[00:05:13]
MIC]. IT'S 6:00. I'D LIKE TO CALL THE MEETING OF THE SPECIAL CALL MEETING OF JUNE 7TH TO ORDER.
[Call to Order ]
[00:05:22]
AS USUAL, WE BEGIN OUR MEETINGS WITH A MOMENT OF SILENCE, FOLLOWED BY THE PLEDGE OF ALLEGIANCE.SO JOIN ME IN A MOMENT OF SILENCE, PLEASE.
THANK YOU. IF YOU WILL PLEASE STAND AND LET'S SAY THE PLEDGE OF ALLEGIANCE.
THIS IS A SPECIAL CALL MEETING.
WE HAVE TWO ITEMS ON THE AGENDA THIS EVENING.
SO LET'S GO TO THE PERSONNEL APPOINTMENTS AND GET THOSE OUT OF THE WAY.
I'M. YOU HAVE A LIST OF PERSONNEL THAT ARE BEING RECOMMENDED FOR EMPLOYMENT BY THE ADMINISTRATION.
I NEED A MOTION TO APPROVE THE LIST BY MS. RHINEHART-JACKSON A SECOND SECOND BY MR. MOULTON. ANY DISCUSSION ON ANY OF THESE ITEMS? HEARING NONE. ALL IN FAVOR OF APPROVING THE LIST OF PERSONNEL PRESENTED BY THE ADMINISTRATION FOR EMPLOYMENT.
MS. SHEALEY, WHO'S ON THE WAY, IS NOT HERE.
AND MR. NUESSEL IS NOT GOING TO BE HERE THIS EVENING.
MURPHY HAVE HIS TURN, I'M GOING TO HAVE MINE AND JUST TRY TO PUT THINGS IN PERSPECTIVE A LITTLE BIT.
YOU KNOW, THE WORLD SITUATION IS VERY UNSTABLE AND PROBLEMATIC.
AND A BIG PART OF THAT IS VIOLENCE.
AND WE HAVE WITNESSED AN INCREASE IN VIOLENCE IN OUR SCHOOLS.
OR AT LEAST CERTAINLY THE INTENSITY AND THE SEVERITY OF IT.
WE HAVE TO DO EVERYTHING WE CAN TO MINIMIZE THIS.
FROM MY STUDIES IN CHILD PSYCHOLOGY.
IT'S WELL DOCUMENTED AND PROVEN.
WELL, FIRST OF ALL, THE CHILDREN ARE IN A TIME OF GROWTH AND EXPERIMENTATION.
IT'S NORMAL FOR CHILDREN TO TEST LIMITS.
THAT'S HOW THEY LEARN HOW TO ACT, HOW TO BEHAVE, WHAT'S ACCEPTABLE, WHAT'S NOT.
IN ADDITION TO BEING TAUGHT THAT DIDACTIC PLAY AND OBSERVING WHAT HAPPENS TO OTHER STUDENTS.
WHAT THAT TELLS ME IS IF WE LET CHILDREN SLIDE ON LITTLE DEALS, LITTLE VIOLATIONS, WE ARE REINFORCING THE IDEA THAT I CAN DO THINGS THAT ARE FORBIDDEN AND GET AWAY WITH THEM. AND THEY INTENSIFY THESE EFFORTS AND THE INFRACTIONS OFTEN BECOME MORE SERIOUS AS THEY GO.
AND AS THE CHILDREN AGE, WHAT'S ACCEPTABLE IT MIGHT BE MIGHT BE A MINOR IRRITATION AT AGE THREE, BUT WHEN YOU DO THAT AT 13, IT'S GOING TO BE QUITE A DIFFERENT INTERPRETATION BY THE ADULTS AND BY THE AUTHORITY FIGURES.
SO I THINK IT'S REALLY IMPORTANT THAT WE LOOK AT OUR ROLE.
WHAT IS THE ROLE OF THE SCHOOL DISTRICT? WELL, YOU KNOW, RIGHT OFF THE BAT, IT USED TO BE IT WAS TO EDUCATE CHILDREN.
AND THAT MEANT BASICALLY TEACHING THEM HOW TO DO ACADEMICS AND THAT SORT OF THING.
I'VE TAKEN ON MORE AND MORE RESPONSIBILITY FOR CHILDREN.
WE PROVIDE MEDICAL ATTENTION FOR A LOT OF CHILDREN.
WE DO A LOT OF THINGS THAT WERE NOT TRADITIONALLY PART OF THE ROLE OF EDUCATION.
I DON'T THINK TEACHING CHILDREN.
WHO ARE CHRONICALLY MISBEHAVING.
HOW TO BEHAVE? IS THE ROLE OF THE PUBLIC SCHOOLS.
YOU HAVE TO PUT THINGS ON A BALANCE.
[00:10:03]
WE HAVE TO WORRY ABOUT WHAT'S GOOD BEST FOR THE INDIVIDUAL.WITH WHAT? THE PURPOSE OF THE INSTITUTION IS THE GROUP NEED.
BUT IT CAN'T SACRIFICE THE GROUP'S LOEARNING.
AND SO FORTH IN ORDER TO BEND OVER BACKWARDS AND DEAL WITH ONE INDIVIDUAL CHILD.
THERE COMES A TIME WHEN WE HAVE TO SAY ENOUGH IS ENOUGH.
AND I THINK THAT'S YOU KNOW, WE'RE TALKING ABOUT EXPULSION.
NOW, I KNOW FOR A FACT THAT SOME WELL, WHEN I WAS RUNNING FOR THE BOARD THIS LAST TIME, SEVERAL YEARS AGO, I WAS TOLD BY TEACHERS THAT I KNOW AND TRUST AND HAVE KNOWN FOR MANY, MANY YEARS AND TRUSTED ALL THOSE YEARS THAT THEY WERE TOLD BY PRINCIPALS.
AND THEY SHOULD THEREFORE DEAL WITH THEM IN THE CLASSROOM.
WHEREVER. YOU KNOW, THAT DIDN'T BEHAVE VERY WELL IN SCHOOL.
I THINK THAT WHATEVER WE DO TONIGHT, WHATEVER WE ARRIVE AT AND IF WE APPROVE ANYTHING.
IT NEEDS TO BE UNDERSTOOD THAT THIS IS WHAT THE BOARD WANTS AND OUR EXPECTATION IS THAT THE ADMINISTRATION WILL FALL IN LINE AND DO WHAT WE WANT THEM TO DO. AND I'VE HEARD A LOT OF TALK ABOUT.
GIVING INDIVIDUAL SCHOOL PERSONNEL FLEXIBILITY IN MAKING DECISIONS.
THE WAY I LOOK AT THIS THING IS THAT THE BOARD POLICY IS THE LAW.
SO THAT'S JOHN BRADLEY TALKING.
BUT WE'RE GOING TO HAVE A DISCUSSION TONIGHT.
BUT ALL I'M SAYING IS THAT WE HAVE TO YOU KNOW, WHEN KIDS ARE GETTING SHOT AND 18 KIDS ARE GETTING 18 PEOPLE GETTING SHOT AT AT A GRADUATION PARTY AND ALL THIS KIND OF STUFF, I DON'T KNOW THAT THAT HAS HOW MUCH THAT HAS TO DO WITH THE SCHOOLS, BUT PEOPLE ARE JUST BEHAVING IN WAYS THAT I NEVER DREAMED OF WHEN I WAS A CHILD.
SO WE GOT TO DO WHAT WE CAN TO PROTECT.
MURPHY, I THINK YOU'RE GOING TO MAKE A PRESENTATION THEN.
[Student Code of Conduct Work Study]
I THINK THAT WE CAN TALK ABOUT HOW DO YOU WANT TO DO THAT? YOU WANT TO TALK ABOUT THIS AS WE GO THROUGH IT.YOU WANT TO MAKE A PRESENTATION, THEN WE'LL GO BACK AND TALK ABOUT IT OR? I'M PREPARED TO MAKE THE PRESENTATION.
IT'S JUST A BRIEF, HIGH LEVEL OVERVIEW.
AND THEN WHEN WE FINISH, I EXPECT TO GET SOME FEEDBACK AND RECOMMENDATION.
GO AHEAD WITH THAT THEN AND THEN WE'LL GO FROM THERE.
ALL RIGHT. WELL, GOOD EVENING, DR.
BRADLEY, DISTINGUISHED MEMBER OF THE BOARD AND SUPERINTENDENT LAURENCE.
TONIGHT'S PRESENTATION WILL REVIEW SOME OF THE ORIGINAL AND SOME OF THE MOST RECENT RECOMMENDATIONS FOR THE CODE OF CONDUCT FOR 22-23 SCHOOL YEAR, AS WELL AS A HIGH LEVEL ANALYSIS OF SOME OF THE DISTRICT DATA TRENDS THAT WE'VE SEEN OVER THE PAST FIVE YEARS.
THE PROVISIONS IN THIS CODE OF CONDUCT PROVIDE FOR A FIRM BUT FAIR ADMINISTRATION OF DISCIPLINARY PROCEDURES WITH AN APPROPRIATE RANGE OF DISCRETION FOR THE APPLICATION OF CONSEQUENCES FOR BEHAVIORAL NEEDS.
HOWEVER, IN CASES THAT MERIT LESSER OR GREATER CONSEQUENCES, THEY INCLUDE INFORMATION THAT WILL LEAD TO THE WHETHER IT'S EXTENUATING OR MITIGATING OR AGGRAVATING CIRCUMSTANCES.
GOOD EVENING. INITIALLY ELECTRONIC SURVEYS WERE CREATED AND SENT OUT AND WE RECEIVED APPROXIMATELY 500 RESPONSES.
[00:15:05]
REVISIONS. FROM MY LAST BOARD MEETING, THE OFFICE OF STUDENT SERVICES RECEIVE ADDITIONAL RECOMMENDATIONS FROM BUILDING AND DISTRICT LEVEL ADMINISTRATORS AND THE BOARD.AND THESE RECOMMENDATIONS WERE UTILIZED TO MAKE THE DOCUMENT THAT YOU HAVE BEFORE YOU TONIGHT.
SOME NOTABLE CHANGES WERE MADE TO THE CELL PHONE POLICY AND THE ALTERNATIVE PLACEMENT PROCESS.
WE UPDATED THE CELL PHONE POLICY FOR MIDDLE AND HIGH SCHOOLS.
MIDDLE SCHOOL ADMINISTRATORS OPTED NOT TO ALLOW STUDENTS TO USE THEIR CELL PHONES FOR NONACADEMIC PURPOSES, WHEREAS THE HIGH SCHOOL ADMINISTRATORS HAVE THE DISCRETION TO ALLOW STUDENTS TO UTILIZE THEIR PHONES FOR NONACADEMIC PURPOSES IN IDENTIFIED AREAS.
AND THOSE AREAS ARE THE COMMON AREAS.
AND THE CAFETERIA AND THE UPDATED CELL PHONE POLICY WILL BE MADE AVAILABLE ON OUR DISTRICT WEBSITE.
AFTER FURTHER FURTHER CONSULTATION WITH OUR ATTORNEY, WE REVISED THE ALTERNATIVE PLACEMENT TO THE ALTERNATIVE PROGRAM EXCUSE ME, ADMINISTRATIVE PLACEMENT TO THE ALTERNATIVE PROGRAM.
WHEN A STUDENT HAS ACCUMULATION OF LEVEL TWO OFFENSES, A PLACEMENT CAN OCCUR WHEN BOTH THE ADMINISTRATOR, THE BUILDING ADMINISTRATOR COME TO A CONSENSUS WITH THE PARENT. A STUDENT CAN ALSO BE PLACED IN THE ALTERNATIVE SETTING AFTER A DUE PROCESS HEARING WITH THE HEARING OFFICER AS OUTLINED IN SOUTH CAROLINA CODE SECTION 59-63-250 AND 59-63-1320.
STUDENTS MAY BE PLACED BY THE HEARING OFFICER WITH THE DISTRICT.
THE SECONDARY CODE IS OTHER WEAPON.
ABBREVIATIONS IN THE MATRIX WERE UPDATED TO COINCIDE WITH THE STATE LEVEL ABBREVIATIONS OSA, OTHER SCHOOL ACTION AND SCS COUNCIL SUPPORT WERE REMOVED FROM THE MATRIX KEY AS THE CONSEQUENCES IN ALL MATRIX ARE NEEDED TO COINCIDE WITH THE STATE LEVEL CODES. ADMINISTRATORS CAN GIVE BEHAVIORAL SUPPORT THROUGH THEIR STUDENT INTERVENTION TEAMS. WE ALSO ADDED THE STATEMENT THAT ANY TIME DETENTION ISS OR OSS IS GIVEN, AS A CONSEQUENCE, PARENTS SHOULD BE CONTACTED.
OTHER CHANGES MADE AT ALL LEVELS WHERE THE DUPLICATED CODES WERE REMOVED AND RECODED FOR.
WE NOW HAVE IT ONLY IN LEVEL TWO AND IN LEVEL ONE.
WE WILL ADDRESS THAT UNDER UNDER OTHER MINOR OFFENSES.
IN THE MIDDLE SCHOOL CODE REFUSAL TO OBEY WAS FOUND IN BOTH LEVEL ONE AND LEVEL TWO.
WE HAVE RECOMMENDED THAT THAT BE MOVED TO LEVEL TWO AND WE ADDRESS THAT INAPPROPRIATE BEHAVIOR USING CODE 420 DISRESPECT FOUND IN LEVEL ONE. AND A SIMILAR CHANGE WAS MADE IN HIGH SCHOOL AS WE MADE FOR THE CODE 250.
GANG ACTIVITY WAS FOUND IN BOTH LEVEL TWO AND THREE.
IT IS NOW ONLY FOUND IN LEVEL THREE, SO WE REMOVED IT FROM LEVEL TWO AND THEN SOME INFRACTIONS WERE COMBINED DUE TO THEM HAVING BEING SIMILAR IN NATURE LIKE THE DRUG INFRACTION. SO THOSE CODES WERE COMBINED SUGGESTED RANGES OF TIME WERE WAS RECOMMENDED FOR INFRACTIONS THAT WEREN'T IN-SCHOOL SUSPENSION OR OUT OF SCHOOL SUSPENSIONS.
[00:20:02]
THIS. HERE IS A LOOK AT THE TOP ELEMENTARY INFRACTIONS OVER THE PAST FIVE YEARS, KEEPING IN MIND THAT 1920 AND 2021 ARE OUTLIERS DUE TO THE SHUTDOWN, DUE TO THE PANDEMIC. AS YOU CAN SEE ON THIS SLIDE, BUS VIOLATIONS AND HIT KICK PUNCH OUTPACE THE OTHERS BY FAR.CONSIDERING THE PAST NORMAL SCHOOL YEARS, THESE TOTALS HAVE BEEN FAIRLY CONSISTENT.
THE SAME CHALLENGE FOR THE MIDDLE SCHOOL LEVEL.
HERE OUR NUMBERS ARE ACTUALLY DOWN FROM PREVIOUS NON COVERT YEARS.
SO HERE I'M SHOWING OUR REPORTABLE OFFENSES THAT ARE TRACKED AT THE STATE LEVEL.
THE HIGHEST PEAK YOU WILL SEE IS THE WEAPONS VIOLATIONS FROM THIS PAST YEAR.
IN THE PAST, THE NUMBERS WERE DECREASING, BUT WE HAVE SEEN AN INCREASE IN REPORTS.
IT IS IMPORTANT TO NOTE, HOWEVER, THAT THIS INCLUDED A TOTAL OF SOME DUPLICATED EVENTS.
IT'S ALSO KNOWN AS A JAIL GUN.
IT WAS PASSED AROUND TO FIVE STUDENTS.
SO THAT TRIGGERED FIVE INDIVIDUAL WEAPONS VIOLATIONS.
THE CODES THAT ARE ACTUALLY REPORTED AT THE STATE LEVEL ARE WEAPONS CODE 780, 781, 782 AND 783.
AND THESE ACTUALLY ARE FIREARMS. AND SO WE TALK ABOUT PERSISTENTLY DANGEROUS SCHOOLS.
OTHER FIREARMS IS A SESSION CALLED OTHER FIREARMS. I GUESS THEY'RE REFERRING TO MUSKETS, BUT WE'RE THINKING ABOUT WHAT OTHER FIREARMS WOULD BE.
BUT ANY FIREARM THAT'S NOT CLASSIFIED AS A HANDGUN OR A RIFLE.
THIS IS A LOOK AT OUR FIVE YEAR EXPULSION HISTORY.
AND I THINK THIS IS A VERY TELLING SLIDE.
THIS NUMBER DOES NOT REFLECT THE 12 EXPULSIONS THAT ARE STILL PENDING RATIFICATION.
NEXT BOARD MEETING. THESE EXPULSIONS INCLUDE FIGHTS, ASSAULTS ON STAFF, DRUG VIOLATIONS AND THREATS.
SO CURRENTLY WE HAVE 81, WE'VE HAD 81 EXPULSIONS RATIFIED AND WE HAVE ANOTHER 12.
SO THERE WILL BE A TOTAL OF 93 IS WHERE WE ARE FOR THIS CALENDAR YEAR.
SO YOU HAVE THE VAST MAJORITY OCCURRING AT THE HIGH SCHOOL WITH 63 CURRENTLY AND 18.
AS YOU CAN SEE IN THE PREVIOUS YEARS, THE TOTALS THE ALL TIME HIGH WAS 25, SO OR 27.
SO BASICALLY WE HAVE MORE THAN TRIPLED THE AMOUNT OF EXPENDABLE FRACTIONS THAT WE'VE HAD THIS YEAR.
AND LAST, I JUST WANTED TO GIVE A FINAL THOUGHT AS TO MY TAKE ON THE DATA.
AND WHAT IT'S TELLING US IS WHILE WE HAVE SEEN AN INCREASE IN EXTREMELY DISRUPTIVE BEHAVIORS, THE CURRENT AND REVISED CODE OF CONDUCT THAT HAS ADDRESSED THESE SERIOUS INFRACTIONS SWIFTLY AND JUDICIOUSLY, SCHOOL ADMINISTRATORS ARE TASKED WITH MAINTAINING A SAFE AND ORDERLY ENVIRONMENT THAT IS CONDUCIVE TO LEARNING.
AND WITH THAT, WE AWAIT YOUR COMMENTS, FEEDBACK AND QUESTIONS.
MR. SMITH? COUPLE OF THINGS. GOOD JOB, BY THE WAY.
I CAN'T GET BACK TO WHERE I MADE MY LITTLE NOTE.
[00:25:01]
FIRST OF ALL, I WANT TO SAY THAT THE INCREASE THAT WE'RE SEEING THIS YEAR.IT MAY NOT LOOK GOOD ON PAPER.
FOR SOMEONE THAT'S BEEN IN THE BUSINESS FOR A LONG TIME.
IT APPEARS THAT WHAT THIS BOARD HAS SAID FOR THE PAST TWO YEARS THAT WE'RE NOT GOING TO TOLERATE CERTAIN TYPES OF BEHAVIOR. AND IT APPEARS THAT ALTHOUGH IT DOESN'T LOOK PRETTY, BUT WE MAY BE PLACING OUR SCHOOLS IN A LITTLE SAFER ENVIRONMENT THAN WHAT THEY MAY HAVE OR MAY NOT HAVE BEEN IN THE PAST.
THE QUESTION. TWO QUESTIONS I HAVE IS.
NO, WE HAVE IT. I'M JUST I'M ACTUALLY LOOKING AT IT.
I HAVE THE I CAN TELL YOU, OF THE 78 WEAPONS CODES WE HAD ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE, TEN, 11, 12, 13, 14, 15, 16, 17 WERE OF THE SPLAT GUN OR OR TOY VARIETY.
AND SO THE VAST MAJORITY WILL BE THE PELLET GUNS AND THE POCKET KNIVES.
IF WE HAD TO LOOK AT THE ACTUAL WEAPONS OF ACTUAL GUNS THEMSELVES, FIREARMS, IT'S FOUR.
HOW MANY? FOUR? FOUR. I APPRECIATE THAT BECAUSE I WAS AFRAID IT WAS GOING TO BE MUCH HIGHER BECAUSE I KNOW EACH AND EVERY ONE OF US IN THIS ROOM OUR WORST NIGHTMARE IS TO HEAR WE HAVE HAD A SERIOUS, SERIOUS SITUATION IN ONE OF OUR SCHOOLS WHERE WE POSSIBLY LOSE ONE AND HAVE ONE MORE SEVERELY INJURED.
AND THAT IS WE'VE GOT TO DO EVERYTHING WE CAN TO KEEP THAT FROM EVER HAPPENING, IF POSSIBLE.
AND MY SECOND QUESTION, IF IT'S OKAY, IT'S BASICALLY GOING BACK TO, UM.
I KNOW YOU'RE LOOKING BACK TO 2017.
AND I KNOW 81 AGAIN IS LOOKING WHEN I'M LOOKING AT EXPULSIONS.
BUT WE ALSO HAVE TO KEEP IN MIND THAT THOSE WERE NOT NORMAL YEARS AND.
SINCE THIS BOARD HAS COME ON BOARD.
WE HAVE REALLY PUSHED TO PUT DISCIPLINE BACK INTO CLASSROOMS. AND THE WORST THING FOR ME IS FOR ME TO HAVE A TEACHER CALL ME AND TELL ME THAT WE'VE BEEN TOLD NOT TO HIT THE PANIC BUTTON ANYMORE.
I THOUGHT WE WERE BEYOND THAT.
ABOUT TWO MONTHS AGO, I GOT A CALL TELLING ME THEY HAD BEEN TOLD THAT AT A SCHOOL AGAIN.
AND FOLKS, WE CAN'T TAKE A CHANCE BY TELLING THE TEACHER THEY CAN'T HIT THE PANIC BUTTON.
AND I HOPE I DON'T EVER GET A PHONE CALL LIKE THAT AGAIN.
AND I APPRECIATE WHAT YOU'VE DONE.
I APPRECIATE IT VERY MUCH, BECAUSE WE'VE GOT TO TAKE ON THE ROLE OF EDUCATOR, IT SEEMS LIKE FROM THE TOP THIS ADMINISTRATION DOWN.
AND WE'VE GOT TO GET TO THE POINT WHERE ABCS AND ONE TWO THREES ARE THE MOST IMPORTANT THING.
HOPEFULLY SOME OF THESE THAT MAY NOT HAVE MADE IT THROUGH THE YEAR WILL HAVE LEARNED A LESSON AND WILL WANT TO COME BACK NEXT YEAR AND SAY, HEY, I DON'T WANT TO GO THROUGH THAT AGAIN. THAT'S ALL.
I DO APPRECIATE. IT WAS A GOOD PRESENTATION, DR.
MURPHY. AND YOU GUYS ARE LOOKING HARD AT THIS.
I'VE I'VE READ A LOT OF THE CODE OF CONDUCT CHANGES.
I KNOW THAT THE COMMITTEE LOOKED REALLY HARD.
I JUST WANT AN EXPLANATION ON ONE THING AND THEN I'VE GOT A COMMENT ON ANOTHER.
CAN SOMEONE TELL ME EXACTLY WHY WE DID THAT? WELL, AGAIN, WE'VE BEEN TALKING WITH OUR ATTORNEYS.
AND WHEN WE LOOKED AT THE DUE PROCESS PIECE, WE WANT TO MAKE SURE THAT A HEARING IS BASICALLY SAYING WE HAVE FOLLOW THE CODE OF CONDUCT AND WE DON'T WANT TO PUT THAT IN THE HANDS OF A PRINCIPAL, BECAUSE THAT WOULD BE THE PRINCIPALS WHO WANT TO MAKE THE DETERMINATION IN THE FIRST PLACE.
[00:30:05]
DUE PROCESS RIGHTS ARE NOT VIOLATED.AND SO IT JUST KEEPS US FROM BEING UNSALEABLE OR LEFT OPEN TO FURTHER LEGAL ACTION.
YEAH, I TALKED WITH MR. LAURENCE ABOUT THIS TODAY.
AND SO WE HAVE TO KEEP THEM REMOVED TO SOME DEGREE.
BUT I WAS THINKING MORE IN LINE WITH WHAT IF WE DON'T GET TO THAT LEVEL, THE COMMENT OR THE ITEM THAT WAS IN HERE WHERE THE ADMINISTRATOR AND THE PARENTS AGREE FOR ALTERNATIVE PLACEMENT.
IS THAT STILL DOABLE BY THE ADMINISTRATOR? THAT IS A COURSE OF ACTION FOR MIDDLE AND HIGH SCHOOL ELEMENTARY SCHOOLS.
THEIR RECOMMENDATION WAS NOT TO HAVE THAT AND IT WAS SUPPORTED BY THE CABINET, CORRECT? YEAH. AND I'M JUST WONDERING WHY.
AND THAT'S SOMETHING TO ME THAT WOULD WARRANT A PLACEMENT WITHOUT A LOT OF THOUGHT GOING INTO IT.
AND SO I'M JUST WONDERING, WHY DID WE DO THAT? I MEAN, WHY WHY DOESN'T THE ADMINISTRATOR HAVE A SAY IN THAT IN THE ELEMENTARY SETTING? WELL, THE ADMINISTRATOR DOES HAVE A SAY.
THEY COULD MOST CERTAINLY REQUEST A HEARING.
AND IF THEY HAVE THE EVIDENCE, IF IT'S EGREGIOUS ENOUGH, IT WOULD SUPPORT A PLACEMENT IN EXCEL.
THAT ONE JUST BOTHERS ME A BIT, AS YOU CAN TELL.
BUT I JUST KIND OF WONDER, WHAT WOULD THIS LOOK LIKE? HAVE YOU ALL LOOKED AT IT FOR A TEN YEAR OR 15 YEAR TREND? DATA CAN LOOK HOWEVER YOU WANT IT TO LOOK, RIGHT? SO I'D LIKE TO I'D LIKE TO SEE PERSONALLY WHAT IT LOOKS LIKE FOR THE LAST TEN YEARS AND THE LAST 15 YEARS.
AND WHEN YOU SAY THAT, ARE YOU REFERRING TO HIGH INCIDENCE OR YOU TALK ABOUT THE ACTUAL MOST EGREGIOUS EXPULSIONS? YES. SIMPLY THE EXPULSION HISTORY.
YEAH. BUT OTHER THAN THAT, I MEAN, I'M PLEASED.
I'M CERTAINLY I THINK YOU GUYS PRESENTED IT VERY WELL.
AND I THINK THE COMMITTEE DID A GREAT JOB.
I JUST HAVE A FEW THINGS I'VE BEEN LOOKING AT AND WONDERING ABOUT, THAT'S ALL.
LET ME JUST ADD A LITTLE BIT TO THE IDEA OF WHY WE HAVE TO BE CAREFUL WITH LETTING PRINCIPLES.
HAVE A LOT OF FLEXIBILITY IN MAKING THESE RECOMMENDATIONS.
I KNOW MY ENTIRE CAREER WITH THE SCHOOL DISTRICT AND TENURE ON THE SCHOOL BOARD UP UNTIL I LEFT 15 YEARS AGO.
WE HAD EVERY COUNCIL HEARING MAKING DECISIONS.
SO WE DID NOT HAVE A A SINGLE PUNISHMENT, IF YOU WILL, FOR A PARTICULAR OFFENSE.
AND BUT THE WHOLE THRUST OF IT ALL IS TO MAKE SURE WE DON'T HAVE A DIVERSITY OF OUTCOMES FOR SIMILAR OFFENSES. WE HAVE TO MAKE SURE THAT WE'RE BEING FAIR AND EVERYBODY GETS TREATED EQUALLY.
MR. CRANE? I APPRECIATE THE PRESENTATION.
FIRST, JUST A CLARIFICATION QUESTION FOR MYSELF.
THE RED LINED ELEMENTARY, MIDDLE AND HIGH LEVEL CODE OF CONDUCT.
THAT'S THE MOST UP TO DATE PROVISIONS.
AM I CORRECT IN THAT? WE TRIED TO MAKE IT THE MOST UP TO DATE.
THE ACTUAL MOST UP TO DATE IS THE FINAL VERSION.
SURE. WELL, THERE'S A LOT OF CHANGES IN THERE FROM WHAT WE SAW ORIGINALLY.
AT LEAST THE THINGS THAT JUMPED OUT TO ME.
ONE, AND I'M ON THE HIGH SCHOOL TIER THREE.
I NOTICED WE HAD AN ISSUE WHERE A STUDENT THREATENED ANOTHER STUDENT.
AND WITHIN THE CODE, IT ALLOWED FOR PUNISHING FOR THREATENING AGAINST A STAFF MEMBER.
[00:35:01]
BUT IT DIDN'T NECESSARILY DELINEATE THREATENING ANOTHER STUDENT.AND IT LOOKS LIKE THAT'S BEEN CLEANED UP IN MY VIEW.
I DON'T SEE ANY DIFFERENCE BETWEEN THREATENING HARM TO A STUDENT AND AN ADULT TO A CERTAIN POINT.
I GET THAT. WE'VE GOT THREE YEARS OF UNUSUAL.
WE DIDN'T REALLY HAVE A WHOLE LOT OF DISCIPLINE WHEN KIDS WEREN'T HERE, WHICH WHICH MAKES SENSE.
AND THE FACT THAT WE HAVE SO MUCH NOW IS BECAUSE I'VE SAID THIS TO A THOUSAND PEOPLE.
AND WE'VE SEEN THAT WITH WITH KIDS.
WE'VE SEEN THAT OUT IN THE WORLD BEYOND OUR FOUR WALLS AS WELL.
PEOPLE ARE STRESSED AND THEY'RE LASHING OUT ONE WAY OR THE OTHER.
SO IT'S NOT A GREAT NUMBER TO SEE KNOW 81 EXPULSIONS PENDING 12 MORE.
AND IT'S ALSO, AS MR. SMITH POINTED OUT, WE'VE BEEN KIND OF PREACHING ON HARDENED UP, HARDENED UP, HARDENED UP.
BRADLEY'S POINT EARLIER, I THINK IT'S REFLECTIVE A LITTLE BIT OF THAT.
SO I THINK THAT'S A IT'S A NEGATIVE AND A POSITIVE FOR ME.
I WANT TO TALK ABOUT THE SURVEY FOR A MINUTE.
I DON'T NECESSARILY HAVE A QUESTION HERE, BUT I'M A RAMBLE ON FOR A SECOND.
SO I KIND OF DUG THROUGH THE SURVEYS A LITTLE BIT.
I DIDN'T SPEND A WHOLE LOT OF TIME THERE.
I JUST KIND OF WANT TO SEE WHO OUR RESPONDENTS WERE.
AND I WILL SAY I WISH WE HAD MORE PARENTS THAT HAD RESPONDED.
I THINK ELEMENTARY WAS PRETTY LOW.
THERE'S A COUPLE OF DAYS AGO THAT I LOOKED AT THIS.
THREE PARENTS. I WISH I'D JUST SAY THAT.
I DON'T KNOW. BUT I'LL SPEAK TO THE PARENTS.
DISCIPLINE. WE'RE DOWNRIVER FROM IT.
TO A CERTAIN POINT. OUR TEACHERS ARE DOWNRIVER FROM IT.
PLEASE. SO THAT'S NOT NECESSARILY REFLECTIVE OF THAT.
THAT RESPONDED, AND I KIND OF CHUCKLED BECAUSE AS I WAS JUST RANDOMLY CLICKING THROUGH, MOST OF THAT WAS I WANT TO BE ABLE TO WEAR LEGGINGS AND THINGS OF THAT NATURE.
I DIDN'T NECESSARILY THINK THAT WAS VERY HELPFUL TO WHAT WE WERE TRYING TO ACCOMPLISH.
BUT I MEAN, A TON OF STUDENTS, I DIDN'T COUNT IT.
AND THAT'S JUST THAT'S REALLY COMMENTARY.
THAT'S NOT SO MUCH A QUESTION AS AS FAR AS THAT GOES.
AS FAR AS HARDENING THINGS UP, WE'VE GOT TO SUPPORT OUR STAFF IN THIS.
THIS IS NOT UNIVERSAL ACROSS ALL 46 CAMPUSES BY ANY STRETCH, BUT THERE SEEMS TO BE A LITTLE BIT OF A DISCONNECT AT SOME SCHOOL LEVEL ADMINISTRATION, EITHER BETWEEN WHAT WE WANT AND WHAT THEY'RE, HOW THEY'RE KIND OF INTERPRETING THAT AND INSTRUCTING THEIR STAFF.
SO WE CERTAINLY NEED TO MAKE SURE THAT WE HAVE PROVIDED A GOOD LAW.
I LIKE THAT TERMINOLOGY FROM DR.
BRADLEY HERE, BUT I WANT TO MAKE SURE THAT OUR ADMINISTRATORS UNDERSTAND WHATEVER IT SAYS.
I'LL JUST I'LL PICK ONE OUT OF THE BLUE HERE.
YOU. ALL RIGHT? THIS IS, I GUESS, SECOND INSTANCE.
WELL, THAT'S THE LAW. SO YOU CAN GIVE OSS TWO DAYS, THREE DAYS OR FOUR DAYS.
BUT YOU CAN'T GIVE OSS SIX DAYS.
BECAUSE THAT GOES OUTSIDE OF THE BOUNDS.
RIGHT? WITHOUT SOME ASSISTANCE, WITHOUT SOMETHING HAPPENING.
RIGHT? AM I CORRECT? THERE COULD BE MITIGATING CIRCUMSTANCES THAT WOULD MAKE IT A MORE SEVERE FIGHT.
RIGHT. PRINCIPAL ALWAYS HAS THE ABILITY TO GO BEYOND ON A ON A FIRST OFFENSE TO GET BEYOND RIGHT.
[00:40:01]
OR BELOW.YEAH. THERE ARE SOME OPTIONS THAT THAT THAT THAT JUST ARE INHERENTLY BUILT IN TO.
AND HOW YOU INVESTIGATE AND AND AND ISSUE CONSEQUENCES FOR A FIGHT.
I WOULD NOT AND MAYBE A FIRST OFFENSE FOR OF ANY KIND FOR A COUPLE OF STUDENTS.
I WOULDN'T THINK THE PRINCIPAL WOULD WANT TO GO MORE THAN MORE THAN A DAY.
WHEREAS IF YOU'VE GOT A VERY VIOLENT FIGHT, THAT THAT WHERE STUDENTS REFUSE TO STOP AND WHERE THERE'S A POSSIBILITY OF INJURY, THEN I THINK YOU MIGHT WANT TO ELEVATE, YOU MIGHT WANT TO ELEVATE THAT PAST THAT FIRST LEVEL FIGHT TO THE SECOND OR EVEN THE THIRD LEVEL FIGHT.
AND SO I DON'T MEAN TO LIKE JUST PICK ON FIGHTING.
I WAS THE FIRST ONE AT THE TOP OF THE SCREEN THAT I'VE GOT UP.
BUT I FEEL LIKE IN THE PAST THERE HAVE BEEN INSTANCES WHERE WE'VE WE'VE LAID DOWN, OKAY, JUST PICK SOMETHING OUT OF OSS 5 TO 10 DAYS AND THEN SORT OF INEXPLICABLY A MUCH LOWER EVENT HAPPENS TO THAT STUDENT.
I DON'T KNOW IF THAT'S LESSENED OR NOT, BUT I JUST BRING THAT UP TO SAY WHATEVER WE DECIDE AS THE LAW, I UNDERSTAND THERE'S EXTENUATING EXTENUATING CIRCUMSTANCES, RIGHT? THERE'S ALWAYS THREE SIDES TO EVERYTHING.
BUT I WANT TO MAKE SURE OUR OUR SCHOOL LEVEL ADMINISTRATORS REALLY UNDERSTAND THE SPIRIT OF THE LAW.
I'LL PULL OUT SOME ACTUAL STATE LEVEL STUFF.
THIS IS JASON SPEAKING FOR THEIR FELLOW STUDENTS AND FOR OUR STAFF.
AND CERTAINLY, YOU KNOW, THE THREE SIDES, HIS SIDE, HER SIDE AND THE TRUTH, IF THE TRUTH DICTATES, WELL, OKAY, MAYBE WE DON'T DO OSS FIVE DAYS, WE DO SOMETHING ELSE. OKAY, FINE.
BUT CERTAINLY WANT OUR ADMINISTRATORS TO UNDERSTAND.
AND IF YOU'RE GOING OUTSIDE OF THAT, YOU REALLY NEED TO HAVE A JUSTIFICATION BEYOND JUST.
AND I LOOK FORWARD TO THE REST OF THE CONVERSATION.
THIS THIS THING HAS GOTTEN REAL COMPLEX.
YEAH. NOW, AT ANY LEVEL OF APPEAL.
YOU KNOW, CERTAINLY AT THE EXPULSION LEVEL, YOU KNOW, YOU DIDN'T HAVE TO BE EXPELLED.
THE ONLY LEVEL OF APPEAL WAS THE EXPULSION.
YOU KNOW, YOU COULD DO SOMETHING ELSE, LIKE ALTERNATIVE PLACEMENT OR WHATEVER.
BUT NOW WE'VE GOT EVERY STEP, GOT A JUDGMENT, SOMEBODY SOMEBODY'S GOT TO MAKE A JUDGMENT.
AND YOU KNOW HOW JUDGMENTS WORK.
YOU KNOW, YOU MIGHT THINK THIS GIRL IS PRETTY AND I MIGHT THINK THIS ONE'S PRETTIER OR SOMETHING, YOU KNOW? WE DON'T SEE THE WORLD IN THE SAME WAY.
WE USE ALL MANNER OF INPUTS TO MAKE DECISIONS ABOUT WHAT WE THINK IS RIGHT OR WRONG.
AND ALL YOU GOTTA DO IS LOOK AT THE STATE OF THE COUNTRY AND YOU CAN SEE THAT VERY CLEARLY.
THE ONLY POINT I'M TRYING TO MAKE IS DO WE WON'T.
YOU KNOW, I THINK THERE'S A RELATIONSHIP HERE AND I MIGHT BE SHOWING MY IGNORANCE, BUT WHAT WORRIES ME IS THAT WE USED TO GET A LOT OF PRESSURE TO KEEP KIDS IN SCHOOL, AND IT WAS REFLECTED IN VARIOUS STATE REPORTING.
AND THEY CAN MAKE YOU LOOK AT THE STATE LEVEL.
THEY CAN MAKE YOU LOOK PRETTY BAD IF YOU HAVE KIDS OUT OF SCHOOL A LOT.
SO I HOPE WE'RE NOT WORRYING ABOUT SCHOOL REPORT CARDS TO THE POINT WHERE IT'S PREVENTING US FROM EXERCISING THE DISCIPLINE CODE APPROPRIATELY. YOU KNOW, I'M NOT SAYING WE'RE DOING THAT.
I DON'T KNOW IF I BUT I'M SAYING I WORRY ABOUT THAT.
IT COULD EVEN BE ON SORT OF AN UNCONSCIOUS LEVEL.
WELL, I'M TALKING ABOUT DOWN THE ROAD, BUT I THINK OUR PERFORMANCE OVER THIS LAST YEAR IS KIND OF AN INDICATOR OF WHAT YOU CAN EXPECT FROM THIS ADMINISTRATION. AND I THINK THAT OUR PRINCIPALS AND OUR ASSISTANT PRINCIPALS HAVE BEEN TOLD ON MULTIPLE OCCASIONS WHAT MY EXPECTATION IS, AND THEY'LL CONTINUE TO HEAR MY
[00:45:01]
EXPECTATION IS TO FOLLOW THE CODE OF CONDUCT.AN THAT'S WHEN I SEE OSS 1 TO 3 DAYS.
I DON'T SEE THAT AS WOBBLY AT ALL.
I SEE THAT AS PRETTY CONCISE BECAUSE, YOU KNOW, THERE ARE GOING TO BE LITTLE VARIANCES IN ANY INCIDENT THAT MAY INDICATE THAT YOU YOU WANT TO GO A DIFFERENT WAY.
SO I THINK WHEN YOU LOOK ACROSS THE BOARD ON THESE THINGS, YOU'RE SAYING, WELL, YES, WE WANT OUR PRINCIPALS TO USE JUDGMENT, BECAUSE IF WE DIDN'T WANT THEM TO USE JUDGMENT, I DON'T THINK WE HAVE ANY NEED TO HAVE.
CERTIFIED, TRAINED AND EXPERIENCED PRINCIPALS.
CAN ISSUE A SENTENCE WITHOUT HAVING TO WORRY ABOUT ANY MITIGATING CIRCUMSTANCES OR DOING THE INVESTIGATIONS OR TALKING TO THE WITNESSES AND ALL OF THOSE KINDS OF THINGS TO TO GET THE REAL STORY OF WHAT WENT ON.
MR. SILAS? I JUST WANT TO MAKE A COUPLE OF GENERAL COMMENTS AND THEN MAYBE WE CAN LOOK AT A COUPLE OF SPECIFICS, IF WE COULD.
SOME OF THESE MAY SOME MAY NOT.
YOU KNOW, YOU MAY NOT SATISFY ME IF YOU DOUBLE THE NUMBERS IN HERE.
RIGHT. BUT THAT'S PROBABLY NOT REALISTIC.
I REMEMBER WHEN I FIRST CAME ON THE BOARD TELLING MR. TRAXLER THAT I THOUGHT WE NEEDED TO DOUBLE THE SIZE OF SIL AND DOUBLE MR. DUGGAR'S BUDGET.
BECAUSE IF THAT'S A PLACE STUDENTS DON'T WANT TO GO, THEN THAT'S A CONSEQUENCE THAT WE MIGHT GET SOMEWHERE WITH, RIGHT? IT TAKES THE STAGE AWAY AND YOU KNOW, THEY DON'T REALLY WANT TO DO THAT.
BUT SO LET'S LOOK AT A COUPLE OF SPECIFICS.
NOT REALLY IN FIGHTING, BUT I DON'T WANT TO DO THAT, DR.
MURPHY. BUT AND CORRECT ME IF I'M WRONG HERE, BECAUSE I'M ONLY LOOKING AT ONE.
I THINK I'M LOOKING AT THE CURRENT ONE THAT I MARKED UP.
ONLY THAT WE TOOK AWAY THE ALTERNATIVE SCHOOL.
AT ANY. FIRST, SECOND OR THIRD OFFENSE? IS THERE A REASON WHY IT SHOULD BE HEARING? IT'S A RECOMMENDED HEARING WHICH THE OUTCOME CAN BE THE ALTERNATIVE SCHOOL OR EXPULSION.
SO IT'S ACTUALLY INCREASING THE JEOPARDY FROM THAT SITUATION.
BRAXTON FELT LIKE THAT WAS THE PLACE WE NEEDED TO BE.
THAT'S MUCH TOUGHER. OKAY, THAT'S GOOD.
ARE YOU LOOKING AT THE FINAL DRAFT? YEAH, LET ME COMPARE IT TO THAT.
I DIDN'T HAVE IT WHEN I WAS MARKING UP MY MOUTH.
YEAH, BECAUSE IT MIGHT NOT BE 15.
SEVERE MISCONDUCT IS CURRENTLY 1 TO 3.
YOU RECOMMEND RECOMMENDED 1 TO 3.
AND I THINK WHAT IS IT NOW, 3 TO 5? YES, SIR. AND THEN THE THIRD OFFENSE IS 5 TO 10.
OKAY. SO I THINK WE'VE REVISED THAT SUM FROM THE LAST PRESENTATION.
THAT'S GOOD. SO I CLEAN THAT UP.
SO I THINK. IS IT THE SAME THING ON ALTERNATIVE SCHOOL FOR TOBACCO RELATED?
[00:50:03]
BECAUSE WE KNOW THAT'S A MAJOR ISSUE.I THINK IT'S A DANGER TO OUR STUDENTS.
IS THAT STILL IN PLAY? IF. IF MISS BRAXTON.
SEES FIT BECAUSE I DON'T THINK ARE WE TALKING JUST FOR CIGARETS OR ARE WE TALKING? WELL, IF IT'S CONTRABAND IS DEFINITELY ON THE TABLE.
SO MARIJUANA, THC, THAT'S NOT ROLLED INTO THAT PARTICULAR.
NO, THAT WOULD BE A DRUG OFFENSE AND THAT'S DEFINITELY EXPULSION HEARING.
NOW, IF YOU HAVE AN ACCUMULATION OF LEVEL TWOS, AGAIN, IF THE PARENT WANTS TO GO FOR TO GO TO THE ALTERNATIVE SCHOOL AND THE SCHOOL DISTRICT WANTS TO GO THERE AND THEY HAVE AN AGREEMENT, THEN THAT'S FINE.
OR IF THE SCHOOL NOTICES THERE'S AN ACCUMULATION.
YOU CAN BRING A STUDENT TO A HEARING FOR AN ACCUMULATION OF LEVEL TWOS.
YOU DON'T HAVE TO HAVE A LEVEL THREE BEHAVIOR.
SO IF THERE'S SOME PARTICULAR BEHAVIOR THAT KEEPS BEING REPEATED OVER AND OVER AGAIN.
BUT WHEN WE TALK ABOUT LENGTH OF SUSPENSION, KEEP IN MIND THAT IS NOT A DETERRENT FOR ALL STUDENTS.
DOES IT HAVE TO BE A COLLECTION OF OFFENSES? IS THERE NOT AN OFFENSE THAT THAT ON FIRST OFFENSE YOU COULD POSSIBLY GO TO ALTERNATIVE SCHOOL SEVERAL OF THE LEVEL THREE OFFENSES AND THEN THERE ARE SEVERAL LEVEL TWO OFFENSES THAT DEPENDING ON SEVERITY, CAN GO STRAIGHT TO A HEARING OFFICE.
SO A GENERAL QUESTION JUST FOR CLARIFICATION ABOUT WEAPONS, SPECIFICALLY KNIVES.
ARE WE PRETTY MUCH SAYING NO MATTER THE SIZE, IF A STUDENT SHOWS UP WITH A ONE INCH OR A 12 INCH BECAUSE ALL THE CONSEQUENCES ARE THE SAME? NO, MA'AM. THE LESS THAN TWO INCH BLADES THERE ARE A LITTLE BIT DIFFERENT BECAUSE ESPECIALLY IN THE ELEMENTARY LEVELS, WE START OFF WITH COUNSELING AND SUPPORT.
IF THEY'RE SELF REPORTED, IT'S CONTACT THE PARENT HAVE A CONFERENCE.
IF IT'S THREATENING, THEY'RE GOING TO BE RECOMMENDED FOR EXPULSION EVERY TIME.
ARE WE ARE YOU LOOKING AT THE MIDDLE SCHOOL? IT'S THE SAME FOR ALL THREE GRADE LEVELS.
OKAY. BUT THE FIRST CONSEQUENCE, MAYBE IT'S BEEN REVISED AND I'VE MISSED IT.
IF YOU'RE LOOKING AT THE FINAL, IT'S BEEN REVISED.
IS THERE A STRIKETHROUGH ON THAT THIRD OFFENSE FOR RECOMMENDED EXPULSION? 1/2, PLEASE.
WAS THAT RECOMMENDED EXPULSION ALSO ADDED TO THE HIGH SCHOOL LEVEL? BECAUSE IN THE DRAFT THAT I LOOKED AT, IT WAS NOT ALL THE OTHER CONSEQUENCES MATCH, BUT THERE WAS NO RECOMMEND EXPULSION.
NOW, WE JUST SAID THAT I THINK IT MAY ACTUALLY BE ANOTHER ONE OF OUR STRIKES.
WE'LL REPAIR THAT FOR WE'LL CORRECT THAT FOR THE SECOND READING.
OKAY. AND THEN THE LAST THING I HAVE IS.
DISTRIBUTION OF SCHOOL ASSETS, WHICH SHOULD BE NUMBER 24 IN THE MIDDLE SCHOOL.
THIS MAY HAVE BEEN CORRECTED, BUT THE IRS DOESN'T HAVE A NUMBER OF DAYS LIKE IT DOES ON THE HIGH SCHOOL, SHOULD IT? YES. WE'VE CORRECTED ALL THE.
EVERY AREA INFRACTION NOW HAS A SPAN.
SOME OF OUR RED LINES DIDN'T GET TRACKED PROPERLY.
ANYBODY ELSE. I START WITH MR. MOTEN AND GO DOWN THE LINE.
IT'S MORE OF A FOLLOW UP TO MR. CRANE AND DR. BRADLEY QUESTION.
MR. LAWRENCE, I HEARD YOU RESPOND TO THAT.
WHEN A ADMINISTRATOR DECIDES TO GO OUTSIDE THE CODE OF CONDUCT.
THAT'S NOT SOMETHING WE WOULD NORMALLY SUPPORT.
[00:55:01]
IS THAT TRUE? I KNOW THERE ARE.THEY CAN FIND. OTHER FACTS IN THE CASE THAT COULD PROVE THAT THE INITIAL FACTS WERE INCORRECT.
IN WHICH CASE YOU PROBABLY WOULD WANT TO GO OUTSIDE.
BUT LET'S SAY THAT DID NOT OCCUR.
I HEARD FROM A TEACHER AT PAUL KNOTT'S IS WHY I'M ASKING.
THIS TEACHER SAID THAT THE ADMINISTRATORS THERE WOULD ROUTINELY GO OUTSIDE AND IT WAS BECAUSE OF SOME LANGUAGE THAT WAS PROVIDED IN THE CODE OF CONDUCT THAT SAID AS DETERMINED BY THE SCHOOL ADMINISTRATION.
WE'RE GOING TO WE'RE GOING TO DO LUNCH DETENTION.
AND SO WHAT'S THE EXPECTATION THERE, MR. LAWRENCE? YEAH, I WOULD NOT BE PLEASED WITH THAT.
SO I EXPECT THEM TO FOLLOW THE CODE OF CONDUCT.
I EXPECT THERE TO BE SOME CIRCUMSTANCES.
BUT THERE CERTAINLY MAY BE SOME SOME SOME CIRCUMSTANCES WHERE.
MURPHY BROUGHT UP A GREAT EXAMPLE IN MY OFFICE.
WE WENT THROUGH A LOT OF THESE THINGS TODAY, AND HE SAID, SO YOU'VE GOT A KID WHO COMES INTO SCHOOL AND SOMEBODY LOOKS AT HIM FUNNY OR THE TEACHER SAYS SOMETHING TO HIM WRONG AND HE JUST EXPLODES, CUSSES THE TEACHER OUT, SCREAMS, KICKS THE DOOR, WHATEVER.
BUT THEN YOU TALK TO THE KID ONCE HE CALMS DOWN AND DISCOVER THAT HIS 14 YEAR OLD DOG WAS DIED THIS MORNING AND AND HE LEFT HOME.
AND THAT WAS THE SITUATION THAT HE CAME TO SCHOOL WITH.
WELL, I THINK IN A SITUATION LIKE THAT, THE PRINCIPAL WOULD WOULD HAVE EVERY REASON TO NOT DO AN EXPULSION, BUT DO MORE OF A SUSPENSION, BUT DO MORE OF A REFERRAL TO COUNSELING SERVICES INSTEAD.
SO THAT LANGUAGE IS IN THERE TO GIVE THEM THE OPPORTUNITY TO USE THAT JUDGMENT.
I APPRECIATE THAT. I THINK THAT'S TRUE.
I DON'T WANT TO GET AWAY FROM THAT JUDGMENT CALL.
I JUST I JUST LIKE THE FACT THAT I DON'T WANT TO PUT A CODE OF CONDUCT OUT THERE AND MAKE IT, YOU KNOW, ARBITRARY OR SOMETHING THEY CAN CHOOSE NOT TO FOLLOW JUST FOR SOME SILLY REASON VERSUS WHAT WE'RE TALKING ABOUT HERE.
THAT WOULD BE A GOOD REASON TO NOT FOLLOW THE CODE OF CONDUCT.
THEY NEED TO OFFICER, DOCUMENT THEIR MITIGATIONS OR THEIR AGGRAVATIONS.
WHAT IF THEY WENT HARDER AGAINST SOMETHING? THEY'RE GOING TO HAVE TO DOCUMENT AND SHOW WHY EMPOWER SCHOOL? SAY, THIS IS WHAT HAPPENED TO MAKE ME MAKE THIS.
AND THEN CONVERSELY, IF IT WENT TO A MORE LENIENT CONSEQUENCE, THIS IS WHY LENIENCY WAS SHOWN.
ALSO, PRINCIPALS HAD A DISCRETION AS TO HOW THEY ACTUALLY DOCUMENT THE INFRACTION.
SO YOU CAN LOOK AT SOMETHING THAT HAPPENS IN A CLASSROOM AS A MINOR INFRACTION.
YOU MAY CALL IT A MAJOR INFRACTION, YOU MAY CALL IT REFUSE TO OBEY, YOU MAY CALL IT DEFIANCE.
AND SO EACH TIME THE PRINCIPAL HAS THAT DISCRETION TO PICK WHICH CODE HE'S USING, THEN THEY HAVE DISCRETION AND SAY, ALL RIGHT, NOW WHY? WHY IS THIS BEHAVIOR OCCURRING? WHAT IS THE ANTECEDENT? WE ARE ACTUALLY EXPECTED TO DO THAT.
WE ARE EXPECTED TO INVESTIGATE.
YOU KNOW THAT'S NOT AN OPTION WE HAVE.
I'M COMING TO YOU, MR. SMITH, AND THIS SITE, ONE COMMENT FIRST.
THIS IS WHAT I'M TALKING ABOUT IN A WAY.
YOU KNOW, WHAT WE JUST SAID IS IF IF A DOG KID HAS A DOG, THE DOG DIES AND HE GETS ANGRY AT SCHOOL AND HE SHOWS OUT. WE CAN FORGIVE HIM BECAUSE HIS DOG DIED.
I WORKED IN A PRISON FOR A LONG TIME.
WE HAVE TO BE CAREFUL WHAT WE TEACH CHILDREN.
WHAT WE JUST TAUGHT THAT CHILD IS THAT WE WILL FORGIVE YOU IF YOU HAVE AN EMOTIONAL, EMOTIONALLY UPSETTING EVENT IN YOUR LIFE THAT COULD BE USED TO JUSTIFY AN ACT THAT'S INAPPROPRIATE AND AGAINST OUR LAWS.
AND YOU CAN SAY, OH, WELL, THAT'S TERRIBLE.
YOU KNOW, HE'S HEARTLESS AND ALL, BUT THAT'S THE WAY THE BRAIN WORKS.
THAT'S THE WAY PSYCHOLOGY WORKS.
[01:00:03]
PEOPLE LEARN FROM CONSEQUENCES.MR. SMITH? A COUPLE OF THINGS REAL QUICK.
I WANT TO ECHO A LITTLE BIT OF WHAT DR.
AND SHE WAS UPSET AND THE TEACHER SAID SOMETHING A LITTLE, LITTLE MAYBE A LITTLE CAUSTIC.
AND THE LITTLE GIRL WENT BACK AT HER CAUSTIC, CONFINED THAT TEACHER.
IT GOT BLOWN INTO A BIG DEAL OF TEACHER.
DIDN'T NECESSARILY JUST GOT BLOWN INTO A BIG DEAL.
TEACHER BRINGS HER TO ME AND I LOOK AT IT AND SAY, WHAT'S GOING ON? AND WHEN I DID, SHE BURST OUT CRYING AND SHE SAYS, MR. SMITH, I'M JUST UPSET.
I SAW MY DADDY SLAPPED MY MAMA THIS MORNING AND KNOCKED HER INTO THE WALL.
AND SHE SAID, I'M WORRIED TO DEATH ABOUT MY MAMA AND NO ONE TO GO THE WAY I KNEW.
I KNEW SHE WAS TELLING THE TRUTH.
I SAID, WE UNDERSTAND, BUT YOU STILL VIOLATED THE DISCIPLINE CODE.
NOW, I'M NOT GOING TO LOOK AT IT AS STRICT AS I WOULD SOME OTHER CAUSE, BECAUSE I TALKED TO YOUR MOM AND I SAW SHE WAS STILL UPSET, BUT WE'RE GOING TO STILL HAVE TO BE HELD ACCOUNTABLE TO THIS. I AGREE WITH WHAT HE'S SAYING.
THERE'S A THERE'S A PLACE WHERE WE GOT TO HOLD THEM ACCOUNTABLE.
AND THAT'S AT THAT POINT, I GOT SEVERAL POINTS I WANT TO MAKE.
AND THAT IS WHEN WE START LOOKING AT.
STRIKING A STAFF ARE FIGHTING WITH A STAFF AND SEEING IT THE SAME AS FIGHTING TO STUDENTS.
TO FIGHTING. LOOKING AT IT AT THE SAME.
OUR STAFF HAVE TO BE PROTECTED.
THEY HAVE TO BE AT A HIGHER PLANE.
AND WE'VE GOT TO SHOW OUR TEACHERS THAT WE AREN'T GOING TO PUT UP WITH THAT.
AND THAT'S JUST MY PERSONAL OPINION.
IF I COULD PLEASE. IT'S AN ASSAULT NOW THAT'S DIFFERENT THAN A FIGHT.
IN A FIGHT, YOU KNOW, WE'VE GOT TO COMBATANTS.
THE SAME THING THAT IS THAT'S THE EXTENT OF OUR POWER.
ONCE WE EXPEL THE STUDENT, THERE IS NOTHING FURTHER.
SECONDLY. MR. BRAXTON, YOU'VE BEEN A PRINCIPAL JUST AS I AND.
IT'S MY FEELING THAT OUR PRINCIPALS NEED THE AUTONOMY TO MAKE SOME DECISIONS IN THEIR BUILDING.
YOU DON'T HAVE TO NECESSARILY GO ALONG WITH THEM.
BUT I WANT TO MAKE SURE THAT AT LEAST GOT SOME SAY SO IN IT.
KNOWING YOU THE WAY I REMEMBER YOU, I FEEL LIKE THEY DO.
YOU KNOW WHAT THE CONSEQUENCES THIS IS GOING TO BE AFFECTING WITH OTHER.
ONE QUESTION I HAVE IS IT SAYS WE'RE TALKING ABOUT PLACING A CHILD IN SEAL.
IT SAYS WITH PARENTAL APPROVAL OR AGREEMENT.
AND I CAN UNDERSTAND THAT WITH 194, WHATEVER IT IS.
EQUAL ACCESS LAW, BUT WITH A NORMAL STUDENT.
THE PARENTS ARE GOING TO GET A LOT OF THE SAY.
[01:05:01]
SO FOR THAT THEY GET PLACED AT SIL.AM I MISSING SOMETHING HERE? YES, SIR. IT'S TWO DIFFERENT PATHS.
THEY'RE SAYING, HEY, JOHNNY'S OFF TO A BAD START.
I DON'T WANT TO KEEP GOING DOWN THIS PATH.
HE'S GOING TO FAIL. MR. PRINCIPAL, CAN WE HAVE A CONVERSATION ABOUT HOW WE CAN FIX THIS? RIGHT. BUT IT DIDN'T COME OUT THAT WAY.
I THINK THAT'S ALL. AND I APPRECIATE IT.
HANKS. YEAH. THIS IS ANOTHER QUICK ONE THAT'S PROBABLY BEEN ADJUSTED ALREADY.
WHEN YOU GUYS LOOK AT LEAVING CAMPUS OR LEAVING PREMISES ON THE HIGH SCHOOL LEVEL.
I WAS OUT OF SCHOOL SUSPENSION.
BUT 3 TO 5 DAYS AT THE MIDDLE SCHOOL LEVEL.
IS THAT A ONE THAT NEEDS A LITTLE ADJUSTING AS WELL? IT'S NOT. I'M JUST TRYING TO GET NUMBER 14 ON THE HIGH SCHOOL DOCUMENTARY.
IT WAS. YOU SEE LEAVING SCHOOL PREMISES.
AND THEN THE THIRD INFRACTION IS 5 TO 10 DAYS.
AND YOUR QUESTION, SHOULD IT NOT MATCH THE MIDDLE SCHOOL FOR THAT SAME IT'S OSS 1 TO 3.
WE'RE OPEN TO RECOMMENDATIONS.
BUT HIGH SCHOOLERS, THEY'RE OLDER KIDS AND MCDONALD'S AND CARS.
YOU'RE GOING TO SEE A HIGHER PREVALENCE OF THAT.
BUT EVEN AT THE JUST LOOK AT THAT ONE FOR ME, BECAUSE WHEN AT THE MIDDLE SCHOOL, AGAIN ON THAT THIRD OFFENSE, THERE'S A RECOMMENDED EXPULSION THERE, UNLESS THAT HAS BEEN CHANGED AND THERE IS NOT ON THE HIGH SCHOOL LEVEL.
SO THERE'S SECOND OFFENSE AT THE MIDDLE SCHOOL LEVEL IS MORE SEVERE.
AND THE THIRD OFFENSE OF THAT, LE'VEON, SEEMS TO BE.
SO YOUR RECOMMENDATION IS TO MAKE IT MORE SEVERE AT THE HIGH SCHOOL LEVEL FOR LEAVING.
WHAT OUGHT TO MAKE IT THE SAME? MAKE IT THE SAME. OKAY.
IF WE'RE TALKING ABOUT WE DON'T WANT YOU LEAVING CAMPUS.
RIGHT. I THINK THE THOUGHT PROCESS THERE WAS AN AGE GROUP, YOU KNOW, YOU GOT 18 YEAR OLDS, 19 YEAR OLDS IN A HIGH SCHOOL AS OPPOSED TO, YOU KNOW, 12, 11 YEAR OLDS IN A MIDDLE SCHOOL. SO IT'S A MORE DANGEROUS SITUATION.
BUT AGAIN, WE'RE OPEN TO ANY RECOMMENDATION.
WE CAN MAKE THE PEN AND INK AND HAVE IT FOR NEXT TIME.
YEAH, I UNDERSTAND THAT RATIONALE.
BUT YOUR PUNISHMENT IS REALLY NOT ANY MORE DAYS THAN IT WAS ON THE FIRST OFFENSE.
ONE FINAL COMMENT, IF I MAY, MR. LAURENCE. I'LL ADDRESS THIS TO YOU.
RIGHT. AND AS YOU PREPARE THOSE MEETINGS AND GET IN FRONT OF THOSE PRINCIPALS AGAIN, AND THEY DO THE SAME WITH THEIR TEACHERS AS WE START SCHOOL, THAT THAT THAT MESSAGE CONTINUE TO BE DISSEMINATED BECAUSE I THINK IT NEEDS TO BE SO THAT THEY UNDERSTAND THE WILL OF THIS BOARD.
I MEAN, THERE'S ONLY ONE PERSON WE CAN HOLD RESPONSIBLE FOR THAT.
SO I DON'T I DON'T THINK THEY CAN HEAR IT ENOUGH SO THAT WE MAKE SURE IT GETS FROM YOUR DESK ALL THE WAY DOWN TO THAT TEACHER, YOU KNOW, IN HIS OR HER CLASSROOM. SO I HOPE YOU'LL CONTINUE TO BEAR DOWN ON THAT, YOU KNOW, EVERY TIME YOU GET A CHANCE BECAUSE IT'S IMPORTANT.
THANK YOU. ANYBODY ELSE? MS. RHINEHART-JACKSON? I MEANIT DOESN'T HAVE ANYTHING TO DO WITH THE CODE OF CONDUCT.
BUT MR. SMITH MADE THE COMMENT ABOUT THE TEACHERS AND THE PANIC BUTTON.
I DON'T EVEN KNOW HOW TO ADDRESS THIS.
I DON'T. I DON'T EVER WANT A TEACHER TO THINK THAT THEY DO NOT HAVE THE OPTION IN THIS DAY AND AGE.
[01:10:01]
TO NOT PRESS THE PANIC BUTTON.THAT'S WHAT WE PURCHASED IT FOR.
THAT'S WHAT IT NEEDS TO BE USED FOR.
SO I WOULD JUST LIKE MR. LAURENCE FOR YOU TO REITERATE THAT MESSAGE TO PRINCIPALS.
IF A TEACHER PRESSES IT, I EXPECT THE RESPONSE.
SAFETY IS OUR TOP PRIORITY HERE.
YES, MA'AM. THAT COMES AS A SHOCK TO ME.
AND I NEED TO I NEED TO KNOW WHERE THAT HAPPENED.
SO I'D LIKE TO STRENGTHEN IT A LITTLE BIT.
YOU KNOW, I REALLY THINK THAT ANY TIME A TEACHER IS TOUCHED IN ANGER.
I DON'T CARE WHAT THE CIRCUMSTANCES ARE.
FIRST OFFENSE ANY TIME A TEACHER IS ABUSED IN ANY WAY.
IN FACT, I'D EVEN TAKE IT TO VERBALLY ASSAULTED, VERBALLY ABUSED.
YOU KNOW, IF A KID CUSSES A TEACHER OUT IN CLASS IN FRONT OF THE OTHER.
IF A TEACHER CAN'T MAINTAIN CONTROL OF THAT CLASSROOM, WE'RE LOST.
AND IF WE UNDERMINE BY ALLOWING KIDS TO ABUSE TEACHERS PUBLICLY OR PRIVATELY AND GET AWAY WITH IT.
AND I MEAN, BY GETTING AWAY WITH IT, SHOWING BACK UP IN THAT SCHOOL.
YOU KNOW, I MEAN, THEY HAVE TO GET THE WORD THAT THIS WILL BE ZERO, NO TOLERATION WHATSOEVER.
AND I'M WILLING TO PUT THAT IN MOTION INDEPENDENT OF THE DISCIPLINE CODE.
I MEAN, I REALLY THINK THAT WE'VE GOT TO PUT A STOP TO THAT.
I MEAN, I KNOW YOU TALK ABOUT THE DISTINCTION BETWEEN ASSAULT.
AND A FIGHT. BUT HOW MANY TIMES HAVE WE SEEN KIDS THIS YEAR WHO HIT A TEACHER WHO WAS TRYING TO BREAK UP A FIGHT THAT THEY REFUSED TO QUIT FIGHTING AFTER THEY'D BEEN ORDERED TO QUIT FIGHTING SEVERAL TIMES? I MEAN, THAT AND THE EXCUSE ME GET ON APPEAL IS HE WAS SO ANGRY HE COULDN'T.
DIDN'T KNOW THAT WAS THE TEACHER.
HE BELONGS IN AN INSTITUTION SOMEWHERE.
SO I MEAN, THAT'S THAT'S WHERE I'M COMING FROM ON THIS TEACHER THING.
THE OTHER THING ABOUT TEACHERS IS I'VE GOTTEN COMPLAINTS FROM TEACHERS WHO SAY, YOU KNOW, DISRUPTIVE A KID DOES SOMETHING TO DISRUPT THE CLASSROOM AND THEY SEND THE PRINCIPAL. THE PRINCIPAL COMES OR THE ADMINISTRATOR COMES AND TAKES THE CHILD OUT.
BUT IN AN HOUR TO BRING THEM BACK AND PUT THEM BACK IN THAT CLASSROOM THAT DAY.
SO I THINK THAT THERE NEEDS TO BE SOME PRECAUTIONS ABOUT.
I WANT TO MAKE A POINT THAT I'M SURE YOU MEANT, AND I KNOW I MEANT, BUT I DIDN'T PUT IT OUT THERE.
WHEN WE SAY TEACHERS, WE DON'T MEAN JUST TEACHERS, BUS DRIVERS, STAFF.
ABSOLUTELY. THAT'S WHAT I'M TELLING.
THESE PEOPLE ARE TRYING TO WORK AND MAKE A LIVING.
THESE STUDENTS ARE THERE BECAUSE THEY HAVE TO BE THERE AND BECAUSE THEY WANT TO LEARN.
MOST OF THEM. BUT SOME, THEY'RE JUST FOR THE SOCIALIZING AND THE FUN OF IT ALL.
WE'VE GOT TO PROTECT OUR PEOPLE.
I ALSO I CAN'T, I CAN'T SAY TO YOU LEAVE WITHOUT SAYING THIS MR. LAURENCE. IT IS NEVER GOOD WHEN WE SEE.
COMING IN AS I CAME IN TO THE BOARD AND OTHERS CAME IN.
THAT WAS THE MAIN THING, AS DR.
BRADLEY SAID WHEN HE HEARD WAS THIS.
AND I WANT TO COMPLIMENT YOU BECAUSE IT MAY NOT HAVE HAPPENED AS QUICKLY AS SOME OF US MAY HAVE NOT MIGHT NOT HAVE LIKED, BUT IS MAKING A DIFFERENCE. BUT AGAIN, I WANT TO REITERATE.
OKAY. SO TEACHERS SHOULD NOT BE TOLD NOT TO.
AND. BECAUSE THEY'RE TOO BUSY IN THE OFFICE, AND THAT'S WHAT WE'LL SEE.
AND WE'LL LEAVE IT THERE. BUT THANK YOU.
[01:15:01]
THANK YOU.A FINAL COMMENT IS ALSO A THANK YOU TO BOTH OF YOU AND THE TEAM.
THIS LOOKS A LOT BETTER THAN IT DID.
ANYTHING ELSE? WELL, WE'VE GOT A REVISED EDITION OF THE CODE OF STUDENT CONDUCT.
I DON'T THINK ANYBODY ON THE BOARD INTENDS WHAT'S BEEN SAID ABOUT THE DISCIPLINE CODE AS CRITICISM OF INDIVIDUALS OR, YOU KNOW, OF FINDINGS OF SHORTCOMINGS OR WHATEVER.
IT'S JUST A VERY SERIOUS MATTER WITH US, AND WE ARE QUITE CONCERNED ABOUT THE SAFETY AND WELL-BEING OF OUR EMPLOYEES, NOT TO MENTION THE CHILDREN. WE WANT THE CHILDREN TAKEN CARE OF, AND WE HAVE TO CONSIDER THE CHILDREN AS A GROUP BEFORE WE WORRY ABOUT THE HARMFUL EFFECTS OF OUR DISCIPLINE PROGRAM ON INDIVIDUAL STUDENTS.
SO WE HAVE TO FIND THAT BALANCE.
SO I THINK WE ARE AT A POINT NOW WHERE WE CAN ENTERTAIN THE MOTION OF WHAT.
WHAT WE NEED IS A MOTION TO APPROVE ON FIRST READING THE PROVISIONS.
SO ON FIRST READING THE REVISIONS TO THE CODE OF STUDENT CONDUCT.
WE HEARD IT LAST TIME, BUT WE DID NOT TAKE A VOTE.
SO THERE HAS BEEN NO APPROVAL OF THE DISCIPLINE CODE'S REVISIONS YET.
ANY DISCUSSION? MR. CRANE? IF THE ADMINISTRATION FINDS OPPORTUNITIES TO IMPLEMENT A LITTLE MORE STRENGTH TO THINGS LIKE THE PANIC BUTTON BETWEEN NOW AND SECOND READING, I THINK THE BOARD MIGHT BE RECEPTIVE.
WE'VE GOT A MOTION TO APPROVE THE RECOMMENDATIONS FOR THE REVISIONS TO THE OF THE CODE OF STUDENT CONDUCT FOR 2022-2023.
IS THERE ANY FURTHER DISCUSSION? HEARING NONE. ALL IN FAVOR PLEASE RAISE YOUR HAND.
THAT'S UNANIMOUS WITH MR. NUESSEL BEING ABSENT. IF THERE'S NOTHING FURTHER, I'LL ENTERTAIN A MOTION TO ADJOURN.
[Adjourn]
MOVED BY MS. RHINEHART-JACKSON SECONDED BY MR. CRANE. ALL IN FAVOR, PLEASE RAISE YOUR HAND.STAND ADJOURNED. ENJOY THE REST OF YOUR EVENING.
* This transcript was compiled from uncorrected Closed Captioning.