Good afternoon. I apologize for being late. Uh, but we will start the meeting at 11 minutes after four. Thank you for coming in to the November 24th meeting of the Student Behavior and Accountability Committee to my leftist Dr. Samara Rashid. To the right is Dr. Linda Deans. Do we have any people signed up for public comment? No public comment today. Okay. Thank you. Um, has everybody had an opportunity to read the minutes? Yes.
Yes. All right. Do we have a motion to accept the minutes as written? So moved. Second. Second. Thank you. The minutes are approved. Alright, we have two action items today. The first is policy 86 55 student per personal device use. I may talk a little bit later. We'll see information. It's, um, an action item Is Where I'm at. It's 4.01. Is that looking at Yeah. 4.01. Yeah. 4 0 1. Okay. Do we have any comments that we wanna make about this?
Any discussion? That's, that's a different one. Yeah. Oh, I think it's under, it's right under under. Here it is. Yeah. I think it's here. Yeah. There you go. Okay. Wrong, wrong sheet. Yeah. I don don't have any questions. Mr. You don't have any About this? About this action item four 4.01? Yes. I do not, I do not have any questions about 4.01. Okay. Uh, Dr. Dean, I do have a question in terms of, um, how, um, lenient are we going
to going to be on implementing a new policy in January? Do we, have we had those discussions with principals yet? Uh, were you, our beginning conversations with schools and principals, that was part of the feedback loop that we gathered. And so, um, working with, um, Ray Mitchell on what that can look like and having some of those conversations. But, um, it will be part of the communication plan too. Um, that we are reaching out to schools. So principals have already been made aware this policy is coming. Um, our school communities were made aware, uh, in the newsletter that we sent out last week.
So we're trying to ramp up knowledge about this, um, putting posters in place, um, at school so that they understand what the new expectations are gonna be, and then figuring out what that kind of looks like once it's a policy. It'll be, the restrictions will be in place. Um, but we're still having those conversations, uh, around what that looks like on January 5th when students return. If the policy is passed on December 16th. Uh, my concern is that we don't want a, uh, a balloon of discipline referrals. We want all teachers to implement it as the principals instruct them to, so that
kids won't look for exceptions to teacher B when teacher A let him do this. So, IIII, I just can see a balloon of discipline referrals being sent to the deans and the assistant principals related to this, unless it's done across the board by everyone. And that is the plan when it's a policy, is that it'll be, um, coherently implemented across schools. And that's what we'll be sharing, um, with all of our principals and kind of setting the expectations
and really, like I said, department of school leadership, uh, really driving that. 'cause at that point, it really isn't like a technology related item. It's more like a classroom behavior discipline school management item, which is, um, more in their area of expertise. Dr. Shade. Thank you. Chair Lale. Um, Mr. You mentioned about with necessity, We just, we are So access to Another question, Dr. Is this going to sort of the students with medical conditions stand out
and be ostracized because of their use of the, of the technology device and or is there anything in here that would give disciplinary action to those students for loaning or allowing other students to use that device? So the four, um, accommodations are, um, IEP 5 0 4 medical and el and those would be the only four populations of students that could use those devices for documented accommodation.
And the devices would only be allowed for use for that. For example, just 'cause you need a glucose monitor doesn't mean you get to have texting all day. So if they're doing something other than what is prescribed via that accommodation, then that would be, um, also against the policy. Okay. Mm-hmm. Any other questions, comments, thoughts? Um, there were some feedback was, uh, for different policy from, I'm sorry. Thank you. You're welcome. Mm-hmm. Yeah. Okay.
I know that CAC wanted an accommodation. Did you see that Ms. Scanlan, they wanted to remove the word policy? Are you speaking of, uh, an accommodation related to policy 86 55 student personal device use? Yep. Then I would defer, uh, to Mr. Smith on that. Uh, there, the concern, the only one that I see that ciac is the ci A feedback is included as part of the item, um, is in reference to cyber bullying, uh,
and possibly removing that out or changing that. Um, I just got the feedback to myself from Ciac last week, and I haven't had a chance to confer with Mr. Allen about that yet. Um, so that feedback is the only that I see that they have shared. Okay. And obviously we've taken care of that, considering that this is now a state law as opposed to just Aladin County policy. I think it would be made useful to have it made perfectly clear in discussions
with principals, teachers, and students. This is the state law, this is the expectation that we have and that, um, I think we've done, um, Ms. Scanlon's done a wonderful job in enumerating the four cutouts. Um, anybody else have anything they wanna say? Just that, uh, CAC did not have any recommendations for 82 0 5, 21 30 and 34 10. Okay. No, I know that I spoke with, um, Shana. I think it was a different policy.
No, she was looking at it and she, it, she said it looked like every student could use their cell phone except special ed students. And I said, no, it's just the opposite. And we went through that and apparently, um, they solved it before they sent in these recommendations, so. Okay. I just wanna make sure that that was taken care of. Anything else? No. Is there a motion on the floor to pass policy 86 55 as written? Yes. Motion to pass. This policy has written. Is there a second? I Second.
There is a motion on the floor to pass policy 86 55 as written. All those in favor say Aye. I, aye. All opposed, seeing no opposition policy. 86 55 passes as written. Thank you. Now we're going to be looking at policy 82 0 5 Discipline Authority. Um, if you wanna pull that out and take a look at it and we can see if there's any discussion on it. Yeah, I'll be Ms Um, Ms. Galen had said that if time permitting we could reverse
5 0 1 to 4 0 2, but I, I don't know. That was before earlier. Yeah. Remember because of time constraint. I, I don't know. Okay. I'm okay with whatever you guys choose. Is there a lot we have to worry about on, on? Um, I think that, um, we can probably get through both of them at this point by five o'clock, because I really only would need probably no more than five minutes to do the info item. Okay. All right. Looking at, um, the authority to take disciplinary and other actions against students,
I have the red copy in hand and I also have the final copy. Anything that you see on this that you feel needs discussion? I just wanted to, I just, Ms. LeBel, I just wanted to ask, uh, Ms. Scanlan a question if I may. Okay. Ms. Scanlan, of the feedback we received from sac, um, I, of the ones that was incorporated, um, into the Red Line copy, uh, which of the feedback if you're able to locate, locate, I'm just looking directly at the document that they had provided. There was, I believe, two from M sac, one from an LCPS parent of the feedback
and the other one from Leaf. Um, is there something specific from M SAC in policy 82 0 5 that maybe I missed? 'cause I don't see what the, what the issue is with this per the person with the two ticket numbers that was incorporated into the red line copy from M sac. Okay. So Sac, as you know, provided a variety of feedback, um, with four different recommendations for policy 82 0 5. I did draft for your consideration only, um, some possible amendments if you would like to take
that feedback and include it in the policy. So what you see before you is a draft of possible amendments that one of you could make if, if you wish to make it as well as a separate red line of what that amendment would look like inside of the policy. In terms of what has been incorporated, because I did not, um, draft amendments for all of the language, um, or for all of the recommendations I should see simply because, um, I personally would not recommend
that that all of the recommendations be adopted, but we can certainly discuss that. Um, from recommendation one, there was, um, interest in inserting the term material disruption into the policy, and you'll see that I drafted for your consideration a motion that would change, um, directly and substantially to directly materially and substantially so that, um, incorporates the preferred language of MA if you would be interested in doing that.
That's in subsection A four. So that the sentence would read, uh, beginning on line 43 occurs off LCPS property and outside of school hours. If the student's misconduct is detrimental to lcp, S'S ability to provide secure learning environments adversely affects the student discipline process or directly materially and substantially disrupts normal school operations. So that incorporates, um, if you are interested in adding that, that recommendation, then there are a number
of recommendations that they made, um, that I would suggest to the extent you wish to incorporate them in the policy. They can be combined into one sentence and included in the introductory paragraphs specifically. That would be from, uh, recommendation one m. SAC is interested in ensuring that school administrators consider certain circumstances about a student in making disciplinary decisions, including the student's age, intent, the context
of the incident, et cetera. Um, from recommendation to affirming that LCPS strives to equitably apply student discipline, um, and the way those, oh, and then from recommendation four, uh, language, um, affirming LCP S'S commitment to restorative dis discipline whenever possible as opposed to exclusionary discipline. So in my view, you could, if you wish, efficiently,
take those three separate recommendations, combine that language, and put that in the introduction as the last sentence of the first paragraph. The school board expects LCPS administrators to apply student disciplinary policies equitably and to consider a range of relevant factors including a student's age, developmental level, disability status, and other relevant circumstances when determining an appropriate response whenever practicable, that response should prioritize
learning, accountability, and restoration over exclusion from school. Any comments about the addition on the red line Chair, if I may? And then the separate paper was already what's incorporated in the policy, am I correct In red? So those are amendments that you could propose be made if you would like the language I just reviewed to be included. So, but It looks like it's already in there. Oh, I was just doing that so you could see what it looked like.
Okay, okay. If you chose to make those amendments. But it's already here in red. It's already in the red line copy. That's what it looks like to me. Well, well, yes, but it's a separate, so that I, I just, that's a separate document that, to show how it would appear in the document if you made the change. I just wanted it to stand out to you so that you could see it in context. Okay. Thank you. You're welcome. Yes, ma'am. Go ahead. With the addition of line six through 11, um, um,
consider a range of relevant factors including a student's age. You know, I'm from Hampton, Virginia, right next door to Newport News, Virginia. So I think that there are some behaviors that are so severe and maybe have a pattern such that a shouldn't be considered. We still should give that, find a way to give that child an education, but keeping that child in a traditional school setting is, is, is inappropriate. Yes, I agree. Um, so related
specifically to, uh, the concerns about what happened with the young child from Newport News, there are some policies that require a 10 day suspension and a referral to our office. Uh, those policies in particular are related to weapons. So, um, LCPS has taken all possible weapons and made four categories of weapons. Category A weapons are firearms and bombs. So any student, regardless of their age, who possesses or uses a firearm or bomb on school property
or at a school sponsored activity must be suspended for 10 days and forwarded to our office for consideration. And we would, um, have to consider expulsion and could, um, choose not to forward that student for expulsion only if there were special circumstances. But that, that kind of violation does have to result in specific discipline, regardless of age, et cetera. That also extends to category B weapons,
which are weapons other than guns and bombs that are considered weapons under the law. It also extends to possession of a Schedule II substance at school and distribution of a controlled substance or illegal drug at school. When you mentioned guns and bombs, you said the use of, has that also include possession on school property? Yes. Possession or use. Thank you. One more. Go. Historically, the reason that the
we ramped up DEIA, et cetera, is because of that word equitably. Um, but now that we have, um, um, what should I say, um, executive principles and all, they can help those principals to make it equitably, uh, administered. Because the reason we ramped it up is because the discipline policy in general was not being
administered equitably. So are we confident now that because of our strata of administrators, that we can ensure equitable administration of this policy? I think that the various layers of administration, um, can increase your confidence that there are more eyes on that issue and a more coordinated response if there is data that shows that there might be an, uh, inequitable
application of the policy. I'm good with that, but I wanted to point that out because historically in Loudoun County, the reason that the DOJ got involved with LAUTEN is because of, like, of equitable treatment. So, um, I wanted to point that out. Any other questions, comments, discussion? Yes. Ms. Scanlan? So I wasn't sure if the two, um, amendments that I drafted for you, you were interested in actually proposing and voting upon?
Yes. Do we need to add them because they are different from what we had when we did information? Yes. Yes. And let's go ahead and accept the, I think she wrote the date she wrote, I wrote to amend Paul. She wrote The whole thing. Yes. Mm-hmm. Yeah. Yes, go ahead. So I'd like to amend the original policy with the following, um, amendment. I move to amend policy 82 0 5 as follows At the end
of paragraph one, insert, the school board expects LCPS administrators to apply student disciplinary policies equitably and to consider a range of relevant factors including a student's age, developmental level, disability status, and other relevant cons. Circumstances when determining an inappropriate response whenever practical, that response should prioritize learning, accountability, and restoration over exclusion from school.
Is there a second for that? Motion? Second. Thank you Dr. Shade. Uh, we have a motion on the floor to amend policy 82 0 5 as presented by Dr. Deans. Is there, um, all in favor of that amendment, please say Aye. Aye. Aye. Aye. All opposed. Seeing no opposition. The amendment is accepted into the policy. Now we have to vote on the policy itself. There's another, there's another amendment. We have another amendment. Okay. Go for it.
Thank you. Chair LaBelle. This is a, an amendment to policy 82 0 5. I move to amend policy 8 2 0 5 as follows in subsection A four, change directly and substantially to directly, materially and substantially. Thank you, Dr. Rashid. Is there a second to that motion? I Second. Thank you, Dr. Dean. Um, there's a motion on the floor to add the changes from Dr. Rashid to the current policy. All those in favor say aye. A Aye. Aye.
All those opposed, seeing no opposition that amendment is passed. Now we are going to pass the, or we're going to vote on the entire amendment policy with the amendments added to it. All those in favor of the amended policy? 82 0 5. Please say. Uh, aye. I'll make a second. I'm sorry. Sec. Second. Second. And I made the first motion, so now we're going to vote. All those in favor say aye. Aye. Aye. All opposed.
Seeing no opposition. This policy passes as amended. Thank you. Now, um, Ms. Scanlon, do you want to present us with information about policy 82 20? Yes. Thank you. Um, policy 82 20 is not, um, coming before you today because it's on track for its five year review. It's coming before you because I think we can improve upon that policy. Um, in particular, the changes
to this policy do several things. Primarily, um, it is taking all possible sanctions that could be administered to a student and bringing them all under one policy. Currently, these various sanctions are, um, scattered a little between policies. Um, there is nothing in this policy that is a new sanction, nothing that didn't exist previously, but I think it's important, uh, particularly for our families, our students, and anybody knew to loudoun as I was a year and a half ago, to be able to go one place
and see all of the various sanctions, how they would be administered, the appropriate cross references to any policy that might delve into that a little bit further. Um, so that's the primary change in the policy, is it sweeps up all possible sanctions from in-school sanctions, all the way through a possible expulsion in one policy. It also clearly identifies who has the authority to implement each of those various sanctions. So for example, only the school board or SAC has the authority to expel.
So under the portion related to expulsion, it makes clear that only SBA C or the full board has the authority to take that action. Likewise, only SBA c the school board or the division superintendent has the authority to long-term suspend. So it makes very clear that that's where the authority lies. Um, the policy also includes, um, the expectation, which is an expectation of the VDOE as well as Loudoun County Public Schools, that whenever a sanction is administered to a student,
it is paired with an appropriate intervention. Okay? So that is made plain in the policy. And finally, so this policy, you see a lot of things being added in to complete the picture. There is one thing that is removed. Um, I have removed from the policy, the authority of teachers to remove a student from class for two reasons. One, teachers absolutely have that authority under certain circumstances set forth in the Code of Virginia. And that authority is very explicitly set forth in policy 82 15 in school disciplinary measures.
So it doesn't take away a teacher's ability to do that, it's just this isn't the policy where it belongs, um, simply because that is a disciplinary measure or action that can be taken by a teacher, but it is not a formal sanction that is administered by an administrator. And that gets entered onto a student's cumulative school discipline profile. So I removed it from this policy, but it does still live in the appropriate policy, which is policy 82 15. I'd be happy to take any questions that you might have.
Dr. Dean, sorry. No, that's not a problem. I'm still looking. So if a student transferred to a different school district and that district, that parent signed a release for us to release his academic records, would his discipline records also go with him or her? He asked. The Code of Virginia does require that discipline records follow the student to a different school division or to a private school. Any other comments, questions? I'm excited about that. Well, good. That answer
Ms. Young doesn't know she made, But she does now. Okay. Unless we don't know which private school the kid is gonna, Well, We had that situation earlier. Well, yes, that has been an issue. Um, so we need to send this forward to Ms. Sac, CAC and all the rest of them And public comment. Mm-hmm. And public comment. Okay. Excuse me. Is there a motion to do that or do you have another question? You wanna move, move it forward? I move that we move this policy forward for public comment
as well as, um, committee and council's comments. Okay. I second Thank you. There's a motion on the floor to move policy 82 20 forward for comment, public comment, uh, counsel committee comment. All those in favor say aye. Aye. Aye. Aye. Opposed? Seeing no opposition. This policy shall move forward. Thank you. Let's go ahead and see what your question is. So, Ms. Scanlon, um,
um, I, I was at the alternative school today on a, um, on a school visit. And the middle school grouping is growing from when I was there the last time. Um, would we ever get to the point of getting to incorporate an elementary school group? And I know that's a what if question, but I hope so. Um, I, I think that's something That merits thought and consideration.
Um, of course nobody wants to see, um, any of our students in a situation where the choice of going to a regular school or an alternative school is not a choice that they or their parent gets to make, but it's a choice that's made for them. And certainly that would be doubly true for a young child. But there are occasionally, but rarely, um, extreme circumstances. And as it stands now, when those circumstances arise, it's very, very difficult to
serve the needs of those elementary students, um, to get their education while at the same time maintaining safe and productive environments for others. So I think it's an important consideration. We do now, as you know, um, through the school board's generosity, have an executive principal that is over all of the alternative programs, uh, for the first time this school year. And so I think that allows some very focused attention to be put on not only the alternative settings
that we currently offer, but how we might be able to offer things that are new or different With the expansions that I, the expansion that I saw today. And my observation, you know, we started alternative school when we came on board, right? Mm-hmm. What could we get a report from them at some point to the, to the board and to the, um, as I don't know, as a presentation to the board, uh, to, to sort of bring closure to their growth.
Because to me it's growth as to where they are now. The fact that they have middle school students, initially they did not. And um, so I just wonder if that's a possibility. I think that's, um, something that could absolutely happen. We could bring it here first, um, and then potentially, um, bring it to the full board if there's interest in that. I can speak to Ms. Um, Miller about that. Um, there's, you know, as you know, the Tate program there, there's a wide range of alternative settings that might be interesting to hear about all of them.
There's the Tate program, the North Star program, the RISE program, which is the Recovery School, which is a new addition this year. Um, there's Roby, there's virtual, um, distance learning, loud and online. So there really are a variety of settings and I think that would be a worthy topic, um, to bring forward as an information item. I can look into that and get back to you. I think that it would also be a good program to have at the regular board meeting, the full board meeting because that way it would help get it out to the public who are also very uninformed about alternative schools,
especially when they come to us as an appeals board. I think they're not understanding what it is that we are doing. So that would be helpful. Thank you, Dr. Deans. Thank you Ms. Scanlon. Any other comments, questions? Yes, Ms. Scanlan? I would just make one comment. Um, next month our C meeting is the third Monday of the month instead of the fourth Monday of the month. So just to be aware of that. Um, we will be here, um, same room,
same time, just the third Monday, December 15th. And that's simply because the fourth Monday is that holiday week. Ah, that's the same day as our appeal. We do have a hearing that starts at two and then we'll have our regular SBA meeting 15th at four. On the 15th. On the 15th. Mm-hmm. I realized that I had to reschedule my surgery because of that Change. Well, unless you want us to. No, I'm good. I changed it already. I changed it already. You weren't in a hurry to get surgery anyway. I understand. I know, I know. I personally understand that very well.
You're scared. Say you're scared. Yeah. Alright. Um, is there any other business before this committee seeing no other business? The meeting's going to adjourn at 4 46. Thank you for coming.