It is Tuesday, April 14th, 2026, and I call this special meeting of the Elizabeth School District to order at 6 p.m. Can I get a roll call? >> Director Callahan is absent. Director Fletcher I here.
>> Director Hunt >> here. >> Director Olsen >> here. >> Director Pal >> here. >> Okay, let's stand for the >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible with liberty and justice for all. Okay. I move that the board approve this special meeting agenda for April 14th, 2026 as presented. Can I get a second? >> Second. >> Any discussion? No. Okay. Thank you.
Roll call. >> Director Fletcher. >> I. >> Director Hines. >> I. >> Director Olsen. >> I. >> Director Pal. >> I. >> Okay. Okay. I move that the board approve the minutes from the board of education business meeting on March
24th, 2026 and the special meeting minutes from March 31st, 2026. Can I get a second? >> Second. >> Any discussion on that? Okay. Can I get a roll call? >> Director Fletcher. >> I. >> Director Hud. >> I. >> Director Olsen. >> I.
>> Director Pal. >> Hi. >> Okay. Next up, we have communication. and we'll start off with board member reports. Mary, you want to kick it off? >> Sure. I'm I'm assuming that uh stars will be spoken about otherwise. So, I'm
going to let you all talk talk about that one. It was it was last Saturday. It was great. But, um yesterday I got to be a judge in the district art show. And so, that was very fun and very interesting. And we have a lot of really good art talent in our district. And they'll be giving out the awards on
Thursday evening. So, that was fun to do. >> Yeah. Um, I got to sit in on the curriculum review committee this last week and we started looking at different possible math curriculum that we might be looking into for next year and it's just really
exciting to hear the input from all the folks on the committee and um to see that we have some really great options available to us. So, I'm excited about helping our students advance and fill in the gaps where we might have uh not been able to do that in the past. I think the new curriculum options are going to help
us do that. >> Awesome. Well, thank you guys for your welcome. >> Thank you. >> Um, so I'll pick it up. Stars went to the event. It's always a lot of fun. As Dan likes to say, it's one of the most enjoyable events of the year to see kids
come across the stage and get recognized for, you know, just being responsible responsible students. It's It was so impressive. >> It was. >> And again, thanks thanks to Jace for being there and
>> being our >> um MC >> 20th time. That's impressive. >> Yeah. >> A great asset to us. >> Yes. >> All right.
So, Cass testing is going well. >> I'm sorry. Dave Dave, did you >> Sorry, Dave. >> No, I I was just gonna say the the curriculum I went to the curriculum review committee as well and I appreciate all the work everybody's
doing. Um, especially Ted, I know her cats is not easy and uh I appreciate all the work uh everybody's put into that so far. I know we got a long way to go. Um, and but uh the I think we're starting
out well and we have a plan and I'm very thankful. >> Thank you. >> Okay. Um, so again, CMS testing is underway. We've had no major incidents. We've had higher participation. Don't have those numbers for sure just yet,
but that's been good to see. I do want to announce that we do plan on having a grand opening for the auto shop on May 5th. It is the same night as our high school awards ceremony. So, we will do the grand opening at 5 and then go right into our high school award ceremony at
6. So, >> good thing it's in the same location. >> Um, we expect the co this week and autoop students and staff will get in there and organizing. So it'll be pretty
and ready to show off. So I'm excited about that. We are currently working on staffing staffing positions, new positions. As we said, we're adding math interventionists. So those physicians currently are being interviewed, selected.
And so every year there's always that buzz in the community about, oh my gosh, so and so's losing their job. The reality is we do have to prioritize positions and make decisions based upon student need adult >> and so sometimes there are positions
that get eliminated. The good news is we always have other positions in the district open for those individuals. So we really do value our employees always stars program was an amazing event. students got recognized for outstanding
character something recognize. So we're really excited to to see them. And then we announced a new model at Ring Creek that we intend to implement next year as the school uh does shrink a little bit.
We want to make sure that we can continue to be very agile in our response to student So, we sent out a letter on Friday to parents and we'll actually have information about what we
will get forward. So, for anyone listening to what we have in store, it is a successful model across the country. Some of the schools
as well. So, it's not something we're trying >> with that I'll stop. >> All right. So, next up we have our consent agenda. I move that the board approve consent items 8.1 through 8.3 as presented. Can I get a second?
>> Second. >> Can I get a roll call? Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> All right. And probably the most exciting part of the evening, we have
Ted here to give us an update on academic services or or systems that we're implementing. >> As Ted's getting in position and turning on the mic, we're really excited about engaging our teachers as leaders. That's something's going to focus on is
you know as as we've worked in the last several years sometimes I know it's felt like we've done things to teachers meaning we've told them the things they need to do versus getting them to work alongside us really excited about the approach that has taken really bringing
teachers to the table helping them understand the value of the changes helping them understand the reason and so I asked him to specifically share that as a district leadership to structure what those different positions for teacher look like.
>> Yeah, thank you for the opportunity. And there's a little bit of verbiage in each of your packets, but I had the ability at four o'clock today to kind of have our first staffing meeting about uh the distributed leadership architecture that we're putting in place. And in general,
school districts are very good at making plans. They're very poor at implementing those. And that's usually because we don't create the structure for that plan to move out of this office into classrooms. And so the the science
behind how you do this is really giving that leadership, giving that agency to the teachers. Um they care much more about what their colleagues think about them than Dan or me or anybody else. and they have a lot more impact in being able to coach one of their colleagues
than an outside consultant coming in. And so when we started talking about this leadership architecture, it first came from this idea of if these are the things we want to do academically, how do we get them into the classroom? So kind of goes hand inand whether it's the math project plan or any of the other
initiatives that we're looking at. Um how do you get it down to have it actually live in the classroom? So in this case, what we did is put together a team of content specialists that run K through 12 and then learning design strategists who can really help with the
professional development. So again, moving away from bringing people from the outside in who hop in in July, talk to us for a day, and then leave. and somehow that's supposed to um you know permeate through the school versus
having our own staff work on it and um continue to be the resident experts. One of the things that one of the teachers brought up today that I really appreciated is that understanding that by doing this you're truly change the culture of the school. You don't change the culture of schools by bringing in donuts on Friday as much as we
appreciate that. you do it by proving your consistency of walking that talk. If we said we're not going to do this to you, this is another example. So, um to talk a little bit about the specific structure we're putting in place this year and we're focusing just on literacy
and math. So, I'm going to again continue to be redundant on we can't do everything all at once. Well, so we focus on literacy and math. So having department heads at the high school, department head at the middle school, and then a content lead in each
elementary for intermediate and primary. So you have this vertical team in both math and literacy that we can bring together anytime we want to do work. So if you think back to a few months ago when I started this math plan, if I wanted to get feedback from the system
on math, I was sending emails to the whole staff. I was calling principles trying to figure out who to talk to. We didn't have a team to do that. Moving forward, we will. We'll build that same team in literacy. And then if you think about the hiring structure that we put
in place, if you're that math content team, you're also now going to have a math coordinator who can lead that. You're going to have math interventionists at the elementary and middle. So, we're going to have a team of about 10 to 12 people in both literacy and math that we can bring
together and train and then they can take that training back out to their colleagues. They will also be a great conduit of information back up to us of what's working, what's not working. Hey, I'm hearing from the staff, we need more training on this. We need to slow down on that. So, they're a communication
conduit as well as um you know, someone who can push that training out. Similarly um the learning design strategists they will be working on um kind of effective instruction how we implement this if you think of the
content leads as the what the learning design strategists or the how. So, how we'll do this, we'll have one learning design strategist at each elementary, one at the middle, and two at the high. High school is about twice the size of most of our other schools. So, they have two um they won't focus on any specific
content. Again, they'll focus on how we do some of this. So, they'll become experts in curriculum, instruction, assessment, looking at data, professional development. So, if there's anything that we want our teachers to know, we would train that group and then they would go out in kind of a train the
trainers model and train the staff. Um, we opened up that selection process last week. Um, it's an application process. I did get some feedback that the application was probably a little too ownorous for this time of year. So, we've already scaled it back a little bit. Um, but because it's a leadership
position, it's a position that comes with points. Um, for salary, it comes with money for work over the summer. We felt we needed to actually hire for that position versus just appoint or anoint people. Um, so I did a an information
session today in person at the high school. I'll do a virtual one on Thursday for people who couldn't make it today. That application process is open um, I believe through the 27th of this month. And then building leadership and district leadership will come together
and choose those individuals in a way that builds a great team that looks at at continuity and alignment so that we have again now a designated between the two we'll have a group of over 30 people who create leadership density out in the
buildings. So any initiative that we um choose to move forward with they are going to be giving us that input. They'll be doing the training. A lot of great questions today. So this means if the district decides we're going to do X, we're the ones who are going to do it. No, the district's not going to
decide. You're going to tell us this is what you need and then you'll go out and help train. Um I believe we're doing 20 points a year, Dan, if that's right, on um on our on our salary system. And then again, some of the training that we'll do over the summer. Um, so for example,
those content lead teams, the very first thing they'll do this summer, this is Mary's favorite part, is they'll build that scope and sequence, u, Mary keeps asking how we're going to do that. So if you imagine that group of 10 math experts, K12, we'll be bringing them over the bringing them in over the
summer and creating that list of nos and dos from 12th grade all the way down to kindergarten so that we know exactly what um we expect of our students. Then once we get into the actual school year, we'll be using the joint planning time that we've talked about a lot. So in
both of our elementaryaries, grade levels will have common planning time. And you've heard me say the middle school was able to create a schedule where math teachers had common planning time and so did language arts teachers. I'm happy to report Brett and his team have done a great job and redone their
schedule. They are now going to have common planning time at the high school for math and language arts. So we have this alignment of teachers if we create that um scope and sequence. It's not just going to live in the summer. There is going to be time built in every day
where these teachers can talk about that alignment. They can build common assessments built on that. They can look at assessment data. They can have individual talks about our students. So we'll I guess pilot in a way that system this year. work out all the kinks and then
the goal is next year to add science and social studies and then the following year electives and special uh populations. So again, can't eat the whole elephant at once, but by focusing on the two most heavily tested areas this year, we can learn from that, bring
it out into the other two core content areas the following year, and then um electives special populations at the end. Well, uh, at the curriculum review committee meeting, we we dealt with the math thing, which was the very important part. And then the other half of that
meeting was all about AI and how we were going to start building our AI policy. And hopefully by, you know, next the beginning of next school year, we'll have a draft to start working on from the board. But one thing that you brought up in that which I was excited about and now I understand this a little bit. Thank you for doing this, by the
way, because this was kind of like me going, >> I think I know I I've heard about this, but I can't quite get it. So this helps me a lot. But uh Ted mentioned that this this group would be excellent at
giving input into the AI and when it should be used, how it should be used, what grade levels should use it, what grade levels shouldn't, what extent, how to train the kids and the and the teachers both. So I'm excited that they
will be uh involved in that. Um and um I think that will be very very useful because we need to have you know a a group who was going to be backing it because they are contributing to it. So >> yeah and we've got plenty of experts out
there. We just need to give them the time and resources to work together to do this. Um and I think they're going to do great things. >> Yeah. Your meeting today was the structure and the you know incentives the 20 points per year. Was all of that wellreceived or were there any
significant concerns? >> Yeah. No, there were a lot of questions early on like what is this? Um it's new. That way of thinking I think is new to the culture of the district. But as we talked through it, I think there were a lot of positive thoughts, a lot of um
comments around you trust us as professionals like absolutely you guys are the experts. And I think a little bit of really like we're going to get to do some of this work. And so I think a lot of positive optimism. Um there were I think maybe
one thought of this sounds great. Can we really afford it? Um you know when you start looking at okay this is now what 30 people who are going to get 20 points. Is that in the in the budget? Some of those types of things. So some really good >> Ted have you really thought this all the
way through type questions. But I think a lot of optimism about being included and um being aligned like whatever we decide to do it's going to be us as a K12 system >> not a district deciding and then trying
to convince people but um I think that two-way communication and and as that meeting progressed we started talking about more and more things and I think they saw how that can really change the culture like no this is a group that will build deeper trust will build deeper understanding and you can have
some of those. We even went into a conversation about um you know SEMASS opt outs and how if we can improve our scores, we can rebuild trust with certain members of the community, maybe bring some kids back. Each one of them brings us $12,000 and if we want to pay
our staff more, we can't be losing kids and kind of an ability for those educators to look at each other and go, "Yeah, what do we need to do? Let's work together to make that happen." Um, that's very powerful if we can get that group to start that culture because that
will permeate out to the rest of the staff. >> Agreed. So, are you holding meetings like at each of the schools to talk to all of the teachers? >> No, we just held two globals. So, one in person at the high school today at 4 and then I'll do another one Thursday night remote to try to give people enough and
then if we need more um I also offered I could meet with anyone one-on-one. Great. >> If they couldn't go to either one of those or had more questions. >> Yeah. So, you feel confident we'll get at least 30 hopefully more applications um across the district? >> Yeah, I think so. This is an opportunity
for people to have an active voice in the direction we're going and I think people will be excited about that. >> Great. Thank you. >> Assistant principal roles are open and so this is one more way of a teacher developers.
and practicing it in real time. >> Yeah. You have many teachers who want to do more but they don't even some that don't want to become an administrator. So it's like what do I do? This gives them an opportunity to not leave their day job but do something extra, challenge themselves, gain more skills.
So which is something I think a lot of rural districts struggle with. if you want to lead, there's not as many opportunities in a in a smaller district. This does, as Dan said, gives gives them an opportunity to to grow further skills um and to really give
back without having to leave the classroom, which I think is a good thing. for qualifications that they have to have in order to apply. I'm assuming there's like have to be with the district a certain amount of time and a certain amount of actual experience behind them or >> Yes, we we asked for I can't remember
off the top of my head. It's probably something like three to five years experience. And for this, it's even separate of classroom experience and being a master teacher. You also have to be one of those teachers that people come to. You have to be able to influence. Um, one of the great things
about a system like this is you're influencing through relationships, not through title. Right? Dan could walk in and tell a teacher you have to do this and the minute he leaves they'll stop doing it if it's not something they're bought into. This is a colleague using their relationship
>> with you to persuade you that this is better for kids. And so we're also looking for people who have that that clout, that relationship, that teacher who when they speak up in a staff meeting, everybody listens. um that ability to coach others, that ability to
be flexible, step outside, be uncomfortable, that ability to call us and say, "Hey, here's what I'm hearing." >> Um and so it's yes, they need to be a great classroom teacher, but there's a whole other aspect of influence that they need as well. >> So, how how are you so that's kind of
like positional versus personal power bases? So, >> how are you going to determine that? Are they going to have people submit like references for them or something or >> Yeah. So, a couple ways. One, um there's a series of questions that they have to answer that similar to a job
application. Ask them to give us an example of a time when you've done this. Like off the top of my head, I think there's one that's, you know, if you've worked with a colleague who doesn't want to change their behavior, what strategies have you used to influence them? Something to that effect. So,
there's four of those. And then we've asked them, we started off with have a colleague who you've supported give us a letter of recommendation. They felt that might be a little too much to ask this time of the year. So now we've just changed that to give us their name. >> And then we'll ask them um not how good
of a classroom teacher they are, how good are they at at those other skills as well. And then we have a specific rubric that we're using that have the four criteria that the building and district administrators will look for that really it's that lens of can you
help others become as great of a teacher as you are. >> Great. It sounds very well thought out and I'm excited. >> I hope so. I'm sure I forgot something, but they'll help me >> well >> figure it out as we go along. >> Nothing starts out absolutely perfect right off the bat, but it sounds like
it's well on its way. So, And I like this too because it gives us as we want to make changes or get feedback within the district quickly. We have now we have belly buttons for for
doing that. I didn't come up with the idea, but it's very military intent. >> It was in the spirit of you, Dave. Yeah. >> I love it. I'm trying. We're We're going to give everybody rank and get pins.
>> I'm sure they'll love it. >> Content lead first class. That's right. Yeah. >> That's great. >> No, I I agree with you. That that ability if we need information to send out an email to 30 people and get it back quickly is going to be huge from an
agility perspective. So, um, I think they were excited to hear that it's not just we need you to do this, we also need you to bring us back information. So, I think that'll be helpful. >> Great. >> I like it. >> Anything else? All right. Thank you.
>> Thank you. >> They're lining up. So now we are on to action items. First item up is a resolution bus to transport excuse me transport students.
>> Sure. Um in Colorado you as a board of education if we're going to use busing to pass a resolution. We have not utilized that this year that we would like to use to take our track team which is the next item on the agenda.
out of state to competition. So we need you to approve this so that we can utilize the motor transportation typically is a little more comfortable than a school bus driving all the way to Kansas City. So we just need this resolution so that
transportation next year. >> So who will we have drivers of our own doing it or the coach comes with its driver? has to meet all of the CD regulations. >> Oh, that makes sense. >> Authorized drivers. >> Okay. >> Sometimes these trips require multiple
drivers on one bus because >> Yeah. >> And where do they where are they going for this track? >> Going to Kansas City. >> Cool. I move that approve the resolution using
motor buses to transport students. >> Second. >> Further discussion on this one. >> Okay. Can I get a roll call? >> I >> and related to that the authorization
for out of state travel for our high school track team. I move that the board authorize out of state travel for the high school track team. Can I get a second? >> Second. >> Sorry. >> April 17th and 18. So it's very quick.
>> So it is Blue Springs, Missouri is where the school is that it's being located at which is a suburb of So again, they're excited. It's a great opportunity for our kids to get some national exposure for scholarship.
>> So that's this Friday and Saturday. >> Yeah. >> Wow. This has passed. >> It's a good thing we have a board meeting. >> Yeah. >> Yeah. >> And the booster club is covering the difference and what our bus would have cost. So this is no additional cost to
the district. We're not favoring the track team over cover to make sure that our team can get there. >> Yeah. >> Yeah. >> Yeah. >> Okay. >> So, with that, can I get a roll call?
>> I >> Okay. Next up is the grant for improved transportation software. I move that the board approve the SIP grant SIA for improved
transportation software. Can I get a second? >> Second. >> This is a great >> Yeah, this is a great opportunity. We applied last year and didn't weren't selected for it. So, we are applying again. This is a chance for us to improve the routing software and also offering our parents greater opportunity
of tracking their students if they have in fact checked in on the bus and that where the bus is located so that the bus is running. I have to hope that there's going to be communication with the district. I know a looks like they're running behind today. They're two stops away.
>> So, we're really excited about this. This includes hardware. All of the buses will need a >> wireless access. So, Anyways, we're excited and appreciate the board considering giving
us permission. Any further discussion? Okay. Can I get a roll call? >> I >> Okay, so next up we have approval of wages and grant for food services.
So I move The board approved the wages and stipens grant for food services staff. Can I get a second? >> Second. >> Any discussion? >> So, this particular grant is really just an opportunity of recognizing our food service. It's above and beyond the
in it is a grant that that recognizes those hard to fill positions and gives us an opportunity based satisfactory valuation giving them a stipen somewhere between$500.
So it's a great opportunity. Our food service staff is amazing. They work hard every day and this is just a chance. >> Have we applied for this ever before? >> I don't believe it's been available. >> Yeah. Okay.
>> Correct. All right. So, if there's no further discussion, can I get a roll? >> I >> Okay, next up we have our second reading of revised policy JF
district choice open enrollment. Um, so we're bringing this back for a second after there were some changes that were requested at the last meeting. So I move that the board approve the second reading of revised policy JF
interce Second >> do believe we made all of the recommended changes that were sent to us. This really language also recognizes that special education
to deny students that discuss occur. This does bring in line. >> Thank you for making the change in the transportation part. I remember asking for that. So that was great. >> So this really could be second and final if you're comfortable
with it. Does that make sense? >> Yeah. >> Like we did last time. My motion. Um so I um I would like to amend my motion. So I move that the board approve
an amended motion to make this a second and final reading of revised policy JFBB interd district choice open enrollment. >> Second >> and any further discussion on this? All right. Can I get a roll call?
>> Director I director I director Olsen. >> Hi. Director Pal. >> Hi. Then do we have to do something else? >> Then we will talking to remember because we haven't
always done it exactly right. So then we move to >> approve >> motion to vote on the revised policy JFB for second. >> So I know that seems like what you just said but what you voted on was the
amendment. Okay. >> Now you're voting on the policy to be second. >> Okay. >> Yeah. >> Sure. >> So the first one is just we agreed to amend it >> and the second one is we agreed to >> Okay. So I move that the board approve the second and final reading of revised
policy JFBB interd district choice open enrollment. >> Second. >> And any further discussion? Okay. Can I get a roll call? >> Director. >> Hi. >> Director. >> Hi. >> Director Olsen. I
>> get you on this next one. I think we're gonna be in the same position. >> Okay. >> So whether you want to talk about it before we do a motion. >> Um yeah, let's do that. It's the regulation. >> I mean really the major changes in this is the admission versus open enrollment.
So open enrollment is not necessarily admission. You open enroll and therefore there's a process. This does outline by statute all of the things. looks like that if a student's been expelled that's been stricken. It's actually been added um into E instead of just modifying the
language in F. So um so all of the things are still um up to date by statute. Um and then um it does um also outline um non-resident students um the
opportunity to resend um if inadequate space. So if we were to grow, Singing Hills is always a school we're watching. If we were to grow to the point that we don't have enough room for our current residents, we do have that the right policy that let a student
who's open enrolled maybe from Parker to say, "I'm sorry, we can't continue your enrollment because we need space for existing students." So um there is an appeal process um for this. If a student were denied, there is an appeal process
also outlined. Okay. So, with that, I move that the board approved the second and final reading of revised regulation JFBB-R in district choice open enrollment. Can I get a second? >> Second.
>> Any further discussion on this one? Pretty straightforward. >> Okay. Can I get a roll call? Hi, >> Director Hunt. >> Hi, >> Dr. Olsen. >> I >> All of these next ones are first
reading, so I don't think we're we can move them on consent reading if you feel like >> I'm sad that you that you even have to have a >> I know. >> Yes. >> Okay. So, um, this is our first reading
of revised policy JKA, use of physical intervention and restraint. Um, I move that the board approve the first reading of revised policy JKA, use of physical intervention and restraint. Can I get a second? >> Second. >> All right.
>> So, this has been reviewed by our director of special services. Um, there's just some minor technical changes. Um the law says um if a student's held for more than one minute, we had 59 seconds in our original policy. I think that might have actually
been a change in law. Um and then um if a student's restrained for a period of time longer than one minute. So with restraint, we have to document any time a student might be restrained for one minute or longer. Um I'm sorry, longer
than one minute. Um, so, um, I think the changes are pretty minor. Um, unless you have any additional feedback, I'd recommend it come back on consent. >> I, uh, this is in a part that wasn't edited, but I do have a question just to
understand better. um under the restraint part and the paragraph that's second from the bottom on page two and it says uh district employees are prohibited from restraining a student by use of a prone restraint. I get that
one. Mechanical restraint or chemical restraint. I get the chemical one. So what and then uh what kind of a device is meant by a mechanical restraint? >> It would be like handcuffs. It would be um some type of straps. That would be
the mechanical restraint that they're talking about >> because um >> something something external that would be used to restrain is how I read that >> and in the let's see I had a so in in the regulation which we'll be
looking at next but there is a definition of mechanical restraint and it just it's very vague. It says a physical device used to indel in voluntarily restrict the movement of a student or movement of normal bodily function and it doesn't include
all sorts of things that are fine but then I guess under I don't know it just seems odd and I I I just can't quite get my head around because then there's the section on page three of this JKA use of mechanical or
prone restraints. And it says the prohibition does not apply to certified peace officers or armed security officers. So I'm assuming that's ours, >> correct? >> Um and it says, however, no law enforcement officer shall use handcuffs on any student unless the student poses an immediate danger to themselves or
others. So I guess so the the the mechanical restraint can be used if they are, you know, if they look like they're going to pose danger. >> Yeah. if they need to do that to if if there's a a pending arrest >> and and that student is a danger to
themselves or others and they they can. >> Okay. So, um and and prone would be laying them on the ground and and using that as a leverage to get control, >> right? Um
>> so in the in the restraint part it says district employees and then in the use of mechanical ones where it is allowed armed or armed security officers would be allowed. >> Correct. >> So is that the difference? It's like any employees other than an armed security
officer employee >> and I would say that I'm not sure armed security would necessarily they have the same they receive the same CPI training. I think this policy allows if you do have deputized armed security staff. There are school districts that actually
have deputies that operate under the jurisdiction of their local jur local >> like SRO's. >> Yeah, the SRO's certainly would be under certified police officer. Yeah. >> Um but some districts who run their own private security actually have officers who are deputized through the local
municipalities. So okay. Um, so I think armed security officers in this case would mean people to that degree. >> Okay. >> That'd have a connection beyond just the district. Our our security specialist would never handcuff a student. >> I would never use a prone
definitely police would definitely be involved. >> I was just confused about the mechanical one because it seemed like there was back and forth a little bit. Okay. So, and then so like our our security team is well aware of this and understands all the implications of it. >> Absolutely.
>> A hands-on is the last thing we would ever do. Yeah. >> Unless there was a safety issue, >> right? >> And I think it it says that throughout his I noticed that. So, that was good. Thank you. Thank you. >> And then it was anytime they're restrained over five minutes passing. >> Correct. Correct. And there's always a
report. >> Over one. Great. >> Over one. There's a report. Um I think it says over five. >> Um and I will say even with the report typically that report is provided to a parent. So >> Okay. >> Yeah. I think if it's over
we're calling a parent. >> It says the parents Yeah. are required to be notified. >> Yeah. >> Yeah. >> So if it's a minute >> but less than five >> which makes sense to me. I think if there are concerns that school parents need to be involved. So >> Oh yeah.
>> This is funny how it's worded. less than five minutes. So what if it's six minutes? >> Well, and then there's >> not >> the next one. >> So anything >> longer than five minutes, the school administration supposed to verbally notify the parent as soon as possible. >> Yeah.
>> So, so if it's under five minutes, they need to be notified. It doesn't say immediately. Um if it's five over five then you are calling them immediately to say we've had to restrain your child for five minutes and one second and >> we need you to be aware of that. So one
is a notification meaning you know we might send it home we might make a phone call leave a message. The other one is we have to verbally communicate >> get a hold of them >> immediately. >> What happens if we can't? >> Um we make a we document a valiant effort. >> Yeah. Really?
>> We've called work. We've called home, we've texted, we've emailed. >> Yeah. >> Very seldomly. Is that the case? So, >> yeah, that's good. Okay. >> Hopefully, this is pretty rare. >> Yeah. I hope this is very rare. >> It is. Again, we we train all of our staff in CPI, crisis prevention,
intervention. The first part of that training is really about deescalation and non-verbal or verbal techniques to deescalate. >> Yeah. >> The last part of that training is the physical hands-on, how to safely restrain a student. >> Yeah. Mary, I just wanted you to know I did
look it up under CRS, the definition of mechanical restraint. >> See, I wasn't the only other one worried about it, >> but no, I just thought because you were talking about it and it just says it means a physical device used to involuntarily restrict the movement of an individual or the movement or normal
function of a portion of his or her body. >> Okay. And that is the definition we have in the regulations. >> So that's it's what sounds okay how it's law. >> Okay. Thank you. Okay. So, with that, if there's no further discussion, can we get a roll
call? >> Second that one. I'm sorry. >> Um, Nicole. >> Yeah. >> Director Fletcher. >> Hi, >> Director Hunt. >> Hi, >> Director Olsen. >> Hi, >> Director. >> Hi. Okay. So, next up, um, we have our first
reading of revised exhibit JKA-E, student restraint seclusion incident report form. So, I move that the board approve the first reading of revised exhibit JK-E, student restraint seclusion incident
report form. Can I get a second? >> Second. >> All right. >> So, this is a form that we would use um anytime a restraint does occur um and are shared with parents as well as kept in a file so that there's a record of the number of restraints that a student
might have to >> is this are we doing the regulation or the exhibit >> um >> exhibit exhibit one >> we are did we do R >> oh okay I'm sorry >> I was looking >> E1 okay well and it's actually E I'm renaming it E1 because that's how it
should have been named but I don't think we always had E2 so they just called it E >> does that make sense >> yes >> it's 108 eight. >> So I'm >> on the agenda case, we end up with an E3. >> There we go. >> Okay. Sorry about that.
>> So the form is designed to correspond with the policy. Um it's pretty straightforward. >> Thank you. All right. If there's no further discussion on this one, can I get a roll call? >> Director Fletcher. >> Hi. >> Director Hunt.
>> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. Okay. So, next up we have the review of exhibit JK AE-2 complaint procedures and regulations regarding the use of restraint or
seclusion. So, I move that the board approve the review of exhibit JKA-2. >> Second. >> Um, okay. >> And discussion. >> So, this I don't this is just a review. There's no changes. This is really just
captures state board of education rules and the language in those rules. Um, so we're not really changing anything here. We're just bringing it back so that we can date it in conjunction with all of the others that exist. All right. So with that, can I get a
roll call? >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. So the anticipated. >> Mary was so excited about this.
>> Mary is ready. >> Let's talk about this one. >> So, um I move that the board approve the first reading of revised regulation JKA-R, use of physical intervention and restraint. >> Second.
>> All right, Mary, you're up. >> Go for it. So, um I had two questions. um on page two and again this wasn't um this wasn't
changed edited but in the timeout definition >> I thought it was odd wording. Um timeout is the removal of a student from potentially rewarding people or situations. I I thought that was a little odd. Um, and then it says, "A
timeout is not used prim primarily to confine a student, >> but to limit accessibility to reinforcement." >> Those two just seem odd language, and I'm a little confused. >> People or situations, >> pardon me, >> the people or situations. >> Well, both the rewarding word and then
in the second line, the limiting accessibility to reinforcement is odd. >> So, timeout is typically you're taking something away from the student, meaning typically something they want. So right they may want time with you Mary and because of their behavior they're
looking forward to having time with you timeout would be they don't get their time with so that's the people >> okay so a rewarding yeah so it's so it timeout is truly removing every enforcement otherwise would have been earned had they >> had they exhibited behavior that was
desired. So >> okay. >> Um so it is a little interesting but it is a little okay well that makes sense. >> There's a time that students have the reward of you get to read with the principal if if you achieve these things. >> Yeah. >> You don't get it if you don't. And so
>> okay okay well that works. And then what about in the second line then? But to limit accessibility to reinforcement, >> right? So so again you're the reinforcement. I'm limiting time. So I'm taking away their opportunity to spend time with you. That's taking away the
reinforcement. You're the reinforcement. So, I'm limiting accessibility to you. >> Okay. >> So, your timeout is you can't go to Miss Powell. Um because unfortunately, you didn't comply with this. Therefore, you have a timeout. You can't go to the
reinforcement, which was Miss Powell. >> Okay. Okay. It just seemed really odd. So, I just wanted to be sure I understood that. Okay. >> Terrible garbage. >> Yeah. And then the student is not prevented from leaving the designated timeout area. So there's a timeout, but you can't force it.
>> Well, if if if they don't comply, then then you move into another level of of >> discipline. If that student is trying to run out of the room, then physical restraint may be necessary for their safety. >> But typically in a timeout situation, you don't want that student to feel trapped. >> Yes.
>> They're not under arrest. They just lost that privilege. So, you're going to sit over there, Johnny, during the timeout. >> Yeah. >> But you're not being restrained there. You're not being held there. There's no threat to you. >> You're just Don't get Miss Powell. You have to sit over there.
>> Okay. Okay. Thank you. And then, um, on page three, restraint shall never be used. the way it's it's edited, it'll read, "Restraint shall never be used as a form of discipline or to gain control or gain compliance
of a student." And then there was um I think I saw I just wondered if if we should kind of add a little bit more in there and I think I got this because I had an original language and then I saw it
somewhere else which I unfortunately did not mark where it came from. But um it should not be used as a form of discipline or as or to gain control >> or just to control
>> or to or to control. Yeah, there we go. Or to control >> and then but only to stop violent or dangerous behavior already in progress. >> Correct. >> I mean, so that language also Okay, that dangerous and violent behavior is somewhere else in here too that I picked that up from. So restraint is never um
because you misbehaved, I'm going to force you to stay here with me. I'm going to hold you. Right. That's not a no. >> Um restraint is truly only if that student is causing harm to themselves or others. >> That's the only time restraint would. So this is just making it clear. I can't
force Johnny to hold my hand because he was misbehaving. I can't force Johnny I can't hold Johnny down at PE because I'm punishing him. it truly is restraint is only to intervene if there's dangerous behavior that's occurring.
>> Okay. So I I guess I didn't know if we should just leave it of the on the level of this is when you never use it or if we should put in but only to stop violent or dangerous behavior already in progress. So that
would be when restraints could be used I guess. So I don't know if that's pertinent in there. I just I don't know. It just didn't feel complete to me. But I don't know if that's really totally necessary. I'm kind of looking at it again. >> Oh, I know where it came from. It came from number four on the next page. >> Yeah.
>> Um for violent or or dangerous behavior. So I guess I guess it's in there. So maybe we just don't need it. >> Well, I don't know. And Mary, I would say that sentence in particular is saying when restraint shall never be used. >> Yeah. So maybe we could just >> keep it to the never
>> since it is in the next page. Yeah. But right above it says shall be used. >> And then that's the won't be used. >> Okay. >> So I think it states it. >> Okay. That's true. Okay. Okay. All right.
Think I think that's all I was concerned about. >> Any other discussion on that one? See, I got all excited at it and it was not all that big of a deal that I got all excited for. Sorry. >> Yeah.
>> Oh dear. >> All right, let's roll call it. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. So, are you comfortable with JKA, JK
Ae, and JK R coming back on consent? >> Yes. >> Yes. >> Okay. So, with that, um, our next board meeting is on April 28, 2026 here in the boardroom district office. And I adjourn
this meeting at 6:54 p.m. Record time. All right. Wow. Really? Thank you.