[1. Meeting Opening]
          [00:00:07]
          >>> WE'LL CALL THIS MEETING TO ORDER AND WE'LL START WITH THE 
          PLEDGE OF ALLEGIANCE. >> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE WITH 
          LIBERTY AND JUSTICE FOR ALL. >>> THANK YOU. 
          [2. Snapshots of Success]
AND FIRST UP WE HAVE OUR SNAPSHOT OF SUCCESS WITH THE FISHERS HIGH SCHOOL BAND. I'LL WELCOME EMILY UP TO 
          INTRODUCE THEM. >> GOOD EVENING. 
          WE'RE SO LUCKY TONIGHT TO BE ABLE TO HONOR ANOTHER ONE OF OUR AWESOME MUSIC PROGRAMS. THEY'VE HAD A TREMENDOUS SEASON WITH A LOT OF KITING NEWS AND PLACING VERY HIGH IN STATE AND NATIONAL LEVEL COMPETITIONS SO WITH NO FURTHER I DO I'LL INVITE OUR BAND DIRECTOR. > HIGH. 
          ANY NAME IS IT CHAD CONTROLLER AND YES WE'VE BEEN IN THE NEWS LATELY. WE'VE WON OUR THIRD NATIONAL TITLE, CONSIDERING THE FACT WE HAD A BREAK FROM COVID AND THE NINTH STATE TITLE FOR THE PROGRAM AT FISHERS HIGH SCHOOL. 
          ADDITIONALLY YOU SEE OVER HERE WITH THE BLUE LANDSCAPE, THE DRUM LINE ANSWER PLACED SECOND PLACE IN THE STATE FOR THE PERCUSSION CHAMPIONSHIP. ALL SIX BANDS RECEIVED THE GOLD MEDAL OF BEGINNING AND OUR WIND ENSEMBLE PERFORMED AND COMPETED AND PLACED SIXTH, THINGS THE HIGHEST WOVE EVER PLACED AND THE FISHERS MARCHING BAND HAS BEEN INVITED TO THE 2023 MACY'S DAY THANKSGIVING PARADE. I LEFT THAT ONE GROUP OUT SO I WANT TO GIVE A SHOUT-OUT TO OUR COLOR GUARD WHICH IS ALSO PART OF THE BAND PROGRAM. THEY OPEN THE NATIONAL CHAMPIONSHIP THIS 2019, WERE PROMOTED TO WORD PLACE AND PLACED 50 IN THE NATION IN DAYTON OHIO AT THE CHAMPIONSHIPS. SO SHOUT-OUT TO THEM TOO. 
          THANK YOU. SO DO WE HAVE SOME STUDENTS THAT 
          WANT TO -- >> YEAH, JUSTIN AND MARVIN, WOULD YOU JOIN ME ME AT THE PROCEED EVER PODIUM? 
          >> HI, WELCOME CAN YOU INTRODUCE YOURSELVES AND TELL US YOU 
          PARTICIPATE? >> MIAMI I'M MARVIN, I'M 16 YEARS OLD, I'M A SOPHOMORE, I'VE BEEN IN THIS PROGRAM SINCE 2019. 
          THIS IS MY THIRD YEAR MARCHING IN THE MARCHING BAND. 
          IT'S JUST A GREAT OPPORTUNITY AND ESPECIALLY FOR SINCE COVID CAME AROUND WE KIND OF LOST A LOT OF PEOPLE, THROUGHOUT THE PROGRAM, ESPECIALLY LIKE SINCE JUNIOR HIGH AND INTERMEDIATES. 
          WE ARE STAR STARTING TOKING TO CONNECT AND BUILD OUR PROGRAM A 
          LOT SO IT'S REALLY EXCITING. >> OKAY. 
          >> MY NAME IS JUSTIN, I'VE A JUNIOR. 
          I'M IN THE DRUM LINE. I'VE BEEN MARCHING FOR FOUR YEARS SINCE I WAS IN EIGHTH GRADE. 
          I THINK THE COOLEST THING ABOUT THE ACTIVITY IS THE CONNECTION WE HAVE WITH PEOPLE BECAUSE A LOT ACTIVITIES YOU DON'T GET TO CONNECT WITH THEM IN THE SAME WAY YOU DO IN THIS ACTIVITY. WE HAVE BEEN COUNTLESS HOURS TOGETHER AND PERFORM CASE TOGETHER AND THROUGHOUT LONG HE CANCER REHEARSAL DAYS BUT IT'S WORTH IT FOR THE FRIENDSHIPS 
          THAT YOU MAKE. >> THAT'S INCREDIBLE, YOU COME 
          BACK TO THE PODIUM? >> THE APPLAUSE DOESN'T MEAN GO AWAY. SO I WANT TO SAY I CAME TO MARCHING BAND REGISTRATION NIGHT LAST WEEK WITH MY EIGHTH GRADER AND YOU SAY COUNTLESS HOURS, BUT TELL THEM HOW MANY HOURS THAT 
          ACTUALLY IS. >> AROUND EIGHT, NINE, DURING -- LIKE, JULY AND TWO WEEK OF JULY IT'S FROM NINE TO EIGHT OR NINE TO FIVE OF SOMEWHERE AROUND THAT. 
          >> LIKE, NINE TO EIGHT FOR TWO WEEK. 
          AND THEN TWO WEEK IN JUNE 2 TOO AND THAT DOESN'T COUNT CLASS TIME IN THE FALL OR EVENING PRACTICES. 
          LIKE, I WAS BLOWN AWAY. I WAS IN MARCHING BAND AND WE PRACTICED LIKE TWO NIGHT A WEEK AND WEB TO BAND CAMP FOR ONE NIGHT A WEEK SO I WAS REALLY IMPRESSED WITH THE AMOUNT OF TIME THAT ALL OF YOU PUT INTO ALL OF THIS AS WELL AS THE DIRECTORS TOO. IT'S A HUGE TIME COMMITMENT, SO 
          [00:05:02]
CONGRATULATIONS. IT'S A HUGE SUCCESS -- EXACTLY. 
          >> THANK YOU. >> THAT'S WHY THEY WON AND YOU 
          DIDN'T. >> AND HE'S EXACTLY RIGHT. 
          I THINK THE DIRECTOR SAID THAT REGISTRATION NIGHT TOO. 
          NOT ME PERSONALLY. >> ONE OF THE PRACTICE -- 
          >> IF YOU COULD GIVE ONE WORD FOR HOW YOU FEEL AFTER YOU HAVE DONE ALL THIS WORK, AND THEN YOU WIN, WHAT WOULD THAT ONE WORD 
          BE? >> TALK ABOUT IT IN THE GROUP, UNDENIABLE, NO MATTER THE COMPETITION OR THE AVAILABLES WE FACE BEING UNDENIABLE IS ALWAYS PUTTING YOUR BEST FOOT FORWARD AND NO MATTER WHAT HAPPENS WE THINK COMMIT TO EXCELLENCE AND AFTER WHAT WE ENJOYED THIS YEAR THERE'S STILL A FEELING WHAT WE 
          DID WAS UNDENIABLE. >> SO YOU'RE SNOT NOT SENIORS BUT DO YOU HAVE PLANS IN DOES THAT MAKE YOU QUANTITY WANT TO DO SOMETHING PAST HIGH SCHOOL IN MUSIC OR ARE YOUR ASPIRATIONS 
          NOT MUSIC RELATED? >>IC I COULD SAY I HAVE BEEN LIKE, FIGURING OUT WHAT I WANT TO DO AFTER HIGH SCHOOL, LIKE CONTINUING ON WITH PERCUSSION OR ANYTHING MUSIC RELATED. 
          THAT'S WHERE I'M A 50/50 FOR ME JUST BECAUSE THIS IS LIKE HIGH SCHOOL, LIKE YOU KIND OF LOSE A LOT OF PEOPLE, LOSE A LOT OF FRIENDS, I ESPECIALLY LOST A LOT OF FRIENDS DUE TO RANDOM STUFF BUT IT'S LIKE, THIS IS A GREAT OPPORTUNITY FOR SOMETHING TO DO THAT'S LIKE, YOU KNOW, SOMETHING THAT GETS YOUR MIND OUT OF THE WORLD, IT HELPS YOU JUST BE IN A DIFFERENT MIND SETTLE AND A GOOD 
          MIND SETS OVER ALL. >> GREAT. 
          >> I HAVE A QUESTION FOR YOU MARVIN, YOU SAID YOU'D BEEN DOING IT SINCE 2019, BUT YOURSELVES JUST A SOPHOMORE, DID 
          YOU START IN JUNIOR HIGH? >> YEAH, I STARTED MY EIGHTH 
          GRADE YEAR. >> SO THE SUMMER BETWEEN EIGHTH 
          GRADE AND FRESHMAN YEAR OR -- >> SUMMER OF SEVENTH GRADE GOING 
          INTO EIGHTH GRADE. >> SO YOU WERE PART OF THE -- OKAY, THIS ISN'T MARCHING BAND THIS IS THE PERCUSSION PART. 
          >> I'VE BEEN IN PERCUSSION SINCE SIXTH GRADE SO. 
          >> I DIDN'T REALIZE WE HAD IT GOING BACK THAT FAR. 
          AND YOU TALKED ABOUT WANTING TO GET MORE PEOPLE INVOLVED BECAUSE SOME PEOPLE DROPPED OUT. WHAT WOULD BE A PLUG FOR STUDENTS COMING UP TO JOIN? WHAT ARE SOME POSITIVES? 
          WHY THEY WOULD WANT TO DO IT. >> JUST THAT YOU CONNECT WITH PEOPLE PEOPLE, GREAT PEOPLE, TALENTED PEOPLEFUL IT'S JUST LIKE FAMILY. LIKE THAT'S YOUR OTHER FAMILY YOU SPEND A LOT OF TIME WITH THEM AND YOU LOVE THEM. 
          >> YES, AND PRACTICING THIS SUMMER PRIOR TO GOING TO THAT DIG HIGH SCHOOL YOU ALREADY HAVE A GROUP OF PEOPLE THAT YOU WILL SEE IN THE HALL AND RECOGNIZE THAT MIGHT NOT BE ONES WHO WERE WITH YOU IN CLASS FOR THE LAST FEW YEARS AND I WILL SAY ALL MY CHILDREN WERE INVOLVED IN FALL SPORTS AND WHEN THEY WENT TO THE FALL SPORT THE BAND WAS PRACTICES AND WHEN THEY LEFT THE BAND WAS STILL PRACTICING, AND PART OF THE REASON WE DO ALLOW PE CREDIT FOR STUDENTS IN BAND, AND I THINK THAT'S A GREAT THING BECAUSE YOU GUYS ARE PROBABLY DOING MORE PHYSICALA. THAN KIDS ENROLLED IN SUMMER PE AS FAR AS THE HOURS GO. 
          SO THANK YOU. >> I HAVE ONE MORE QUICK QUESTION. DOES ANYBODY WEAR A FITBIT OF A WATCH? DO YOU COUNT YOUR STEPS? 
          >> I MEAN, I DON'T MARCH, I'M PLAYER SO JUST LIKE PLAYING 
          ALONG, STUFF LIKE THAT. >> GOTCHA. 
          >> SO SOME PEOPLE FROM THE THE DRUM LINE HERE ARE TELLING ME THAT IT'S ABOUT 25 TO 35,000 ON A NORMAL PRACTICE DAY BECAUSE IT'S THREE HOURS AND WE'RE MOVING OUR FEET THE WHOLE TIME. 
          SO IT'S A LOT. >> IT'S AMAZING. 
          WELL GREAT JOB TO ALL OF YOU. AND THANK YOU FOR COMING 
          TONIGHT. >> AND CONGRATULATIONS TO EVERYBODY ON BEING SELECTED TO PLAY THE THIS EVENING DAY PARADE: I KNOW THAT'S NOT UNTIL 2023 SO I WANT TO THANK THE STUDENTS HO HELPED TO GET THE BAND TO WHERE IT'S AT THAT MAY NOT BE ABLE TO PARTICIPATE BUT CONTRIBUTING TO THAT IS A GREAT HONOR AND I KNOW I CAN'T WAIT TO BE BAKING MY PIES THAN WATCHING 
          [00:10:03]
          YOU PLAY. >> BUT THEY HAVE BEEN INVITED. 
          >> YES, I HOPE YOU CAN ATTEND BUT I KNOW SOME MAY NOT BE ABLE TO. SO THANK YOU FOR REPRESENTING HFC AND FISHERS HIGH SCHOOL SO WELL. 
          >> CONGRATULATIONS. >>> MR. COALER, BEFORE YOU GO ARE THERE ANY FUNDRAISERS THAT YOU ARE TAKING PART IN TO HELP 
          OUR GUYS GET TO NEW YORK CITY? >> THE AMAZING THING WAS THE MACY'S CORM HAS GIVEN US A 10,000-DOLLAR INITIAL START CHECK, RECEIVE THAT'S HELPED WITH THAT AND WE ARE UNSAVORING A FEW FUNDRAISERS, ONE IS GOING TO BE IN AUGUST. 
          ODDLY ENOUGH IT'S A MATTRESS FUNDRAISER THAT WE'RE GOING TO DO AND WE TYPICALLY RAISE BETWEEN 20 TO $25,000. 
          WE'RE DOING A CAR WASH IN JULY THAT WE DO AT CHEWY'S AND AGAIN THAT'S A 20,000-DOLLAR FUNDRAISER SO IT REALLY GENERATES A LOT OF MONEY, BUT WE DID A CONCERT LAST NIGHT AND WE RAISED ABOUT $2,000. SO WE'LL CONTINUE TO DO THOSE TYPE OF ACTIVITIES AND MAKE SURE WE GET THOSE OUT TO EMILY AND SHARE THOSE OUT TO THE COMMUNITY. 
          >> THANK YOU. >> . 
          [3. Consent Agenda]
          >> MOVING ON TO THE CONSENT AGENDA. 
          JUST FOR THE PUBLIC THESE ARE ITEMS THAT ARE PRETTY BENIGN IN NATURE, BOARD MINUTES, CERTIFIED STAFF REPORTS AND CLAIMS AND PAYROLLS AND WITH THAT I WOULD ENTERTAIN A MOTION. 
          >> MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED. 
          >> I SECOND. >> HAVING A FIRST AND A SECOND, ANY QUESTIONS OR COMMENT? HEARING NONE I WOULD ASK MS. PRITCHETT TO CALL FOR THE VOTE. 
          >> SUSAN THOMAS. >> YES. 
          >> SARAH PARKS-REESE. >> YES. 
          >> SARAH DONSBACH. >> YES. 
          >> JULIE CHAMBERS. >> BRAD BOYER. 
          >> YES. >> MICHELLE FULL HALTER. 
          >> YES. >> AND I'M A YES, MOTION PASSES. 
          >> BEFORE I MOVE ON I WANT TO ACKNOWLEDGE AND WELCOME OUR NEW CHIEF OPERATING OFFICER THAT WAS JUST APPROVED IN THAT CONSENT AGENDA, MR. JAMIE LANG, HE'S HERE WITH HIS FAMILY. 
          IF YOU CAN COME UP WE'D LIKE TO WELCOME YOU. 
          IF YOU'RE FAMILY, IF YOUR FAMILY CAN COME UP IF THEY'RE HERE WITH 
          YOU. >> I WANT TO SEE ALL THE BABY BABYIES. OH MY GOODNESS. 
          I FORGOT HOW CUTE THEY ARE WHEN THEY'RE THAT LITTLE. 
          WELL, I'LL TURN IT OVER TO THE DOCTOR TO EXPLAIN YOUR ROLE AND 
          WELCOME YOU TO THE DISTRICT. >> SO THIS IS MR. JIMMY LAKES AND AFTER EXTENSIVE INTERVIEWING HE IS DEFINITELY OUR CANDIDATE -- NICE TO MEET YOU BY THE WAY AND HE'S DEFT OUR CANDIDATE. WE ARE SO EXCITED. 
          IN THE FIRST INTERVIEW HE WENT TO THE COP IN TERMS OF STUFF WE WARRANTED TO BRING BACK, WE BROUGHT HIM BACK THROUGH THE THE SECOND INTERVIEW AND THROUGH REFERENCE CHECKS WE DECIDED THAT HE WAS DEFINITELY OUR CANDIDATE. HE WILL BE OUR NEW CHIEF OPERATIONS OFFICER, THIS IS A POSITION WE REALLY NEEDED IN THE DISTRICTS AND ONE WE CREATED AND WE TOLD HIM HE WILL BE BUILDING THE PLANE WHILE HE'S FLYING IT. IS AND SARAH IS GOING TO SHARE A LITTLE BIT ABOUT JIMMY BUT BEFORE SHE DOES THAT I WANT TO JUST SHARE ONE COMMENT THAT ONE TO HAVE COLLEAGUES MADE ABOUT HIM. I HAD ASKED A QUESTION, YOU KNOW IF YOU COULD HIRE HIM, WOULD YOU HIRE HIM BACK, AND SHE SAID TO 
          [00:15:03]
ME PLEASE DON'T TEASE ME. SHE'S LIKE, JIMMY WAS JUST AWESOME. WHEN HE TOLD HER THAT HE WAS LEAVING SHE SAID SHE WAS HAPPY FOR HIM BUT SHE WAS SAD FOR THE ORGANIZATION BECAUSE HE HAS DONE SO MUCH TO IMPROVE RELATIONSHIPS AMONG STAFF AND THAT HE CAN TAKE AN ORANGE FROM THE GROUND WITH NOTHING AND JUST BUILD IT UP AND I SAID THIS SOUNDS LIKE OUR CANDIDATE. SO I'M GOING TO HAVE SARAH SHARE 
          A LITTLE BIT. >> NICE TO SEE YOU AGAIN AND ALL YOUR LOVELY CHILDREN. I LIKE THE BEES ON YOUR SHIRT. 
          I HAVE THE OPPORTUNITY OF BEING BOARD MEMBER TO SIT IN ON THESE INTERVIEWS AND FROM THE GET-GO MR. LAKE WAS ONE OF MY TOP CHOICES HERE. HE COMES TO US WITH A BACKGROUND IN OPERATIONS IN THE MEDICAL FIELD, CREATING PRACTICES AND LEARNING HOW TO FLY THE PLANE WHILE IT'S IN THE AIR AND BUILDING DIFFERENT PRACTICES FOR ASCENSION ST. VINCENT WHICH IS GREAT WHEN YOU LOOK AT AN ORGANIZATION AS LARGE AS OURS AND THE ABILITY TO ADAPT WHILE YOU'RE MOVING. 
          SOME OF THE THINGS THAT STOOD OUT IS THAT HE IS A GREAT COMMUNICATOR AND GREAT AT UNDERSTANDING THE NEEDS OF OTHERS. HE TACKLES PROBLEMS HEAD-ON AND PREFERS TO COMMUNICATE FACE-TO-FACE WHICH WAS BIG FOR ME IN A DISTRICT THIS LARGE, THAT YOU TAKE THE TIME TO HAVE THOSE FACE-TO-FACE CONVERSATIONS AND REALIZE THAT'S SOMETIME IN OUR DIGITAL WORLD THAT THAT STILL IS THE BEST WAY TO COMMUNICATE IN SOME WAYS. AND ONE OF THE THINGS FROM OUR REFERENCE CHECKS THAT STOOD OUT TO ME WAS AGAIN, FROM SOMEONE THAT SAYS I'M NOW STRONGER IN MY PRACTICE AND HE WAS ABLE TO BUILD TRUST WITHIN OUR ORGANIZATION, WHICH I BELIEVE IN HFC IS HUGE GOING FORWARD. SO I'M REALLY EXCITED TO WELCOME 
          YOU TO THE HFC FAMILY. >> AND I WANT TO ADD THAT HE'S NOT JUST SOMEBODY WHO HAS OPERATIONS EXPERIENCE. 
          HE ACTUALLY HAS EDUCATION BACKGROUND AND IN FACT, HE TEACHES AND IS IN CHARGE OF A DEPARTMENT AT ANDERSON UNIVERSITY, THAT'S WHERE HE JUST CAME FROM. 
          SO HE BRINGS A LOT OF EXPERIENCE WITH HIM. 
          NOT JUST THE OPERATIONS PART. HE IS AN EDUCATOR BY TRADE SO WELCOME AND THANK YOU. YOU WANT TO SHARE A FEW THINGS AND IF I HAVE TO HOLD THE BABY, I WILL. 
          >> ME TOO, I'M ALWAYS HAPPY TO HOLD THE BABY. 
          >> IS THIS ONE? I'M HAPPY TO BE HERE. 
          VERY FORTUNATE AND BLESSED: I WILL INTRODUCE MY FAMILY. 
          THIS IS MY MAYA, SHE'S ONE OF THE TWINS. 
          THAT'S COLORADO, THAT IS AUDREY AND THIS IS VIVIAN. 
          ME AND MY WIFE HAVE LIVED IN FISHERS FOR APPROXIMATELY NINE YEARS AND LOVE THE PLACE. WE USED TO BE ON THE WEST SIDES OF FISH,, AND NOW WE LIVE IN ABLINE, SO I'M GLAD TO BE A PART OF THE TEAM AND SERVE AND LOOK FORWARD TO BUILDING THE PLANE AS 
          I FLY IT. >> THANK YOU T. 
          WELCOME. WE'RE VERY EXCITED TO HAVE YOU 
          THERE SHALL. >> I KNOW YOU GOT THE LITTLE DARLINGS SO YOU ALL DON'T HAVE TO STAY. 
          THANK YOU. >> WELL, IF WE CAN END THE MEETING ON CUTENESS OVERLOAD WE CAN DO IT. 
          ADORABLE. WELL WE'LL MOVE ON TO INFORMATION -- OH. NO, SORRY. 
          BACK UP. >> WE HAVE SOME MORE MEMBERS, 
          RIGHT MS. LIPPY? >> WE HAVE ZACH HERE TO INTRODUCE TWO STAFF MEMBERS FOR HF HIGH SCHOOL SOME ZACH DO YOU WANT TO STEP UP TO THE PODIUM? GUN THERE. 
          WELCOME, COME ON UP. GOOD EVENING. 
          MY NAME IS ZACH, I'M HONORED TO SERVE OUR SCHOOL COMMUNITY AS ASSISTANT PRINCIPAL AT HAMILTON SOUTHEASTERN HIGH SCHOOL AND MY PLEASURE TO INTRODUCE AND PERHAPS REINTRODUCE A FEW MEMBERS OF THE ROYAL FAMILY THIS EVENING, STARTING FIRST MR. STEVE BEGINNEN HAS BECOME A PERMANENT MEMBER OF OUR LEADERSHIP TEAM AT HAMILTON SOUTHEASTERN HIGH SCHOOL AS THE DEAN OF STUDENTS. MR. GINNEN HAS BEEN IN THE SCHOOL DISTRICT SINCE 1998. A CADET TEACHING CLASS THAT HE MIGHT HAVE BEEN A TEACHER OF MINE, PERHAPS AT THAT DATE BUT WE WON'T SAY WHAT GRADE. HE HAS AT ALL TIMES AP 
          [00:20:02]
ENVIRONMENTAL SCIENCE, BIOLOGY, HE HAS LET THE MINDFUL LEARNING EXPERIENCE COURSE AND HE'S LED THE DEVELOPMENT OF THE INNOVATIONS COURSE, 'S A SPONSOR OF THE ATHLETE ORGANIZATION AND HE IS THE HEAD GIRLS VARSITY GOLF COACH. 
          HE HAS LED OUR GIRL'S VARSITY GOLF TEAM TO THREE STATE CHAMPIONSHIPS AND WAS THE GIRL'S GOLF COACH OF IS IT YEAR IN 2012. SINCE THE END OF JANUARY SAYS RECEIVED AS INTERIM DEAN OF STUDENT. 
          HE HAS AN EXCELLENT ABILITY TO EFFECTIVELY HELP STUDENTS ACHIEVE THEIR ACTIC AND PERSONAL GOALS COUPLED WITH A DESIRE TO BUILD ASSUMES CONFIDENCE AND DEVELOP STRONG CHARACTER TRAITS. HIS EDUCATIONAL EXPERIENCE TAUGHT HIM THAT STUDENTS GROW ACADEMICALLY, SOCIALLY EMOTIONALLY WHEN THEY HAVE POSITIVE RELATIONSHIPS WITH CARING EDUCATORS. EDUCATIONAL LEADERS WHO HAVE EVALUATED MR. G ISSUINGNEN HAVE USED THESE COMMENTS TO DESCRIBE HIM. CREATIVE THINKING, PROBLEM SOLVING, WILLINGNESS TO EXPERIMENT AND THE ABILITY TO COMMUNICATE WITH THE DIVERSE POPULATION. 
          HAILING FROM MARION INDIANA STEVE'S SON JACOB LIVES IN L.A. 
          AND WORKS FOR AMAZON, HIS DAUGHTER JORDON IS AN ENGLISH TEACHER AT NOBLESVILLE HIGH SCHOOL. 
          STEVE BRINGS A WEALTH OF EXPERIENCE AND VOCABULARY INTEGRITY FROM THE CLASSROOM TO OUR DEAN OF STUDENT POSITION. 
          MR. STEVE GINNEN. >> AND I HAVE TO SHARE, SO I DID THE FINAL INTERVIEW AND I WILL TELL YOU I KNEW HE WAS THE RIGHT CANDIDATE. HIS PASSION FOR STUDENT IS -- HIS WILLINGNESS TO WANT TO SUPPORT ALL STUDENT WAS OBVIOUS THROUGH HIS CONVERSATION WITH ME AND I SAID, DO YOU WANT THIS JOB AND WHY? AND HE WANTS TO SERVE CHILDREN. 
          BUT I DIDN'T KNOW ALL THAT OTHER STUFF ABOUT YOU. 
          WOW. SO HE VERY MUCH -- I'M EXCITED ABOUT THE FACT THAT YOU GET TO BE PERMANENT NOW AND NOT JUST A TEMP. SO WELCOME. 
          >> . >> AND I KNOW HE -- YOU STARTED THE MILE PROGRAM WITH A FEW OTHER COLLEAGUES AND THAT WAS AMAZING. I KNOW IT KIND OF DIED OUT WITH COVID AS MANY THINGS DID BUT I KNOW YOU'RE GOING TO BE MISSED IN THE CLASSROOM BUT I'M VERY GRATEFUL THAT WE HAVE YOU IN THIS LEADERSHIP POSITION. THANK YOU. 
          >> CONGRATULATIONS. WELL DESERVEED. 
          >> NEXT I'M THERE I AMED TO INTRODUCE KAREN BUSH AS A MEMBER OF THE ROYAL FAMILY AS OUR NEXT DIRECTOR OF COLLEGE AND CAREER COUNSELING. MOST RECENTLY KAREN HAS WORKED IN THE MID WESTERN REGIONAL OFFICE OF THE COLLEGE BOARD. 
          MANAGING STATE AND DISTRICT PARTNERSHIPS. 
          BEFORE THAT SHE SERVED AS DISTRICT GRADUATION COACH AND DIRECTOR OF THE COLLEGE AND CAREER RESOURCE CENTER IN THE METROPOLITAN SCHOOL DISTRICT OF PIKE TOWNSHIP. 
          SHE HAS BEEN RECOGNIZED AS NATIONAL ASSOCIATION COLLEGE ADMISSIONS COUNSELING RISING STAR AWARD AND SHE WAS RECOGNIZED AS AN INTERNATIONAL INNOVATOR OF THE YEAR. 
          KAREN HAS A PASSION FOR COLLEGE AND CAREER PLANNING INITIATIVES THAT CREATE IT'S CREATE PIPELINES FOR YOUTH TO PURSUE THEIR DREAMS. KAREN BRINGS THE WESTERLY OF IN-DEPTH ANALYSIS OF INDIANA'S TESTING REQUIREMENTS WITH THE P S.A.T., S.A.T. AND POLICIES WITHIN THE AP PROGRAM. 
          SHE'S A PROPONENT OF BUILDING BRIDGES BETWEEN INDUSTRY, ACADEMIA, PARENTS AND STUDENTS TO ENHANCE THE OPPORTUNITIES AVAILABLE TO INDIANA YOUTH. SHE BELIEVES IN THE EFFICACY OF YOUTH SECKING PROFESSIONALS AS ENHANCED. 
          SHE IS NO STRAINER TO THE HFC SCHOOL COMMUNITY. 
          HER SON JARED BUSH IS A SOPHOMORE AT HF HIGH SCHOOL AND HER OLDER SON JUST FINISHED HIS FRESHMAN YEAR AT TUSKEGEE UNIVERSITY. SHE WILL BE A POWERFUL AND DYNAMIC ADDITION TO OUR SCHOOL COMMUNITY. 
          >> SO I HAVE TO SHARE AGAIN, I DID THE FINAL INTERVIEW AND EVERYTHING YOU SAID IS TRUE AND I WAS THRILLED THAT EVEN IN HER INTERVIEW PROCESS AS SHE ANSWERED ALL THE QUESTIONS I THOUGHT, WHERE HAVE YOU BEEN? WE NEEDED YOU FOR A WHILE. 
          SHE WAS SHE ABLE TO HELP US WITH INFORMATION THAT WE WERE DEALING WITH ON THE SPOT AND I THOUGHT OKAY WE MIGHT HAVE TO STEAL HER FROM HFC, BUT WE'RE GLAD YOU'RE HERE. 
          >>> CONGRATULATIONS. >> I WOULD LIKE THE MAKE A QUICK COMMENT. SO I'VE BEEN BLEEDSED TO KNOW MS. BUSH, MS. KAREN IS A DEAR FRIEND FOR MANY YEARS AND HER 
          [00:25:04]
FAMILY IN GENERAL, AFTER MY LATE HUSBAND PASSED AWAY WERE WONDERFUL WITH MY FAMILY AND IT'S BEEN A DEAR FRIEND FOR YEARS AND SHE'S FABULOUS WITH CHILDREN CAN HER HUSBAND'S A FABULOUS COACH AND THE BOYS ARE OUTSTANDING, GREAT FRIENDS TOO. 
          SO CONGRATULATIONS. >> WELCOME. 
          >> WELCOME TO EVERYBODY KNEW TO THE HF FAMILY OR MOVING TO DIFFERENT POSITION AND CONGRATULATIONS AGAIN. 
          [4. Information Items/Public Comments will be accepted per Board Policy (B05.07)]
SO THANK YOU. WE'LL MOVE TO ITEM NUMBER FOUR INFORMATION ITEMS AS PER YOU RECOLLECT, AND WE'LL ACCEPT PUBLIC COMMENT TEMPT WE CALL THE ITEM THE PERSON IS SIGNED TOWN SPEAK ON. SO FIRST UP IS 4.01, ALL THINGS 
          ENROLLMENT. >> AND WE HAVE MS. LIPPY AND MS 
          DOWLING. >> SO I HAVE TO SAY I DIDN'T GET THAT KIND OF INTRODUCTION, I DON'T KNOW ABOUT YOU MS. LIPPY BUT WHEN THEY MADE YOU ASSISTANT SUP. 
          >> . >> I THINK WE'RE STILL WAITING. 
          SO AS -- YOU JUST TOOK THE WIND OUT OF MY SAILS. 
          SKIP US. SO IN OUR FEBRUARY COUNT FOR THE CORPORATION -- THIS TOPIC IS A LITTLE DRY SO IS ZACH GAVE US A PERFECT OPPORTUNITY TO GET YOU LAUGHING. 
          SO IN FEBRUARY WE DID SEE A RETURN OF STUDENTS TO OUR POPULATION, WHICH I THINK WE EXPECTED, RIGHT. 
          THAT'S WHAT DISTRICTS HAVE BEEN SEEING SO WE HAVE THAT COMING IN AND AS WE'RE LOOKING AT STAFFING AND ENROLLMENT FOR THE FALL BECAUSE OBVIOUSLY ENROLLMENT DRIVES STAFFING THOSE ARE THINGS THAT WE HAVE TO MONITOR AND ADDRESS. 
          SO WE THANKS TO MR. HARRISON GET WEEKLY UPDATES ON THE ENROLLMENT AND HOW WE MONITOR THAT IS WOO AVERAGING EVERYTHING FORWARD A YEAR. OUR REGISTRARS ARE CONSTANTLY UPDATING THE RECORDS. LAST SUMMER WE HAD A STEP WHERE THE REGISTRARS COME IN ONCE A WEEK FOR A SIX OR SEVEN WEEK PERIOD TO UPDATE TO MAKE SURE WE HAVE CURRENT ENROLLMENT FOR NEW ENROLLEES AND WITHDRAWALS SO WE'RE ALWAYS WORKING WITH THOSE NUMBERS SO WE CAN STAFF APPROPRIATELY. 
          SO WE'VE ROLLED FORWARD, WE'RE ABOUT 60 PERCENTISH TO KINDERGARTEN WHERE WE COULD THINK, IT'S A LITTLE LOWER WHERE WE WERE AT THIS TIME LAST YEAR, WE'RE ABOUT 977 AS OF MAYOR SIX, I'LL GET ANOTHER UPDATE FROM JEFF ON FRIDAY. 
          AND IT'S ABOUT 70 STUDENTSES DIFFERENT FROM MAY OF LAST YEAR, SO NOT CONCERNING AT THIS POINT BUT THIS IS THE EBB AND FLOW. 
          AS YOU MAY HAVE SEEN THE HFC BUS WITH IF SIGN, WE'RE RUNNING A PROMOTION BETWEEN TRANSPORTATION AND MR. MCKINNEY AND MS. ABBOTT TO JUST TRY TO KEEP THAT TO THE FOREFRONT OF FOLKS' MIND. 
          IT SEEMS LIKE REGISTRATIONS ARE HAPPENING A LITTLE LATER BUT WE'RE READY TO STAFF AND THAT'S MS. LIPPY'S AREA. 
          ONE OF THE THINGS WE MADE AN EFFORT ON IS BECAUSE STUDENTS ARE ARRIVING A LITTLE LATER IN THE SUMMER FOR US AND NOT JUST US, EVERYONE WHERE WE NEED TO BE COGNIZANT OF THAT CLASSROOM TARGET NUMBER SO THAT WE DON'T SEE INCREASING OR BIGGER SIZES THROUGH THE YEAR. WE'RE NOT GOING TO SPLIT OCCUPY A FIRST GRADE SOUTH CAROLINA TWO MONTHS INTO SCHOOL SO WE WORK HARD TO BE COGNIZANT. WE WENT THROUGH FIVE YEARS OR HISTORY, EVERY BUILDING, HOW KIDS ARRIVE SO WE CAN BE MORE PRO-ACTIVE TO AVOID BIGGER SIZES IN THE SCHOOL YEAR. 
          >> I WOULD JUST ADD WITH THE STAFFING PIECE WE'RE CURRENTLY IN THE PROGRESSION OF POSTING INTERVIEWING, SO IT'S A REALLY BUSY TIME FOR US AND WE'VE HAD FOLKS WHO HAVE ATTENDED HIRING FAIRS SO WE'RE TRYING THE PURSUE THOSE APPLICANTS SO WE CAN CONTINUE TO HIRE THE BEST OF THE BEST. 
          >> UNDERSAY 71 PLUS OR MINUS? >> I SAID SEVEN ONE DOWN. 
          WE WOULD EXPECT 16 TO 1500. I WOULD LOVE 1800. 
          >> SO THE REASONS BECAUSE I WAS A TEACHER AFFECT BIT THIS TWICE BY LATE ENROLLMENT, ONE I WAS HIRED HERE TWO DAYS BEFORE 
          [00:30:06]
SCHOOL STARTED BECAUSE MORE STUDENTS ENROLLED AND ANOTHER ONE I WAS ONE OF FIVE TEACHERS WITH A HUNDRED KIDS AND GOT MOVED ACROSS TOWN TO ONE WITH LIKE 58 KIDS WITH TWO TEACHERS, SO JUST SHIFTING ENROLLMENT. SO IT'S VERY IMPORTANT FOR THOSE PEOPLE LISTENING OR HERE TONIGHT IF YOU HAVE A NEIGHBOR WITH A YOUNG CHILD WHO YOU THINK IS KINDERGARTEN ABLE YOU MIGHT WANT TO LET THEM KNOW YOU NEED TO KNOW THIS BECAUSE IT CAN DRASTICALLY AFFECT CLASSROOM, SO BETTER TO ENROLL THEM FIRST OR 
          SOONER RATHER THAN LATER. >>> THANK YOU. 
          THANK YOU FOR THE UPDATE. NEXT UP 4.02, [INDISCERNIBLE] 
          RESOURCE REGISTRATION. >> 
          PRESENTATION. >> GOOD EVENING. 
          TONIGHT I'M PRESENTING INFORMATION REGARDING OUR WORLD LANGUAGE ADOPTION PROCESS. IN 2019,DOE REVAMPED THE WORLD LANGUAGE CURRICULUM AND IN CONJUNCTION WITH THE AMERICAN COUNCIL FOR TEACHING OF FOREIGN LANGUAGE, THERE WERE SOME CHANGES MADE TO THE METHODOLOGY THAT IS RECOMMENDED FORWARD MOVING LANGUAGE FORWARD IN OUR SCHOOLS AND SO WE HAVE WORKED WITH OUR TEAMS TO ENSURE THAT THE RESOURCES THAT WE'RE REVIEWING ARE IN ALIGNMENT WITH THAT DIRECTIVE FROM THOSE TWO GOVERNING AGENCIES. WE HAVE CONDUCTED DISTRICT DISCUSSION REGARDING OUR PROCESSES. 
          WE HAVE ALLOWED TEACHERS TO PROVIDE FEEDBACK. 
          WE'VE ESTABLISHED COMMITTEES FOR TEACHERS TO PROVIDE IN PUT. 
          PARENTS AS WELL AS STUDENTS PROVIDED INPUT INTO THIS PROCESS FOR THE RESOURCES THAT WE'RE CONSIDERING. 
          AND WE ALSO WORKED WITH OUR TEACHERS ON THE 29TH DURING OUR PROFESSIONAL DEVELOPMENT DAY IN REVIEWING RESOURCES TO ENSURE WE ANSWERED ALL THEIR QUESTIONS AND CONCERNS WITH THE RESOURCES THAT WE WERE REVIEWING. AND POSTED THERE YOU WILL SEE THAT WE HAVE GERMAN THAT WE'RE CONSIDERING, FRENCH FOR NEXT SCHOOL YEAR, GERMAN HAS DECIDED THAT THE RESOURCES THAT THEY'RE CURRENTLY USING THEY WILL CONTINUE TO USE THOSE. 
          HOW HAVE THEY WILL ADOPT SOME NOVELS THAT WILL GO ALONG WITH THEIR CURRICULUM. IN THIS ADOPTION SERIES AND FRENCH WILL BE ADOPTING A NEW RESOURCE FOR ALL LEVELS AND WE ARE GOT PUT A PAUSE ON ADOPTING RESOURCES FOR SPANISH DUE TO -- WE WANT TO SPEND MORE TIME ENSURING THAT THE RESOURCES ARE ALIGNED WITH WHAT THE EXPECTATIONS ARE FROM ID OH,I SO WE ARE GOING TO SPEND MORE TIME IN THE FALL OF NEXT YEAR SPENDING MORE DETAILED TIME, I SHOULD SAY REVIEWING RESOURCE TO ENSURE THAT THEY ALIGN WITH WHAT WE NEED FOR MOVING FORWARD WITH SPANISH, SO WE'RE GOING TO DELAY SPANISH FOR ONE YEAR BUT MOVE FORWARD WITH ADOPTING THE OTHER TWO LANGUAGES. 
          >> THANK YOU. ANY QUESTIONS? 
          >> I JUST HAVE ONE, FIRST OF ALL REGARDING THE GERMAN I'M SPEAKING PERSONALLY I DO NOT KNOW THE LAST LANGUAGE AND I REY WANTED MY CHILD TO DO SPANISH BECAUSE I KNOW THAT FAIRLY WELL AND HE'S GETTING A STRAIGHT A IN GERMAN AND THE PROGRAM IS WONDERFUL. BUT I DO HAVE TO ASK A QUICK QUESTION. IN THE PROGRAMS IT WAS HEARSAY THAT CHIMED IN A LITTLE FROM THE PUBLIC THAT THERE WAS NOT GOING TO BE ANYMORE HONORS CAN YOU STILL SAY -- IS THERE GOING TO 
          BE HONORS CLASSES? >> ABSOLUTELY. 
          NONE OF THAT CHANGES. WE STILL HAVE HONORS AND AP DUAL 
          CREDIT. >>> IT'S JUST A RUMOR OUT THERE. 
          I LOVEDDED HEARING IT FROM YOU. >> ONE MORE QUESTION, WHEN WE POSTED OUR RESOURCES ON THE WEBSITE FOR PEOPLE TO BE ABLE TO REVIEW THAT COULDN'T COME IN SPANISH IT SHOWEDDED A DISTRIBUTE DISTRICT DESIGNED RESOURCE, CAN YOU SPEAKS TO THAT 
          [00:35:03]
IN REGISTERER TO THE FACT THAT WE'RE WAITING ON THE SPANISH AND 
          HOW THAT TIES INTO EACH OTHER? >> SURE AND THAT'S PART OF THE PAUSE. FROM MY UNDERSTANDING PRE-COVID A LOT OF RESOURCES FOR OR TEAM OF TEACHERS TO COME TOGETHER TO DESIGN A CURRICULUM FOR LEVEL ONE SPANISH, THAT WAS DEVELOPED. 
          IT DID NOT GET AN OPPORTUNITY TO GO ROLLED OUT DUE DO COVID AND WHEN WE RETURNED BACK TO SCHOOL WE KIND OF PICKED UP BUSINESS AS USUAL, SO WE REALLY NEED TO DIG INTO THAT A LITTLE DEEPER TO MAKE SURE THAT THERE'S VET TALL ARTICULATION WHEN IT COMES TO LEVEL TWO SO THAT OUR EIGHTH GRADERS ARE READY TO MOVE ON TO LEVEL TWO WHEN THEY REACH HIGH SCHOOL LEVEL AS WELL AS OUR STUDENTS THAT ARE ENTERING LEVEL ONE AT THE HIGH SCHOOL LEVEL ARE READY, SO WE NEED TO SPEND MORE TIME DIGGING INTO THAT. 
          >> PERFECT. THANK YOU. 
          >> AND THANK YOU FOR DOING THAT TOO, I THINK THAT'S FABULOUS, JUST CHECKS AND BADGES AND RESEARCH. 
          SO THANK YOU FOR STEPPING IN AND MAKE SURE THAT HAPPENED. 
          >> THANK YOU. >> NEXT UP IS 4.03 LITERACY 
          RESOURCE PRESENTATION. >> GOOD EVENING. 
          THANK YOU. I COME TO YOU EACH SPRING WITH RESOURCE REVIEW AND THE PROCESS THAT WE USE. 
          THE LAST TIME I WAS HERE WE TALKED THROUGH MUSIC, NEXT YEAR WILL BE MATH. SO RIGHT NOW WE'RE TALKING THROUGH LITERACY. I'VE GOING TO A DOCUMENT HERE THAT YOU'VE HAD AN OPPORTUNITY TO REVIEW THAT'S A SUMMARY, SO WHAT I THOUGHT I WOULD DO IS JUST WALK THROUGH THIS AND AS YOU HAVE QUESTIONS, FEEL FREE TO JUMP IN OR CERTAINLY WEEK WAIT UNTIL THE END. I'VE RECEIVED SOME FEEDBACK AND E-MAILS ABOUT FIVE E-MAILS AND SOME FEEDBACK FROM FAMILIES AND SO I WOULD BE HAPPY TO KIND OF EXPAND ON SOME OF THE THINGS OR QUESTIONS WE MIGHT HAVE SEEN IN THE LAST COUPLE OF DAYS. 
          SO BASICALLY IN 2016, AT THE SAME TIME THAT WE WERE CONSIDERING LITERACY REVIEW WE WERE ALSO ROLLING OUT THE ONE TO ONE SO THEY OVERLAPPED. SO WHAT HAPPENED IS OUR TEACHERS USED UNITS THAT THEY HAD ALREADY CREATED OR UTES THAT WE CONTINUED TO PURCHASE TO SUPPORT US MORE IN TERMS OF TEACHER ADDITION AND WE USED ELECTRONIC RESOURCES TO SUPPORT OUR ONE TO ONE ROLLOUT. THE CYCLE BEGAN SIX YEARS SO NOW WE'RE INTO 2022. AND SO WE TALKED ABOUT TO THE TEACHERS ABOUT THIS AND THEY WERE INTERESTING IN REVIEWING NEW RESOURCES SO A TEAM WAS ESTABLISHED, CLASSROOM TEACHERS, TITLE ONE TEACHERS, OUR TEACHER LIBRARIANS, ADMINISTRATORS AND INSTRUCTIONAL COACHES AND SOME DISTRICT SPECIALISTS AND WE USE THE PROCESS THAT WE TYPICALLY USE WITH OUR TEACHERS ASSOCIATION WHERE THEY HELP US SELECT THE TEACHERS FOR THE COMMITTEE. SO THERE WERE SOME GOALS ESTABLISHED HERE THAT YOU SEE, THEY'RE PRETTY BASIC, BUT WHEN YOU REALLY READ THEM AND THINK ABOUT THE EXTENT ABOUT A COMPREHENSIVE EXPERIENCE, A VERY STRUCTURED EXPERIENCE FOR READERS WE HAVE NEW RESEARCH IN THE LAST COUPLE OF YEARS THAT REALLY HELPS US UNDERSTAND MORE OF THE STRUCTURED APPROACHES TO TEACHING LITERACY ESPECIALLY AT THE YOUNGER GRADES. 
          AND THEN JUST THE IDEA OF VARIED RESOURCES EDUCATORS MIGHT WANT, AND THE PREFERENCE IS TO HAVE A BALANCE. 
          THEIR WORK IS TO BE COMMENDED. WE DID THIS, I'M VERY PROUD OF OUR WORK WHILE WE WERE MANAGING THE PANDEMIC, AND SO IN DECEMBER WHEN WE WERE JUST TRYING TO GET OUR CLASSROOMS STAFFED, WE HAD TEACHERS THAT CAME TOGETHER AND GAVE THEIR TIME AND COMMITMENT TO THIS. TYPICALLY THIS IS DONE WITH SUBSTITUTE TEACHERS DURING THE DAY BUT WE HAD TO DO ALL OF THIS AFTER SCHOOL BECAUSE WE JUST COULDN'T STAFF THAT, SO I WANT TO THAN EVERYONE FOR THEIR TIME. THIS WAS REALLY A DIFFICULT TASKS SO I REALLY APPRECIATE THAT. 
          WE WOULD TYPICALLY START IN NOVEMBER. 
          THIS TIME WE STARTED IN JANUARY SO WE COULD GET THROUGH THE SUB BUSINESS. SO YOU'LL SEE OUR GROUPS THERE WERE ORGANIZED BY CAN RECOLLECT TWO, 3-4 AND 5-SICK, THESE ARE THE DATES THAT WE MET AND THESE ARE THE TOPICS, SO WE ALWAYS START WITH AN OVERVIEW AND GOALS IS WHERE WE ARE, WHAT IS THE 
          [00:40:01]
CURRENT DATA SHOWING US IN OUR DISTRICT. 
          WHERE ARE OUR IDENTIFIED NEEDS AND OF COURSE ANY NEW INFORMATION THAT COME OUT NORTHN EARN THE OF THE STANDARDS, IN TERMS OF WRITING PRO-EFFICIENCY. AND THERE ARE ABOUT SEVEN SECTIONS TO THE RUBRIC WITH SEVERAL INDICATORS UNDER EACH SECTION FOR A TOTAL OF 70TH 70 INDICATORS. 
          WE REACHED OUT TO THE DEPARTMENT OF EDUCATION AND THEN OUR CENTRAL INDIANA SERVICE CENTER FOR SCHOOLS TO HELP US WITH THAT KIND OF WORK WITH RUBRIC. YOU CAN SEE WE HAD VERY VENDORS THAT CAME IN AND THEN WE SPENT QUITE A BIT OF TIME ON THE 29TH FINALIZING OUR RECOMMENDATIONS. WHAT'S DIFFERENT ABOUT THIS YEAR AS COMPARED TO MAYBE SIX YEARS AGO, SO MANY MORE OF THE RESOURCES HAVE SAND BOXES AND DEMO CODES AND THINGS THAT YOU CAN DO THAT ARE MORE INTERACTIVE. 
          SO WHILE WE HAD TIME WITH VENDORS TEACHERS ALSO HAD IN ADDITION TO THESE SESSIONS, HOMEWORK IN WHICH THEY WENT HOME AND PLAYED AROUND WITH VARIOUS RESOURCES TO SEE WHAT COULD BE A BENEFIT. I THINK WE GOT THE COUNTS DOWN, THE COMMITTEE MEMBERS. THANKS, JEFF. 
          FOR THE PARENT GROUP, BECAUSE WE HAD SO MANY DATES, 14 DIFFERENT DATES AND BECAUSE THE TIMING WAS GOING TO BE RIGHT AFTER SCHOOL THAT WAS GOING TO BE QUITE DIFFICULT FOR PARENTS TO MAN 14 DIFFERENT SESSIONS AND THAT TIME OF DAY. 
          SO THE PARENT GROUP WAS ORGANIZED WITH AN INITIAL E-MAIL, PLEASE GET YOURSELF FAMILIAR AND PLAY AROUND A LITTLE BIT. NO RULES AND THEN COME TO THE IN PERSON SESSION WITH OUR EVACUATION ZONE DOORS AND THEN THERE WERE FOLLOW UPS, WHETHER IT WAS A ZOOM THAT A PARENTHOODED OR AN E-MAIL EXCHANGE BACK AND FORTH. 
          A PARENT RUBRIC WAS ESTABLISHED AND IT HAD 16 DIFFERENT INDICATORS ON IT. I HAD JUST A COUPLE OF PARENTS WHO REALLY TOOK THE DETAILED TIME TO ALIGN SOME OF THE EVIDENCE TO THE RUBRIC, MOST OF THE OTHER PARENTS GAVE ME A NARRATIVE FORM OF THEIR STRENGTHS AND MAY BE CHALLENGES WITH THE FEEDBACK. THE PARENTS ARE REPRESENTED THERE. THE LIST OF SCHOOLS THAT WE HAD STUDENTS IN. WHEN WE DID THE COUNTS WE HAD PARENTS WHO FELT COMFORTABLE SORT OF VOTING FOR A RESOURCE. 
          EVERYONE KNOWS IN THIS PROCESS THIS IS JUST A RECOMMENDATION, THEY'RE NOT ACTUALLY TALLYING A VOTE BUT MOST OF THE OTHER PARENTS FELT COMFORTABLE JUST OFFERING THE FEEDBACK RATHER THAN CHOOSING A RESOURCE. THEY FELT THAT WAS REALLY MORE IMPORTANT FOR THE EDUCATORS TO DISCERN. 
          WHEN WE DO COUNT WHAT GOES OUT NORTH AMERICAN WE FOUND ON THE TEACHER COUNT AND WE USE THE ADMINISTRATIVE AND THE TDS COUNT TO HELP US WITH PD SO WE DON'T IMBALANCE THE PROCESS AND MAKE SURE THAT OUR EFFORTS ARE USING THE RESOURCES EVERY DAY REALLY HAVE THE MOST OPPORTUNITY TO GIVE THE FEEDBACK. 
          >> I HAVE A QUICK QUESTION. AS FAR AS THE PARENT IN PUT WERE THEY LOOKING AT THESE RESOURCES FROM A PARENT STAND AND HOW THEY MATERIALS AND THINGS THAT WOULD SUPPORT THEIR READER OR THEIR CHILD? OR ARE THEY LOOKING AT IT FROM 
          AN I ACADEMIC OR BOTH? >> BOTH, SO WE TRIED TO BALANCE WHAT WOULD YOU SEE YOUR STUDENT ENGAGING IN AND I CAN SENT YOU A COPY TO GIVE YOU AN IDEA, WOULD YOU SAY THAT YOUR STUDENT WOULD BE IN GANGED ENGAGED WITH THIS TYPE OF TEXT, WOULD THIS BE PHONIC WORK THAT YOUR STUDENT WOULD COME HOME AND HAVE A GAME WITH YOU, WHAT DOES LIT ARE A CITY LOOK LIKE IN THE HOME. 
          PARENT ARE DEFINITELY WEIGHING IN IN THE HOPEFUL VERSUS THE CLASSROOM BUT WE DID HAVE A COUPLE OF EDUCATORS WHO ARE PARENTS; NOT IN THE DISTRICT BUT SERVICE PERCENTAGES IN OTHER SCHOOL DISTRICTS THAT WEIGHED IN WITH ME AND WANTED TO KIND OF GO BACK AND FORTH. THEY ACTUALLY START CANCELED OUT THE OTHER MEMOS BUT IT WAS GREAT TO HAVE THEIR FEEDBACK AND HEAR WHAT THEY WERE SEEING IN THEIR DISTRICTS, I'LL KEEP GOING HERE. 
          THIS CHART HERE ORANGES THE CORE RESOURCES THAT WE EVALUATESSED TO THAT'S REALLY WHERE THE BIG AMOUNT OF DISCUSSION, TIME SPENT, WE ALSO HAVE SMALL GROUP READING RESOURCES, CLASSROOM RESOURCES, WE RELIED HEAVILY ON THOSE IN 2016 IN MORE DIGITAL 
          [00:45:06]
FORMATS SO TEACHERS WERE FAMILIAR WITH MOST OF THESE AS THEY HAD USED THESE PREVIOUSLY. AND THEN WE HAD SPECIFIC WORD WORK RESOURCES. MOST OF THE CORE RESOURCES COME WITH CONSIDERABLE AMOUNT OF WORD WOR AND THE ALIGNMENT INTO TEXT, BUT WE WANTED TO KNOW IF TEACHERS HAD NEEDS MAYBE BEYOND WHAT WAS AVAILABLE IN THE CORE RESOURCE. 
          >> YOU SPEAK WHO WHAT WORD WORK MEANS? 
          >> SURE, SO IT'S ALL ENCOMPASSING IF YOU THINK OF SPELLING, VOCABULARIERS MICHELLE OBAMA MAYBE A BIT OF GRAMMAR. 
          YOU MIGHT HAVE HIGH FREAK WORDS OR SIGHT WORDS OR THINGS LIKE THAT. IT'S VERY -- THE NEW IDEA AROUND IT BEING SYSTEMIC AND PROGRESSIVE AND MULTISENSE CITI THAT IDEA THAT OUR STUDENT WOULD BE MANIPULATING AND UNDERSTANDING HOW SOUNDS WORK TOGETHER, SLIDING SOUNDS, PUTTING PIECE TOT, ALL THINGS WE'RE FAMILIAR WITH IN THE PRIMARY LEVEL BUT NOT AS MUCH IN THE UPPER GRADES. 
          SO THAT WAS A 11ING CURVE FOR SOME OF OUR TEACHERS. 
          AT THE END WE HAVE OUR RECOMMENDATIONS. 
          SO WE DO RECOMMENDATIONS IN TWO STEPS. 
          THE FIRST PART IS TO KIND OF RULE OUT WERE THERE ANY POOR RAIN RESOURCES THAT WERE NOT APPEALING TO US, THEY DIDN'T ALIGN ANYWHERE TO THE RUBRIC, WE DIDN'T FEEL LIKE THEY HAD A GOOD UNDERSTNDING OF THE SCIENCE OF READING. BECAUSE WE'RE A HIGH PERFORMING DISTRICT THERE'S A LOT OF CONVERSATION AROUND DEPTH AND THE I READ PRIORITIES, OUR I READ PIECE IS REALLY STRONG FOR US AND WE HAVE GAINS TO MAYBE IN I LEARN SO SOME OF THE DEPTH WERE QUESTIONS THAT WE PUSHED WITH THE VENDORS. 
          SO AFTER THAT FIRST ROUND WE WERE WITHIN TEN PERCENT OF CHORE AND SO THAT'S KIND OF RARE SO ALL FOUR RESOURCES, THE TEACHERS FELT LIKE WERE VERY COMPETITIVE. WENT WHEN WE KALE BACK AFTER SPRING BREAK THE TEACHERS SPENT MORE TIME WITH EACH VENDOR AND THINGS REALLY SHUFFLED OUT SO YOU CAN SEE THAT AT THAT POINT, K FOUR HAD A PREFERENCE AND YOU CAN SEE THAT 5-SINKS HAS A PREFERENCE. 5-6 WAS PRETTY SIGNIFICANT. 
          I DON'T SEE NUMBERS USUALLY THAT HIGH AND IN FACT K-4 WAS SIGNIFICANT ON THEIR CHOICE. NORMALLY OUR NUMBERS WHEN WE'RE THINKING ABOUT SCIENCE AND MATH AND OTHER AREAS ARE KIND OF THE 40/CIRCUITS SO TO HAVE THAT LARGE OF A SPREAD FEELS LIKE WE HAD A PROCESS WHERE TEACHERS HAD A REAL PREFERENCE. 
          IF YOU'LL SCROLL DOWN -- >> JUST REAL QUICK, WHEN YOU'RE TALKING ABOUT THE TWO PROGRAMS WHEN YOU SAID THEY HAD A LOT OF SUPPORT FROM YOUR TEACHERS WAS THAT FROM -- LIKE 50 AND SIX, HOW MANY SCHOOLS TOTAL DO WE HAVE? FOUR SO WAS RECOMMENDATION FROM ALL FOUR PUT IN THAT. 
          >> YES, SO IT START WITH A COMMITTEE AND THE COMMITTEE GOES BACK TO THE SCHOOL. THE RESOURCES ARE PLACED AT THE SCHOOL AND THEN THE COMMITTEE MEMBERS ARE CHARLESTONED WITH OFFERING SAYS SESSIONS FOR TEACHERS TO COME TO AND THEN THAT FORM DOC GOES OUT TO ALL THE TEACHERS THAT WANT TO GIVE THE FEEDBACK ON THE RESOURCE. SO TEACHERS PICK A RESOURCE AND OFFER THEIR STRENGTHS AND WHAT THEY NOTED AS CONCERNS. 
          >> SO WERE THEY ALSO INSTRUCTED ON WHAT THAT TRAINING WILL ENTAIL AND WHAT'S COMING UP SO THEY'RE PREPARED FOR HOW THAT 
          WILL ROLL OUT -- >> THE PROFESSIONAL DEVELOPMENT. 
          YES. THAT'S THE NEXT STEP. 
          THIS DOCUMENT IS ORGANIZED BY GRADE LEVEL SO JUST TO KIND OF ORGANIZE IF THERE'S A TEACHER OR PARENT WHO IS SPECIFIC TO A CERTAIN GRADE LEVEL AND WANTS TO LOOK AT THAT. 
          WE HAVE -- THESE WILL BE NARROWED DOWN MORE SO WHEN WE LOOK AT FEES BECAUSE SOME OF THESE RESOURCES MIGHT BE A LITTLE MUCH FOR US TO AFFORD AT FIRST, SO WE'RE GOING TO TAKE THIS BACK AND KEEP WORKING THROUGH THIS. 
          BUT AS WE GO DOWN OUR FINAL STIPES ARE TO DO JUST THAT AND TO REALLY LOOK AT WHAT THE PROFESSIONAL DEVELOPMENT WILL LOOK LIKE. AND THAT'S OUR LARGEST LEFT AND 
          [00:50:02]
THE COMMITTEE GAVE US FEEDBACK ON WHAT THEY WANT TO SEE IN TERMS OF PROFESSIONAL DEVELOPMENTS. 
          CERTAINLY THE VENDORS KNOW THAT WE ARE A LARGE SCALE SYSTEM AND WE NEED A LOT OF SUPPORT WITH PD SO THAT TEACHERS CAN PLAY AROUND AND GET FAMILIAR WITH THE RAIN RESOURCE. 
          THEY WOULD LIKE TO SEE US DEDICATED OUR TIME DURING PROFESSIONAL DEVELOPMENT TIME DURING THE WEEK TO WHAT I WOULD CALL UNPACKING THE RESOURCES AS A PLC, THAT'S A REALLY LOVELY BEST PRACTICE TO GET THE GRADE LEVEL AROUND THE TABLE AND UNPACK ONE UNIT AT A TIME WHERE THEY CAN IDENTIFY STRENGTHS AND ANY CHALLENGES. I OFTEN SAY THESE RESOURCES ARRIVE AT THE LOADING GAP AND THEY'VE NEVER MELT YOUR STUDENT AND SO IT'S APPROPRIATE TO BE RESPONSIVE TO SEE HOW THEY'RE GOING TO MATCH WITH YOUR STUDENT GROUP. 
          THEY HAD A GREAT SUGGESTION THAT PERHAPS MAYBE EACH OF OUR COACHES TAKES A GRADE LEVEL TO REALLY GET SHORED ONE THIS SUMMER WITH THE VENDOR SO THAT INSTRUCTIONAL COACH CAN BE KIND OF A POINT PERSON TO HELP US WITH THAT. 
          WE'LL TAKE THAT INFORMATION TO OUR DISCUSSION TEAM TO LEARN MORE ABOUT WHAT THEY WOULD CONSIDER TO BE HELPFUL. 
          ONE TO HAVE OTHER THINGS I WANTED TO MENTION WITH PD IS PRE-COVID SO THIS WOULD HAVE BEEN THE SPRING OF 18 AND GOING INTO THE FALL OF 19. WE SPENT FIVE SESSIONS SO QUITE A BIT OF TIME WITH OUR EARLY LITERACY WORK, SO THIS WAS ABOUT THE TIME THAT WE WERE LEARNING ABOUT MORE WHAT IS TERMED THE SCIENCE OF READING AND THE SCIENCE OF LEARNING IS AND WE TOOK AN EXTENDED AMOUNT OF TIME TO UNDERSTAND THAT, WE HAD OUR SCHOOL PSYCHOLOGISTS, OUR RESOURCE TEACHERS, OUR PRIMARY TEACHERS, OUR PRINCIPALS AROUND THE TABLE TO REALLY HELP US UNPACK WHAT THAT WOULD LOOK LIKE. 
          WE FOCUSED ON WHAT'S CALLED SCARBOROUGH'S ROPE, SO WE HAD SOME PRETTY NICE GUIDED PRACTICES IN PLACE BUT WE REALLYIZEDDED THAT THOSE NEEDED SOME SUPPORT NORTH IN TERMS OF W RESEARCH THAT WAS AROUND SYSTEMIC WORK AROUND PHONICS AND DECODED STRATEGIES. SO THAT TEAM REALLY HELPED US FLUSH OUT SCREENING PROCESS AND HOW TO GO BACK AND MAKE THIS A PART OF M TEXASSS. WE REALLY DIDN'T WANT TOEPIECES MEAL IT TOGETHER, WE WANTED TO KEEP IT AS PART OF THAT PROCESS. 
          THAT IDEA THAT OUR CORE INSTRUCTION WOULD BE VERY SOLID BUT WE WOULD HAVE STUDENTS THAT WOULD NEED INTERVENTIONS IN TIERS TWO AND THREE. I'M ALSO VERY PROUD OF THE TEACHERS FOR THAT WORK, THAT WAS REALLY DIFFICULT. 
          WE WRAPPED UP IN FEBRUARY ACTUALLY RIGHT BEFORE COVID AND SO WE ARE LOOKING FORWARD TO PARTICIPATING WITH OUR PD, WITH THE VENDORS AND CERTAINLY REINFORCING THE SCIENCE OF TEACHING READING WITH GRADES THROUGH THROUGH SIX. 
          WE HAD SOME GOOD SCORES IN I READ BUT WE NEED TO MAKE SURE WE'RE IN COMP RATING THIS IN GRADES THREE THROUGH SIX. 
          >>> I THINK THAT'S ALL I HAVE IF YOU. 
          >> SARAH DONSBACH HAS A QUESTION. 
          THIS>> SORRY, THIS IS MY JAM. AS SOMEONE WHO STRUGGLED WITH READING THIS IS MY JAM A LITTLE BIT. 
          SO YOU TALK ABOUT THE SCIENCE OF READING, WHICH. 
          WE'VE GOT SEVEN SOME FEEDBACK FROM PARENTS AND IT OBVIOUSLY SHOWS WITH OUR INTERREADING RESOURCES THAT THEY'RE LOOKING NOR MORE STRUCTURED LITERACY APPROACH VERSUS A BALANCED LITERACY APPROACH. CAN YOU EXPLAIN TO US HOW WE'RE MOVING AS A DISTRICT FROM ONE TO THE OTHER AND WHERE WE ARE IN 
          THAT. >> SURE. 
          SO OUR FOCUS HAS BEEN ON EARLY ELEMENTARY AND JUST REALLY MAKE SURE THAT OUR PRIMARY AGE TEACHERS UNDERSTAND IT'S OFFENSIVE TO SAY BUT SOME OF THE LITERATURE WILL TALK ABOUT GUESSING AT WORDS AND I DON'T KNOW VERY MANY TEACHERS THAT 18 
          [00:55:02]
COURAGE THAT AS A STRATEGY BUT WE HAD TO TALK THROUGH THAT FIRST THAT THAT'S OBVIOUSLY NOT GREAT STRATEGY. 
          BUT WHAT WE'RE DOING AND THE RESEARCH WE RELIED ON AND IT'S PART OF THE DOE'S COMPONENT ON THIS CALM CALLEDDED SCARBOROUGH'S ROPE, SO IF YOU IMAGINE BRAIDING THE HAIR AND THAT STUDENTS ARE REALLY RELYING ON THE CODING STRATEGIES THAT ARE VERY SYSTEM I THINK AND WE'RE PRESENTING THEM WITH PHONICS STRATEGIES AND ALSO STRATEGIES IN DEVELOPMENTAL STAGES SO WE'RE NOT OUT OF ORDER AND DOING WHATEVER WE WANT AROUND WORDS OR THE ING SO WE'RE BRAIDING THAT AND AL BRINGING IN ORAL LANGUAGE. WE KNOW THAT SO MANY OF OUR STUDENTS THAT'S A STORY FROM A KINDERGARTEN TEACHER THAT WALKED IN AND SAID SHOE WHEN THEIR SHOE WAS UNTIED AND HAVING STUDENT BE BE ABLE TO REPEAT THAT AND UNDERSTAND HOW HANDLE WORKS, THAT'S KIND OF SHOCKING THE LILTED ORAL LANGUAGE SOME OF OUR ENGLISH NATIVE SPEAKERS HAVE. I DON'T KNOW IF THAT HAS TO DO WITH THE TECHNOLOGY INTERACTION BUT THAT'S A LITTLE MORE NARROWED SO IF YOU CAN IMAGINE BRAIDING IN THE VOCABULARY OR MEANING AND THAT WAS ANOTHER AREA THAT WE THOUGHT CERTAINLY OUR TEACHERS AND FAMILIES NEEDED FEEDBACK ON SO IF WITH DO IDENTIFY A STUDENT WITH CONCERN IN AIDE AING AREA WE CAN GIVE FAMILIES FEEDBACK ON THEIR PHONICS NEEDS OR GAPS AND THEN CERTAINLY ON ANY GAPS WITH MEANING OR VOCABULARY. 
          SOMETIME STUDENTS HAVE GAP IN ALL AREAS AND THAT'S IMPORTANT FOR US TO KNOW. SOMETIMES STUDENTS HAVE GAPS IN JUST ONE AREA OR THE OTHER. THAT'S THE EASIEST FOR US AND THAT MEAN WE CAN TARGET AN INTERVENTION FOR THOSE STUDENTS. 
          >> AS A FOLLOW UP TO THAT ONE WHEN WE'RE LOOKING AT OUR SUPPLEMENTAL RESOURCES SPECIFICALLY IN OURK THROUGH FOUR WHEN WE'RE LOOKING AT THE WORD YOUR WAY FOR THE WORD STUDY ASK THE HAGGERTY AND THE RAIDING HAS THOSE EXEMPTS IN THEM, IS THERE A REASON WE'RE LOOKING OUT OF THE CORE RESOURCE EVEN WITH OUR LITTLE READING LIBRARIES THAT WE MAY STILL BE USING THAT MAY NOT MESH WELL BECAUSE ONE IS MORE AROUND A BALANCED APPROACH VERSUS STRUCTURED AND IS THERE A REASON WE'RE LOOKING TO OUT LIE SUPPLEMENTS VERSUS TRYING THE REALLY APPROACH THE NEW RESOURCE WHOLLY THAT MIGHT HAVE ALL OF THOSE PIECES FIRST BEFORE WE LOOK TO OTHER PLACES FOR SUPPLEMENTS? 
          >> THAT'S A GREAT QUESTION AND I'M GOING TO TAKE THAT IN TWO PARTS AND I'LL START WITH THE IDEA OF LEVEL TEXT AND WHAT I'M DOING WITH THE DECODABLE OR THE AWARENESS OR TRAIN THE EAR AND MAKING SURE OUR STUDENTS ARE PRESENT. 
          ESPECIALLY FOR INDEPENDENT READING IT'S REALLY IMPORTANT FOR THAT INSTRUCTIONALLY WE HAVE OUR TEACHER DELIVERING INSTRUCTION IN A VERY STRUCTURED SEQUENCE, SO THAT STUDENTS ARE USING THOSE STRATEGIES TO SOME UNKNOWN RECORDS TO GO BACK AND SELF-CORRECT WITH STRATEGIES THAT HAVE MAPPING AND THAT THEY'RE PAYING ATTENTION TO THAT BUT THERE'S GOING TO BE TIME FOR END PRACTICE, SO THAT'S GOING AN INSTRUCTIONAL LEVEL FOR ME, I'M PROBABLY GOING TO BE LOOKING AT THAT VERY CAREFULLY SELF-CORRECTING BUT IF I'M READING FOR FUN THAT'S SOMETHING THAT GO MORE MIMED END AN INDEPENDENT LEVEL. 
          WITH THERE 
          >>> SO THAT'S THE DIFFERENCE THERE AND THEN YOU MENTIONED WITH THE WORDS THEIR WAY. SO OUR COMMITTEE REALLY STRUGGLED WITH THIS ACTUALLY. WE HAD A LOT OF DISCUSSION ABOUT THE IDEA OF WORD WORK BEING EPIBEDDED AND HOW MERCHANT THAT WAS BECAUSE STUDENTS WILL PICK THAT APART AND BE ABLE TO REHEARSE THAT IN TEXT THAT'S IN THE CORE RESOURCE AND THAT'S THE MOST IMPORTANT THING. IT DOES ME NO GOOD TO PRACTICE A NOTE AND NOT SHOW UP IN THE MUSIC, SO THAT WHOLE IDEA THAT IT'S PRESENT IS THERE. WE HAVE SOME STRUGGLES FOLLOWING THE PANDEMIC AND SOME GAPS WITH JUST SOME ISOLATED DRIVEN 
          [01:00:04]
ESTIMATED WORD STUDY SO IN THE CORE RESOURCE IT'S PRESENTED AS A CORE. YOU'RE IN GENERAL PRESENTING THIS WORD WORK TO THE GROUP OF STUDENTS IN FRONT OF YOU BUT WE HAVE STUDENTS THAT ARE READING HIGH ABOVE GRADE LEVEL AND WE HAVE STUDENTS READING BELOW GRADE LEVEL. 
          SOMETIME THE STUDENTS READING ABOVE GRADE LEVEL HAVE POOR DECODING SKILLS AND SO WHAT WE DO WITH THESE INVENTORIES, THESE SPELLING INVENTORIES IS THEY HELP US GET IT RIGHT BECAUSE WE HAVE TOO MUCH CONFIDENCE SOMETIME IN THOSE STUDENTS. 
          TO USE A PERSONAL EXAMPLE, WHEN MY DAUGHTER WAS VERY YOUNG THE WORD WAS QUILT AND SHE SAID BLANKET AND KEPT READING AND SHE COULDN'T BE BOTHERED TO DECODE WORD SOSES SEMPLE BY FOURTH OR 50 GRADE THAT CAUGHT UP WITH HER BECAUSE WHEN SHE ENCOUNTERED NEW HAVE BEEN, SOFT TISSUE VOCABULARY WAS VERY HARD FOR HER TO HAVE ANYTHING MORE THAN VERY PRIMARY DECODING PRACTICES AND SO THAT IS AN EXAMPLE WHERE WE WOULD WANT TO UNDERSTAND A SPECIFIC LEVEL A STUDENT IS AT AND HAVE THIS RESOURCE TO USE WITH SMALL GROUPS IN OUR CLASSROOM TO DRIVEN ESTIMATE. 
          WORDS THEIR WAY IN THE RESOURCE FOR INTERREADING IS A AUTHORED BY SHANE TEMPLETON SO THEY'RE REALLY CONSIDERED AN EXTENSION, AN ALIGNED EXTENSION IS HOW IT WOULD BE DEFINED. 
          >>> WHEN WE'RE TALKING ABOUT PROFESSIONAL DEVELOPMENT AND AS WE ROLL OUT THIS NEW RESOURCE THAT IS SOMEWHAT OF A PRETTY BIG SHIFT FROM WHERE WE WERE BEFORE WITH UNITS OF STUDY AND INTO IS THIS DIFFERENT, HOW DO YOU -- CAN YOU TALK ABOUT HOW WE AS A DISTRICT PLAN TO TRAIN AND ADDRESS OUR TEACHERS AS TO HOW 
          TO SHIFT FROM ONE TO THE OTHER? >> SURE. 
          I THINK THIS AILEENS VERY MUCH WITH HOW WE USE OUR PLC PROCESS AND THE ABOUT THE THAT OUR FEATURERS GET TOGETHER TWICE A WEEK EVERY WEEK IN GENERAL AND SO REALLY MAKING SURE WE UNPACK ONE UNIT AT A TIME AS WE GO AND THAT WELT THIS ELEPHANT ONE BITE AT A TIME AS THEY WOULD SAY SO THAT IF YOU COULD MANTLE WE'RE IMAGINE WE'RE ALL IN A GRADE LEVEL AND WE HAVE THIS COMMON HESITANCY ABOUT WHAT'S HAPPENING, WE'RE THROWING A LOT OF TRUST INTO THIS BUT WE REALIZE WE'RE GOING TO LOOK THIS OVER AND IDENTIFY STRENGTHS AND IDENTIFY ANY GAPS. 
          THERE WILL BE GAPS. THERE ARE GAP WITH EVERY RESOURCE. AND SO AS THERE ARE GAPS TEACHERS WILL USE THEIR TOOLBOX AND THE POWER OF THEIR PLC TO IDENTIFY WHAT RESOURCE THEY MAY NEED TO BRING IN TO SHORE THATCH. CERTAINLY THERE ARE UNITS THAT I CAN THINK OF THAT ARE IN CREDIBLY IMPACTFUL. 
          WITH USE THE BOBS AND BULLETS NON-FECTION UNIT EVERY SUMMER. 
          IT'S AN EXPECTATION THAT ALL OUR TEACHERS DO THIS UNIT EXTENSIVELY. WE GET GOOD RESULTS OUT OF IT AND IT'S A REALLY STRONG GRAPHIC ORGANIZATIONAL WAY FOR THEM TO UNDERSTAND NORTHERN FICTION TEXT RECEIVE THAT WOULD BE SOMETHING I WOULD MESSAGE IF TEACHERS ARE EVALUATING THAT UNIT AND DON'T SEE THAT THERE THAT'S SOMETHING THEY'RE GOING TO GO TO THEIR TOOLBOX AND SAY HOW WILL OUR PRCCS USE THIS. 
          THERE'S A SHOW AND TELL UNIT REFRESH HER RECOLLECTION IN KINDERGARTEN. IT'S LOVELY. 
          TEACHERS RAVE ABOUT IT. I WOULD IMAGINE THEY WILL SEE THING THAT'S STRUCTURE THERE HAD THEY MAY GO TO THIS RESOURCE AND SAY HOW WOULD YOUR PLC USE THIS AND THAT'S WHAT THEY CALL THE ART AND SCIENCE OF TEACHING. BUT THERE'S STILL AN ART TO THIS 
          THAT OUR PL DISCUSSES. >> SO WE'RE MOVING FROM THE SCIENCE OF READING RESOURCES SO ONE OF THE NEGATIVES ABOUT BADGES IT LIT A LITERACY IS THE THREE QUEUING SYSTEM, LIKE YOU SAID WITH YOUR DAUGHTER AND MAKING THEM LOOK AT THE LEFTERS AND DOES THAT MAKE SENSE. SO I'M GLAD TO SEE THAT HAPPENING. DO YOU FEEL -- WHEN I LAST LEFT TEACHING AND FEW TIMES WE HAVE HAD INTENSIVE PHONICS PROGRAMS AND I LOT LOVED THEM. I DIDN'T LEARN TO READ PHO 
          [01:05:03]
KNELTICALLY BUT DO YOU FEEL THIS HMH DOES PROVIDE ENOUGH PHONICS THAT IT WOULD NOT NEED TO BE SUPPLEMENTED OR IS THIS 
          HAGGERTY -- >> 
          -- >> NOT AT THE PRIMARY LEVEL NO. 
          SO HAGGERTY ISN'T NEW ON THE SCENE. 
          I HEARD THEM OR HIM SPEAKS A FEW YEARS AGO AT COLUMBIA. 
          IT'S MORE ABOUT THE IDEA OF TRAINING THE EAR SO THAT STUDENTS ARE REALLY FOCUSED IN AND SORT OF JUST NOT PLAYING AROUND WITH SOUNDS BUT REALLY CAN DISTINGUISH KIND OF THE SHORT A FROM THE SHORT AIR QUALITY ADVISORY AND -- THIS REALLY TAKES YOU TO THE LEVEL OF UNDERSTAND THAT I HAVE TO CHOOSE A VOWEL IN ORDER TO SAY PIT FROM PAT. 
          THAT'S A VERY EASY BIB UNDERSTANDING OF IT. 
          THERE ARE VERY SHORT ROUTINES THAT TEACHERS CAN PLAY WITHMENT THERE'S A LOT OF WORD PLAY. I LIKE THE APPLES AND BANANAS BUSINESS WHEN YOU'RE A PROPERLY TEACHER. 
          THE HAGGERTY WOULD JUST BE A RESOURCE FOR OUR TEACHERS. 
          CERTAINLY THE DECODABLE TEXTS ARE SOMETHING THAT'S A NEW PIECE OF THE SEWAGE OF TEACHING THAT WE HAVE BEEN USING WITH OUR I.E.G GRANT WHICH IS A GRANT THAT COMES FROM THE DEPARTMENT OF EDUCATION. WE USE OUR I READ DATA TO HELP US APPLY FOR THAT GRANT. WE HAVE STARTED AROUND WITH GEODES WHICH WAS -- THEY HAVE A REALLY NICE DECODABLE TEXT AND IT IS COMPREHENSION WITH IT AND THAT'S THE PROBLEM WITH DECODABLE TEXT. STUDENTS CAN GIVE YOU A FALSE SENSE OF HOW THEY'RE READING BECAUSE IT MAKES A LOT OF SENSE TO THEM BECAUSE THEY'RE DECOATING AS THEY GO BUT WHEN YOU HAVE CORN HE THINKS CONVERSATIONS WITH THEM THEY MIGHT STRUGGLE, SO FINDING THINGS, FLY LEAF WAS A RESOURCE THAT WE DISCUSSED WITH SCIENCE, THAT WAS HELPFUL. 
          SO THAT WOULD STILL BE AN AREA FOR US TO CONTINUE OUR PROFESSIONAL DUODENUM IN AND REALLY MAKE SURE THAT OUR TEACHERS HAVE WHAT THEY NEED. I KNOW LETTERS TRAINING IS VERY POPULAR, THAT'S AN EXTENSION OF ALEXIA RESOURCE THAT WE HAVE OF WE HAVE LICENSES IN ALL OUR SCHOOLS AND WE MAY WANT TO HAVE OUR MTSS COORDINATORS ATTEND SOME EXTRA TRAINING AROUND THAT. 
          >> AND THEN QUITE A FEW MORE QUESTIONS BECAUSE YOU KNOW ME. 
          SO THE WORD WORK, I DID USE THAT PRIOR. 
          IS THERE A STUDENT RESOURCE OR IS IT SIMPLY THE BOOK. 
          >> THERE TIME THERE'S A STUDENT RESOURCE SO WE REALLY -- I REACHED OUT TO CARMEL BECAUSE THEY ARE USING THE STUDENT RESOURCE IN THE DIGITAL RESOURCE, I BELIEVE THIS YEAR THEY WENT TO THE DIGITAL RESOURCE. 
          IT WOULD BE MY REM THAT WE HAVE THE PROXIMITY AND DIGITAL. 
          A TEACHER WITHOUT DO A SPELLING INVENTORY FOR A STUDENT AND WE WOULD MATCH THE STUDENT TO THE RIGHT LEVEL THAT THEY'RE IN SO IF IT'S WITHIN WORD PATTERNS THAT MIGHT HAVE BEEN YOUR GRADE LEVEL THAT YOU'RE FAMILIAR WITH YOU WITH I WOULD ORDER THAT THAT SPECIFIC WORKBOOK FOR THAT STUDENT AND GRADUATE OUT OF THAT INTO THE THE NEXT REALM. THE DIGITAL WOULD GIVE THE STUDENT ALL ACCESS, IT'S A LOT OF PLAY. 
          IT'S NOT LIKE TWO FINGERS MULTI-SYSTEMS HAVE YOU SO I THINK THE DIGITAL WOULD BE A MATTER OF SORT OF AN EXTRA BIT YOU DON'T HAVE TO CUT UP LETTERS AND TAKE THEM HOME WITH YOU BUT THE MULTISENSORY PAPER PIECE WOULD NEEDS TO BE IN THE 
          CLASSROOM. >> I WAS THINKING AS A CLASSROOM TEACHER IF I'M USING HMH AND IT IS A WORD WORK UNIT IN THERE WOULDN'T THIS BE A LOT OF EXTRA WORK FOR THE TEACHER TO LOOK AT HER KIDS AND SAY THESE SIX ARE GOING TO WORK ON THIS -- I'M JUST WORRIED ABOUT THE WORKLOADS. 
          >>> THAT WAS THE CONCERN OF THE COMMITTEE AS WELL. 
          HOW DO WE TAKE THE TIME AND COMMIT TO THE CORE RESOURCE SO THAT REAL IS THAT IDEA OF HAVING A READING BLOB OVER TWO AND A HALF HOURS A DAY AT VARIOUS PARTS OF THE DAY. 
          WE ALMOST HAVE TO -- THERE'S A TEACHER WHO USES THAT REALLY WELL, WOULD WE TAKE A FIVE DAY ROUTINE AND TURN IT INTO A TEN DAY ROUTINE, FOR EXAMPLE, OVER THE COURSE OF TWO WEEKS AND WOULD WE HAVE WARMUP WORK EVERY MORNING OR WOULD WE HAVE CERTAIN PARTICIPANTS OF THE DAY WHERE WE WOULD MOVE AWAY FROM THE CORE 
          [01:10:03]
RESOURCE TO GO THIS TO THE THIS EXTENDED ALIGNMENT PIECE SO WE CAN ONLY HAVE TIME TO DO THAT YOU'RE RIGHT THE MANAGEMENT OF IT FOR ME TOO IN INSTRUCTION WOULD HAVE BEEN THE MOST DIFFICULT. THE GOAL IS TO NEVER BUILD A BUNCH OF DIFFERENT GROUPS BUT TO REALLY UNDERSTAND WHO ARE THE STUDENT WHAT MAY NEED THIS. WE HAVE THE GENERAL HERE AND WE 
          MIGHT HAVE OTHER NEEDS HERE. >> AND I'M THINKING AS FAR AS TEXTBOOK RENTAL OR TEXT BOOK FEES IF WHO YOU ARE WHOLE CLASS 
          ISN'T USING IT. >> NO, WE HAVE TO LOOK AT -- AND THAT'S WHY WE HAVE TO GO BACK AND LOOK AT THE FEES AND JUST DO 
          IT IN TERM OF REMEDIATION. >> AND THAT LIEDS ME INTO YOU REFERRED TO THE LETTERS PROGRAM. I HEARD THE LETTERS PROGRAM AND OR TON GILLING HAM, ARE THERE ANY -- WHICH ARE GOOD FOR DYSLEXIC CHILDREN, ARE THERE ANY PLANS TO DO TEACHER TRAINING AND WE HAVE SOME TEACHERS CERTIFIED TO USE THOSE RESOURCES. 
          >> YES, SO THERE ARE GENERALLY THREE RESOURCES THAT ARE USED AROUND THAT KIND OF WORK WITH DYSLEXIA. 
          ONE IS WILSON, ONE IS OG, AND THE OTHER IS LINDA MOOD BELL SEEING STARS IN THAT AREA. MY SPECIFIC BUILDING IS IN LINDA MOOD BELL AND READING RECOVERY SO I CALLED THIS WORK, I HAVE THE WHOLE BIG PICTURE BUT ALSO THE TARGETED INTERVENTION THAT WOULD BE AROUND DISLEK YA USE. OUR TEACHERS STARTED YEARS AGO WITH WILSON AND WHAT YOU MIGHT REMEMBER AS OUR LENDING LIBRARY SO WE WOULD HAVE RESOURCES THAT WERE MORE SPECIALIZED THAT REQUIRED A LOTS OF MORE SPECIALIZED TRAINING AND SO IN THE LAST COUPLE OF YEARS WE HAVE HAD ONE RESOURCE TEACHER TRAINED AT EACH BUILDING TO USE THAT WILSON RESOURCE. 
          AND THEN THIS YEAR WE'RE CONTINUING WITH THE SECOND ROUND OF THAT. SO IF THERE'S A SECOND RESOURCE TEACHER IN TWO BUILDING THEY ALSO RECEIVE THE TRAINING. 
          IT'S REALLY GOOD RESULTS, REALLY NICE WORK WITH OUR STUDENTS. 
          I'M REALLY PROUD OF THE STUDENTS HANGING IN THERE BECAUSE IT IS QUITE EXTENSIVE. QUITE A BIT OF WORK. 
          SOMETIME THEIR CORE STRUCK DURING THE BLOCK IS INTERRUPT SOD WE NEED TO LOOK AT THAT. WE'LL SEE A LOT OF GAINS MAYBE WITH READING LEVEL GROWTHS BUT SOMETIME THE TRANSFER TO I READ OR ILLER 11 IS NOT THERE IN OUR DATA SO WE KNOW SOME OF THESE PROGRAMS ARE IMPORTANT ABOUT WHAT'S WITHIN THE WORD GROWTH SO THE STUDENTS ARE MAKING GROWTH WITHIN A WORD BUT SOMETIME THE WITHIN TEXT PORTION IS A LITTLE DIFFICULT. 
          SO WE'RE STILL REFINING THAT BUT THE ANSWER TO THE OG FOR US WOULD BE WILSON: I KNOW SOME OTHER DISTRICT THAT IS USE ORGANIZATIONG AND THEY MAY HAVE A READING SPECIALIST EMPLOYED AT EACH SCHOOL. I KNOW THIS CURSIVE HANDWRITING BOOK, SECOND GRADE SO WE ARE TEACHING CURSIVE: I DID NOT NOTICED ANY OTHER HANDWRITING BOOKS, I BELIEVE WE STILL TEACH THEM TO WRITE. CAN YOU SPEAK TO THAT. 
          >> SURE. IN THE LAST FEW YEARS THERE WERE PHONICS UNITS OF STUDY THAT WERE A LITTLE MORE BROAD BUT GAVE TEACHERS A GENERAL RANGE OF WHAT PHONICS COULD LOOK LIKE IN DEVELOPMENT. ONE TO HAVE PIECES WAS CALLED MARTINELLI WHICH ARE THE ARROWS THAT KIND OF GO WITH THE LINES OF TEXT, AND SO THAT WOULD BE THE GENERAL OVERVIEW THAT WE HAVE FOR PRIMARY HANDWRITING. YOU'RE RIGHT WE DOUGHNUTS HAVE A HANDWRITING WORKBOOK AND WE HAVE NOT FOR A NUMBER OF YEARS. 
          WE HAVE ALWAYS USES THE TRANSITION TO CURSIVE AT SECOND GRADE BUT THAT IS SOMETHING -- GOSH, I'M TRYING THE REMEMBER. 
          IT WAS BEFORE I WAS HERE WHERE THAT WAS CUT BACK, IT WAS IN THAT 12 TO 15-DOLLAR RANGE, IT'S SOMETHING WE CAN CONSIDER. 
          >> IT'S A CONSUMABLE OBVIOUSLY BY THE TEACHER WITH ALL HAVE ACCESS TO A RESOURCE WHERE THEY CAN WHERE THEY CAN HAVE IT -- 
          >> IT'S IN CREDIBLY IMPORTANT >>> CAN I ASK, I APPRECIATE VERY MUCH THE OTHER BOARD MEMBERS ASKING THESE QUESTIONS AND I 
          [01:15:03]
APPRECIATE OUR DISCIPLINING AND DEFINITELY OUR EARNINGS SO I'M GOING TO GO OUT A LITTLE MORE LAYMAN WAY OF ASKING SOME OF THESE QUESTIONS. AND IN EDUCATION, AS FAR AS I LOOK AT IT WHEN IT COMES TO READING THERE'S READING WRITING AND OBVIOUSLY SPEAKING AND SO WHEN THE CHILDREN ARE LEARNING AT THE DIFFERENT AGE LEVEL I'VE HAD PEOPLE GIVE EXEMPTS. 
          DOES THIS CURRICULUM PROVIDE FOR OUR STUDENTS THAT THEY ARE HEARING IT, SEEING IT SAYING IT AND WRITING IT. 
          ARE WE STARTING WITH FOUNDATION EDUCATION PRE-K UP THAT OUR KIDS ARE GETTING WHETHER IT'S -- THIS IS WHY I WENT ONTO WORKBOOK PART OF IT IS WHETHER IT'S A WORKBOOK OR AN ONLINE PROGRAM OR SOMETHING, OUR KIDS GETTING TO WRITE WORDS OUT SO THEY CAN READ THESE, THIS THIS WAS? I FEEL LIKE WE HAVE HAD PROGRAM IN AT THE PAST WHERE OUR KIDS ARE WRITING BOOKS AND PARAGRAPHS BUT THEY'RE NOT GETTING TO LEARN HOW TO WRITE A PROPER SENTENCE. 
          AGAIN, -- OKAY, I'M JUST WANTING TO SEE THAT OUR KIDS ARE GETTING THAT EDUCATION, PRE-K THROUGH FOUR TO READ IT, WRITE IT SAY IT SEE IT AND INCLUDE THE GRAMMAR, THE WRITING THE HAVE CAB AND ALL THE DIFFERENT WAYS THAT IT'S IN A BOX, BUT ARE WE GETTING THAT 
          FUNDAMENTAL INFORMATION. >> SO THE PROGRAM IS REALLY IMPORTANT BECAUSE THEY'RE THEIR CORE RESOURCE AND THAT I FELT IN THE PROGRAM? I THINK IT'S EXTRA I FELT EVIDENT IN THE PROGRAM. IT'S PROBABLY MISSING SOME OF THE I LEARN PRIORITY PIECES WITH WRITING THAT ARE MORE OBSERVATION TENSIONIVE. SO WE ARE NOT STRUGGLE WITH AS A DISTRICT IN TEST PERFORM. WE MIGHT BE IN ATTORNEY GENERAL OF WHEN MY KIDS BRING IT HOME BUT IN TERMS OF PERFORMANCE, THE FOUNDATIONAL PIECES ARE NOT NECESSARILY I LEARN PRIORITIES FOR WRITING, THE PRIORITIES FOR WRITING ARE MUCH MORE I THINK TELEPHONINGIVE SO KIND OF MORE ESSAY BASING JUST MORE LENGTHIER IDEAS. DIFFERENT WAYS TO START PARAGRAPHS. THINGS LIKE THAT. 
          SO THOSE PARTS WE WOULD NATIONWIDE NEED TO THINK ABOUT AND SEE IF THE DEPTH IS THERE. IT'S VERY PREVALENT TO SEE SENTENCE CONSTRUCTION, TO SEE WRITING SHORT ANSWERS TO A PASSAGE, SOME OF THAT STUFF THAT I BELIEVE YOU'RE SPEAKING TO. 
          ONE OF THE WEAK AREAS IN THE YOUNG I GRADE ASKS THIS IS ONE OF THE CRITICALLISMS OF THE SCIENCE OF READING WHICH YOU CAN FIND LITERATURE ON MULTIPLE PERSPECTIVES ON THE SCIENCE OF READ STOP-AND-GO WE REALLY TRY TO DIGEST IT ALL AND MAKE SURE WE'RE THINKING CRITICALLY ABOUT IT IS ENCOUNTYING WHICH IS WHEN STUDENTS ARE TAKING THEIR LETTER KNOWLEDGE AND PUTTING IT INTO WRITING. THISTHERE'S A LOT ON READING BUT WHEN IT COMES TO WRITING KIND OF TAKING THAT TIME TO STRETCH OUT WHAT I NEED TO PUT DOWN ON PAPER, THAT PART IS GOING TO BE TRICKIER FOR US WITH THIS RESOURCE SO THAT'S AN INTRODUCTIONAL STRATEGY THAT WE'LL HAVE TO PICK UP WHETHER THAT'S WRITING NOTES TO MY FRIENDS IN THE CLASS, WHETHER THAT'S WRITING A POEM OF THE WEEK, WHETHER THAT'S WRITING I RIDE BUS 34 -- JUST THAT ROUTINE PRACTICE. 
          >> BUT WE'RE TALKING PHYSICAL HANDWRITING, NOT THE SENTENCE, 
          TYPING IT INTO THE TABLET. >> RIGHT. 
          IT'S BOTH. THE PROGRAM IS PRINT AND 
          DIGITAL. >> ALONG THOSE LINES, SORRY SUSAN, I KNOW THE REPORT CARDS HAS CHANGED A LOT BUT DO WE HAVE SOMETHING ON THE REPORT CARD THAT LETS PARENTS KNOW FINE 
          MOTOR SKILLS? >> SO I THINK IT'S PRINTS LEGIBLY, THERE'S TWO PARTS OF THAT. 
          IT DEPENDS WHAT AIM. WE HAVEN'T CHANGED THE REPORT CARD SINCE 13 OR 14, IT'S DEFINITELY DUE BUT THERE ARE LEARNER CHARACTERISTICS AT THE TOP AND THEN READING, GRAMMAR, WRITING, REVISING ONE OF THE SECTIONS. 
          WE'RE DEFINITELY DUE TO LOOK AT OUR REPORT CARDS AGAIN. 
          >> SUZANNE DID YOU HAVE MORE? >> I DO HAVE ONE MORE AND THIS IS MORE OUTSIDE IN THE RESEARCH PART OF IT SO I COMMENT YOU FOR 
          [01:20:01]
BRINGING YOUR EDUCATORS IN AND YOUR COMMUNITY IN AND MAYBE THIS WAS DONE AND IT'S AN OBVIOUS ANSWER BUT I'M GOING TO ASK IT ANYWAY. SO OBVIOUSLY THERE'S STATS OUT THERE FOR NATIONAL AND STATE THAT TALK ABOUT THE DIFFERENT SCHOOL DISTRICTS THAT RANK HIGH. DID WE RESEARCH AND LOOK AT WHAT THEY'RE DOING THAT SHOW THAT HIGH PERFORMANCE AND DO WE LOOK INTO THE CURRICULUMS OF WHAT THEY'RE USING? 
          >> SO WHEN THIS CONVERSATION STARTED IT WAS RIGHT AFTER THE BOARD PRESENTATION AND WE HAD THE PRESS WITH OUR PRINCIPALS AWE THE BOARD GOAL SOSES THAT WAS A VERY TIMELY PART OF THIS COMMITTEE WORK AND I GUESS IT WASTH BECAUSE THE TEACHERS HELD ON TO WHAT ARE THE SURROUNDING DISTRICTS THAT WE'RE COMPARING THIS TO. SO SOMETIME THOSE CONVERSATIONS ARE A LITTLE UNFAIR BECAUSE THEY MIGHT BE STAFFED DIFFERENTLY OR ORGANIZED DIFFERENTLY OR K-6 MIGHT BE UNDER ONE ROOF. 
          SOME SCHOOL DISTRICT HAVE READING SPECIALISTS BUT IN GENERAL WE COMPARE OURSELVES MOST OFTEN TO CARMEL NOBLESVILLE AND WEST FIELD, CENTER GROVE, THAT SORT OF BUSINESS SO NATIONALLY WE WITHOUT LOOK TO THE LITERATURE TO HELP US WITH THAT. WE DID REACH OUT TO THE DEPARTMENT OF ED TO HELP US THINK THROUGH ANY RECOMMENDATIONS THAT WE WERE MISSING. 
          THE DEPARTMENT OF ED DID MAKE ONE REM AND THEY SAID THEY WERE GOING TO NO LONGER DO THE PRINT PIECES AND THAT WASN'T SOMETHING THAT I WANTED TO PURSUE WITH THE COMMITTEE. 
          >> THANK YOU. >> I HAVE ONE LAST QUESTION. 
          UMP TALKING ABOUT ASSESSMENTS EARLIER. 
          CAN YOU TALK ABOUT MY PLANS WE HAVE TO EXAMINE OUR BENCH MARK ASSETS TO ALIGN WITH THE NOW RESOURCES IN K THROUGH FOUR AND 5-6 AND ARE WE CONSIDERING USING THE NEW RESOURCES BENCH MARKS AS OUR BENCH MARK MARKS 
          >> THERE ARE MULTIPLE READING LEVEL BENCH MARKS OUT THERE AND SO WHETHER IT'S DRA, THAT YOU MIGHT RECALL FROM BACK IN THE DAY, WHETHER IT'S A SCHOLASTIC READING, YEAH, ANY OF THOSE KIND OF BENCH MARKS, WE HAVE AN ALIGNMENT SHEET. 
          IT WAS QUITE AN INVESTMENT FOR OUR DISTRICT TO ALL GET ON THE SAME PAGE, I WAS HERE WHEN WE HAD THREE DIFFERENT ASSESSMENT GOING ON, AND IT WAS HARD TO TALK ABOUT APPLE TO APPLES. 
          WE HAVE A SHOUT-OUT TO MARCIA GIBSON WHO'S AN AMAZING CLASSROOM TEACHER AND INTRODUCTION THAT WILL COACH AND THEN BRAD FER RISES WHO'S OUR ACADEMIC AN LIT I THINK PERSON, THEY'RE PRESENTING WITH THE D OKAYE IN JUNE WITH ON OUR READING LEVEL DATA DASHBOARDS AND SO WE REALLY IN VESTED A LOT IN THAT AND IT'S PRODUCED SOME NICE RESULTS ON I READ SO I CAN'T IMAGINE WE WOULD MOVE AWAY WITH THAT BUT THAT'S SOMETHING WE CAN CONSIDER. MY FIRST REM WOULD BE THAT WE WORK ON UNPACKING EACH UNIT AND GETTING TO KNOW WHAT THIS NEW RESOURCE IS LIKE IN THE FIRST YEAR AND HELPING THE PLC PROCESSS WITH THAT BEFORE WE LOOK AT SHIFTING FROM THOSE ASSESSMENTS. SEMPLE THERE ARE FORMATIVE ASSESSMENTS BUILT WITHIN THE NEW RESOURCE THAT WOULD HELP US GUIDE A SMALL GROUP BUT SOMETHING WITH THE BENCH MARK THAT IS WE USE WOULD BE MORE INTENTIONIVE IN GIVING US FEEDBACK ON HOW A STUDENT IS DOING. 
          >> THANK YOU. BEEN VERY PATIENT. 
          I JUST HAVE A COUPLE THINGS TO ADD BUT THEN MAYBE A QUESTION TOO. SO I DON'T THINK YOU SAID AND I THINK IT'S WORTH MENTIONING THE INDIANA DEPARTMENT OF EDUCATION IS FOCUSING ON THE SIGN OF READING SO EVEN THOUGH OUR SCORES HERE, HFC OUR I READ WE'RE INSIDE TOP OF THE STATE THE DEPARTMENT IS NOT TARGETING US TO PARTICIPATE IN THEIR PILOTS BUT I THINK IT'S GREAT THAT WE'RE STILL LOOKING AT THE SCIENCE OF READING AND STILL MAKING THAT CHANGE AT THE SAME TIME HOPEFULLY MANY OTHER DRINKS IN THE STATE ARE. 
          [01:25:04]
AND I EXAMINE THERE WILL BE SOME SUPPORTS AVAILABLE TO ALL DISTRICTS AT SOME LEVEL FROM THE DEPRTMENT AS FAR AS RESOURCES AND THINGS LIKE THAT AND MAYBE PROFESSIONAL DEVELOPMENT. 
          SO I THINK THAT WILL BE GOOD THAT WE'RE MAKE THING SHIFT AT THE SAME TIME. AND ALSO KIND OF TO SPEAK TO WHAT SUE IS AN WAS ASKING, THE DEPARTMENT DID A BUNCH OF RESEARCH ON WHAT STATES WERE SEEING THE MOST IMPROVEMENT AND MISSISSIPPI WAS ONE THAT REALLY HAS SEEN A LOT OF IMPROVEMENT AND A LOT OF THAT IS ATTRIBUTED TO THEIR CHANGE TO THE SCIENCE OF READING AND THE LETTERS TRAINING SPECIFICALLY. 
          SO I THINK THAT WE'RE CERTAINLY ON THE RIGHT TRACK WITH THAT. 
          AND THEN YOU HAD ONE STATEMENT THAT JUST KIND OF MADE ME QUESTION. YOU SAID THAT IF OUR RESOURCES THAT WE ADOPT DON'T WORK FOR ALL STUDENTS THAT TEACHERS CAN PULL INTO THEIR TOOLBOX, AND I'LL A CURIOUS IF WE'RE CONCERNED THAT THEY MIGHT PULL IN THINGS THAT WE'RE TRYING THE GET AWAY FROM. 
          >> SURE, I THINK THAT HAPPENS ALL THE TIME I. 
          I THINK ONE OF OUR HIGHEST PERFORMING SCHOOL IS A TITLE ONE SCHOOL. THEY ARE DOING SUCH A LOVELY JOB WITH THEIR PHCS AND MAKING SURE IF SOMEONE IS GOING OFF IN A DIFFERENT DIRECTION THAT THEY HOLD EACH OTHER ACCOUNTABLE TO THAT AND THERE ARE REASONS FOR THATFUL ONE OF OUR SCHOOLS THAT'S MAYBE NOT PERFORMING AS WELL AS WE WOULD LIKE KIND OF AN OUTLIER IS REALLY RELIABLE ON SOME THINGS THAT ARE HODGEPODGE AND REI BELIEVE FORCE EVEN SOME OF THE SCIENCE OF READING WHAT I WOULD CALL MAYBE MORE OF A LIKE DYSFUNCTIONAL -- GOOGLING THAT AND TRYING THOSE THINGS OR THE TEACHER PAY TEACHERS KIND OF 
          BIT. >> I WANT TO JUMP IN, SOME OF WHAT YOUR ASKING IS NEW -- WE SD HAVE OUR PROGRAMS AND PLCS AND TEACHER LEADERSHIP WHO MAKE SURE THAT WE'RE ALL BEING ACCOUNTABLE 
          FOR WHAT WE'RE DOING. >> BARK TO THE HIGH PERFORMING SCHOOLS AND HOW THAT ALIGNS WE HAVE BLUE RIBBON SCHOOL IN OUR DISTRICT AND WE HAVE POTENTIALLY A RECOGNIZED TITLE ONE SCHOOL IN OUR DISTRICT, SO WE ACTUALLY HAVE OUR OWN PHONES HERE TO RELY ON AND SEE WHAT WAS WORKING FOR THEM AND WHILE THE LITERATURE ON MISSISSIPPI IS PROMMING SOME OF THEIR RESULTS I WAS FORTUNATE TO SERVE ON THE TASK FORCE FOR THE SEWAGE OF READING AND JUST LEARNING MORE ABOUT THAT AND CREDENTIALING TO THAT LITERATURE REVIEW AND ONE OF THE PIECES IN THERE IS MORE AROUND THE 77TH PERCENTILE IN TERMS OF THEIR GROWTH AND WE'RE WELL ABOVE THAT SO SOME OF THESE CONVERSATIONS ARE VERY REMEDIATION HEAVY AND WE HAVE TO BANAL THAT WITH WE REALLY HAVE SOME STUDENTS THAT ARE WELL ABOVE GRADE LEVEL. ONE TO HAVE TOPICS IS RED SHIRTING TONIGHT THAT WILL BE COMING THROUGH FOR POLICY AND WE HAVE OLDER STUDENTS IN HAMILTON COUNTY AND FISHERS THAT ARE STARTING CAN CHAPTER BOOKS UNDER THEIR ARMS. WHILE AT THE SAME TIME MAKING SURE THAT I HEARD TODAY FROM A TEACHER, THEIR STUDENT IS STARTING A BOOK CLUB THIS SUMMER OF HIS OWN AND HE'S INVITED A FRIEND TO JOIN HIM AND THE FRIEND IS A HIGH SCHOOL TEACH CANCER SHE SAID I WILL RUN THIS BOOK CLUB, I WILL BUY WHATEVER IT IS YOU NEED, AND HE SAID I HAVE TO RETURN THE BOOK AND I DON'T KNOW IF SHE'S BE THE LET ME TAKE THIS BOOK HOME THIS SUMMER SO ARE THERE THING LIKE THAT THAT WE WANT TO BE REALLY JOYFUL OF AND REMEMBER THAT WHILE WE'RE BEING VERY RESEARCH BASED AND STRATEGIC, WE'RE STILL TRYING TO BUILD READERS WHO ARE TRYING TO MAKE SUMMER PLANS TO START THEIR OWN BOOK CLUBS AND WE HAVE VERY HIGH PERFORMING STUDENTS THAT WE WANT THE MAKE SURE THAT WE'RE NOT SORT OF PULLING DOWN BUT HAVING A HIGH CEILING WHERE WE CAN STILL GO 
          WITH THESE EFFORTS. >> THANK YOU. 
          >> I'M SORRY, I STILL HAVE A FEW MORE. 
          JUNIOR GRADE BOOKS IS ON THERE. I LOVE THAT. 
          ISIS THAT STILL ONLY FOR HIREABLETY. 
          [01:30:01]
          >> TO THE WAY WE CAN WORK WITH THAT IS WE CAN DO AS THE A COMMON FEE AND BECAUSE OUR I LEARN PRIORITIES ARE SO MUCH MORE AROUND DEBATABLE PAIRED TEXT, THAT IDEA OF I HAVE ONE PERSPECTIVE ABOUT ZOOS BEING A GOOD IDEA AND I HAVE ANOTHER PERSPECTIVE ABOUT ZOOS BEING A BAD IDEA SO THAT SEMINAR AND DEBATE IS AN I LEARN PRIORITY FOR US, GOAL FOR ALL STUDENTS. 
          CERTAINLY YOU WOULD PEREMPTORY THAT TO THE WHOLE CLASS AND YOU WOULD HAVE STUDENT THAT ARE READING WELL I DON'T GRADE LEVEL THAT CAN CREDIBILITY BUT ALSO KIND OFFING IN MIND WE HAVE STUDENTS WITH COGNITIVE POTENTIAL NOT NECESSARILY THE ACADEMIC READY NECESSARY THAT ARE IN PLACE FOR READING SO THEY CAN CONTRIBUTE AT VERY HIGH LEVELS WITH THE DISCUSSION. 
          BUT YES I FEEL VERY EXCITED TO BE ABLE TO BRING BACK THAT CONVERSATION WITH THE COMMITTEE AND ALIGN TO SOME OF OUR 
          PRIORITIES. >> AND THEN I NOTICED A SUPPLEMENTAL BOOKS, CLASSROOM LIBRARY COLLECTIONS I TOOK A NOTE WHEN I WAS LOOKING IT WOULD MATERIALS, ARE WE LOOKING AT EACH CLASSROOM TEACHER GETTING A STARTER LIBRARY? 
          >> SO THAT WOULD BE IDEAL. QUITE EXPENSIVE. 
          WE REALLY LOOK TO -- I WILL STOP SAYING NAMES, OUR NEIGHBORING DISTRICT WAS ABLE TO DO SOMETHING LIKE THAT, SO WE WORKEDED A VENDOR TO SEE HOW THY DID THIS AND HOW THEY SORTED THAT OUT OVER SIX YEARS, AND WHAT THAT WOULD LIKE, SO THAT IS SOMETHING WE'RE INVESTIGATINGMENT TVS PRETTY POPULAR WITH SOME OF THE COMMITTEE MEMBERS, OTHER COMMITTEE MEMBERS ESPECIALLY VETERAN TEACH, MIGHT NOT THINK IT'S AS IMPORTANT BUT ESPECIALLY AS WE HONOR THE SCIENCE OF READING WE MIGHT NEED TO LOOK AT TRANSITION BOOKS THAT ARE PART DECODABLE AND PART INDEPENDENT, BOOK ON NONFICTION TEXT AND NEW TEACHERS THAT ARE JUST KIND OF INHERITING GARAGE SALE BOOKS MIGHT NOT BE AS HIGH QUALITY AS WE'RE HALF AND IF WE'RE WANTING TO HAVE A HIGH QUALITY GOAL, NUMBER OF ONE, RIFF EXPERIENCE FOR OUR WHICH HE THAT MIGHT BE SOMETHING WE WANT TO CONSIDER. 
          >>> AND I HUNDRED PERCENT GUY I NOW EVERY BOOK THAT WAS IN MY CLASSROOM LIBRARY I PURCHASED MYSELF. 
          IT WOULD BE GREAT IF WE COULD -- BECAUSE WE HAVE SUCH AWESOME COMMUNITY AND PARENTS IF WE COULD HAVE A GUNSHOT NO A GOFUNDME BUT LIKE AN AMAZON WISH LIST FOR TEACHERS ESPECIALLY THOSE THAT ARE JUST STARTING OUT THAT HAVE NOTHING UNTIL THEY BEGGED, BORROWED OR -- THEY DON'T STEAL BUT BEGGED OUR BORROWED. CAN AND MY LAST QUESTION AND I PROMISE THIS IS IT. I KNOW IN TEACHING AND I BROUGHT THIS UP IN THE PAST TOO, IT'S THE SHARED RESOURCES THAT IS VERY HARD. ESPECIALLY FROM SCHOOL TO SCHOOL. LET'S SAY A TEACHER HAS DEVELOPED SOME GREAT HANDWRITING PAGE OR SOMETHING, HOW CAN THEY SHARE IT WITH OTHER TEACHER IN THAT GRADE LEVEL AT OTHER 
          SCHOOLS? >> GOSH, I REMEMBER TALKING ABOUT THIS WITH ANGEL BACK IN THE DAY. 
          SO IT WAS VERY IMPORTANT TO TEACHERS TO HAVE EVERYTHING OF THEIR OWN AND SO MAKE SURE THAT WE STARTED THAT WAY. 
          WE HAD A CONVERSATION AROUND OUR RESOURCE TEACHERS BEING EQUIPPED WITH WHAT THEY NEEDED RECEIVE THAT WOULD BE MY FIRST PRIORITY IS MAKE SURE THAT WE'RE CREATING A SYSTEM WHERE WE CAN MAKE SURE OUR TEACHERS THAT ARE SUPPORTING US IN CLASSROOMS AND CO-TEACHING HAVE WHAT THEY NEED. THE SECOND WOULD BE CANVAS, MAKING SURE OUR RESOURCES ARE ALIGNED OVER THE READING MANAGEMENT SYSTEM AND ONE QUESTION THAT OUR VENDORS ALL HAD TO ANSWER FOR US IS IS THAT TURNKEY, WHAT DOES THAT LOOK LIKE AND HOW CAN WE CUSTOMIZE ASSESSMENTS AND CUSTOMIZE PIECES IN THE UNITS SO WE CAN SHARE. WE HAVE A TEACHER WHOSE GRAPHIC NOVELS HAVE IN CREDIBLY POPULAR. IT'S NOT SOMETHING THAT I'VE TAUGHT WITH, MOST TEACHERS AREN'T SURE THEY REAL BOOKS, SO THEY WROTE THEIR OWN UNIT ON HOW TO UNDERSTAND AND TACKLE GRAPHIC THANK YOU SO NOVELS AND I'M IMAGINING SHE'LL BE PUBLISHED FOR THAT. SO HOW DO WE SHARE THAT. 
          THE FOURTH GRADE TEACHER WERE REALLY INTERESTED IF LEARNING MORE ABOUT THAT. SO ABSOLUTELY THINGS LIKE THAT. 
          I WOULD IMAGINE THAT CANVAS WOULD BE OUR GOTO WITH THOSE 
          PIECES. >>> AND ALL SECOND GRADE 
          [01:35:05]
TEACHERS WOULD HAVE ACCESS TO A CANVASS PAINING WITH RESOURCES 
          THERE. >> YES, THEY HAVE THAT NOW BUT IT WAS REALLY BUILT THIS A PANDEMIC MIND SET FOR US DELIVERING THE ASYNCHRONOUS PIECES IS THAT THAT WOULD NEED TO BE THOUGHT THROUGH. THAT MIGHT BE ANOTHER MAJOR UNDERTAKING MAYBE AS WE GO YEAR ONE, WE FIND THINGS THAT ARE SUCCESSFUL AND BACKWARDS PLAN IT OR -- YOU KNOW. 
          >> THANK YOU. >> SO I HAVE ANOTHER -- I'M GOING TO SAY IT AGAIN LAYMAN TYPE QUESTION. 
          SO IN THIS CURRICULUM PROGRAM, IF I DON'T GET IT IN A DIFFERENT WAY, IF LOOK AT IT AS AN OUTFIT ARE ALL OUR ELEMENTARIES GETTING THE SAME DRESS TO BE USE IN THEIR SCHOOL DISTRICT. 
          >> THAT'S RIGHT. >> EACH TEACHER MAY HAVE DIFFERENT ACCESS RES BUT THEY MIGHT DO A LITTLE DIFFERENT TO MAYBE IT MORE THEIR OWN AND WHEN WE TALK ABOUT POSSIBLE SUPPLEMENTAL MATERIAL IS EVERYBODY GETTING THE SAME. 
          >> I WOULD TAKE IT TO THE PLC LEVEL FIRST SO IF WE'RE A GRADE LEVEL TEAM ALL THE OF US HERE AT SECOND GRADE AND WE'RE DONSBACH E-DOING THIS PARTICULAR UNIT AND WE REALIZE THIS IS GREAT AND THIS IS GREAT BUT I'M NOT SEEING ONLY POETRY BUT REMEMBER THAT OBJECT POETRY WHERE EVERYBODY STUDENT BROUGHT IN AN OBJECT THAT WAS MEANINGFUL TO THEM. A LITTLE GIRL BROUGHT IN A BOTTLE OF NAIL POLISH AND TALKED ABOUT HER SISTER. 
          AND GENERALLY IT WOULD IF AGREED UPON. 
          CROWD DON'T WANT TO TAKE THE AUTONOMY AWAY FROM INDIVIDUAL TEACHERS BUT WHEN YOU'RE FOLDING OUT OF THE SOMETHING LIKE THIS IT'S IN CREDIBLY SOMEBODY THE PL CR HAS A HAS A PROGRAM. 
          >>> THE TEACHER THAT I MENTIONED WHO DID THE GRAPHIC NOVEL STUDY THAT WAS WASN'T A PART OF THEIR PLC CONFERENCE, SHE TALK TALK TOT HER PRINCIPAL ABOUT DOING SOMETHING DIFFERENT AND HER PRINCIPAL SAID THAT SOUNDS AMAZING, WE CAN ALL BENEFIT FROM THAT SO THAT'S EXACTLY RIGHT AND THERE WILL BE THINGS WE'LL DO THAT WILL FAIL. THAT WILL GO OKAY, THAT DIDN'T WORK, THAT'S NOT WORTHY OF SHARING. 
          >> AND I JUST -- THE REASON I PUT THAT OUT THERE IS WE DEFINITELY WANT OUR CHILDREN TO BE LEARNING FUNDAMENTAL AND HOW LONG LEARNING BUT I DON'T WANT OUR CLASSROOMS TO BE SO ROBOTIC THAT THERE'S NO CREATIVITY AND THAT INFORMATION IS THERE FOR THEM AND THAT'S WHY I DIDN'T MEAN TO TO BE TAKING THAT AWAY FROM OUR TEACHER, SO I DIDN'T KNOW WHERE THE CHECKS AND 
          BADGESES ARE IN THERE. >> ABSOLUTELY YOU MIGHT BE WRITING ABOUT THE COLTS AND I MIGHT BE WRITIN ABOUT -- I DON'T KNOW, A NEW HAIRSTYLE OR SOMETHING LIKE THAT AND WE CAN STILL FOCUS ON TRANSITIONAL WORDS AND OTHER EXEMPTS, YOU DEFINITELY DON'T WANT KIDS WHO ARE TUNED OUT OR KID THAT ARE 
          SORT OF PHONING IT IN. >> ANY OTHER QUESTIONS? WE DO HAVE TWO SPEAKERS SO IF YOU KNOW HAND ON IN CASE THERE'S ANY FOLLOW UP. SO OUR FIRST SPEAK CANCER DENISE HAWS. AND BEFORE WE START THE TIMER JUST TO REMIND EVERYBODY WE HAVE A THREE MINUTE LIMIT AND YOU'RE ONLY TO SPEAK ON THE TOPIC ON THE AGENDA THAT YOU SIGNED UP TO SPEAK ON. OBVIOUSLY NO MENTIONING STUDENTS OR INDIVIDUAL TEACHERS OR FACULTY OR BOARD MEMBERS AND 
          PLEASE BE RESPECTFUL. >> THIS IS MY FIRST TIME SO IF I 
          [01:40:03]
HAVE SO A QUESTION DO I GET THEM OUT OUT AND THEN YOU ANSWER? 
          >> SO YOU CAN ASK QUESTIONS, IF SOMEBODY KNOWS THE ANSWER OFTEN HAND AND IT'S BRIEF WE MAY BE ABLE THE FOLLOW UP AND GET AN ANSWER, OTHERWISE WE'RE HAPPY TO STAY AND CHAT AND GET YOUR 
          QUESTIONS ANSWERED. >> THANK YOU FOR YOUR TIME DEDICATED TO YOUR ROLES . . . 
          >>> THANK YOU VERY MUCH. SECOND SPEAK CANCER SHANNON 
          FIELDS. >> OKAY. 
          THANK YOU VERY MUCH. AND OKAY. 
          I TRIED TO WRITE DOWN AS MANY QUESTIONS AS I COULD. 
          I'M NOT SURE IF WE'RE ABLE TO ANSWER ANY OF THEM OFF HAND. 
          I WILL TURN IT OTHER JUST IN CASE WE CAN ANSWER SOME, BUT 
          OTHERWISE YOU CAN STAY -- >> I KNOW WIN OF THE QUESTIONS WAS ABOUT TEACHER INVOLVEMENT AND I DO BELIEVE DR. LONE SHARED ABOUT HOW ALL THE TEACHERS HAD AN OPPORTUNITY TO HAVE A VOICE 
          IN THE PROCESS. >> THANK YOU. 
          I WAS GOING TO GET HER E-MAIL. >> WE CAN FOLLOW UP AND MAKE 
          SURE YOU GET SOME INFORMATION. >> THANK YOU SO MUCH. 
          >> SO I APPRECIATE THAT. BUT IF -- IS THERE GOING TO BE A SHARING OF SOME OF THOSE ANSWERS FOR EVERYBODY EL WHO JUST LISTENED TO HER PRESENTATION TO GET THE RESPONSES TO THAT? DO YOU SEE WHAT I'M SAYING? SOME OF IT -- SHE SPOKE VERY FAST AND GOT A LOT OF INFORMATION IN IN THREE MINUTE BUT I WOULD LIKE TO KNOW SOME OF THOSE ANSWERS TOO. 
          >> SHE CAN REACH OUT VIA E-MAIL OR PHONE WITH DR. LOCK, DR. LONG CAN GET HER QUESTIONS, SHE CAN GETTAGES TO THOSE QUESTIONS AND WE CAN BRING THOSE QUESTIONS BACK AND LET YOU SEE WHAT THE 
          ANSWERS WERE. >> AND JUST A REMINDER WE'RE NOT VOTING ON THIS THIS EVENING, BE WE DID DELAY THAT KNOWING WERE 
          [01:45:05]
PRESENTING IT TONIGHT AND WE WANTED TO GIVE THE COMMUNITY ADDITIONAL TIME TO GIVE FEEDBACK BETWEEN GETTING THIS PRESENTATION AND VOTING, SO WE CAN BRING THE ANSWERS BACK. 
          THAT'S A WORK SESSION BUT WE'VE SCHEDULED A SPECIAL MEETING JUST TO VOTE ON THESE ITEMS AND THAT WILL BE LIVE STREAMED AT 7:30 A.M. ON THE 17TH BEFORE WE TAKE A VOTE. 
          >>> THANK YOU THAT'S WHAT I WAS HOPING THAT COULD BE SHARED TO THE PEOPLE WHO JUST LISTENED. WE MAY GET AN E-MAIL BUT -- GYRE 
          I APPRECIATE THAT. >> GET HER YOUR CONTACT -- SO 
          THANK YOU FOR BEING HERE. >> CAN I ASK YOU -- 
          >> WE DID HAVE A TEACHER FROM EVERY SCHOOL REPRESENTED ON THE 
          COMMITTEE. >> YES, I BELIEVE ONE SCHOOL DID NOT. WE WERE MANAGING COVID SO THAT WAS A LITTLE TRICKY AND THERE HAVE A COVID AND A SURGERY I BELIEVE AT ONE SCHOOL WHERE WE DIDN'T HAVE REPPING. 
          >> BUT EVERY SCHOOL. >> OPPORTUNITY. 
          >> AFTER, YES, FOR SURE SO THAT INSTRUCTIONAL COACH WENT BACK TO THAT SCHOOL TO MAKE SURER SCHOOL HAD THE OPPORTUNITY TO WEIGH? 
          >> AND TYPICALLY THOSE RESOURCES ARE AVAILABLE IN THE TEACHERS 
          LOUNGE OR WHATEVER. >> THE RESOURCES WERE DELIVERED TO THE SCHOOL SO THEY COULD BE SET UP AFTER THE PROCESS. 
          >> I DON'T MEAN TO CUT YOU OFF I JUST WANTED TO MAKE SURE SHE CAN GET HER INFORMATION -- 
          >>> THANK YOU. >> SO WE WILL MOVE ON TO 4.04. 
          WE HAVE POLICIES UP FOR A FIRST READ AND WE HAVE MS. LIPPY TO 
          PRESENT. >> GOOD EVENING DOCTOR, STOKES AND BOARD, OUR POLICY COMMITTEE MET ON MAY 4 SO I'M PRESENTING ON THE NEXT BUNDLE FOR A FIRST READS. 
          OUR FIRST POLYIS SEC I AND THE POLYIS I 03.11 WHICH IS HOMEWORK. AND JEFF HAD THE PROJECTED ON THE SCREEN FOR YOUR REFORMING, SO THE ONLY RECOMMENDED CHAIN IS NEW AARP CODE REQUIRING A HOMEWORK POLICY WHICH WE HAVE AND THAT'S AL IN OUR STUDENT HAND BOOK. 
          AND AGAIN WE'LL UPDATE THERE --E ARE DATES ON THE BOTTOM, SO THOSE WILL BE UPDATED. SO THAT ONE IS PRETTY SIMPLE AND STRAIGHTFORWARD. OUR SECOND POLICY IS SEC J, STUDENTS AND THIS PARTICULAR PARTICULAR POLYIS J .0, STUDENT EXIT INTERVIEW WITHDRAWAL FROM SCHOOL. 
          THE THE CODE HAS BEEN UPDATED TO REFLECT ADDITIONAL LEGAL REQUIREMENTS RELATED TO WITHDRAWAL AND THE REVOCATION OF A CRIMINAL OF LEARNERS PERMIT FOR STUDENTS WHO WITHDRAW. 
          LANGUAGE IN THE THIRD PARAGRAPH SPECIFICALLY UNDER THE HEADING EXITS INTERVIEW THAT HAS BEEN REVISES SO IT'S ESSENTIALLY THE SAME BUT THE SEAT BELT WIZ WAS TO CLARIFY THE LANGUAGE, SO THE KEY HIGHLIGHT OF THIS LANGUAGE INCLUDE STUDENTS OF THE APPROPRIATE AGE HAVE TO HAVE PERMISSION TO AND CONSENT TO WITHDRAW FROM SCHOOL. SO THERE HAS TO BE WRITTEN CONSENT THERE FROM THE PARENT GUARDIAN AND PRINCIPAL AND IF THE PRINCIPAL WHO MAY NOT ASSIGN A DESIGNEE DOES NOT CONSENT, THE PARENT OR GUARDIAN MAY APPEAL T. THE FOLLOWING CONDITIONS HAVE TO BE MET WHICH ARE LISTED IN THAT PARAGRAPH BUT THERE ARE CONDITIONS THAT HAVE TO BE MET FOR A STUDENT TO WITHDRAW, THAT INCLUDES AN EXIT INTERVIEW, THAT INTERVIEWS THAT WRITTEN CONSENT AND THEN THE WITHDRAWAL BEING DUE THE FINANCIAL HARDSHIP WHICH THE STUDENT WOULD HAVE TO BE EMPLOYED AND DATA SHALL BE PROVIDE TO THE STUDENT AND/OR PARENT OR GUARDIAN REGARDING STATISTICS ABOUT THE LIKELY UMPQUA COMMUNITY CONVENTIONS CONVENTIONS OF LIFE WITHOUT A 
          [01:50:03]
HIGH SCHOOL DIPLOMA. 
          AND THE SUGGESTION WITH APPEAL WOULD BE TO PUT A FIVE DAY PARAMETER AROUND THIS APPEAL SO THE STATUTE IN THIS CASE ONLY PROVIDES FOR AN APPEAL BUT DOESN'T PROVIDE DETAILS. 
          SO WE THOUGHT THE FIVE DAYS WOULD BE A GOOD IDEA. 
          AND THEN WITHDRAWAL CONSENT, WITHOUT CONSENT IF A STUDENT WITHDRAWS THAT WE DEEM THAT STUDENT A DROPOUT. 
          AND PURSUANT TO INDIANA LAW WE HAVE TO CONTACT THE APPROPRIATE AGENCY TO REVOKE JOB PERMIT, LICENSE OR PERMIT. 
          >> CAN I ASK A QUESTION ABOUT THIS? 
          >> THROUGHOUT MOST OF OUR POLICY WE HAVE BEEN VERY DILIGENT ABOUT TRYING THE TALK ABOUT THE STUDENT OR USING A PLURAL PRONOUN. AND MAYBE IT'S ONLY ME BECAUSE I'M THE ONLY MALE ON THE BOARD BUT IT DOES SHOCK ME THAT WE WRITE IN HERE A STUDENT WITHDRAWS WITHOUT CONSENT FROM THE PRINCIPAL HE SHALL BE CONSIDERED A DROPOUT. 
          SO CAN WE LOOK AT CHANGING THAT LANGUAGE? 
          >> YES AS WE GO THROUGH ALL THESE POISONS POLICY I DID NOTE IN CONSISTENCIES WITH PARENT OR GUARDIAN SO WE HAVE BEEN LOOKING 
          AT THOSE THROUGHOUT. >> I'M SAYING THAT ONE A LITTLE 
          TONGUE IN CHEEK. >> I HAVE A QUESTION. 
          WHAT WOULD BE A REASON A PRINCIPAL WOULD CONSENT TO THIS? 
          A FAMILY SITUATION? >> I DO THINK IT WOULD HAVE TO BE AN EXTREME SITUATION AND ONE WE WOULD WORK WITH THE FAMILY AND I THINK THE WHOLE TEAM WOULD BE AWARE OF SO THE POLICY PEEKS SPEAKS TO A HARDSHIP SCREWDRIVER WHEN I FIRST READ THE TITLE I THOUGHT EXIT INTERVIEW MEANING STUDENTS LEAVING OUR DISTRICT TO GO SOMEWHERE ELSE BUT I DID WANT TO -- WE HAVE SOME STUDENTS WHO HAVE LEFT AND GONE ELSEWHERE AND WHEN THEY COME BACK THEY REALIZE THAT WHEREVER THEY WERE GOING WAS NOT ACCREDITED AND THEY'VE LOST A YEAR BASICALLY WORTH OF CREDIT. 
          THAT IS NOT PART OF THIS BUT I THINK THAT WOULD BE WORTH MAKING SURE OUR FAMILIES KNOW THEY'RE GOING TO TAKE THEIR KIDS OUT TO LET THEM KNOW THEY'RE GOING TO HAVE TO REPEAT A GRADE. 
          GENERAL THAT -- >> JUST FOR ASSAULT AND BATTERY OF TIME AND DR. STOKES DOES HAVE TO LEAVE EARLY I'M GOING TO TRY 
          THE KEEP EVERYBODY ON TASK. >> WE'RE JUST ASKING QUESTIONS ABOUT POLY. THANK YOU. 
          >> BUT I'M GOING TO ASK EVERYBODY TO STAY ON POLICY 
          THAT'S ON THE GENTLED. >>> SO OUR THIRD POLICY AND THANK YOU MICHELLE. OUR THIRD POLICY IS FROM SECTION J, STUDENTS -- THIS IS J 06.07, VERSE PROMOTION, RETENTION, RED SHIRTING. THERE'S A CROSS-REFERENCE POLICY AT THE END OF THIS THAT WE'RE GOING TO DELETE. 
          AGAIN WE HAVE UPPED INDIANA CODE ON THIS PARTICULAR POLICY BECAUSE THERE ARE LEGAL REQUIREMENT THAT REQUIRE SCHOOL TO HAVE A POLICY THAT PROHIBITS RETAINING A STUDENT IN A GRADE LEVEL FOR THE SOLE PURPOSE OF IMPROVING THE STUDENT'S ABILITY TO PARTICIPATE IN EXTRACURRICULAR ATHLETIC PROGRAMS AND THE KEY HIGHLIGHTS RELATIVE ORE VISIONS IN THIS POLICY WE'VE ADDED A STATEMENT THAT IS ACTUALLY REQUIRED BY TITLE THREE THAT SAYS DISABILITIES OR ENGLISH PRO-FIX SHALL NOT BE USES TO DETERMINE RETENTION. 
          APPEALS AND COMPLAINTS SHALL NOT BE HEARD BY THE BOARD OR SUPERINTENDENT. THE BOARD SAMES ON SKIPPING 
          GRADES. >>> THERE'S ADDITIONAL LANGUAGE THAT MAYBE HELPFUL THAT THE BOARD WILL COMPLY WITH REQUIREMENTS FOR STUDENTS WHO SOME REDUNDANT DATES TO CLEAN 
          [01:55:08]
UP. AND THEN JUST MOVING ON IF THERE ARE QUESTIONS AT THE END, THE FINAL ONE IS FROM SECTION B WHICH IS BOARD GOVERNANCE AND OPERATIONS THIS.  POLICY IS PUBLIC PARTICIPATION AT BOARD MEETINGS SOCKER PER SENATE ENROLL ACT 83 THIS LEGISLATION WHICH GOES INTO EFFECT JULY 1 REQUIRES A GOVERNING BODY SCHOOL BOARD TO PERM ORAL PUBLIC COMMUNITY COLLEGE ON A COMMENT ON A TOPIC BEFORE THE BOARD TAKE FINAL ACTION. RECEIVE THE SUGGESTED REVISIONSES ARE AGAIN TO PROVIDE GREATER CLARITY WITHIN THIS. 
          POLICY. SO SOME OF THE HIGHLIGHT WE HAVE INCLUDED UNDER THE HEADING REQUEST TO BE PLACED ON BOARD AGENDA, SO WE WANT A REQUEST RATHER THAN A NOTICE. 
          THAT MUST BE MADE TO THE BOARD MT. AND ASSUME AT LEAST ONE WEEK PRIOR TO A SCHEDULED BOARD MEETING FOR A PERSON TO ADDRESS THE BOARD ON ANY MATTER W. WE WOULD WANT WRITTEN COPY OF THE REMARKS, THOSE NEED TO BE PRESENTED NO LATER -- WE TRIED TO IDENTIFY A TIME SO WE SAID NOON ON WIND BEFORE THE SCHEDULED MEETING. SECOND HEADING HAS BEEN ADDED WHICH YOU THINK SEE WHICH IS CALLED PUBLIC COMMENT AT BOARD MEETINGS, AND AGAIN THAT JUST REITERATES THAT WE DO ALLOW BY LAW PEOPLE TO SPEAK BEFORE FINAL ACTION IS TAKEN ON A TOPIC, AND I THEY THE KEY HIGHLIGHT HERE, THE BOARD RECEIVES MIGHT BE COMMENT ON THE BOARD'S DUTY TO IMPROVE THE QUALITY OF THE EDUCATION PROGRAM AND MEMBERS OF THE PUBLIC HAVE BEEN PRESENT, THEY'LL REGISTER AND BE ALLOWED TO PROVIDE THOSE ORAL COMMENTS. 
          SO AGAIN THE BOARD MAY CHOOSE TO PERMIT COMMENT AND DEFINING A MINIMUM TIME TO SPEAK OF TWO MINUTES IN CASE THERE ARE A LOT OF SPEAKERS, SO TONIGHT WE ALLOWED THREE. 
          NO PERSON MAY SPEAK MORE THAN ONCE ON THE SAME TOPIC AND THE BOARD WILL TAKE SPEAKERS ON A FIRST COME FIRST SERVE BASIS. 
          WE'LL HAVE A REGISTRATION PROCESS. 
          WE DO IS HAVE PROVIDERS -- PROCEDURES AND AS TONIGHT IS A GREAT EXAMPLE, THE BOARD MAY PROVIDE ANSWERS IF INFORMATION IS READILY AVAILABLE AND NOT CONFIDENTIAL. 
          SO IF WE'RE ABLE THE ANSWER WE WILL. 
          AND AS ALWAYS THE BOARD WILL NOT TOLERATE IN LANGUAGE OR STATEMENTS AND THOSE EXAMPLES ARE PROVIDED WITHIN THE BODY OF THAT POLICY AND OF COURSE, THE BOARD MAY TAKE REASONABLE ACTION TO MAINTAIN ORDER. SO THOSE ARE THE FOUR IN SUMMARY 
          FOR YOUR FIRST READ. >> OKAY. 
          QUESTIONS? DO YOU WANT TO -- 
          >> I HAVE A COUPLE QUESTIONS. THIS IS NO PERSON NO SPEAK MORE THANAGES ON THE SAME TOPIC, THAT AT DIFFERENT MEETINGS OR IS 
          THAT -- IN THE SAME -- >> I THINK WITHIN THE SAME 
          MEETING. >> WE HAVE THE SAME -- SIMILAR 
          TO WHAT WE DO NOW. >> BECAUSE YOU GET THREE MINUTES AND YOU CAN'T SPEAK FOR THREE MINUTES ON THE SAME TOM I THINK 
          AND SIGN UP -- >> I DIDN'T KNOW IF THAT MEANT THE SAME MEETING OR DIFFERENT MEETINGS. 
          AND THEN IN THE FIRST PART IT SAYS NOON ON WEDNESDAY BEFORE THE SCHEDULED MEETING. IT SAYS A LITTLE EARLIER THERE AT LEAST ONE WEEK PRIOR BUT I THOUGHT IN THIS RULE THAT'S COMING UP JULY 1, I THOUGHT IT ALSO REQUIRED THIS TO BE A PERTAINING TO WORK SESSION, AND IF WORK SEGS SESSIONS ON A TUESDAY DOES THAT WEDNESDAY STILL APPLY EVEN THOUGH IT'S NOT 
          A WEEK BEFORE? >> WHERE YOU BRING UP A GOOD 
          POINT -- >> BRAD THAT, THAT WEEK BEFORE IF YOU WERE REQUESTING ADDRESS THE BOARD ON A SPECIFIC TOPIC. 
          IT'S IF YOU WISH TO BRING A TOPIC TO BE PUT ON THE AGENDA. 
          >> IT'S NOT AN AGENDA ITEM, IT'S IF YOU WANT TO BE PLACED ON THE 
          BOARD AGENDA AS A SPEAKER. >> SO WE'RE NOT GOING TO DO THAT 
          AT A WORK SESSION. >> CORRECT. 
          >> SAY THAT ONE MORE TIME? >> SO WORK SECS ARE OR 
          [02:00:03]
ADMINISTRATION BRINGING THIS INFORMATION, SO IF SOMEONE WANTS TO BE PLACED ON THE BOARD GEMMED FOR AGENDA THIS WOULD BE AN INFORMATION ITEM ON OUR REGULAR -- 
          >> THEY DON'T BRING INFORMATION TO OUR WORK SESSION. 
          >> CORRECT SO THIS PART OF THE POLICY IN THE AGAINING IS TALKING ABOUT IF A CITIZEN WANTS TO ADDRESS THE BOARD ON A SPECIFIC TOPIC THAT IS NOT ON OUR AGENDA THEY NEEDS TO E-MAIL US BY NOON THE WEEK BEFORE THE BOARD MEETING THE GIVE US THAT INFORM SO THEREFORE WE CAN PLACEIT ON OUR AGENDA WEDNESDAY THE DAY OF THE MEETING. 
          THAT'S WHAT THAT NOON WAS? >> SO FULL FULL IF YOU WANTED TE SOMETHING ON THE AGENDA TODAY FOR EXAMPLE, LAST WEEK WENT AT NOON YOU WOULD HAVE NEEDED TO SEND WHAT YOU WANTED TO SUMMARY TO ME AND TO JULIE. WE HAVE TO LOOK IT WOULD INFORMATION AND DETERMINE AS TO WHETHER OR NOT IT WOULD BE TON 
          AGENDA. >>> SO WE DRIVEN ESTIMATE BETWEEN A TUESDAY WORK SESSION AND A WEDNESDAY BOARD MEETING BUT DOES THE STATE LAW DIFFERENTIATE? 
          >> I THINK WE'RE TALKING ABOUT TWO DIFFERENT THINGS. 
          THIS FIRST SECTION IS IF SOMEBODY IN THE COMMUNITY FELT LIKE IT'S SOMETHING HAPPENING AND I WANT TO PRESENT X INFORMATION TO THE BOARD THEN E-MAIL US AT LEAST A WEEK BEFORE WITH A COPY OF THEIR EXEMPTS AND IF WE DETERMINE THAT IT'S RELEVANT TO THE WHOLE COMMUNITY AND ISN'T ABOUT ONE SUSPICIOUS GRIEVANCE WE CAN PUT IT ON THE AGENDA, THEY WOULD BE LISTED ON THE AGENDA UNDER INFORMATION AND THEY WOULD PRESENT. 
          THE SECOND PART IS FOR ADDRESSING PUBLIC COMMENT AND I THINK IT'S IMPORTANT TO NOTE THAT THE STATUTE THAT WAS PASSED REQUIRES -- WE ALREADY ACCEPT PUBLIC COMMENT. 
          IT REQUIRES US TO ACCEPT PUBLIC COMMENT PRIOR TO TAKING ACTION. 
          WE DON'T TAKE ACTION T A WORK SESSIONS SO UNDER THAT STATUTE THERE WOULD BE NO CHANGE TO HOW WE HANDLE WORK SESSIONS BECAUSE WE'RE NOT TAKING ACTION. SO WE'RE GOING TO CONTINUE TAKING ACTION OR TAKING COMMENT FOR INFORMATION ITEMS. TECHNICALLY UNDER THE STATUTE WE WOULDN'T HAVE TO. 
          >> SO THE LAW THAT WAS PASSED DOES NOT PERTAIN TO ITEMS BEING 
          ADD TO THE GENERALLY. >> WE DID TAKE COMMENT ON THE LITERACY RESOURCE PRESENTATION WE DID NOT VOTE ON. 
          >> SO WE DO THAT BECAUSE WE WANT TO TAKE PUBLIC COMMENT -- THE LAW DOESN'T REQUIRE -- IF WE'RE SOLELY GOING WITH WHAT THE STATUTE REQUIRES ONLY REQUIRES US TO TAKE PUBLIC COMMENT PRIOR TO TAKING ACTION SO WE WOULD -- THEORETICALLY WE COULD HAVE SAID WE'RE NOT GOING TO TAKE COMMENT ON THAT. 
          WE WOULD HAVE HAD TO TAKE COMMENT ON THAT ON A TUESDAY 
          BEFORE WE VOTE ON IT. >> MY POINT IS WORK SESSION IS STRICTLY INFORMATION AND IF WE'RE GOING TO -- AND I'M NOT SAYING WE SHOULDN'T BUTTIVELY I'M SAYING -- AND ACCORDING THE ISBA IF YOU'RE PRESENTING INFORMATION -- THE ISBA DOES NOT INDICATE THAT IT'S REQUIRED. 
          [02:06:30]
          >>> WE DID UPDATE THE PROCEDURES TO ALIGN WITH THAT SO THE PROCEDURED STAYED AT EACH BOARD MEETING AND MEETINGS WHEREA ACTION I'MS ARE ANTICIPATED THAT WILL ALLOW COMMENT. 
          >>> CAN WE ALSO MAKE SURE TO ADD A CROSS REFERENCE THE PROCEDURE. 
          BASS I THINK IT IS ONLINE NOW BUT HERE'S IT'S NOT AND I SAW THAT'S BEING UPDATED BUT WE DIDN'T GET A COPY OF IT. 
          SO IF THE BOARD WANTS TO REVIEW THAT YOU CAN DO THOSE CHANGES. 
          >> OKAY, PERFECT. THANK YOU. 
          >> ONE MORE THING ABOUT THAT. BRAD JUST BROUGHT IT UP. 
          IT IS SOMEWHAT CONFUSING IF WE CAN CHANGE THE TITLE TO PUBLIC PARTNERING AND BOARD POSSESSION AND REQUEST TO BE PLACED ON BOARD AGENDA BECAUSE THEY ARE TWO SEPARATE ITEMS. SO REVISING THE TITLE OF THE POLICY. 
          >> THERE IS ONE OTHER CHANGE THAT I MISSED, WHEN IT SAYS THE BOARD WE'RE TALKING ABOUT PUBLIC COMMENT TO ALIGN WITH OUR CURRENT PROCEDURES AND POLICIES THAT WE HAVE NOW THAT WE NEED TO ADD THE PHRASE THE BOARD MAY CHOOSE TO ALLOW PUBLIC COMMENT ON POSTED . . . -- 
          >>> ANY OTHER QUESTIONS? THIS WAS 4.04. 
          I DON'T HAVE ANY COMMENTS. >> I THINK THE NEXT EMERGENCY 
          HIRING AUTHORITY. >> IT'S YOURS. 
          [5. Action Items/Public Comments will be accepted per Board Policy (B05.07)]
          PERFECT. >> STAYING UP HERE. 
          >> SO WE'LL MOVE ON TO ACTION ITEMS -- HIRING AUTHORITY. 
          >> JUST QUICKLY WE TINGLY ASK FOR THIS. 
          SINCE WE HAVE MOVED TO ONE BOARD MEETING A MONTH WE ASK THE BOARD TO APPROVE EMERGENCY HIRING OF CANDIDATES SO SOMETIMES WE GET INTO A BIND WHERE WE NEED TO MAKE THE OFFER AND HIRE SOMEONE RETIRE TO A BOARD MEETING SO WE WOULD LOVE THAT AUTHORITY TO DO 
          SO. >> CAN YOU PLEASE SAY THAT AGAIN 
          INTO THE MICROPHONE? >> YES YES, SO WHAT WE'RE ASKING IS FOR THE BOARD TO GRANT EMERGENCY HIRING AUTHORITY SINCE WE'VE MOVED TO ONE BOARD MEETING A MONTH SOMETIMES WE NEED THAT AUTHORITY TO HIRE CANDIDATES PRIOR TO A BOARD MEETING SO IN BETWEEN THAT TIME. IT'S VERY HELPFUL TO US AND WE'RE REALLY INTO OUR HIRING SEASON ASK THE BOARD -- THIS IS SOMETHING WE TYPICALLY ASK IN THE SUMMER. 
          >> CAN YOU EXPLAIN WHY IT COMES UP THOUGH JUST FOR CLARITY 
          [02:10:04]
PURPOSES. SO PEOPLE WHO ARE LISTENING ARE NOT THINKING WHY SHOULD THEY JUST GET TO HIRE PEOPLE? 
          >> YEAH, IT'S A REALLY IMPORTANT, SO WE THE -- THE MAIN REASON IS SEW WE DON'T LOSE OUT ON CANDIDATES. 
          WE WANT TO MAKE SURE WE GET THEM BEFORE SOMEONE ELSE DOES. 
          >> THANK YOU. I MOVE TO APPROVE THE EMERGENCY HAWAIIING AUTHORITY AS PRESENTED. 
          >> I SECOND. >>> I HAVE A FIRST AND SECOND, ANY OTHER QUESTIONS OR COMMENT? HEARING NONE I'LL ASK JANET TO CALL FOR THE VOTE. 
          >> MOTION PASSES. THANK YOU. 
          NEXT THERE'S ONLINE ACT M OBJECTIONU AND WE HAVE DR. KEGLY 
          PRESENTING. >>> GOOD EVENING. 
          YOU'VE BEEN PROVIDED WITH THE MOU THAT I COMPLOTSED IN ORDER TO THE YOU A COPY AND WOULD LIKE TO ASK YOU TO ENTERTAIN PASSING 
          THIS. >> I WOULD MOVE TO APPROVE THE 
          ONLINE ACADEMY MOU AS PRESENTED. >> I'LL SECOND. 
          >> FIRST FROM BRAD AND A SECOND FROM MICHELLE. 
          MY QUESTIONS OR COMMENT? >> JUST CAN YOU REITERATE THAT IT'S THE SAME TYPE FORMAT THAT WE JUST DID BUT WE'RE NOW ABLE TO ALLOW IT AGAIN FOR -- AS A REGULAR THING, NOT JUST AS AN EMERGENCY SITUATION. IT IS AN ACTUAL ONLINE 
          COMMUNITY. >> FOR STUDENTS GRADE NINE THROUGH 12 IT'S THE SAME PROGRAM WE RAN THIS YEAR AND NOTHING YOU NEED TO DO IN ORDER TO QUALIFY BUT WE DO HAVE A SET OF EXPECTATIONS THAT WILL BE IN THE HIGH SCHOOL HAND BOOKS, THAT WOULD BE THE PHONE LINE FOR ENROLLING. 
          OKAY, THANK YOU. >> ANY OTHER QUESTIONS? SEEING NONE I'LL ASK JANET TO CALL FOR THE VOTE. 
          THANK YOU. NEXT UP WE HAVE THE STUDENT HANDBOOKS WITH MICHELLE AND DR. PET GREW. 
          >> HELLO AGAIN, WE'RE HERE BEFORE YOU SEEKING ACTION ON THE ROOMMATE ARE YOU STUDENT HANDBOOKS. 
          THE INTERMEDIATE STUDENT HAND BOOKS AND THE JUNIOR HIGH HAND BOOK. PER THE REVISIONS THAT WERE 
          PROVIDED TO YOU. >> ANY QUESTIONS FROM THE BOARD? I KNOW WE HAD SOME GOOD DISCUSSION. 
          I MOVE TO APPROVE -- >> BEFORE WE DO THAT WE HAVE A COUPLE SPEAKERS SO CAN YOU JUST HAND ON FOR A SECOND? JUST GOING TO SEE IF THERE ARE ANY QUESTIONS FIRST. 
          MAKE SURE WE GET OUR SPEAKERS IN. 
          SO FIRST IS RAY MILLER. >> IN THE STUDENT CONDUCT SECTION OF THE INTERNEED HAND BOOKS IT OUTLINES BEHAVIORS THAT WILL NOT BE TOLERATED. IT SAYS IMAGES OR LANGUAGE ARE PRO-HINTED AGAINST ANY PROTECTED CLASS OR A MARGINALIZED GROUP. 
          I SUGGEST LIMITING IT TO PROTECTED GROUPS ISN'T THIS SORT OF BEHAVIOR IMAPPROACH FOR ALL STUDENTS ARTICLE OF CLASS OR GROUP. I SUGGEST THIS LANGUAGE BE CONVERTED FOR A MORE UNIVERSAL BEHAVIOR STATEMENT FOR ALL STUDENTS. THE NEST STATEMENT SAYS QUOTE THIS INCLUDES MICRO-AGGRESSION AND HATE SPEECH. 
          LET ME AND CLEAR I DON'T SUPPORT ANY BEHAVIOR THAT ABUSES ANY INDIVIDUAL, HOWEVER YOU HAVE ONE MICRO-AGGRESSION, WHICH IS VERY SUBJECTIVE AND THE SECOND WHICH IS PROTECTED BY THE FIRST AMENDMENT. LET ME READ YOU A QUOTE FROM THE AMERICAN LIBRARY ASSOCIATION, IT'S PRETTY STRAIGHTFORWARD: IN THE UNITE HATE SPEECH IS PRESENT BID THE 50. 
          COURTS PROTECT . . . .. 
          [02:15:33]
          >>> THEY LOST, THE PEOPLE ASKING THEM TO STOP THAT, FIRST AMENDMENT. SO I BELIEVE THAT HFC WOULD BE ON SAFER LEGAL GROUNDS TO REMOVE THE MICRO-AGGRESSIONS AND HATE SPEECH SENTENCE. THE LANGUAGE BEFORE THAT SENTENCE IS CLEAR TON BEHAVIORS EXPECTED OF HFC STUDENTS AND ONLY NEEDS THE PROVISION THAT IS FOR ALL STUDENTS RATHER THAN AGAINST A SELECT GROUP. THANK YOU. 
          >> THANK YOU. NEGATIVE UP IS BEN ORR. 
          >> . >> THANK YOU. 
          I'VE CONCERNED REGARDING THE ARE READVISED HAND BOOK LANGUAGE IN THREE AREAS. . . . 
          >> THE ENTIRE OFFENSE IS PREDICATED ON THE VICTIM'S PERCEPTION OF EVENTS ADDING THESE ? OVERALL I ASKED THE BOARD TO CAREFULLY REVIEW THESE POLICIES AS I BELIEVE THEY ARE HARMFUL TO STUDENTS AND FACULTY LEAD TO DECLINE IN PHYSICAL SAFETY AND ACADEMIC PERFORMANCE BREAK SUITE NEXT SPEAKER IS SHANNON FIELDS. 
          >> STUDENT HANDBOOK UPDATES I WOULD LIKE TO RAISE CONCERNS OF MONEY INSTANCES REFERENCING PARENTS OF OUR BEING REMOVED AND SOME PHRASES GUARDIAN OR OTHER AUTHORIZED ADULT IS USED AND THIS SEEMS TO BE OF MOVE TOWARDS REDUCING REMOVING THE STATUS PARENTS OF EDUCATION OF THEIR CHILDREN AND PRATT PARENTS ARE THE PRIMARY RESPONSIBILITY OF EDUCATION OF 
          [02:20:10]
THEIR CHILDREN NOT THE TEACHER NOT THE ADMINISTRATION AND NOT THE SCHOOL BOARD THE RULES IS TO COME ALONGSIDE THE PARENTS IN THE EDUCATION OF OUR CHILDREN NOT THE OTHER WAY AROUND PARENTS GUARDIANS AND FAMILIES ARE NOT INTERCHANGEABLE TERMS NOT THE LEAST OF WHICH IS A LEGAL STATUS A GUARDIAN SOMEONE GRANTED LEGAL STATUS IN THE ABSENCE OF A PARENT THE TERMS ARE NOT REDUNDANT MOVING ONTO MICRO AGGRESSIONS I FIND IT HARD TO BELIEVE THE DISTRICT WILL BE WRITING ELEMENTARY SCHOOL CHILDREN ABOUT MICRO AGGRESSIONS ARE A SEVEN-YEAR-OLD WHO MAY NOT HAVE DONE ANYTHING WITH SOMEBODY FEELS OR IS CLOSE TO FEEL OFFENDED IS GIVEN THE POWER TO DETERMINE IF A MICRO-AGGRESSION HAS OCCURRED THERE WAS A DAY TEACHERS COULD SAY THINGS LIKE BE CAREFUL NOT TO CUT THE LINE BUT NOW IT SEEMS LIKE SPECIAL DESIGNATIONS AND A STAFF OF SOCIAL WORKER SO WE CAN TEACH GENERATIONS OF CHILDREN WAYS TO BE OFFENDED. WE HAVE HAD MEMBERS WAVE FINGERS AND OTHER BOARD MEMBERS FACES AND MAKE STATEMENTS FOLLOWING PUBLIC COMMENTS TO THE EFFECT OF I HAVE LOST ALL RESPECT FOR THAT DOCTOR I SUGGEST THESE CONSTITUTE MICRO AGGRESSIONS IF NOT WORSE BUT WE WILL FOCUS ON THE GRADE SCHOOL KIDS THERE'S ALSO A SECTION UNDER DRESSING FOR SCHOOL THAT HAS LANGUAGE THAT IS STUDENTS ARE EXPECTED TO MAINTAIN AN APPEARANCE APPROPRIATE FOR SCHOOL CONDUCIVE TO THE EDUCATIONAL ATMOSPHERE BUT A REVISION GOES ON TO REMOVE THE POLICY THAT BARE MIDRIFF BACKLESS HALTERS AND MESH SHIRTS ARE NOT TO BE WORN I GUESS THEY ARE APPROPRIATE FOR SCHOOL AND CONDUCIVE TO THE EDUCATIONAL ATMOSPHERE THE REPLACEMENT OF THE TERM PARENTS IS OFFENSIVE AND LACKS INCLUSIVITY THESE AND OTHER REVISIONS TO THE HANDBOOK SEEM TO CREATE OPEN ENDED INTERPRETATIONS THAT WOULD RESULT IN INCONSISTENT INTERPRETATIONS AND END UP GENERATING CONFLICT NOT CLARITY. THANK YOU. 
          >> ANY QUESTIONS OR COMMENTS DID YOU HAVE ANY FOLLOW-UP? 
          >> I DEFINITELY HAVE SOME QUESTIONS AND COMMENTS IF WE GO THROUGH OUR HANDBOOKS ON THE DIFFERENT ONES THERE IS INCONSISTENCY WERE SOMETIMES WE SAY PARENTS SOMETIMES WE DON'T SAY PARENTS OUT IS THERE A REASON WHY WE CAN'T JUST SAY ALTOGETHER PARENTS GUARDIAN FAMILY AND EVERY SENTENCE SO IT IS CONSISTENT ALL OF THE HANDBOOKS? 
          OR PARENTS/GUARDIAN? >> I NOT THINK THAT'S A PROBLEM 
          >> IT'S A COUPLE OF EXTRA TYPE LETTERS BUT I THINK WE HAVE FAMILIES IN OUR COMMUNITY THAT UNFORTUNATELY THEY AREN'T PARENTS IT'S A GRANDPARENT AND ANSWERED UNCLE FOSTER PARENT. 
          SO >> YOU WANT TO MAKE SURE IT IS ALL THERE BUT I AGREE IT SHOULD BE CONSISTENT. AND YOU CAN TAKE A LOOK AT THAT. 
          >> AS A PARENT I HAD SOME OF US WHO MAY BE AUNTS UNCLES OR GRANDPARENTS FEEL THAT THEY ARE A PARENT AND THAT CHILDREN, HAVE A PARENT/GUARDIAN CAREGIVER AND 
          >> AND I DO WANT TO GO BACK TO THE MICRO-AGGRESSION PART I THINK I BROUGHT ABOUT BEFORE AND I STILL SEE IT HERE AND SOME OF WHAT THE COMMENTS THAT WERE MADE AND A FIRST AMENDMENT TYPE THING WITH HATE SPEECH OR IS NOT ALLOWED THE MORE I HAVE READ AND THE MORE I LOOKING AT IT IT CAN BE SUBJECTIVE SO I AM LOOK FOR THE EXTRA SENTENCE INTO THE HANDBOOKS. 
          ANYBODY CAN ANSWER OR JUST KNOW THAT I DON'T THINK THEY SHOULD BE IN THE HANDBOOK. 
          >> WHAT WAS THE LOGIC BEHIND ADDING THAT LANGUAGE IF YOU CA ? CERTAINLY THIS WAS DISCUSSED IN EACH BUILDING SO IT WASN'T ANY ONE PERSON THAT SAID THIS NEEDS TO BE ADDED EACH OF THE ADMINISTRATORS, IT WAS DRIVEN BY STUDENTS AND IF YOU WANT TO COME UP AND TALK ABOUT THE PROCESS IN WHICH THEY SPOKE TO PARENTS THEY SPOKE TO TEACHERS AND OTHER ADMINISTRATORS AND SO THIS WAS DRIVEN FROM THE BUILDING THIS WAS CONSISTENT AND IF YOU WOULD LIKE TO DEFINE IT SO WE HAVE A CONCRETE AND CONSISTENT DEFINITION ACROSS 
          THE DISTRICT IT IS APPROPRIATE. >> I THINK IS IMPORTANT TO 
          [02:25:02]
UNDERSTAND GETTING FEEDBACK FROM OUR STUDENTS AND FROM PARENTS FROM OUR TEACHERS ASSOCIATION AND REALLY TAKING THAT INFORMATION AND LISTENING TO THEM AS OUR STAKEHOLDERS SO THAT'S WHERE THIS IS DRIVEN FROM AND I WANT TO LOOK AT IT AS THIS IS A K-12 SITUATION THAT WE WANT TO BE CONSISTENT WITH SO THAT'S WHY WE HAVE THAT SPECIFIC LANGUAGE IN ALL OF OUR ? SOME WITH THIS LANGUAGE WOULD BE CALLED MICRO AGGRESSIONS AND I HAVE MY OWN DEFINITION WITH THAT MIGHT BE A I THINK IF WE ARE GOING TO INCLUDED IN THE HANDBOOK IS THAT PROTECTED SPEECH? COULD THAT BE PROTECTED SPEECH ARE WE OPENING OURSELVES UP TO 
          ISSUES? >> WHAT WAS THE ANSWER TO THAT? 
          >> AND I AM NOT GIVING LEGAL ADVICE >> THEN I THINK A COUPLE OF THE OTHER BOARD MEMBERS MADE THE, THAT MAYBE WE NEED TO DEFINITELY I JUST LOST MY TRAIN OF THOUGHT DEFINE IT SOMEHOW SO YOU CAN HAVE A CHILD DOING ONE THING AND ONE CLASS IN FIFTH GRADE DOING WHATEVER SO THIS TEACHER OVER HERE IN THIS SITUATION DOESN'T SEE IT AND SOON I CAN I ADDRESS THE, MADE ABOUT A SEVEN-YEAR-OLD MAKING ?? 
          >> WHERE THE BUSINESS OF EDUCATION NOT EVERY INCIDENT NEEDS TO HAVE A CONSEQUENCE. 
          DO YOU KNOW WHAT THAT MEANS? DO YOU NEED TO MAKE THAT CHILD FEEL IT'S NOT A PUNITIVE IT'S EDUCATIONAL SO WE CAN SHARE THIS IS THE MEANING BEHIND WHAT YOU SAID AND THAT CAN HURT 
          SOMEONE DEEPLY >> AND THAT CAN BE A TEACHER NOT AN ADMINISTRATOR. 
          AN >> I DO BELIEVE THE FIRST LIEN STUDENTS ARE EXPECTED TO SHOW RESPECT TO EVERYONE IN THE SCHOOL SETTING SO THAT TAKES CARE OF EVERYONE SO THE, THAT WE ARE JUST POINTING OUT MARGINALIZED GROUPS IS NOT IN FACT TRUE AND I THINK WE COULD JUST PUT THAT LANGUAGE IN THERE AND I THINK HATE SPEECH IS ALSO PART OF EXPECTING TO SHOW RESPECT IN THE SCHOOL SETTING AS WELL AS THE IF YOU COULD ADDRESS THE RUNNING IN THE HALLWAYS BECAUSE WE ARE GOING TO ? AND TAKE OFF. AND 
          >> WHEN WE ARE TALKING ABOUT NOT ADDRESSING THE RUNNING WE OFTEN HAVE KIDDOS SKIPPING DOWN THE HALL THERE IS NO CONCERN WITH THAT IF WE SEE A CHILD IN A SPRINT DOWN THE HALLWAY WE ARE GOING THIS SAY SLOW DOWN AND IS NOT SOMETHING WE ARE ADDRESSING 24/7 AND WE HAVE POLICIES AND PROCEDURES AND PROCEDURES THAT WE PUT FORTH IN WE WANT TO ADDRESS ? TECHNICALLY WE SHOULD BE SAYING THERE'S NO RUNNING HALLWAY. 
          >> >> AND REGARDING HATS, A LOT OF SCHOOLS HAVE FUNDRAISERS, HAT DAY, BUT HOW CAN WE SAY IT'S OKAY TO WEAR A HAT ON THIS DAY BRING A DOLLAR BUT 
          >> RIGHT, THAT'S THE EXACT REASON WHY THE ELEMENTARY PRINCIPAL DECIDED WE NEEDED TO REMOVE THAT THERE IS A PIECE IN THERE ABOUT HEADBANDS AND ONE OF OUR SCHOOLS GAVE OUT A HEADBAND TO EVERY CHILD WITH A BIG PTO FUNDRAISER AND WHEN WE REVIEWED THAT THE PRINCIPAL WAS 
          [02:30:05]
LIKE OH MY GOODNESS WE JUST GAVE ONE AND I COMPLETELY BROKE THE RULE IN THE HANDBOOK SO WE HAVE TO STAND BACK AND SAY WHAT IS THE HARM AND THAT WAS ALLOWING HEADBANDS OR HATS IN THE BUILDING THAT DOES NOT PRECLUDE TEACHERS TO SAY HONEY CAN YOU TAKE YOUR HEAD DOWN SO 
          WE CAN SEE YOU >> >> THEY ALWAYS HAVE THAT. 
          >> IF YOU ARE, YOU CAN'T JUST WEAR A BASEBALL CAP AND COME TO SCHOOL.SMOKE IS NOT SOMETHING THAT WE WOULD TELL A CHILD TO TAKE OFF UNLESS THEY ARE MESSING WITH IT AND NOT PAYING ATTENTION BUT WE HAVE MANY FUNDRAISERS WHERE YOU CAN WEAR A HAT AND THAT KIND OF THING BY DOING THAT WE ARE TECHNICALLY BREAKING OUR HANDBOOK SOON IF THAT SOMETHING I WAS UNAWARE OF. OKAY. SO MICHELLE READ PART OF THE INFORMATION WITH THE MICRO AGGRESSIONS AND IT SAYS INTENTIONAL OR UNINTENTIONAL SO IF SOMETHING WAS UNINTENTIONAL YOU DON'T KNOW YOU ARE DOING IT AND IT HAPPENS THERE'S NOT NECESSARILY ANY PUNISHMENT IS JUST A TEACHING POINT IS THAT WHAT WE ARE SAYING? 
          >> OBVIOUSLY >> WE DON'T DO PUNISHMENTS ANYWAY WE DO NATURAL CONSEQUENCES WE NEVER DO PUNISHMENTS. 
          >> OKAY THANK YOU. SUMMA GETS A LEARNING OPPORTUNITY FOR THE STUDENT NOW IF YOU SEE AND I THINK WE MENTIONED THIS ON THE HIGH SCHOOL LEVEL IF YOU SEE A KIDDOS THAT IS USING THAT MICRO-AGGRESSION THAT COULD BE A DIFFERENT CONSEQUENCE BUT IT IS A LEARNING OPPORTUNITY BUT DOESN'T MEAN THAT IT MINIMIZES THE IMPACT ON THE STUDENT WHO RECEIVED IT. SO WE DO HAVE TO EDUCATE SO IT DOESN'T HAPPEN AGAIN BUT IF YOU DO SEE IT CONTINUOUSLY THAT COULD EQUAL SOMETHING ELSE DEPENDING ON WHAT THE 
          ADMINISTRATORS COME UP WITH. IN THEIR BUILDINGS. >> THERE WAS A, THAT YOU JUST 
          MADE ABOUT NO PUNISHMENTS >> SHE SAYS THERE ARE NO PUNISHMENTS BUT NATURAL CONSEQUENCES CONSEQUENCES COULD BE SEVERE DEPENDING ON THE BEHAVIOR. 
          SO IF THERE IS A DISCIPLINING IF SOMEONE MAKES A POOR CHOICE. 
          >> LET ME BE CLEAR WE DO SUPPORT OUR CHILDREN BUT WE DON'T PUNISH THEM. 
          PUNISHMENT IS LOOKED AS NEGATIVE BUT THERE ARE NATURAL CONSEQUENCES IN LIFE, 
          >> SO YOU WILL GET A TALKING TO THERE WILL BE A CONSEQUENCE OF SOURCES WHAT WE ARE SAYING 
          THERE WILL BE A DISCIPLINE >> AM I CORRECT? 
          >> WE HAVE TO LOOK UP THE WORD PUNISHMENT IN THE DICTIONARY TO GET THE DEFINITION BUT IF SOME KID SPITS ON ANOTHER KID THERE IS CONSEQUENCES BUT THAT FEELS LIKE A PUNISHMENT, SAY WE DON'T HAVE PUNISHMENTS, WE ARE SPLITTING HAIRS I DON'T KNOW WHAT'S WRONG WITH SAYING WE PUNISH SOMETHING FOR DOING SOMETHING WRONG. 
          >> WHEN YOU PUNISH SOMEONE YOU ARE TAKING SOME OF THEIR NATURAL LEARNING CURVE AWAY I AM GIVING SOMETHING TO YOU THAT IS MEANT TO BE PAINFUL AND NEGATIVE AND THAT'S NOT NECESSARILY WHAT WE ARE DOING, IT IS MEANT TO HELP YOU LEARN EVEN THOUGH IT MAY FEEL BAD TO US TO HELP YOU LEARN WHERE THE BUSINESS OF TEACHING AND LEARNING AND SUPPORTING OUR CHILDREN WE ARE NOT TRYING TO DO THINGS TO YOU TO BE MEAN. 
          >> I DON'T THINK PUNISHMENT IS MEAN NECESSARILY. 
          >> I THINK WE ARE TALKING ABOUT THE SAME THING BUT WE ARE USING DIFFERENT WORDS. 
          SCHEMATICS THE INTERESTING PART IS THAT WORDS MATTER. RIGHT? AND WE'RE JUST TALKING ABOUT MICRO AGGRESSIONS WORDS MATTER CONSEQUENCES AND PUNISHMENTS 
          ARE ALL THE SAY. >> IT'S NOT THE SAME THAT'S WHY 
          SHE MADE THE DISTINCTION. >> SO IF I LOOK THIS UP PUNISHMENT IS A BEHAVIOR THAT LOOKS ? INFLICTS EMOTIONAL OR PHYSICAL PAIN IS USED AS A MEANS OF COERCION TO GET YOUR CHILD TO BEHAVE WELL OR DO WHAT YOU WANT OF THE OTHER HAND CONSEQUENCES ARE A RESULT OF BEHAVIOR POSITIVE OR NEGATIVE. 
          >> SO YOU HAVE CONFIRMED THAT THERE WILL BE AN ACTION TAKEN OF A CONSEQUENCE TO SOMETHING THAT WAS DONE NEGATIVELY OR INAPPROPRIATELY. THAT WAS INTENTIONALLY IF I PICKED UP A CHAIR AND PICKED IT ACROSS THE ROOM AT A CHILD THAT'S INAPPROPRIATE IF I HIT A 
          [02:35:01]
TEACHER OR HIT ANOTHER STUDENT OF THOSE THINGS ARE INAPPROPRIATE AND THERE SHOULD BE CONSEQUENCES OF MAKING SURE THAT THAT CHILD IS DISCIPLINED THAT'S ALL I'M SAYING. 
          SO THAT'S ALL HE WANTED TO HEAR. THANK YOU. 
          >> WE GIVE OUT CONSEQUENCES I AM NOT SURE WHY WE ARE DEBATING THIS BUT WE COULDN'T HAVE ORDER IN OUR SCHOOLS OF THEIR WORK CONSEQUENCES. 
          >> REGARDING THE PARENTS, A FEW PEOPLE BROUGHT UP I DID OFFER UP A BLURB ABOUT PUTTING THIS IN THE HANDBOOK I KNOW THERE WAS DISCUSSION I TALKED WITH DOCTOR ? PRIOR THAT A HANDBOOK MIGHT NOT BE A PLACE BUT AGENCIES SCHOOLS UNDERSTANDS THE IMPORTANCE OF PARENTS AS PARTNERS WE BELIEVE THE PARENTAL INVOLVEMENT IS VITAL TO STUDENT SUCCESS AND ENCOURAGES THEM TO TAKE AN ACTIVE ROLE ENCOURAGE PARENTS TO STAY UP TO DATE ON ANY CLASSROOM INFORMATION THAT IS SENT OUT AND THEN A LITTLE BIT MORE ABOUT OPPORTUNITIES FOR VOLUNTEERS. SO EVEN THAT PROBABLY DOESN'T HAVE A GOOD PLACE IN THE HANDBOOK BUT WE NEED TO STATE THAT UNEQUIVOCALLY, WE ENCOURAGE PARENTS AND GUARDIANS OBVIOUSLY TO TAKE AN ACTIVE ROLE IN THEIR CHILD'S EDUCATION PROBABLY NOT AN APPROPRIATE PLACE IN THE HANDBOOK WAS SO MORE PROMINENTLY ON OUR WEBSITE JUST A SUGGESTION. 
          >> DULY NOTED. >> 
          >> AND SOME CHANGES HAVE BEEN DONE BEFORE. ASSUMING JANET HAS A QUESTION. 
          >> I HAVE NOTICED SOME CHANGES IN THE ELEMENTARY HANDBOOK AS FAR AS I NOTICED THERE WEREN'T IDLE ENOUGH THAT IS STILL BEING DISCUSSED OR STILL UNDER CONSULTATION 
          >> I AM NOT SURE WE GOT THAT ONE. 
          >> WHAT ARE YOU REFERENCING? >> CAN YOU CONFIRM I AM NOT SURE WHAT YOU ARE ASKING CAN YOU SAY WHAT PART WAS TAKEN OUT?IS THAT THE MIDRIFF ONE 
          WHERE THEY ARE ALLOWED TO SHOW THEIR CEMEX AMOUNT? >> IN THE ELEMENTARY WHEN THERE 
          IS A DRESS CODE SECTION WE WILL SEE IN A DRESS CODE SECTION >> 
          >> SO WE MAY NOT HAVE THE MOST UP-TO-DATE ONE >> STATEMENT CAN WE TABLE THIS? 
          >> THESE ARE DIGITAL OBVIOUSLY. AND >> AND MAKE SURE WE DO UPDATED ONES WITH DRESS CODE CHANGES MAKE SURE WE HAVE THE CONSISTENCY OF THE PARENT 
          GUARDIAN FAMILY LANGUAGE THAT IS THROUGHOUT >> SO IT MAY BE A GOOD IDEA IF WE TABLE IT UNTIL THE JUNE MEETING FOR A VOTE. 
          >> WE CAN VOTE IN JUNE WE HAVE THE WORK SESSION COMING UP NEXT WEEK ON THE HIGH SCHOOL AND WE COULD BRING EVERYTHING BACK IN JUNE TO FINALIZE WOULD WE NEED? 
          >> WE DIDN'T HAVE THIS INFORMATION IN HONESTLY THAT WAS MY DECISION BECAUSE WE TALK ABOUT THIS EVERY YEAR THE CHANGES SO HAVE THE WORK SESSION SEEMS LIKE SOMETHING WE COULD MOVE THROUGH THE ACTION BUT FOR THE PUBLIC WATCHING A LOT OF THE CHANGES IN THE HIGHSCHOOLER SIMILAR TO WHAT WE ARE SEEING HERE SO I THINK IF WE BRING THEM TO ACTION IF I DON'T HAVE ANY MOTION FROM BOARD MEMBERS WE DON'T HAVE TO MOTION TO SAY VERY 
          >> AS LONG AS THERE IS CONSENT. >> FAMILY CONFERENCES DOES THAT MEAN STUDENTS ARE PARTICIPATING? 
          >> STUDENT LED CONFERENCES ARE A POPULAR WAY TO SHARE STUDENT PROGRESS IN THE MONTH OF OCTOBER AND THAT HAS ALWAYS BEEN ALLOWED, ENCOURAGE STUDENTS TO COME IN WITH 
          [02:40:02]
FAMILIES AND WHATEVER THAT MAY BE TO SHARE PROGRESS. TO MAKE THAT IS WHY THE CHANGE 
          FROM PARENT-TEACHER CONFERENCES >> I WANT TO DO THAT WHEN I WAS A TEACHER BECAUSE I THINK KIDS NEED TO HEAR GOOD AND NOT SO GOOD THINGS WITH A PARENT PRESENT AND IT COULD BE A GREAT 
          CONVERSATION. >> THANK YOU FOR ALL OF YOUR WORK I KNOW THESE KEEP COMING BACK SO WE APPRECIATE YOUR PATIENCE WITH US IN ANSWERING ALL OF YOUR QUESTIONS. 
          >> I AM TRYING TO SCROLL THROUGH HERE REAL QUICK THIS ESSAY STUDENT LED? 
          >> NOT NECESSARILY SOME TEACHERS MAY CHOOSE FOR IT TO BE A STUDENT THERE AND OTHERS MIGHT BE THE STUDENT IS LEADING THE ENTIRE CONFERENCE SO WE DON'T ALLOW FOR SOME AUTONOMY. 
          >> THANK YOU SO MUCH. >> OKAY. 
          CONTRACT TO THE CONTRACTOR FOR. [INDISCERNIBLE] PROJECT. 
          >> ? RECEIVED MAY 2 FOR THE REPLACEMENT OF THE ESCORTED RIVERSIDE JUNIOR HIGH WE JUST WOULD LIKE TO REITERATE THAT THE BUDGET FOR THE REPLACEMENT OF THE TENNIS COURTS WAS $1 MILLION THE WE RECEIVED BIDS FROM TWO COMPANIES WE ALLOWED THE COMPANIES TO BID ASPHALT AS THE PRODUCT FOR THE TENNIS COURTS WHICH IS TYPICAL FOR THIS AREA OR WE USE CONCRETE WHICH IS MUCH MORE DURABLE INTERESTINGLY ENOUGH ONE COMPANY GLOBE ASPHALT JUST BID ON THE ASPHALT PAVEMENT IS THERE A WAY OF REPLACING THE TENNIS COURTS? THERE BID WAS FOR HARD COSTS $948,400 AND THEY ADDED $70,000 FOR SOIL REMEDIATION WHICH BRINGS THE TOTAL COST OF THE BID TO 1,018,000 AND THE SECOND BIDDER WAS PCC SPORTS AND THEY PROVIDED A BIT TO CONSTRUCT IN THE SCORES USING POST-TENSION CONCRETE 1,000,008 ? AND THOSE WITH A HARD COSTS AND THEY ALSO HAD $70,000 FOR SOIL REMEDIATION WHICH TAKES THE BID TO $1,178,597 PER SO TO GET BACK TO THE BUDGET WHICH IS OUR GOAL WE ARE RECOMMENDING GOING WITH GLOBE AND WE DISCUSSED WITH THEM HOW WE COULD GET TO THE BUDGET AND THEY ARE COMFORTABLE WITH REDUCING THE ALLOWANCE FOR SOIL REMEDIATION FROM 70,000 TO 50,000 THEY THINK THAT WILL MEET THE NEEDS OF THE PROJECT SO THAT GETS US TO $998,400 WHICH IS RIGHT UNDER THE $1 MILLION BUDGET SO OUR RECOMMENDATION IS TO APPROVE THE CONTRACT WITH GLOBE ASPHALT INSTRUMENT DO WE HAVE ANY ASPHALT TENNIS COURTS CURRENTLY? 
          >> ALL OF THEM ARE. >> PLEASE SEE THE ATTACHED LETTER FOR CONTEXT DESIGN I DON'T SEE A LETTER ATTACHED. SO ALL I WAS CONCERNED ASPHALT WOULD BE AN INFERIOR SERVICE BUT YOU'RE SAYING EVERY ONE OF OUR TENNIS COURTS IS ASPHALT. 
          >> WE DON'T HAVE ANY CONCRETE TENNIS COURTS THE DIFFERENCE IS AS I UNDERSTAND IT AND WE HAVE REPRESENTATIVE CONTEXT HERE CAN SPEAK MORE ABOUT AT BOTH THE ASPHALT TENNIS COURT IT'S A TWO YEAR WARRANTY WITH THE CONCRETE IT'S A 10 YEAR WARRANTY SO SUPPOSEDLY I DON'T KNOW ABOUT TENNIS COURTS PERSONALLY BUT IS JUST A LOT LESS MAINTENANCE BECAUSE WE JUST SPEND A LOT OF MONEY MAINTAINING THE ASPHALT TENNIS COURTS. 
          >> SO THE ISSUES WE RECALL WITH FISHER'S HIGH SCHOOL TENNIS COURTS THOSE CROP UP IN THE 
          FIRST TWO YEARS? >> WITH FISHER'S HIGH SCHOOL? YES. I THINK THAT HAD A LOT TO DO WITH WHEN THEY DID THE CONSTRUCTION ON THOSE COURTS IT WAS UNDER WHAT CONDITIONS WE HAD TO CONTINUALLY GO BACK AT THEIR EXPENSE AND HAVE THEM FIX THE ISSUES THAT WE HAD BUT WHEN THEY ACTUALLY CONSTRUCTED THE 
          [02:45:03]
TENNIS COURTS THEY DID UNDER VERY WET CONDITIONS. 
          >> SO BASICALLY GOING 2 SEASONS WITH THE WET AND DRY AND COLD AND HOT WE WOULD BE ABLE TO 
          TELL IF OUR COURTS NEEDED? >> A LITTLE BIT OF INFORMATION THAT I HAD ON THE RIVERSIDE COURTS EVIDENTLY WE HAVE TO RESURFACE ALL OF OUR TENNIS COURTS ONCE EVERY THREE YEARS THE ASPHALT AND IN 2018 WE DID EVERY SURFACE OF RIVERSIDE JUNIOR HIGH AND THE COST OF THAT WAS $20,650 AND WE WOULD HAVE HAD TO DO THAT AGAIN IN 2021 IF WE WOULD NOT HAVE DETERMINED THAT THEY WEREN'T GOING TO HOLD UP SO WE ALSO IN 2019 SPENT $1200 TO RESET THREE SETS OF THE NET POST AT RIVERSIDE JUNIOR HIGH SO THERE IS MORE MAINTENANCE REQUIRED ON THE ASPHALT TENNIS COURTS AND THERE WOULD BE WITH THE CONCRETE. BUT UNFORTUNATELY THE CONCRETE TENNIS COURT THE BID IS OVER 
          BUDGET. >> HUNDRED 80,000 WOULD BE NINE REPLACEMENTS OF ASPHALT. SOON THEY MIGHT BE ABLE TO LOWER THEIR PRICE BECAUSE THE 
          OTHER ONE LOWERED THEIR PRICE THE CONTINGENCY >> THEY DID COME UP WITH SOME IDEAS AND BY CHANGING THE SIZE OF THE POLLS THAT ARE USED IN THE FENCING AND SO ON SO FORTH IT DIDN'T SEEM LIKE IT WAS THE RIGHT WAY TO GO TO TAKE SOME OF THESE SUGGESTIONS OUT OF THE BID IT WOULD BE QUITE AN UPHILL BATTLE TO GET BELOW THAT $1 MILLION 
          >> HOW LONG DOES THE TENNIS COURT LAST? 
          >> >> THANK YOU FOR BEING SO PATIENT TONIGHT. 
          >> THANK YOU FOR THE OPPORTUNITY TO BE HERE TONIGHT PER THE ANSWER TO THE QUESTION IS TYPICALLY HE WOULD LOOK AT A 8 TO 12 YEAR WINDOW DURING THE LIFESPAN OF THAT AND SOME RECURRING EVERY THREE OR FOUR YEARS YOU NEED TO DO A RESURFACE OF THAT. 
          ABOUT 8 TO 12 YEARS YOU NEED TO DO THAT PROFILE AND THE CONCRETE CONDITION YOU TYPICALLY SEE A 15 TO 20 YEAR LIFESPAN THE ASPHALT IS A VALUABLE SYSTEM IT'S CONSTANTLY 
          MOVING IS NOT A STRUCTURAL SYSTEM IT DOESN'T DO THAT. >> IF WE ARE LOOKING AT A 15 TO 20 YEAR LIFECYCLE HERE IS FAR CHEAPER AT THAT 20 YEAR LIFECYCLE 
          >> ARE THOSE THE ONLY TWO AND EXCUSE ME FOR NOT KNOWING THERE IS TOUR ARE THESE THE ONLY TWO MATERIALS THANK YOU VERY MUCH THAT IS USED IN TASK FORCE THAT IS COST EFFECTIVE THEY HAVE 
          OTHER TWO >> THOSE OF THE ONLY TWO OPTIONS. 
          >> >> WE COULD DO GRASS OR CLAY >> I WAS GOING TO ASK VERY 
          >> IS ONE HARDER ON LEGS OR DOES THAT MATTER? 
          >> IT'S EASIER FOR OLD PEOPLE I GUESS WE ARE LOOKING AT LONG-TERM 
          >> 8 TO 12 OR 15 TO 20 SO IF WE GET 12 OUT OF IT WE MAY ONLY GET 15 OUT OF THE CONCRETE IT'S NOT A GUARANTEE WE WILL GET 20 WE ARE NOT GUARANTEED DEVIL. 
          >> IS THE CONCRETE REQUIRE THE ? SOME FSC ADVANTAGE OF THAT UPFRONT CAPITAL COSTS AND THE 
          [02:50:09]
WAY IT WORKS CONCRETE CRACKS IN ASPHALT CRACKS AND ALL THEY DO IS RUN ? AND REBAR THROUGH IT AND THEY TIGHTEN IT TO COMPRESS IT SO WHEN IT CRACKS IT SAY CAROLINE FOR SURE THAT NEVER OPENS UP AND WHAT THEY ARE DOING WITH ASPHALT YOU GET A STRUCTURAL CRACK IT WIDENS THAT WE GET MOISTURE IN IT AND IT GETS WIDER AND WIDER SAFETY ISSUES AND USE CONCRETE THE REASON IT COSTS MORE IT'S UNDER TENSION AND IT CAN'T WIDEN AND THE RECURRING COSTS THE COLOR CODING AS YOU WEAR AND TEAR ON THAT THAT TYPICALLY WOULD BE A 5 TO 8 YEAR INVESTMENT. 
          >> SO TO RECAP BASICALLY THE UPFRONT COST FOR THE CONCRETE IS MORE BUT THE LIFETIME AND THE POSSIBLE LIFE OF THE TENNIS COURT WOULD BE BETTER RECOMMENDED TO BE IN THE CONCRETE AS FAR AS COST OVER TIME. 
          >> IT'S BETTER TO DO CONCRETE IF YOU HAVE THE MONEY TO DO IT. THE BOARD WOULD HAVE TO MAKE A 
          DECISION IF THAT WOULD BE >> CAN I MAKE A MOTION? WITH THE DIFFERENCE BETWEEN IF YOU GET POTHOLES ON ASPHALT BUT YOU DON'T GET IT ON CONCRETE. 
          >> I WOULD LIKE TO MOTION THAT WE APPROVE THE CONCRETE ONE AND NOT THE ASPHALT. 
          SUE MCKAY WOULD SUGGEST IF WE DO THAT IF THIS IS SOMETHING THE BOARD WAS TO CONSIDER THAT WE TABLE BECAUSE WE HAVE TO GO BACK AND SEE IF WE CAN MAKE THAT WORK WITHIN OUR BUDGET. 
          WE HAVE BUDGETED AND ALLOCATED X AMOUNT OF DOLLARS WE CAN'T DECIDE WE'RE GOING TO SPEND ANOTHER 200,000 WITHOUT SHOWING OUR DUE DILIGENCE. SUE MCKAY THINK IT'S WORTH LOOKING AT GRANTS BECAUSE THEY DON'T HAVE TENNIS COURTS AND LEFT A KINSHIP IN 180,000 WE 
          COULD GET THE CONCRETE. >> I WOULD SAY LET'S TABLE IT BECAUSE I STRUGGLE AND I DON'T KNOW IF ANYONE ELSE DOES BUT I STRUGGLE WITH THE CONCEPT THAT WE ARE GOING TO KEEP THIS FOR AT LEAST 20 YEARS AND IT'S GOING TO COST US MORE AND IF WE CAN FIND MORE MONEY THAN IT COSTS TODAY TO SAVE MONEY I WOULD FEEL VERY COMFORTABLE 
          DOING THAT >> IF WE TABLE THIS AND BRING IT BACK IN JUNE, JUNE 8 WHAT'S 
          THE TIMELINE LOOKING LIKE? >> COULD YOU SPEAK TO THAT IT'S CRAZY IN THE WORLD OF CONSTRUCTION RIGHT NOW. 
          >> I'M NOT SURE IF WE CAN ASK THEM YOU HAVE A 60 DAY HOLD ON THE BID SO THEY WOULD HAVE TO HONOR THEIR PRICE I GUESS THEY CAN WALK AWAY IF THEY WANTED TO BUT YOU WOULD BE FINISHED BY 
          THE END OF THIS CALENDAR YEAR AND THAT COULD BE AN ISSUE >> I JUST HAVE A ROUGH SCHEDULE 
          HERE >> WE COULD THEORETICALLY ? THIS IS NOT FEASIBLE WE JUST DON'T HAVE THE MONEY AND I DON'T WANT TO PUT ANYONE ON THE SPOT TONIGHT SO I DO HAVE A QUICK QUESTION REALLY QUICK. IF WE ARE HAVING ONE OTHER QUICK THING CONCRETE IS A LITTLE MORE EXPENSIVE AND YOU TALK ABOUT THE SEALANTS, IS THAT INCLUDED IN THIS ONLY COME BACK OUT WHATEVER TIME I WOULD ASSUME LIKING YOUR DRIVEWAY IS THAT INCLUDED OR IS THAT GOING TO BE SOMETHING EXTRA EVERY TIME? 
          >> SO RECURRING MAINTENANCE IS NOT FAVORABLE TO THE BID PRICE A WARRANTY IS VERY 
          >> A WARRANTY IS BAKED INTO THAT MY POINT IS THAT COMES WITH A 10 YEAR WARRANTY AND ASPHALT COMES WITH A TWO-YEAR WARRANTY. 
          >> I DIDN'T THINK IT WOULD BE INCLUDED SO THAT WOULD BE PART OF THE WARRANTY. 
          >> FAILURE. >> MY DEFINITION OF FAILURE WE HAD THESE CRACKS OR WHATEVER AND THAT'S WHY WE HAVE TO GO BACK ONCE EVERY THREE YEARS TO 
          MAKE REPAIRS. >> MY PROPOSAL WOULD BE TO 
          [02:55:01]
TABLE IT ON TUESDAY MORNING BECAUSE WE HAVE A SPECIAL BOARD MEETING AND THE RESOURCES THAT WE TALKED ABOUT TONIGHT. IT WILL GIVE OUR CFO TIME TO LOOK AT THE NUMBER AND AND GIVE 
          FEEDBACK AND >> MAY 17. 
          >> I'M SORRY TO COMPLICATE THIS FOR YOU. 
          >> I'M GLAD WE HAVE HAD THE DISCUSSION. 
          >> TECHNICALLY THOSE COURTS WILL BE THERE UNTIL THESE ARE DONE SO IT'S NOT LIKE SPORTS 
          SEASON WILL BE LOST. >> THAT'S INCLUDED IN THE BID TO DEMOLISH THE OLD COURTS AND THEY WOULD BE DEMOLISHED IN OCTOBER IF WE START THIS IN THE 
          TIMEFRAME THAT WE NEED TO. >> AND JUNIOR HIGH ONLY USES IT 
          IN THE FALL. >> AND I KNOW THIS IS A FACILITY OR MAINTENANCE TYPE SITUATION AND MAYBE THIS HAS BEEN DONE BUT HAVE WE TALKED TO THE COACHING DEPARTMENT TO SEE WHAT THEY WOULD PREFER TO THEY HAVE A RECOMMENDATION OF WHAT THEY WANTED TO SEE SINCE THEY ARE THE ONES USING THEM? 
          >> I DON'T THINK ANYONE HAS I THINK THE QUESTIONS WE TALKED ABOUT THIS MORNING IS THERE A DIFFERENCE IN PLAYING ON THE COURTS AND I ASK ABOUT THAT AND YOU CAN SPEAK TO THAT 
          >> WE HAVE HAD SEVERAL ASKED THE QUESTION IS THE SPEED OF PLAY DIFFERENT IS THE WEAR AND TEAR DIFFERENT? WE HAVE HAD THAT CONVERSATION LAY MENTIONED IT THAT THE RESPONSE WE GOT BACK WAS PETE SAMPRAS MIGHT BE ABLE TO TELL THE JURENCE BUT NOBODY AT THE 
          COLLEGIATE LEVEL. >>. 
          [INDISCERNIBLE] >> THANK YOU I APPRECIATE THAT. 
          >> THANK YOU VERY MUCH. >> 5.05. 
          [INDISCERNIBLE] >> I AM UNDER BUDGET OKAY. SOON THAT WILL MAKE THIS A LOT 
          EASIER. >> SO I CAME JANUARY 12 TO THE SCHOOL BOARD TO ASK FOR PERMISSION TO BID OUT THE BOILERS AND FISSURES HIGH SCHOOL AND WE GOT 2 BIDS BACK ONE FROM ? AND GREINER BROTHERS AND THEY ENDED UP BEING THE LOWEST BIDDER WITH 165,000 $71 AND WE HAD A TOTAL BUDGET FOR THIS SO I'M HERE TONIGHT TO ASK 
          YOU GUYS TO VOTE TO ISSUE THE CONTRACT >> I APPROVE TO RECOMMENDATION. 
          [INDISCERNIBLE] >> THE BUDGET THAT WE HAD AND SWIMMER AND THE OTHER QUESTIONS? I WILL ASKED JANET TO CALL FOR THE VOTE. 
          SWIMMER. 
          [6. Board President]
MEETING 7:30 AM IT WILL BE LIVE STREAMED WE ARE VOTING ON CURRICULUM ADOPTION THAT WE DISCUSSED THIS EVENING SO WE WANTED TO MOVE THAT TO THAT DATE TO GIVE THE PUBLIC ADDITIONAL TIME TO REVIEW SO PLEASE TAKE THE TIME TO REVIEW THEY ARE STILL ONLINE AND SEND ANY FEEDBACK YOU MAY HAVE AND WE WILL BE POSSIBLY TAKING ACTION ON THE TASK FORCE SO WE 
          [03:00:02]
WILL HAVE A WORK SESSION THAT WILL NOT BE LIVE STREAMING SO THE PUBLIC IS WELCOME TO ATTEND BECAUSE THAT IS A WORK SESSION WE WILL IN THE FIRST MEETING AND START THE WORK SESSION WITH THAT WILL NOT BE LIVE STREAMED AND I WANT TO CONGRATULATE MICHELLE PULL HARD THEY WERE AWARDED AWARDS FROM THE INDIANA SCHOOL BOARD ASSOCIATION FOR BEING WONDERFUL SCHOOL BOARD MEMBERS AND MICHELLE. [INDISCERNIBLE] I WANTED TO RECOGNIZE THEM AND EXPLAIN WHAT 
          THAT MEANS A LITTLE BIT MORE. >> THIS SPRING REGIONAL MEETING I ATTENDED WAS NOT THE REGION BUT I HIGHLY RECOMMEND WE GO TO THAT BECAUSE THE PLACE WE HAD DINNER HAS AN AMAZING BUFFET SO IT HAD A DIFFERENT NAME. AMAZING. 
          NOVEMBER 17 IS THE NEXT ONE THAT WOULD BE THE FALL REGIONAL MEETING OCTOBER 3 AND FOURTH FALL CONFERENCE AND I DID WANT TO POINT OUT USE OF THE MEETINGS WHERE THE SPRING ONE IS WHERE THEY TELL THE LEGISLATION THAT WAS PASSED AND HOW IT WILL AFFECT YOU AND WHAT YOU NEED TO DO AT SOME UPCOMING THINGS THEY'RE GOING TO TRY TO GET IN FRONT OF BUT SOME OTHER POINTS IN HERE AND ALSO SOME LEGAL UPDATES AND COURT CASES THAT ARE PERTINENT TO SCHOOL DISTRICTS ? HAS BEEN AFFILIATED HOWEVER THEY ARE LOOKING TO MOVE TO A DIFFERENT AFFILIATION BECAUSE THE FEEDBACK IS THEY ARE NOT TRULY HAPPY ABOUT THE DIRECTION THEY HAVE GONE SO THEY ARE BECOMING A CHARTER MEMBER OF THE CONSORTIUM OF STATE SCHOOL BOARD ASSOCIATIONS SAW THAT WILL START THIS SUMMER AND I'M SURE WE WILL LEARN MORE ABOUT IT HAVE SCHOOL LAW SEMINAR YOU NEED ENOUGH TO SIGN UP FOR THAT THERE IS A SESSION I AM SURE SOME OF THEM WILL GO ABOUT PARTICIPATION AND I ALSO WANTED TO POINT OUT THE SCHOOL BUDGETING AND FINANCE SEMINAR AGENDA AND THESE ARE NEAR THE BACK AND THAT ONE THEY WILL TALK ABOUT SCHOOL REFERENDUM AND IT WOULD BE GOOD FOR A BOARD MEMBER TO GO TO IT AND THAT'S ABOUT IT. 
          IT'S A GREAT OPPORTUNITY AND I DID GET THE HIGHEST LEVEL AWARD WHICH I WANTED TO POINT OUT IS BECAUSE I HAVE BEEN ON THE BOARD THE LONGEST BECAUSE YOU GET POINTS AS YOU GO TO MORE MEETINGS SO I WOULD HIGHLY ENCOURAGE OUR BOARD MEMBERS GO TO THESE MEETINGS YOU GET A CHANCE TO TALK TO THE SUPERINTENDENT SCHOOL BOARD MEMBERS FROM AROUND THE STATE AND THERE IS A GREAT WAY TO CONNECT AND LEARN ABOUT THINGS HAPPENING IN OTHER SCHOOLS AS WELL AS THERE'S ANY QUESTIONS, LET ME KNOW. 
          [7. Superintendent's Report]
          >> THANK YOU AND CONGRATULATIONS TO THE BOTH OF YOU. 
          >> SO I JUST WANT TO SAY THAT WE WANT TO THANK THE PARENTS WHO TOOK TIME TO COME OUT TO THE PARENT NIGHT WE HAD 100 PARENTS COME TO THE TOOLS FOR PARENTING AND ANXIOUS CHILD PARENT NIGHT LED BY ALLISON EDWARDS. FOR THOSE WHO WERE UNABLE TO JOIN BETTER INTERESTED IN THE TOPIC LOOK FOR SOME PODCASTS IN THE FALL ON RAISING ? PODCAST AND I WANTED TO REMIND FAMILIES THAT THE HIGH SCHOOL CLASS FINALS ARE WEDNESDAY THURSDAY AND FRIDAY AND THAT FRIDAY, MAY 20 IS THE LAST DAY OF SCHOOL AND ON MAY 25 WE ARE HOSTING A SHOWCASE OF SCHOOL SO I BELIEVE THAT SET HAMILTON SOUTHEASTERN HIGH SCHOOL. 
          WE HAVE THE TIME FOR THAT? IF YOU ARE INTERESTED IN HOW YOU CAN SUPPORT AND WE CAN GIVE YOU MORE INFORMATION AND FINALLY WE DO HAVE A GRADUATION ON JUNE 4 FOR BOTH HIGH SCHOOLS AND THAT WILL BE HELD MORE INFORMATION WILL BE FORTHCOMING ABOUT GRADUATION A LITTLE LOOK 
          [03:05:10]
AT OUR DRAFT AGENDA AND ONE OF THE BOARD MEMBERS IF YOU LOOK AT ? ABOUT THE WORKSPACE LEARNING IF YOU RECALL WE HAVE STUDENTS THAT TALK ABOUT SOME OF THE LIFE EXPERIENCES THAT THEY HAVE AND IT'S REALLY WE WILL BRING THAT BACK AND OF COURSE BASED ON THE REQUIREMENTS ? WILL BE UPDATING THE RETURN TO CONSTRUCTION PLAN AND I THINK I ALSO WANTED TO MENTION THE MATCH FUNDS I BELIEVE HE WILL BE BACK WITH OUR PRINCIPLES AND WE WILL TALK ABOUT MATCHING FUNDS REQUEST I THINK SOME OF THE OTHER THINGS HAVE BEEN BROUGHT TO YOU BEFORE WITH ACTION ITEMS AND THAT IS WHAT I WANTED TO SHARE. 
          >> I HAVE BEEN ASKED BY A FRIEND WHO INQUIRED ABOUT HOW THAT IS GOING. 
          >> STILL UNDECIDED. IN DESIGN. OKAY. 
          THANK YOU. >> LIGHTS FOR THE BASEBALL 
          FIELD. >> I HAVE A QUICK THING TOMORROW NIGHT THE DURBAN OPEN HOUSE TO SAY GOODBYE SO IF THERE IS ANYBODY LISTENING OUT THERE ESPECIALLY IF YOU WANT TO BRING A DURBAN ALUMNI
* This transcript was compiled from uncorrected Closed Captioning.