going to call the meeting to order for the January 30th going to call the meeting to order for the January 30th student behavior and order for the January 30th student behavior and accountability. meeting. Carry student behavior and accountability. meeting. Carry the bales. The chair and with accountability. meeting. Carry the bales. The chair and with me is Dr. Linda Deans with the bales. The chair and with me is Dr. Linda Deans with Doctor Samara. Rashid, being me is Dr. Linda Deans with Doctor Samara. Rashid, being absent. Seeing is we have no Doctor Samara. Rashid, being absent. Seeing is we have no public comment. We're going to absent. Seeing is we have no public comment. We're going to move directly to the minutes. public comment. We're going to move directly to the minutes. Have you had a chance to look move directly to the minutes. Have you had a chance to look at all the minutes. A Yes. Have you had a chance to look at all the minutes. A Yes. Okay. All in favor of
approving the minutes. Say Okay. All in favor of approving the minutes. Say Aye. No opposition. approving the minutes. Say Aye. No opposition. >> Its past. Aye. No opposition. >> Its past. >> We're moving now to action >> Its past. >> We're moving now to action items which is policy for. >> We're moving now to action items which is policy for. >> 2.30, procedures for items which is policy for. >> 2.30, procedures for student discipline plan nary. >> 2.30, procedures for student discipline plan nary. >> Appeals to the school student discipline plan nary. >> Appeals to the school board. Any discussion on That >> Appeals to the school board. Any discussion on That it to have something to
>> This concede. >> Im pleased it's clear that >> Im pleased it's clear that the parents can bring a >> Im pleased it's clear that the parents can bring a representative, even if it's the parents can bring a representative, even if it's not legal counsel. I don't representative, even if it's not legal counsel. I don't think before that was very not legal counsel. I don't think before that was very clear to the parents as some think before that was very clear to the parents as some of them expressed to me. to clear to the parents as some of them expressed to me. to know see that. It says
evidence and relevant student know see that. It says evidence and relevant student information. Can be present. evidence and relevant student information. Can be present. It. As determined by. Am. I information. Can be present. It. As determined by. Am. I correct? As determined by. The It. As determined by. Am. I correct? As determined by. The chair? But if the Pan Spring correct? As determined by. The chair? But if the Pan Spring game other relevant student at chair? But if the Pan Spring game other relevant student at the nation with that, also be. game other relevant student at the nation with that, also be. Acceptable. That's the the nation with that, also be. Acceptable. That's the question.
>> Yes, so. or quite frankly, question. >> Yes, so. or quite frankly, even the school could provide >> Yes, so. or quite frankly, even the school could provide additional information, even the school could provide additional information, clarifying information. At the additional information, clarifying information. At the stack hearing and whether or clarifying information. At the stack hearing and whether or not you want to accept and stack hearing and whether or not you want to accept and receive that information is a not you want to accept and receive that information is a decision for asked back to receive that information is a decision for asked back to make you may recall when we decision for asked back to make you may recall when we discuss this back in November make you may recall when we discuss this back in November with one exception, we changed discuss this back in November with one exception, we changed sort of granting things are
denying things from it being sort of granting things are denying things from it being the decision of the S backed denying things from it being the decision of the S backed chair to it being decision. the decision of the S backed chair to it being decision. Asked back and that is one of chair to it being decision. Asked back and that is one of those things of many. So the 3 Asked back and that is one of those things of many. So the 3 of you or whoever is on the those things of many. So the 3 of you or whoever is on the aspect committee on that of you or whoever is on the aspect committee on that particular day would confer to aspect committee on that particular day would confer to determine whether you wanted particular day would confer to determine whether you wanted to accept additional determine whether you wanted to accept additional information at the hearing. to accept additional information at the hearing. >> That's Yes. information at the hearing. >> That's Yes. >> Forward with that. So do we >> That's Yes. >> Forward with that. So do we want to make a motion? >> Forward with that. So do we want to make a motion? >> To move the policy forward?
>> You had indicated Ms. >> To move the policy forward? >> You had indicated Ms. >> LaBelle on. >> You had indicated Ms. >> LaBelle on. >> Page 3 of the policy you >> LaBelle on. >> Page 3 of the policy you had agreed the committee had >> Page 3 of the policy you had agreed the committee had agreed back in November to had agreed the committee had agreed back in November to permit a parent to ask for a agreed back in November to permit a parent to ask for a continuance of the hearing and permit a parent to ask for a continuance of the hearing and has written the the amendment continuance of the hearing and has written the the amendment that passed in November was has written the the amendment that passed in November was that they would have to that passed in November was that they would have to provide their request one day, that they would have to provide their request one day, at least one day prior you had provide their request one day, at least one day prior you had indicated you may wish to
clarify that that should be indicated you may wish to clarify that that should be one business day to prevent clarify that that should be one business day to prevent misunderstanding. Yes, Warren one business day to prevent misunderstanding. Yes, Warren appeal, not an appeal, but misunderstanding. Yes, Warren appeal, not an appeal, but request for continuance from appeal, not an appeal, but request for continuance from coming in on Sunday. For request for continuance from coming in on Sunday. For example, you might not have coming in on Sunday. For example, you might not have time to receive and review it. example, you might not have time to receive and review it. Yes. Thank you for that. We do time to receive and review it. Yes. Thank you for that. We do have. The statement none. Yes. Thank you for that. We do have. The statement none. Number 5 non attendance that have. The statement none. Number 5 non attendance that suspending the student enjoy Number 5 non attendance that suspending the student enjoy the parents. Guardians indoor, suspending the student enjoy the parents. Guardians indoor, their representative to attend the parents. Guardians indoor, their representative to attend a scheduled hearing will not
prevent back from considering a scheduled hearing will not prevent back from considering the sanctions and making a prevent back from considering the sanctions and making a decision. However, here's the the sanctions and making a decision. However, here's the part where it changed. At decision. However, here's the part where it changed. At least one. part where it changed. At least one. >> Business day prior to the least one. >> Business day prior to the hearing date, the party >> Business day prior to the hearing date, the party requesting the hearing may hearing date, the party requesting the hearing may request a continuance with requesting the hearing may request a continuance with good cause shown and the request a continuance with good cause shown and the suspect share will decide good cause shown and the suspect share will decide whether the request will suspect share will decide whether the request will granted. I want to point out whether the request will granted. I want to point out that it does indicate in this granted. I want to point out that it does indicate in this case, not the committee, but
the chair. We'll make that case, not the committee, but the chair. We'll make that decision. But that's the only the chair. We'll make that decision. But that's the only place that I know of within decision. But that's the only place that I know of within this document, this policy place that I know of within this document, this policy that that. Single. Instance is this document, this policy that that. Single. Instance is from the chair. So is there a that that. Single. Instance is from the chair. So is there a motion on the floor to move from the chair. So is there a motion on the floor to move this? Policy forward. motion on the floor to move this? Policy forward. >> Not yet should only be the this? Policy forward. >> Not yet should only be the aspect to that would make that >> Not yet should only be the aspect to that would make that decision. it would be aspect to that would make that decision. it would be difficult to get in touch
exist. difficult to get in touch exist. >> So what we discussed in exist. >> So what we discussed in November was exactly that >> So what we discussed in November was exactly that issue is the decision, November was exactly that issue is the decision, especially if it comes back in issue is the decision, especially if it comes back in only one business day in especially if it comes back in only one business day in advance. If you can imagine only one business day in advance. If you can imagine you have a hearing on advance. If you can imagine you have a hearing on Wednesday, the request comes you have a hearing on Wednesday, the request comes in on Tuesday. It's the issue Wednesday, the request comes in on Tuesday. It's the issue of somebody being able to in on Tuesday. It's the issue of somebody being able to expeditiously make that of somebody being able to expeditiously make that decision. And also the issue expeditiously make that decision. And also the issue of if you all can for that is decision. And also the issue of if you all can for that is a meeting. Which is also of if you all can for that is a meeting. Which is also problematic. So that is the a meeting. Which is also problematic. So that is the one exception. 2. Otherwise problematic. So that is the one exception. 2. Otherwise decisions being made during
the hearing by the committee. decisions being made during the hearing by the committee. That's that day. the hearing by the committee. That's that day. >> Okay. So I moved to move That's that day. >> Okay. So I moved to move the. Policy forward. Based on >> Okay. So I moved to move the. Policy forward. Based on those specific changes, do you the. Policy forward. Based on those specific changes, do you want to make a motion to those specific changes, do you want to make a motion to insert the word business in want to make a motion to insert the word business in front of? insert the word business in front of? >> We'll do that I moved to front of? >> We'll do that I moved to insert the one the word >> We'll do that I moved to insert the one the word business. One business day insert the one the word business. One business day prior to the hearing today. business. One business day prior to the hearing today. That's my motion. I second the prior to the hearing today. That's my motion. I second the motion. All in favor. All
oppose seeing no opposition. motion. All in favor. All oppose seeing no opposition. >> This motion passes. oppose seeing no opposition. >> This motion passes. >> And the motion to move the >> This motion passes. >> And the motion to move the policy forward. th be the >> And the motion to move the policy forward. th be the appropriate next step? So policy forward. th be the appropriate next step? So moved. appropriate next step? So moved. >> I second. All in favor say moved. >> I second. All in favor say Aye. Aye. I. With no >> I second. All in favor say Aye. Aye. I. With no opposition. Aye. Aye. I. With no opposition. >> The motion passes and
policy. 82 30. We'll move >> The motion passes and policy. 82 30. We'll move forward. Next on our agenda is policy. 82 30. We'll move forward. Next on our agenda is the weapons policy. And we forward. Next on our agenda is the weapons policy. And we have a draft and we had some the weapons policy. And we have a draft and we had some additions to it. In the second have a draft and we had some additions to it. In the second paragraph. We added the additions to it. In the second paragraph. We added the statement. For the purpose of paragraph. We added the statement. For the purpose of this policy, the use any statement. For the purpose of this policy, the use any weapon as defined below this policy, the use any weapon as defined below includes, but is not limited
to. Brandis brandishing such includes, but is not limited to. Brandis brandishing such weapon or otherwise using such to. Brandis brandishing such weapon or otherwise using such weapon to threaten. weapon or otherwise using such weapon to threaten. Intimidate, injure or harm. weapon to threaten. Intimidate, injure or harm. Another person. I believe that Intimidate, injure or harm. Another person. I believe that is the only addition we have Another person. I believe that is the only addition we have here. is the only addition we have here. >> Yes, and that would here. >> Yes, and that would actually be an amendment if >> Yes, and that would actually be an amendment if you chose to add that actually be an amendment if you chose to add that language. Any discussion? no. you chose to add that language. Any discussion? no. Would you like to make an language. Any discussion? no. Would you like to make an amendment to this policy?
>> To make the amendment as amendment to this policy? >> To make the amendment as indicated in Green to the >> To make the amendment as indicated in Green to the policy. indicated in Green to the policy. >> I second. Any other policy. >> I second. Any other discussion. Okay. All in favor >> I second. Any other discussion. Okay. All in favor of moving it. forward at this discussion. Okay. All in favor of moving it. forward at this point making this amendment. of moving it. forward at this point making this amendment. Say aye. No opposition. So point making this amendment. Say aye. No opposition. So moved. And a motion to this
policy forward. moved. And a motion to this policy forward. >> Did you want to discuss the policy forward. >> Did you want to discuss the public comment at all? There >> Did you want to discuss the public comment at all? There It's completely up to you. public comment at all? There It's completely up to you. typically that something. It's completely up to you. typically that something. >> weapons. is a person who perceives is a person who perceives that. is a person who perceives that. >> Students might actually that. >> Students might actually bring a grenade, which is a >> Students might actually bring a grenade, which is a class, a. Weapon as defined by
our policy and they nice. class, a. Weapon as defined by our policy and they nice. Fast. The are both given a our policy and they nice. Fast. The are both given a full safe. Is this true? Fast. The are both given a full safe. Is this true? >> The safe harbor provision full safe. Is this true? >> The safe harbor provision is something that has been in >> The safe harbor provision is something that has been in the policy. We did not alter is something that has been in the policy. We did not alter that. What the provision says the policy. We did not alter that. What the provision says is that the accidental or that. What the provision says is that the accidental or inadvertent possession of a is that the accidental or inadvertent possession of a weapon by a student if they
realize that, oh, my goodness, weapon by a student if they realize that, oh, my goodness, I was camping this weekend. I realize that, oh, my goodness, I was camping this weekend. I was using this backpack. I I was camping this weekend. I was using this backpack. I just discovered that I was using this backpack. I just discovered that I accidentally still have my just discovered that I accidentally still have my knife in it. If that student accidentally still have my knife in it. If that student immediately goes to an adult knife in it. If that student immediately goes to an adult in the building, a staff immediately goes to an adult in the building, a staff member. turns that weapon over in the building, a staff member. turns that weapon over tells them what happened. Then member. turns that weapon over tells them what happened. Then the student would not be tells them what happened. Then the student would not be disciplined. It does. Indicate the student would not be disciplined. It does. Indicate that the student must
immediately report to a that the student must immediately report to a teacher administrator as soon immediately report to a teacher administrator as soon as they discover it and before teacher administrator as soon as they discover it and before it is discovered or seen by as they discover it and before it is discovered or seen by staff or another student. So it is discovered or seen by staff or another student. So it that second provision is staff or another student. So it that second provision is they are so that students it that second provision is they are so that students can't. always say when they've they are so that students can't. always say when they've been turned it was an can't. always say when they've been turned it was an accident. Right now, it may been turned it was an accident. Right now, it may have been an accident, but you accident. Right now, it may have been an accident, but you don't benefit from that safe have been an accident, but you don't benefit from that safe harbor provision. If somebody don't benefit from that safe harbor provision. If somebody else has seen it and turned harbor provision. If somebody else has seen it and turned him. Right, it's it's really
meant to. Quite frankly, him. Right, it's it's really meant to. Quite frankly, encourage student who is meant to. Quite frankly, encourage student who is accidentally brought something encourage student who is accidentally brought something it encourage them to turn it accidentally brought something it encourage them to turn it instead of keep it hoping that it encourage them to turn it instead of keep it hoping that they don't get in trouble. instead of keep it hoping that they don't get in trouble. That's really the purpose of they don't get in trouble. That's really the purpose of the provision. But the That's really the purpose of the provision. But the community member who made that the provision. But the community member who made that comment is correct that it's community member who made that comment is correct that it's very broad. It covers any comment is correct that it's very broad. It covers any weapon in the policy and I very broad. It covers any weapon in the policy and I think they are suggesting that
it shouldn't cover some think they are suggesting that it shouldn't cover some certain weapons. It's also it shouldn't cover some certain weapons. It's also brought in the standpoint that certain weapons. It's also brought in the standpoint that it's absolute and there isn't brought in the standpoint that it's absolute and there isn't as written a discretion on it's absolute and there isn't as written a discretion on the part of the principal. It as written a discretion on the part of the principal. It just says they will benefit the part of the principal. It just says they will benefit from Safe Harbor. Personally, just says they will benefit from Safe Harbor. Personally, I can't imagine as student from Safe Harbor. Personally, I can't imagine as student bringing in a grenade and not I can't imagine as student bringing in a grenade and not knowing he had it. bringing in a grenade and not knowing he had it. >> That's, you know. Out knowing he had it. >> That's, you know. Out there. I understand that a
student might have brought in there. I understand that a student might have brought in as you give the example, student might have brought in as you give the example, forgotten that they had it in as you give the example, forgotten that they had it in there. And if they report it forgotten that they had it in there. And if they report it immediately. That they you there. And if they report it immediately. That they you know, profit from this a immediately. That they you know, profit from this a proper in the policy. It know, profit from this a proper in the policy. It becomes ditch will obviously proper in the policy. It becomes ditch will obviously not the first time the becomes ditch will obviously not the first time the students should know to look not the first time the students should know to look to see if they have taken that students should know to look to see if they have taken that out prior to that. If it's a to see if they have taken that out prior to that. If it's a hit, habitual violation, out prior to that. If it's a hit, habitual violation, that's the difference story.
>> Sitting with and here sick. And in SEC would like to see And in SEC would like to see this policy applied to school And in SEC would like to see this policy applied to school boards teachers or other LCPS this policy applied to school boards teachers or other LCPS employees. we feel that that. >> I think that the safety of
a students. It would be good >> I think that the safety of a students. It would be good to include stand. a students. It would be good to include stand. >> All the land to his school to include stand. >> All the land to his school board. Doctor Spence, all the >> All the land to his school board. Doctor Spence, all the administrator says that wasn't board. Doctor Spence, all the administrator says that wasn't about like to the school board administrator says that wasn't about like to the school board and teaches. And of the LCPS about like to the school board and teaches. And of the LCPS employee. and teaches. And of the LCPS employee. >> Do you know if there's employee. >> Do you know if there's something in any of the policy >> Do you know if there's something in any of the policy that relates to staff?
>> There is a policy, its that relates to staff? >> There is a policy, its policy. 75 60 professional >> There is a policy, its policy. 75 60 professional conduct and it has policy. 75 60 professional conduct and it has accompanying regulations and conduct and it has accompanying regulations and it does set forth expectations accompanying regulations and it does set forth expectations for behavior and it's at Rupp it does set forth expectations for behavior and it's at Rupp >> I did a word search of of for behavior and it's at Rupp >> I did a word search of of the policy in the regulation >> I did a word search of of the policy in the regulation for the word weapon in it. It the policy in the regulation for the word weapon in it. It does not seem to be for the word weapon in it. It does not seem to be specifically cited weapon. I does not seem to be specifically cited weapon. I also am not aware they're specifically cited weapon. I also am not aware they're being a separate weapons
policy. For staff. You know, being a separate weapons policy. For staff. You know, again, I went to court docs policy. For staff. You know, again, I went to court docs and I pulled the H r related again, I went to court docs and I pulled the H r related policies and I just search for and I pulled the H r related policies and I just search for the work weapon and nothing policies and I just search for the work weapon and nothing came up. I do as M Sack the work weapon and nothing came up. I do as M Sack suggests to the extent that came up. I do as M Sack suggests to the extent that there should be a separate suggests to the extent that there should be a separate weapons policies specific to there should be a separate weapons policies specific to employees or weapons offenses
being included as prohibited employees or weapons offenses being included as prohibited professional conduct that that being included as prohibited professional conduct that that is something that would be professional conduct that that is something that would be looked at by whichever is something that would be looked at by whichever committee is responsible for looked at by whichever committee is responsible for the 7,000 series. The committee is responsible for the 7,000 series. The employee. Policies. the 7,000 series. The employee. Policies. >> So it wouldn't fit under employee. Policies. >> So it wouldn't fit under student just from that. >> So it wouldn't fit under student just from that. >> It really doesn't. Because student just from that. >> It really doesn't. Because if you look at that policy >> It really doesn't. Because if you look at that policy holistically, it's very if you look at that policy holistically, it's very student-focused. It talks holistically, it's very student-focused. It talks about being suspended from student-focused. It talks about being suspended from school being potentially
expelled from school. It's school being potentially expelled from school. It's it's a student focused policy. expelled from school. It's it's a student focused policy. It doesn't envision it. That it's a student focused policy. It doesn't envision it. That policy being applied to our It doesn't envision it. That policy being applied to our employees. Employees have that policy being applied to our employees. Employees have that 7,000 series and they have the employees. Employees have that 7,000 series and they have the professional conduct in 7,000 series and they have the professional conduct in particular policy. It would professional conduct in particular policy. It would seem to me that's where to the particular policy. It would seem to me that's where to the extent that that perhaps seem to me that's where to the extent that that perhaps should be reviewed. extent that that perhaps should be reviewed. >> Whatever committee candles.
HR 7,000 regulations. I would >> Whatever committee candles. HR 7,000 regulations. I would think this HR 7,000 regulations. I would think this >> to say is that. that does a think this >> to say is that. that does a I think it's. NIT and are >> to say is that. that does a I think it's. NIT and are Okay. I think it's both I think it's. NIT and are Okay. I think it's both nature. The reason I I I Okay. I think it's both nature. The reason I I I >> question it is because, you nature. The reason I I I >> question it is because, you know, in the evolution of all >> question it is because, you know, in the evolution of all of this, there was a time that know, in the evolution of all of this, there was a time that some. Think tanks.
>> Suggested that that teaches some. Think tanks. >> Suggested that that teaches bring the gun to But that >> Suggested that that teaches bring the gun to But that protection. And of course, bring the gun to But that protection. And of course, that is not acceptable in my protection. And of course, that is not acceptable in my sight. So that's why I was that is not acceptable in my sight. So that's why I was questioning it is is there. sight. So that's why I was questioning it is is there. How will we recommend to to questioning it is is there. How will we recommend to to that H R? Take a look at that. How will we recommend to to that H R? Take a look at that. >> I can look into that for that H R? Take a look at that. >> I can look into that for use. And I can find out what
first of all, what committee use. And I can find out what first of all, what committee would on those 7,000 series first of all, what committee would on those 7,000 series policies. And I can also find would on those 7,000 series policies. And I can also find out who the staff member would policies. And I can also find out who the staff member would be that. Would review those out who the staff member would be that. Would review those policies. be that. Would review those policies. >> And the appropriate people policies. >> And the appropriate people know. >> And the appropriate people know. >> kind that would be it. know. >> kind that would be it. >> And also and this policy is >> kind that would be it. >> And also and this policy is that is that no in any policy,
is there anything that saves that is that no in any policy, is there anything that saves the pant can not? Into the is there anything that saves the pant can not? Into the building? Even if they haven't the pant can not? Into the building? Even if they haven't Seth carry permit and that building? Even if they haven't Seth carry permit and that kind of thing. Seth carry permit and that kind of thing. >> I don't honestly, I don't kind of thing. >> I don't honestly, I don't know the answer to that. I can >> I don't honestly, I don't know the answer to that. I can find out schools are gun-free know the answer to that. I can find out schools are gun-free zones, And under the code of find out schools are gun-free zones, And under the code of Virginia you know, there are. zones, And under the code of Virginia you know, there are. >> Extra penalties criminally Virginia you know, there are. >> Extra penalties criminally for being in possession of >> Extra penalties criminally for being in possession of statutory weapons at school. for being in possession of statutory weapons at school. >> But
>> to the extent that we have >> But >> to the extent that we have a policy. I would guess that >> to the extent that we have a policy. I would guess that we don't because our policies a policy. I would guess that we don't because our policies apply to students and we don't because our policies apply to students and employees but our policies apply to students and employees but our policies typically don't apply to. employees but our policies typically don't apply to. Parents. Okay. But I can look typically don't apply to. Parents. Okay. But I can look into that for you. Parents. Okay. But I can look into that for you. >> One of one of the things into that for you. >> One of one of the things that concern me is that there >> One of one of the things that concern me is that there was a public comment. With the that concern me is that there was a public comment. With the full board. We are one of the was a public comment. With the full board. We are one of the speakers. Held up is on.
>> And we actually saw speakers. Held up is on. >> And we actually saw Service. He's personal. Kerry. >> And we actually saw Service. He's personal. Kerry. And we were evacuated from the Service. He's personal. Kerry. And we were evacuated from the guidance Public comment was And we were evacuated from the guidance Public comment was ended at that point. But guidance Public comment was ended at that point. But nothing was ever done about ended at that point. But nothing was ever done about the fact that had here. This nothing was ever done about the fact that had here. This is not a school. the fact that had here. This is not a school. >> But this is a school is not a school. >> But this is a school administrative center and our >> But this is a school administrative center and our safety is important as the
safety of the staff and the safety is important as the safety of the staff and the students. And so. That is safety of the staff and the students. And so. That is something that I might I'd students. And so. That is something that I might I'd like to have. something that I might I'd like to have. >> I will look into because I like to have. >> I will look into because I don't know. Sure. I can look >> I will look into because I don't know. Sure. I can look into that as well. I know that don't know. Sure. I can look into that as well. I know that are the metal detectors that into that as well. I know that are the metal detectors that they post here when somebody are the metal detectors that they post here when somebody is. they post here when somebody is. >> Coming in to the building is. >> Coming in to the building on a night that there's a >> Coming in to the building on a night that there's a school board meeting night. on a night that there's a school board meeting night. I'm not aware of the
circumstance you describe, but I'm not aware of the circumstance you describe, but I can also find out what LCPS circumstance you describe, but I can also find out what LCPS does to communicate to our I can also find out what LCPS does to communicate to our community that if they're does to communicate to our community that if they're coming onto school property community that if they're coming onto school property that weapons are prohibited. coming onto school property that weapons are prohibited. probably. that weapons are prohibited. probably. >> Making school property and probably. >> Making school property and school him and property. >> Making school property and school him and property. That's right. Kelsey, private school him and property. That's right. Kelsey, private property. Madam Chair. That's right. Kelsey, private property. Madam Chair.
So I think that the maybe that recommendation should not. In through the That's right. I recommendation should not. In through the That's right. I think it needs to go into the through the That's right. I think it needs to go into the employee questions. see. We think it needs to go into the employee questions. see. We are student discipline And employee questions. see. We are student discipline And that is different. They wanted are student discipline And that is different. They wanted us to do more discussion on that is different. They wanted us to do more discussion on Section F. I think it's it's us to do more discussion on Section F. I think it's it's pretty. arrive at what LCPS Section F. I think it's it's pretty. arrive at what LCPS administrator is.
administration here. Anybody administrator is. administration here. Anybody that works for. With administration here. Anybody that works for. With administration. And also that works for. With administration. And also principles. Vice principals. administration. And also principles. Vice principals. Whether it might include principles. Vice principals. Whether it might include deans. I don't know. And teens Whether it might include deans. I don't know. And teens fallen to the administration deans. I don't know. And teens fallen to the administration category. fallen to the administration category. >> No teams administrators by category. >> No teams administrators by title and under our policies. >> No teams administrators by title and under our policies. I will say I see this as well title and under our policies. I will say I see this as well a training issue, an
opportunity when we do the a training issue, an opportunity when we do the training because, of course, opportunity when we do the training because, of course, this is a significant changes training because, of course, this is a significant changes to the weapons policy. this is a significant changes to the weapons policy. >> I already have time on the to the weapons policy. >> I already have time on the calendar to brief all of our >> I already have time on the calendar to brief all of our principals, assistant calendar to brief all of our principals, assistant principals, teens, it cetera, principals, assistant principals, teens, it cetera, on the policy. principals, teens, it cetera, on the policy. >> And I think that is the on the policy. >> And I think that is the opportunity to clarify. Quite >> And I think that is the opportunity to clarify. Quite frankly, we talked about that opportunity to clarify. Quite frankly, we talked about that issue. This issue brought to frankly, we talked about that issue. This issue brought to the fore by am sack issue. This issue brought to the fore by am sack specifically at are docile the fore by am sack specifically at are docile meeting and feel strongly that specifically at are docile meeting and feel strongly that at the building level, it's
only the principal who should at the building level, it's only the principal who should be authorizing something like only the principal who should be authorizing something like that. And of course, it would be authorizing something like that. And of course, it would be very frail and it would be that. And of course, it would be very frail and it would be a very unusual or unique be very frail and it would be a very unusual or unique circumstance. a very unusual or unique circumstance. >> I think it would be sight. circumstance. >> I think it would be sight. I think it would be an unusual >> I think it would be sight. I think it would be an unusual circumstance. But I think that I think it would be an unusual circumstance. But I think that time the principals out of the circumstance. But I think that time the principals out of the building in meetings and what time the principals out of the building in meetings and what have you. And also building in meetings and what have you. And also >> key key its expenses. Tell have you. And also >> key key its expenses. Tell them who they ship received as
an authority versus. them who they ship received as an authority versus. >> The principal, the an authority versus. >> The principal, the assistant principal, you know. >> The principal, the assistant principal, you know. >> example, if a kid is in assistant principal, you know. >> example, if a kid is in continuous counseling, with a >> example, if a kid is in continuous counseling, with a guidance counselor. We often continuous counseling, with a guidance counselor. We often tell the special students, guidance counselor. We often tell the special students, especially well before you act tell the special students, especially well before you act going. Talk to that. That's a especially well before you act going. Talk to that. That's a person in your building. This going. Talk to that. That's a person in your building. This a person may not always be an person in your building. This a person may not always be an administrative thus a person a person may not always be an administrative thus a person might be the council. he What
do college advisory? We called might be the council. he What do college advisory? We called a home days. The teacher It do college advisory? We called a home days. The teacher It does. It is advisory. a home days. The teacher It does. It is advisory. >> I don't know if we should. does. It is advisory. >> I don't know if we should. If I'm sitting in math class >> I don't know if we should. If I'm sitting in math class and I realize, oh, my God. If I'm sitting in math class and I realize, oh, my God. Both under a 6 person submit and I realize, oh, my God. Both under a 6 person submit it to the teacher. Both under a 6 person submit it to the teacher. >> And that wrong at that it to the teacher. >> And that wrong at that time, would that be? >> And that wrong at that time, would that be? >> Acceptable? So that's the time, would that be? >> Acceptable? So that's the safe harbor provision. Right
in the safe harbor provision safe harbor provision. Right in the safe harbor provision does encompass teachers, for in the safe harbor provision does encompass teachers, for example, that as long as does encompass teachers, for example, that as long as they're turning that weapon example, that as long as they're turning that weapon voluntarily in the media into they're turning that weapon voluntarily in the media into a school staff number, what voluntarily in the media into a school staff number, what we're talking about and let me a school staff number, what we're talking about and let me see if I can give you some we're talking about and let me see if I can give you some examples see if I can give you some examples >> a student. examples >> a student. >> Asked as part of shelling >> a student. >> Asked as part of shelling towel or a talent show. It may >> Asked as part of shelling towel or a talent show. It may be a student who is involved towel or a talent show. It may be a student who is involved in karate and they may ask can be a student who is involved in karate and they may ask can I bring my nunchucks and to do in karate and they may ask can I bring my nunchucks and to do a demonstration for my
classmates as part of a show a demonstration for my classmates as part of a show Intel or talent show nunchucks classmates as part of a show Intel or talent show nunchucks under the code of Virginia and Intel or talent show nunchucks under the code of Virginia and our policy, our weapons. So under the code of Virginia and our policy, our weapons. So who would have the authority our policy, our weapons. So who would have the authority to approve or disapprove that who would have the authority to approve or disapprove that request? What's already? to approve or disapprove that request? What's already? >> Britain is only 8 and request? What's already? >> Britain is only 8 and administrator would have that >> Britain is only 8 and administrator would have that authority. A teacher would administrator would have that authority. A teacher would have the counselor would have authority. A teacher would have the counselor would have the authority only an have the counselor would have the authority only an administrator another example the authority only an administrator another example of something that might come administrator another example of something that might come up is that. That is listed as
I think categories see weapon. up is that. That is listed as I think categories see weapon. We don't want kids bringing I think categories see weapon. We don't want kids bringing that's to school. They don't We don't want kids bringing that's to school. They don't have a reason to bring that that's to school. They don't have a reason to bring that STA School and there have been have a reason to bring that STA School and there have been times not necessarily here in STA School and there have been times not necessarily here in Loudoun, but in other school times not necessarily here in Loudoun, but in other school districts where students have Loudoun, but in other school districts where students have have brought that's just cool districts where students have have brought that's just cool and use them as weapons. The have brought that's just cool and use them as weapons. The question then comes up. Well, and use them as weapons. The question then comes up. Well, what if you're on the baseball question then comes up. Well, what if you're on the baseball team? Should the baseball team what if you're on the baseball team? Should the baseball team be allowed to have a their team? Should the baseball team be allowed to have a their bats? Should they be kept in a be allowed to have a their bats? Should they be kept in a special place in the building bats? Should they be kept in a special place in the building to the extent that they're special place in the building to the extent that they're allowed to have them? That
again is a decision who gets allowed to have them? That again is a decision who gets to make that decision. It again is a decision who gets to make that decision. It would have to be an to make that decision. It would have to be an administrator. I think what M would have to be an administrator. I think what M Sack is suggesting is define administrator. I think what M Sack is suggesting is define administrator. Now in a Sack is suggesting is define administrator. Now in a building. There are a number administrator. Now in a building. There are a number of people who are considered building. There are a number of people who are considered administrators. Your of people who are considered administrators. Your principal, your assistant administrators. Your principal, your assistant principal, your director of principal, your assistant principal, your director of student activities probably principal, your director of student activities probably year director of student student activities probably year director of student services may not be using year director of student services may not be using exactly the correct titles, services may not be using exactly the correct titles, which is why we discussed it exactly the correct titles, which is why we discussed it in DOS is specifically because
it was going to come up here in DOS is specifically because it was going to come up here today. Who do we really want it was going to come up here today. Who do we really want to extend that authority to? today. Who do we really want to extend that authority to? And what we thought was to extend that authority to? And what we thought was appropriate was the principal And what we thought was appropriate was the principal or designee in the event of appropriate was the principal or designee in the event of the principal is out of the or designee in the event of the principal is out of the building and then the question the principal is out of the building and then the question becomes, should the policy be building and then the question becomes, should the policy be narrowed to be explicit or is becomes, should the policy be narrowed to be explicit or is that really a training issue? narrowed to be explicit or is that really a training issue? We will certainly trained on that really a training issue? We will certainly trained on it. and in fact, the policy as We will certainly trained on it. and in fact, the policy as it stands today, just like
school officials, it doesn't it stands today, just like school officials, it doesn't narrow it to administrator. So school officials, it doesn't narrow it to administrator. So we narrowed it to narrow it to administrator. So we narrowed it to administrative. The question we narrowed it to administrative. The question is, should that be even more administrative. The question is, should that be even more specific, which administrator is, should that be even more specific, which administrator we have train on it? Do you specific, which administrator we have train on it? Do you want to amend the policy? I we have train on it? Do you want to amend the policy? I think is the. want to amend the policy? I think is the. >> A train on its year? I think is the. >> A train on its year? I that. It's right. You know, >> A train on its year? I that. It's right. You know, your administrator, your that. It's right. You know, your administrator, your principal might out of the your administrator, your principal might out of the building when something principal might out of the building when something happens and you need to have building when something happens and you need to have someone else that's
>> authorized to make someone else that's >> authorized to make decisions on what's going to >> authorized to make decisions on what's going to happen. decisions on what's going to happen. happen. >> Next on the M set age. They are concerned. It's I think we've done both of these in are concerned. It's I think we've done both of these in the in the wreckage we've done both of these in the in the wreckage recommendations. Record the in the wreckage recommendations. Record keeping. recommendations. Record keeping. >> Do we keep record of how keeping. >> Do we keep record of how violations are? >> Do we keep record of how violations are? >> Does the administered
administrator required to >> Does the administered administrator required to report every single one like administrator required to report every single one like if something happens and the report every single one like if something happens and the student has safe harbor. Just if something happens and the student has safe harbor. Just oh, I forgot. Was late this student has safe harbor. Just oh, I forgot. Was late this morning. Grab my bags check oh, I forgot. Was late this morning. Grab my bags check it. So do we have something? morning. Grab my bags check it. So do we have something? That record where we record it. So do we have something? That record where we record the number of violations and That record where we record the number of violations and doesn't include safe harbor the number of violations and doesn't include safe harbor would be my question. doesn't include safe harbor would be my question. >> So violations are recorded would be my question. >> So violations are recorded in our Phoenix system. It >> So violations are recorded in our Phoenix system. It would be in the discipline in our Phoenix system. It would be in the discipline model where they would have to
record. Not only that there model where they would have to record. Not only that there was a weapon but the type of record. Not only that there was a weapon but the type of weapon and then the sanction was a weapon but the type of weapon and then the sanction in the intervention that was weapon and then the sanction in the intervention that was applied, the safe harbor in the intervention that was applied, the safe harbor issue. You know, the policy applied, the safe harbor issue. You know, the policy says if you benefit from Safe issue. You know, the policy says if you benefit from Safe Harbor, it's not considered a says if you benefit from Safe Harbor, it's not considered a violation. So you wouldn't put Harbor, it's not considered a violation. So you wouldn't put it in the discipline module. I violation. So you wouldn't put it in the discipline module. I would encourage. And again, I it in the discipline module. I would encourage. And again, I think it's a training issue would encourage. And again, I think it's a training issue that that should probably be think it's a training issue that that should probably be documented. But we have that that should probably be documented. But we have something in Phoenix called documented. But we have something in Phoenix called student conferences where they
can document conferences with student conferences where they can document conferences with the family and the student and can document conferences with the family and the student and they could document, for the family and the student and they could document, for example, we we had a they could document, for example, we we had a conference about this. We had example, we we had a conference about this. We had a conversation about this conference about this. We had a conversation about this issue. Stats should guard a conversation about this issue. Stats should guard against a student who has issue. Stats should guard against a student who has repeatedly forgot, right? against a student who has repeatedly forgot, right? Right. Then you have our repeatedly forgot, right? Right. Then you have our record. That doesn't get lost Right. Then you have our record. That doesn't get lost >> Well, I think that needs to record. That doesn't get lost >> Well, I think that needs to be in there with that. Just be >> Well, I think that needs to be in there with that. Just be in the training procedure or be in there with that. Just be in the training procedure or do we need to make a in the training procedure or do we need to make a correction? When we're talking do we need to make a correction? When we're talking about safe harbor, that he correction? When we're talking about safe harbor, that he will not be held responsible about safe harbor, that he will not be held responsible this time. This incident will
be or did in his discipline this time. This incident will be or did in his discipline background. be or did in his discipline background. >> So when we were talking background. >> So when we were talking about how broadly safe harbor >> So when we were talking about how broadly safe harbor applies and we talked about about how broadly safe harbor applies and we talked about applies has written to all applies and we talked about applies has written to all weapons in the policy and it applies has written to all weapons in the policy and it also doesn't give the weapons in the policy and it also doesn't give the principal discretion. So that also doesn't give the principal discretion. So that is an amendment that you could principal discretion. So that is an amendment that you could consider is to modify the safe is an amendment that you could consider is to modify the safe harbor piece to say that you consider is to modify the safe harbor piece to say that you would benefit from that harbor piece to say that you would benefit from that provision at the principal's would benefit from that provision at the principal's discretion so that the provision at the principal's discretion so that the principal then saw. That there
was repeat behavior. The principal then saw. That there was repeat behavior. The principal would have the was repeat behavior. The principal would have the authority to say you're not principal would have the authority to say you're not going to benefit from safe authority to say you're not going to benefit from safe harbor in that circumstance. going to benefit from safe harbor in that circumstance. Which isn't exactly the answer harbor in that circumstance. Which isn't exactly the answer to your question. Your Which isn't exactly the answer to your question. Your question was, should we add to your question. Your question was, should we add something to the policy that question was, should we add something to the policy that says any instance in which something to the policy that says any instance in which safe Harbor is invoked shall says any instance in which safe Harbor is invoked shall be recorded in the student safe Harbor is invoked shall be recorded in the student record. I think that's a good be recorded in the student record. I think that's a good idea. But we need it at the record. I think that's a good idea. But we need it at the repeat. The in 8 years to it.
If you want to then give the repeat. The in 8 years to it. If you want to then give the principal discretion. To not If you want to then give the principal discretion. To not apply the safe harbor principal discretion. To not apply the safe harbor repeatedly. That also belongs apply the safe harbor repeatedly. That also belongs as an amendment to. The repeatedly. That also belongs as an amendment to. The policy. as an amendment to. The policy. >> I think it needs to be said policy. >> I think it needs to be said because that discretion. It's >> I think it needs to be said because that discretion. It's sometimes not applied because that discretion. It's sometimes not applied equitably. So it needs to be sometimes not applied equitably. So it needs to be stated.
>> To be that the then maybe stated. >> To be that the then maybe it's not discussions. Maybe >> To be that the then maybe it's not discussions. Maybe it's a specific instance in it's not discussions. Maybe it's a specific instance in which safe harbor wouldn't it's a specific instance in which safe harbor wouldn't apply. And that is you student which safe harbor wouldn't apply. And that is you student base benefit from the safe apply. And that is you student base benefit from the safe harbor provision. Only. base benefit from the safe harbor provision. Only. >> One time. harbor provision. Only. >> One time. >> It might be that another >> One time. >> It might be that another point in time, maybe you >> It might be that another point in time, maybe you Baseball team brings in a point in time, maybe you Baseball team brings in a baseball bat whatever. Baseball team brings in a baseball bat whatever. Accidently brings in something baseball bat whatever. Accidently brings in something else. Not tonight. But if it
becomes repetitious. That he's else. Not tonight. But if it becomes repetitious. That he's always bringing in something, becomes repetitious. That he's always bringing in something, I forgot it was in there. always bringing in something, I forgot it was in there. that's the part that would I forgot it was in there. that's the part that would signal to me that this is not that's the part that would signal to me that this is not a safe harbor. signal to me that this is not a safe harbor. >> Okay. Limit the Kabul. a safe harbor. >> Okay. Limit the Kabul. >> looking at the Red line >> Okay. Limit the Kabul. >> looking at the Red line versions, it's page 6 of the >> looking at the Red line versions, it's page 6 of the red line versions. versions, it's page 6 of the red line versions. >> Beginning on and line 2.31.
>> it's. >> Beginning on and line 2.31. >> it's. >> I think the easiest way to >> it's. >> I think the easiest way to perhaps do that. Is. Where >> I think the easiest way to perhaps do that. Is. Where you see line to 33. That that perhaps do that. Is. Where you see line to 33. That that accidental possession shall see line to 33. That that accidental possession shall not constitute a violation of accidental possession shall not constitute a violation of this policy provided that.
>> Utley reports the same to a this policy provided that. >> Utley reports the same to a teacher or administrator >> Utley reports the same to a teacher or administrator straighter. teacher or administrator straighter. >> Upon discovery by such straighter. >> Upon discovery by such student. And before it is >> Upon discovery by such student. And before it is discovered or seen by LCPS student. And before it is discovered or seen by LCPS staff or by other students. I discovered or seen by LCPS staff or by other students. I wonder if we just put a semi staff or by other students. I wonder if we just put a semi colon and say and that. The wonder if we just put a semi colon and say and that. The student. The student has not colon and say and that. The student. The student has not previously. Benefited. From student. The student has not previously. Benefited. From the safe harbor provision. So
essentially you get one safe the safe harbor provision. So essentially you get one safe harbor. Yeah. Is that what essentially you get one safe harbor. Yeah. Is that what you're looking for? Something harbor. Yeah. Is that what you're looking for? Something like that? Yes. you're looking for? Something like that? Yes. >> That was a problem. Might like that? Yes. >> That was a problem. Might be behind eye the same problem >> That was a problem. Might be behind eye the same problem might be that. Yeah. So what be behind eye the same problem might be that. Yeah. So what I'm saying is that when you might be that. Yeah. So what I'm saying is that when you limit it to one. You put much I'm saying is that when you limit it to one. You put much Al. You're putting that highly limit it to one. You put much Al. You're putting that highly active child. At a higher Al. You're putting that highly active child. At a higher risk. just sayin. And maybe
you make another statement risk. just sayin. And maybe you make another statement that. I don't think it should you make another statement that. I don't think it should be restricted to one, but that. I don't think it should be restricted to one, but every incident of Safe Harbor. be restricted to one, but every incident of Safe Harbor. >> Needs to be. Address every incident of Safe Harbor. >> Needs to be. Address conference. That's what I'm >> Needs to be. Address conference. That's what I'm saying. conference. That's what I'm saying. >> Okay. saying. >> Okay. >> And that means is >> Okay. >> And that means is documented in that in area she >> And that means is documented in that in area she said count conferences documented in that in area she said count conferences documentary. And so yes. He said count conferences documentary. And so yes. He comes in with. Within is
described by our policy that. comes in with. Within is described by our policy that. When the principle looks at described by our policy that. When the principle looks at his record, you can see had When the principle looks at his record, you can see had the first one and then we gave his record, you can see had the first one and then we gave him a second one. But now this the first one and then we gave him a second one. But now this is the 3rd one, you know. So him a second one. But now this is the 3rd one, you know. So it's it's there that the is the 3rd one, you know. So it's it's there that the principal can see it. And if it's it's there that the principal can see it. And if this is a repetitious principal can see it. And if this is a repetitious behavior, the principle may this is a repetitious behavior, the principle may have Discretion. Will not be
consider for Safe harbor. have Discretion. Will not be consider for Safe harbor. Something like that? I don't consider for Safe harbor. Something like that? I don't know. I don't want to use the Something like that? I don't know. I don't want to use the word discretion, although know. I don't want to use the word discretion, although that's really what it is. The word discretion, although that's really what it is. The principal can look at it and that's really what it is. The principal can look at it and say, you know, yes or no. principal can look at it and say, you know, yes or no. repetition considered when say, you know, yes or no. repetition considered when considering safe harbor. And repetition considered when considering safe harbor. And in house to where that. considering safe harbor. And in house to where that. >> Is that within one school in house to where that. >> Is that within one school year are is that in his home >> Is that within one school year are is that in his home school life? household school. year are is that in his home school life? household school. I mean, that's that's.
>> Well, I think book is a I mean, that's that's. >> Well, I think book is a silly and they do things. >> Well, I think book is a silly and they do things. >> I think that you're talking silly and they do things. >> I think that you're talking about. Taking. Situations into >> I think that you're talking about. Taking. Situations into account looking at situation about. Taking. Situations into account looking at situation one by one by one and is the account looking at situation one by one by one and is the silly behavior. Are these one by one by one and is the silly behavior. Are these honest mistakes? Is there silly behavior. Are these honest mistakes? Is there rationale that what you're honest mistakes? Is there rationale that what you're talking about is using rationale that what you're talking about is using discretion right? So right talking about is using discretion right? So right now, the way that that safe
harbor provision is written is now, the way that that safe harbor provision is written is there is no discretion. If the harbor provision is written is there is no discretion. If the student does acts. Then they there is no discretion. If the student does acts. Then they are Shelby. safe Harbor. So to student does acts. Then they are Shelby. safe Harbor. So to the extent that you are are Shelby. safe Harbor. So to the extent that you are concerned about, student the extent that you are concerned about, student repeatedly forgetting and concerned about, student repeatedly forgetting and bringing weapons to school. repeatedly forgetting and bringing weapons to school. And you want to take account bringing weapons to school. And you want to take account of that in the discretionary And you want to take account of that in the discretionary way. You would have to. Make of that in the discretionary way. You would have to. Make an amendment that would allow way. You would have to. Make an amendment that would allow for that. Which we can do.
Tell me what you want to do. I for that. Which we can do. Tell me what you want to do. I can write your amendment. I Tell me what you want to do. I can write your amendment. I want to make sure that okay, can write your amendment. I want to make sure that okay, the student gets his first want to make sure that okay, the student gets his first safe harbor. the student gets his first safe harbor. >> He comes in with something safe harbor. >> He comes in with something else, you know, and he goes >> He comes in with something else, you know, and he goes into the administration. Oh, I else, you know, and he goes into the administration. Oh, I forgot this. All right. Maybe into the administration. Oh, I forgot this. All right. Maybe he deserves a second safe forgot this. All right. Maybe he deserves a second safe harbor. But when the 3rd time he deserves a second safe harbor. But when the 3rd time comes around, it's like the harbor. But when the 3rd time comes around, it's like the structure out. That's kind of comes around, it's like the structure out. That's kind of it. Also, I'm concerned of structure out. That's kind of it. Also, I'm concerned of that as Doctor Dean's pointed it. Also, I'm concerned of that as Doctor Dean's pointed out, does Kerry from year to
year? Okay. I did this in out, does Kerry from year to year? Okay. I did this in middle school and they let me year? Okay. I did this in middle school and they let me off all the time now high middle school and they let me off all the time now high school this year. They didn't off all the time now high school this year. They didn't give it another shot. You school this year. They didn't give it another shot. You know, I don't know. This is give it another shot. You know, I don't know. This is child that is misusing. The know, I don't know. This is child that is misusing. The policy. In order to I don't child that is misusing. The policy. In order to I don't know what he benefits from by policy. In order to I don't know what he benefits from by doing this. That's that's know what he benefits from by doing this. That's that's where I'm getting it. Was he doing this. That's that's where I'm getting it. Was he doing this? where I'm getting it. Was he doing this? >> So can't be an honest doing this? >> So can't be an honest mistake. that one, OK? I just >> So can't be an honest mistake. that one, OK? I just want worried that any does it mistake. that one, OK? I just want worried that any does it again? So I think there are a
couple ways to think about again? So I think there are a couple ways to think about that, right? One is to provide couple ways to think about that, right? One is to provide discretion. that, right? One is to provide discretion. >> That would allow the discretion. >> That would allow the principal to make the judgment >> That would allow the principal to make the judgment about after the first time or principal to make the judgment about after the first time or the second time in whatever about after the first time or the second time in whatever you think is appropriate. The the second time in whatever you think is appropriate. The other thing I think that we you think is appropriate. The other thing I think that we need to realize is that once other thing I think that we need to realize is that once you get into so your those are need to realize is that once you get into so your those are guns. Those are guns right. you get into so your those are guns. Those are guns right. Your Category B are still guns. Those are guns right. Your Category B are still statutory weapons. Those are Your Category B are still statutory weapons. Those are really big knives, machetes,
throwing stars. No student really big knives, machetes, throwing stars. No student should have those items at throwing stars. No student should have those items at school and like, how do you do should have those items at school and like, how do you do that accidentally? Because you school and like, how do you do that accidentally? Because you shouldn't have the item to that accidentally? Because you shouldn't have the item to begin with. It is a statutory shouldn't have the item to begin with. It is a statutory weapon. Once you get down to begin with. It is a statutory weapon. Once you get down to your see endured E. Built into weapon. Once you get down to your see endured E. Built into the policy already is some your see endured E. Built into the policy already is some principle discretion about the policy already is some principle discretion about what the consequence should principle discretion about what the consequence should be, which is a major change. what the consequence should be, which is a major change. The policy. The current policy be, which is a major change. The policy. The current policy doesn't give principal The policy. The current policy doesn't give principal discretion on the is at all. doesn't give principal discretion on the is at all. So if you have a student who
accidentally brings. Category So if you have a student who accidentally brings. Category C weapon, which would be your accidentally brings. Category C weapon, which would be your smaller knives, your Boy Scout C weapon, which would be your smaller knives, your Boy Scout knives, the things that you smaller knives, your Boy Scout knives, the things that you might take fishing. There's knives, the things that you might take fishing. There's already discretion built an. might take fishing. There's already discretion built an. For what that sanctions should already discretion built an. For what that sanctions should be. For what that sanctions should be. >> So that part I worry. That be. >> So that part I worry. That is just Repetitious behavior. >> So that part I worry. That is just Repetitious behavior. How many say partners to we is just Repetitious behavior. How many say partners to we allow them? Is that what I'm How many say partners to we allow them? Is that what I'm hearing? Yes, I think so. they
were concerned. About to. hearing? Yes, I think so. they were concerned. About to. Track approval so that that were concerned. About to. Track approval so that that will be covered to put that in Track approval so that that will be covered to put that in the conference stocks. can amend that. we could. can amend that. we could. >> So we've already got can amend that. we could. >> So we've already got drafted something that that
takes care of the idea that drafted something that that takes care of the idea that there will be a conference in takes care of the idea that there will be a conference in that conference will be there will be a conference in that conference will be documented in I have. In every that conference will be documented in I have. In every instance that safe harbor is documented in I have. In every instance that safe harbor is invoked their shell. There instance that safe harbor is invoked their shell. There shall be a parent conference invoked their shell. There shall be a parent conference which Shelby documented in the shall be a parent conference which Shelby documented in the student information system. which Shelby documented in the student information system. What's not addressed by that student information system. What's not addressed by that is the idea of your repeat What's not addressed by that is the idea of your repeat safe harbor. But I'm not sure is the idea of your repeat safe harbor. But I'm not sure exactly where you want to go safe harbor. But I'm not sure exactly where you want to go with that.
>> I think that. One safe with that. >> I think that. One safe harbor. >> I think that. One safe harbor. >> Should. harbor. >> Should. >> The enough I think if it >> Should. >> The enough I think if it happens again. Needs to be >> The enough I think if it happens again. Needs to be addressed. Obviously in the happens again. Needs to be addressed. Obviously in the conference because we already addressed. Obviously in the conference because we already do that. How would that be conference because we already do that. How would that be reflected differently? In the do that. How would that be reflected differently? In the records?
>> Well, what would have to records? >> Well, what would have to happen if if that were the >> Well, what would have to happen if if that were the case is if a student came happen if if that were the case is if a student came forward and said, Oh, my case is if a student came forward and said, Oh, my goodness, I accidentally forward and said, Oh, my goodness, I accidentally brought this knife to school. goodness, I accidentally brought this knife to school. Then the administrator should brought this knife to school. Then the administrator should be going back into the Then the administrator should be going back into the conference records to see if be going back into the conference records to see if it had occurred before K and conference records to see if it had occurred before K and if it had occurred before. it had occurred before K and if it had occurred before. Then, if the policy says they if it had occurred before. Then, if the policy says they can only benefit from one safe Then, if the policy says they can only benefit from one safe harbor. And again, that is can only benefit from one safe harbor. And again, that is just a violation of the harbor. And again, that is just a violation of the policy. And and it would get
entered as a violation into policy. And and it would get entered as a violation into the system and they would entered as a violation into the system and they would receive the consequences and the system and they would receive the consequences and they would receive whatever receive the consequences and they would receive whatever consequence the policy sets they would receive whatever consequence the policy sets forth. Okay. I think there consequence the policy sets forth. Okay. I think there needs to be a warning. You forth. Okay. I think there needs to be a warning. You know, you get this one-time needs to be a warning. You know, you get this one-time safe harbor. But if it happens know, you get this one-time safe harbor. But if it happens again, this is what's going to safe harbor. But if it happens again, this is what's going to happen. And that may prevent again, this is what's going to happen. And that may prevent the repetitious. The 80's were happen. And that may prevent the repetitious. The 80's were talking about. the repetitious. The 80's were talking about. >> It happens in 7th grade in talking about. >> It happens in 7th grade in the That's why don't >> It happens in 7th grade in the That's why don't >> So you could put a time the That's why don't >> So you could put a time limit on it.
>> Right. We do this with the limit on it. >> Right. We do this with the drive regulation, right? >> Right. We do this with the drive regulation, right? Because we don't want a drive regulation, right? Because we don't want a student to have a like fresh a Because we don't want a student to have a like fresh a number of drug violations of student to have a like fresh a number of drug violations of the inning of every school number of drug violations of the inning of every school year. So with the drug the inning of every school year. So with the drug violation, we do a 24 month. year. So with the drug violation, we do a 24 month. Look back. With something like violation, we do a 24 month. Look back. With something like this. You could say no student Look back. With something like this. You could say no student shall benefit from the safe this. You could say no student shall benefit from the safe harbor provision more than one shall benefit from the safe harbor provision more than one time. Every. harbor provision more than one time. Every. >> School years. Every ex time. Every. >> School years. Every ex calendar years. Whatever you >> School years. Every ex calendar years. Whatever you think it's appropriate.
>> Maybe it won't have an think it's appropriate. >> Maybe it won't have an elementary school. One time in >> Maybe it won't have an elementary school. One time in middle school in one in at elementary school. One time in middle school in one in at school. And that to be a 3rd middle school in one in at school. And that to be a 3rd tracking that. I just think school. And that to be a 3rd tracking that. I just think that the younger kids. tracking that. I just think that the younger kids. decision-making, it's it's that the younger kids. decision-making, it's it's it's a like that. wisdom to decision-making, it's it's it's a like that. wisdom to make good decisions. But then it's a like that. wisdom to make good decisions. But then in middle in Haskell, will make good decisions. But then in middle in Haskell, will make they know what to do. And in middle in Haskell, will make they know what to do. And so and that simple. I know. At
cases like his to kids. For so and that simple. I know. At cases like his to kids. For special needs kids. may do cases like his to kids. For special needs kids. may do things there. Is a inning. special needs kids. may do things there. Is a inning. Thing to because of that things there. Is a inning. Thing to because of that disability. Thing to because of that disability. >> Well, and that's it. So if disability. >> Well, and that's it. So if the if it's a consequence >> Well, and that's it. So if the if it's a consequence that's going to result in a 10 the if it's a consequence that's going to result in a 10 day suspension or potentially
greater, there's a day suspension or potentially greater, there's a manifestation determination greater, there's a manifestation determination review. manifestation determination review. >> And that's where the review. >> And that's where the disability is taken into >> And that's where the disability is taken into account. I was going to say. disability is taken into account. I was going to say. >> And it is a function of the account. I was going to say. >> And it is a function of the child's disability. Then what? >> And it is a function of the child's disability. Then what? Or if you know that that is child's disability. Then what? Or if you know that that is not well, this is a station. Or if you know that that is not well, this is a station. You either on a manifestation not well, this is a station. You either on a manifestation you deciding it's a function You either on a manifestation you deciding it's a function of his disability. Or it's not you deciding it's a function of his disability. Or it's not a function is disability. It of his disability. Or it's not a function is disability. It is not a function of a
disability. Yes, we're going is not a function of a disability. Yes, we're going to treat him the same way that disability. Yes, we're going to treat him the same way that we would treat any other to treat him the same way that we would treat any other student. But if it's a we would treat any other student. But if it's a function of the disability, student. But if it's a function of the disability, what it's going to be the function of the disability, what it's going to be the result is the excuse or is E what it's going to be the result is the excuse or is E can't that. So if it's a result is the excuse or is E can't that. So if it's a function of the disability, if can't that. So if it's a function of the disability, if it's a manifestation of the function of the disability, if it's a manifestation of the disability, then then from a it's a manifestation of the disability, then then from a sanction disability, then then from a sanction >> standpoint, the student sanction >> standpoint, the student cannot the sanction a way that >> standpoint, the student cannot the sanction a way that would result in a cumulative. cannot the sanction a way that would result in a cumulative. 11th day of suspension for would result in a cumulative. 11th day of suspension for school year. That doesn't mean
they couldn't be suspended, school year. That doesn't mean they couldn't be suspended, but they couldn't be suspended they couldn't be suspended, but they couldn't be suspended beyond a cumulative 10 days. but they couldn't be suspended beyond a cumulative 10 days. >> Okay. Do we need to put beyond a cumulative 10 days. >> Okay. Do we need to put that in there? So that's see >> Okay. Do we need to put that in there? So that's see EQ is a little more happy. that in there? So that's see EQ is a little more happy. Doesn't come back at us. EQ is a little more happy. Doesn't come back at us. >> We already have something Doesn't come back at us. >> We already have something in the policy that cross >> We already have something in the policy that cross reference is back to the in the policy that cross reference is back to the discipline of students with reference is back to the discipline of students with disabilities. discipline of students with disabilities. >> Policy. So those always disabilities. >> Policy. So those always have to be taken into account >> Policy. So those always have to be taken into account with every discipline. have to be taken into account with every discipline. >> I think you look at it like
you said that the two-year >> I think you look at it like you said that the two-year period. you said that the two-year period. >> All. period. >> All. >> However, years put limit on >> All. >> However, years put limit on it. I can't see elementary >> However, years put limit on it. I can't see elementary school students. Getting a it. I can't see elementary school students. Getting a class, A or class B. Weapon school students. Getting a class, A or class B. Weapon into the building. I mean, why class, A or class B. Weapon into the building. I mean, why would they the parents send into the building. I mean, why would they the parents send method or with a big hunting would they the parents send method or with a big hunting knife for My friend case F. method or with a big hunting knife for My friend case F. Well, yes, that's the 6 knife for My friend case F. Well, yes, that's the 6 year-old some others are not. Well, yes, that's the 6 year-old some others are not. And if you're right, and Dean
has said that left of the And if you're right, and Dean has said that left of the effort here. That one out. The has said that left of the effort here. That one out. The teacher getting shot. You said effort here. That one out. The teacher getting shot. You said no teachers getting shot on my teacher getting shot. You said no teachers getting shot on my watch and our very first no teachers getting shot on my watch and our very first meeting so I think maybe we watch and our very first meeting so I think maybe we can say like that, the drug meeting so I think maybe we can say like that, the drug over over the two-year period can say like that, the drug over over the two-year period safe harbor apply only over a over over the two-year period safe harbor apply only over a two-year period. safe harbor apply only over a two-year period. >> And I would recommend two-year period. >> And I would recommend because this is what we did >> And I would recommend because this is what we did with. The drug regulation is
school years, as we know, are with. The drug regulation is school years, as we know, are elastic right at the beginning school years, as we know, are elastic right at the beginning of the year. We've got 10 elastic right at the beginning of the year. We've got 10 months in front of us. But at of the year. We've got 10 months in front of us. But at the end of the year, we might months in front of us. But at the end of the year, we might only have 2 weeks in front of the end of the year, we might only have 2 weeks in front of us. So instead of using school only have 2 weeks in front of us. So instead of using school years, we used to calendar us. So instead of using school years, we used to calendar years and as schools are used years, we used to calendar years and as schools are used to that they're used now years and as schools are used to that they're used now because of the drug they're to that they're used now because of the drug they're used to looking back 2 because of the drug they're used to looking back 2 calendar years of history. used to looking back 2 calendar years of history. That makes OK. So. Let me
draft something and then I'll That makes OK. So. Let me draft something and then I'll read it to you. >> changing from a wheel >> changing from a wheel assembly saying means is >> changing from a wheel assembly saying means is firemen. Its new report. So maybe we need to it. So maybe we need to it. Notwithstanding. Do you want
to start taking the full In Notwithstanding. Do you want to start taking the full In other words, anything before to start taking the full In other words, anything before us? But if we can, should other words, anything before us? But if we can, should reference safe Harbor. Well, us? But if we can, should reference safe Harbor. Well, it's just very, carefully. reference safe Harbor. Well, it's just very, carefully. >> They are referencing the it's just very, carefully. >> They are referencing the safe harbor. They're saying >> They are referencing the safe harbor. They're saying not with notwithstanding that safe harbor. They're saying not with notwithstanding that previous. not with notwithstanding that previous. >> So I've drafted up some previous. >> So I've drafted up some language, a case that I think
will cover both saying MARTA, language, a case that I think will cover both saying MARTA, I will read it for Arna will will cover both saying MARTA, I will read it for Arna will put it on the screen, this I will read it for Arna will put it on the screen, this cattlemen and then if it looks put it on the screen, this cattlemen and then if it looks okay, we can tweak it a bit. cattlemen and then if it looks okay, we can tweak it a bit. If you'd like. But I'll read okay, we can tweak it a bit. If you'd like. But I'll read it first. It will be just come If you'd like. But I'll read it first. It will be just come in at the very end of the it first. It will be just come in at the very end of the paragraph on Safe Harbor in in at the very end of the paragraph on Safe Harbor in every instance that safe paragraph on Safe Harbor in every instance that safe harbor is and vote. They're every instance that safe harbor is and vote. They're Shelby, a parent conference.
Which Shelby document it. the student information the student information system. All that's can start the student information system. All that's can start getting messy war. pasting person. If are the
times. that safe harbor isn't vote. that safe harbor isn't vote. There shall be a parent that safe harbor isn't vote. There shall be a parent conference which Shelby There shall be a parent conference which Shelby documented in the student conference which Shelby documented in the student information system. Period. No documented in the student information system. Period. No student. shell benefit. The information system. Period. No student. shell benefit. The safe harbor provision. More
than once. any to calendar safe harbor provision. More than once. any to calendar here, period. >> I like K. So if you like >> I like K. So if you like that, we are green and we >> I like K. So if you like that, we are green and we would need a motion. To see. that, we are green and we would need a motion. To see. The.
>> Policy amended to include The. >> Policy amended to include the information regarding the >> Policy amended to include the information regarding the use of safe Harbor. And the information regarding the use of safe Harbor. And reporting it on these having use of safe Harbor. And reporting it on these having student conference and reporting it on these having student conference and reporting it and the student student conference and reporting it and the student information. reporting it and the student information. >> So moved. So, because you information. >> So moved. So, because you have to.
>> Okay. All in favor of the >> Okay. All in favor of the motion. I. As there is no >> Okay. All in favor of the motion. I. As there is no opposition. This notion has motion. I. As there is no opposition. This notion has passed. that they're concerned that they're concerned >> lines to 43 to 44, are we that they're concerned >> lines to 43 to 44, are we saying standing the foreign >> lines to 43 to 44, are we saying standing the foreign for going? There may be a for saying standing the foreign for going? There may be a for students possession of the
last 2 law enforcement students possession of the last 2 law enforcement officials. Has provided by last 2 law enforcement officials. Has provided by state law. Now, if I'm not officials. Has provided by state law. Now, if I'm not mistaken, are in class A and state law. Now, if I'm not mistaken, are in class A and class B weapons, we're quiet mistaken, are in class A and class B weapons, we're quiet to be reported. Yes. So when class B weapons, we're quiet to be reported. Yes. So when we get to class C? Otherwise. to be reported. Yes. So when we get to class C? Otherwise. Are they required to be we get to class C? Otherwise. Are they required to be reported? Are they required to be reported? >> Not all. reported? >> Not all. >> Of the weapons. >> Not all. >> Of the weapons. >> That are listed in this >> Of the weapons. >> That are listed in this document, which is very >> That are listed in this document, which is very holistic, are required to be
reported under the law. holistic, are required to be reported under the law. >> Yes, that we did say in reported under the law. >> Yes, that we did say in here. >> Yes, that we did say in here. >> That when we define what here. >> That when we define what the policy since they are >> That when we define what the policy since they are category A and and some of the policy since they are category A and and some of seeing. Seems appropriate what category A and and some of seeing. Seems appropriate what do you think activities? But seeing. Seems appropriate what do you think activities? But is is notwithstanding the do you think activities? But is is notwithstanding the foregoing. So they are sent is is notwithstanding the foregoing. So they are sent except full. foregoing. So they are sent except full. >> The safe harbor? we're not
talking. >> The safe harbor? we're not talking. >> Safe harbor. They were talking. >> Safe harbor. They were talking about whether things >> Safe harbor. They were talking about whether things are going to be reported. If talking about whether things are going to be reported. If you look at the bottom here are going to be reported. If you look at the bottom here >> where things are going to you look at the bottom here >> where things are going to be, I think that this >> where things are going to be, I think that this statement notwithstanding the be, I think that this statement notwithstanding the foregoing. talking about the statement notwithstanding the foregoing. talking about the foregoing exceptions, which foregoing. talking about the foregoing exceptions, which include Safe Harbor, which is foregoing exceptions, which include Safe Harbor, which is an exception. Then. include Safe Harbor, which is an exception. Then. >> The the cause, student's an exception. Then. >> The the cause, student's possession of a weapon. Shelby >> The the cause, student's possession of a weapon. Shelby reported. possession of a weapon. Shelby reported. >> 2 law enforcement officials reported. >> 2 law enforcement officials as provided in state law. So >> 2 law enforcement officials as provided in state law. So this thing Shelby reported not
may be reported. Am this thing Shelby reported not may be reported. Am understanding that correctly may be reported. Am understanding that correctly says notwithstanding going. It understanding that correctly says notwithstanding going. It doesn't. says notwithstanding going. It doesn't. >> So essentially what it's doesn't. >> So essentially what it's saying is. Notwithstanding >> So essentially what it's saying is. Notwithstanding everything we've said above saying is. Notwithstanding everything we've said above about what kind of weapon it everything we've said above about what kind of weapon it is with the sanction. Shelby about what kind of weapon it is with the sanction. Shelby weather, they're safe harbor is with the sanction. Shelby weather, they're safe harbor or not. There may be a weather, they're safe harbor or not. There may be a requirement to report the
weapon to law enforcement requirement to report the weapon to law enforcement anyway. weapon to law enforcement anyway. >> And of course, if there's a anyway. >> And of course, if there's a requirement that we report the >> And of course, if there's a requirement that we report the weapon to law enforcement, we requirement that we report the weapon to law enforcement, we will report a lot weapon to weapon to law enforcement, we will report a lot weapon to law enforcement regardless of will report a lot weapon to law enforcement regardless of weather. law enforcement regardless of weather. >> The sanction was. weather. >> The sanction was. suspension, regardless of >> The sanction was. suspension, regardless of whether Safe Harbor was suspension, regardless of whether Safe Harbor was invoked. If a law requires us whether Safe Harbor was invoked. If a law requires us to report, we will report it. invoked. If a law requires us to report, we will report it. >> So that's why this change to report, we will report it. >> So that's why this change it from a to At the bottom of >> So that's why this change it from a to At the bottom of set. At the bottom of the
first Yes, bottom of said. set. At the bottom of the first Yes, bottom of said. >> If we do that, the child first Yes, bottom of said. >> If we do that, the child that brings in the toy pop >> If we do that, the child that brings in the toy pop gun. Does he need to be that brings in the toy pop gun. Does he need to be reported because that's not gun. Does he need to be reported because that's not something that's required by reported because that's not something that's required by state law. something that's required by state law. >> So and that's really the state law. >> So and that's really the issue with this the way it's >> So and that's really the issue with this the way it's worded the way it's worded, issue with this the way it's worded the way it's worded, not that we might report. It's worded the way it's worded, not that we might report. It's that there might be a law. not that we might report. It's that there might be a law. There may be a law that that there might be a law. There may be a law that requires us to report it. And There may be a law that requires us to report it. And if there's a law that requires
us report it, we win, then we if there's a law that requires us report it, we win, then we will. But not. Everything us report it, we win, then we will. But not. Everything listed again because this is a will. But not. Everything listed again because this is a very holistic a policy, not listed again because this is a very holistic a policy, not everything is required to be very holistic a policy, not everything is required to be reported to the police by everything is required to be reported to the police by state law. Now, that doesn't reported to the police by state law. Now, that doesn't mean we wouldn't report it state law. Now, that doesn't mean we wouldn't report it right. Sometimes we would. mean we wouldn't report it right. Sometimes we would. Whether it's required by state right. Sometimes we would. Whether it's required by state law or not. But if it's Whether it's required by state law or not. But if it's required by state law that we law or not. But if it's required by state law that we make the report and it might
be depending on the weapon in make the report and it might be depending on the weapon in the situation. Then, of be depending on the weapon in the situation. Then, of course, we would report it. So the situation. Then, of course, we would report it. So how do we get him sacked to course, we would report it. So how do we get him sacked to understand that? how do we get him sacked to understand that? >> So they won't think that we understand that? >> So they won't think that we word what they recommended. We >> So they won't think that we word what they recommended. We get a lot of. Circle in that. >> There may be required. >> There may be required. >> I don't I don't know. Well, >> There may be required. >> I don't I don't know. Well, it does say at the bottom
>> It needs to reported. Phi it does say at the bottom >> It needs to reported. Phi state law and then it quotes >> It needs to reported. Phi state law and then it quotes the regulation that tells us state law and then it quotes the regulation that tells us what needs to be reported. the regulation that tells us what needs to be reported. >> It is a cross reference. So what needs to be reported. >> It is a cross reference. So I think that. We've got that. >> It is a cross reference. So I think that. We've got that. >> Maybe notwithstanding the I think that. We've got that. >> Maybe notwithstanding the foregoing. State law. Requires >> Maybe notwithstanding the foregoing. State law. Requires that this to a student's foregoing. State law. Requires that this to a student's possession. Of a weapon. He
reported to law enforcement possession. Of a weapon. He reported to law enforcement officials. Such elicker. I reported to law enforcement officials. Such elicker. I mean, it's just rearranging officials. Such elicker. I mean, it's just rearranging the words. I get a little mean, it's just rearranging the words. I get a little worried about that because the words. I get a little worried about that because Division Council. Has reviewed worried about that because Division Council. Has reviewed the the order of the words, Division Council. Has reviewed the the order of the words, but we. the the order of the words, but we. >> Any amendment that we make but we. >> Any amendment that we make today I can run back through >> Any amendment that we make today I can run back through Division Council anyway before today I can run back through Division Council anyway before it goes further. Division Council anyway before it goes further. >> But I would just send it. it goes further. >> But I would just send it. Inside. We'll start with at T >> But I would just send it. Inside. We'll start with at T when they put it in writing,
they feel like should be when they put it in writing, they feel like should be taken. Addressed. Did same. they feel like should be taken. Addressed. Did same. Yes, understand. Now I have a taken. Addressed. Did same. Yes, understand. Now I have a question. Yes, understand. Now I have a question. >> We have weapons listed. We question. >> We have weapons listed. We have Category B. have Category >> We have weapons listed. We have Category B. have Category C. And the next thing that I have Category B. have Category C. And the next thing that I see is Category II. What C. And the next thing that I see is Category II. What happened to Category D or do see is Category II. What happened to Category D or do we have one? Because it happened to Category D or do we have one? Because it mentions that on the first we have one? Because it mentions that on the first page.
>> said there should be. A page. >> said there should be. A clean coffee gift. A copy. you >> said there should be. A clean coffee gift. A copy. you have your clean coffee page clean coffee gift. A copy. you have your clean coffee page one. Kind of in the middle of have your clean coffee page one. Kind of in the middle of the page line 20, you have one. Kind of in the middle of the page line 20, you have >> line. 42 on Page One. You the page line 20, you have >> line. 42 on Page One. You have Category B. On page 2 >> line. 42 on Page One. You have Category B. On page 2 line. 67. Category C. And page
3 category. DEA is at line. line. 67. Category C. And page 3 category. DEA is at line. 3 category. DEA is at line. >> So I've looking at that. I >> So I've looking at that. I missed seeing too. >> So I've looking at that. I missed seeing too. >> When you look at the red missed seeing too. >> When you look at the red line us to a lot. And it might >> When you look at the red line us to a lot. And it might be years that you're using. line us to a lot. And it might be years that you're using. >> In a class to cut fabric or be years that you're using. >> In a class to cut fabric or yeah, things like that for a >> In a class to cut fabric or yeah, things like that for a one of those large metal water
bottles. one of those large metal water bottles. >> Yeah, we allow those to be bottles. >> Yeah, we allow those to be brought to school in a time to >> Yeah, we allow those to be brought to school in a time to have them. But if you hurt brought to school in a time to have them. But if you hurt somebody with it, that's when have them. But if you hurt somebody with it, that's when it becomes a weapon. used as a somebody with it, that's when it becomes a weapon. used as a weapon to harm somebody. it becomes a weapon. used as a weapon to harm somebody. >> I'm looking I thought and weapon to harm somebody. >> I'm looking I thought and where go. And did I drop a >> I'm looking I thought and where go. And did I drop a cave somewhere? takes care of where go. And did I drop a cave somewhere? takes care of that In the sack. show you is cave somewhere? takes care of that In the sack. show you is that I'm just making sure that that In the sack. show you is that I'm just making sure that we're addressing all the
comments. and it looks like we we're addressing all the comments. and it looks like we have. >> Did we make the amendments >> Did we make the amendments that we needed to that the not >> Did we make the amendments that we needed to that the not withstanding? that we needed to that the not withstanding? >> No, we haven't written >> So notwithstanding,
therefore, going where there >> So notwithstanding, therefore, going where there is a requirement in the same therefore, going where there is a requirement in the same kind of thinking, you know. is a requirement in the same kind of thinking, you know. >> is a requirement to report kind of thinking, you know. >> is a requirement to report a student's possession of a >> is a requirement to report a student's possession of a weapon to law enforcement a student's possession of a weapon to law enforcement officials. Where state law weapon to law enforcement officials. Where state law requires. officials. Where state law requires. >> State law requires.
>> It's possession a weapon. >> State law requires. >> It's possession a weapon. The reported. >> It's possession a weapon. The reported. >> 2 law enforcement The reported. >> 2 law enforcement officials. Such. Shell. We try >> 2 law enforcement officials. Such. Shell. We try that again and then we'll all officials. Such. Shell. We try that again and then we'll all look at it together. that again and then we'll all look at it together. >> then look at it together. >> then >> So notwithstanding the
foregoing comma. Where state >> So notwithstanding the foregoing comma. Where state law. Requires. That a foregoing comma. Where state law. Requires. That a student's possession of a law. Requires. That a student's possession of a weapon. Inforcement officials.
occur. what you had in mind? what you had in mind? Notwithstanding the foregoing what you had in mind? Notwithstanding the foregoing where state law requires that Notwithstanding the foregoing where state law requires that students possession of a where state law requires that students possession of a weapon be reported to law students possession of a weapon be reported to law enforcement officials such weapon be reported to law enforcement officials such shall occur. And we just need
somebody to make a motion to shall occur. And we just need somebody to make a motion to amend the policy that way. I somebody to make a motion to amend the policy that way. I move that. We adjust the amend the policy that way. I move that. We adjust the policy based on what was just move that. We adjust the policy based on what was just read. It. And I say that. policy based on what was just read. It. And I say that. >> Yeah. that would related to read. It. And I say that. >> Yeah. that would related to reporting to law enforcement. >> Yeah. that would related to reporting to law enforcement. I move that we just in the reporting to law enforcement. I move that we just in the policy. As it was read.
Related to report into law policy. As it was read. Related to report into law enforced. Yes, I think that's Related to report into law enforced. Yes, I think that's fine. enforced. Yes, I think that's fine. >> I second. fine. >> I second. >> There is a motion on the >> I second. >> There is a motion on the floor to amend the policy >> There is a motion on the floor to amend the policy regarding reporting violations floor to amend the policy regarding reporting violations to the sheriff's department, regarding reporting violations to the sheriff's department, according to state law. All in to the sheriff's department, according to state law. All in favor. according to state law. All in favor. >> Of this amendment say Aye. favor. >> Of this amendment say Aye. Aye. Aye. And no opposition. >> Of this amendment say Aye. Aye. Aye. And no opposition. >> The motion is past. So
we'll really be reviewing this >> The motion is past. So we'll really be reviewing this again. Once you make this we'll really be reviewing this again. Once you make this amendment's remain, we follow again. Once you make this amendment's remain, we follow a send that on with the amendment's remain, we follow a send that on with the amendments. And state. a send that on with the amendments. And state. >> So amendments. And state. >> So >> what I would recommend. Is >> So >> what I would recommend. Is if you want to go ahead and >> what I would recommend. Is if you want to go ahead and make a motion to send this to if you want to go ahead and make a motion to send this to the full board as an info make a motion to send this to the full board as an info item. I of course we'll always the full board as an info item. I of course we'll always circle back to Division item. I of course we'll always circle back to Division Council. circle back to Division Council. >> to take a look at any Council. >> to take a look at any amendment. Anything this truly >> to take a look at any amendment. Anything this truly substantive also would go amendment. Anything this truly substantive also would go through Cabinet. And if there
were an issue which I don't through Cabinet. And if there were an issue which I don't anticipate, but if there was were an issue which I don't anticipate, but if there was an issue pull that would calls anticipate, but if there was an issue pull that would calls from the agenda and we would an issue pull that would calls from the agenda and we would discuss it here again. from the agenda and we would discuss it here again. >> So then having these discuss it here again. >> So then having these amendments due to be inserted >> So then having these amendments due to be inserted into the policy. I recommend amendments due to be inserted into the policy. I recommend that we send this forward to into the policy. I recommend that we send this forward to information. At the next board that we send this forward to information. At the next board meeting. Do we need a motion? information. At the next board meeting. Do we need a motion? that is your most think you meeting. Do we need a motion? that is your most think you got it. that is your most think you got it. >> So moved. have the And then
just about and just exactly >> So moved. have the And then just about and just exactly >> all in favor of moving this just about and just exactly >> all in favor of moving this forward to information. >> all in favor of moving this forward to information. >> As amended say, aye, I I. forward to information. >> As amended say, aye, I I. No opposition. The motion is >> As amended say, aye, I I. No opposition. The motion is passed. I notice that we are. No opposition. The motion is passed. I notice that we are. 8 minutes past our time here. passed. I notice that we are. 8 minutes past our time here. Do we want to continue and 8 minutes past our time here. Do we want to continue and take a look? Do we want to continue and take a look? >> Revised policy. 82 80 take a look? >> Revised policy. 82 80 corporal punishment prohibited
or do we want to move that corporal punishment prohibited or do we want to move that forward to our next meeting? or do we want to move that forward to our next meeting? >> I can say what I need to forward to our next meeting? >> I can say what I need to say about it in less than 60 >> I can say what I need to say about it in less than 60 seconds. All right. And so say about it in less than 60 seconds. All right. And so corporal punishment seconds. All right. And so corporal punishment prohibited. You'll see some corporal punishment prohibited. You'll see some red. And but there's not much prohibited. You'll see some red. And but there's not much change I just added red. And but there's not much change I just added introduction which talks about change I just added introduction which talks about our commitment to student introduction which talks about our commitment to student safety. I added that at the our commitment to student safety. I added that at the beginning because we didn't safety. I added that at the beginning because we didn't really have an introduction. I beginning because we didn't really have an introduction. I re formatted. For clarity.
only thing substantive and re formatted. For clarity. only thing substantive and it's not really substantive so only thing substantive and it's not really substantive so much again. clarification. is. it's not really substantive so much again. clarification. is. I did add. action that would much again. clarification. is. I did add. action that would not be considered. Corporal I did add. action that would not be considered. Corporal punishment. Added as number 6, not be considered. Corporal punishment. Added as number 6, a restraint or seclusion punishment. Added as number 6, a restraint or seclusion procedure that is authorized a restraint or seclusion procedure that is authorized by policy. 53, 45 restraint procedure that is authorized by policy. 53, 45 restraint and seclusion. And when I say by policy. 53, 45 restraint and seclusion. And when I say it's more of a clarification,
that policy was cross it's more of a clarification, that policy was cross referenced already, but it was that policy was cross referenced already, but it was cross referenced without referenced already, but it was cross referenced without explanation. So I just added cross referenced without explanation. So I just added that to make it clear to explanation. So I just added that to make it clear to everybody why the policy is that to make it clear to everybody why the policy is cross reference that if we everybody why the policy is cross reference that if we have a restraint that is done cross reference that if we have a restraint that is done in accordance with our policy, have a restraint that is done in accordance with our policy, that would not be considered in accordance with our policy, that would not be considered corporal punishment. We. that would not be considered corporal punishment. We. >> may be changing that corporal punishment. We. >> may be changing that policy. >> may be changing that policy. >> And prohibiting restraint. policy. >> And prohibiting restraint. So we might want to wait on >> And prohibiting restraint. So we might want to wait on passing that one forward
because we're going to be passing that one forward because we're going to be voting in the coming session because we're going to be voting in the coming session on restraint and seclusion. voting in the coming session on restraint and seclusion. We'll see whether the on restraint and seclusion. We'll see whether the restraint part is prohibited We'll see whether the restraint part is prohibited or still contained. Perhaps we restraint part is prohibited or still contained. Perhaps we should just move this to the or still contained. Perhaps we should just move this to the next yeah. Gender that that's should just move this to the next yeah. Gender that that's that's what I see is the issue next yeah. Gender that that's that's what I see is the issue I was going to ask you, why that's what I see is the issue I was going to ask you, why are we we looking at restraint I was going to ask you, why are we we looking at restraint seclusion here. But now it's are we we looking at restraint seclusion here. But now it's obvious and it's just a cross seclusion here. But now it's obvious and it's just a cross reference. obvious and it's just a cross reference. >> Such that if that policy
does get changed, its just >> Such that if that policy does get changed, its just cross referencing the policy. does get changed, its just cross referencing the policy. It doesn't. cross referencing the policy. It doesn't. >> But we don't need to make It doesn't. >> But we don't need to make any commented that we >> But we don't need to make any commented that we strengthen. any commented that we strengthen. >> Because if that policy is strengthen. >> Because if that policy is changed, this policy. Accounts >> Because if that policy is changed, this policy. Accounts for any change that might get changed, this policy. Accounts for any change that might get made in the future because it for any change that might get made in the future because it must always be done in made in the future because it must always be done in accordance with. The research must always be done in accordance with. The research policy policy. Yeah. Okay. accordance with. The research policy policy. Yeah. Okay. >> That's one of the things policy policy. Yeah. Okay. >> That's one of the things that I had thought about. When >> That's one of the things that I had thought about. When I saw this. If they take
restraint. So would you like I saw this. If they take restraint. So would you like to redo this as an info item restraint. So would you like to redo this as an info item again next month or do you to redo this as an info item again next month or do you want it to go to public again next month or do you want it to go to public comment? want it to go to public comment? >> And discuss it along with comment? >> And discuss it along with public comment next month. >> And discuss it along with public comment next month. >> I don't know whether public comment next month. >> I don't know whether whether the >> I don't know whether whether the >> prohibition of restraint is whether the >> prohibition of restraint is going to pass and become part >> prohibition of restraint is going to pass and become part of the policy. So I think this going to pass and become part of the policy. So I think this might be. Something we need to of the policy. So I think this might be. Something we need to postpone with the sheriff D.
It would go in the 8, postpone with the sheriff D. It would go in the 8, >> go to will he restrained? It would go in the 8, >> go to will he restrained? We've say it is to be done >> go to will he restrained? We've say it is to be done trained person but safety We've say it is to be done trained person but safety purposes. Symptoms restraint trained person but safety purposes. Symptoms restraint required. purposes. Symptoms restraint required. >> not on that committee is by required. >> not on that committee is by and share with sand. What >> not on that committee is by and share with sand. What they're looking at is and share with sand. What they're looking at is restraint is sending money they're looking at is restraint is sending money back is killing. I don't mean restraint is sending money back is killing. I don't mean to be They have prove
prohibited. Restate in 14 to be They have prove prohibited. Restate in 14 states. It has found to be prohibited. Restate in 14 states. It has found to be effective. Now there is the states. It has found to be effective. Now there is the part that if the child is effective. Now there is the part that if the child is putting anyone in immediate part that if the child is putting anyone in immediate danger. You have the what is putting anyone in immediate danger. You have the what is it called Good Samaritan danger. You have the what is it called Good Samaritan Clause where you may restrain it called Good Samaritan Clause where you may restrain them. But the policy clearly Clause where you may restrain them. But the policy clearly outlines what you may not do them. But the policy clearly outlines what you may not do as restraint. Unless it's the outlines what you may not do as restraint. Unless it's the very, very last. Option you
have. So I don't know how very, very last. Option you have. So I don't know how that's going to fly in the have. So I don't know how that's going to fly in the committee, but it it's. It's that's going to fly in the committee, but it it's. It's going to be a big discussion, committee, but it it's. It's going to be a big discussion, I think on the board. So I going to be a big discussion, I think on the board. So I better off waiting so we can I think on the board. So I better off waiting so we can keep that as an info item better off waiting so we can keep that as an info item again next. Next time. keep that as an info item again next. Next time. >> And then. again next. Next time. >> And then. >> The new business was just >> And then. >> The new business was just about dates and times. We >> The new business was just about dates and times. We don't have to discuss that about dates and times. We don't have to discuss that today. But I can. We presume. don't have to discuss that today. But I can. We presume. >> That we will continue with
aspect meetings. The 4th >> That we will continue with aspect meetings. The 4th Monday. 4th Monday of the aspect meetings. The 4th Monday. 4th Monday of the month, at least for next week. Monday. 4th Monday of the month, at least for next week. And then it for next month. month, at least for next week. And then it for next month. Yeah. And if you want to And then it for next month. Yeah. And if you want to discuss, it ain't thing. It Yeah. And if you want to discuss, it ain't thing. It used to be for 30 last year, discuss, it ain't thing. It used to be for 30 last year, correct? It was 4.30, I-30 and used to be for 30 last year, correct? It was 4.30, I-30 and then the room became available correct? It was 4.30, I-30 and then the room became available at 4. So we moved into the then the room became available at 4. So we moved into the fortified slot. at 4. So we moved into the fortified slot. >> Wonderful. Thank you. I fortified slot. >> Wonderful. Thank you. I appreciate that. So will keep >> Wonderful. Thank you. I appreciate that. So will keep those on the agenda. Also next
month for new business in case those on the agenda. Also next month for new business in case want to discuss that further. month for new business in case want to discuss that further. >> So that means Monday, want to discuss that further. >> So that means Monday, February from 45 with me. You >> So that means Monday, February from 45 with me. You know, that's our hearing. Monday is the 4th Monday so Monday is the 4th Monday so would be February 24th. 4 Monday is the 4th Monday so would be February 24th. 4 o'clock. would be February 24th. 4 o'clock. >> And just sent you. So we'll
have it on our calendar >> And just sent you. So we'll have it on our calendar automatically I think this have it on our calendar automatically I think this appreciate that. automatically I think this appreciate that. >> Is there any other business appreciate that. >> Is there any other business do we need to say anything in >> Is there any other business do we need to say anything in that close to done hearing do we need to say anything in that close to done hearing dates? Other than we have one that close to done hearing dates? Other than we have one coming up? dates? Other than we have one coming up? >> What we had talked about if coming up? >> What we had talked about if you're ready to discuss it as >> What we had talked about if you're ready to discuss it as new business and you might you're ready to discuss it as new business and you might want to talk to Rashid here. new business and you might want to talk to Rashid here. We had talked about scheduling want to talk to Rashid here. We had talked about scheduling sort of a standing meeting yet
every month in case we have an sort of a standing meeting yet every month in case we have an appeal that we know and what I every month in case we have an appeal that we know and what I would recommend is the 2 hours appeal that we know and what I would recommend is the 2 hours on the 4th Monday, right would recommend is the 2 hours on the 4th Monday, right before your hearing are on the 4th Monday, right before your hearing are meeting because you're here before your hearing are meeting because you're here anyway, as we could block out meeting because you're here anyway, as we could block out for you with that works for anyway, as we could block out for you with that works for everybody. The 4th Monday. To for you with that works for everybody. The 4th Monday. To 3.30, as a standing hearing everybody. The 4th Monday. To 3.30, as a standing hearing day. So that we're not always 3.30, as a standing hearing day. So that we're not always looking at the calendar trying day. So that we're not always looking at the calendar trying to figure out when to do a
hearing. The Pats would be to figure out when to do a hearing. The Pats would be that flexible and have a hearing. The Pats would be that flexible and have a choice. that flexible and have a choice. >> Well, I was going to say choice. >> Well, I was going to say there would be times that that >> Well, I was going to say there would be times that that wouldn't work anyway because there would be times that that wouldn't work anyway because we have the 30 day rule and it wouldn't work anyway because we have the 30 day rule and it depends when the appeal comes we have the 30 day rule and it depends when the appeal comes in and are we going to be able depends when the appeal comes in and are we going to be able to make the next standing in and are we going to be able to make the next standing meeting? But what happens now to make the next standing meeting? But what happens now is every time we get an meeting? But what happens now is every time we get an appeal, we have to find a is every time we get an appeal, we have to find a room. We have to make sure you appeal, we have to find a room. We have to make sure you are available. We have to make room. We have to make sure you are available. We have to make sure all the other people it are available. We have to make sure all the other people it just it. It we would know we sure all the other people it just it. It we would know we have a slot where we have a just it. It we would know we have a slot where we have a room and we have you at least
right. And then we we would room and we have you at least right. And then we we would have to be flexible to right. And then we we would have to be flexible to accommodate. Division Council have to be flexible to accommodate. Division Council school staff. The people who accommodate. Division Council school staff. The people who are invited. school staff. The people who are invited. >> Well, I think that we need are invited. >> Well, I think that we need that to she. Yes, she has >> Well, I think that we need that to she. Yes, she has right? I'm not going to be that to she. Yes, she has right? I'm not going to be picking between 2 in full. right? I'm not going to be picking between 2 in full. >> And not only that, her picking between 2 in full. >> And not only that, her schedule has changed teaching >> And not only that, her schedule has changed teaching schedule has changed and she. schedule has changed teaching schedule has changed and she. We have in class time in schedule has changed and she. We have in class time in there, too. So it might not be We have in class time in there, too. So it might not be able to make it as early as
2.30. Yes, maybe that's able to make it as early as 2.30. Yes, maybe that's something to the extent you're 2.30. Yes, maybe that's something to the extent you're interested in talking about something to the extent you're interested in talking about that, we would just leave that interested in talking about that, we would just leave that on the agenda to discuss next that, we would just leave that on the agenda to discuss next month. on the agenda to discuss next month. >> Okay. I think that is month. >> Okay. I think that is excellent. A decision. Saying >> Okay. I think that is excellent. A decision. Saying that a game lead Is that and excellent. A decision. Saying that a game lead Is that and give and needed? thinking
about it. Did you want to give and needed? thinking about it. Did you want to adjourn? about it. Did you want to adjourn? >> Yes, that's where I was adjourn? >> Yes, that's where I was going when when Doctor wanted >> Yes, that's where I was going when when Doctor wanted to know about this. But that's going when when Doctor wanted to know about this. But that's okay. The saying is there's no to know about this. But that's okay. The saying is there's no other business tonight this okay. The saying is there's no other business tonight this afternoon before committee.