have >> right. Well, well, no, you're correct. I I guess I'm considering the the >> That's
034the way I'm You're correct. When I look at the TSBA recommendation, there is well, it's they're conflicting and statements. >> I mean, this is this is a you know, every year it seems like we've come across this one and it's wished and hoped to get eradicated or degraded in a manner which there's no need to even have it. And I know I'm just I'm real hard up about it. I believe that is one of the most vital tools we could be using. But I get it and I don't want to die on that deal right now. >> But I don't think we throw our tools out the box either. >> But it also puts the burden of corporal punishment on the director instead of the principles. >> And I don't feel that's that's fair to
035put that on your shoulder. But >> when these individuals at the level here, they are the ones that interact with the students and know and >> our procedures here. They go through the procedures. I mean, they're pretty stringent. It's going to be an administrator anyway would pull the trigger. I just hate to I hate I hate to even mess and deal with you know maybe I'm long gone. Am I would you all you know as I read our current policy and you all some someone may disagree but to me it appears to read at least the way I read it in the beginning is that a principal assistant principal or teacher can decide to use corporal punishment. Um now it says that that's how I read it. But we don't allow our teachers to use
036it. >> Um, >> and it >> I'd rather wear that one than a teacher or a principal. >> So anytime you're say So you're saying anytime corporal punishment needs to be used, they're going to call [laughter] you, you're going to go to school and do it. See what I'm saying? >> I mean, >> would y'all repeat that? >> I mean, do I agree that at this point in life, and I'm just going to say this, at this point in life, many years and as many generations that do not understand what the word corporal punishment means, there's going to have to be some special means and tactics used. If you implement that, you're going to have to ease back into it. You're going to have to certain people doing things. You're going to have to do
037this. You're going to have to do that. But so I'm gonna have to eat some of my words. I said here right off the bat. It's almost like you're going to have to back up a little bit to ease back into here. In my opinion, creative generation discipline is >> and the truth is >> there looking through all of our policies there is a million miles between before you'd ever get by that time you were put out. So, it's kind of >> we could we could >> kind of useless. It's not really going to happen. >> I mean, >> how would that look like if I had a student who I'd gone through all the steps and talked to the parents and have a good relationship with the parents and rapport with the parents and
038we've come to the conclusion that that is an option. Would we then call you and I say we because it's parents too. Would it be we call you and give you an overview of the whole situation and then you >> I mean that's kind of what's going on now >> when we have student behaviors that >> and and you know >> we don't talk about punishment >> and I think that would come down on more of >> how you want to implement how you want to do that on your own anyway this policy gives you room to do that. Excuse me. This last year, this our current school year we just finished, have we had any incidents of hopeful punishment? >> Uh, no sir. >> We haven't whipped anybody in decade, >> two decades. >>
039At least a decade. I would say I could be wrong. I could be wrong. I >> were I could speak for >> I can tell you what happened in 1999. [laughter] Well, I mean people >> I can tell you what happened in 1999 and how many times a day on average [laughter] >> I vaguely memorize >> I should have done that Mr. Parsley >> at at the high school it has been roughly 13 to 15 years. I can't speak for the other schools. >> And that's the only that's the only way you could get class started in CTE when I was there. That's the only way you get it started. You knew here the guys were come on get it [snorts] over with. >> Our country has really changed. I vaguely remember back in the
0401840s when I was in school [laughter] long time ago when I got more than one corporal punishment in elementary school. And I don't know how this worked back in the day with the phones like they were, no cell phones, whatever, but my dad said, this is back in 58 or nine, I guess. He said, "Boy, if you get paddling, I'll know about it. When you get home, you can know." So, >> yeah, >> our world's changed. >> I got two. >> I got you. >> [laughter] >> But I did >> I got I wasn't I wasn't bad. >> Keep those things. I tell you what, >> I got plenty at home. I'll say that. [laughter] >> Our principal, she carried her paddle and >> Oh, it's such a good tool. It has been so neglected.
041>> And and you know, we got to eat if I'd love to see a find a way for it to be a tool. waivers can look at waivers and said absolutely I mean in society that absolutely you're not doing this you're not doing that you wave and we go to a different level here but >> my my kids know of course it's a private school but they go to a school where if the they tried everything else and the child needs spanking they actually call him the de has to come up to the school and either observe the spanking or Which I think if we could get our parents to do that, it would change. >> No, you don't want me to. >> Do you have boys or girls? >> Both. >> And the girls
042are meaner. >> I don't know the answer. I I don't think we need to take it out of our tool box. I think there's a lot to be studied here pretty soon. Maybe, you know, I don't really want to I just don't really want to rattle that box. And I don't think changing this policy or us messing with the policy today is what's going to get this either started or even used in the book. I agree. >> It's going to be in the toolbox, but there's going to be many more things we're going to have to discuss. We I think we've got about a best I could ever tell was about a 50-50 split on who wants to and who don't want to. >> This just adds the step of notifying you and making you
043>> It just says the board authorizes the director to determine whether it shall or >> basically all that says is he's going to tell the principles yes to use it or no >> can't use it. >> He's not going to be call every day. Can I do that? No. It's either it's allowed or it's not allowed in your school. >> And that's why it gets into nine lines nine and 10 11 on the back. >> Well, I wondered about >> I wondered about lines [snorts] one through three. Does that initial statement any principal, assistant principal or teacher may use does that imply that a teacher can make a decision? and I'm going to use it whether the principal has said it's okay or not. So is that why that's been stricken there? That's what I
044>> perhaps. >> Yeah. >> Interpretation. >> Yeah. My recommendation is we adopt TSBA's policy. >> I think we need to take out line. That's ridiculous. >> Yeah. I agree with taking out. >> If it's not going to be this clear measure, what's the point? Yeah, >> we're not going to p you for being [snorts] good, >> right? >> I do have a story about that. We'll talk about it later. >> And we probably should take out the part about teachers. >> Yeah, that top the top line of it. >> Um I can see where with the principal direction the assistant principal could give it but I don't think a teacher I don't think needs to be >> I like that miss >> principal assistant principal and then inter also add may use >> or well
045and >> the board authorized the director of schools to determine whether corporal punishment shall be administered. If it is administered, the following guidelines shall apply. So that's like Mr. Shores was saying. So if you left, I don't know why you couldn't leave it all, but add the board authorizes director of schools like TSBA done, but take out board teachers or Yeah, they got board teachers. That keeps it on an administrative level. >> Any principal and or assistant principal. Yeah, it could say any principal or other administrator or any principal or designate, but but yeah, I agree. I think taking the teacher out is best. >> That's easy. >> I'm not even a fan of a designate. >> You're not? >> No, sir. And that'll get into the next one. Suspension. So, make make us a
046motion. Somebody, >> how would you make that motion? Any principal and or assistant principal may use corporal punishment all the way down to line three where it says accordance with the following guidelines. And then I would add the bulk board authorizes add the TSBA portion to it >> and you delete >> delete. Then on the back we delete nine and make I guess line 10 and 11 lines nine and 10. >> No, you won't need them because it says the same thing above it, right? Well, it's similar. >> Seven and eight. lines 10 and 11 are if if the director says no, we're not going to use it, then he need or he or she needs to provide, >> you know, >> an avenue instruction of what to do instead of >> to what seven
047and eight says just a little better. >> Almost like you need to take seven and eight out. >> Seven, eight, >> leave 10 and 11. Well, 10 seven and eight is more about record keeping and reporting and 10 and 11 is about training. >> Yeah. Providing in service [clears throat] for teachers and staff. >> So just take out take out nine. >> They got nine. Leave the other add 10 11. >> All right. >> Now this first part up here on line three, four, five. Are we keeping ours or theirs? Because they're different. Basically, they took out what we said. >> Okay. >> Yeah. >> 3B and four. >> Yeah. >> Take out teacher in that. >> All right. >> Okay. Are we adding the motion? Are we going to put >> We had a
048motion, but I bet Dr. Anderson's close to having >> sure together. >> I'll say I'll make a motion that we keep lines one through three in the original policy other than uh for teacher. So strike through that. >> Okay. and then add under the TSBA policy uh lines three, four, and five that says the board authorizes director schools to determine whether corporate punishment shall be administered. If it is administered, the following guidelines shall apply. And then on the back of the policy, line nine needs to be removed and we'll keep lines 10 and 11. >> I'll second that motion. Any more discussion? >> Um, wait. There's one problem in line three. We also need to take out. >> Yes. Yes. Item number three, >> only principles. The principles. >> Yeah. >> Four teachers need to
049be struck through. >> Oh, yeah. Yeah. >> Oh, the principles or assistant principles. >> But it seems to indicate up top that it said the board authorizes the director of schools to determine whether corporate punishment may be used. So that negates the fact that principles. Well, they can authorize, but I guess the way they've got it set up, they still have to call the director of schools and see if it's okay. Okay. >> Which is a big >> no big change. No big change [laughter] to what we just approved other than down in section three line 19 or teachers scratching it out there as well. Is everybody okay with that? So the motion is to add and or sit principal take out teacher keep put in the board authorizes director of school that line >>
050and then strike out >> and strike out. >> Good. Now you get to do your 6.316. >> We got a vote, right? >> I thought we did vote. >> No, you spoke before we had to vote. I was fixing to ask you. [laughter] >> You interrupted me, Miss. >> I did. I did. >> That's okay. You're fine. >> I didn't want to have to redo. >> Yeah. Mr. Barson. >> Hi. I >> I [laughter] thank you, Robert. Trying to get ahead. >> Motion passes 70 6.316. Okay. Ours has suspension, expulsion, remand. This is 6.316. The TSBA model has suspension. In line two, it says principal or designate. Uh designate is scratched out on the U TSBA model. And if you go down to line 19, which is number eight, ours reads possession of a knife,
051etc. TSBA crosses out etc. and puts in or other weapons as defined in state law, not by state law. And if you look on the back, >> some of your law changes added a few words and 14 [clears throat] done here, sister. Oh, you look on the back on line four or an invalid threat of mass violence and that has a law attached to it uh under the legal references and line seven on the back assault against a school employee as defined by state law. That is in accordance with Tennessee code annotated as well. and over to page three where our end ours ends on line 17 or I think our line 11 they've added in that last paragraph school sponsors of uh events and that kind of gets into what we spoke about on
052the bus the other day. Our students are our students. If they're on our property, we treat them as our students. If a student assaults an employee, he or she shall be suspended from school sponsored events for one calendar year unless modified by the director of schools. A school sponsored event is an activity that is not directly related to students grade in course in a course of instruction. And I recommend we make these adoptions as PSBA >> as TSBA presented along with the legal reference additions. >> I'll make that motion. >> That motion. >> You go ahead and I'll second. >> I'll make that motion. >> Dr. Anderson go first. >> Second. >> Yes. [clears throat] >> Any discussion? >> Um when they say Invalid threat. Is that when a kid makes the threat and when
053you assess it, you know they really weren't planning to do it? >> Yes. [snorts] But just because they made it is sufficient. >> And that law is I do know that law that it's referencing [snorts] to the PTA code and that is your real making it. Zero tolerance. >> Zero tolerance. >> That's that is how zero tolerance reads. That's why recently I think it don't don't have to be valid. considered >> and that would certainly involve or whatever threat on social media. >> Oh, sure. >> For sure. Like >> Well, you know, we'd lose about a third of our kids on the school bus if we >> diesel. Diesel fuel be cheap at >> Okay. So, we were in discussions about I I >> I >> All right, final one. >> All right. 6.4051. >>
054And um there's a bunch of medicines on there. Paul, do you nasal from nasal spray? Uh you you're married to a nurse practitioner, aren't you? I kind of looked at this and it's just adding the definition that >> it is and the training uh the training part there's some some things that remove and I think it was trying to remove liability on school systems part on some of this as per TSBA but there's a lot of must being changed to shall and minor word changes other than line which is reviewed physicians orders and parent guardian permission on file. TSBA has removed that from it. This is kind of lengthy so excuse me or did we skip 6.318 6.404 404. >> Say again, Mr. >> No, they were in they were in second thing we voted.
055>> Oh, they were. >> Go ahead and copy in my state. Okay. Whatever. >> Well, now Shannon ain't making no guarantees. >> Thank you for all you do. I don't know how she does all that. >> Thank you, Mr. Cordell. So other than the the >> the must turning to sh and the must turning to can and the adding after on line 10 or inhaled in a nasal spray. The removal of line 15 and then you have some more must and shall deleting the word how on line 21. Removing the word medically on line 22, turning 24 from a must to a shall. Is there anything on page one before I flip it? >> Our school health coordinator, Miss Garner, reviewed this and this is quite lengthy. I think it's three or four or five
056pages long >> and she said we needed to adopt TSBA's full model >> was her recommendation. Um, if you flip over to the back, >> line one, there's a must to a shall, actually two of them. On line seven, there's a must to a shall. On line 19, strike in addition to the assistance of self-administration medications provided by subsection A public and non-public school person. So, it should just read, "School personnel who volunteer under no duress or pressure who have been properly trained by a registered nurse or employed by or contracted by Coffin County Schools, mark out or governing board may administer anti-seizure meth. We're not going to have anybody do it unless they're trained to do it." Eliminates that. on page uh line 30 under the subsection is struck out on TSBA's model. We're
057going to page three of it [clears throat and cough] there. There's an addition of um of another nasal spray there from lines 21 on the TSBA model policy through lines 38 >> and the next page and the next page. Yes. >> Only thing question I have about is back on the first page on line 15. >> Yes, sir. >> Review. Why would we not want to review the phys physician's orders for glucagon and parent guardian permission on file? >> Hold on. I think I may have a note on that. >> Yeah, I've got it somewhere, but I'm lost. >> I've hung on pretty well. Shannon has kept me in play like a hockey puck. 6.4. my own next time. >> Anytime, Miss Beth. >> I'm not sure where >> you can sit between us. We'll
058let her sit between us next time. She just said uh recommended that we just adopted the whole thing. >> I don't have anything in my notes for that one. >> I don't know. It seems to me like we certainly be want to review the notes, >> right? >> Is that like yearly before you That's a good question. That's >> they're listed in here. They're list each year. Don't they have to present any medications each year? Then they should have their >> school year when they first register >> on file. They should have that. >> Page five addresses that I believe to make sure that >> Jimmy Oh, Dr. Anderson. Yeah, page five addresses that at lines 26 27 25 through >> down at the bottom the training >> the students parent or guardian shall provide
059the school with a written authorization to administer the medication at school >> written statement >> cleaner way I guess >> what we have >> yes >> so this could could be my just accepting. >> So I get a motion. >> So we accept I make a motion that we accept TSBA's model policy. >> I get a second. >> I'll second that. >> Motion made and seconded. Any further discussion? >> Mr. Parker. I >> I I >> I >> 70. >> How about that? Run out of a stack. >> Oh, we need to It's before everyone leaves. We need to schedule July's policy committee meeting. >> We can >> Yeah. sometime at the end of June or probably not the first week of July. >> Nope. [laughter] >> Not on the 4th. >> I hope that's
060a note for several of us. >> So, we can look at our calendars once we dismiss here and stay here and come up with our next meeting. >> All right. As far as the meeting today, that concludes the uh items to review and do. Anybody got any statements or anything before we make a motion to >> No, that's what pulled out went in that second. >> I got a bunch in here, too. >> I did have one question. It It just didn't make sense to me. inspection correction student record. When a record contains information about students, the child or the eligible student, the parents, guardians or eligible students may not expect the very first line says parents or students students and eligible students may inspect Which one scratched up? >> Which what number? What? Which
061number are you on? >> Should be 60. >> 6.602. >> So basically what I'm thinking that it's saying is that line 12 when a record information about a student other than these people, but it needs to say who may not inspect or review this information. It's a very confusing line. I think something >> 12 I want I and I I wonder if this could be a reference to a record including information about multiple students. >> Yes. But it says >> and the parent and the students not to give that information. >> It says a student put it in >> about a student other than the parents. >> I think there's a missing word. I think it should say other than the parents of >> I think there's a word missing there. But >> Paul, what
062line are you on? >> 12 and 6.6. 602 912. >> I I think there is a word missing after parents guardian. >> Just I think it we're trying to get at that other people can't inspect and review the information >> that these are the only ones allowed to review it. But >> well, it's not just that. It's the way it's worded. It says when a record contains information about a student >> other than the parent guardian the child or the eligible student parents guardians or eligible student may not inspect and review that information we have question but they're saying guardian They're saying they can't review them. >> I think I think >> somebody else's child. >> I think that's exactly what it is. You can't review it because it contains information about someone else's child.
063>> It's somebody else's child. >> Okay. So, we need to put a line in there that says when a record contains information about a student other than the student of the parent guardian, >> you know what's we're I mean the TSBA model follows. You know, you're reading from that, aren't you? >> Uhu. And >> it doesn't make sense. It it is >> other than the parents child. That's the term right there. That's smart between two people two things. >> I think we understand what it's referencing, but I think it it could be worded. Yeah, it could be wrote planer >> because up in line two it says that they can review these things and by putting in a student it doesn't mean that there are other students involved. So I just think that needs to
064be fully rewritten and go to PSN. >> How would you >> would it be take out other than the guardians child and take out the word and take out the word the parent guardian child or we could just when the record contains information about multiple students other than the students of the parents guardian etc etc or other than parent guardian's the eligible student. They may not or you could say simply the only people that can look at these records are >> let's make a motion to pull. We have to pull that out of our second thing we voted on and carry it through the second vote as written. So we'll have to make a motion pulls it back from that. But we're going to review it and change it to correct. So >> I'm just
065trying to get as close as I can practice. >> Yeah. [laughter] send it and then make changes or anything. >> Yeah, I mean we can we can just break it up right now. If you want to change somebody wants to make a motion to change policy 6.602 and y'all come up with a sentence fit it out. I'm in >> we have >> um I make the motion we change line 12 and 13 and policy 6.6 make it more. I'll second it. >> Okay, >> so we have a motion to do that. What do we want to say? Or we just >> when a record contains information about a student other than the parent, I think that's the key phrase, other than >> the parent guardian. parent child or the eligible student >> other than the
066parent guardian >> or eligible student may not >> or eligible student [snorts] apostrophe as child. >> No, but then you have the eligible student in there. >> I think the parent if you read our current policy it clicked where you Yeah. But I understand the fact of putting parent in there, >> the parent >> when a record contains information about students other than a parent other than the parents >> the parent the parents guardian child >> or the eligible student the parent or el student may not >> that's fine Another another way would be when a record contains information about multiple students. >> Yeah. >> A student a parent a student or a parent cannot review it. I mean basically if it contains information about multiple students a student or parent can't review it period
067because it contains info about multiples. Paul, read the TSBA one again and take out parent >> just guardian. When a record contains information about a student other than >> the guardian, the child >> guardian's child >> or the eligible student, the guardian or eligible student may not inspect and review that information. >> Does it make better sense when you trim out the slash like ours currently reads because those the words parent and guardian are interchangeable. >> And you put that apostrophe s and take out the child. That helps. The word be carries so much weight. [laughter] >> It also carries so much. >> If a record contains information about a student other than the child of the etc., etc. It may not be. >> I got an idea. How about you amend your motion >>
068to adjourn rather than [laughter] >> do this and think about it. It's not >> we can literally slide this right back in the next >> next meeting. >> That's something I'll accept that one. All those in favor? >> I >> Thank you. >> I miss kind of have a June late Juneish