[1. Meeting Opening]
[2. Information Items]
[00:36:21]
>> I AGREE WITH HER ON THAT, I WOULD LIKE TO KEEP IT AS IT IS.
[00:36:28]
I THINK IT WORKS HAVING SAID IT'S WORKING FOR THE TEACHERS,[00:36:32]
THE TEACHERS FEEL SUPPORTED IN HOW THEY'RE SUPPORTING IT, I[00:36:36]
DON'T SEE A NEED TO CHANGE IT. >> AND I AGREE WITH THAT.
[00:36:39]
I WOULD PROBABLY REMOVE THE WORDS IN THE CLASSROOM.[00:36:42]
I THINK THAT JUST GIVES IT A LITTLE MORE CLARITY BUT I SEE[00:36:47]
HOW YOU COULD INTERPRET IT EVEN WITH THAT LANGUAGE SO I WOULD BE[00:36:50]
FINE WITH THE CURRENT. >> I PERSONALLY WOULD LIKTO MOVO THE NEXT TOPIC. TO WRAP THIS UP, I THINK THE BIGGEST THING HERE IS DISTRACTION THERE ARE OTHER THINGS OUTSIDE OF THIS SOCIALLY BUT I THINK THE BIGGEST CONCERN AND WHY IS DISWRAPPINGS TO THE LEARNING RUPTION TO THE
LEARNING ENVIRONMENT. >> ALL RIGHT, THE NEXT POINT IS AIRPODS AND EARPHONE USAGE. THERE'S A RECOMMENDATION FOR STUDENTS TO ONLY USE ONE EARBUD DURING A TESTING PERIOD.
JUST WANTED TO GIVE MORE CLARITY ABOUT WHAT WE'RE HOPING TO
ACHIEVE. >> I WOULD SAY JUST COMMUNICATING WITH SOMEONE WALKING DOWN THE HALLWAY.
I KNOW WHETHER IT'S IN YOUR HOUSE OR ON A SIDEWALK F YOU'RE CALLING SOMEONE AND YOU CAN'T GET THROUGH TO THEM, SO I THINK IT'S JUST A SAFETY ISSUE THAT THEY SHOULD HAVE IT OUT.
I'M NOT SAYING THEY CAN'T HAVE THEIR EARPUTS AND THEY CAN'T LISTEN AND THEY P AO AND THEY C LID AND THEY CAN'T LIS AND THEY CAN'T LISTEN AND HAVE THAT TIME.
YOU CAN'T REALLY POLICE ALL THAT, SO I'M OKAY WITH THE LANGUAGE THAT'S IN HERE, I JUST WANT TO KNOW THAT OUR TEACHERS CAN ENFORCE IF THEY FIND SOME THINGS AS A DISTRACTION OR
WHEREVER THEY ARE. >> WE DON'T HAVE ANY DATA SAYING THEY'RE NOT ENFIORCING IT AND I DIDN'T COME UP AT ALL WITH OUR STAKEHOLDERS SO THIS IS THE FIRST TIME HEARING ABOUT THE
AIRPODS OR EARBUDS. >> YOU HAVE TO INSPECT WHAT YOU EXPECT SO IF WE PUT THIS INTO POLICY, WE'RE EXPECTED TO POLICE THAT AND WHO IS GOING TO PLEASE THAT? EXCUSE ME, TURN YOUR HEAD, I NEED TO SEE IF YOU HAVE TWO AIRPOD IS IN. THAT'S RIDICULOUS, WE CAN'T DO
THAT. >> IT'S NOT RIDICULOUS, IT'S JUST YOUR THOUGHT PROCESS THAT YOU DON'T THINK IT'S
APPROPRIATE, IT'S FINE >> THERE ARE 4,000 STUDENTS IN A HIGH SCHOOL. IT'S RIDICULOUS.
>> THAT'S FINE, THE ADMINISTRATION JUST SAID THAT THEY FEEL THEIR TEACHERS ARE ABLE TO ENFORCE AND FEEL COMFORTABLE IF THERE'S A PROBLEM OR A SITUATION, THAT THEY ARE IN A POSITION TO MAKE THOSE CHANGES OR REVISIONS.
>> AND I WILL SAY OUR ADMINISTRATORS, WHEN DEALING
[00:40:05]
WITH PASSING PERIODS AND THOSE KINDS OF THINGS, THEY HAVE EXPECTATIONS FOR STUDENTS AND STUDENTS, THOSE EXPECTATIONS ARE COMMUNICATED TO ALL STUDENTS ABOUT APPROPRIATE CONDUCT, BEHAVIOR WHEN TRANSITIONING FROM WIN PLACE TO THE NEXT.YOU'RE RIGHT THAT WOULD BE A BIG TASK TO TRY TO HANDLE, BUT I THINK OUR LEADERS DO A GREAT JOB IN HAVING THAT SUPPORT OF THE ADULTS DURING PASSING PERIODS TO MONITOR ANYTHING THAT MIGHT BE APPROPRIATE OR THINGS LIKE THAT AND SO I THINK THIS AREA IS
COVERED. >> YEAH, IT'S IN THE SAME EXACT SENTENCE AS CELL PHONES SO I'M COMFORTABLE WITH IT THAT WAY,
I WOULD SUPPORT THE SAME LANGUAGE HERE.
AGAIN, I THINK FOR CLARITY IT SAYS IN THE CLASSROOMS. TO ME, THAT WOULDN'T ADDRESS HALLWAYS OR OTHER PLACES.
IF YOU WANTED TO REMOVE THAT TO MAKE IT MORE CLEAR THAT TEACHERS HAVE AUTHORITIES ANYWHERE, I WOULD LIKE THAT BUT I WOULD BE FINE WITH THE CURRENT LANGUAGE, TOO.
>> SO WE'LL MOVE ON TO THE NEXT SLIDE.
SHOULDN'T ALL BEHAVIOR AND CONDUCT RULES BE THE SAME IS THE FEEDBACK WE GOT FROM YOU AND LATER SAYING THE SAME ACROSS THE DISTRICT. DEVELOPMENTALLY, THERE ARE DIFFERENCES AT THE ELEMENTARY LEVEL VERSUS THE HIGH SCHOOL LEVEL AND IN BETWEEN. WE WOULD NOT WANT TO HAVE A BLANKET EXPECTATION. THE EXPECTATIONS FOR BEHAVIOR AND STUDENT RULES AT THE ELEMENTARY ARE DEVELOPMENTALLY APPROPRIATE FOR 4 THROUGH 10-YEAR-OLDS AND EACH GRADE LEVEL THEREAFTER. THE NEXT BULLET WAS ASKING ABOUT DISCIPLINE AGREEMENTS AND ATTENDANCE AGREEMNTS, IF STUDENTS SHOW A PATTERN OF CONCERN.
WE ABSOLUTELY HAVE THESE PLANS IN PLACE AND THESE AGREEMENTS IN PLACE. YOU WILL OFTEN SEE AT THE ELEMENTARY AND INTERMEDIATE LEVEL THAT WE HAVE BEHAVIOR PLANS IN PLACE IF WE SEE SPECIFIC BEHAVIORS THAT CONTINUE AND WE GET TO THE ROOT OF THE CAUSE.
JUST BY CONTINUING TO GIVE A CONSEQUENCE DOES NOT NECESSARILY STOP THAT BEHEIR. WE HAVE TO GET TO THE ROOT AND THE REASON WHY AND BEHIND THAT, SO WE HAVE THAT.
WE ALSO HAVE ATTENDANCE AGREEMENTS THAT WE HAVE.
I WILL TELL YOU UNTIL THEY BEGIN TO DRIVE, REALLY THE ATTENDANCE IS MOSTLY ON THE PARENTS. IF THERE ARE OTHER REASONS LIKE MENTAL HEALTH CONCERNS, WE HAVE HELP FOR STUDENTS STRUGGLING WITH THESE TYPES OF THINGS. THERE WAS A COMMENT MADE THREE STRIKES AND YOU'RE OUT, WHAT EXACTLY IS THAT REFERRING TO?
WHAT DOES THAT MEAN? >> I BELIEVE THAT WAS MY COMMENT AND I'M MORE SO REFERENCING ARE WE KEEPING TRACK? ARE WE HOLDING THEM ACCOUNTABLE? ARE WE GIVING THEM 20 PASSES AND JUST ADDRESSING THE SITUATION AND LETTING IT GO? IS THERE A FORM OR A STANDARD THAT SAYS, OKAY, THIS IS THE SECOND TIME WE'RE HAVING THIS CON VEER CIGS, THIS IS THE THIRD TIME WE'RE HAVING THIS CONVERSATION? IS IT CONSISTENT ACROSS THE BOARDS?
>> THAT'S A REALLY GOOD QUESTION AND I WOULD TELL YOU YES, OUR ADMINISTRATORS, COUNSELLORS, DANS, THEY ALL KNOW THE STUDENTS WHO ARE HABITUAL OFFENDERS BUT WE TRY TO HEAD THAT OFF SO WE GET A PLAN IN PLACE SO, NO, IT'S NOT JUST WILLY-NILLY AND WHENEVER. WE KNOW EXACTLY WHAT STUDENTS WE NEED A PLAN IN PLACE FOR AND WHEN TO GET THE APARTMENT INVOLVED. WE KNOW ALL OF THAT.
>> AND JUST TO CONFIRM, THREE STRIKES AND YOU'RE OUT IS JUST A PHRASE. I'M NOT ASSUMING THAT A KID GET EXPELLED OR PULLED OUT, I'M JUST MAKING SURE YOU HAVE A PROCESS IN PLACE FOR HABITUALED OR PULL MAKING SURE YOU HAVE A PROCESS IN PLACE FLED OR PULLED OUT, I' MAKING SURE YOU HAVE A PROCESS IN PLACE FLED OR PULLED OUT, I' MAKING SURE YOU HAVE A PROCESS IN PLACE FPLED OR PULLED OUT, I MAKING SURE YOU HAVE A PROCESS IN PLACE FELED OR PULLED OUT, I MAKING SURE YOU HAVE A PROCESS IN PLACE FLED OR PULLED OUT, I'T MAKING SURE YOU HAVE A PROCESS
IN PLACE FOR HABITUAL OFFENDERS. >> I THINK PAGE 31 SECTION 17, I REVIEWED ABOUT 14 OTHER SCHOOL DISTRICTS TO SEE THE DIFFERENCES AND THE DIFFERENT SCHOOLS AND HOW IT FLOWS AND IF WE HAVE THAT AND THE OTHER SCHOOL DOESN'T AND THE ONLY THREE AREAS TO ME THAT I FELT WE DIDN'T HAVE, I DON'T KNOW IF I WANT TO USE STRONG ENOUGH OR CLEAR ENOUGH WAS SOMETHING REGARDING THE ABUSIVE AND OFFENSIVE LANGUAGE OR DISRESPECT TO FACULTY AND STAFF.
SO ONE OF THE SCHOOL DISTRICTS THAT I SAW IN THREE DIFFERENT SCHOOL DISTRICTS WAS THAT THEY HAD A PHRASE IN THERE IN THAT SECTION THAT SAYS DISRESPECT TO FACULTY AND STAFF AND IT READS,
[00:45:03]
AND, AGAIN, IT'S NOT SUZANNE THOMAS' LANGUAGE, IT WAS BROUGHT FROM ANOTHER HIGH SCHOOL THAT WE KNOW WAS APPROVED BY ADMINISTRATORS AND BOARD LEADERS.EVERY SUGGEST I'M MAKING HAS COME FROM ANOTHER SCHOOL DISTRICT. AS A WHOLE, I DID NOT FIND ONE HANDBOOK THAT I SAID WOW, THAT'S EXCEPTIONAL.
I FOUND SOME FROM EACH LIKE ONE WAS DISRESPECT TO FACULTY AND STAFF. RESPECT OF STAFF IS EXPECTED AT ALL TIMES. INSULTS, PROFANITY, POSTURING, OBSCENE GESTURES AND ANY VERBAL ASSAULTING OF A STAFF MEMBER ARE NOT ALIGNED WITH OUR SCHOOL'S VISION, SO IF WE HAVE THAT PA IN THAT LANGUAGE, GREAT.
SHOW ME WHERE IT IS, AND IF NOT, I WOULD LIKE TO SEE US PUT SOMETHING IN THERE THAT HAS A BULLET POINT THAT SAYS THAT, DISRESPECT TO OUR FACULTY AND STAFF, WE DON'T ALLOW THAT.
>> I THINK IN OUR CURRENT HANDBOOK IT STATE THAT IS STUDENTS ARE NOT ALLOWED TO USE PROFANITY OR RACIAL LANGUAGE.
IT'S NOT HANDBOOK. IT'S FOR TEACHERS, ADMINISTRATORS AND THEIR PEERS. I ALSO WANT TO COMMENT THAT OUTSIDE OF ISSUES LIKE BULLYING THAT HAVE STATE CODE, THE HANDBOOK SHOULD REFLECT THE COMMUNITY IN WHICH YOU LIVE.
WHEN YOU LOOK AT HANDBOOKS, FOR EXAMPLE, SOME MAY TALK ABOUT A DRESS CODE. WE DON'T HAVE A DRESS CODE SO THAT WOULDN'T BE IN OUR HANDBOOK.
IT SHOULD REFLECT THE COMMUNITY IN WHICH WE LIVE.
PERHAPS WE DON'T SEE SOME OF THAT VERY EXPLICITLY THAT YOU SEE IN THE OTHER 14 DISTRICTS BUT IT IS STATED IN OUR
HANDBOOK. >> WELL, AGAIN, I WOULD LIKE TO SEE SOMETHING THAT REFERENCES THEN, I WOULD LIKE TO SEE IT REPEATED THERE STATING THAT WE WILL NOT BE DISRESPECTING OUR STAFF AND FACULTY. SO WE CAN PIGGY BACK THE LANGUAGE YOU HAVE THERE AND ON THE OTHER PART OF IT, YOU'RE RIGHT. WE HAVE STATE CODE FOR BULLYING AND INTIMIDATION. I THINK IT WAS LAWRENCE TOWNSHIP THAT HAD, TO ME, THE BEST PRELUDE RIGHT INTO THAT AND THEY PUT THE STATE CODE IN THERE, SO, YES, WE AS HSC, IF YOU LOOK AT OUR HANDBOOK AND GO TO THE INDIANA DEPARTMENT OF EDUCATION, YOU CAN SEE THAT, THAT'S FINE, BUT I FEEL LIKE THERE SHOULD BE ANOTHER LEVEL IN THERE AND, AGAIN, THAT PARAGRAPH I'M RECOMMENDING THAT YOU REVIEW IT AND CONSIDER ADDING IT ON TOP OF WHAT WE ALREADY PUT IN THERE, AND THAT IS A STUDENT IS CONSIDERED TO BE BULLYING IF HE OR SHE COMMITS OVERT, UNWANTED, REPEATING ACTS OR GESTURES INCLUDING VERBAL, WRITTEN COMMUNICATIONS, OR IMAGES TRANSMITTING IN ANY MATTER INCLUDING ELECTRONICALLY OR ANY OTHER BEHAVIORS THAT ARE COMMITTED TO THOSE STUDENTS OR GROUP OF STUDENTS AGAINST ANOTHER STUDENT WITH THE INTENT TO HARASS, RIDICULE, HUMILIATE, INTIMIDATE AND THEN IT HAS THE STATE CODE.
I KNOW THE STATE CODE IS THERE, THEY JUST MADE SURE THE PARAGRAPH IS RIGHT THERE BEFORE YOU CLICK ON THAT STATE CODE.
>> I'M ALIGNED WITH YOU ON THAT. >> THE THREE WERE TO JUST TIGHTEN UP THE ABUSE I HAVE OFFENSIVE LANGUAGE ONE, DISRESPECT TO FACULTY AND STAFF AND BULLYING AND INTIMIDATION.
THAT'S ALL. SO WE HAVE GOOD LANGUAGE IN OUR BOOK. I WOULD JUST LIKE TO SEE IT BE BETTER. THAT'S ALL.
>> SO YOU LIKE BULLYING TO REFLECT WHAT THE STATE CODE SAYS THAT FIRST PARAGRAPH. WE HAVE THAT IN THERE.
>> WE DO BUT NOT THIS PARAGRAPH. >> NOT TO THAT DETAIL.
>> RIGHT AND I'M HAVING TO HAVE IT MORE CLEAR WITH THIS DETAIL.
I THINK YOU HAVE THE HANDOUT AND IF IT'S NOT ON THERE, I WILL
SHOW YOU MY PARAGRAPH. >> WE CAN TAKE A LOOK AT IT.
>> THANK YOU. AND THE OTHER ONE, LIKE YOU JUST SAID, IS ABOUT ABUSIVE AND OFFENSIVE LANGUAGE, WHEN I READ IT IN OUR BOOK, WRITTEN OR ORAL LANGUAGE THAT IS OBSCENE, ANY OBSCENE LANGUAGE IS HIGHLY UNACCEPTABLE BEHAVIOR.
[00:50:01]
IF YOU'RE TELLING ME THAT SIMILAR LANGUAGE IS IN OUR HANDBOOK, I GUESS I MISSED IT IN FINDING THAT PAGE OR SECTION.I'M SURE SOMETHING IS IN THERE, BUT I GUESS IT DIDN'T GRAB ME AS
FIRM OR AUTHORITATIVE. >> I'M JUST SEARCHING THROUGH THIS, TOO, AS FAR AS THE LANGUAGE, SECTION FIVE UNDER SUSPENSION EXPULSION SO WE MAY NEED TO CLARIFY THAT BECAUSE THEY WOULDN'T ALWAYS RISE TO THE LEVEL OF SUSPENSION OR EXPULSION BUT IT SAYS THERE USE OF PROFANITY, ABUSIVE, RUDE, OR DISRESPECTFUL LANGUAGE ARE UNDER THE BULLET POINT OF THINGS TO GET YOU EXPELLED. TO ME, IT'S A LITTLE HARSH BUT IT IS IN THERE. IT SAYS COULD.
COULD RESULT IN. THAT IS IN THERE.
I DON'T KNOW IF WE WANT TO MOVE THAT INTO A DIFFERENT SECTION, BUT KIND OF MY GENERAL THOUGHTS ON THIS WHOLE DOCUMENT ARE IT'S A PDF SO YOU CAN SEARCH THROUGH IT IF YOU WANTED TO.
OUR INDIANA STATE CODES ARE THOUSANDS OF PAGES LONG, WE DON'T EXPECT PEOPLE TO READ THEM BUT IT'S A TOOL AND RESOURCE IF
WE NEED TO ENFORCE SOMETHING. >> AND BEN, WHEN YOU SAY THAT IN SECTION FIVE, IT DOESN'T INCLUDE WRITTEN OR ORAL.
I DON'T SEE THAT IN THERE. >> JUST SAYS THE USE OF PROFANITY, ABUSIVE, RUDE OR DISRESPECTFUL LANGUAGE.
YOU'RE RIGHT, I WOULD SUPPOSE OPEN TO INTERPRETATION.
>> WE CAN REVISE WHAT WE'RE WORKING ON ANY WAY AND SAY WRITTEN OR ORAL LANGUAGE AND YOU CAN PLAY AROUND WITH THAT LANGUAGE AND MAYBE PRESENT SOMETHING.
>> I FOUND ANOTHER SECTION, SECTION 28 UNDER INAPPROPRIATE CONDUCT. USING OBSCENITY, PROFANITY OR INAPPROPRIATE LANGUAGE, VERBAL, WRITTEN, OR ELECTRONIC COMMUNICATIONS IN PARENTHESES. I'M ON THE HIGH SCHOOL.
HSE HIGH SCHOOL. SECTION 28, INAPPROPRIATE CONDUCT. ANY CONDUCT THAT CAUSES A DISRUPTION BLAH BLAH BLAH. BULLET POINT FIVE.
I'M READING HSE. I THINK THIS SPEAKS TO SOMETHING ELSE, THOUGH, WHICH IS CONSISTENCY ACROSS ALL THESE BOOKS. AS LONG AS IT'S ALL IN THERE,
THAT'S OKAY WITH ME. >> TEEVAN THIS LEVEL OF DETAIL, HSE REALLY DOES A GOOD JOB ITEMIZING IT OUT UNDER THE WHOLE
CATEGORY OF BULLYING. >> SOME SCHOOL DISTRICTS DECIDE TO CAPTURE ALL DISCIPLINE UNDER ONE SPECIFIC AREA OR SECTION, BUT I BELIEVE THAT EVERYTHING THAT YOU HAVE GONE OUT AND SOUGHT AFTER WITH OTHER SCHOOL DISTRICTS, THAT WE HAVE THOSE COMPONENTS WITHIN OUR DOCUMENTS, IT JUST MAY NOT BE IN THE SAME SECTION OR CATEGORIZED AS THEY HAVE IT BUT WE HAVE THE LANGUAGE AND SOME OF IT THAT WE HAVE, WE HAVE TO STIPULATE BY LAW, SO I THINK THAT WE ARE GOOD IN THAT AREA.
>> I AGREE WITH YOU. I DID SPEND A LONG TIME ON HSE'S HANDBOOK AND IT'S NOT NECESSARILY THAT WE DON'T HAVE IT. I WANT TO MAKE THAT CLEAR.
I'M NOT SAYING THAT WE ARE NOT SUPPORTING OUR STUDENTS OR TEACHERS AND WE DO NOT INCLUDE INFORMATION.
WHAT I'M SAYING IS IN READING IT, SOME OF THE LANGUAGE THAT I SEE I WOULD LIKE TO SEE MAYBE STRICTER OR MORE DESCRIPTIVE, CLARIFYING. SO I'M BRINGING UP SUGGESTIONS AND YOU, AS THE ADMINISTRATORS, CAN LOOK AT THAT LANGUAGE AND DECIDE WHERE IT GOES OR IF IT NEEDS TO JUST CLEAR UP A SECTION WE ALREADY HAVE. THAT'S ALL I'M SAYING.
>> AND IF WE TAKE THIS SUGGESTION BACK TO OUR ADMINISTRATORS AND OUR TEAMS AND THEY DETERMINE THAT WHAT WE HAVE
IS APPROPRIATE, THEN WHAT? >> THAT'S A VERY GOOD QUESTION.
I DON'T KNOW. AS I READ IT RIGHT NOW, IT DOESN'T LOOK VERY CLARIFIED SO I ADDED SOME SUGGESTIONS SO LET'S AT LEAST REMOVE IT AND WE'LL DECIDE AT THAT TIME WHEN IT'S PRESENTED TO US IF THERE SHOULD BE ANY REVISION TO THE LANGUAGE.
>> I THINK, AGAIN, WE CAN COME TOGETHER A LITTLE BIT ON THIS.
[00:55:01]
IT SOUNDS LIKE WE ALL AGREE THAT WE WANT THINGS LIKE OFFENSIVE LANGUAGE AND ALL THAT TO RESULT IN SOME DISCIPLINARY MEASURE THAT OUR KIDS SHOULD BE RESPECTFUL AND LISTEN TO TEACHERS AND STAFF MEMBERS AND THAT DOES EXIST IN HERE A WAY TO BRING IT TO THE FOREFRONT, AGAIN, TO ME SIMPLY HAVING IT IN HERE ANYWHERE, BECAUSE IT'S A SEARCHABLE DOCUMENT, THAT WORKS FOR ME, BUT THE WAY I INTERPRET YOUR POINT, SUZANE, I WOULD LIKE TO SHOW AN EMPHASIS ON THAT TO MAKE IT STRONGER SO OUR TEACHERS, STAFF MEMBERS, EVERYBODY KNOWS IT EXISTS AND YOU ARE EMPOWERED TO TAKE ACTION IF A STUDENT DISRESPECTS YOU IN SOME WAY, YOU ARE ABLE TO HANDLE THAT ISSUE.>> TO CLARIFY, MY POINTS, I FEEL I WOULD LIKE TO SEE IT CLARIFIED IN HERE. IF YOU DO NOT FEEL THAT IT'S APPROPRIATE OR WE HAVE IT AND I DON'T THINK WE CAN SIT HERE FOR TWO HOURS AND GO THROUGH EVERYTHING BUT YOU CAN TAKE IT BACK TO OTHER DEPARTMENTS AND IF THEY SAY THAT'S RIDICULOUS, NO, WE'RE FINE, MY INTENTION IS I SAW THE SUPPORT FOR OUR FACULTY AND STAFF AND TO ME, YOU HIT IT ON THE HEAD A LITTLE EARLIER, IT'S JUST A MATTER OF MAKING SURE OUR FACULTY AND STAFF ARE SUPPORTED AND THAT THEY CAN ENFORCE AND YOU'RE SAYING TO ME THEY HAVE THAT TO DO, GREAT. BUT HAVING THE LANGUAGE THAT SAYS WE AS A DISTRICT ARE SUPPORTING OUR TEACHERS AND FACULTY TO HAVE THAT, THEY CAN ENFORCE IT.
THAT'S WHY I LIKE THAT PARAGRAPH IN THERE.
WE CAN LEAVE IT AND MOVE ON TO THE NEXT SUBJECT FROM THERE.
>> AND, AGAIN, OUR HANDBOOKS ARE JUST GUARDRAILS FOR HOW WE FUNCTION. I CAUTION US AGAINST MAKING THIS A DOCUMENT THAT IS A NEGATIVE IN OUR ACTION FOR OUR FAMILIES.
IT'S MORE OF GUARDRAILS TO PROVIDE BASIC INFORMATION AS TO HOW WE WILL GOVERN OURSELVES IN OUR SCHOOL COMMUNITIES.
>> 100%, I AGREE WITH YOU. >> I JUST THINK THAT WE NEED TO BE CAUTIOUS ABOUT THE DIRECTION IN WHICH WE ARE ASKING SOME OF THESE MODIFICATIONS AND CORRECTIONS TO BE MADE BECAUSE IT BECOMES MORE OF A PUNITIVE TYPE SITUATION AND A PUNITIVE DOCUMENT OF YOU CAN'T, CAN'T, CAN'T, CAN'T OR SHOULDN'T, SHOULDN'T, SHOULDN'T TYPE OF ENVIRONMENT FOR OUR SCHOOLS AND IT'S JUST A DOCUMENT TO PROVIDE THE GUIDANCE AS TO HOW WE WILL FUNCTION WITH RESPECT TO OUR SCHOOL'S MISSION AND VISION, DO
I WANT TO ENFORCE THIS. >> AND WITH YOU BRINGING THAT UP, I HOPE THAT LOOK AT THE MISSION STATEMENT AND CARE STATEMENT IS ON THE FRONT OF EVERY SINGLE HANDBOOK, TOO, SO WHEN EVERYBODY COMES THROUGH, THEY CAN SEE WHAT THAT MISSION STATEMENT AND CARE STATEMENT IS FOR OUR DISTRICT, I THINK THAT'S
A RECOMMENDATION, TOO. >> GOING BACK TO BULLYING, WHEN WE LOOK AT WHAT SUCCESS LOOKS LIKE, WE HAVE THE DATA AND WE CAN LOOK AT WHAT'S WORKING, WHAT'S NOT.
WE HAVE UPDATES SO WE CAN SIGH ARE THERE IMPROVEMENTS? AND HOW WE'RE TRACKING AND MEASURING BEHAVIOR IN THE DISTRICT. SO IS THIS EFFECTIVE OR NOT? SIT WORKING OR NOT? WHERE IS IT NOT? HOW DO WE PIVOT? HOW DO WE ADJUST? JUST KIND OF AS TEMPERATURE GAUGES ALONG THE WAY TO REALLY MEASURE THE EFFECTIVENESS OF THE POLICIES AND THE GUIDELINES AND THE GUARDRAILS, AS YOU SAY, THAT WE PUT IN PLACE AS A DISTRICT.
I THINK THAT COULD BE A MEASUREMENT TOOL FOR ALL OF US TO GAUGE AS WELL. ALSO ENSURING ADMINISTRATION AND TEACHERS ACROSS THE DISTRICT KNOW THAT AS WELL, THAT THEIR FEEDBACK IS JUST AS IMPORTANT TO HELP GAUGE THAT.
WE DON'T WANT TO MAKE IT SO RESTRICTIVE FOR THEM TO TEACH.
[01:00:06]
THAT'S NOT THE GOAL. IT'S MAKING SURE EVERYBODY HAS THE OPPORTUNITY TO LEARN THAT'S NOT DISTRICTED BUT -- DISTRACTED BUT WE HAVE THE MEASUREMENTS AND TOOLS ALONG THE WAY TO DETERMINEWHAT'S WORKING AND WHAT'S NOT. >> DO WE ACTUALLY HAVE IN THE HANDBOOK, TOO, I NOTICED MANY OF THE -- I'M SORRY BUT I DID WANT TO COMPARE AND LOOK AND I KNOW YOU'RE TALKING ABOUT CULTURE BUT WE SEE PEOPLE MOVE INTO OUR DISTRICT FROM OTHER DISTRICTS SO WE ARE AN ACCUMULATION OF THE CITY OF PEOPLE WHO LIVE HERE.
I KNOW A LOT OF THEM HAD SOME TYPE OF A CODE OF CONDUCT PARAGRAPH OR WHAT IS THE OTHER WORD HAY HAD ON THERE?
>> ARE WE STAYING WITH THE BULLYING DEFINITION OR ARE YOU
PIVOTING TO ANOTHER SECTION? >> I'M PIVOTING SO WE CAN MOVE ON FROM THERE. SORRY.
>> THE NEXT ITEM WE RECEIVED FEEDBACK FROM YOU ALL ON WAS THE RESTROOM AND SO I'M NOT GOING TO READ ALL OF THAT.
WE WANTED TO ASK MORE CLARITY REGARDING THAT.
>> THAT'S NOT THE FINAL DRAFT >> THIS IS JUST THE COMMENT THAT IS WE RECEIVED BACK FROM YOU ALL REGARDING RESTROOMS AND MONITORING RESTROOMS AND PASSES TO RESTROOMS. ARE THE RESTROOMS BEING USED FOR SKIPPING CLASS? THOSE KINDS OF THINGS. WITH THIS, WE WANTED TO FIND OUT
WHAT DIRECTION. >> I DIDN'T SEE A RESTROOMS STATEMENTS IN OUR STUDENT HANDBOOK.
I WAS SURPRISED WITH THAT BECAUSE HAVING A HIGH SCHOOL STUDENT, AND LIKE I SAID BEING INVOLVED WITH THE SCHOOLS FOR SO LONG, IT'S JUST COMMON PRACTICE, IT'S JUST NORMAL THERE ARE DISRUPTIONS IN OUR BATHROOMS. WE CAN'T POLICE EVERY SINGLE THING BUT WE SHOULD MAKE SURE OUR KIDS ARE NOT HANGING OUT IN THE BATHROOMS AND NOT MISSING INSTRUCTION TIME.
I KNOW THERE'S A PASS INCURRED. THE TWO THINGS FOR ME IS JUST THAT WE DON'T HAVE HABITUAL BUT AT THE SAME TIME, TALKING TO DR. ALBRIGHT, WE'RE NOT GOING TO RESTRAIN OR RESTRICT SOMEONE FROM USING THE RESTROOM. IF THEY HAVE TO USE THE RESTROOM, THEY SHOULD GO USE THE RESTROOM BUT THERE ARE TIMES WHEN KIDS ARE ABUSING THAT PRIVILEGE AND THAT TIME OR NOT GETTING TO CLASS IN TIME OR THEY'RE TARDY OR SPENDING TIME IN THERE DURING PASSING PERIOD AND IT'S NOT A SECRET, I WILL BRING OUT THE ELEPHANT IN THE ROOM, THERE'S SEXUAL BEHAVIORS, DRUG BEHAVIOR, IT HAPPENS IN THE RESTROOMS. IT'S NOT NEW TO HSE. IT'S ACROSS THE CITY, STATE, COUNTRY AND IT'S BEEN GOING ON FOR YEARS SO I'M JUST SAYING IT WOULD BE RESPECTFUL TO HAVE SOME TYPE OF STATEMENT THAT EXPLAINS, LOOK, YOU GO DURING PASSING PERIODS OR IF YOU GO EVERY DAY DURING ENGLISH TIME. MAYBE THAT KID IS TRYING TO GO SEE A GIRLFRIEND OR BOYFRIEND OR WHATEVER IT IS OR THEY MEET SOMEBODY. I DON'T KNOW, BUT WE WANT TO HAVE A LITTLE BIT OF GUARDRAILS AND THAT'S WHAT I'M REQUESTING.
>> AND I THINK WE DO. I THINK OUR TEACHERS KNOW THEIR STUDENTS AND RECOGNIZE WE HEIFER.
IF A STUDENT WANTED TO GO TO THE RESTROOM AT THE SAME TIME EVERY.
IF A STUDENT WANTED TO GO TO THE RESTROOM AT THE SAME TIME EVERY DAY, THAT WOW RAISE MY ANTENNAS AROUND OUR DEANS AND ASSISTANT PRINCIPALS DO A GOOD JOB WHEN THOSE SITUATIONS ARE REFERRED TO THEM TO MONITOR. I THINK ANY INFRACTIONS OR ANYTHING THAT HAPPENS IN THE RESTROOM THAT WE ARE MADE AWARE
[01:05:03]
OF, OUR AT MIN ADMINISTRATORS ACT ON IT.>> I WOULD LIKE TO SEE LANGUAGE IN THE HANDBOOK, ONLY ONE PERSON TO A STALL SHOULD BE COMMON SENSE BUT UNFORTUNATELY, IT'S
I JUST LOOKED AT IT. IT DOES SAY UNDER THE DISCIPLINARY MORE THAN ONE PERSON IN THE STALL IS PROHIBITED. THAT IS IN THERE.
>> I ABSOLUTELY DON'T WANT ANYTHING IN THERE ABOUT RESTRICTING HABITUAL. I UNDERSTAND IT'S MONITORED AND I'M OKAY WITH THAT BUT I DON'T WANT THAT IN THE HANDBOOK.
FRANKLIN, PRETTY MUCH AT 9:00 A.M. I'M GOING TO HAVE TO GO TO THE BATHROOM EVERY DAY AND IF THAT HAPPENS TO BE DURING ENGLISH CLASS, THAT HAPPENS TO BE DURING ENGLISH CLASS SO IF I GET UP IN 20 MINUTES TO GO TO THE BATHROOM.
I'M SORRY, PLEASE GIVE ME A PASS.
>> AND TEACHERS MONITOR WHO THEY GIVE PASSES TO, WHO THEY ALLOW TO GO TO THE RESTROOM, BUT I THINK WE DO A FAIRLY DECENT JOB AND OUR PRINCIPALS, IF ANYONE WOULD LIKE TO MAKE A COMMENT ABOUT YOUR EXPERIENCE WITH RESTROOM USAGE, YOU'RE WELCOME TO COME UP TO THE PODIUM AND PROVIDE FEEDBACK IF YOU WOULD LIKE. IF NOT, THAT'S FINE AS WELL.
>> GE U.S. TO CLARIFY -- >> WE'RE ON PAGE 36.
>> SECTION 28 OF FISHER HIGH SCHOOL'S HANDBOOK.
>> RIGHT, I HAVE THAT ON HSE AS A BULLET POINT.
>> THEY'RE BOTH THE SAME HANDBOOK, YEP.
>> I ALSO WANT TO REITERATE THIS DID NOT COME UP IN ANY OF OUR STAKEHOLDER FEEDBACK FROM TEACHERS OR ADMINISTRATORS OR PARENTS OR STUDENTS. WE DON'T HAVE ANY SKYWARD DATA THAT INDICATES THIS IS A PROBLEM.
I WANT TO PUT THAT OUT THERE AS WE TALK ABOUT BEING RESEARCHED AND DATA-DRIVEN, WE DON'T HAVE THE RESERGE THAT ADDRESSES.
>> YOU'REARCH THAT ADDRESSES. >> YOU'RE TELLING ME WE DON'T HAVE KIDS IN THE BATHROOM SMOKING.
>> THAT'S NOT WHAT I SAID. >> I KNOW WE HAVE PROBLEMS IN THE RESTROOM, THAT IS DATA, THAT IS FACT.
>> I DIDN'T SAY THAT. UNFORTUNATELY, KIDS DO VAPE AND SMOKE. WE KNOW THAT.
WHAT WE'RE SAYING IS THAT IN THIS PROCESS, RESTROOMS DID NOT EMERGE AS A TOPIC OF CONSIDERATION FROM TEACHERS, FROM ADMINISTRATORS, FAMILIES, OR STUDENTS AS SOMETHING WE NEED TO CHANGE. THAT DOESN'T MEAN THERE AREN'T
BEHAVIORS THAT OCCUR. >> I MEAN NO DISRESPECT BUT IT'S BEING BROUGHT UP RIGHT NOW. I'M SAYING I WOULD LIKE TO SEE THAT. I THINK THERE ARE OTHER BOARD MEMBERS THAT WOULD LIKE TO SEE SOME TYPE OF LANGUAGE IN THE HANDBOOK THAT REFERENCES INAPPROPRIATE BEHAVIOR IN THE RESTROOM, THIS WAY OUR TEACHER AND STAFF CAN ENFORCE AND FEEL LIKE THEY CAN SAY SOMETHING LIKE THIS IS NOT BEING DONE.
>> AND THEY DO. IF SOMETHING HAPPENS, THEY DO, AND IT IS NOTED AS A DISCIPLINE INFRACTION AND WHATEVER THAT INFRACTION IS, IT'S NOTED UNDER THAT SO IF IT'S SMOKING, IF THEY'RE SMOKING THEY'RE SMOKING AND THAT'S
>> DRUG USE, THERE'S A SECTION ON SEXUAL CONDUCT.
TO ME, THAT APPLIES BROADLY AND OVERALL.
TO BE HONEST, I WOULDN'T WANT TO LIMIT THOSE POLICIES TO ONLY IN A RESTROOM. I LIKE THAT THEY'RE BROAD SORE THEY CAN BE APPLIED ANYWHERE AND, AGAIN, AS LONG AS WE'RE OUT HERE DISCUSSING IT, WE'RE EMPOWERING OUR TEACHERS, OUR BUILDING LEVEL ADMINISTRATORS. TO ME, THE POLICY WORKS FINE.
I'M HAPPY WITH IT AS-IS. I DON'T NEED A SPECIFIC SECTION CALL THAT HAD BECAUSE BEBECAUSET INTO NAMING EVERY AREA.
AND THEN YOU SAY IN A RESTROOM OR THEN YOU GET INTO THE NO HALLWAY, NO CAR. JUST BROADLY OVERALL.
I THINK THE IDEA OF GOING BIGGER AND BROADER COVERS MORE THINGS.
[01:10:08]
>> I NEVER SUGGESTED REMOVING THE OTHER LANGUAGES BUT I WOULD LIKE TO SEE THE ADDITION OF RESTROOM.
YOU'RE WELCOME TO YOUR OPINION JUST LIKE EVERY OTHER BOARD MEMBER, THAT'S MY SUGGESTION. THANK YOU.
>> I WOULD CAUTION ABOUT MAKING TOO MUCH REFERENCE TO USING THE RESTROOM. MY PERSONAL EXPERIENCE, FIRST GRADE, I HAD AN HOUR DRIVE BUS RIDE HOME.
SINGLE DAY I ASKED MY TEACH TORE GO TO THE BATHROOM BEFORE I GOT ON THE BUS AND SHE CALLED MY MOM AND SAID DOES JUANITA HAVE A PROBLEM? AND IT WAS ALL ANXIETY BUT WE WANT TO BE CAREFUL ABOUT THAT. THOSE PEOPLE WHO FEEL LIKE THEY CAN'T GO TO THE BATHROOM END UP IN MY OFFICE YEARS LATER WITH ISSUES. ENOUGH SAID, BUT ANYHOW, I THINK WE WANT TO BE COGNIZANT OF THAT AND JUST BE CAREFUL AROUND THAT ISSUE. I THINK OBVIOUSLY I DEPTH WANT KON'T WANT KIDS SMOKING --
>> SO CAN WE AGREE IF THERE WAS A SECTION IN THE HANDBOOK THAT STATED BATHROOMS TO REFER TO THE OTHER OVER, BRAID AREAS MENTIONED IN THE HANDBOOK OR CODE THAT COVERSIN THE HANDBOOK COMENTIONED IN THE HANDBOOK OR CODE THIN THE HANDBOOK OR CODE COMENTIONED IN THE HANDBOOK OR CODE THAT COVERS THE BATHROOM?
>> MOST OF THE THINGS WE'RE TALKING ABOUT HERE ARE ALREADY PROHIBITED SO, AGAIN, I AGREE WITH BEN.
IF YOU'RE SKIPPING CLASS BECAUSE YOU'RE HIDING IN A LIBRARY OR HIDING IN A STAIRWELL, YOU'RE SKIPPING CLASS.
I DON'T THINK WE NEED TO SAY A SPECIFIC PLACE IN THE RESTROOM BECAUSE, AGAIN, ALL THESE THINGS WE ARE ALREADY SAYING ARE NOT ACCEPTABLE OTHER PLACES AND IF WE'RE GOING TO BE SPECIFIC TO THAT, THEN WE HAVE TO BE SPECIFIC TO SAY THE LIBRARY, YOU CAN'T HIDE IN THE LIBRARY, EITHER.
YOU CAN'T HAVE SOME OF THESE OTHER THINGS IN THE LIBRARY AND I WOULD, AGAIN, I HAVE SHARED THIS FEEDBACK BEFORE.
I HAVE TWO DAUGHTERS JUNIOR HIGH AGE AND ONE HAS A HEART CONDITION AND THE OTHER HAS EPILEPSY.
BOTH HAVE TO USE MEDICATION LIKE LIQUID IV BECAUSE THEIR MEDICATION TAKES THEIR SODIUM LEVELS SO LOW.
THEY EACH HAVE TO GO TO THE RESTROOM 60 TO 90 MINUTES.
HAVING A TEACHER TELL THEM THEY CAN'T USE THE RESTROOM, I DON'T KNOW IF ANYONE HAS EVER DRANK THAT MUCH GATORADE AT ONE TIME AND NOT BEEN ABLE TO GO TO THE BATHROOM, IT'S TERRIFYING TO THEM THAT IN ONE OF THE MOST TRYING TIMES OF GROWING UP THAT HEAVEN FORBID THEY HAVE AN ACCIDENT BECAUSE SOMEONE TOLD THEM THEY CAN'T GO TO THE RESTROOM.
I DON'T THINK WE SHOULD PUT ANYTHING IN THERE THAT LIMIT IT IS AMOUNT OF TIME THAT KIDS CAN GO TO THE RESTROOM, WHETHER IT'S CONSECUTIVE PERIODS OR DAYS, ANY TALK ABOUT USING THE RESTROOM NEEDS TO BE TEACHER DISCRETION. AT THE BEGINNING OF OTHER YEAR I TALK TO THE TEACHERS SO THEY KNOW BUT THEY KNOW, TOO, DO YOU
REALLY NEED TO GO? >> I AGREE WITH YOU 100%.
I NEVER SAID THERE ARE NOT EXCEPTIONS.
100% FOR PEOPLE WHO HAVE AILMENTS, ILLNESSES OR IEPS OR 504S. ALL OF THAT IS FINE.
THIS IS MORE ON THE LEVEL OF TRYING TO HAVE A COMFORTABLE EXPERIENCE IN THE RESTROOM. I KNOW 100% THERE ARE KIDS IN OUR HIGH SCHOOL THAT ARE AFRAID TO USE DIFFERENT BATHROOMS AND THAT'S STATED TO ME BY STUDENT THAT IS THEY DON'T GO TO CERTAIN RESTROOMS. I AM JUST SPEAKING ON BEHALF OF THESE STUDENTS AND FAMILY MEMBERS THAT I HAVE SPOKEN TO THAT WE NEED OVERSIGHTS ON THE RESTROOM.
I WOULD NEVER SAY AN ELEMENTARY STUDENT, JUNIOR HIGH, THAT'S NOT THE INTENTION OF THIS COMMENT, SO I HEAR WHAT EVERYBODY IS SAYING AND IF WE JUST RELOOK AT IT, THAT'S WHAT I'M SAYING, THAT THERE SHOULD BE EXTRA GUIDELINES FOR THE RESTROOMS.
>> IT SOUNDS LIKE THE CONSENSUS IS THERE'S CONCERNS IN THE
RESTROOMS. >> JUNIOR HIGH AND HIGH SCHOOL.
>> IT SOUNDS LIKE THE ISSUES BEING RAISED ARE FEEDBACK YOU CAN TAKE BACK TO YOUR BUILDING LEADERS TO HAVE CONVERSATIONS SO IF ACCESS TO THE FACILITIES IS A CONCERN FOR BEHAVIORAL ISSUES, I
[01:15:02]
THINK STATING IT IN THE HANDBOOK AS A SEPARATE LINE ITEM DOESN'T GET TO THE ROOT PROBLEM ANYWAY BUT CAN BE EXTENDED BEYOND THIS CONVERSATION. I KNOW WE HAVE OTHER MAJOR ISSUES THAT WE'LL HAVE LEPT THIGH CONVERSATIONS ON, LET'S TENTH ON, LETCOATIONS ON, LET'S TENTHFORWARD. >> A FOUR, FIVE, SIX-YEAR-OLD CHILD SHOULD BE ABLE TO WEAR A SUN GRASS WITH SPAGHETTI STRAPS OR THEIR WNBA OR NBA JERSEY ESPECIALLY IN THE WORMER MONTHS WITHOUT HAVING TO HAVE A SECOND LAYER.
THOSE ARE ALL THINGS THAT HAPPEN ON A DAILY BASIS THAT ARE DEEMED APPROPRIATELY AND DEVELOPMENTALLY APPROPRIATE.
SENDING STUDENTS HOME BECAUSE OF INAPPROPRIATE WEAR, WE HAVE OTHER OPPORTUNITIES THAT WE CAN PUT INTO PLACE BY GIVING THEM SPECIFIC CLOTHING TO WEAR. THE THE NEXT SLIDE ADDRESSES THE HOOD. I THINK WE NEED TO BE CAREFUL AND MINDFUL OF THAT. WE HAVE STUDENTS WITH MENTAL HEALTH CONCERNS. WE HAVE SPECIAL NEEDS STUDENT THAT IS THAT IS A SAFETY AND SECURITY PIECE FOR THEM.
I THINK WE NEED TO KEEP THAT IN MIND.
AND, AGAIN, BACK WITH THE CELL PHONES, WE DO NOT WANT TO HAVE NEGATIVE INTERACTIONS WITH OUR STUDENTS AND A DRESS CODE ULTIMATELY DOES THAT, CERTAINLY IF A CHILD IS WEARING SOMETHING EGREGIOUS OR SOMETHING IS INPREPPEDLYAPPROPRIATELY WRITTER CLOTHING, WE ABSOLUTE ADDRESS THAT BUT, AGAIN, IT COMES BACK TO INSPECT WHAT YOU EXPECT AND WE DO NOT HAVE THAT ABILITY FOR SOME OF THESE SUGGESTIONS TO LOOK INTO.
THE OTHER PIECE TO KEEP IN MIND IS THE AVAILABILITY OF CLOTHING IN STORES FOR SOME OF OUR STUDENTS, FINGERTIP, THAT IS A REALLY LONG ITEM FOR STUDENTS TO HAVE TO HAVE AND THEY'RE NOT AVAILABLE FOR PURCHASE. LEGGINGS, THOSE TYPES OF THINGS SO I THINK THAT'S IMPORTANT. ON THE THIRD SLIDE, I THINK THERE WAS FEEDBACK OF SAYING NO SHOES WITH WHEELS.
THIS IS CURRENTLY IN OUR HANDBOOKS.
THAT IS A SAFETY PIECE OF IT. THAT'S OUR INITIAL FEEDBACK.
OPEN TO HEAR FROM YOU. >> I WOULD START BY SAYING I'M ON REPEAT UP HERE. I WOULD ADD THE SAME DISCLAIMER TO THIS AT THE TOP ON PAGE 11. THE FOLLOWING ARE INAPPROPRIATE, STRENGTHEN IT A LITTLE BIT BUT GIVE FLEXIBILITY TO OUR STAFF BY SAYING THE FOLLOWING ITEMS ARE PROHIBITED WITHOUT SPECIFIC APPROVAL OR EXCEPTION FROM STAFF, TEACHERS, HOWEVER YOU WANT TO WORD IT BUT THESE THINGS ARE NOT ALLOWED UNLESS THEY ARE GIVEN PERMISSION. I THINK THAT ALLOWS ALL THE VARIETY OF EXCEPTIONS, AGAIN, JUST LIKE WITH CELL PHONES, THERE ARE A THOUSAND CASE WHERE IS A KID COULD NEED TO PULL THEIR HOOD UP. THERE COULD BE A LEARNING SITUATION OR JUST COMFORT OR FOR FOCUS.
IF THEY'RE READING ON THEIR OWN, THEY MAY WANT TO HAVE IT UP.
PERSONALLY, I WOULD LIKE TO SEE THE HATS AND HOODS RETURN TO THE HANDBOOK BUT GIVE THEM THAT DISCRETION, JUST LIKE CELL PHONES AND EVERYTHING ELSE UNLESS THE TEACHER APPROVES IT.
YOU CAN'T HAVE YOUR HAT, BUT IF A TEACHER ALLOWS IT, THAT COULD COVER SPIRIT DAYS OR A HAT DAY AS A REWARD OR A LEARNING NEED, EXCEPTIONAL LEARNER TYPE OF SITUATION OR ANY OF THOSE THINGS. I DON'T THINK WE CAN GET INTO ITEMIZING OUT EVERY POSSIBLE EXCEPTION, SO MY THOUGHT WOULD BE HERE'S THE THINGS THAT ARE GENERALLY NOT APPROVED UNLESS YOU'RE TEACHER TELLS YOU IT'S OKAY.
I WOULD DO THAT WITH HATS AND HOODS.
[01:20:05]
>> DOES THATTICS TEND TOTEND TO ADMINISTRATORS AS WELL?
>> YEAH, SCHOOL STAFF, FACULTY AND JUST LIKE ALL THE OTHERS, SPECIFIC AND LIMITED. MY ONLY CONCERN WITH THAT WOULD BE -- I HAD SOME DISCUSSION ABOUT THIS EARLIER.
THE IDEA THAT ONE, FOR LACK OF A BETTER WORD, THE COOL TEACHER BLANKET APPROVES EVERYBODY IN THE SCHOOL TO WEAR HATS, WE CAN'T DO THAT, SO SOMETHING ABOUT SPECIFIC APPROVAL OR LIMITED APPROVAL SO WHEN YOU'RE IN MY CLASS I CAN WEAR MY HAD.
>> I DISAGREE WITH MR. ORR. ANYTHING ON THE HEAD, I WOULD LIKE TO SEE IT STRAIGHT ACROSS IN OUR SCHOOL DISTRICT THAT THEY'RE PROHIBITED TO BE WORN AND THE LAST PART OF THAT TO HAVE THE EXCEPTION ON THE BOTTOM THAT SAYS THERE'S KIDS WITH HEALTH NEEDS, 504S, ANXIETY, IEPS, WHATEVER IT IS THEY HAVE, THAT WOULD BE THE EXCEPTION ONLY EXCEPT FOR WHEN YOU HAVE THE FINAL THING IT SAYS FOR SPIRIT DAYS AND WHEN THOSE DESIGNATED DAYS ARE DONE BY ADMINISTRATION, THAT WOULD BE GREAT.
I HAVE SEEN AND HEARD OF INAPPROPRIATE CLOTHING IN GENERAL BEING WORN WHEN IT HAS STUFF ON THE HAT OR SHIRT.
COME TO THE CLASSROOM, PREPARE TO LEARN, LET'S COME IN THAT ENVIRONMENT THAT YOU'RE FOCUSED TO LEARN.
IT COMES TO THE OTHER PART WHERE WE TALK ABOUT THE CLOTHING AND THE MIDRIFFS AND THE BELLY SHOWING.
I DON'T FEEL LIKE SKIN SHOULD BE SHOWING AT ALL F. YOU'RE WEARING A SHIRT OR PANTS OR SKIRT OR WHATEVER IT IS, THERE SHOULD BE NO SPACING BETWEEN THE TOP AND LOWER GARMENTS.
THERE SHOULD BE NO UNDER GARMENTS SHOWING IN ANY WAY.
I KNEE THERE WERE COMMENTS LIKE SLIPS AND THE IDEA IS NOTHING SEE THROUGH. WE HAVE TO MAKE SURE KIDS ARE NOT WEARING INAPPROPRIATE CLOTHING THAT IS SEE THROUGH.
IF YOU'RE GOING TO WEAR SKIRTS OR DRESSES, THAT YOU'RE COVERED AND SO WHETHER THEY CHOOSE TOO WEAR SLIPS OR WEAR SLIPS OR SHORTS OR WHATEVER, IF WE DON'T ADD THAT, THERE SHOULD BE NO SEE-THROUGH CLOTHING ADDED.
THE ONLY THING I'M SEEING IS THAT SHIRTS SHOULD HAVE SLEEVES WITH NO BELLY BUTTONS OR MIDRIFFS EXPOSED.
IT DOES SAY ON OURS CLOTHING DESIGNED TO REVEAL OR LACK OF AN UNDER GARMENT. I WANT PREFER A LITTLE MORE PRIS PER LAIN CRISPER LANGUAGE AND THE HOODS, I THINK THAT COULD BE CROSSED OUT OF THERE.
>> I AGREE. I DON'T LIKE SEEING HOODS UP IN CLASSROOMS, I THINK IT'S A RESPECT AND A SAFETY ISSUE, SO WHATEVER THE DECISION IS, I WOULDN'T ALLOW MY CHILDREN TO DO SO. OBVIOUSLY I'M NOT THERE, BUT.
THE OTHER THING IS I THINK WE NEED TO LOOK AT SCHOOL AS OUR CHILDREN'S JOB. I WOULD LIKE TO SEE MY CHILDREN DRESS APPROPRIATELY FOR THEIR JOB AND I THINK WHATEVER THAT LOOKS LIKE I THINK THAT'S THE MESSAGE THAT I WANT TO SEND TO MY CHILDREN, THIS IS YOUR JOB AND YOU NEED TO DRESS APPROPRIATELY FOR YOUR JOB IN PREPARATION FOR WHAT YOU WILL DO DOWN THE ROAD. YOU WON'T SIT IN AN OFFICE WITH YOUR HOOD UP, SO THAT'S MY BEEN ON THAT.
THAT'S THE MESSAGE I WANT TO GIVE TO OUR STUDENTS.
THIS IS THEIR JOB AND THEY SHOULD DRESS AS A RESPECT TO
THEMSELVES AND OTHERS. >> I THINK THAT'S A GREAT POINT AND AS A PARENT, I DO THE SAME WITH ME THREE CHILDREN BUT I THINK THAT'S A PARENT ISSUE AS OH POSED TO A SCHOOL ISSUE IN TERMS OF SAYING FOR 4,000 STUDENTS, YOU CANNOT HAVE YOUR SLEEVES OFF. I HAVE MY ARMS OUT IN THE SUMMER. WE HAVE THOSE PARAMETERS IN THE HANDBOOK TO SAY THINGS LIKE DON'T HAVE A PLUNGING NECKLINE, I WANT US TO CAUTION AGAINST ANY SHAMING OF GIRLS BECAUSE WHEN I
[01:25:02]
READ SOME OF THIS, IT COMES ACROSS AS VERY MISOGYNITC.IT DOES COME ACROSS THAT WAY. WE SHOULD HAVE A STATEMENT THAT SAYS THEY'RE EXPECTED TO DRESS IN CLEAN, NEAT CLOTHES TO, DURING, AND FROM SCHOOL. I WANT TO OCCASION THAT WHILE
THAT'S GREAT THAT WE -- >> THAT WAS REMOVED.
>> THERE WAS REFERENCE TO HAVING IT GOING BACK IN.
>> NO -- >> I THINK IT'S IMPORTANT TO UNDERSTAND THAT WE HAVE SO MANY DIFFERENT TYPES OF STUDENT THAT IS COME FROM DIFFERENT BACKGROUNDS THAT THEY MAY NOT BE ABLE TO MEET THAT EXPECTATION OF CLOTHING.
>> AGAIN, THAT WAS REMOVED SO I DON'T KNOW WHAT YOU'RE TALKING ABOUT THERE. THAT WAS A DISCUSSION THAT WAS BROUGHT UP BUT THAT WHOLE PARAGRAPH WAS REMOVED, SO HOW IT GOT PUT ON BOARD DOCS AND EXPLAINED AS A CONCERNING IS A LITTLE SURPRISING BUT THAT WAS REMOVED.
THERE WAS ANOTHER STATEMENT MADE THAT WAS SAID TO BE AT LEAST FOR ME, AND I KNOW I SHARED IT WITH ANOTHER BOARD MEMBER, BROWNSBURG HIGH SCHOOL HAS A PHENOMENAL TWO PARAGRAPH START TO THEIR STUDENT HANDBOOK. IT JUST TALKS ABOUT PRIDE AND IT TALKS ABOUT ONESELF AND I'M JUST GOING TO READ IT BECAUSE, WELL, I CAN. I'M READING EXACTLY FROM ANOTHER HIGH SCHOOL SO HOW HSE WOULD WANT TO TAKE THOSE PARAGRAPHS AND MAKE IT THEIR OWN, I WOULD BE ALL FOR IT BUT I WOULD HIKE TO SEE SOMETHING MORE OF THIS INTENTION IN OUR STUDENT HANDBOOK REGARDING DRESS AND APPEARANCE.
IT READS THE ADMINISTRATIVE TEAM OF BROWNSBURG HIGH SCHOOL BELIEVE THAT IS THE PRIDE IN ONESELF AND SCHOOL REFLECTS IN THE WAY A STUDENT DRESSES. A STUDENT SHOULD BE KNOWLEDGEABLE ABOUT HEALTH, GROOMING, AND CHOICE OF CLOTHING. POISE AND CONFIDENCE ARE DERIVED FROM AN INDIVIDUAL LOOKING THEIR BEST.
RESEARCH INDICATES THERE'S A DIRECT CORRELATION BETWEEN PROPER DRESS AND GOOD CONDUCT AS AN EDUCATIONAL COMMUNITY WE HAVE THE RIGHT TO EXPECT A HIGHER STANDARD OFHAVE THE RIGHT TO EX HIGHER STANDARD OF DRESS IN THE SCHOOL ENVIRONMENT WHILE THE MAJOR GROOMING RESTS IN THE HOME WITH STUDENTS AND PARENTS, THE SCHOOL HAS BASE IING CONCERNS BASED ON THE HEALTH AND SAFETY AND MAY NOTNESS OF THE SCHOOL AT MAS FORE THAT PROMOTES LEARNING.
WHEN A STUDENT APPEARANCE BECOMES EXTREME AND IN THE CONSIDERED OPINION OF THE SCHOOL ADMINISTRATION VIOLATES HEALTH OR SAFETY REGULATIONS, IT IS NOT IN KEEPING WITH APPROPRIATE DRESS FOR SCHOOL OR VIOLATES COMMONLY ACCEPTED STANDARDS OF MODESTY IS NOT ACCEPTABLE AND GOES ONTO LIST THEIR FEW POINTS.
I LIKE THE WINS FROM MOUNT VERNON AND I SHARED THOSE WITH YOU. I, AS ONE OF SEVEN, SOME OF THOSE ITEMS THERE I WOULD AGREE TO TO REVISE OR NOT SAY, BUT I STILL FEEL THAT HOODED SWEAT SHIRTS, THE HOOD SHOULD BE KEPT DOWN AND I DO LIKE THAT SENTENCE THAT SAYS SHIRTS MUST HAVE SLEEVES WITH NO MIDRIFFS OR BELLYSENTENCE THAT SAYS SHIRTS HAVE SLEEVES WITH NO MIDRIFFS OR BELLY BUTTONS EXPOSED.
THOSE TWO ARE THE ONES THAT -- AND THEN I PUT ON THE LAST ONE SPIRIT WEAR, HATS, CAPS MAY BE WORN ON DESIGNATED DAYS.
>> IT'S ALMOST TIME FOR MY 9:00 A.M. POTTY BREAK, BUT I DO WANT TO GET THIS IN REAL QUICK. I HOPE MY SHOULDER HAVEN'T BEEN
TOO DISTRACTING TO YOU. >> NO, THEY'RE COVERED, THAT'S GREAT. THANK YOU.
>> THEY DO NOT HAVE SLEEVES. BUT I THINK OUR WORDING ON DRESS CODE IS GENERALLY APPROPRIATE. I DON'T WANT TO BELABOR THE POINT BECAUSE THEY SAID EVERYTHING I WANTED TO SAY ABOUT THE BODY SHAMING AND THAT YOU CAN'T BUY THESE CLOTHES AND EVERYTHING I WANTED TO SAY, BUT I COULD BE TALKED INTO THE NO HOODS AND HATS EXCEPT WITH TEACHER PERMISSION, BUT I ALSO REALLY THINK IT'S ACCEPTABLE THE WAY IT IS.
[01:30:01]
THAT'S ALL I HAVE. >> AND I DON'T AGREE WITH THE FINGER LENGTH TO THE THIGH, EITHER.
I THINK WE ALREADY HAVE SOMETHING IN THERE THAT SAYS SHORTS AND SKIRTS HAVE TO BE MID-THIGH, DON'T WE?
>> THE SECTION YOU JUST READ, TO YOUR POINT EARLIER ABOUT MAKING SURE THE HANDBOOK, MR. ORR, IS VERY CONCISE.
I THINK WHAT YOU SAID UNDER SECTION 11 IS CONCISE.
THEY ARE EXPECTED TO MAKE TAN AN APPEARANCE THAT'S APPROPRIATE FOR SCHOOL AND CONDUCIVE TO THE EDUCATIONAL ATMOSPHERE, THE APPEARANCE AND DRESS OF ANY STUDENT IS THE PRIMARY RESPONSIBILITY OF THE STUDENT AND PARENT OR GUARDIAN.
THE FOLLOWING ARE EXAMPLES THAT ARE INAPPROPRIATE.
I THINK WE HAVE THAT IN JUST A VERY CONCISE WAY AND THEN AT THE VERY END OF THAT, STUDENTS WHO VIOLATE THE DRESS CODE MAY FACE
DISCIPLINARY ACTION. >> I HEAR YOU, I READ THAT PARAGRAPH AND I APPRECIATE IT. I DON'T LIKE IT.
THAT WAS MY TWO CENTS. >> IT WAS APPROVED LAST YEAR IN
2022. >> I DOESN'T APPROVE IT BY
THAT'S OKAY. >> THE SECOND THING IS THAT THE REFERENCE TO THE MIDRIFF, WE HAVE THAT, CLOTHING THAT IS DESIGNED TO REVEAL THE BIT TOCKS, TORSO, UNDERGARMENTS OR LACK OF GARMENTS IS LISTED AS REASON TO FACE DISCIPLINARY
ACTION. >> AND I WOULD LIKE PUT IN THERE THAT WAS REMOVED LAST YEAR THAT I PERSONALLY DID NOT SUPPORT THE DRESS CODE THAT THE OTHER BOARD MEMBERS SUPPORTED.
I WOULD LIKE TO SEE NO MIDRIFFS OR BELLY BUTTON EXPOSED.
>> WHO IS GOING TO MONITOR THAT? I'M NOT TRYING TO BE FACETIOUS.
IT MAKES STAFF UNCOMFORTABLE. >> YEAH, IT DOES MAKE THEM UNCOMFORTABLE --
>> I'M DISAGREEING WITH YOU AND I WOULD LIKE TO SEE IT COVERED PER THE VARIOUS AMOUNT OF PARENTS I HAVE SPOKEN TO IN HIGH SCHOOL, JUNIOR HIGH SCHOOL AND ELEMENTARY LEVELS THAT IT'S UNACCEPTABLE TO HAVE RISQUE AREAS.
>> I DON'T THINK THAT'S RISQUE. THAT'S A STRONG WORD.
THAT'S A STRONG WORD. >> RISQUE FOR PLUNGING LINES, I DON'T THINK THAT'S ACCEPTABLE. BRAS AND CLEAVAGE, THAT SHOULDN'T BE SHOWING. I'M ASKING THAT IT BE ADDRESSED.
IF THE OTHER BOARD MEMBERS DON'T AGREE THAT THEY HAVE THE RIGHT TO SPEAK THATAT THEY HAVE THE R SPEAK THAT UP AS WELL.
>> I THINK WE'RE SPLITTING HAIRS AT THIS POINT AND GOING BACK AND FORTH ON WORDS AND TERMS. I THINK WE CAN AGREE THAT WE CAN MOVE ON AND COME BACK AND HAVE THIS CONVERSATION OR GET BACK TO THE REST OF THE BOARD HAVING THEIR COMMENTS REGARDING THIS
MATTER. >> SARAH, IS THERE ANYTHING YOU
A LOT OF THE SAME OF WHAT MS. THOMPSON AND DR. PETTIGREW HAVE ALREADY SAID. I BROUGHT UP THE CHEERLEADERS, VOLLEYBILLION PLAYERS, BASKETBALL PLAYERS,YBALL PLAYER PLAYERS, STUDENTS THAT WEAR SPORTSWEAR, THEY SHOULDN'T GET A SPECIAL PRIVILEGE. WE ALREADY HAVE IN HERE NO STRAPLESS TOPS OR SPAGHETTI STRAPS SO I THINK DOING THAT AND SPECIFICALLY SAYING NO SLEEVELESS TOPS, THAT MEANS NONE OF OUR CHEER LEADERS CAN WEAR THEIR GAME DAY UNIFORMS TO SCHOOL UNLESS THEY HAVE SOMETHING UNDER IT.
I AGREE WITH DR. PETTIGREW THAT ALL THESE ITEMS DISPROPORTIONATELY TARGET FAMILY STUDENTS AND AS A MOTHER OF THREE GIRLS, IT'S FRUSTRATING AND YOU KNOW WHAT? SOMETIMES SPECIFICALLY IN THE INTERMEDIATE, YOON YOUR HIGH AND BEGINNING OF HIGH SCHOOL JUNIOR BEGINNING OF HIGH SCHOOL TIME, GIRLS ARE GOING THROUGH PUBERTY AND SOMETIMES WHAT FIT THEM IN THE FALL ISN'T GOING TO FIT THEM IN THE SPRING AND THEY'RE NOT SELF-AWARE ENOUGH TO KNOW, YOU KNOW WHAT? I GREW THREE INCHES AND THOSE SHORTS MIGHT BE A LITTLE SHORT AND THAT'S A TIME WHERE TEACHERS MIGHT SAY YOUR SHORTS ARE SHORT.
IT MIGHT BE TIME TO RETIRE THOSE BUT IN A WAY, TOO BODY SHAME
[01:35:04]
GIRLS FOR THINGS THAT DEVELOPMENTALLY THEY DON'T REALLY RECOGNIZE YET AND, AGAIN, THAT'S WHERE THE PARENTS COME IN, WE HAVE TO THINK ABOUT SOMETIMES PARENTS MAY NOT BE ABLE TO BUY THEM NEW SHORTS YET SO THAT'S WHY THEY'RE WEARING OLDER ONES. FIRST, I DON'T THINK STUDENTS SHOULD BE REMIGHT HAVED FROM INSTRUCTION TIME.IT'S A NOTE HOME TONIGHT PARENT SAYING WHAT THEY WORE TODAY WAS
NOT APPROPRIATE. >> WHAT ABOUT HABITUAL.
>> AGAIN, YES. THERE'S A PLACE IN HERE WHERE THERE'S DISCIPLINARY ACTION BUT IT'S THE ONE-OFF TIMES WHEN GIRLS ARE BEING SENT TO THE OFFICE AND MISSING MATH CLASS BECAUSE THEY WERE WEARING LULU LEMON SHORTS LIKE EVERY OTHER GIRL BUT HER LEGS ARE LONGER. IT'S SUBJECTIVE.
WHAT WE HAVE HERE IN OUR DRESS CODE NOW IS YOU CAN'T SHOW YOUR BUTT OR YOUR TORSO, WHICH INCLUDES YOUR MIDRIFF AND BELLY BUTTON. ALL OF THE STUFF IS ALREADY COVERED BY THOSE BROAD STATEMENTS AND SPECIFICALLY STATING OUT PIECES OF CLOTHING, AGAIN, IS SPLITTING HAIRS AND THE HOOD THING, LIKE SARAH, I'M OKAY WITH IT BEING THAT THEY'RE DOWN ALL THE TIME AND THAT'S THE EXPECTATION AND THAT SPECIFIC TEACHERS, IT'S LIKE CHEWING GUM IN CLASS, IF A TEACHER WANTS TO SAY IT DOESN'T BOTHER ME TO PUT YOUR HOODS UP DURING READING TIME AND THE TEACHER CAN MAKE THAT DURING THAT PERIOD, THAT'S FINE BECAUSE THE TEACHER IS THE EMPOWERER OF KIDS SAYING YOU CAN WEAR YOUR HOOD UP AND THEY'RE OVERSEEING THEIR OWN DOMAIN THEN. IT BECOME AS A POSITIVE INTERACTION INSTEAD OF NEGATIVE INTERACTION.
IT'S EMPOWERING INSTEAD OF PUNITIVE.
I WOULD BE OKAY WITH THAT CHANGE BUT I AM NOT IN FAVOR FOR ANY OF
THE REST OF IT. >> TO CLARIFY, I WOULD ADD IN THE SAME, THE HATS AND THE HOODS.
I'M FINE WITH THE REST OF IT. I WOULD TO SEE THE SMALL ADDITION OF WITH TEACHER PERMISSION SOMEHOW.
I THINK THAT GIVES BROAD DISCRETION TO THE TEACHERS.
>> LET'S MOVE ON. >> ATTENDANCE AND EXTENDED ABSENCES. THIS WAS PER LEGAL.
HERE WE PROVIDED OPTIONS. THEY PROVIDED OPTIONS FOR ANY EXTENDED ABSENCES BY STUDENTS. I WANTED TO GET YOUR FEEDBACK, YOUR THOUGHTS, CLARITY ON THIS. THERE'S FOUR OPTIONS.
>> SO F A STUDENT IS GOING WITH A FAMILY --
>> THESE ARE PARAMETERS. >> THOSE ARE NOT OPTIONS, THOSE ARE JUST WHERE THE LAW WILL ALLOW US TO CATEGORIZE THOSE ABSENCES SO IF WE WANTED TO PROVIDE CLARITY REGARDING OUR PREVIOUS STATEMENT AND LEGAL HAS REVIEWED THIS AND THIS ALIGNS
WITH INDIANA CODE. >> SO REALISTICALLY, WE HAVE FIVE DAYS IN A WEEK, NOT SEVEN, BECAUSE THOSE ARE THE FIVE EDUCATIONAL DAYS SO WHEN WE SAY TEN YOU'RE SAYING -- [INDISCERNIBLE] I CAN'T SEE IT FROM HERE OFF THE TOP.
IF THERE'S A FAMILY REASON OF SORTS, THEY WOULD BE EXCUSED FOR A FUNERAL OR SOMETHING LIKE THAT OR IF IT WAS A HISTORICAL EVENT,
IS THAT RIGHT WITH NUMBER THREE? >> CORRECT.
IT COULD BE CODED AS AN EXCUSED ABSENCE.
[01:40:03]
>> THIS IS JUST IF THEY UP AND LEAVE AND THEY'RE GONE FOR A WHILE. THEY HAVE LEEWAY WITH THE FAMILY
IF THEY HAVE TO BE GONE. >> CLARIFY THAT INFORMATION TO
>> AND THAT'S JUST ALL I WANTED TO CLARIFY.
>> I SHARE THAT THIS IS LEGALLY SOUND.
I CALLED THE IDLE BECAUSE WE WOULD HAVE GOTTEN CITED THE WAY WE PROPOSED IT. WE COULDN'T DO THAT.
THE ATTENDANCE OFFICER SAID WE COULDN'T DO IT THAT WAY.
WE WORKED WITH THIS, OUR LEGAL WORKED WITH THAT STAFF MEMBER AT THE IDLE. THIS IS LEGALLY DEFENDABLE.
>> THIS LOOKS LIKE IT WAS REVISED FROM BEFORE.
>> IT IS. >> AND MORE SUPPORTIVE TO OUR FAMILIES BUT ALSO SUPPORTS THE SCHOOL DISTRICT, SO THANK YOU
FOR DOING THAT. >> I WOULD ADD ONE MORE CLARIFYING LANGUAGE IN THERE, THE FIRST SENTENCE, TEN CONSECUTIVE SCHOOL DAYS SO THAT WHILE WE MAY ASSUME THAT, PARENTS AND GUARDIANS MAY NOT UNDERSTAND SCHOOL DAYS.
>> I AGREE WITH THAT, I WAS GOING TO HAVE THE SAME SUGGESTION. OTHERWISE LOOKS GREAT.
>> CAN WE CLARIFY? I DON'T KNOW IF IT NEEDS TO BE IN THE STATEMENT NECESSARILY, BY WHAT CONSTITUTES TRUANCY? IS TEN DAYS GOING TO PUT THEM IN TRUANCY? I THINK PARENTS MIGHT WANT TO KNOW THAT.
>> UNEXCUSED ABSENCES. >> IECUSED ABSENCES.
>> I KNOW, BUT HOW MANY. >> THIS IS APROVED UP TO.
ANYTHING UNEXCUSED, THEY'RE JUS. ANYTHING UNEXCUSED, THEY'RE JUST
NOT SHOWING UP >> BUT NUMBER FOUR IN THERE IS UNEXCUSED SO IF THEY WENT TO DISNEY WORLD FOR TEN DAYS THAT'S
UNEXCUSED, RIGHT? >> IT'S WHAT THE PARENTS TELL
US. >> AND I'M JUST CURIOUS AT WHAT
POINT DOES IT BECOME TRUANCY? >> WE WOULD ALSO LOOK AT THE REST OF THE SCHOOL YEAR. IF THEY MISSED OF THESE IN A ROW, LIKE LET'S SAY THEY MISSED FOUR DAYS HERE, THREE DAYS HERE, TWO DAYS HERE, WE WOULD BE LOOKING INTO THAT AS HABITUAL
ATTENDANCE CONCERNS. >> I THINK IT'S WORTH POINTING OUT, TOO, FOR OUR AUDIENCE WHO MAY BE LISTENING OR ANYONE ELSE, IT DOES BECOME A BURDEN ON TEACHERS AT SOME POINT, PLANNING ACTIVITIES AND WORK THAT CAN BE DONE OUTSIDE OF THE NORMAL CLASSROOM. WE RAN INTO THIS WITH A LOT OF VIRTUAL LEARNING AND TRYING TO COME UP WITH TWO LESSON PLANS EVERY DAY, SO JUST FOR THE PARENTS OUT THERE WHO MAY BE LISTENING, WE REALLY WOULD APPRECIATE YOUR KIDS BEING IN SCHOOL AS MUCH AS POSSIBLE. PEOPLE GET SICK OR TAKE AN EXTRA DAY FOR SPRING BREAK BUT ANY OF THESE LONG-TERM TRIPS AND AS A KID, I MENTIONED BEFORE MY DAD TRAVELED A LOT FOR WORK SO THERE WERE TIMES I WAS OUT FOR A MONTH AND MY MOM WAS A TEACHER SO WE HAD TO WORK WITH THE SCHOOL TO GET DIFFERENT PLANS AND THEY WOULD SEND ME BOOKS AND HOMEWORK BUT IT'S ABSOLUTELY A BURDEN SO THE MORE WE CAN REDUCE THAT THE BETTER.
PARENTS, IF YOU'RE OUT THERE LISTENING, DO EVERYTHING YOU CAN TO KEEP YOUR KIDS IN SCHOOL. TOTALLY I UNDERSTAND EXCEPTIONS BUT THAT'S THE GENERAL UNDERSTA BUT THAT'S THE GENERAL PREMISE
BEHIND THIS. >> AND WITH WHAT MS. PARKS-REESE SAID, WHAT HAPPENS IF A STUDENT MISSES MORE THROUGHOUT THE YEAR? WHAT IS THAT AMOUNT THROUGHOUT THE YEAR THAT IT'S CONSIDERED A PROBLEM? I CAN'T REMEMBER.
>> UNEXCUSED ABSENCES IS EIGHT PER SEMESTER.
>> SO 16 FOR THE YEAR? >> CORRECT.
THAT'S WHERE WHEN WE TALKED ABOUT EARLIER ATTENDANCE PLANS AND THOSE AGREEMENTS WOULD GO INTO PLACE AND OUR PRINCIPALS MONITOR THAT AND THEY REACH OUT TO THEM SO THEY'RE ON TIME TO
SCHOOL, DON'T LEAVE EARLY. >> I THINK IT'S ALSO IMPORTANT TO MENTION THAT A PART OF OUR MTSS PROCESS IS MONITORING STUDENT ATTENDANCE. IF THERE ARE STUDENTS WHO ARE IN DANGER OF FALLING DOWN THAT PATH, THEIR NAMES SHOULD BE ELEVATED TO THAT PROCESS ANYWAY SO THAT WE CAN PUT OUR SYSTEMS IN PLACE TO SUPPORT THE HOME, THE STUDENT, AND THEIR
ATTENDANCE. >> OKAY, THANK YOU.
>> THE NEXT SECTION IS ATHLETICS.
WE RECEIVED FEEDBACK FROM THE BOARD IN THE PRIOR WORK SESSION TO REFER TO THE ORIGINAL ATHLETIC POLICY SO WE UPDATED IT AND THAT WAS THE LANGUAGE WE SENT TO YOU IN THE UPDATED
[01:45:02]
HANDBOOK SUGGESTION. WE REVERTED BACK TO THE PREVIOUSONE. >> RIGHT, SO THE ONES THAT YOU SUGGESTED, IT DID CHANGE A LITTLE BIT FROM THE ONES FROM
LAST YEAR, THE PEOPLE? >> THE PEOPLE.
>> RIGHT AND I JUST WANTED TOO THANK YOU FOR MAKING THOSE CHANGES THAT WE SUGGESTED ABOUT SOMEONE FROM CENTRAL OFFICE BEING THERE AS WELL AND HAVING IT BE THE STUDENTS' COUNSELLOR VERSUS THE COUNSELLOR WHO DOESN'T REALLY KNOW ANYTHING ABOUT THEM AND THE COACH OF THE STUDENTS' PROGRAM VERSUS ANOTHER COACH OF ANOTHER PROGRAM IN ANOTHER SCHOOL WHO, AGAIN, DOESN'T KNOW THE STUDENT SO I APPRECIATE YOU MAKING THOSE
CHANGES. >> THE NEXT ONE IS --
[INAUDIBLE] >> YEAH, FEEDBACK FROM THE BOARD WAS TO PUT INTO THE HANDBOOK NO RUNNING IS PERMISSIBLE IN THE HALLWAYS OR THE CLASSROOMS. WHEN WE LOOK AT THE ELEMENTALLY LEVEL, DEVELOPMENTALLY, YOU'RE LOOK AT FIVE, SIX, SEVEN-YEAR-OLDS SKIPPING DOWN THE HALLWAY BECAUSE THEY'RE EXCITED TO GET TO THE LIBRARY OR THEY JUST LEARNED HOW TO SKIP.
IF THERE'S A SAFETY CONCERN WE WILL STOP THEM BUT REGARDING THE HANDBOOK AND HAVING IT BEING A PUNITIVE A TEACHER TOLD ME NOT TO DO IT. I WOULD GO HEY, YOU CAN'T JUST MAKE UP RULES. SO I THINK WE SHOULD HAVE IT IN THERE AND IT'S LIKE THE HATS AND HOODIE THING, WITHOUT PERMISSION. THAT GIVES OUR TEACHERS, STAFF MEMBERS, BUS DRIVERS, EVERYBODY, THE ABILITY TO USE THEIR DISCRETION. AGAIN, MY EXAMPLE EARLIER, LIKE SPEEDING ON THE HIGHWAY. WE DON'T HAVE TO ENFORCE IT ALL THE TIME BUT IF WE NEED TO, IF IT'S OUT OF CONTROL, CERTAINLY NOT SKIPPING TO THE LIBRARY BUT IF THEY'RE RUNNING RACES DOWN THE HALLWAYS, A TEACHER MAY SAY HEY, WE'RE NOT RUNNING TO THE
HALLWAYS? >> IS THERE A WAY TO MAKE.
>> IS THERE A WAY TO MAKE IT POSITIVE?
WALKING IS THE PREFERENCE. >> TODAY WE'RE GOING TO DO A RELAY RACE. OH.
DR. STOKES, THAT'S A GREAT COMPROMISE.
I WOULD LIKE TO SEE NO RUNNING IN THE SCHOOLS ADDED AND LIKE MR. ORR SAYS, WITH TEACHER DISCRETION.
I HIGHLY DOUBT THEY'RE GOING TO ALLOW KIDS SPRINTING DOWN THE HALLWAYS BUT THEY HAVE SOMETHING IN PLACE IF THEY FEEL HIKE THEY
CAN REFERENCE BACK TO. >> I AGREE, I LIKE DR. STOKES'
SUGGESTION. >> MOVING ONTO RELIGIOUS ACCOMMODATIONS. FEEDBACK FROM THE BOARD WAS TO HAVE A REQUEST FOR ANY RELIGIOUS ACCOMMODATION BE CONSIDERED BY THE BUILDING LEVEL AND LEADERSHIP ADMINISTRATION.
UPDATE, WE ARE ROLLING EVERYTHING UNDER RELIGIOUS ACCOMMODATION PROCESS. I HAVE BEEN WORKING WITH LEGAL.
WE'RE AIRING THAT OUT AND WE'RE GOING TO ROLL THAT OUT TO THE BUILDINGS FOR THE SCHOOL YEAR. THIS IS THE NEXT SLIDE.
CLARIFICATIONS. THROUGHOUT THIS PROCESS TODAY, WE HAVE GOTTEN SOME CLARIFY CAUC CLARIFICATIONS ON SOME ITEMS. LOOKING HERE, I THINK THERE'S STILL A FEW WE NEED TO GO OVER. ACADEMIC EVALUATION, REPORT
CARD. >> I'M HAPPY TO ADDRESS THAT.
WE GIVE REPORT CARDS AT THE END OF EACH QUARTER.
MIDTERM WE NO LONGER HAVE A SPECIFIC MIDTERM BECAUSE OUR STUDENTS AND PARENTS ARE ABLE TO ACCESS GRADES 24/7 IN SKYWARD.
THAT'S WHY THE MIDTERM PIECE HAS GENE AWAY.
YOU CAN SEE WHERE YOUR CHILD IS TWO WEEKS INTO THE SCHOOL YEAR
[01:50:03]
OR TWO WEEKSAWAY. YOU CAN SEE WHERE YOUR CHILD IS TWO WEEKS INTO THE SCHOOL YEAR OR TWGAWAY.YOU CAN SEE WHERE YOUR CHILD IS TWO WEEKS INTO THE SCHOOL YEAR OR TWOAWAY. YOU CAN SEE WHERE YOUR CHILD IS TWO WEEKS INTO THE SCHOOL YEAR OR TWNAWAY.
YOU CAN SEE WHERE YOUR CHILD IS TWO WEEKS INTO THE SCHOOL YEAR OR TWEAWAY. YOU CAN SEE WHERE YOUR CHILD IS TWO WEEKS INTO THE SCHOOL YEAR OR TW AWAY.
YOU CAN SEE WHERE YOUR CHILD IS TWO WEEKS INTO THE SCHOOL YEAR OR TWO WEEKS INTO THE QUARTER. I THINK THAT'S ALL ON THAT WIN
IF YOU HAVE ANYTHING ELSE. >> I THINK WE COVERED STUDENT
CONDUCT. >> DO WE HAVE A STATEMENT IN OUR BOOK, WHAT PAGE THAT'S ON? A STATEMENT FOR STUDENT CONDUCT?
I SDOOENTDON'T HAVE IT MEMORIZE. >> AND THEN THERE WAS A REFERENCE TO TELEPHONES. I I DON'T KNOW KDON'T KNOW KNOW LEGALLY DO THAT WITH REGARDS TO PARENTS AND GUARDIANS.
WE ALSO ADDRESSED THE NEXT ONE. STUDENT DELIVERIES WE WERE
UNSURE WHAT THAT MEANT. >> I THINK LIKE FOOD OR BIRTHDAY OCCASIONS IF THEY BROUGHT SOMETHING FOR THE CLASSROOM OR
ANY OF THOSE SCENARIOS. >> WE HAVE THAT IN THERE.
>> WE DON'T ALLOW STUDENT DELIVERIES.
>> CORRECT, THAT'S ALREADY IN THERE.
I DON'T KNOW WHERE THAT CAME FROM.
>> THERE WAS A REFERENCE TO HSE STAFF AND DRESS CODE.
I BELIEVE THAT'S NOT PART OF THE STUDENT HANDBOOK.
>> THERE'S A SEPARATE TEACHER HANDBOOK, CORRECT?
>> THAT'S THE TEACHER HANDBOOK. >> THE TEACHER AND
ADMINISTRATION HANDBOOK. >> YEAH, THE NEXT ONE WAS ABOUT UNIFORMS. ANY CLARITY ON THAT ONE?
>> WE WOULD HAVE TO -- >> THERE WAS A REFERENCE TO MENTAL AND DISCIPLINE CONSEQUENCES AND MENTAL NOT RESTORATIVE PSYCHOLOGIST HANDBOOK.
ANY CLARITY THERE? >> THIS WAS A TOPIC TO BRING UP IN THE WELLNESS COMMITTEE JUST TO SEE WHAT THE PROCESS IS AND I REFER TO THAT AS A TOPIC FOR THEM TO DISCUSS AND REVIEW THIS
PROCESS AS A WHOLE. >> GOT IT.
OKAY. >> THESE ARE THE HANDBOOK RECOMMENDATIONS, APPROVE THE CHANGES SUBMITTED TO THE BOARD ON JUNE 8TH. DID YOU RECEIVE THOSE?
OKAY. >> IT WAS IN BOARD DOCS.
>> AND THEN REMOVE REMAINING ITEMS THAT WE HAVE BEEN DISCUSSING. REVIEW THOSE, PUT THEM IN A PROCESS STARTING JANUARY, THAT'S WHEN WE START OUR REVIEW PROCESS, ADD THAT TO THE DOCKET, TO THE AGENDAS, AND LOOK TO IMPLEMENT SOME OR ALL FOR THE 2024-25 SCHOOL YEAR.
>> LET ME COMMENT ON THAT REAL QUICK.
I THINK THROUGH THIS CONVERSATION, THERE'S BEEN SOME GENERAL CONSENSUS, DARE I SAY, ABOUT SOME THINGS THAT YOU COULD GO BACK AND MAKE CHANGES TO NOW, SO WHEN YOU PUT THIS STATEMENT HERE ABOUT 24-25, WHAT SPECIFICALLY ARE YOU TALKING
ABOUT? >> IF WE MAKE THE CHANGES THAT YOU HAVE ASKED FOR, WE JUST NEED TO BE VERY CLEAR THAT WE WILL NOT BE GETTING STAKEHOLDER FEEDBACK ON THOSE CHANGES.
>> I THINK WE CAME TO AN AGREEMENT ON CELL PHONES.
DID YOU ALL COME TO AN AGREEMENT ON DRESS CODE? THOSE WERE THE TWO MAJOR TOPICS THAT WE DEFINITELY WOULD HAVE NEEDED TO SEND IT BACK TO THE BUILDINGS.
>> I WOULD LIKE TO GO BACK TO THE POINT ON CELL PHONES TO HAVE THE PHONES IN FOCUS MODE WHERE IT'S NOT DISTURBING OR BUZZING.
>> AND PUT AWAY WITHOUT -- THEY'RE PROHIBITED WITHOUT TEACHER APPROVAL AND NOTES OR WHATEVER WE SAID IT EARLIER.
>> I'M OKAY WITH THE POLICY AS IT STANDS.
>> I THINK THAT NEEDS TO GO BACK TO STAKEHOLDER FEEDBACK.
>> THE POLICY AS IT IS NOW, DOES IT CAPTURE WHAT THE BOARD IS ASKING? I THINK IT DOES, I'M JUST
WANTING TO MAKE SURE. >> IT DOES AND THAT GOES BACK TO TEACHER DISCRETION. THOSE OTHER FINITE RECOMMENDATIONS MADE, I THINK THAT FALLS BACK ON THE TEACHER'S
DISCRETION. >> IT SPECIFICALLY SAYS TEACHER DISCRETION MAY BE USED TO RESTRICT THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM IF SCHOOL PERSONNEL HAVE REASONABLE SUSPICION TO BELIEVE STUDENTS ARE VIOLATING THE SCHOOL RULE,
[01:55:03]
THAT DEVICE MAY BE COMPENNFISCA BUT STUDENTS USING HEADPHONES INAPPROPRIATELY MAY BE SUBJECT TO DISCIPLINE.SO IT'S STATED HERE. AND THE SCHOOL IS NOT RESPONSIBLE FOR LOST TEACHERS -- -- SOMETHING DIFFERENT BUT I BELIEVE THROUGH OUR CONVERSATIONS WITH THE BUILDING LEVEL THAT THERE'S SOME LEVEL OF SUPPORT.
THAT DOESN'T MEAN THAT STUDENTS DON'T VIOLATE THAT.
>> I REMEMBER SEEING THAT BUT I WANT THE TEACHERS TO FEEL LIKE THEY CAN COMFORTABLY SAY SOMETHING TO THE STUDENT.
>> OUR ADMINISTRATORS ARE VERY SUPPORTIVE OF THAT AS WELL.
>> I THINK IT'S VERY IMPORTANT AND WE CAN'T VOTE HERE BUT I THINK IN CONVERSATIONS ONE ON ONE, I THINK WE ALL AGREE THAT THE DEVICES PARENTS AND STUDENTS NEED TO HAVE THEM FOR SAFETY PURPOSES, BUT WE JUST, I THINK THE COMMONALITY IS WHEN THERE'S INSTRUCTION TIME, OUR EDUCATORS ARE SUPPORTED TO UTILIZE IT THE WAY THEY WANT TO IN THE CLASSROOM, SO THE LANGUAGE IS SUFFICIENT AND JUST MAKING SURE THE STUDENTS ARE SUPPORTED.
>> I THINK WE HAVE GENERAL CONSENSUS ON THAT.
MOVING ON TO THE OTHER ONE YOU MENTIONED, THE DRESS CODE.
THE ONLY SUGGESTIONS I HAD WERE THE CHANGES TO PROHIBITED WITHOUT STAFF AUTHORIZATION, STAFF EXCEPTION, SOMETHING LIKE THAT FOR EVERYTHING AND THEN ADD BACK IN HATS AND HOODS.
>> THAT WILL HAVE TO GO BACK. >> THOSE ARE THE ONLY TWO I HAD.
I WOULD LOVE TO SEE IT SOON. >> I'M STILL GOING TO STICK WITH THE SENTENCE THAT SHIRTS -- WELL.
NO BELLY BUTTONS OR MIDRIFFS EXPOSED.
I WOULD COMPROMISE AND AGREE AS MS. PARKS-REESE IS WEARING, THIS IS NOT WHAT I THINK OF WHEN I THINK OF SLEEVELESS.
IF THIS IS SLEEVELESS, I'M OKAY WITH IT.
I'M TALKING ABOUT THE TINY STRAPS HERE AND SOME THAT HANG
DOWN. >> SPAGHETTI STRAPS ARE IN THERE
>> BUT TANK TOPS ARE OKAY? >> AS LONG AS UNDERGARMENTS ARE
OKAY. >> IF WE'RE CHANGING THIS, IT NEEDS TO GO BACK TO THE TEACHERS SPECIFICALLY.
>> WE HAVE SIX WEEKS. >> FOUR WEEKS.
>> MY KIDS ARE GOING BACK IN SIX.
>> TEACHERS AREN'T IN. THEY'RE OFF.
TO GO THROUGH THE PROCESS TO ALLOW FOR STAKE HOLDERS AT ALL LEVELS TO BE ABLE TO GIVE FEEDBACK, I DON'T KNOW THAT THAT
IS ENOUGH TIME FOR US. >> I'M ASSUMING PARENTS ARE ALSO SHOPPING FOR STUDENTS NOW SO THINK ABOUT THAT AS WELL.
BASED ON WHAT'S CURRENT. >> SOMETHING I WANTED TO ASK, TOO. THERE'S SOMEONE ELSE THEY CAN
REFER TO. >> THERE'S GENERALLY A DEAN OR
ASSISTANT PRINCIPAL, COUNSELLOR. >> YOU MIGHT THINK IT'S NOMINAL
[02:00:08]
BUT KIDS ARE COMING IN EVERY PERIOD, CHECKING FOR HATS, HOODIES, CELL PHONES, WHY'RE, THAT'S THE A CHANGE OF WORKING CONDITION AND WHAT THEY DO TO PREPARE FOR THEIR CLASSROOM.>> I'M BECOMING MORE AWARE OF THE TIME THESE THINGS TAKE BUT I WANT OUR COMMUNITY TO BE AWARE THAT IT SOUNDS AS AN OUTSIDER GENERALLY SPEAKING THE IDEA TO ADD BACK IN SOMETHING LIKE HATS ARE NOT ALLOWED, HOODS IN THE UP RIGHT POSITION ARE NOT ALLOWED, A YEAR TO GET THAT CHANGE IN SEEMS ODD, I THINK, TO MOST PEOPLE. AS LONG AS WE EXPLAIN THAT TO THE COMMUNITY, EXPLAIN WE HAVE TO GET STAKEHOLDER ENGAGEMENT, ALL THOSE THINGS, HOPEFULLY THAT WILL HELP WITH THAT.
>> AND YOU'RE SAYING NONE OF THOSE CHANGES WE'RE DISCUSSING TODAY ARE ALLOWED TO BE PUT INTO OUR HANDBOOK IN THE 24-25 SCHOOL
YEAR? >> LET'S THINK ABOUT THIS.
IF THERE ARE PARENTS, STUDENTS, TEACHERS THAT DON'T NECESSARILY AGREE WITH YOU AND WE PUT IT BACK IN WITHOUT GETTING THEIR FEEDBACK, THEY WOULD BE VERY UPSET THAT THEY DOESN'T HAVE A CHANCE TO EXPRESS THEIR CONCERN WITH WHY THEIR CHILD IS NOT ABLE
TO HAVE THEIR HOOD UP. >> AND TONIGHT WE DO HAVE AN OPEN BOARD MEETING INFORMATION NIGHT THAT PARENTS AND COMMUNITY MEMBERS ARE WELCOME TO COME TO THE PUBLIC MEETING TONIGHT AND
I THINK THERE COULD BE, AGAIN, IF WE REWORD THE ENTIRE THING, WHICH I'M NOT SUGGESTING, I THINK WE CAN GET OUT A ONE SIMPLY BY ADDING THE IDEA THAT I HAD IN THE FIRST PLACE, WITH TEACHER EXCEPTION. TAKING CARE OF ANYONE FROM A FACULTY LEVEL. IF THEY DON'T WANT TO DO THAT, THEY DON'T HAVE TO DO THAT. THE PARENTS, I UNDERSTAND, PARENT STAKEHOLDERS WOULD NEED TIME TO REACT AND ENGAGE AND GIVE US FEEDBACK. I SUPPOSE STUDENTS WOULD, TOO.
>> ABSOLUTELY STUDENTS WOULD, TOO.
THEY HAVE A VOICE, BUT THEY ALSO MAY RECOMMEND TWO HOUR LUNCH PERIODS. PARENTS AND TEACHERS, CERTAINLY TEACHERS, AGAIN, FOR THE FIFTH OR SIXTH TIME, GIVE THEM THE OPPORTUNITY TO OPT OUT OF THESE THINGS.
IF YOU SEE SOMEONE GOING 60 IN A 55, YOU DON'T HAVE TOO WR WRITE
TICKET EVERY TIME. >> AS WE COME TO A CLOSE ON THIS, IN LOOKING AT THE TIME LINE FOR THE HANDBOOK, AND THERE'S BEEN A LOT OF FEEDBACK AND INVOLVEMENT IN THIS PROCESS, I LOOK AT THE POINT IN WHICH THE BOARD IS TAPPED TO REVIEW ALL THIS, IS THERE A WAY A BOARD MEMBER CAN BE PART OF THAT STAKEHOLDER GROUP THROUGHOUT THE PROCESS? NOT THE ENTIRE BOARD BUT JUST AS WE HAVE COMMITTEES, WE HAVE ADMINISTRATION SIT ON OUR COMMITTEES.
AT LEAST TO HAVE A VOICE. WHERE MY POINT IS THAT NOW WE HAVE COME INTO THIS VERY LABORIOUS PROCESS HERE AND IT'S HEAVIER IN DELAYING TIME LINES AND OUR ASK, WHETHER IT'S WITH THE GROUPS OR A SEPARATE CHECK-IN, THE POINT IS TO GET TO A POINT WHERE WE HAVE AGREEMENTS SOONER THAN JULY 12TH.
>> THAT WAS THE SCHEDULE. THESE ADDITIONAL POINTS CAME UP SUBSEQUENT TO THE WORK SESSION AND THEN EVERYONE IS ON BREAK AND IT CREATES THAT LAG. I WOULD SAY THAT IT DID NOT COME FROM THE STAKEHOLDER DISCUSSION AT ALL.
WE WILL WANT TO TAKE IT BACK TO THEM BECAUSE THEY'RE THE ONES THAT HAVE TO MONITOR THIS. THE ADMINISTRATORS HAVE TO MONITOR THE HATS AND THE HOODIES.
>> I DON'T MEAN ANY DISRESPECT BUT I'M GOING TO GO BACK TO SOME OF THESE ITEMS WE'RE SUGGESTING WERE ALREADY IN OUR HANDBOOK AND HAVE BEEN REMOVED FOR ONE YEARMENT I'M JUST STATING I FEEL LIKE NOW THAT WE HAVE HAD THIS DISCUSSION, IT WAS CONSIDERED TO BE A WASTE OF EVERYONE'S TIME IF WE'RE NOT PUTTING IN THE SUGGESTIONS THAT THE BOARD IS RECOMMENDING.
I HEAR YOU BUT WE HAVE A PUBLIC MEETING TONIGHT AND THERE IS TIME FOR PARENTS AND FAMILY MEMBERS AND STUDENTS, TEACHERS TO E-MAIL, TO CALL, AND TO COMMUNICATE ABOUT.
[02:05:02]
IT'S NOT EVEN AN ACTION ITEM UNTIL THE END OF THIS MONTH.>> IF I COULD JUST HAVE ONE PIECE FOR CLARITY, THE ITEMS THAT HAD BEEN IN THE HANDBOOK BEFORE AND TAKEN OUT WENT THROUGH THE PROCESS, STAKEHOLDERS HAD INPUT, YES, THAT'S WHAT WE WANT, NO, THAT'S NOT WHAT WE WANT.
I THINK IT WOULD BE DETRIMENTAL TO THE PROCESS AND THE LACK OF RESPECT TO OUR STAKEHOLD FERS I WE MAKE A CHANGE WITHOUT THEIR
FEEDBACK. >> I APPROPRIATE THAT AND I INVITE EVERYONE TO COME TONIGHT. WE HAVE IT AS AN INFORMATION EYE TESTIMONY IN TONIGHT'S BOARD MEETING AT 7:00 P.M. ITEM IN TO
AT 7:00 P.M. >> THANK YOU ALL SO MUCH FOR COMING FORWARD. I APPRECIATE YOUR TIME.
MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.