Closed captioning transcript for the Hillsborough County School Workshop from June 8th, 2017, 1:00 P.M.

>> FOR JUNE 8th AND I BELIEVE I'M TURNING THIS OVER TO YOU.

>>Jeffrey Eakins: SWITCHING GEARS, WE ARE MOVING TO OUR STUDENT CODE OF CONDUCT. SO THERE'S SOME KIND OF SOME MOVING PARTS IN ALL OF THIS THAT WE WANT TO MAKE SURE THAT YOU'RE AWARE OF. SOME OF IT DEALS WITH CONTENT BUT A LOT OF IT DEALS ALSO WITH THE PROCESS OF HOW WE'RE MOVING INTO THAT NEXT CENTURY, SO TO SPEAK, AND HOW WE DELIVER OUR CODE OF CONDUCT TO OUR END USERS, OUR FAMILIES AND STUDENTS. WITH THAT, I'M GOING TO ASK DOCTOR VASQUEZ TO GIVE AN OVERVIEW OF SOME OF THE THINGS WE HAVE BEEN LOOKING AT WITH REGARD TO SOME PROCESS CHANGES FOR THE HANDBOOK AND THEN I KNOW MISS CABRERA, WE HAVE STAFF MEMBERS THAT KNOW THEY'RE KIND OF IN THE CUE, SO TO SPEAK, TO SPEAK ABOUT CERTAIN ASPECTS OF IT. AND THEN WE WILL GO THROUGH IT THIS AFTERNOON.

>> THANK YOU, MR. SUPERINTENDENT EAKINS. WHAT WE'RE PRESENTING TODAY IS A, THE TRANSITION FROM WHAT WE TRADITIONALLY CALLED THE STUDENT HANDBOOK TO ALIGNING IT TO STATUTE AND WHAT WE'RE SEEING IN OTHER DISTRICTS IS THE CODE OF CONDUCT, WHICH TRULY IS THE ESSENCE OF THE STUDENT HANDBOOK THAT HAS THE PROCEDURES, POLICIES, THAT SCHOOLS USE THROUGHOUT THE DISTRICT. THE ULTIMATE GOAL OF THIS PROCESS IS ACTUALLY TO CREATE A PLACE, IF YOU MAY, IN A MORE EFFICIENT WAY, A USER FRIENDLY MODEL WHERE PARENTS, STAKEHOLDERS HAVE ACCESS TO THIS DOCUMENT AT ALL TIMES FROM ANY DEVICE, IN REALTIME. AND WITH THAT SAID, I WILL PASS IT TO TAMMY, WHO HAS BEEN FACILITATE THE PROCESS AND WORKING WITH DIVISIONINGS ON POPULATING THE STORIES, UPDATING THE INFORMATION NECESSARY IN THE HANDBOOK SO WE CAN GET THIS TO OUR SCHOOLS AS SOON AS POSSIBLE.

>> THANK YOU. AS DR. VAZQUEZ WAS SAYING, TODAY WE'RE GOING TO BE HAVING TWO DIFFERENT PARTS OF THIS WORKSHOP. THE FIRST PART IS GOING TO BE TALKING TO YOU ABOUT THIS TRANSITION FROM GOING FROM A SINGLE DOCUMENT PDF TO THE WEB PAGES. WE WILL HAVE A COMMUNICATION PLAN THAT WE WANT TO REVIEW WITH YOU AND THEN WE'LL BE GOING INTO THE CODE OF CONDUCT. I WANT TO START JUST VERY BRIEFLY AND TALKING ABOUT THE HISTORY THAT WE HAVE GONE THROUGH TO GET US TO THIS POINT TODAY. FOR OVER 30 YEARS, WE HAD OUR STUDENT HANDBOOK AND THAT WAS A DOCUMENT THAT WAS A PAPER DOCUMENT THAT WE USED TO DISTRIBUTE. WE USED TO PRINT 215,000 COPIES OF THIS MULTI-PAGE DOCUMENT. BUT AT THAT POINT WE WERE DOING THAT, THAT WAS REALLY THE ONLY WAY THAT WE COULD COMMUNICATE TO OUR PARENTS. AS THE YEARS HAVE PROGRESSED AND OF COURSE AS PEOPLE HAVE WANTED TO UTILIZE DIFFERENT TOOLS AND MEANS OF GETTING INFORMATION, WE TOO HAD TO START LOOKING AT WHAT ARE SOME OF THE THINGS THAT WE CAN DO TO BE ABLE TO ACCOMMODATE WHAT OUR POPULATIONS WANT. IN 2014, WE DID A PILOT WITH 7 SCHOOLS. THE SCHOOLS WERE DELIBERATELY PICKED IN THAT WE WANTED TO HAVE A VARIETY OF POPULATIONS. WE HAD TITLE ONE SCHOOLS, WE HAD HIGHER SES SCHOOLS AND AS WE WERE UTILIZING AND ELECTRONIC HANDBOOK, WE WERE GETTING FEEDBACK FROM THOSE POPULATIONS, THOSE PRINCIPALS, SO THAT IF WE NEEDED TO MAKE ANY ADJUSTMENTS WE WERE ABLE TO DO THAT. AT THE END OF THAT PILOT, WE HAD A VERY FAVORABLE FEEDBACK FROM BOTH PARENTS AND STAFF AND PRINCIPALS. OUR INITIAL THOUGHT WAS TO GO TO JUST ONE AREA. BUT BECAUSE IT WAS SO SUCCESSFUL, WE WENT TO A FULL IMPLEMENTATION. SO OVER THE LAST FEW YEARS, WE DID GO TO THE ELECTRONIC HANDBOOK. WE AS DID NOTIFY OUR PARENTS THAT IF THEY AT ANY TIME WANTED A HARD COPY OF THAT DOCUMENT, THAT THEY COULD REQUEST THAT. WE EACH YEAR GAVE FIRE AND FEWER COPIES OF THOSE HANDBOOKS TO THE SCHOOLS AS, TO BE ABLE TO GIVE OUT. BUT OVER THE YEARS OF THAT IMPLEMENTATION, WE HAVE NEVER HAD THE PRINCIPALS THAT HAVE REQUESTED ANY ADDITIONAL COPIES. WE LEAVE IT UP TO OUR PRINCIPALS, OF COURSE THEY KNOW THEIR POPULATIONS WELL AND THEY KNOW THAT IF THEY NEEDED COPIES TO BE ABLE TO DISTRIBUTE, THAT THEY CERTAINLY, WE WOULD CERTAINLY ACCOMMODATE THAT. SO WE ALWAYS LEFT THAT OPEN AND COMMUNICATED THAT TO MAKE SURE ALL OUR PARENTS WERE AWARE OF THAT. EVEN AS WE HAVE GONE THROUGH THOSE PILOTS AND THROUGH AD IMPLEMENTATION, WE'RE NOW READY FOR THE NEXT PHASE. WE KNEW THERE WERE STILL SOME THINGS, STILL SOME CHALLENGES THAT WE WANTED TO MAKE SURE THAT WE COULD ADDRESS. SO AGAIN, BOWL AS DR. VAZQUEZ WAS MENTIONING AND MR. EAKINS AS WE WERE LOOKING FOR WHAT WAS A BETTER WAY TO BE ABLE TO ACCOMMODATE THE WAYS OUR POPULATION WANTS INFORMATION, WHAT COULD BE COST EFFECTIVE, WHAT COULD BE TRANSLATABLE AND TO BE, MAKE SURE WE HAVE EQUITABLE ACCESS FOR ALL OF OUR PARENTS. SO, ONE OF THE THINGS THAT WE WERE LOOKING AT IS COST. I KNOW THIS MORNING WE WERE TALKING ABOUT BUDGET AND THAT'S ONE OF THE THINGS THAT WE WERE, HAVE BEEN REALLY LOOKING AT AND HAVING SOME COST SAVINGS. AS I MENTIONED EARLIER, WE WENT THERE HAVING TO PRINT THOSE 215,000 COPIES, WHICH WE KNOW THAT MANY OF THEM SOMETIMES WOULD BE SITTING THERE GATHERING DUST. SO WE AGAIN ARE WANTING TO MAKE SURE THAT IF IT IS NECESSARY, WE CAN CERTAINLY ACCOMMODATE THAT. BUT THAT WAS A COST. IN ADDITION TO THAT, WE ALSO, ONCE THE DOCUMENT WAS READY TO BE POSTED, OR APPROVED, THEN WE TO GET IT TRANSLATED. THAT TOO WAS A COST AND HAVING TO GET THAT NOT ONLY A COST BUT ALSO TIME THAT IT WOULD TAKE FOR US TO THEN IN TURN TRANSLATE THAT. BUT ALSO IT WAS A COST. SO, IN MOVING TO HAVING OUR INFORMATION ON THE WEB, WE ARE GOING TO BE ABLE TO ACCOMMODATE THAT TRANSLATION BUT IT'S GOING TO BE IMMEDIATE. VERSUS HAVING TO WAIT AND HAVING A DELAY FOR OUR FAMILIES TO HAVE TO DO THAT AND AT A COST. WHEN WE TALK ABOUT RELEVANCE, ONE OF THE OTHER -- ONE OF THE OTHER CHALLENGES THAT WE HAD WAS THAT WHEN WE HAD OUR DEADLINES OF WHEN WE HAD TO HAVE THE INFORMATION FOR OUR BOARD WORKSHOPS OR FOR IT TO BE PRINTED OR POSTED, WHAT WOULD HAPPEN IS THAT BY THE TIME THAT WE WOULD GET THROUGH THE DEADLINE AND THEN FOR APPROVAL AND POSTED, SOMETIMES THAT INFORMATION WAS ALREADY OUT OF DATE. SO WHAT COULD HAPPEN IS WE WOULD HAVE SOMEONE THAT MIGHT HAVE GOTTEN SOME INFORMATION FROM A HANDBOOK BUT THEN LOOKED AT INFORMATION THAT WAS POSTED IN A POLICY AND HAD THE SAME DOCUMENT WITH DIFFERENT INFORMATION. SO THERE WAS CONFUSION THAT WAS HAPPENING. SO ONE OF THE THINGS, AN EXAMPLE IS THE BULLYING POLICY. IN THE HANDBOOK WE HAD IT PRINTED UP, CERTAIN PIECES OF THE INFORMATION THAT WAS ON THERE, WE WERE ABLE TO ANOTHER THE SAME TIME WE WERE UPDATING THAT PARTICULAR POLICY, THAT WAS APPROVED IN MARCH. AND SO THEN AGAIN, SO THAT INFORMATION THEN WAS NOT THE SAME. AS WE'RE MOVING TOWARDS HOW WE'RE GOING TO PRESENT THIS INFORMATION, YOU'LL SEE THIS IN JUST A FEW MINUTES, WE'RE GOING TO DIRECTLY LINK THAT INFORMATION FOR OUR PARENTS SO THAT THEY WILL SEE THAT THERE IS A SUMMARY OF THE REGULATIONS CONCERNING BULLYING, BUT IT WILL LINK THEM DIRECTLY TO THAT POLICY SO THAT ANY TIME THAT THAT POLICY IS UPDATED, THEY WILL ALWAYS BE SEEING THE CURRENT INFORMATION. IN ADDITION TO THAT, WE ALSO WOULD HAVE SOMETIME SOME DUPLICATE OF INFORMATION, SO FOR EXAMPLE, THERE WAS INFORMATION ABOUT REGISTRATION THAT WAS IN THE HANDBOOK. BUT THINK -- THINK ABOUT THAT IN THAT IF YOU ARE GETTING THE HANDBOOK, THAT MEANS YOU WERE ALREADY REGISTERED. SO THAT WAS INFORMATION THAT WASN'T NECESSARILY HAD TO BE IN THAT PARTICULAR DOCUMENT. BUT WE ARE GOING TO, WITH ANY OF THE INFORMATION THAT WAS INCLUDED IN THAT HANDBOOK, IT WILL BE AVAILABLE. WE ARE NOT DOING AWAY WITH THAT INFORMATION, IT JUST WILL BE POSTED ON THE SITES WHERE THEY CAN GET THAT INFORMATION IMMEDIATELY AND AGAIN GETTING BACK TO IT BEING TRANSLATABLE. WHEN WE TALK ABOUT TRANSLATION, I'D MENTIONED TO YOU EARLIER ABOUT THE DELAY SOMETIMES. AGAIN WHEN WE DID TRANSLATE IT, IT WAS ONLY INTO SPANISH. AS YOU KNOW, WE DO HAVE A POPULATION THAT HAS A VARIETY OF DIFFERENT COMMUNITIES. IN FACT, OUR TOP THREE BEING HAITIAN CREOLE, OUR SPANISH, ARABIC, HINDU. SO IN ORDER FOR US TO AT THIS POINT NOW THAT WE ARE ABLE TO HAVE THIS INFORMATION ON THE WEB, WE WILL BE ABLE TO HAVE IT TRANSLATED IMMEDIATELY FOR OUR FAMILIES IN 70 LANGUAGES. SO AGAIN WE'RE LOOKING AT WHAT WE WANT TO MAKE SURE THAT WE HAVE IT EQUITABLE AND THERE'S NOT ANY DELAY IN GETTING THAT INFORMATION. WHEN WE TALK ABOUT EASE OF USE, AGAIN, SOME OF THE CHALLENGES, WHERE CAN WE FIND THIS INFORMATION? SO THERE'S BEEN A LOT OF WORK THAT'S BEEN DONE BY OUR DIVISIONS, MEETING WITH WEB COMMUNICATIONS AND MAKING SURE THAT THE INFORMATION IS IN THERE, THAT IT'S UP TO DATE, THAT WE ARE LOOKING AT IT BEING IN ONE LOCATION SO THAT WE'RE NOT HAVING DUPLICATE INFORMATION THAT MAY NOT BE UPDATED. BUT ALSO HOW IT CAN BE EASILY ACCESSIBLE TO THEM. WE KNOW THAT OUR DISTRICT HAS BEEN MOVING IN THIS DIRECTION OF BEING MORE DIGITAL. WE HAVE OUR PEACH JAR. WE HAVE OUR REPORT CARDS THAT ARE ONLINE. WE HAVE EACH OF OUR APPLICATIONS FOR CHOICE, FOOD SERVICE, AND JUST AS WE ACCOMMODATE OUR FAMILIES WHENEVER THEY NEED ASSISTANCE WITH THAT, OR TO HAVE HARD COPIES IF THEY NEED TO, WE WILL BE DOING THE SAME THING WITH OUR INFORMATION THAT'S INCLUDED ON THE WEB. SO, WHAT I'D LIKE TO DO NOW IS TO -- WELL, WE'RE JUST TYING IT INTO OUR STRATEGIC PLAN AND LOOKING AT FOR, OF COURSE OUR CODE OF CONDUCT, THAT WHEN WE HAVE OUR BEHAVIOR INDICATORS, THAT WOULD IN FACT INCREASE OUR GRADUATION RATES, COMMUNICATION, WANTING TO BE CONSISTENT, ACCURATE AND RELEVANT. CULTURE BUILDING, BUILDING THOSE EXPECTATIONS THAT BEHAVIOR AND FINANCIAL STEWARDSHIP OF OUR COST SAVINGS. I'M GOING TO TURN THIS OVER TO GREG HART WITH WEB COMMUNICATIONS, TO VERY BRIEFLY GO THROUGH THE PROCESS OF THE NAVIGATION.

>> GOOD AFTERNOON. I WANTED TO GIVE A LITTLE BIT OF AN OPPORTUNITY TO KIND OF SHOW HOW THIS PROCESS WORKS. I THROUGH WAS A VIDEO THAT WENT OUT EARLIER, RIGHT BEFORE THE WEEKEND, THAT IF YOU HAD A CHANCE, GIVES YOU A LITTLE BIT OF A WALK-THROUGH OF THIS PROCESS AND HOW THIS WORKS. BUT I THOUGHT THIS WOULD BE A GOOD OPPORTUNITY FOR THOSE THAT MAY NOT HAVE HAD A CHANCE TO WATCH THAT, TO GIVE A LITTLE LIVE DEMONSTRATION OF HOW THIS NEW CODE OF CONDUCT WORKS ON THE WEB. I DO WANT A LITTLE BIT OF A CAVEAT. THIS IS OUR TEST SERVER, SO THERE ARE SOME PIECES OF INFORMATION THAT ARE NOT ENTIRELY UP BECAUSE THIS IS NOT THE PUBLIC FACING SERVER. THIS IS ONE WE USE FOR DEVELOPMENT, SO THE CONTENT IS NOT REAL CONTENT IN THIS CASE. THE FIRST PART I WANTED TO SHOW, AS FAR AS ACCESSING THE NEW CODE OF CONDUCT, THE PROCESS IS NOT CHANGING FOR FAMILIES. SO NOW FAMILIES CAN ACCESS THROUGH BOTH THE FAMILIES AND STUDENTS DROP DOWNS. YOU'LL SEE LINKS IN ENGLISH AND SPANISH THAT GO DIRECTLY TO PDFs. THIS WOULD GO DIRECTLY TO NEW CODE OF CONDUCT SITE. SO WE WOULD NO LONGER HAVE ENGLISH AND SPANISH LINKS. SAME THING IN FAMILIES DROP DOWN. ADDITIONALLY THEY CAN SEARCH. WE USE THIS A FEW DIFFERENT WAYS. FOR MARKETING PURPOSES, WE USE THINGS WE CALL GO KEYWORDS. SO I CAN TYPE IN GO CONDUCT AND IT WILL TAKE ME DIRECTLY TO THE WEB SITE. AND THAT BECOMES PART OF THAT COMMUNICATIONS PLAN. WE DON'T EXPECT FAMILIES TO KNOW THOSE KEYWORDS RIGHT AWAY BUT THEY'RE TOLD THOSE. THIS IS HOW YOU CAN ACCESS CODE OF CONDUCT, GO TO WEB SITE AND SEARCH CONDUCT AND WILL TAKE YOU RIGHT THERE. ADDITIONALLY EVERY SINGLE SCHOOL SITE THROUGH TOP LINKS HAS LINKS DIRECTLY TO THE CODE OF CONDUCT OR STUDENT HANDBOOK NOW AT THIS TIME. AND THEN THROUGH MY SPOT, AT THE BEGINNING OF THE YEAR AS THEY REGISTER, THEIR MY SPOT ACCOUNTS TO BE ABLE TO ACCESS OTHER RESOURCES TO THE DISTRICT, ALL THEIR STUDENTS LINKS HAVE ACCESS DIRECTLY TO THE STUDENT HANDBOOK. ALL THESE LANGUAGES WILL CHANGE TO SAY CODE OF CONDUCT. THE BENEFIT IS WE TRACK WHO CLICKS ON THESE LINKS SO WE KNOW FROM WHICH SCHOOLS THEY'RE AT FROM WHICH, WHAT GRADE LEVELS, SO WE CAN START TO SEE ANALYTICS WHO IS ACCESSING THIS INFORMATION AND KNOWING WHICH SCHOOLS MAYBE ARE DRAG A BETTER JOBS OF TALKING ABOUT IT AND WHICH SCHOOLS ARE NOT. SO THESE ARE ALL BENEFICIAL THINGS WE ARE GETTING FROM THIS PROCESS. BACK TO NAVIGATING THE SITE. YOU'LL SEE FAMILIAR NAVIGATION ALONG WITH THE REST OF THE SITES. SO WE ALWAYS HAVE STUCK WITH THE NAVIGATION ACROSS THE TOP. LEFT RAIL NAVIGATION, THE MAIN SECTIONS OF THE NEW CODE OF CONDUCT. FROM HERE, I CAN CLICK INTO THESE SECTIONS AND SEE THE FULL TABLE OF CONTENT. SO THIS IS USED FOR BROWSING THE INFORMATION. IF I WANT TO LOOK THROUGH LIKE I WOULD'VE TRADITIONALLY FLIPPED THROUGH THE PAPER DOCUMENT. I CAN BROWSE THOSE PIECES AND IF I KNOW WHAT I'M LOOKING FOR, THIS IS EASY FOR ME TO FIND. I CAN CLEAN ON HARASSMENT AND THERE I CAN SEE THAT SUMMARY OF TEXT AND MY DIRECT LINKS THAT GO DIRECTLY TO THE UP-TO-DATE MOST RECENT UP-TO-DATE POLICIES. SO THOSE ARE THAT WAY OF KIND OF BRINGING THAT CONSISTENCY OF INFORMATION BACK THROUGH THIS PROCESS INSTEAD OF THE DISCONNECT THAT HAPPENS WHEN YOU HAVE A POLICY APPROVAL PROCESS THAT'S SEPARATE FROM THE PRINTED HANDBOOK. IF I WANT TO PRINT THESE, EITHER FOR MYSELF OR IF I DON'T HAVE ACCESS TO THIS INFORMATION AND I GO TO THE SCHOOL, SCHOOLS CAN PRINT SPECIFIC TOPICS BY CLICKING THE PRINT ICON ON THE RIGHT-HAND SIDE. THAT'S GOING TO GIVE ME JUST THIS TOPIC THAT'S IMPORTANT FOR ME. AND CAN I DO THE SAME ON THE POLICIES, ON THE NEW POLICY PAGES. AND IT'S GOING TO GIVE ME A PRINTED UPDATE. SO THAT WAY IF THIS CONTENT DOES CHANGE, THE PRINT OUTACTUALLY HAS A DATE THE SCHOOL CAN SEE AND SAY OKAY YOU PRINTED THIS IN AUGUST BUT THE POLICY UPDATED OR THIS INFORMATION UPDATED IN MAY. SO THAT'S AN IMPORTANT PIECE THERE. I CAN ALSO PRINT THIS ENTIRE SECTION FOR THE FAMILY. OR FOR MYSELF. SO THIS GOES BACK TO LIKE FAMILY REFERENCED, THE EQUITITY. WE WANT TO MAKE SURE THIS IS ACCESSIBLE TO EVERYBODY ALL THE TIME AND EASY FOR SCHOOLS TO PROVIDE THIS INFORMATION. DEMONSTRATING THE TRANSLATION FEATURE ACROSS OUR ENTIRE WEB SITE, WE USE GOOGLE TRANSLATE. WE HAVE NOW ABOUT TWO AND A HALF YEARS. IT TRANSLATES INTO ANY ONE OF THESE 70 LANGUAGES. AND ONCE I TRANSLATE IT, WE ALWAYS JOKE AROUND THAT WE USE GREEK, BECAUSE WE SAY IT'S ALL GREEK TO ME. SO ONCE I TRANSLATE ONCE, IF I NAVIGATE THROUGH THE SITE IT REMEMBERS THAT I HAVE TRANSLATED INTO THAT LANGUAGE. SO NOW NO MATTER WHERE I GO, IN THE SITE, ALL OF THAT CONTENT IS TRANSLATED. AS LONG AS I'M STAYING WITHIN OUR DISTRICT WEB SITE, IT REMEMBERS. SO THIS IS VERY EASY FOR OUR FAMILIES TO USE THAT NEED ACCESS TO ALL OF OUR INFORMATION ALL THE TIME IN ANY ONE OF THESE LANGUAGES. GO BACK AND TRANSLATE IT, BECAUSE THEY'RE BACK TO ENGLISH BECAUSE I CAN'T READ GREEK. SEARCH. SO ONE OF THE THINGS THAT WE WERE CONCERNED ABOUT OR WE HAD A LOT OF CONCERNS IS IF I DON'T KNOW THE TOPIC THAT I'M LOOKING FOR. MAY NOT KNOW WHERE THE INFORMATION I'M LOOKING FOR IS CONTAINED WITHIN THE CODE OF CONDUCT. OAR TO BE IN THE HANDBOOK AND I CAN'T FIND IT BECAUSE IT'S NOW NO LONGER CONTAINED IN THE CODE OF CONDUCT. ATHLETICS IS A GOOD EXAMPLE. SO IF I SEARCH FOR ATHLETICS. I GET A RESULT THAT SAYS TWO ITEMS IN THE CODE OF CONDUCT REFERENCE ATHLETICS. THESE ARE THE ATTENDANCE POLICY AND THE ASSEMBLY AND ASSOCIATION. SO IF I WANT TO SEE WHERE THAT REFERENCE IS, I CAN CLICK DIRECTLY ON THAT TOPIC. IT'S GOING TO TAKE ME RIGHT TO THAT TOPIC WITHIN THE ED CO OF CONDUCT AND I CAN SEE WHERE IT WAS REFERENCED. ADDITIONALLY THERE ARE 35 OTHER PLACES ON OUR DISTRICT WEB SITE AS A WHOLE THAT TALK ABOUT THAT ATHLETICS. THE VERY FIRST ONE HAPPENS TO BE THE ATHLETICS DEPARTMENT WEB SITE. SO THIS GOES BACK TO PART OF THAT POWER OF NOW THIS IS BEING INTEGRATED THROUGHOUT OUR ENTIRE WEB SITE, WHERE RATHER THAN ME SEEING THAT THIS TALKS ABOUT POLICY NUMBER A 5500 AND I HAVE NO IDEA WHAT POLICY 5500 IS, THIS CAN LINK ME DIRECTLY TO POLICY 5500. AND WE'RE INCLUDING TITLES AND THINGS LIKE THAT WITHIN IT TO MAKE IT REALLY EASY FOR FAMILIES TO UNDERSTAND THIS PROCESS. SO IT GOES BACK TO THAT CONSISTENCY OF INFORMATION, THAT WE'RE NOT DUPLICATING CONTENT. WE'RE RELYING ON THE ALREADY EXISTING PROCESSES THAT HAPPEN TO APPROVE POLICY, TO PUT CONTENT ON THE WEB. ALL OF THAT INFORMATION. SO, IF YOU HAVE QUESTIONS OR IF THERE ARE OTHER THINGS THAT YOU SEE THAT YOU MAYBE WANT, WOULD LIKE TO SEE DONE A LITTLE BIT DIFFERENT, PLEASE LET ME KNOW. WE ARE WORKING ON THIS ON A DAILY BASIS. AND WE OWN EVERY SINGLE LINE OF CODE THAT GOES INTO THIS. WE DON'T PAY ANYBODY FOR IT. IT'S PART OF WHAT WE DO IN WEB COMMUNICATIONS. SO THANK YOU VERY MUCH. I'M GOING TO TURN IT BACK OVER TO ATMLY. [INAUDIBLE]

>> PARENTS COMMUNITY. AND SO I'M GOING TO TURN THIS OVER TO TERESA PETERSON AND SHE'S GOING TO REVIEW WITH YOU OUR COMMUNICATION PLAN.

>> HELLO. SO, WE HAVE PUT TOGETHER A GRAPHIC THAT IS REALLY GOING TO HOPEFULLY GET PEOPLES ATTENTION TO LEARN MORE ABOUT THE CODE. THIS IS THE GRAPHIC THAT YOU'RE SEEING. THIS IS KIND OF LIKE THE LITTLE CATCH PHRASE, GET THE CODE FOR STUDENTS SUCCESS. IT IS REALLY PROMOTING THE CODE OF CONDUCT ON OUR WEB SITE SO PEOPLE WILL BE ABLE TO FIND IT AND ALSO GET MORE INFORMATION ABOUT THE SCHOOL DISTRICT. OUR GOAL IS HELP FAMILIES AND STAFF LEARN HOW TO ACCESS INFORMATION ABOUT THE CODE OF CONDUCT. THAT IS OUR GOAL. SO WE'RE FIRST OF ALL GOING TO BE MAKING SURE THAT OUR INTERNAL AUDIENCES ARE AWARE OF IT. TALKING ABOUT AT DIFFERENT MEETINGS, AREA SUPERINTENDENT MEETINGS, JOINT COUNCIL MEETINGS, THIS IS A WONDERFUL WAY TO DO IT AS WELL. ANY KIND OF MEETINGS WE ARE HAVING OVER THE BEGINNING OF THE SCHOOL YEAR, WE ARE GOING TO BE TALKING ABOUT THIS, THIS IS AN PARENT WAY TO MAKE SURE FAMILIES ARE INFORMED ABOUT HOW TO ACCESS THE CODE OF CONDUCT. ALSO GOING TO SEND EMAIL BLAST TO ALL STAFF WITH INFORMATION HOW TO ACCESS THE CODE OF CONDUCT AND SHARE THE INFORMATION WITH FAMILIES. THERE'S AN ANNOUNCEMENT WHENEVER ANY MEMBER ON OUR STAFF LOG IN, NEW ANNOUNCEMENT, HOW TO ACCESS ONLINE. WE ALSO HAVE THE FIRST DAY OF SCHOOL PACKETS. THIS IS SOMETHING THAT'S BEEN HAPPENING SEVERAL YEARS, WHERE A FLIER AND LETTER FROM OUR SUPERINTENDENT ABOUT THE CODE OF CONDUCT AND BUT NOW INSTEAD OF SAYING GO TO THIS PDF, IT WILL SAY GO TO OUR WEB SITE AND PROVIDE THE DIRECT LINK AND GIVE THEM SEARCH TOOLS THEY CAN SEARCH ON THE WEB SITE TO FIND IT. ALSO GOING TO HAVE FLIERS AVAILABLE FOR OUR SCHOOL OFFICE SO THEY CAN POST IT ON BULLETIN BOARDS OR SCHOOL OFFICE, SO WHEN PEOPLE COME IN THEY CAN READ ABOUT IT. COMMUNITY LOCATIONS LIKE THE YMCA, BOYS AND GIRLS CLUBS, OUR OTHER PARTNERS ARE ALSO BEING AGREEABLE TO HAVE THE FLIER DISTRIBUTED. THEY'RE SHOWN AT THEIR LOCATION AS WELL AND WE WILL HAVE IT IN SPANISH AND ENGLISH. WE ARE GOING TO PARENT LINK TO ALL FAMILIES WITH INFORMATION ABOUT THE CODE OF CONDUCT AND HOW TO ACCESS IT. ALSO GOING TO BE DOING SOCIAL MEDIA POSTS AND PUTTING INFORMATION ON OUR WEB SITE, HOME PAGE, NEWS DESK ARTICLE. VIDEO TUTORIALS SO PEOPLE CAN LEARN HOW TO NAVIGATE THROUGH THE WEB PAGES AND PEACH JAR E FLIER FOR SCHOOLS TO SHARE. ALSO ALL SCHOOL WEB SITES HAVE A LINK TO THE CODE OF CONDUCT UNDER DISTRICT LINK OF THEIR WEB SITE. THE WEB SITES ARE A TEMPLATE AND THERE'S ONE MENU THAT SAYS DISTRICT LINKS. SO UNTHAT WILL SAY CODE OF CONDUCT AND THEY'LL BE ABLE TO ACCESS IT DIRECTLY. THEN UNDER OUR IDEAS CONFERENCE, WHERE ALL THE SCHOOLS HAVE ACCESS TO WE'RE GOING TO PUT INFORMATION UNDER COMMUNICATIONS FOLDER. THAT WILL BE A WRITTEN ARTICLE THAT THEY CAN SHARE IN THEIR NEWSLETTER. A LOT OF SCHOOLS ON NEWSLETTERS, SO LIKE A STANDARD NEWSLETTER THEY CAN COPY AND PASTE RIGHT INTO THEIR NEWSLETTER. TEXT FOR SOCIAL MEDIA, THE GRAPHIC WE HAVE CREATED AND THE FLIERS. ANOTHER PLACE THEY'LL BE ABLE TO ACCESS THAT INFORMATION. THIS IS THE FIRST DRAFT OF THE FLIER THAT WE PUT TOGETHER. AGAIN IT'S JUST TRYING TO GET PEOPLE TO THINK ABOUT THIS CODE IS IMPORTANT FOR STUDENTS' SUCCESS. WE WANT TO RAISE THAT AWARENESS, THAT THIS IS SOMETHING ALL FAMILIES NEED TO BE AWARE OF TO HELP THEIR STUDENT SUCCEED SO ALL STUDENTS WILL HAVE A GOOD LEARNING ENVIRONMENT. WE HAVE PUT A FEW BULLET POINTS UP THERE. IT IS REALLY TO KNOW WHAT IS EXPECTED. WE ACTUALLY ARE A URL CODE THAT GET THE CODE SO WE CAN TRACK HOW MANY PEOPLE ARE GETTING TO THE WEB SITE THROUGH THAT FLIER TOO. SO WE'LL SEE IF IT'S BEING SUCCESSFUL OR NOT. AND THEN SOME OTHER IDEAS WE HAD TOO, JUST BECAUSE OUR WEB SITE ADDRESS IS SUCH A LONG STRING OF LETTERS AND NUMBERS, WE HAVE BEEN TALKING ABOUT POSSIBLY HAVING ANOTHER URL ADDRESS THAT WOULD BE EASIER TO REMEMBER. THESE ARE SOME DOMAIN NAMES THAT ARE AVAILABLE THAT WE COULD PURCHASE FOR $12. VERY INEXPENSIVE. SO SOMETHING IF THE BOARD WANTS TO TAKE IT INTO CONSIDERATION, WE CAN LOOK AT THAT AS EASIER WAY FOR FAMILIES TO ACCESS THE WEB SITE AND CODE OF CONDUCT AS WELL. THAT'S PRETTY MUCH IT IN A NUTSHELL.

>> AS TERESA MENTIONED TOO, THIS IS AN ONGOING PROCESS, SO AS WE ARE GOING THROUGH THE PROCESS, START GETTING INFORMATION AND FEEDBACK, WE CERTAINLY ARE ALWAYS GOING TO BE OPEN TO MAKING SURE WE CAN MAKE ADJUSTMENTS TO MAKE SURE THAT WE ARE ACCOMMODATING TO ALL OF OUR POPULATIONS. SO THAT IS OUR INFORMATION ON THE FIRST PART. DO YOU HAVE ANY QUESTIONS ON THAT? WE CAN GO INTO OUR SECOND -- A QUESTION.

>> JUST A COUPLE QUICK QUESTIONS, PLEASE. ON THE NAVIGATION, IT MAYBE THERE, MAYBE WE DIDN'T GO OVER IT. ARE THERE EMBEDDED LINKS TO FORMS WITHIN THE CODE, SO FOR INSTANCE IF I WANT TO SEARCH GRIEVANCES AND I WANT TO FILE A GRIEVANCE, CAN I CLICK RIGHT IN THERE, TAKE ME RIGHT TO THE FORM TO DO SO?

>> THAT WOULD BE BASED ON DONE TENTH PROVIDED BY THE DIVISION. THAT'S CERTAINLY SOMETHING WE CAN DO. LINKING DIRECTLY TO THE CONTACT FORM. IF THERE'S A GRIEVANCE FORM [INAUDIBLE] [INAUDIBLE]

>> WE HAVE BUILDING FOR ADA COMPLIANCE ON THE WEB SITE. ALSO HARASSMENT. SO THOSE ARE UNDER DEVELOPMENT AND CAN BE LINKED DIRECTLY FROM THAT CONTENT.

>> OKAY. I REALLY THINK THAT'S A GOOD IDEA. WE TALK ABOUT JUST A ONE-STOP SHOP TYPE OF THING. I THINK THAT'S IMPORTANT TO DO THAT. IF WE COULD HAVE THAT DONE, I THINK THAT WOULD BE OKAY IF THE OTHER BOARD MEMBERS ALSO AGREE. ALSO ON THE COMMUNICATION PIECE, AMENDMENTS, HAVE WE ADVERTISED AMENDMENTS OR ARE THERE PLANS OR HOW WILL WE ADVERTISE AMENDMENTS TO THE CODE?

>> IF AT ANY TIME THAT WE ARE HAVING TO MAKE ANY AMENDMENTS TO THE ACTUAL CODE OF CONDUCT, OF COURSE THE ACTUAL CODE OF CON BE DUCT CHANGES WOULD BE COMING THROUGH TO THE BOARD FOR BOARD TO APPROVE. AND THAT'S THE DIFFERENCE TOO WITH THE OTHER INFORMATION THAT USED TO BE INCLUDED IN THE HANDBOOK THAT'S NOT BOARD APPROVED INFORMATION. THAT IF THEY NEEDED TO MAKE THOSE UPDATES, THEY COULD CERTAINLY DO THAT WITHOUT HAVING TO WAIT FOR THE BOARD APPROVAL. SO IF YOU LOOK IN THE HANDBOOK RIGHT NOW, ONE OF THE TWO LARGEST PIECES IN THAT HANDBOOK AS YOU HAVE THE RIGHTS AND RESPONSIBILITIES, THE CODE OF CONDUCT AND THEN YOU HAVE PUPIL PROGRESSION PLAN AND A LOT OF THE INFORMATION THAT'S IN TEACHING AND LEARNING. SO THE PUPIL PROGRESSION PLAN AND THAT INFORMATION WILL BE COMING TO THE BOARD FOR APPROVAL AT ANOTHER DATE. BUT THE OTHER INFORMATION THEY WOULD BE ABLE TO REVISE, DEPENDING ON WHAT IT IS, IF SOMETHING THAT NEEDS TO BE, A BLITZ OUT TO OUR FAMILY, THEN THOSE DIVISIONS AN END DEPARTMENTS WOULD CERTAINLY BE ABLE TO DO THAT.

>> JUST WANT TO BE CLEAR WITH MY QUESTION. JUST WANT TO MAKE SURE THAT THAT INFORMATION IS COMMUNICATED. NOT SURE HOW IT HAS WORKED HISTORICALLY. MEANING IF WE UPDATE SOMETHING MINUTE, IS THAT STILL COMMUNICATED HEY A THERE'S AN UPDATE, BY WHATEVER MEANS, ARE WE COMMUNICATING UPDATES JUST AS A PRACTICE? OR DO WE JUST LET THEM FIND OUT IF THEY NEED IT?

>> ANY TIME A POLICY IS APPROVED THAT CHANGES AND PRACTICES RULES WITHIN OUR SCHOOLS, PRINCIPALS ARE NOTIFIED AND THEN THEREFORE PARENTS ARE NOTIFIED. AND WE WOULD HAVE, USE OUR TYPICAL MEANS BUT PROBABLY NOW HAVE MORE ROBUST MEANS NOW THAT IT IS ON THE WEB, TO ADVERTISING IT, WHETHER A MESSAGE WE PUT ON MY SPOT OR WHEREVER PARENTS GO, THEY WOULD KNOW THERE'S AN UPDATE TO STUDENT CODE OF CONDUCT. THIS PROVIDES US -- AS I LOOK AT THIS I THINK TO OURSELVES CONVERSATIONS WE WERE HAVING THREE OR FOUR YEARS AGO, ABOUT 315,000 STUDENT HANDBOOKS BEING COPIED AND WHERE WE ARE NOW. COMPLETELY TRANSLATE ANNUAL. GREAT JOB, TEAM, FOR DOING THAT. THIS ALLOWS US TO JUST HAVE ALL THE TOOLS IN PLACE TO GET THE INFORMATION OUT VERY, VERY QUICKLY. HAS BEEN VERY ARCHAIC. VERY CLOE, WE ARE MOVING INTO THE 21st CENTURY IN EVERY WHICH WAY WE CAN. THIS IS JUST ONE WAY. BUT THE COMMUNICATION PIECE IS CRITICAL IN ALL OF THIS BECAUSE WE MOVE TO THIS STAGE NOW WHERE EVERYONE CAN GET IT 0 THAN THEIR PHONES, ON THEIR COMPUTER OR WHATEVER DEVICE, BUT IF THEY DON'T KNOW THAT ANYTHING'S BEEN CHANGED THEY WON'T BE ABLE TO REALLY KNOW TO GO THERE. SO WE HAVE TO BE MORE DIRECTIVE AND WILL HAVE ALL THESE DIFFERENT PLATFORMS TO GET THAT INFORMATION OUT.

>> THANK YOU. ONE LAST THING. ALSO FOR TERESA, I REALLY LIKE THE CATCH PHRASE GET THE CODE ON THE FLIERS ARE REALLY NICE. ONE THING I WOULD PROBABLY SUGGEST WE LOOK INTO ITSELF IS ADDING, LOOKS LIKE IT'S GEARED FOR STUDENTS. IF WE CONSIDER MAYBE ADD THE QR CODE AND LET THEM SCAN IT THAT WILL TAKE THEM DIRECTLY TO THE INFORMATION. KIDS LIKE THAT KIND OF STUFF. SO MAYBE THEY'LL SCAN IT JUST BECAUSE THEY CAN. BUT BESIDES THAT GOOD JOB, I'M REALLY PLEASED WITH THE CHANGES.

>> THANK YOU, MISS SHAMBURGER. MS. GRIFFIN?

>>April Griffin: VERY BRIEFLY. WITHIN, WITH THE HYPER LINKS TO ANYTHING THAT WE DO, WE HAVE TALKED ABOUT THIS FOR YEARS. AND THE POLICY ITSELF IS SUPPOSED TO HAVE A HYPER LINK TO THE LAW AND TO ALL OF THESE FORMS. I MEAN THERE'S ABSOLUTELY NO REASON, A HYPER LINK IS SO EASY TO CREATE. THERE'S NO REASON WHY THERE SHUNT BE THAT EASE OF USE FOR JUST, I'M READING IT, THIS IS WHAT I NEED TO DOWNLOAD, THIS IS WHAT I NEED TO FILL OUT AND PERIOD. SO I'M, YES, AMEN.

>> THANK YOU, MISS GRIFFIN. MISS GRAY?

>>Lynn Gray: WELL, I'LL BE VERY BRIEF BECAUSE THIS IS NOT THE HEART OF THE MATTER THAT I WANT TO SPEAK AT. BUT IN A WAY IT IS. MY CONCERN IS COMMITMENT, PARENTAL COMMITMENT THAT HOW ARE WE GOING TO MAKE SURE THAT THERE IS A LEVEL OF COMMITMENT FROM BOTH PARENTS, STUDENTS ALIKE AND THERE'S A LARGER QUESTION BEHIND THAT, BUT LET ME JUST STOP THERE AND ASK GREG OR TENLY, WHAT IS THE LEVEL OF COMMITMENT THAT WE EXPECT AFTER THAT HE READ THIS ONLINE OR HAVE ACCESSION TO IT?

>> WELL, AND AGAIN, AS A PART OF IT AND WE'RE GOING TO GO OVER THIS WHEN WE GO INTO THE ACTUAL CODE OF CONDUCT PEELS. BUT PART OF WHAT WE'RE WANTING TO DO AND THIS IS WHY WE'RE GETTING THE LETTER FROM THE SUPERINTENDENT, THAT ALL OF OUR PARENTS ARE GOING TO BE RECEIVING, IN ADDITION TO THAT, THE ACKNOWLEDGMENT FORM IS ONE OF THE THINGS WE'RE GOING TO BE GETTING OUT TO OUR PARENTS AND OUR STUDENTS TO ENCOURAGE THEM IN THE IMPORTANCE OF THE CODE OF CONDUCT. I THINK THAT'S WHY TOO WHEN SEEING ALL THE DIFFERENT MEANS WHICH WE'RE GETTING INFORMATION OUT TO OUR PARENTS BECAUSE WE RECOGNIZE IT'S VERY IMPORTANT WE WANT THEM TO KNOW WHERE IT IS, TO HAVE AN UNDERSTANDING AT THE SCHOOL SITES THEY ALWAYS AT THE BEGINNING OF THE YEAR AND THROUGHOUT THE YEAR WE ARE ALWAYS REINFORCING THE IMPORTANCE OF THE CORRECT BEHAVIOR AND THE EXPECTATIONS FOR OUR STUDENTS. SO THAT'S ALWAYS A PART OF WHAT WE'RE DOING AT THE SCHOOL SITES AND THAT'S GOING TO BE PART OF THE CONVERSATIONS WHEN WE GO THROUGH TO THE PRINCIPAL MEETINGS AND IN TURN THE PRINCIPALS THEN GETTING THAT INFORMATION ALSO TO THEIR SCHOOL SITES AND TO THEIR STAFF.

>> I MAY ADD. ALSO I THINK THERE'S A LEVEL OF COMMITMENT BY THE INTEGRITY OF THIS DOCUMENT. I THINK THE MANNER IN WHICH IT WAS DEVELOPED, THE PARTNERSHIP AND COLLABORATION TO PUT THIS TOGETHER AND THE DELIVERY OF THE MESSAGE AS WELL AS THE DOCUMENT TO MAKE IT USER FRIENDLY, ACCESSIBLE, TRANSLATED IN LANGUAGES, SHOWS THAT LEVEL OF COMMITMENT THAT HOPEFULLY PARENTS AND FAMILIES WILL SEE THAT WE APPRECIATE THEM BUT AT THE SAME TIME ALSO PROVIDING THEM THE NECESSARY INFORMATION TO EDUCATE THEM ABOUT THE POLICIES, PROCEDURES AND THE EXPECTATIONS THAT WE HAVE OUR STUDENTS DO TO EXCEL IN OUR SCHOOLS.

>> AND ONE OF THE THINGS THAT WE, INSTEAD OF JUST SAYING WE'RE PUTTING ALL THIS ON THE WEB SITE AND IT'S THERE FOR THEM, WE'RE REALLY REACHING OUT, THE GOAL YOU'RE HEARING IN ALL THE PIECES OF OUR COMMUNICATION IS WE'RE REALLY WANTING TO MAKE SURE WE'RE GETTING IT TO THEM. YOU SAW ALL THE DIFFERENT WAYS THAT WE'RE GOING TO BE COMMUNICATING THIS OUT AND IT'S GOING TO BE CONTINUOUS, SATURATING ACTUALLY THE INFORMATION OUT THERE SO THAT THEY ARE SEEING IT OVER AND OVER AGAIN, SO THAT AGAIN THAT THEY CAN SEE THAT INFORMATION.

>> AND I THINK IT'S A REMARKABLY GREAT IDEA THAT YOU HAVE A LINK TO EACH OF THOSE SUBJECT AREAS BECAUSE THAT'S THE NEW GENERATION AS WELL. I HAVE OTHER QUESTIONS BUT CLEARLY I DID NOT ALLOW YOU TO FINISH YOUR PRESENTATION. SO, ONWARD.

>> THANK YOU. MISS HARRIS?

>>Sally Harris: I JUST WANTED TO ADD MY SUPPORT IN THE FACT THAT WE DATE THE CHANGES AND MAYBE SOMEHOW KEEP TRACK OF THOSE DATES AS IN A YEAR, SCHOOL YEAR MAYBE, SO YOU COULD SEE HOW MANY TIMES IT CHANGES, BECAUSE AS A PARENT USING THAT ON A REGULAR BASIS, IT DID HAPPEN WHERE IT CHANGED AND YOU'RE CAUGHT BACK IN THE OLD COPY WHEN IT USED TO BE PRINTED. SO NOW THAT WE'RE GOING TO NEXT CENTURY OF HAVING IT ON THE INTERNET, THEN I THINK THAT'S GOING TO BE REAL IMPORTANT FOR A DATE TO BE A TRAIL SO YOU CAN ACTUALLY FOLLOW THE TRAIL OF WHAT DATES SOMETHING CHANGED. AND THEN I WILL ALSO WANT TO ADD MY TWO CENTS IN ON THE HYPER LINKS. AGAIN, AS A PARENT, LOOKING FOR THE FORMS, ESPECIALLY THE SIMPLE FORMS, HAVING THE LINKS, EVEN THOUGH THAT'S NOT NECESSARILY THE PLACE WHERE IT GOES, WHEN A PARENT IS LOOKING FOR SOMETHING, EVEN AS SIMPLE AS FIELD TRIP FORM, YOU KNOW, THE CHILD FORGET THE FIELD TRIP PERMISSION FORM FOR THE FIELD TRIP TODAY AND IF WE HAD A PLACE ON THE WEB SITE CODE OF CONDUCT WHERE WE COULD GO AND LOOK FOR JUST GENERIC FIELD TRIP FORM, MANY TIMES AND I KNOW YOU WOULD HAVE THE SAME THING BECAUSE WE DON'T ALWAYS GET THOSE FORMS AT HOME. SO I THINK THAT IS GOING TO BE A REAL ASSET FOR FAMILIES BECAUSE THEY FIND THAT OUT AT 10:00 OR 11:00 AT NIGHT, THAT THEY DON'T HAVE THE FORMS.

>> AND THE CONVERSATION WITH ALL THE DIVISIONS, WE WANTED ALL THE DIVISIONS TO REALLY LOOK AT THEIR INFORMATION THAT THEY HAVE ON THE WEB SITES. SO YOU HAVE YOUR DIVISIONS, YOU HAVE YOUR DEPARTMENTS. TO REALLY LOOK AT THE INFORMATION THAT'S THERE AND TO THINK JUST THAT WAY. HOW ARE WE GOING TO MAKE IT EASIER FOR OUR FAMILIES TO BE ABLE TO NAVIGATE AND GET THE INFORMATION? I KNOW BECAUSE WE HAVE HEARD IT FROM YOU BECAUSE I KNOW YOU HEAR IT FROM FAMILIES, IS HOW DIFFICULT IT IS TO FIND INFORMATION. SO, WITH EACH OF THE DIFFERENT CHANGES THAT GREG HAD MENTIONED EARLIER, THAT I KNOW THAT WE'RE MAKING, AND ALWAYS ARE WILLING TO, ANY FEEDBACK THAT YOU GET TO PLEASE LET US KNOW SO WE CAN AGAIN LOOK AT MAKING THOSE CHANGES FOR OUR FAMILIES.

>> THANK YOU, MISS HARRIS. I JUST HAVE ONE -- I DON'T KNOW THAT THIS HAS BEEN DISCUSSED SO THIS MAY BE SOMETHING THAT WE HAVE TO DIVE INTO A LITTLE BIT MORE. BECAUSE WE'RE GOING ONLINE AND PREVIOUSLY YOU HAD A BOOK, YOU HAD A HARD COPY, THAT IS WHAT YOU SIGNED OFF ON AT THE BEGINNING OF THE YEAR. SO AS A PARENT, IF I'M LOOKING AT A POLICY ON STUDENT PROGRESSION, ON GRADES, ON GRADUATION, I'M USING WHAT I SIGNED OFF ON. NOW IT CHANGES. AND I DON'T GET NOTIFIED AND I DON'T REALIZE THAT IT'S CHANGED. ARE WE GOING TO PUT TOGETHER SOME SORT -- I DON'T WANT TO CALL AT GRIEVANCE COMMITTEE BUT A WAY FOR A PARENT TO KIND OF, WE'RE GOING TO HAVE PARENTS THAT FALL IN BETWEEN THE OLD THAT WAS ONLINE AND WHAT YOU'VE PUT UP AND HOW RECENTLY YOU'VE PUT IT UP AND WHEN IT TAKES EFFECT AND HOW THAT NOTIFICATION HAPPENS. I DON'T THINK THERE'S GOING TO BE A LOT OF SITUATIONS BUT I CAN SEE ATHLETICS BEING A PROBLEM IN SOME OF THOSE SITUATIONS. WHERE WE CHANGED A FORM AND A STUDENT SAID WELL, I PRINTED OUT THAT FORM TWO MONTHS AGO AND I FILLED OUT ALL MY DOCUMENTATION AND TURNED IT IN AND NOW YOU'RE SAYING I DON'T QUALIFY TO PLAY BECAUSE YOU CHANGED THE FORM AND I DIDN'T CATCH UP TO WHAT WAS ONLINE. SO I'M WONDERING HOW WE'RE GOING TO MANAGE THAT. I'M NOT EXPECTING AN ANSWER RIGHT NOW AND YOU MAY HAVE THOUGHT ABOUT THAT, BUT I'M CONCERNED BECAUSE IN THE PAST, IT'S ALWAYS BEEN I'VE GOT A PAPER COPY, THIS IS WHAT I'M LIVING BY FOR THIS SCHOOL YEAR. UNLESS THE SCHOOL SENDS HOME SOMETHING ELSE. NOW I'VE GOT A LIVING BREATHING DOCUMENTS THAT CAN CHANGE AT ANY GIVEN TIME. ANY TIME LEGISLATION COMES THROUGH, ANY TIME THERE'S A LAWSUIT THAT FORCES US TO CHANGE POLICY OR CHANGE CODE OF CONDUCT. SO I'M A LITTLE BIT CONCERNED ABOUT HOW WE'RE GOING TO MANAGE STUDENT, PARENT AND TEACHER AND ADMINISTRATION INTERACTION WITH THIS DOCUMENT BECAUSE IT'S A MASSIVE DOCUMENT. SO TO EXPECT AN ADMINISTRATOR OR PARENT OR STUDENT TO KNOW EVERYTHING THAT'S INVOLVED OR THAT COULD CHANGE, I'M A LITTLE BIT CONCERNED ABOUT GOING DIGITAL AND FOR THOSE REASONS, AND I DON'T KNOW IF YOU THOUGHT ABOUT MAKING OR HOW YOU'RE GOING TO HANDLE THAT.

>> WE DID TALK ABOUT THAT. I THINK ONE OF THE REASONS TO GO THIS WAY, IT MAKES IT EASIER TO ACTUALLY TARGET OUR STUDENT POPULATION AND FAMILIES AND MAKING SURE THAT THEY ARE ALERTED ONE, THROUGH THE WEB, THAT THIS IS, THIS IS SOMETHING THEY NEED TO READ AND ACKNOWLEDGE THAT THEY READ, THIS DOCUMENT OR RECEIVED THIS DOCUMENT. BUT ALSO AS GREG POINTED OUT, WITH THE NOTIFICATION MEASURES OR SYSTEMS THAT WE HAVE IN PLACE, IF THERE IS A CHANGE, THE EXPECTATION IS THAT NOTIFICATION WOULD IMMEDIATELY GO OUT TO ALL FAMILIES AND ALL SITES AND ALL STAFF, THAT A CHANGE HAS HAPPENED AND WHERE THAT CHANGE HAS HAPPENED, SO THAT THEY'RE AWARE. AS WE'RE GOING THROUGH KIND OF POLICIES AND KIND OF -- WE HAVE TO KIND OF ACTUALLY GO THROUGH THAT AND ACTUALLY SEND, GO THROUGH THAT PROCESS OF NOTIFICATION, AS THIS IS, ONCE THIS, ONCE AND IF THIS IS APPROVED, WE'LL SEE THAT PHASE OF NOTIFICATION AND MAKING SURE THAT FAMILIES ARE AWARE. WHAT WE HAVE TO PUT IN PLACE IS KIND OF THOSE PEOPLE WHO DO NOT HAVE ACCESS TO THE WEB. AND MAKING SURE WORKING WITH OUR LOCAL SCHOOLS THAT THEY'RE AWARE OF THOSE FAMILIES THAT DON'T HAVE ACCESS TO THE INTERNET OR A DEVICE AND TO BE ABLE TO INFORM THEM OF CHANGE OR PROVIDE THEM THE ACTUAL HARD COPY OF THE DOCUMENT, WHICH SCHOOL SITES WILL HAVE THAT CAPABILITY TO PRINTING OUT THE ENTIRE DOCUMENT OR THE PART OF THE DOCUMENT THAT HAS AN UPDATE OR A CHANGE.

>> AND I APPRECIATE THAT. BUT I STILL THINK THERE'S GOING TO BE PEOPLE WHO COME FORWARD WITH SOME SORT OF GRIEVANCE. I JUST WANT TO MAKE SURE THAT WE HAVE A PROCESS IN PLACE BY WHICH, YOU KNOW, I'LL GIVE YOU AN EXAMPLE. OUR STUDENT PROGRESSION PLAN IS CONFUSING TO PARENTS AND IT'S DIFFERENT IN THE HANDBOOK VERSUS IN THE STUDENT PROGRESSION PLAN WHAT YOU NEED TO DO TO DO OUTSIDE COURSES AND VIRTUAL COURSES. AND THERE WAS SOME CONFUSION LAST YEAR ABOUT WHICH STUDENT DID IT THE APPROPRIATE WAY BECAUSE THE TWO DOCUMENTS DIDN'T MATCH. SO I JUST WANT TO MAKE SURE THAT THERE'S SOME SORT OF PLACE WHERE A FAMILY OR A TEACHER OR AN ADMINISTRATOR CAN GO THAT SOMEONE IS GOING TO GRIEF THIS SITUATION THAT MAY BE -- GRIEVE THIS SITUATION, IT MAY BE MINUTE, MAY BE A PRETTY BIG DEAL TO A FAMILY, ESPECIALLY WHEN IT COMES TO GPAs OR ATHLETICS, OR NOT KNOWING -- SAY WE CHANGED A CODE OF CONDUCT IN A CLASSROOM FOR HOW A STUDENT BEHAVES AND A STUDENT AND A TEACHER OR EVEN A FAMILY ARE NOT NOTIFY IT. YOU ARE GOING TO HAVE SITUATIONS AND I THINK THAT'S GOING TO FALL TO THE AREAS SUPERINTENDENTS, FOR HOW DO WE DEAL WITH THE NOTICE CAME OUT YESTERDAY THAT THAT'S NOT ALLOWED ANY MORE. IS THERE A TIMEFRAME BY WHICH WE ALLOW PEOPLE TO HAVE NOTIFICATION OR GET NOTIFICATION? I JUST WANT TO MAKE SURE THERE'S GOING TO BE A GRIEVANCE PROCESS THAT EITHER COMES TO YOUR OFFICE OR TO MR. PETER'S OFFICE, THAT THERE'S SOMEWHERE FOR PEOPLE TO GO AND HAVE THAT CONVERSATION THAT THAT CHANGED YESTERDAY AND WE HAVE BEEN DOING IT THIS WAY FOR 15 YEARS AND NOW YOU CHANGED IT AND EXPECTING US TO -- I CAN'T CHECK THE WEB SITE EVERY DAY, LET'S PUT IT THAT WAY.

>> AND I ALSO THINK THAT AGAIN AS WE WERE MENTIONING EARLIER ABOUT TRYING TO HAVE IT WHERE WHEN WE ARE MAKING UPDATES, THAT THEY WILL AS SEE THE MOST UP-TO-DATE INFORMATION WHEN THEY ARE GOING BACK AND LOOKING. BUT ALSO THE PUPIL PROGRESSION PLAN, AS I WAS MENTIONING EARLIER, WHERE WHEN WE HAD TO HAVE IT IN THE HANDBOOK BEFORE, A LOT OF TIMES IT WAS ALREADY OUT OF DATE BECAUSE THERE WAS STILL SOME THINGS GOING ON WITH THE LEGISLATION AND SO FORTH. SO WE'RE HOPING WITH THIS NEW PROCESS OF BEING ABLE TO HAVE THE PUPIL PROGRESSION PLAN WILL BE COMING TO YOU -- I KNOW THEY'RE MAKING SOME CHANGES AND REVISIONS THEY'LL BE DISCUSSING WITH YOU, BUT ALSO THEN AS FAR AS COMMUNICATION PLANS FOR THEM AND GETTING THAT INFORMATION OUT, THEY TOO WILL BE HAVING THAT INFORMATION FOR OUR.

>> DR. V, CAN YOU AND YOUR TEAM LOOK AT, FOR EXAMPLE, I KNOW SOMETIMES TEACHERS WILL CHANGE THEIR SYLLABUS MID YEAR. SO THEY'LL GO FROM A SYLLABUS THEY STARTED A IT BEGINNING OF THE YEAR AND OFTEN SAY SECOND SEMESTER, MY SYLLABUS IS GOING TO BE DIFFERENT. ARE WE GOING TO HAVE A GRACE PERIOD? AND THAT'S JUST ONE EXAMPLE. BUT WHAT MY CONCERN IS, I CAN'T EXPECT -- WE CAN BARELY GET PARENTS TO LOOK AT THE HANDBOOK NOW. HOW DO WE NOW EXPECT THEM TO BE CHECKING THE WEB SITE FOR EVERY MINUTE DETAIL OF WHAT IS HAPPENING IN THEIR KIDS' CLASSROOM? THAT'S MY CONCERN. SO, I THINK WE EITHER HAVE TO SET A STANDARD FOR WE'RE ONLY GOING TO MAKE ADJUSTMENTS TO THIS, EVEN THOUGH IT'S A LIVING DOCUMENT, TWICE A YEAR, ONCE A YEAR. I DON'T CARE HOW MUCH NOTIFICATION YOU SEND OUT OR WHAT KIND OF PLAN WE HAVE FOR COMMUNICATIONS, WE'RE STILL GOING TO HAVE ISSUES OF PEOPLE NOT SEEING THE NOTIFICATION AND CLAIMING YOU TOLD ME LAST WEEK I HAD TO DO IT THIS WAY AND THIS WEEK YOU CHANGED IT. YOU'VE CAUGHT ME IN A POSITION WHERE I'M, THEY'RE GOING TO BE BACKED UP AGAINST A WALL AND WANT TO FIGHT US ON THAT. SO I'M JUST CONCERNED THAT WE ARE SETTING AN EXPECTATION FOR PEOPLE TO BE CHECKING THE HANDBOOK AND ONLINE FOR EVERYTHING THAT THEIR STUDENTS DO. AND THAT DOESN'T HAPPEN. SO, WE CAN'T EXPECT THAT THEY'RE GOING TO CHECK THERE FOR EVERYTHING. THIS COMES UP ONCE A YEAR AND TECHNICALLY, EVEN AS A PARENT I WILL TELL YOU, YOU DON'T GO TO THIS UNTIL YOU HAVE A PROBLEM. AND THAT'S WHEN YOU START LOOKING FOR POLICY AND ISSUES, THAT'S WHEN YOU START CHECKING WHAT ARE MY RIGHTS AS A FAMILY OR A STUDENT? SO, I'M GOING TO JUMP TO MR. PORTER BECAUSE HE'S WAVING.

>> WELL, I THINK THE CONCERNS YOU ADDRESSED ARE REAL CONCERNS. I THINK THERE ARE SEVERAL WAYS TO GO ABOUT THAT. WE'LL OBVIOUSLY WORK WITH THE STAFF ON THAT. ONE IS COMMUNICATION, MAKING SURE THAT ANY CHANGES ARE COMMUNICATED. NUMBER TWO, I THINK YOU CAN PROVIDE EFFECTIVE DATES SO IF A CHANGE IS MADE IT DOESN'T HAPPEN THE NEXT DAY. AND NUMBER THREE, SOMETHING YOU ALLUDED TO, YOU COULD HAVE REGULARLY SET TIMES WHEN THE MANUAL IS GOING TO BE UPDATED. THEN IF THERE IS A A EXTRAORDINARY LAWSUIT, A PIECE OF LEGISLATION WE HAVE TO RESPOND TO WE'LL HAVE TO DO EXTRA COMMUNICATIONS. BUT AT THE END OF THE DAY IT'S GOING TO BE THE RESPONSIBILITY OF THE PARENT TO UNDERSTAND THAT. I THINK WE CAN DO EVERYTHING WE CAN UP FRONT TO ENSURE THAT BUT AS FAR AS A GRIEVANCE COMMITTEE OR SOME OTHER MEANS OF REDRESS, FOR SOMETHING LIKE THIS, I WOULD CAUTION YOU BEFORE YOU GO DOWN THAT PATH. I THINK THERE NEEDS TO BE EXPECTATIONS SET AT THE FRONT END AND CLEARLY ARTICULATED. THEN THERE HAS TO BE A SENSE OF RESPONSIBILITY ON THE PEOPLE THAT ARE SUBJECT TO THE CODE, THAT THEY UNDERSTAND WHAT IT IS.

>>Cindy Stuart: THANK YOU MOTORCYCLES PORTER. MR. SHAMBURGER?

>>Tamara Shamburger: I'M NOT SURE I HEARD THE ANSWER. JUST ABOUT THE ARCHIVAL OF AMENDMENTS. SO, HOW IS THAT GOING TO BE DONE LET ME TELL YOU WHAT MY HEAD IS THINKING. MAYBE WE HAVE AN ISSUE, GRIEVANCE OR WHATEVER WE'RE HANDLING BUT BEFORE IT BECOMES, BEFORE A HEARING OR WHATEVER THE PROCESS IS, THERE ARE SIXTH AMENDMENTS, RIGHT? DO WE HAVE A SYSTEM THAT WE CAN GO BACK AND LOOK AT WELL THE OFFENSE HAPPENED ON THIS DATE, SO WE KNOW THIS PARTICULAR POLICY APPLIES. NOT THE CURRENT ONE. HOW DOES THAT WORK?

>> I WAS LOOKING OVER AT MR. PETERS BECAUSE THIS IS THE WORLD OF OUR AREA SUPERINTENDENT IS IN, CHIEF OF SCHOOLS, THIS IS THEIR DAILY -- USUALLY THOSE GRIEVANCES CONDITION IN THROUGH THEIR OFFICES TO BE ABLE TO DEAL WITH. OBVIOUSLY, THIS INFORMS US TO HAVE A PROCESS IN PLACE. I KNOW THEY PROBABLY HAVE ONE THEY ALREADY WORK THROUGH. WE'LL KIND OF FORMALIZE WHAT THAT LOOKS LIKE FOR THE BOARD. SO WE CAN ADDRESS MISS STUART'S CONCERNS AND YOUR CONCERNS BECAUSE I THINK FOR YEARS THAT HAS BEEN THE PROCESS. THERE IS A PARENT OR AN ISSUE THAT COMES UP THAT DIRECTLY RELATES TO CODE OF CONDUCT, TYPICALLY THE AREA SUPERINTENDENT, CHIEF OF SCHOOLS WILL WORK WITH THE PARENT THROUGH THAT PROCESS. AND SO THAT WILL BE SOMETHING WE WILL FORMALIZE FOR YOU.

>>Tamara Shamburger: GOOD ENOUGH. THANK YOU.

>>Cindy Stuart: THANK YOU. MISS VALDES?

>>Susan Valdes: THANK YOU VERY MUCH, MADAM CHAIR. I JUST WANT TO MAKE SURE THAT WE PROOFREAD THESE BEFORE WE SEND THESE OUT, FOR INSTANCE, ON PAGE 15 OF 117, WE STRIKE OUT INFORMATION ABOUT THE NO CHILD LEFT BEHIND. BUT THEN WE BRING IT BACK IN ON LINE 116. SO, JUST MAKING SURE THAT... PAGE 15 OF 117.

>> THAT REALLY NEEDS TO BE THE EVERY STUDENT SUCCEEDs ACT.

>>Susan Valdes: IF WE COULD JUST MAKE SURE THAT WE ARE UP TO DATE WITH THAT. I'M REALLY EXCITED ABOUT THE CONVERSATION ON THE STUDENT HANDBOOK. IT HAS A DIFFERENT FEEL TO IT. SO, I'M HOPING THAT PARENTS WILL READ IT. THAT THE STUDENTS WILL READ IT. AND THAT IT BECOMES A USABLE TOOL. I'D LIKE TO SEE AND MAKE SURE FOR THE BUS DRIVERS, THAT WE FIND A WAY OF SUPPORTING THEM MORE SO WITH THE STUDENT DISCIPLINE. SO WHEN WE HAVE ON PAGE 29 OF 117, FOR INSTANCE, THAT WE SAY ON LINE NUMBER 51, LINK TO TRANSPORTATION CODE OF CONDUCT, WHAT IS THAT CODE OF CONDUCT? SO THAT ARE BOTH IMAGINES SAYING THE SAME MANUALS ARE SAYING THE SAME THING? HOW CONFUSING THIS SAYS THAT AND THAT SAYS THIS. WELL, THEN THERE'S A PROBLEM IN HOUSTON. IF THEY DON'T SAY THE SAME THING. SO, I'M NOT HAPPY WITH THAT, IF THAT'S THE CASE. BECAUSE WE'RE SENDING WRONG MESSAGES AND WE'RE SETTING ADULTS ARE PUTTING KIDS IN HARM'S WAY OF BREAKING A RULE TO GET IN TROUBLE, AND THE CYCLE THEN BEGINS. WHY, WHY IS THAT HAPPENING? I DON'T KNOW, WHY ARE WE NOT LOOKING AT ALL OF THE DOCUMENTS THAT WE'RE PUTTING OUT THERE BEFORE WE HAVE THESE, THESE WORKSHOPS? THESE ARE THINGS THAT WE HAVE TALKED ABOUT FOR MANY YEARS, ABOUT MAKING SURE THAT ALL OF THE DOCUMENTS THAT ALL OF THE DEPARTMENTS USE, THAT AFFECT STUDENTS, BE REVIEWED. WE HAVE TO THINK OUTSIDE THE BOX. WHAT ELSE IS OUT THERE.

>> LET IT BE TEACHERS CLASSROOM RULES, THERE HAS TO BE SOME CONSISTENCY, SOME STANDARD WHEN IT COMES TO DISCIPLINE. I CAN'T GO TO THIS TEACHER'S CLASS AND IT'S OKAY TO CHEW GUM IN HER CLASS BUT IT'S KNOTS OKAY TO CLUE GUM IN THIS OTHER CLASS. WE BEGIN TO CREATE THEN AT THAT POINT WAYS FOR STUDENTS TO BE ABLE TO GET IN TROUBLE. SO, LET'S BE THOUGHTFUL ABOUT THAT. AND THE OTHER ONE WAS THE TRANSLATIONS. ARE WE SURE THAT WHAT IS BEING TRANSLATED IS CORRECT? BECAUSE ALTHOUGH IT'S GREEK TO ME, I COULDN'T TELL YOU. LOOKS LIKE IT'S TRANSLATED CORRECTLY, BUT I CAN LOOK AT THE SPANISH ONE, RIGHT, AND TELL, BUT THE OTHER ONES, I'M NOT QUITE SO SURE. HAVING TESTED IT MYSELF TO PLAY WITH IT ENOUGH TO SEE IF, IF THE LANGUAGE IS ACCURATE ENOUGH. SO MY QUESTION IS, HOW ACCURATE -- HAVE WE RAN THIS BY LET'S SAY THE WORLD LANGUAGES DEPARTMENT AND SAY, CHECK IT OUT FOR ACCURACY OR TO SEE IF...

>> WHEN IT COMES TO TRANSLATION, GOOGLE TRANSLATE HAS COME A LONG WAY SINCE ITS CONCEPTION ABOUT TRANSLATION. SO, DOES IT ADDRESS THE NEED OF MAKING SURE THAT THE DOCUMENT CAN BE READ AND UNDERSTAND TO A LEVEL, TO INTERPRET WHAT IT IS BEING SAID IN A DOCUMENT? YES. IS IT PRO EFFICIENTLY GRAS MATTIC CORRECT OR HUNDRED PERCENT ACCURACY? THAT'S THE GLITCH IN GOOGLE. BUT IT HAS COME A LONG WAY IN THE LAST COUPLE YEARS SINCE GOOGLE STARTED TO TRANSLATE DOCUMENTS. BUT WHEN TALKING ABOUT TENSES AND REALLY GRAS MATTICCAL WAYS OF WRITING, I WILL NOT SAY IT'S A HUNDRED PERCENT.

>> I JUST AGAIN I WORRY ABOUT THE, AS AN EDUCATIONAL INSTALLATION THAT WE INSTITUTION THAT WE ARE, WE MIGHT HAVE SOME  STRENGTHS WOULD BE LANGUAGES, IF YOU WILL, I JUST WOULDN'T WANT ANYTHING WRONG. BUT I GET IT. UNDERSTAND. THANK YOU. THOSE ARE MY COMMENTS.

>>Cindy Stuart: THANK YOU, MISS VALDES. MISS GRAY?

>>Lynn Gray: WITH YOUR PERMISSION, MADAM CHAIR, I LOOK FORWARD TO THE VIGOROUS CONVERSATION THAT I THINK WE'RE ALL LOOKING FORWARD TO. I WOULD LIKE TO ASK MADAM CHAIR IF IT WOULD BE OKAY FOR THEM TO PROCEED ON THEIR, YOU KNOW, ON YOUR PREPARED STATEMENT. I KNOW I HAVE SOME COMMENTS I'D LIKE TO ASK AND THOSE KINDS OF THINGS.

>>Cindy Stuart: THANK YOU, MISS GRAY. MISS SHAMBURGER?

>>Tamara Shamburger: JUST FOLLOW-UP TO MR. VALDEZ. DR. VALAZQUEZ, MAYBE A DISCLAIMER. I THINK DISCLAIMER IS PROBABLY THE BEST WAY TO FIX THAT.

>> MISS STUART, FOR MISS VALDES, ONE OF THE REASONS WE COME NOW IS MAKE SURE WE GET ALL INCONSISTENCIES CONSISTENT. WE'LL BE SURE -- I'VE HEARD THAT ONE AROUND THE TRANSPORTATION AND THE SCHOOL A HUNDRED TIMES OVER THE LAST TWO WEEKS. WE'RE GOING TO WORK THROUGH THAT TO GET THAT STRAIGHT BEFORE IT GOES OUT TO OUR FAMILIES.

>>Cindy Stuart: THANK YOU. MISS CARRERA?

>> WE'RE GOING TO MOVE NOW ON TO THE CODE OF CONDUCT. WE ARE GOING TO BE GOING THROUGH THE TABLE OF CONTENTS WITH YOU AND THE AREAS THAT HAVE BEEN REVISED OR THAT ARE NEW, OR THE ONES THAT WE'RE GOING TO FOCUS ON TODAY. AND THOSE THAT HAVE BEEN INVOLVED WITH THAT. WE'LL BE SUMMARIZING THAT FOR YOU. I WANT TO START FIRST OF ALL WITH THE LETTER FROM THE SUPERINTENDENT. IF YOU LOOK ON PAGE 4, THAT IS THE LETTER THAT WILL BE GOING HOME IN THE FIRST DAY PACKET. IT IS ALSO GOING TO BE ONLINE. BUT THAT IS THE INFORMATION THAT IS WHERE THEY CAN ALSO BE DIRECTED TO THE ACTUAL WEB SITE. ON THE OTHER SIDE OF THAT PARTICULAR DOCUMENT, ON PAGE 8, IS THE ACKNOWLEDGMENT LETTER. AND I'M GOING TO ASK FOR JEFF GIBSON IN REVIEWING THAT INFORMATION, HE'S MAKING SOME SUGGESTIONS FOR SOME REVISIONS TO THAT PARTICULAR DOCUMENT. SO, MR. GIBSON.

>> THIS IS PAGE 8 OF OUR PACKET HERE. THE STUDENT CODE OF CONDUCT ACKNOWLEDGMENT FORM. IN SPEAKING WITH SOME AREA SUPERINTENDENTS, I SENSE THERE MAY BE A GREAT DEAL OF FRUSTRATION FOR PRINCIPALS WHO MAY BE COLLECTING FORMS WITH THE NO BOX CHECKED BECAUSE IT DOZENS NO GOOD OTHER THAN CREATE MORE WORK. MY SUGGESTION WOULD BE ELIMINATE THE VERY FIRST LINE OF THAT AND REMOVE THE BOXES TO BE CHECKED SO THE ACKNOWLEDGMENT IS AN ACKNOWLEDGMENT THAT THEY HAVE BEEN NOTIFIED AND THAT THEY'VE REVIEWED, READ AND UNDERSTAND THE CODE OF CONDUCT, SO THAT'S THE FORM THE PRINCIPAL IS COLLECTING, NOT NECESSARILY A FORM THAT THEN PROMPTS THEM TO GO COLLECT ANOTHER FORM.

>> AND AGAIN, THIS IS ONE OF THE WAYS THAT WE ARE WANTING TO GET THE INFORMATION OUT. WE KNOW THAT IN ADDITION TO THIS, IF WE AREN'T GETTING EVERY SINGLE ONE BACK, WHEN WIFE 2,000 STUDENTS AT A SCHOOL, WE'RE STILL GETTING INFORMATION OUT TO OUR PARENTS SO THEY KNOW IT DOES EXIST.

>> THIS A DIGITAL FORM? AND WHO TRACKS THAT?

>> RIGHT NOW WE DO NOT HAVE IT SET UP DIGITALLY. WE COULD LOOK AT THAT TO SEE IF THAT COULD BE SOMETHING WE CAN MAKE AVAILABLE. THEY CAN SEE -- THEY CAN PRINT IT. BUT TO RETURN IT.

>> AND THEN RETURN IT. AND IT'S GOING IN THE PACKET HOME?

>> YES. FIRST DAY PACKET. RIGHT NOW WE HAVE A LETTER THAT GOES HOME THAT DIRECTS THEM TO THE ELECTRONIC HANDBOOK. INSTEAD OF THAT IT WILL BE THE LETTER THAT IS IN THIS PACKET THAT'S TALKING TO THEM ABOUT THE CODE OF CONDUCT AND THIS IS THE ACKNOWLEDGMENT LETTER.

>> I WOULD SUGGEST IF WE'RE NOT GOING TO MAKE IT DIGITAL, THEN WE NEED TO PUT IT IN THE PACKET SO THEY DON'T HAVE TO GO OUT AND PRINT IT. BECAUSE THEY'RE NOT GOING TO GO OUT AND PRINT IT.

>> IT WILL BE IN THE FIRST DAY BASKET.

>> IT WOULD BE NICE TO HAVE IT DIGITAL.

>> WE'RE GOING TO LOOK IN THAT. WE'RE GOING TO LOOK INTO THAT, IT'S JUST RIGHT NOW WE AREN'T.

>> THE FIRST DAY PACKET, ACKNOWLEDGMENT FORM WILL BE WILL BE IN THE FIRST DAY PACKET. DIRECTING PARENTS TO GO ONLINE AND READ THE MATERIAL. THE ACKNOWLEDGMENT FORM -- IF THEY DON'T HAVE ONE, THEY CAN PRINT ONE OFF. BUT THERE WILL BE ONE WITH THE FIRST DAY PACKET THAT EVERYONE GETS. THEY WILL RETURN THAT, THEY'VE GONE ONLINE AND LOOKED AT THE MATERIAL. WE'RE STILL LIKE 20th CENTURY AND A HALF. 21st CENTURY DOES MEAN WE'LL HAVE ELECTRONIC SIGNATURE AND TRULY SAY WE HAVE MADE IT.

>> OKAY, OUR NEXT SECTION, IF YOU GO INTO THE NOTIFICATION SECTION, ON A STUDENT RECORDS, MATT ROMANO, IF YOU LOOK ON PAGES 13, BEGINNING ON PAGE 13.

>> ON PAGE 13, IN THE MIDDLE, THERE WAS JUST A CHANGE OF LOCATION OF THE STUDENT RECORDS DEPARTMENT. THEY'RE NOW LOCATED AT THE IRWIN TECHNICAL CENTER. THAT WAS A CHANGE ON THAT PAGE. I'D REFER YOU TO PAGE 15. WHAT MISS VALDES REFERENCED EARLIER, INFORMATION HAS BEEN REDACTED. THAT ACTUALLY NOW APPEARS ON THE FORM WHICH WE'RE GOING TO HAVE A HYPER LINK TO THAT. AND THAT SENTENCE THAT'S IN THE MIDDLE, PARENTS OBJECTING TO USE OF THIS DIRECTORY OF INFORMATION MUST SIGN AND RETURN THE FORM, OR PROVIDE THE PARENT OPT OUT FORM. THAT WILL BE AT THE END OF THE PARAGRAPH RIGHT BEFORE.

>> MATT, SHOULD WE GIVE A TIME LIMIT? IT SAYS WITHIN A REASONABLE PERIOD. HOW LONG?

>> AGAIN, THAT INFORMATION GOES OUT, THAT FORM GOES OUT WITH THE, BACK TO SCHOOL PACKET. AND I THINK IT'S JUST LIKE ANY OF THE OTHER FORMS. WHEN THE PRINCIPALS GET THEM BACK, IF WE HAVE FORMS THAT WE HAVEN'T HAD RETURNED, THEN AS WE WORK WITH THOSE FAMILIES TO GET THAT.

>> CAN I ASK SOMEBODY TO DO SOMETHING JUST REAL QUICKLY? CAN YOU EXPLAIN THE PACKET THAT GOES HOME WITH STUDENTS AND WHAT IT'S TYPICALLY IN FRONT OF THE PACKET SO NEW BOARD MEMBERS UNDERSTAND WHAT THAT LOOKS LIKE. BECAUSE I THINK THERE'S SOME CONFUSION ABOUT -- THE QUESTION JUST ASKED ABOUT THE TIMEFRAME. TYPICALLY THAT'S NOT SOMETHING THAT WE WORRY ABOUT.

>> SURE. I CAN SPEAK JUST A LITTLE BIT FROM FROM EXPERIENCE AND THOSE PARENTS UP HERE WHO HAVE SIGNED THOSE WONDERFUL FORMS ON THE FIRST DAY. THAT BECOMES YOUR EVENING, RIGHT. PARENT HOME WORK. THERE'S A LOT OF DIFFERENT FORMS THAT WE TRY TO GET OUT. SOME OF THEM THAT WE FEEL LIKE IF IT'S GOING TO GET LOST, IT'S THAT IMPORTANT IT'S GOING TO GET LIGHT OF THE MIDDLE OF THAT FIRST DAY, SOMETIMES SCHOOLS WILL SEND THOSE OUT SEPARATELY, MAYBE DAY TWO. BECAUSE SOMETIMES THAT FIRST DAY PACKET DOES BECOME QUITE HEFTY, SO TO SPEAK. BUT THE GOAL IS TO GET THAT IMPORTANT INFORMATION TO THE FAMILIES. TYPICALLY THERE IS, THERE'S A WEEK OR TO TWO TURN AROUND THAT WE TYPICALLY WILL GIVE PARENTS GRACE PERIODS TO, FOR THE FIRST COUPLE WEEKS TO GET THOSE RETURNED. THERE ARE THINGS SUCH AS THE MEDIA OR PHOTO RELEASE FORMS, SO IF THERE'S I HAVE A PICTURE TAKEN OF THE CHILD, WE KNOW THE PARENT IS SAYING WE'RE OKAY WITH THAT. FORMS LIKE THAT IN THERE. AFTER A TWO WEEK PERIOD, I KNOW PRINCIPALS AND TEACHERS WILL START TO NETWORK WHO HASN'T RETURNED THESE DOCUMENTS. THAT REALLY BECOMES THE PROCESS OF TEACHER NOTIFYING THE PARENTS AS MATT SAID, GETTING WITH THE FAMILIES TO GET THE REST OF THAT INFORMATION IN. IT COULD BE MAYBE THE PACKET DID NOT MAKE IT HOME. I KNOW THAT'S A SHOCK. BUT MAYBE IT DIDN'T MAKE IT HOME ON THE FIRST DAY AND WE HAVE TO FIGURE OUT HOW TO GET THE INFORMATION TO THE FAMILY.

>> OKAY. THE NEXT NOTIFICATION REVISION WAS FOR THE NONDISCRIMINATION. TANSY?

>> PRETTY SIMPLE.

>> COULD YOU TURN ON YOUR MIC AND JUST REFER TO THE PAGE NUMBER?

>> PAGE 18.

>> LOOKING ON PAGE 18 OF 117. AND PAGE 19 OF 117. WE REORGANIZED THE NONDISCRIMINATION SECTION OF THE STUDENT HANDBOOK. STUDENT CODE OF CONDUCT RIGHT NOW. AND ADDED THE FOUR POLICY NUMBERS ASSOCIATED WITH THE NONDISCRIMINATION POLICY. BASICALLY THE BIG PART OF IT IS THE SECOND PARAGRAPH. LINES NUMBERS 8 THROUGH 17.

>> OKAY. MOVING ON TO THE RIGHTS AND RESPONSIBILITIES SECTION. AND AGAIN THIS IS THE INFORMATION THAT WE HAD ALSO LAST YEAR AND WAS IN THE HANDBOOK. IF YOU LOOK ON WHERE IT SAYS CODE OF CONDUCT, PAGE 26. THE ONLY THING THAT IS ADDED TO THAT IS JUST TO LINK THEM TO THE CODE OF CONDUCT. SO IF THEY WERE TO GO JUST TO THAT PARTICULAR DOCUMENT, THERE WILL BE A LINK THAT'S GOING TO TAKE THEM TO THE WHOLE CODE OF CONDUCT. THEN IF YOU LOOK AT THE NEXT REVISION, THERE'S A REVISION ON PATRIOTISM. PAGE 33. PAGE 33, AND WITH THAT WE JUST MADE IT CONSISTENT -- WE HAD TWO DIFFERENT SECTIONS BEFORE, SO WE'RE PUTTING THAT FIRST PARAGRAPH THERE, BUT ALSO WHAT THE RIGHTS AND RESPONSIBILITIES ARE. THIS IS SOMETHING THAT IS REALLY IMPORTANT THAT EVERYONE DOES KNOW. IF YOU LOOK ON LINE 13, THAT THEY ARE AWARE OF WHAT THEIR RIGHTS ARE IF THEY DO NOT WISH TO PARTICIPATE IN THE PLEDGE OF ALLEGIANCE.

>> YOU SKIPPED OVER PAGE 29, WHICH IS THE TRANSPORTATION CODE OF CONDUCT. ARE WE GOING TO HIT THAT LATER?

>> YEAH, WE'LL GO BACK TO THAT. I DID. THANK YOU. SO THAT WAS THE CHANGE FOR PATRIOTISM. ON PAGE 29, THERE WAS -- I BELIEVE IS MR. FARKAS HERE? I NEED TO PUT HIM IN FRONT OF A MICROPHONE.

>> MS. CARRERA, WHILE HE'S GETTING READY, IS THIS SOMETHING THAT WE HAVE, THIS PACKET? IS THIS ENCLOSED IN HERE? THE TRANSPORTATION CODE OF CONDUCT, THIS LINK THAT WE'RE NOW GOING TO JUMP TO --

>>Christopher Farkas: LET ME EXPLAIN THAT. I CAN GIVE YOU AN ANSWER TO THAT. THE CHANGE ON PAGE 29 IS TO REMOVE THE LINK MS. VALDES REFERENCED SO THERE'S NOT A SEPARATE TRANSPORTATION CODE OF CONDUCT. WHEN WE GET TO THE CHART, PAGE 77, YOU'LL SEE HOW THAT IS EMBEDDED IN THE TRADITIONAL. ONE CODE OF CONDUCT, SO THAT THE KINS IS ENSURED BECAUSE THERE'S ONLY ONE.

>>Cindy Stuart: ON PAGE 29, THAT LINK TO TRANSPORTATION CODE OF CONDUCT IS GOING TO BE STRICKEN?

>> CORRECT. IT WILL SAY LINK TO THE TRANSPORTATION WEBSITE. TRANSPORTATION HAS NOTHING TO DO WITH THE CODE OF CONDUCT. JUST INFORMATION ABOUT TRANSPORTATION.

>> THERE WILL BE A LINK DIRECTING DIRECTLY TO TRANSPORTATION.

>> OKAY. WE'LL NOW GO TO THE ELECTRONIC DEVICES. TROY SUAREZ IS GOING TO REVIEW THOSE WITH YOU --

>>Cindy Stuart: BEFORE YOU MOVE ON, MS. VALDES HAS A QUESTION.

>>Susan L. Valdes: STILL ON THE TRANSPORTATION, YOU SAID 77 OF 117?

>> I'M TALKING ABOUT THE CHART THAT COMES UP THAT TALKS ABOUT -- YES, MA'AM. WE'LL HAVE AN UPDATED COPY OF THAT FOR YOU WHEN WE GET TO THAT SECTION.

>>Susan L. Valdes: OKAY.

>> WE HAVEN'T GOTTEN THERE YET.

>> I WANT TO MAKE SURE THE CHANGE THAT WE RECOGNIZED IS NOT GOING TO BE THERE ANYMORE.

>> NOW WE'RE GOING ON TO ELECTRONIC DEVICES, BEGINNING ON PAGE 35.

>> GOOD AFTERNOON WHAT WE DID IS WE REORGANIZED THE ELECTRONIC DEVICES SECTION. ONE, TWO PREVENT WHAT YOU WERE SAYING EARLIER THAT IF SOMETHING GETS CHANGED IT'S NOT IN ONE PLACE BUT ANOTHER, YOU HAVE TWO DIFFERENT DOCUMENTS. IN THIS SENSE, WE PROVIDED A SUMMARY OF WHAT YOU'LL FIND TO LINK TO THE DOCUMENT AND THEN IT LINKS TO THE EXACT DOCUMENT. IF THERE'S EVER A CHANGE IN THE POLICY, WHAT HAPPENS IS THOSE CHANGES HAPPEN IN THE POLICY AND WE DON'T HAVE TO UPDATE THEM HERE BECAUSE THERE IS JUST A BLURB THAT RESPONDS BACK TO THAT POLICY. IN THE FIRST SECTION WITH THE ELECTRONIC DEVICES AND SERVICES, WE MADE A COUPLE OF CHANGES WITH RESPECT TO PROVIDING A BRIEF SYNOPSIS OF WHAT YOU'LL FIND WHEN YOU GO TO THE LINK. SO THE FIRST PART, WHICH IS DOWN TO NUMBER 20 IS THE PART ABOUT THE STUDENT NETWORK AND INTERNET ACCEPTABLE USE POLICY. AND THEN THE SECOND PART, WHICH STARTS AT LINE 22 AND GOES DOWN TO LINE 32, IS ABOUT THE ACCESS TO TECHNOLOGY, RESOURCES FROM PERSONAL COMMUNICATION DEVICES. I HAVE GOTTEN A COMMENT THAT WE NEED TO MAKE SURE ON LINE 21 AND 32 WE REFERENCE THE ENTIRE POLICY, AND I HAVE MADE A NOTE OF THAT. THEN ON PAGES 38, 39, AND 40 HAVE STAYED THE SAME. 41 IS THE SAME THING. IT JUST PROVIDES A BRIEF SYNOPSIS ABOUT THE BRING YOUR OWN DEVICE PROGRAM. AND THEN PROVIDES A LINK FOR THAT. IF YOU TURN ON OVER TO 43, THERE WAS A DIGITAL CITIZENSHIP SECTION OF THE STUDENT HANDBOOK. AND SO SOME OF IT WAS NOT AS CLEAR AS IT COULD HAVE BEEN, AND WE HAVE A WHOLE WEBSITE THAT REALLY DISCUSSES A LOT OF THAT STUFF. SO WHAT WE DID HERE ALSO WAS PROVIDE A BRIEF SYNOPSIS OF WHAT EACH ONE -- YES, MA'AM.

>> YOU'RE ON PAGE 41?

>> 43 RIGHT NOW.

>> CAN YOU GO BACK TO 41 FOR A SECOND? ON PAGE 41, IT REFERENCES POLICY 7542 AS THE DISTRICT'S PERSONAL COMMUNICATION DEVICE POLICY, WHICH IS NOT REALLY CALLED THE DISTRICT PERSONAL COMMUNICATION DEVICE POLICY. THEN IT TALKS ABOUT THE TOPIC OF BRING YOUR OWN DEVICE, AND THEN DOWN AT THE BOTTOM OF LINE 74, IT REFERENCES A COMPLETELY DIFFERENT POLICY NUMBER.  IS THAT THE BRING YOUR OWN DEVICE POLICY NUMBER?

>> NO, IT'S NOT. THAT IS THE ORIGINAL --

>>Cindy Stuart: PERSONAL DIGITAL DEVICES POLICY?

>> IT IS THE STUDENT NETWORK AND INTERNET ACCEPTABLE USE POLICY. IT SHOULD BE THE OTHER ONE, AND SO I WILL MAKE A NOTE OF THAT TO CHANGE THAT.

>>Cindy Stuart: I JUST WANT TO MAKE SURE THAT WHEN WE SAY PERSONAL COMMUNICATION DEVICE POLICY, OR WHATEVER THE OTHER ONE, WHATEVER IT'S TRULY CALLED, WHICH IS ACCESS TO TECHNOLOGY RESOURCES AND PERSONAL COMMUNICATION, THAT WE ARE CONSISTENT AND THAT WE CALL IT THE BRING YOUR OWN DEVICE POLICY, BUT THAT'S NOT TRULY THE NAME OF THE POLICY. SO I JUST WANT TO MAKE SURE THAT WE'RE CONSISTENT IN WHAT WE'RE REFERENCING HERE. I THINK WE'RE GOING TO CONFUSE PEOPLE. THEY ARE GOING TO BE LOOKING FOR BRING YOUR OWN DEVICE AND THAT'S NOT WHAT OUR POLICY IS NAMED. THAT'S WHAT WE CALL IT, BECAUSE THAT'S THE ACT, BUT IT'S NOT. SO I JUST WANT TO MAKE SURE THAT WE'RE CONSISTENT IN THIS PIECE AND ON THOSE PAGES BECAUSE I THINK IT'S CONFUSING. AND CERTAINLY NOT AN AREA WHERE WE WANT TO CONFUSE STUDENTS OR PARENTS.

>> CORRECT. AND THAT IS -- THE POLICY IS THE ONE WITH THE FULL NAME, WHICH I WILL UPDATE HERE AS WELL. AND THE PROGRAM IS THE BRING YOUR OWN DEVICE PROGRAM.

>>Cindy Stuart: RIGHT.

>> SO I WILL MAKE SURE THAT I MAKE THOSE CHANGES.

>>Cindy Stuart: THANK YOU.

>> [NOT SPEAKING INTO A MICROPHONE]

>> MICROPHONE.

>>Cindy Stuart: THANK YOU. MS. VALDES.

>>Susan L. Valdes: THANK YOU, MADAM CHAIR. IN REFERENCE TO THIS PARTICULAR POLICY AS WELL, I WANT TO BE A LITTLE BIT MORE CLEAR AS WELL, AS I STILL SEE IN SOME OF OUR SCHOOLS, IF WE SEE IT, WE TAKE IT, YOUR CELL PHONE. SO I'M WONDERING WHERE ARE WE IN THAT? WE HAVE THESE POLICIES, YET WE HAVE SCHOOL SITES THAT SAY WE'LL STILL TAKE YOUR CELL PHONE IF WE SEE IT. THAT'S KIND OF CONTRADICTING WHAT THE BOARD WANTS TO OCCUR. SO WHAT ARE WE DOING MOVING FORWARD TO REMOVE THOSE BARRIERS AT THE SCHOOLS FOR OUR STUDENTS AS WELL?

>>Jeffrey Eakins: WHAT I'LL DO IS I'LL FIND OUT OBVIOUSLY IF THERE ARE STILL THINGS OUT THERE OCCURRING NOT IN LINE WITH THE POLICY AND WE KNOW OF THOSE PARTICULAR INSTANCES THAT WE KNOW OUR KIDS WILL BE USING DEVICES. THAT'S ALMOST NON-NEGOTIABLE. THAT'S PART OF THEIR CONTENT DELIVERY RIGHT NOW. WE KNOW THERE'S CERTAIN PARAMETERS AROUND WHEN STUDENTS ARE AND RNTS TO USE THAT -- ARE NOT TO USE THAT. IF THERE ARE INCONSISTENCIES, WE HAVE TO DEAL CASE BY CASE WITH REGARDS TO THAT. IF IT'S WIDESPREAD, WE DEFINITELY NEED TO KNOW THAT, MS. VALDES. WE WANT TO MAKE SURE THERE'S EQUITY THE WAY KIDS ACCESS THEIR DEVICES. WE DON'T WANT TO HAVE BARRIERS FOR SOME STUDENTS AND CREATE DISCIPLINARY ISSUES.

>>Susan L. Valdes: THAT'S WHERE THE CITIZENSHIP OF LEARNING HOW TO USE THESE DEVICES IN THE WORKPLACE AND SCHOOL IS VERY IMPORTANT. SO I DON'T KNOW HOW WE ARE ADDRESSING THOSE, BUT, YOU KNOW, IN SOME SCHOOLS THAT ONE GOES OUT TO VISIT, YOU'LL STILL SEE THE LITTLE SIGN ON THE WALL, CELL PHONE, SEE IT, WE TAKE IT. HMM, OKAY, I'M NOT GOING TO TELL THE PRINCIPAL ANYTHING. BUT I DO TAKE MENTAL NOTE OF THAT AND THEN SHARE IT.

>>Jeffrey Eakins: NO, I APPRECIATE THAT.

>>Susan L. Valdes: THANK YOU.

>> OKAY. AND SO THEN ON PAGE 43, AGAIN, WE DID THE SAME THING HERE WITH PROVIDING A LITTLE SYNOPSIS. THE FIRST PART ON PAGE 43 IS JUST ABOUT DIGITAL CITIZENSHIP. AND THEN WE HAVE EACH OF THE EIGHT AREAS THAT INCLUDE DIGITAL CITIZENSHIP. AND THE NEXT ONE ON PAGE 44 IS THE CYBERBULLYING ONE WHICH INCLUDES THE PART OF CYBERBULLYING FROM THE EARLIER PART OF WHAT USED TO BE THE HANDBOOK, INCLUDING WHAT ARE EXAMPLES AND THEN BACK TO THE INSTRUCTIONAL TECHNOLOGY WEBSITE WHICH HAS A LOT MORE DETAIL ABOUT THESE DIFFERENT TYPES OF DIGITAL CITIZENSHIP. PAGE 46 IS DIGITAL FOOTPRINT AND REPUTATION. 47 IS SELF-IMAGE AND IDENTITY. 48, RELATIONSHIPS IN COMMUNICATION. 49, CREDIT AND COPYRIGHT. 50 IS INFORMATION LITERACY. 51 INTERNET SAFETY. AND 52 IS PRIVACY AND SECURITY. AND WE ARE ALSO IN THE PROCESS OF UPDATING THE ENTIRE WEBSITE AS WELL. WE HAVE STUFF THERE THAT WE'VE HAD THERE A LITTLE WHILE, BUT WE'RE GOING BACK THROUGH THAT TO MAKE SURE THAT WHAT WE HAVE THERE IS TIMELY. FOR INSTANCE, INFORMATION LITERACY. THERE'S A LOT MORE THERE NOW THAN WE MAY HAVE PUT THERE BEFORE. WE'RE UPDATING THE WEBSITE AND THAT SHOULD BE DONE IN EARLY AUGUST.

>> OKAY. MOVING ON TO THE SECTION THAT SAYS CODE OF CONDUCT. YOU HAVE UNDER GUIDING PRINCIPLES ON PAGE 57 IS THE BULLYING HARASSMENT. AS I WAS MENTIONING TO YOU EARLIER, WHAT WE ARE WANTING TO DO IS PROVIDE A BRIEF SUMMARY TO THE PARENTS ABOUT THE VIEWPOINT OF OUR DISTRICT CONCERNING BULLYING AND HARASSMENT, BUT IS GOING TO THEN DIRECTLY DIRECT THEM TO THE BULLYING AND HARASSMENT POLICY. AGAIN, WITHIN THAT IS GOING TO BE THE ENTIRE POLICY VERSUS JUST PARTIAL, WHICH WAS IN THE OLD HANDBOOK. SO THAT WILL HAVE ALL THE INFORMATION, INCLUDING DEFINITIONS, HOW TO REPORT, THE INVESTIGATION PIECE, EVERYTHING THAT IS A PART OF THE COMPLETE INFORMATION ON BULLYING AND HARASSMENT, THEY WILL BE DIRECTING AND THAT WILL BE GOING TO THE POLICY HANDBOOK -- I MEAN, POLICY MANUAL.

>>Cindy Stuart: I HAVE A QUESTION. MR. PORTER, BASICALLY, WHAT WE HAVE DONE IS WE HAVE TAKEN OUT OF THE CODE OF CONDUCT ALL OF THIS INFORMATION ABOUT -- AND THIS GOES FOR ALL OF THE PIECES WE'RE TALKING ABOUT, AND YOU'RE TAKING -- YOU'RE SAYING TO ME, IF I UNDERSTAND YOU CORRECTLY, THAT ALL OF THIS INFORMATION IS GOING TO BE IN THE POLICY.

>> YES, AND MORE. IT WILL BE THE UPDATED POLICY.

>>Cindy Stuart: ARE WE ANTICIPATING THAT THE POLICIES ARE COMING TO US FOR APPROVAL?

>> THEY HAVE ALREADY BEEN. FOR EXAMPLE, LET ME GIVE YOU AN EXAMPLE FOR THE BULLYING ONE. SO THE BULLYING ONE WAS THE ONE WE JUST WENT THROUGH THE PROCESS THAT WAS APPROVED. THE REVISION WAS APPROVED IN MARCH. THE INFORMATION, THE OLD INFORMATION THAT YOU'RE SEEING HERE, PREVIOUSLY ONLY HAD SOME PIECES OF THE POLICY THAT WERE INCLUDED IN THERE. NOW WHEN THEY GO AND THEY LINK ON THIS, IT'S GOING TO BE THE WHOLE POLICY THAT INCLUDES ALL OF THIS INFORMATION AND MORE.

>>Cindy Stuart: BUT THE POLICY DOESN'T INCLUDE EXAMPLES. IT'S JUST POLICY. IT DOESN'T INCLUDE EXAMPLES NOR DOES IT INCLUDE CONSEQUENCES.

>> IT DOES.

>>Cindy Stuart: IF YOU SAY IT DOES. I LOOKED. I'M JUST ASKING THE QUESTION, ARE WE ANTICIPATING THAT THERE ARE GOING TO BE POLICY CHANGES BECAUSE OF THE WORK WE'RE DOING IN SHIFTING ALL THIS INFORMATION BACK TO A HYPERLINK AND STRAIGHT TO THE POLICY.

>> NO. A POLICY HAS TO BE UPDATED AND THEN THEY GO THROUGH THE POLICY PROCESS THAT THEY WOULD NORMALLY GO THROUGH. THE ADVANTAGE OF THIS IS THAT INSTEAD OF THEM HAVING AN OLD POLICY THAT'S POSTED THERE WHEN THEY NEED TO LOOK AT THAT PARTICULAR POLICY, THEY ARE GOING TO SEE THE MOST UP TO DATE ONE THAT IS POSTED.

>>Jim Porter: I THINK, MADAM CHAIR, THE QUESTION THAT NEEDS TO BE -- THE POLICY HAS ALREADY BEEN UPDATED AND YOU'RE GOING TO BE SEEING IT HERE. IF THERE NEEDS TO BE FURTHER POLICY UPDATES WE'LL GO THROUGH THE NORMAL POLICY CYCLE AND IT WILL BE UPLOADED. IT'S SORT OF A FLIP OF YOUR QUESTION. IT'S ALREADY BEEN UPDATED.

>> OKAY. THE NEXT ONE IS HARASSMENT. PANSY. WE'RE ON PAGE 62.

>> WE'RE ON PAGE 62, 63, 64, AND 65. DITTO KIND OF WHAT TAMLY INDICATED EARLIER. LINE ITEMS 1 THROUGH 12 ACTUALLY BEEN UPDATED, KIND OF REARRANGED. AND MS. STUART, TO YOUR POINT, ALMOST EVERYTHING YOU SEE UNDERNEATH LINE 12, IT'S ACTUALLY IN THE POLICY AND THERE'S EVEN MORE INFORMATION IN THE POLICY THAN WHAT'S IN HERE.

>> OKAY. WE ARE NOW MOVING ON TO THE SECTION 2 THAT IS DISCIPLINE INTERVENTIONS AND CONSEQUENCES. THE INCIDENT OF LEVELS AND PROPORTIONATE DISCIPLINARY RESPONSE BEGINNING ON PAGE 77.

>> IN THIS PARTICULAR SECTION, THERE WERE NO CONTENT CHANGES WHATSOEVER. FOR FOR EASE OF USING THE MATRIX, THERE WAS A CHANGE IN HOW WE REPORTED OUR STAGES. SO THE STATE ACTUALLY ALIGNS OUR INCIDENTS WITH LEVELS. SO THE STATE DETERMINES WHAT THE LEVEL ONE INCIDENT, LEVEL TWO, AND LEVEL THREE AND LEVEL FOUR. THE COMMITTEE WANTED TO SHE PROGRESSIVE DISCIPLINE APPROACH. SO IN OUR OLD REPORTING, A STAGE 1 RESPONSE USED TO BE A LOW-LEVEL RESPONSE AND STAGE 5 WAS HIGH LEVEL. WHAT WE WANTED TO DO WAS ALIGN OUR STAGES WITH THE WAY THAT THE STATE LOOKS AT OUR DISCIPLINE INCIDENTS. SO NOW, OUR STAGE 1 RESPONSE IS ALIGNED WITH OUR MOST -- OUR HIGHEST LEVEL INDICATOR WHICH IS A LEVEL 1 INDICATOR. SO THAT WAS THE ONLY CHANGE, STAGES ALIGNING WITH THE LEVEL SO THAT IT MAKES SENSE. THERE WERE NO CONTENT CHANGES.

>>Cindy Stuart: I HAVE A QUESTION ON THIS AS WELL. THIS STILL REFLECTS BUS DISCIPLINE. DOES THAT CONFIRM THAT'S COMING OUT?

>> IT IS. IN FACT, WE'LL PASS THAT AROUND RIGHT NOW, THE UPDATED VERSION OF THE BEHAVIOR MATRIX.

>>Cindy Stuart: -- BUS DISRUPTIVE, BUS NOT SILENT AT RAILROAD CROSSING WITH DIFFERENT CONSEQUENCES THAN CLASSROOM.

>> EACH OF THE TOPICS YOU COVERED, WHETHER -- WE DON'T DETAIL EVERY SINGLE ITEM. THE ONE YOU READ, PROJECTILES, OBJECTS THROWN FROM THE BUS. THAT IS INAPPROPRIATE BEHAVIOR BUT IT DOES NEED TO BE ARTICULATED AND HAVE THAT MUCH SPECIFICITY. THE THINGS ON THE SHEET ALREADY ON THE LEVEL SHEET WOULD APPLY ON A SCHOOL BUS JUST AS THEY DO IN A PLAYGROUND, BASKETBALL COURT, WHATEVER THE CASE MAY BE. BUS-SPECIFIC REFERRALS WILL BE ELIMINATED FROM THE MATRIX, IF APPROVED.

>>Susan L. Valdes: SO, MR. FARKAS, WALK ME THROUGH. I'M MISBEHAVING ON THE BUS. I'M MISBEHAVING ON THE BUS AND, I DON'T KNOW, HOW IS MY BUS DRIVER GOING TO BE SUPPORTED? HOW IS IT THAT WHAT ARE GOING TO BE MY CONSEQUENCES OTHER THAN JUST FILLING OUT A REFERRAL AND I CAN UNDERSTAND HOW BUS DRIVERS FEEL UNSUPPORTED.

>> I THINK THERE'S TWO WAYS. THE FIRST THING IS WHAT YOU MENTIONED BEFORE IS WHEN THERE IS A DIRECT MISALIGNMENT, WHEN IT SAYS IT IS A DIFFERENT RESPONSE BASED ON A BUS INCIDENT VERSUS IN CLASS OR IN SCHOOL, NOT EVEN IN CLASS. ELIMINATING THAT IS THE FIRST STEP. THE SECOND PART IS THE RELATIONSHIP BETWEEN ADMINISTRATION AND TRANSPORTATION. JUST LIKE IN A SCHOOL SETTING, YOU'VE GOT TEACHERS OF VARYING DEGREES OF BEHAVIOR MANAGEMENT. WE HAVE THE SAME THING IN TRANSPORTATION. DRIVERS THAT HAVE VARYING DEGREES OF BEHAVIOR MANAGEMENT. INTERNALLY, WE PROVIDE SUPPORTS AND WE HAVE TRAINING FOR THEM. BUT IF THERE IS AN ISSUE THAT COMES UP, WHETHER IT'S FROM THE ADMINISTRATOR PERSPECTIVE, AND MR. HARRISON WHERE WE HAVE A BUS DRIVER THAT NEEDS SOME SUPPORT, OR IF WE FEEL WE'RE NOT BEING SUPPORTED IN THAT SETTING, THEN THAT'S WHEN WE HAVE THE CONVERSATION WITH MR. HARRISON TO SAY, HEY, CAN WE LOOK INTO THE SETTING, USUALLY THE AREA SUPERINTENDENTS BECAUSE THEY ARE CLOSEST TO THE SITUATION. SOMETIMES NOT EVEN THAT LEVEL. IT IS THE PRINCIPAL WE CAN TALK TO. THAT IS THE CONSTANT DEAL WITH IT IS OUR TEACHERS AND OTHER STAFF MEMBERS. WE WANT TO MAKE SURE THEY FEEL SUPPORTED. I THINK THAT THE OVERT DISPROPORTION ON THIS CHART IS ONE OF THE ISSUES. SO THAT'S STEP ONE. STEP TWO IS THE CONVERSATION WITH THEM TO MAKE SURE THEY FEEL SUPPORTED WITH THE ADMINISTRATION. THE REALITY IS, AS IT WILL CONTINUE TO BE, THE ASSISTANT PRINCIPAL OR PRINCIPAL IS THE ONE THAT HANDS OUT DISCIPLINE AT THE SITE FOR EACH ONE OF THE KIDS. WE WANT TO MAKE SURE OUR DRIVERS FEEL SUPPORTED AND THERE ARE MANY, MANY SCHOOLS WHERE THAT IS THE CASE. THE ISSUE IS, WE HAVE TO LOOK AT THE SCHOOLS WHERE THEY MAY NOT FEEL THAT WAY. AND GIVE EXAMPLES AT OTHER SCHOOLS THAT WORK SO WELL.

>>Susan L. Valdes: DO YOU HAVE THOSE EXAMPLES CURRENTLY?

>> OF ONES WHERE IT WORKS VERY WELL? YES, MA'AM.

>>Susan L. Valdes: AND ONES THAT NEED SOME HELP.

>> YES, MA'AM.

>>Susan L. Valdes: OKAY. SO I GUESS SHALL WHAT'S GOING TO BE THE PROFESSIONAL DEVELOPMENT AROUND THAT AND THEN WHAT'S GOING TO BE THE CONSEQUENCES? WE HAVE TO FIND A WAY -- BECAUSE I DON'T WANT TO GO BACK TO HAVING THE TRANSPORTATION TOWN HALL MEETINGS AND HEARING THE SAME THINGS AGAIN. THAT'S SOMETHING THAT WE HEARD CONSISTENTLY THROUGHOUT THE MANY DIFFERENT TRANSPORTATION TOWN HALL MEETINGS FROM THE DRIVERS, THAT THEY DID NOT FEEL SUPPORTED. AND THAT'S ALSO ONE OF THE REASONS WHY WE CAN'T RETAIN DRIVERS. THERE'S SO MUCH DISRESPECT THAT AN ADULT CAN TAKE FROM STUDENTS.

>> ESPECIALLY WHEN THEY ARE DRIVING THAT BIG DOES DOWN THE ROAD.

>>Susan L. Valdes: RIGHT. I'D PULL OVER. YEAH, I WOULD. BECAUSE I WOULD PULL OVER AND SAY, UNTIL -- NO, WE'RE NOT MOVING, BECAUSE THEIR SAFETY IS MORE IMPORTANT THAT ANYTHING ELSE.

>> AND THAT HAPPENS. THAT HAPPENS MORE OF THE -- MOTHER OF THE THAN IT DOES -- MORE OFTEN THAN IT DOES.

>>Susan L. Valdes: BUT HOLDING THE KIDS ACCOUNTABLE IN SUPPORT, IT COULD BE A VERY SIMPLE, YOU'RE GOING TO APOLOGIZE, AND TOMORROW, YOU HAVE BUS DUTY AND CLEAN THE BUS. SOME CONSEQUENCE AND IT'S NOT TO SHAME THE CHILD OR ANYTHING. IT'S LET THEM KNOW THAT'S THE -- THAT'S A HUMAN BEING.

>> WE'VE HAD TRANSPORTATION ISSUES AT SITES, AND I CAN THINK ONE OF OUR ELEMENTARY SCHOOLS, WHICH IS HAVING STRUGGLES. WE BRING THE TRANSPORTATION STAFF TO SIT WITH THE ADMINISTRATION AT THE SCHOOL SITE WITH THE KID AND THE PARENT ALL IN THE SAME ROOM SO THERE CAN'T BE A LOT OF POINTING FINGERS. SOMETIMES IT TAKES THAT LEVEL OF ATTENTION OR INDIVIDUAL. YES, MA'AM, I WOULD AGREE WITH YOU 100%. THE DRIVERS FEELING SUPPORTED IS ONE OF OUR BIGGEST PRIORITIES.

>>Susan L. Valdes: I HOPE WHEN THE TIME COMES FOR EVERYONE TO COME BACK TO GET READY FOR SCHOOL TO START ON AUGUST THE 10th THAT MAYBE THERE ARE CONVERSATIONS BETWEEN THE TWO DEPARTMENTS. I DON'T KNOW, FIGURE OUT A WAY SO EVERYONE STARTS THE FIRST DAY OF SCHOOL ON THE SAME PAGE AND KNOWING THAT THEY WILL BE SUPPORTED WHEN IT COMES TO STUDENT DISCIPLINE ON THE BUS.

>> OUR MANAGER OF OPERATIONS WHO IS RESPONSIBLE FOR THE SUPERVISORS AND IN TURN THE BUS DRIVERS. SEND A CLEAR CONSISTENT MESSAGE ON OUR SIDE OF THE HOUSE. THEY HAVE ALREADY STARTED TALKING OR ALREADY IN THE PLANNING AND FINALIZING STAGES OF PREPLANNING AND WHAT WE'LL DO FOR TRAINING AND THAT WILL BE PART OF WHAT WE DO AS WELL.

>>Cindy Stuart: MS. GRAY.

>>Lynn Gray: THANK YOU, MADAM CHAIR, IN THE SPIRIT OF STUDENT BEHAVIOR IN REGARDING NOT NECESSARILY TRANSPORTATION ONLY, THERE IS AN ARRAY OF OPPORTUNITIES FOR MISBEHAVIOR AS STUDENT GOES THROUGH THEIR LOVELY LIVES IN SCHOOL. 19% OF MIDDLE SCHOOLERS REPORT BEING KICKED OR SHOVED IN THE PAST 30 DAYS, WHEN WE HAVE A HANDBOOK SUCH AS WHAT THIS IS, AND I'VE GONE THROUGH MANY HANDBOOKS FROM DIFFERENT TYPES OF SCHOOL SETTINGS, BUT DO WE HOLD SCHOOLS AND DO WE HOLD STUDENTS ACCOUNTABLE TO THE MISBEHAVIORS? ARE WE IN THE POSITION OF AND THIS IS A LITIGIOUS SOCIETY AND THIS IS YOUR CONSEQUENCE. HOW STRONG IS THE STUDENT HANDBOOK IN TERMS OF MATCHING THIS BEHAVIOR WITH CONSEQUENCES, ESPECIALLY WITH TRANSPORTATION, MEMBER VALDES, BECAUSE THIS IS AN AREA THAT REALLY LENDS ITSELF TO TREMENDOUS DANGER. IT USUALLY STARTS -- MISBEHAVIOR STARTS BEFORE YOU GET ON THE BUS IN MANY, MANY CASES. SO I WANTED TO WAIT TILL YOU ALL FINISHED BEFORE I ASKED THESE QUESTIONS, BUT YOU GAVE ME A LITTLE BIT OF A SEGUE TO ENTER THAT REALM. CAN I GET FEEDBACK ON THAT? THANKS.

>> ABSOLUTELY. SO THE ACTUAL BEHAVIOR MATRIX WHERE YOU SEE THE DOTTED POINTS, THOSE ARE JUST STARTING POINTS. SO ONE OF THE THINGS THAT WE WANTED TO DO IN THE DISTRICT, WHERE WE HAD SUCH A HUGE DISCREPANCY ACROSS THE COUNTY WITH HOW WE WERE ACTUALLY HANDLING INCIDENTS ACROSS THE DISTRICT, WE NEEDED TO HAVE A PLACE WHERE EVERYBODY COULD START AT THE SAME PLACE. SO EACH ONE OF THE DISCIPLINE INCIDENTS, THIS IS A STARTING POINT, BUT DEPENDING ON THE INCIDENT ITSELF, THE SEVERITY OF THE INCIDENT, THE INFORMATION AND DATA THAT'S GATHERED DURING THE INVESTIGATION, THAT WILL DETERMINE HOW AN ADMINISTRATOR WILL THEN RESPOND AFTER THIS POINT, BUT THIS IS A STARTING POINT AND THIS GIVES ALL OF US A CHANCE TO KNOW WHERE THE STARTING POINT HAPPENS. WHEN IT COMES TO TRANSPORTATION, THERE IS A LITTLE BIT OF A CAVEAT THAT WE HAVE TO THINK ABOUT. WHEN WE STARTED THE BEHAVIOR MATRIX, WHAT WE THOUGHT ABOUT WAS EXACTLY WHAT MS. VALDES SAID IS THAT SOMETIMES IT'S NOT ALWAYS ABOUT KICKING KIDS OUT OF SCHOOL, BUT FINDING WAYS TO RESTORE THE RELATIONSHIP OR RESTORE THE BEHAVIOR AND THAT WAS PART OF THE RESTORATIVE PRACTICE. I DO THINK WE NEED TO GET BACK TO THAT PROFESSIONAL DEVELOPMENT. BUT THE REASON WHY YOU SEE A DIFFERENCE IN HOW WE RESPOND TO BUS -- THAN HOW WE RESPOND TO SCHOOL, WHILE WE WERE BUILDING THE BEHAVIOR MATRIX, WE WERE ALSO BUILDING THE BEHAVIOR TRACKER FOR MINOR INCIDENTS. SO TEACHERS WERE ABLE TO GO ON AND INPUT INFORMATION TO THE BEHAVIOR TRACKER, WHICH WERE MINOR INCIDENTS, AND THAT'S NOT SOMETHING THAT WE HAVE BUS DRIVERS DO. SO IT LOOKS AS IF MAYBE THERE MIGHT BE A PERCEPTION WHERE WE DID NOT THINK THAT BUS INCIDENTS WERE AS IMPORTANT, IF YOU LOOK AT THE DOTS, THEY LOOK LIKE WE RESPOND AT A LOWER LEVEL BUT THAT'S BECAUSE WE WERE TAKING INTO ACCOUNT THAT WE WANTED TO START WITH PROVIDING INTERVENTIONS FOR THAT STUDENT THAT DID NOT RESULT IN AN AUTOMATIC SUSPENSION. SO THAT'S KIND OF ON OUR SCHOOL CAMPUS, THE STAGES ARE A LITTLE % ├║EXPECTATION THAT THOSE MINOR INCIDENCES ARE CODED IN BEHAVIOR TRACKER. SO IT'S NOT CODED IN OUR REFERRAL SYSTEM OR OUR DISCIPLINE SYSTEM. SO I DO THINK IT'S SOMETHING THAT WE NEED TO TALK ABOUT AND TO ADDRESS BECAUSE WE NEVER WANTED THE PERCEPTION TO BE THAT TRANSPORTATION WAS NOT AS EQUALLY AS IMPORTANT. I THINK DISRESPECT NO MATTER WHAT OR WHEN IT HAPPENS IS ABSOLUTE DISRESPECT. THE DIFFERENCE IS, WE HAD AN INTERVENTION SYSTEM IN PLACE FOR TEACHERS TO USE THAT WE DON'T REQUIRE BUS DRIVERS TO USE, BECAUSE IT'S TOO MUCH, TOO CUMBERSOME. THAT'S WHY THERE WAS A REFLECTION OF A LOWER-LEVEL STAGE SO WE CAN PROVIDE SOME OF THE INTERVENTIONS AND SUPPORT AT THE ONSET OF THOSE BEHAVIORS. SO WE JUST HAVE TO GO BACK TO PROFESSIONAL DEVELOPMENT. I ABSOLUTELY AGREE WITH YOU, AND MAKE SURE WE CLOSE THE GAP ON THE PERCEPTIONS BECAUSE THAT WAS DEFINITELY NOT THE INTENT.

>>Lynn Gray: THANK YOU FOR THAT FULL-PLEDGED ANSWER. AND JUST ONE OTHER THING, AS WE'RE DEALING WITH ALL THE VARIOUS CONTENT OF THIS WONDERFUL DOCUMENT, WHICH I ACTUALLY PERSONALLY THINK IS WAY TOO LONG, BUT THAT'S JUST ME, I'M WONDERING HOW ARE WE KEEPING TRACK OF THE VALIDITY? IS THIS DOCUMENT REALLY ONE THAT IS STANDING THE TEST OF TIME? OBVIOUSLY, OUR SOCIETY CHANGES, OUR KIDS CHANGE, ESPECIALLY AS WE ARE REMINDED ON THE ONLINE, BUT HOW ARE WE KEEPING TRACK OF HOW VALID THIS DOCUMENT IS BEING USED? I DON'T KNOW IF THERE IS AN ANSWER FOR THAT. THAT'S PERFECTLY ACCEPTABLE RIGHT NOW, BUT THAT'S MY OWN QUESTION. YOU KNOW, HOW GOOD IS THIS COMPARED TO OTHER HANDBOOKS, CODE OF CONDUCT?

>> ABSOLUTELY. SO AS YOU KNOW, THIS IS A NEW PROCESS AND A NEW MATRIX THAT WE STARTED JUST THIS PAST YEAR. AND WE HAVE BEEN KEEPING TRACK OF OUR DATA. WE KEEP TRACK OF OUR DATA VIA KPIs ON A WEEKLY BASIS. AS AREA SUPERINTENDENTS, WE TRACK THAT DATA ON A WEEKLY BASIS. AS WE DEAL WITH INDIVIDUAL SCHOOL AND INCIDENTS AND AS WE GET TO MAJOR INCIDENT REFERRALS, WE ARE LOOKING AT THAT DATA PER OUR SCHOOLS, AND WE ARE LOOKING AT HOW OUR SCHOOLS ARE LEVELING OUT WHEN IT COMES TO UTILIZING THIS PARTICULAR MATRIX. AND SO I THINK IT IS SOMETHING THAT WE WILL CONTINUE TO REVIEW. WE ARE IN PARTNERSHIP WITH WINNIE'S DIVISION WITH THE EPIC PROGRAM IN LOOKING AT THE DATA TO ENSURE THAT WE ARE FOLLOWING ALONG WITH WHAT THE MATRIX SAYS AND THAT WE CAN IDENTIFY ANY DISCREPANCIES OR GAPS. SO RIGHT NOW, WE ARE LOOKING AT THIS DATA CLOSELY. IT'S ONLY BEEN A YEAR BUT WE DO KEEP TRACK OF IT ON A FREQUENT BASIS AND WE LOOK AT DISCIPLINE INCIDENTS TO SEE DO WE HAVE SIMILARITIES IN HOW WE'RE RESPONDING TO THOSE INCIDENTS.

>>Lynn Gray: YOU'RE REALLY DOING, TO ME, TIME-EFFICIENT BEHAVIORAL MATRIX IN MANY AREAS, SO I THINK YOU'RE DEVELOPING WHAT IS GOING TO BE VERY SUBSTANTIAL IN TERMS OF KEEPING OUR KIDS UNDER GREAT BEHAVIOR. GOOD JOB.

>>Cindy Stuart: THANK YOU. MS. SHAMBURGER.

>>Tamara Shamburger: THANK YOU, MADAM CHAIR. WHAT I WAS GOING TO SUGGEST, KIND OF ALREADY BEEN SAID. I WANT TO ASK, MADAM CHAIR AND THE BOARD THAT WE REALLY CONSIDER DISCUSSING THIS DISCIPLINE POLICY MORE. I THINK THERE IS A LOT OF OPPORTUNITY, SO MAYBE A WORKSHOP OR SOMETHING OF THAT NATURE TO REALLY LOOK AT THE POLICY AND SEE WHAT NEEDS TO BE DONE. THAT'S IT.

>>Cindy Stuart: ARE YOU SUGGESTING A WORKSHOP, MS. SHAMBURGER?

>>Tamara Shamburger: YES, I AM SUGGESTING A WORKSHOP.

>>Cindy Stuart: DULY NOTED.

>>Tamara Shamburger: THANK YOU.

>> OKAY. WE ARE NOW MOVING TO THE SECTION THAT BEGINS WITH INVESTIGATIONS AND INTERVIEWS IN SCHOOLS. THERE ARE SEVERAL OF THE DOCUMENTS THAT HAVE BEEN REVISED, AND I'M GOING TO REFER THIS TO JEFF GIBSON.

>>Cindy Stuart: MR. GIBSON, BEFORE YOU, MS. VALDES HAS A COMMENT OR A QUESTION. I'M NOT SURE.

>>Susan L. Valdes: THANK YOU. I DIDN'T THINK WE HAD GONE OVER -- WHAT PAGE WOULD THAT BE ON?

>> THE NEXT ONE WE'RE GOING ON IS BEGINNING ON PAGE 84.

>>Susan L. Valdes: I WANT TO GO TO 79 WHICH IS DRESS CODE. YOU KNOW, I'LL CONTINUE TO PICK MY BATTLES. BUT WE DO NOT ABIDE BY A DRESS CODE. WHY ARE WE GOING TO CONTINUE TO HAVE SOMETHING IN THE STUDENT HANDBOOK THAT WE ARE NOT GOING TO GIVE CONSEQUENCES TO? IF THEY MEAN SOMETHING, I LIKE THEM, TOO. BUT CONSEQUENCES DON'T MEAN ANYTHING IF YOU'RE GOING TO ALLOW BELLIES TO BE SHOWN IN HIGH SCHOOL WHEN CLEARLY YOU SAY HERE THAT THE SCHOOL BOARD SAYS THAT YOU SHOULD NOT BE SHOWING YOUR BELLY, AND THAT IF YOU WEAR A SPAGHETTI-STRAP SHIRT, YOU WILL HAVE A SHIRT OVER IT. HELLO, PEOPLE. IT'S NOT WHAT HAPPENS. WHY ARE WE JUST CONTINUING TO APPROVE SOMETHING THAT WE KNOW OUR PRINCIPALS HAVE BIGGER FISH TO FRY. YOU KNOW, THERE ARE A LOT OF OTHER THINGS THAT WE NEED TO WORK ON. THE DRESS CODE IS EXTREMELY IMPORTANT. BECAUSE AS PART OF PREPARING OUR KIDS FOR LIFE FOR THEIR FUTURE. MY ONLY CONCERN IS, WHY HAVE A RULE WHEN THE RULE IS BROKEN AND THERE ARE NO CONSEQUENCES, YET IT'S IN THE STUDENT HANDBOOK AND THAT RULE IS BROKEN BY MULTIPLE IN EVERY SCHOOL. THAT'S A WRONG MESSAGE THAT WE AS LEADERS ARE GIVING THE STUDENTS AS WELL. PHILOSOPHICAL THOUGHT, I GUESS.

>>Cindy Stuart: THANK YOU, MS. VALDES. MR. PETERS. DO YOU WANT TO ADD?

>> THANK YOU. JUST A COUPLE OF THINGS I'D LIKE TO SHARE. WE KNOW THAT ABOUT 65% OF OUR REFERRALS COME FROM BUS INCIDENTS. AND BY ELIMINATING THAT CODE OF CONDUCT, WE REVERT BACK TO THE SCHOOL'S CODE OF CONDUCT WHICH HAS A DIFFERENT THRESHOLD OF DISCIPLINE. ONE OF THE THINGS THAT THE BOARD BELIEVES IS WE HAVE TO HAVE AN AGGRESSION STRATEGIC PLAN THAT FOCUSES ON ACADEMIC IMPROVEMENT AND GRADUATION RATE. AND WE HAVE -- THE CORRELATION TO THAT IS BEHAVIOR, SUSPENSIONS, AND ATTENDANCE. WE KNOW THAT ATTENDANCE IS A HUGE THING FOR STUDENTS. AND I WORRY ABOUT NOW CHARACTERIZING BUS BEHAVIOR FROM THE SCHOOL-LEVEL MATRIX AND AN INCREASE IN SUSPENSIONS. AND THEN THE OTHER PIECE IS THE REPORTING, IS HOW DOES THAT REPORT TO THE STATE? AND THE THING WE ALSO HAVE TO CONSIDER, HOW DWOAPT SCHOOLS -- HOW DO WE WANT SCHOOLS TO BE ABLE TO RESPOND TO THAT?

>>Susan L. Valdes: BY THE WAY, MEMBER STUART, IN REFERENCE TO THE DRESS CODE, PAGE 80, LINE 39 THROUGH 42, ALL PANTS AND SHORTS SHALL BE SECURED AT THE WAIST. BOYS' SHIRTS SHOULD HAVE SLEEVES. MINISKIRTS, MINIDRESSES AND SHORT-SHORTS SHOULD NOT BE PERMITTED. HEMLINES NO SHORTER THAN FINGERTIP LENGTH. AND IN OUR VERY OWN RECOGNITION MEETINGS OR WHEN WE ARE AWARDING STUDENT ATHLETIC AWARDS, THIS IS VIOLATED. AND WE SIT HERE AND CELEBRATE KIDS VIOLATING OUR OWN POLICY BECAUSE SOMETHING THAT IS BIGGER. I JUST WANT US TO REALLY THINK ABOUT WHAT WE'RE DOING AND WHAT WE'RE SAYING, WHAT WE'RE SAYING IN WRITING AND WHAT WE ARE ACTUALLY DOING. AND WE'RE EXCITED TO SEE OUR KIDS DO WELL, BUT WHAT DOES IT -- DOES THIS SAY AND WHAT DO WE ACCEPT?

>>Cindy Stuart: THANK YOU, MS. VALDES. BOARD MEMBERS, WE HAVE 25 MINUTES LEFT. I WANT TO FIRST DO A CHECK-IN AND SEE HOW MUCH TIME SHE STILL NEEDS.

>> WE STILL NEED TO -- MR. GIBSON IS GOING TO TELL REVIEW WITH YOU -- IS GOING TO REVIEW WITH YOU SOME OF THE CHANGES THAT WILL BE MADE TO THE INVESTIGATION INTERVIEWS, ARRESTS. SOME OF THEM ARE MINOR CHANGES, BUT HE'S GOING TO REVIEW THOSE. AND AND THEN WE HAVE A SHORT REVIEW FOR THE EPIC AND THEN THE APPEAL, VERY MINOR ALSO.

>>Cindy Stuart: BOARD MEMBERS, IN YOUR COMMENTS, IF YOU COULD JUST BE VERY BRIEF. I THINK WE HAVE TWO CONVERSATIONS GOING ON HERE RIGHT NOW. WE HAVE A CONVERSATION ABOUT CONSEQUENCES AND DRESS CODE, AND WE HAVE ANOTHER CONVERSATION GOING ABOUT BUS DISCIPLINE AND CLASSROOM DISCIPLINE. AND MR. HARRISON IS CONCERNED, AS WELL AS I KNOW MR. FARKAS IS CONCERNED ABOUT ALIGNING THOSE TWO. AND I WANT TO GET TO BOTH OF THOSE CONVERSATIONS. SO MS. GRIFFIN, IF YOU PLEASE --

>>April Griffin: I'LL BE VERY BRIEF. I'D LIKE TO GIVE THIS TO OUR ATTORNEY AS ONE OF THE NEXT CONVERSATIONS AROUND OUR POLICIES. I DEFINITELY WANT TO HAVE A CONVERSATION ABOUT DRESS CODE BECAUSE, FRANKLY, I THINK OUR DRESS CODE IS ANTIQUATED, SEXIST AND PUTS THE OWN US ON -- ONUS ON FEMALES TO MANAGE THEMSELVES FOR THE SAKE OF THE MALES IN OUR SCHOOLS. WE LIVE IN A VERY HOT STATE. AND MALES ARE ALLOWED TO DRESS IN A WAY THAT FEMALES ARE PUNISHED FOR, AND I'D LIKE TO HAVE A CONVERSATION ABOUT THAT WHERE OUR POLICY IS CONCERNED. THANK YOU.

>>Cindy Stuart: THANK YOU. SO WE'RE LOOKING AT POLICY REVIEW FOR POLICY NUMBER 5511 IF THAT IS THE CORRECT NUMBER, MR. PORTER. AND THEN MS. GRAY.

>>Lynn Gray: REAL SHORT. THANK YOU, MADAM CHAIR. I THINK THE DRESS CODE IS CRITICAL ALSO BECAUSE YOU REMEMBER NEW YORK, THEY GOT RID OF THE SMALLER CRIMES. BEFORE YOU KNEW IT, THE LARGER CRIMES WERE STYMIED AND LESS ATTRACTIVE. I THINK THE BIG PICTURE THAT I SEE IN THIS CONVERSATION, AND THIS WILL JUST BE A STATEMENT. THE BIG PICTURE IS, WHENEVER YOU TALK ABOUT DISCIPLINE, CODE OF CONDUCT, OF COURSE, IS RELEVANT, WHAT WE REALLY NEED TO LOOK AT, I BELIEVE, IS WE NEED TO DECREASE THE EXODUS OF OUR GOOD STUDENTS WHICH ARE GOING TO PRIVATE SCHOOLS, PRIVATE CHARTER SCHOOLS, HOWEVER YOU WANT TO CALL IT, AND WE NEED TO WORK WITH THE BEHAVIORAL CHALLENGES WHICH HAS LED TO AN EXODUS OF OUR POORLY FUNCTIONING STUDENTS. SO WE'RE LOOKING AT KEEPING OUR KIDS IN SCHOOL, BOTH THE ONES THAT ARE NEEDING HELP AND THE ONES, OBVIOUSLY, THAT HAVE THEIR BEHAVIORS RECTIFIED OR IN PLACE. SO THIS IS A BIGGER SUBJECT. THEREFORE, THOSE WORKSHOPS THAT HAVE BEEN SUGGESTED I DO DEFINITELY AGREE WITH. AND I THANK YOU ALL FOR BRINGING UP THOSE MATTERS. I HAVE NOTHING ELSE TO SAY. THANK YOU.

>>Cindy Stuart: THANK YOU. MS. CABRERA.

>> MR. GIBSON.

>> THANK YOU. MADAM CHAIR, PAGES 84 THROUGH 88, THOSE WERE REWORKED WITH THE ASSISTANCE OF CHIEF NEWMAN REALLY TO HAVE THESE PORTIONS OF THE STUDENT CONDUCT COMPLETELY OVERLAY WITH YOUR POLICIES, 5540 AND 5771. THERE WAS INFORMATION IN THESE DOCUMENTS THAT WEREN'T COMPLETE, IN MY OPINION, AND THEY WEREN'T -- THEY DIDN'T COMPLETELY ALIGN. SO THESE EDITS ARE MADE TO HAVE THEM COMPLETELY ALIGN WITH THOSE TWO POLICIES.

>> YOU CAN GO AHEAD AND GO ON TO THE NEXT ONES. ON PAGE 87, DID YOU WANT TO GO THROUGH EACH OF THOSE?

>> PAGE 87 AND 88 ARE REALLY THE SAME THING. THOSE TWO SAME POLICIES ARE AT PLAY. 5540 AND 5771. AND THEN AGAIN, WORKING WITH CHIEF NEWMAN, I MADE SLIGHT EDITS ON PAGE 90 TO THE USE OF SOCIAL MEDIA PORTION OF THE STUDENT CODE OF CONDUCT.

>>Cindy Stuart: MS., MS. CABRERA, I WOULD ASK THAT A HYPERLINK BE PUT TO THAT POLICY ON THESE CHANGES THAT IF A PARENT WANTS TO READ MORE OR CUT AND PASTE THAT INTO A DOCUMENT OR INTO A LETTER THAT THEY HAVE THAT ABILITY. AGAIN, CONSISTENCY THROUGHOUT THE DOCUMENT, THAT IF WE'RE GOING TO USE HYPERLINKS, THAT WE HYPERLINK ALL OF THE POLICIES AND NOT JUST SOME OF THEM.

>> OKAY. NOW WE'RE GOING ON TO THE EPIC UPDATES ON PAGE 95 AND 96.

>> ON PAGE 95, FOR LINES 14 TO 33, THERE REALLY WAS NO CHANGE TO THE EXISTING LANGUAGE REGARDING EPIC. HOWEVER, WHAT WE DID IS WE EXPANDED THE INFORMATION. SO NOW WHAT YOU CAN SEE IS THE CONTINUUM OF SUPPORTS THAT WE PROVIDE FOR ALTERNATIVES TO OUT-OF-SCHOOL SUSPENSION AND ALTERNATIVES TO EXPULSION. PRIOR, YOU ONLY SAW THE ONE LEVEL OF SUPPORT THAT WE PROVIDE, WHICH WAS OUR FORMER ATOS. NOW YOU'LL SEE THE MORE EXTENDED DEFINITION.

>> OKAY. AND THEN MOVING TO TRANSPORTATION, 98, MR. FARKAS.

>> IT'S PRETTY SIMPLE. ACTUALLY THE DISCUSSION WE HAD, WHICH IN THAT SECTION WE TALK ABOUT THE CONSEQUENCES THAT GO ALONG WITH IT BECAUSE THE ALIGNMENT THAT WE ARE ALREADY IN DISCUSSION ON, THERE'S NO NEED FOR US TO HAVE INDIVIDUAL CONSEQUENCES WHEN WE HAVE THAT CONVERSATION. THAT'S THE ALIGNMENT YOU'LL SEE. IT'S RED LINED.

>>Cindy Stuart: I'M SORRY. MS. CABRERA, CAN WE GO BACK JUST A SECOND? SO THE EPIC INFORMATION THAT YOU HAVE HERE, WHEN I PULL UP THE POLICY, THIS IS TWO LINES. ALL OF THIS INFORMATION IS NOT EMBEDDED IN THE POLICY, SO NOW WE'RE LOOKING AT THE OPPOSITE. LIKE YOU PUT STUFF IN THE -- UNLESS THIS IS THE WRONG POLICY NUMBER. IT SAYS POLICY 561002, AND THIS SAYS IN-SCHOOL DISCIPLINE. IT IS A TWO-LINE POLICY, YET ALL OF THIS INFORMATION IS HERE ABOUT EPIC. DO WE NEED TO -- AND THAT'S MY QUESTION. ARE WE CONSIDERING THAT WE NEED TO EMBED THIS EPIC INFORMATION NOW INTO THE POLICY OR IS THIS ADDITIONAL INFORMATION OR IS THIS --

>> I THINK SOMETIMES IT'S PROCEDURES THAT ARE INCLUDED IN EXPANDING ON WHAT THE POLICY. THE POLICY MAY BE IN PLACE AND THEN TO REINFORCE THAT INFORMATION IS WHERE YOU MAY HAVE MORE LANGUAGE THAT'S PROVIDED. BUT I'D HAVE TO REFER THAT TO JENNY.

>> WHAT WE'RE DOING HERE REALLY IS JUST PROVIDING JUST EXPANDED DEFINITION OF WHAT WAS JUST AN ALTERNATIVE TO OUT-OF-SCHOOL SUSPENSION, BUT THIS IS THE BROADER EXPANSION TO WHAT WE'RE OFFERING NOW IS PATHWAYS. SO THERE REALLY WAS NO CHANGE IN TERMS OF WHAT HAPPENS FOR A STUDENT THAT WOULD HAVE THE OPTION TO UTILIZE ONE OF THOSE ALTERNATIVES. SO, FOR EXAMPLE, WITH A LEVEL 3 PROGRAMMING, IT JUST SIMPLY EXPLAINS WHAT WAS AN ALTERNATIVE EDUCATION SITE, BUT NOW WE REBRANDED, WE RENAMED. SO REALLY, THIS WAS JUST AN EFFORT TO CLARIFY AND PROVIDE MORE INFORMATION, NOT JUST INTERNALLY WITH OUR WAY OF WORK WAS, BUT SO THAT OTHERS COULD ACCESS IT, TOO. SO REALLY CLARIFICATION ON WHAT THE OPTIONS ARE.

>>Cindy Stuart: OKAY. BECAUSE THE POLICY IS VERY BRIEF. IN FACT, THE ATOSS POLICY IS STILL SITTING OPEN ON THE WEBSITE. WE PROBABLY NEED TO REMOVE THAT.

>> ABSOLUTELY. THERE'S A LOT OF THAT WORK THAT'S UNDERWAY RIGHT NOW. SO WHAT WE HAD BEFORE ON OUR WEBSITE WAS NONTRADITIONAL PROGRAMS. AND SO WE'RE WORKING NOW TO MAKE SURE THAT ALL OF THOSE CHANGES IN LANGUAGE ARE CONSISTENT. THEY ARE GOING TO BE MADE AT THE START OF SCHOOL. WE'VE BEEN WORKING ON AN EPIC WEBSITE THAT WILL NOW TAKE THE PLACE OF WHAT WAS ALTERNATIVE SITES AND NONTRADITIONAL. BUT IT'S UNDERWAY. SO WE'LL MAKE SURE THAT ALL OF THAT ALIGNS.

>>Cindy Stuart: ON THIS PAGE -- AND MAYBE I'M WRONG -- WE NEED TO REFERENCE REMOVAL, SUSPENSION, EXPULSION, AND 5602 AND 02A WHICH 5602A NEEDS TO COME OUT WITH A HYPERLINK. THIS IS JUST AN EXPLANATION, FURTHER INFORMATION IS AVAILABLE UNDER THIS POLICY.

>> WILL DO.

>>Cindy Stuart: SORRY.

>> NO. THANK YOU.

>> THOSE ARE THE SUGGESTIONS THAT ARE GOING TO BE VERY IMPORTANT FOR US, AND THAT'S REALLY THE FEEDBACK THAT WE'RE LOOKING FOR. ARE YOU READY FOR ME TO GO ON? OKAY. SO THE NEXT SECTION IS ON APPEALS AND GRIEVANCES. IF YOU LOOK AT THE APPEAL PROCESS, ON PAGE 115, THE ONLY THING THAT WAS CHANGED ON THERE WAS TELEPHONE NUMBER. SO IT JUST -- THAT'S THE ONLY CHANGE ON THAT PARTICULAR ONE. AND THEN THE NEXT ONE, THE SCHOOL-LEVEL GRIEVANCE, YOU HAVE A SEPARATE COPY THAT WAS PLACED AT YOUR CHAIRS THAT MARK WEST WILL REVIEW.

>> YES, MA'AM. THANK YOU, MS. CARRERA. ONCE AGAIN, THIS JUST ALIGNS WITH THE POLICY CHANGES THAT WERE BROUGHT FORTH ON THE MOST RECENT POLICY CHANGE OF 2260.02. WE ARE JUST ALIGNING THAT WITH WHAT'S IN POLICY. THANK YOU.

>> SO THOSE WERE THE CHANGES MADE TO OUR CURRENT INFORMATION. AND THEN OUR NEXT STEP IS GOING TO BE IN TAKING THIS FOR APPROVAL IN JANUARY.

>> IN JANUARY?

>> I'M SORRY. I DON'T WANT TO WAIT UNTIL JANUARY. JULY.

>>Cindy Stuart: SO WE'RE NOT GOING TO GO OVER ANYTHING FROM PAGES 98 TO 117, WHICH IS REALLY ALL THE BUS TRANSPORTATION AND SAFETY. WE ARE.

>> YOU CAN BRING THAT UP, YES.

>>Cindy Stuart: WELL, THAT'S WHAT'S LEFT. ARE WE GOING THROUGH THAT OR NOT?

>> THAT'S WHERE THE CHANGES THAT ARE THERE ARE RED-LINED ITEMS THAT ARE VERY SPECIFIC TO BEHAVIORS. THAT'S WHERE THE BIGGEST CHANGES ARE.

>>Cindy Stuart: SOMETHING THAT I FOUND TODAY THAT I DIDN'T FIND -- IT'S NOT RED LINED ON PAGE 103, DANGEROUS BEHAVIOR ON THE BUS. IS THAT COMING OUT OR GOING IN THE CODE OF CONDUCT OR IS THAT STAYING THERE? AND IT TALKS ABOUT A WARNING OR A REFERRAL. I GUESS I'M CONFUSED BECAUSE THERE'S A LOT OF INFORMATION HERE THAT WE'VE NOW SAID WE'RE NOT GOING TO HAVE A COMPLETELY SEPARATE CODE OF CONDUCT FOR THE BUS AND YET WE STILL KIND OF HAVE A SEPARATE CODE OF CONDUCT FOR THE BUS IN THIS DOCUMENT.

>> SAY THAT ONE MORE TIME. PAGE 103, WHERE DID YOU SAY?

>>Cindy Stuart: PAGE 103 ABOUT THE MIDDLE OF THE PAGE. I'M SORRY LINE 182, TALKS ABOUT DANGEROUS BEHAVIOR ON THE BUS.

>> RIGHT. IT REFERENCES THAT IF THERE IS DANGEROUS BEHAVIOR, THE BUS DRIVER WILL HAVE TO SUBMIT A REFERRAL. DOESN'T TALK ABOUT CONSEQUENCES. JUST THE FORMAT OF HOW THAT WILL WORK.

>>Cindy Stuart: ON PAGE 106 WHERE WE STILL HAVE, I'M ASSUMING YOU'RE GOING TO RED LINE THIS, SINCE YOU REDLINED IT IN THE MATRIX, YOU'LL REDLINE ON 106 AND 107 WHERE YOU TALK ABOUT -- WELL, NOT 107 BUT 106 WERE IT REFERS TO LINE 28, 30, 35, WHERE IT STILL REFERS TO BUS, THOSE THINGS ARE COMING OUT?

>> THAT'S OUR FAULT.

>>Cindy Stuart: ARE YOU FINISHED WITH YOUR PRESENTATION BEFORE I GIVE THE LAST 12 MINUTES AWAY TO BOARD MEMBERS?

>> THOSE WERE THE CHANGES PRESENTED.

>>Cindy Stuart: SO THIS HAS NOT BEEN APPROVED BECAUSE THIS IS A QUESTION I HAVE. THIS HAS NOT BEEN APPROVED BY THE BOARD AND IT'S COMING TO US IN JULY FOR APPROVAL AND IT WILL BE ROLLED OUT IN AUGUST TO SCHOOLS.

>> THAT'S RIGHT.

>>Cindy Stuart: DR. V, FIRST OF ALL, I WANT TO THANK YOU BECAUSE I KNOW THAT YOU SPENT A LOT OF TIME WORKING WITH THE ADMINISTRATIVE STAFF ON THIS PROJECT, AND I KNOW THAT YOU SAT WITH ME YESTERDAY WITH ALL OF MY STICKY NOTES ON THE ISSUES THAT I SAW WITH THE DOCUMENT, AND I APPRECIATE YOUR EFFORTS IN TRYING TO MOVE US NOT QUITE 21st CENTURY, BUT WE'RE ALMOST THERE, AND I APPRECIATE THAT. I THINK IT'S A GOOD MOVE FOR US TO GO THAT DIRECTION. I'M WONDERING -- THERE'S A LOT OF CHANGES HERE THAT WE TALKED ABOUT JUST TODAY THAT BOARD MEMBERS HAD BROUGHT FORWARD. I'M WONDERING, WHO IS GOING TO BE THE KEEPER OF AND THE PERSON FOR ACCURACY CHECKS THIS DOCUMENT ONCE THE CHANGES, CAPTURED ALL THE INFORMATION AND ALL THE CHANGES AND REVIEWS THIS BEFORE WE PUT THIS OUT TO THE SCHOOLS BEFORE WE HIT, ONE, A BOARD AGENDA IN JULY AND THEN TO SCHOOLS IN AUGUST. MS. CABRERA, IF THERE IS A WAY WHEN YOU GIVE THIS TO US AGAIN BEFORE THE BOARD MEETING, CAN YOU HIGHLIGHT -- NOT REDLINE -- BUT HIGHLIGHT THE CHANGES THAT WE'VE TALKED ABOUT TODAY SO THAT -- I WON'T GET RID OF MINE BUT I WON'T SIT AND TRY TO MATCH CHANGES ABOUT WHAT WE TALKED ABOUT BEING FIXED AND WHAT NEEDS TO BE FIXED.

>> EACH OF THE COMMENTS THAT YOU WERE MAKING WHEN WE WERE REVIEWING THOSE, THE PEOPLE THAT ARE RESPONSIBLE FOR THOSE SECTIONS WERE MAKING THEIR NOTES TO MAKE THOSE CHANGES, TO MAKE SURE THAT WHEN WE GO TO OUR NEXT STEP IN JULY, WHEN YOU HAVE THE AGENDA ITEM FOR APPROVAL, THAT THOSE WILL BE THERE. SO WE CAN MAKE SURE THAT THEY DO HIGHLIGHT THAT IN ADDITION TO THE TEMPLATE THAT YOU HAVE. THE TEMPLATE THAT YOU'RE SEEING IN FRONT OF YOU, WE TRIED TO USE THE SAME MEANS THAT WE DO FOR OUR POLICIES SO THAT YOU CAN SEE OLD LANGUAGE VERSUS THE NEW. THAT'S BEEN ONE OF THE BIGGEST HEADACHES BECAUSE WE HAVE THE OLD PDF COPY OF TRYING TO CAPTURE THAT. BUT ONCE IT'S BEEN APPROVED, IT WILL NOT LOOK EXACTLY LIKE THAT. THAT WILL THEN BE UPLOADED ONTO THE WEB PAGE. YOU'LL HAVE ALL CONSISTENT FONT ON THERE. YOU WON'T HAVE THE NUMBERING ON THE SIDE. YOU HAD SOME BULLETS THAT WERE OFF-LINE, ALL OF THOSE THINGS WILL BE CORRECTED ONCE THEY GET PLACED ACTUALLY ON THE WEBSITE. SO FOR THE PURPOSES FOR YOU TO BE ABLE TO SEE AND FOR THE PURPOSES OF THE WEB COMMUNICATIONS TO BE ABLE TO HAVE THAT INFORMATION, THAT'S WHERE YOU'RE SEEING SOME OF THE DIFFERENCES. THE SAME THING WITH THE REVISION. ON THE BOTTOM, YOU DON'T HAVE ANYTHING ON THERE RIGHT NOW. ONCE IT HAS BEEN APPROVED, THEN THE DATE OF THE APPROVED -- THE APPROVED AGENDA ITEM IN JULY, THAT WILL HAVE THAT DATE ON THE BOTTOM OF THOSE DOCUMENTS.

>>Cindy Stuart: I APPRECIATE THE EXPLANATION, BUT THAT'S NOT WHAT I ASKED. WHAT I ASKED IS, WHO IS THE ONE PERSON WHO OWNS THIS FROM BEGINNING TO END? BECAUSE THAT SEEMS TO BE WHERE WE GET KIND OF CAUGHT UP IN THE ISSUE IS THAT, YOU KNOW, WE HAVE TRANSPORTATION OWNS A PIECE OF THIS AND PANSY'S DIVISION OWNS A PIECE OF IT AND I.T./I.S. OWNS A PIECE OF IT. BUT SOMEONE HAS TO BE RESPONSIBLE FOR THE COMPLETE DOCUMENT, SPELL CHECKING, PAGE NUMBERING, ARE THE CORRECT POLICIES REFERENCED? BECAUSE OTHERWISE EVERYBODY GOES, WELL, THAT WASN'T MY PAGE. THAT WAS HER PAGE. THAT WASN'T MY PIECE; THAT WAS HER PIECE. BUT AT THE END OF THE DAY, WHEN WE PRESENT THIS FORWARD-FACING TO OUR STUDENTS AND OUR PARENTS, IT'S OUR PROBLEM. IT'S THE DISTRICT'S PROBLEM. I CAN'T SAY, OH, WELL, YOU KNOW, MR. ROMANO DID THAT SECTION SO WE'LL HAVE TO GO BACK AND TALK TO HIM ABOUT WHY THAT SECTION IS WRONG. IT IS OUR PROBLEM COLLECTIVELY AS A WHOLE. SO I JUST WANT TO MAKE SURE THERE'S ONE PERSON THAT OWNS THE PROCESS FROM BEGINNING TO END, EVERY PIECE OF IT AND THAT THERE'S GOING TO BE ACCOUNTABILITY FOR SOMEONE TO MAKE SURE THAT THE WHOLE THING IS CORRECT. MR. EAKINS.

>>Jeffrey Eakins: I WAS GOING TO ANSWER THAT QUESTION WHEN IT CAME TO ME. SO, OBVIOUSLY, WITH OUR CHIEF OF STAFF OVERSEEING AND NETWORKING WITH THE VARIOUS STAFF, HE WILL ULTIMATELY BE NETWORKING WITH TANLY ON THE DOCUMENT TO MAKE SURE ALL THE VARIOUS STAFF MEMBERS HAVE MADE ALL THE CORRECTIONS THAT WE'VE TALKED ABOUT. AND RECALL, THIS IS -- A COUPLE OF YEARS AGO THIS BOARD SAID, WE'VE NEVER BEEN ABLE TO BE INVOLVED IN THE PROCESS. YOU'VE ALWAYS BEEN THE RECEIVER OF THE HANDBOOK AND HERE IT IS. SO WE WANT YOU -- KNOWING THAT THESE PROCEDURES ARE LINKED TO YOUR POLICIES, THIS IS WHY IT'S IMPORTANT FOR US TO HAVE CONVERSATIONS LIKE THIS IN ORDER TO HEAR YOUR FEEDBACK. IT'S JUNE 8th, AND WE WILL COME BACK PROBABLY IN THE JULY 18th BOARD MEETING WITH THE FINAL VERSION, BUT THIS WILL NOT BE, YOU WILL NOT -- MY ASSUMPTION AND MY DIRECTION WILL BE THAT YOU WILL NOT JUST GET THIS THE WEEK BEFORE THE BOARD MEETING. SO AS SOON AS --

>> THANK YOU.

>>Jeffrey Eakins: SO AS SOON AS WE HAVE THESE UPDATES MADE, BECAUSE THE LAST THING WE WANT TO HAVE OUT IN THE PUBLIC FACING IS GRAMMATICAL ERRORS OR THINGS LIKE THAT. WE TALKED ABOUT SOME OF THOSE THINGS TODAY, OBVIOUSLY, WE WANT OUR STAFF TO PRODUCE YOU A DOCUMENT THAT DOESN'T HAVE ANY OF THOSE. SO AS WE GO THROUGH AND MAKE THOSE KIND OF ADJUSTMENTS, WE ALIGN ALL THE OTHER ISSUES WITH YOUR INPUT. THANK YOU, BY THE WAY, FOR YOUR INPUT BECAUSE THAT HELPS TO US GUIDE THE PROCEDURES WE PUT OUT THERE, WHICH IS THE HANDBOOK. DR. VAZQUEZ, WE'LL FACILITY AND WORK WITH TANLY IN MAKING SURE THOSE THINGS ARE CORRECTED. AS SOON AS THEY ARE, WE WILL GIVE THIS DOCUMENT TO THE BOARD FOR ANOTHER, I WILL CALL YOU MY FORENSIC, YOU KNOW, PEOPLE ON SOME OF THESE THINGS BECAUSE YOU KNOW YOUR POLICIES SO WELL, SO YOU'LL BE ABLE TO GO RIGHT TO THE ISSUES THAT YOU KIND OF TALKED ABOUT, BE ABLE TO GIVE US FEEDBACK BEFORE WE GET TO THE JULY 18 KIND OF WINDOW FOR THAT BOARD MEETING.

>>Cindy Stuart: THANK YOU. MS. HARRIS.

>>Sally Harris: THANK YOU. THAT WAS ONE OF MY QUESTIONS WAS, I REALLY WOULD LIKE TO HAVE THE FINAL COPY WAY IN ADVANCE SO THAT IF WE DO HAVE PROBLEMS OR ISSUES, THAT WE CAN GET BACK WITH THE COMMITTEES AND CORRECT THEM. I HAVE A QUESTION. ARE WE ALLOWING MAGNET KINDERGARTEN CHILDREN TO RIDE THE BUS NOW? BECAUSE IT IS NOT SEPARATED, OR AT LEAST I COULDN'T FIND IT SEPARATED, IT SAYS ON PAGE 98, LINE 40, KINDERGARTEN STUDENTS MUST BE MET AT THE AFTER-SCHOOL BUS STOP BY THE DESIGNATED ADULT OR PARENT, AND THEN IT GOES ON TO SAY, IF NOT, THEY'LL BE TAKEN BACK TO THE SCHOOL. BUT IT DOES NOT SHOW ANYWHERE THAT WE'RE STILL NOT TRANSPORTING KINDERGARTEN STUDENTS, AND THAT WORRIES ME THAT WE LEFT THAT OUT. PAGE 98, LINE 40. THAT WAS ALL I HAD. THANK YOU.

>>Cindy Stuart: THANK YOU. MS. GRAY.

>>Lynn Gray: THANK YOU, MADAM CHAIR. THIS WAS AN IMPORTANT MEETING IN TERMS OF THE EDITS AND THE COMMENTS, WHICH HAVE GIVEN US ALL PAUSE TO REALIZE THAT SOME COMMENTS ARE EXTREMELY IMPORTANT AND CRITICAL FOR US TO PAY ATTENTION TO. ON MY OWN BEHALF, I FEEL LIKE IT'S WAY TOO LONG. I THINK THE AVERAGE PERSON READING ONLINE, WHICH IS A GREAT THING, BY THE WAY, THAT WE HAVE IT ONLINE, PERHAPS WILL READ PARTS OF IT AND PERHAPS WILL NOT READ OTHERS. AND THAT IS A NATURAL THING. WHAT I WOULD SUGGEST AND THIS IS JUST A SUGGESTION, A TWO PAGE, JUST LIKE WE HAVE A GLOSSARY AT THE END OF THIS, JUST LIKE ALMOST CLIFF NOTES, IF YOU WILL, I WOULD GO AHEAD AND USE THE LINKS ON YOUR TABLE OF CONTENTS AND PUT A LINK ON EACH ONE SO THOSE WHO WANT TO SHORTCUT, WHICH MOST OF OUR STUDENTS ARE VERY GOOD AT AND I THINK MANY OF US, LET'S GIVE THEM A SHORT CUT WAY. BECAUSE IN THE FINAL ANALYSIS, WE WANT THIS TO BE LOOKED AT AND WE WANT IT TO BE FOLLOWED. SO LET'S GIVE THEM EVERY AVENUE TO HAVE THAT POSSIBILITY. THAT'S MY SUGGESTION. I DO THINK THAT AFTER I HEARD MS. VALDES AND OTHER MEMBERS HERE, THERE IS A HUGE CONCERN, MYSELF INCLUDED, THAT WE NEED TO HAVE A TIGHTER ALIGNMENT OF THE MISBEHAVIOR AND CONSEQUENCES SO WE CAN REALLY BE A UNIT HERE RATHER THAN PIECES HERE AND THERE. AND I KNOW THAT THAT'S WHERE WE'RE HEADED. SO THANK YOU FOR THAT. OBVIOUSLY, THIS HAS NOT BEEN EDITED. I WENT THROUGH THIS ALSO. I HAVE FOUND MANY PARTS THAT ARE MISSING, DELINQUENT, AND ALL THAT. I GUESS I COULD HAVE WENT THROUGH EACH PAGE, BUT I THINK IT WOULD HAVE ALL DRIVEN US CRAZY. SO, YOU NOW KNOW, AS WE ALL KNOW, WE NEED TO BE VERY CAREFUL AS TO WHAT WE GIVE OUT TO THE COMMUNITY. AND IF WE'RE LEAVING SOMETHING LIKE SALLY HARRIS, MEMBER HARRIS SAID, OUT, MY GOODNESS, THOSE ARE LITTLE BABIES WE HAVE TO TAKE CARE OF IN TRANSPORTATION. WE NEED TO PAY ATTENTION TO EVERYTHING WE PUT OUT IN THE PUBLIC. AND I THANK YOU ALL FOR YOUR DUE DILIGENCE AND FOR GIVING ME AND US AN OPPORTUNITY TO REALLY VENT AND PUT OUR INVESTMENT OF TIME AND CONCERN AND SUGGESTIONS. AND I'M SO SORRY OF MESSING UP THE NAME. I HAVE PANSY OVER HERE AND SHA SHALALA. NICE TO MEET YOU. PLEASE FORGIVE ME. I DON'T MEAN TO DO THAT. I'LL BE BETTER NEXT TIME.

>>Cindy Stuart: THANK YOU, MS. GRAY. MS. VALDES.

>>Susan L. Valdes: THANK YOU VERY MUCH, MADAM CHAIR. AND I WANTED TO THANK STAFF TODAY FOR ALL THEIR HARD WORK IN PUTTING THIS DOCUMENT TOGETHER. I KNOW IT'S NOT EASY AND IT'S A LOT OF INFORMATION, AND I KNOW THAT YOU ALL ARE TRYING TO GET IT RIGHT THE FIRST GO-AROUND. AND I APPRECIATE THE LGHTS -- THE WILLINGNESS TO HAVE THE OPEN CONVERSATION THAT WE DO HAVE SO THAT THEN WE CAN COLLECTIVELY GET IT RIGHT AND OWN IT TOGETHER. THANK YOU FOR THAT. DR. VAZQUEZ, I WANTED TO THANK YOU BECAUSE YOU DO A LOT. YOU DO A LOT OF WORK FOR MANY. YOU ARE SUCH A MENTOR, SUCH A TEACHER, THAT I WANTED TO THANK YOU PUBLICLY FOR BEING THAT CHANGE AGENT AND FOR HELPING STAFF TO TRANSITION AND REALLY HELP TO SEE THINGS IN A DIFFERENT LIGHT AND HAVE THE OPEN MIND AND THANK YOU. REALLY. BECAUSE WITHOUT YOU AND THE TEAM AND JEFF, THIS WOULD NOT -- WE COULDN'T HAVE GOTTEN THIS FAR. SO THANK YOU VERY MUCH FOR HANGING IN THERE WITH JEFF AND US. WE'RE GOING TO SEE THIS THROUGH. IT'S GOING TO BE ALL RIGHT.

>>Cindy Stuart: THANK YOU, MS. VALDES. ARE THERE ANY OTHER COMMENTS? WE ARE ADJOURNED. [ SOUNDING GAVEL ]