Jun 08, 2022 Board Meeting

[1. Meeting Opening]

[00:00:05]

>>> GOOD EVENING. THANK YOU FOR BEING HERE.

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.

[2. Snapshots of Success]

>>> THANK YOU VERY MUCH. AND FIRST UP WE HAVE OUR SNAPSHOT OF SUCCESS WITH EMILY AND WE'VE GOT DECKA.

>>> GOOD EVENING. YES, SO WE'RE SO EXCITED TO HAVE OUR HFC TEAM MEMBERS HERE WHO ARE ACTUALLY INTERNATIONAL WINNERS SO I GREATLY APPRECIATE THEM COMING IN ON THEIR SUMMER BREAK. KRISTIN LYNN STROM TO TALK ABOUT DECK CAN A AND THEIR PROJECT THAT THEY DID THAT WON THEM AN INTERNATIONAL TITLE. SO IF YOU'LL WILL COME UP.

>>> HI. I'M ERIC.

>> I'M ALECK. >> KRISTIN LYNN STROM.

>>> HI. WELCOME, SO CAN YOU START TELLING US ABOUT WHAT YOUR PROGRAM IS AND IF YOU WANT TO

START. >>> SO WE HAD A CHAPTER AT HF FOR 17 JEERS SO IT'S A COMPETITIVE CLUB FOR HIGH SCHOOL STUDENTS AND THEY COMPETE AT THE DISTRICT, STATE AND INTERNATIONAL LEVEL AND ONE IS WITH CONTEMPORARY ROLE PLAY SO THEY CHOOSE AN EVENT CATEGORY. THEY'RE GIVE AN PROBLEM SOLVING AMOUNT OF TIME TO COME ONE A SOLUTION AND PRESENT THAT SOLUTION TO JUDGES. THE OTHER WAY TOCOMETER IS WITH A WRITTEN EVENT SO SOMETIMES THAT'S AN ENTREPRENEURIAL BUSINESS PLAN, SOMETIMES THAT'S RESEARCH ON COMPANIES THAT ALREADY EXIST AND SOLVING PROBLEMS FOR THEM SO OUR STUDENTS COMPETE AT THE STATE AND INTERNATIONAL LEVEL T.

YEAH, THEY HAVE TO QUALIFY IN THE TOP THREE STATE TO MAKE IT TO NATIONALS SO THEY PLACED FIRST AT STATE AND QUALIFIED FOR THE INTERNATIONAL COMPETITION THIS YEAR IN ATLANTA.

>>> SO I WAS GOING TO SAY FIRST OF ALL HELLO, I DON'T KNOW IF YOU REMEMBER BUT -- YES, SO I WILL TELL YOU FOR A KID THAT WAS NOT YOUR STRAIGHT A STUDENT, THE TOP OF THE CLASS AND DID NOT HAVE A HUGE LOVE OF LEARNING YOU TALKED HIM INTO BEING PART OF DECKA, HE HAD SUCH A GREAT TIME AND I'M NOT GOING TO GO ON TOO MUCH ON MY KID EXCEPT HE IS INDEPENDENT AND HAS A PHENOMENAL CAREER IN SOME OF THE THINGS THAT YOU TAUGHT HIM IN CLEVELAND AND HE'S ALMOST 28 YEARS OLD AND I THINK HE GOT SIXTH PLACE, NOT STATE BUT THE DISTRICT, SO HE TRIED.

SO THANK YOU FOR ALL YOU DO. I KNOW IT'S A GREAT PROGRAM.

>> JANET, DID YOU HAVE A QUESTION?

>> SO TELL ME ABOUT -- I'M GOING TO ALSO -- I COMPETED IN DECKA WHEN I WAS IN HIGH SCHOOL AND I LOT LOVED IT. I HAVE A MARKETING MINOR AND I GOT THIRD PLACE AT STATE AND WENT ON TO NATIONALS AND PRETTY SURE I BOMBED OUT BUT I'M INTERESTED TO HEAR ABOUT YOUR EXPERIENCE AND HOW THE COMPETITION -- I KNOW IT'S MUCH DIFFERENT AND MUCH MORE COMPETITIVE SO I'M CURIOUS AS TO WHAT THAT LOOKED LIKE, AND I KNOW FOR THOSE WHO AREN'T FAMILIAR, IT IS A LITTLE HIGH PRESSURE, YOU'RE ON YOUR FEET, YOU'RE THINKING ABOUT SOMETHING REALLY SPECIFIC, REALLY QUICKLY AND TRY TO BE CREATIVE AND COMPETITIVE SO MAYBE TELL US ABOUT IT BECAUSE I'M CURIOUS ABOUT WHAT COMPETING AT A HIGH

LEVEL LOOKS LIKE. >> SO OUR CHALLENGE WAS TO IMPROVE THE EMPLOYE EXPERIENCE AT A HOSPITALITY BUSINESS.

WE RESEARCHED CAN YOU SAYTY TACO AND SPECIFICALLY THE LOCATION AT LAFAYETTE INDIANA AND IT'S OWNED BY THE RESTAURANT GROUP SO THAT WAS THE CHALLENGE, TO BE ABLE TO COMPETE AT THE STATE LEVEL AND HEAD ON TO INTERNATIONALS AND IT WAS A GREAT EXPERIENCE NOT ONLY GETTING TO REPRESENT YOUR SCHOOL OR YOUR CITY BUT ALSO YOUR STATE

AT THE INTERNATIONAL LEVEL. >>> AND SO PART OF THAT IS AT INTERNATIONALS WE COMPETED AGAINST OVER 126 DIFFERENT TEAMS FROM ACROSS THE NATION SO PART OF WHAT WE HAVE TAD TO DO IS

[00:05:01]

THE NATION WAS REALLY COOL. >> SO WHEN YOU GO TO THESE EVENTS AND SOMETIMES YOU GET NERVOUS I WAS VERY LAID BACK.

THESE TWO TOOK PART OF THE TOLL. SO I JUST KIND OF THOUGHT WE ALWAYS HAD IT IN THE POCKET, BUT ERIC IS OUR LEADER ON THIS AND HE WENT HEADSTRONG AND ALEX AND I BROUGHT IN THE IDEAS.

>>> SO WHAT PROBLEM DID YOU SOLVE FOR THEM? WHAT DO YOU THINK WAS THE TIP OF THE --

>> SO THE CHALLENGE LIKE ALEX MENTIONED IS IMPROVING THE EMPLOYEE EXPERIENCE SO YOU HAVE TO DO A RESEARCH PROJECT AND THEN YOU HAVE TO RESEARCH WHAT'S GOING ON IN THAT COMPANY AND SEE WHAT THAT POINT OF ISSUE WITH WHAT'S GOING ON SO THE CHALLENGE HAD TO DO WITH COMING OUT OF COVID-19 AND EMPLOYEE TURNOVER AND HOW PEOPLE AND BUSINESSES ARE LOSING A LOT OF MONEY AND A LOT OF PEOPLE BASED ON TIME AND EFFORTS TRYING TO HIRE PEOPLE.

SO WE WORKED WITH THAT COMPANY AND SAW A LOT OF THEM WEREN'T GETTING THE BENEFITS OF WORKING TOGETHER SO WE KIND OF DEVELOPED A MOCK APPLICATION THAT ALLOWED PEOPLE TO TAKE PERSONALITY TESTS AND THEY WOULD BE PUT INTO SHIFTS TOGETHER, SO THEY KIND OF ARE MATCHED TO A LETTER WHATEVER THAT LETTER IS THEIR IT'S THEY'RE PUT TOGETHER IN THESE DIFFERENT SHIFTS AND THEY'RE JUNIOR GOING TO WORK BETTER WITH EACH OTHER AND SO I'M A HIGH D AND ALEX IS A HIGH S SO WE FIGURED OUT THE BEST WAY TO WORK PEOPLE INTO SHIFTS TOGETHER AND THE EMPLOYEE EXPERIENCE IS IMPROVE IMPROVEED.

>> SO YOU CAN HELP ME HERE. RIGHT?

>> AND WE ALSO ILL SEVEN IMPROVE THE TIP SYSTEM, AND INCLUDED A NEW VERY PHONE AND THIS INCREASES THE INCOME OF EMPLOYEES CAN YOU DON'T HAVE TO NECESSARILY INCREASE THE SALARY WHICH COULD HURT THE COMPANY BUT YOUR HELPING THE EMPLOYEES GAIN

MORE INCOME. >>> DITTO.

>>> SO I KNOW IN MY PERCENT I WAS ABLE TO WORK WITH THE MANAGERS AND AT THE PLACE THAT I WAS WORKING WITH, THAT THE STATEMENT FOR YOU ALL? ARE THEY GOING TO USE SOME OF

YOUR IDEAS? >> MY DAD ACTUALLY WORKS FOR THE COMPANY AND IT GOES BACK TO THE BUSINESS THING IN THE WORLD WITH CONTACTS YOU ALWAYS HAVE TO USE CONTACTS BUT WE DID A RESEARCH PROJECT A YEAR AGO AT FOUR DAY RAIN AND THEY IMPLEMENTED SOME OF OUR PACKET ASPECTS ON THE DIGITAL MENU AND THE OWNER IS LOOKING INTO HOW THEY CAN BETTER PUT PEOPLE INTO SHIFTS AND THEY'RE ALSO LOOKING INTO USING TIP SYSTEMS TO IMPROVE THEIR WAGES SO SOME OF THE THINGS WE TOUCHED ON ARE SOME OF THE THINGS THEY WERE ALREADY THINKING ABOUT DOING OR GOING TO

DO IN THE FUTURE. >>> PERFECT.

ARE YOU ALL SENIORS? OR JUST GRADUATED I GUESS, SORRY. SUMMER BRAIN, I GUESS SO WHERE ARE YOU GOING? WHAT ARE YOU DOING?

WHAT ARE YOUR FUTURE PLANS? >> SO I WILL BE GOING TO THE UNIVERSITY OF SOUTHERN CALIFORNIA.

I'LL BE MAJORING IN HUMAN BIOLOGY AND I THINK IT THE PREPARED ME FOR A FUTURE LIFE OF MAYBE OWNING MY OWN PRACTICE

SOMEDAY. >> I'M GOING TO BUTLER WITH ERIC, SO IT'S JUST END UNANIMOUS AND I'M GOING TO BE MAJORING IN FINANCE BECAUSE THAT'S WHAT I'M PASSIONATE ABOUT.

>> AND I'M ALSO GOING TO BE TO BE BUTLER AND WE'RE LOOKING AT STARTING A COLLEGIATE CHAPTER ON THEIR CAMPUS.

>>> SORRY Z YOU'RE GOING TO BE ROOMMATES?

>> YES. >> AND I WANTED TO THANK -- WE DID A THING CALLED DESTINATION IMAGINATION AND I KNOW IT'S NOT AS BIG AS IT USED TO BE BUT I THINK THAT LED US ON TO WHAT WE DID HERE WITH THIS AND BEING ABLE TO PLACE THAT HIGH.

WE GIVE A LOT OF OUR EXPERIENCE TO DI, SO THAT'S SOMETHING TO

THANK YOU FOR AS WELL. >>> WELL, OPPORTUNITY ME BUT I AM A BIG SUPPORTER. I DID WANT TO POINT OUT THAT ERIC IS LIKE ONE OF IF THE MAIN ANCHORS FOR HFC TV.

ALEX WAS VALEDICTORIAN AND HE AND AJ WERE BOTH ON THE WE PEOPLE HFC HIGH SCHOOL TEAM. WHEN YOU WERE COMPETING IN NATIONALS I WAS LOOKING AT TWEETS WHILE YOU WERE T A

[00:10:02]

PEOPLE STUFF AS WELL? >> SO DECKA MARGES WERE AT THE SAME TIME SO IN THE AIRPORT I HAD TO GO TO A SPECIAL ROOM AND DO MY PRESENTATION AND ONCE I GOT THERE WE HAD CALLBACKS AND YOU GO TO THE HOTEL ROOM, CHANGE, PUT ON MY WE THE PEOPLE STUFF AND DO A COUPLE MORE ROUNDERS BUT I ENJOYED DOING

BOTH. >>> WELL IT HELPS THAT YOU'RE

THE COOL, CALM AND COLLECTED. >>> AND THEY ARE ALL OFFICIALLY ALUMNI SO CONGRATULATIONS. THANK YOU FOR SHARING THAT WITH US. GOOD JOB.

>>> . >>> ALL RIGHT.

WE'LL MOVE ON. TAT WAS FUN.

IT'S ALL SO COOL TO SEE ALL IS IT ACCOMPLISHMENTS -- I'M STILL EVERY DAY AMAZED AT HOW ACCOMPLISHED OUR STUDENTS ARE.

I DON'T THINK ANYBODY IN MY GRADUATING CLASS WAS DOING ALL THOSE THINGS THAT THESE KIDS ARE DEPARTMENT OF

[3. Consent Agenda]

>> MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED.

>> I'LL SECOND. >> I HAVE A FIRST AND SECOND, DO I HAVE ANY QUESTIONS OR COMMENTS? HEARING NONE I WOULD.JANET TO CALL FOR THE VOTE.

[4. Information Items/Public Comments will be accepted per Board Policy (B05.07)]

>> GOOD EVENING. DR. STOKES AND BOARD.

THIS EVENING FOR FIRST READ WE ACTUALLY HAVE A BUNDLE WITH NINE POLICIES SO TWO WITH REVISIONS AND THEN SEVEN THAT WERE THAT WE'RE REPRESENTING TO RESCIND AND THE REASON IS AGAIN TO MAKE OUR LIBRARY OF POLICIES FOR EFFICIENT AND CONDENSED SO SOME OF THE ONES THAT WE ARE RECOMMENDING BE RESCINDS ARE NOT REQUIRED BY LAW FOR US TO HAVE. EC NOT A PROBLEM TO HAVE THEM BUT FOR EFFICIENCY PURPOSES WE'LL BE RECOMMENDING THOSE SEVEN TO BE RESCINDED. SO LET'S START WITH THE FIRST -- AND LET ME OPEN THIS. OKAY, SO THE FIRST POLICY WITH SOME RECOMMENDED REVISIONS IS IN SECTION G PERSONNEL AND IT'S TITLED BACKGROUND CRIMINAL HISTORY INFORMATION AND THIS IS G 02.15. AND ALSO K 10.00.

SO AGAIN THINGS A FIRST READ AND THERE WAS A SENATE LAW THAT IS GOING INTO EFFECT THAT REQUIRES SOME ADDITIONAL ADDITIONS TO THIS POLICY. ON WHAT YOU CAN SEE HERE ARE RECOMMENDED REVISIONS WOULD BE TO ADD SOME LANGUAGE WHICH ARE REQUIREMENTS OF SENATE RULE ACT 15.

WE WERE GOING TO ADD SOME LANGUAGE TALKING ABOUT OUR EMPLOYEES WHERE THE FAILURE TO MAKE A TRUTHFUL OR COMPLETE ADDITION CLOSURE IS NOT DETECTED UNTIL AFTER THE EMPLOYEE, WHICH IS LANGUAGE WE'VE ADDED IS EMPLOYED THE EMPLOYEE MAY BE

[00:15:01]

>> CAN I ASK A CAREFULLING QUESTION? SO BY LICENSE YOU MEANER TEACHING LICENSE, NOT DRIVER'S

LICENSE? >> CORRECT, YES.

SO THE ONE OF THE FINAL REVISIONS AT THE BOTTOM WOULD BE CHANGING DOWN AT THE -- I FEEL LIKE I'M POINTING TO THIS AND YOU CAN SEE IT BUT YOU CAN'T, HAMILTON SOUTHEASTERN SCHOOLS OUR WORDING USED TO SAY MAY BUT NOW SHALL OR MUST CONSIDER WHERE THE INFORMATION COLLECTED DURING THE PRE-EMPLOYMENT BACKGROUND INVESTIGATION CONSTITUTE GROUNDS NOT TO EMPLOY OR CONTRACT WITH AN INDIVIDUAL. SO THOSE ARE THE REVISIONS THAT WE'RE ASKING BE MADE FOR THIS PARTICULAR POLICY AND THE SECOND ONE WITH REVISIONS IS UNDER SUPPORT SERVICES.

FREE AND REDUCED . >> BEFORE WE GO THERE, THE WHEN IT TALKS ABOUT CONTRACTOR WE'RE TALKING ABOUT -- WE'RE NOT NECESSARILY TALKING ABOUT A CONTRACTOR WHO IS HIRED TO BUILD A SCHOOL. ALREADY OR ARE WE?

JEWISH. >> SO RIGHT NOW WE DO REQUIRE BACKGROUND CHECK SOSES THAT LAW WAS AS I UNDERSTAND IT IS TO INCLUDE CONTRACTOR CONTRACTORS AND PEOPLE THAT WE CONTRACT

WITH. >> SO ANY CONTRACTOR OR ANY COMPANY THAT WE CONTRACT WITH WOULD HAVE TO PROVIDE THAT --

>> YES. THEY WOULD NEED TO NOTIFY --

YES. >> AND IS IT THE THE EMPLOYEES THAT WORK FOR THAT COMPANY OR JUST THE EMPLOYEES THAT ATTEND AND SHOW UP AT OUR SCHOOLS? SEE WHAT I'M SAYING? IF WE HAVE A COMPANY B AND THEY HAVE SOME ADMINISTRATIVE PEOPLE IN THEIR OFFICES -- WE'RE NOT TALKING ABOUT THEIR WHOLE COMPANY, JUST THE CONTRACTORS THAT COME TO OUR BUILDING SPACES

ET CETERA NOT THEIR STAFF. >> CORRECT.

I THINK IT'S JUST THE PEOPLE WHO ARE COMING TO WORK IN OUR BUILDINGS. NOW, I'M TRYING TO THINK OF AN EXAMPLE, THERE MAY BE TIMES WHERE WE HAVE ARCHITECTS HO COME

IN. >> SO THEY WOULD HAVE TO HAVE A

BACKGROUND CHECK. >> THEY MAY BE CONSULTING WITH US BUT IF YOU'RE NOT AROUND THE STUDENTS AND I'LL CLARIFY THAT FOR YOU WITH OUR ATTORNEYS, BUT IF WE'RE CONTRACTORRING WITH THEM THEY SHOULD HAVE A BACKGROUND CHECK.

>> I GUESS THAT'S -- MAYBE THAT'S WHAT I'M TRYING TO SAY.

I WANT ASSUME THAT ANYBODY THAT IS ATTENDING OUR BUILDINGS, I DON'T KNOW WHAT THAT LANGUAGE WOULD BE BUT IF THE OFFICE STAFF IS STAYING IN BUILDING A AND THEY'RE NEVER COMING AROUND OUR SCHOOL I DON'T THINK THAT EMPLOYEE WOULD FOOD TO DO SOMETHING -- I'M JUST SAYING IF THERE'S SOMEONE THAT WOULD COME

TO OUR SCHOOL -- >> I THINK THE SPIRIT OF THE LANGUAGE IS FOR SAFEGUARDS OF OUR CHILDREN, SO PEOPLE WHO ARE

AROUND OUR STUDENTS. >> 100 PERCENT BUT IF WE HAVE SOMEONE TOURING OR WHO IS A PROJECT MANAGER OR I DON'T KNOW WHAT ALL THE DIFFERENT TERMS BUT I THINK IT SHOULD BE ANYBODY THAT SHOWS UP AT OUR BUILDINGS AND NOT JUST THE SCHOOL, BUILDINGS SHOULD HAVE A BACKGROUND CHECK.

>>> AND DOES THAT INCLUDE PEOPLE WORKING ON DEER CREEK ELEMENTARY

WHERE THERE'S NO STUDENTS? >> YEAH YOU SHOULD STILL HAVE A

BACKGROUND CHECK. >> SO LET ME NOT CLOSE THIS OUT AGAIN HERE. YEAH JUST HE NEEDS TO STAY CLOSE BY. SO THE NEXT POLICY FOR REVISION IS UNDER PERSONNEL -- I'M SORRY, IT IS UNDER SUPPORT SERVICES FREE AND REDUCED AND THIS IS E 05.0 SO WHILE NOTHING IS IN CORRECT, THE POLICY COMMITTEE HAS MADE SLIGHT CHANGES TO THE LANGUAGE JUST TOED YA CLARITY SO IF YOU DO A COMPARISON OF THE EXISTING POLICY WITH SOME OF THE REVISIONS BASICALLY IN THE FIRST PARAGRAPH WE ARE CLARIFYING SOME LANGUAGE, I DON'T KNOW IF WE

[00:20:06]

SO THERE WE'VE REMOVED SOME ADDITIONAL LANGUAGE WHICH FIT BETTER INTO PROCEDURES UNDER THIS PARTICULAR POLICY WHICH MAKES MORE SENSE, SO SOME OF THE THINGS WE INCLUDED IN HERE WERE MORE PROCEDURAL SO THOSE ITEMS WERE DELETED AND AGAIN LANGUAGE WAS CLARIFIED IN THIS PARTICULAR POLICY.

SO THEN WE HAVE A WHOLE SET OF POLICIES TO BE RESCINDED.

I THINK THIS IS -- >> ARE THEY PUT ANYWHERE ELSE? IF WITH RESCINDING THEM DO WE PUT THE LANGUAGE INTO SOMETHING

ELSE. >> THERE WERE JUST A COUPLE THAT WERE AT LEAST ONE WAS A DUPLICATE POLICY THAT WAS INCLUDED IN OTHER LANGUAGE, SOME OTHER POLICIES INCLUDE THIS LANGUAGE, OR YOU MAY FIND IT IN PERHAPS A TEACHER HANDBOOK.

OR NOT AGAIN REQUIRED BY LAW TO HAVE THE ONES THAT WE ARE RESCINDING TO PERSONNEL GOAL IS A SHORT POLICY SO AGAIN WE'RE TRYING TO BE EFFICIENT, WE HAVE SOMEWHERE AROUND 300 POLICIES SO THAT IDEAL NUMBER IS AROUND 80 TO 100 IS WHAT WE'RE TRYING TO NARROW TO. SO SOME OF THESE IF IT'S A ONE SENTENCE POLICY AND AGAIN NOT REQUIRED BY LAW BUT IF WE LOOK AT THIS ONE WITH OUR PERSONNEL IT IS A GIVEN, OF COURSE IT'S A GOAL FOR OUR DISTRICT TO ATTRACT, RETAIN THE BEST QUALIFIED PERSONNEL. SO THAT ONE WE'RE RECOMMENDING TO BE RESCINDED AND AS WE GO ALONG, THE --

>> THE ONLY REASON WE'RE LOOKING AT RESCINDING THAT IS BECAUSE

IT'S -- >> YES, THAT'S ONE WAY WE CAN

PUT THAT, YES. >> SO WE DON'T NEED STUFF IN OUR

POLICIES. >> YES, WE NEED OUR POLICIES TO BE EFFICIENT. SO THE NEXT ONE WOULD BE AGAIN UNDER PERSONNEL AUTHORITY TO EMPLOY G 02.00.

AND AGAIN BY LAW THIS IS NOT NEEDED AND THE NEXT ONE IS UNDER PERSONNEL G 02.09 STAFF WELFARE AND PROTECTION.

AND THE NEXT ONE TO BE RESCINDED IS BURR PERSONNEL AUTHORITY TO

EMPLOY ADMINISTRATORS G 02.10. >> QUICK QUESTION FOR G 209, I MEAN, AGAIN KIND OF LIKE A DUH BUT IS THERE A WAY THAT THAT IS -- THAT SECTION THERE, WE DEFT WANT TO MAKE SURE AND PROTECT THE HEALTH AND WELL-BEING OF OUR STAFF SO WHERE ELSE IS THAT? SO AS SOMEBODY KNOWING AND OUR TEACHERS KNOWING AND OUR STAFF KNOWING WHERE IS THAT SECTION IN OUR HANDBOOK IN OUR POLICIES RIGHT NOW? IF WE TAKE THIS OUT WHERE IS IT REITERATED FOR THEM?

>> DENISE, DO YOU HAVE DO YOU N? I JUST DIDN'T WRITE THIS DOWN BUT WE HAVE LANGUAGE INCLUDED IN STAFF WELFARE JEWISH SO I DON'T KNOW NECESSARILY MEAN LIKE A LINK BUT IF WE'RE GOING TO RESCIND AND THE TOPIC IS STAFF WELFARE AND PROTECTION I FEEL THAT THAT THERE SHOULD BE SOMETHING THAT IF SOMEONE WAS TO GO TO BOARD DOCS AND PULL POLICIES AND A STAFF MEMBER SAYS I WANT TO READ ABOUT MY WELFARE THEY SHOULD BE ABLE TO GO TO THAT. SO IF WE'RE PULLING THIS OUT

WHERE ELSE WOULD IT BE? >> IT'S STAFF HEALTH.

>> THEY'VE MOVED IT TO STAFF HEALTH?

>> WE ALREADY HAD THAT ONE (SPEAKING SIMULTANEOUSLY.)

>> SOME ARE REDUNDANT BECAUSE THEY'RE NOW AND FOUND IN OTHER S AND WHAT'S THE NUMBER OF THAT ONE?

>> SO YOU CAN STILL DO A SEARCH AND GO TO PERSONNEL SECTION AND.

>>> KIM IS THIS ALSO IN OUR STAFF HANDBOOK OR THE CONTRACT

[00:25:03]

WITH THE TEACHERS ASSOCIATION? >> THIS PARTICULAR LANGUAGE WOULD NOT BE IN A PROFESSIONAL AGREEMENT.

BUT IN -- I'M JUST TRYING TO THINK BANG TOWER TEACHER HAND BOOK, SO THE EXPECTATION IS FOR TEACHERS TO BE FAMILIAR WITH POLICY SO THERE ARE SOME THE TEACHER HANDBOOK THAT WE PULL OUT FOR TEACHERS TO KNOW ABOUT BUT THE EXPECTATION IS FOR THEM

TO HAVE AWARENESS OF ALL. >>> SO IF THERE'S NO AGREEMENT TO THIS POLICY I WOULD ASSUME THERE'S NOT, THEN WE'RE GOOD.

>> WE'RE REFERRING TO IT IN THE TEACHER HAND BACK, TO ALL

POLICIES. >> OKAY.

>> SO THE NEXT ONE TO BE RECOMMENDED FOR RESCINDING IS AGAIN UNDER PERSONNEL CERTIFIED STAFF G 03.00.

AND THE NEXT ONE FOR RESCINDING THE UNDER SUPPORT SERVICES ELECTRONIC MAIL, E 06.03. AND I THINK FINALLY LEGALLER REMEDIES UNDER STUDENTS J 02.00. AND AGAIN THESE ARE RENTED AS A FIRST READ AND THESE ARE WILL RETURN TO YOU FOR CONSIDERATION

FOR A SECOND READ. >> SO IF WE'RE TAKING OUT CERTIFIED STAFF WE'RE NOT USING CERTIFIED STAFF ANYMORE, THAT

POLICY? >> WE ARE, OBVIOUSLY WE HAVE CERTIFIED STAFF AND WE HAVE A HANDBOOK FINISH CERTIFYIED STAFF AND SO AGAIN BY LAW WE'RE NOT REQUIRED TO HAVE THIS IN OUR POLICY SO AGAIN IT'S JUST AN ATTEMPT TO MAKE -- THERE'S

NOTHING WRONG WITH HAVING IT -- >> SO WE DON'T HAVE AN ACTUAL POLICY FOR OUR PERSONNEL AND CERTIFIED STAFF BE WE'LL A HANBOOK THAT GIVES THEIR RESPONSIBILITIES.

>> ABSOLUTELY. WE HAVE INFORMATION FOR THEM IN

HAND BOOKS. >> IT WILL BE IN THEIR STAFF

HAND BOOK. >> I HAVE A QUESTION ABTHE E-MAIL FOR SUPPORT STAFF. SO THE WAY I'M READING THIS THAT WE PROVIDE THEM WITH AN E-MAIL ADDRESS AND I GUESS IT WOULD BE THE STAFF WHO NEED IT. I DON'T KNOW THAT ALL STAFF NEED IT BUT BY TAKING IN IT'S THIS OUT IS THAT SAYING THAT NOT ALL SUPPORT STAFF WILL HAVE E-MAIL ACCESS OR AN E-MAIL? JEFF MIGHT KNOW THAT. I DON'T KNOW.

>> I BELIEVE EVERYBODY HAS AN I E-MAIL? AND WILL WE GIVE THEM A DEVICE TO ACCESS IT WHILE AT SCHOOL OR BY TAKING THIS OUT ARE WE TAKING AWAY ANY OF THAT?

>> I THINK THIS IS JUST A POLICY ABOUT E-MAIL THAT WAS WRITTEN IN 2003 JUST SAYING WHEN E-MAIL WAS GETTING --

>>> AND WE HAVE A TECHNOLOGY AGREEMENT, WE HAVE A POLICY THAT EVERYBODY ALREADY AGREES TO, I THINK IT'S IMPORTANT WHEN WE'RE RESCINDING THESE TO REMEMBER THAT IT DOESN'T MEAN WE'RE NO LONGER DOING THAT THING. A LOT OF THESE POLICIES ARE YOU BE NECESSARY AND DUPLICATIVE AND WE'RE JUST TRYING TO CLEAN THE THEM UP AND IF THERE'S A LAW THAT SAYS WE HAVE TO DO SOMETHING WE STILL DO THAT WE JUST DON'T NECESSARILY NEED A POLICY SAYING WE'RE GOING TO FOLLOW THE LAW AND GIVE E-MAIL

TO EMPLOYEES. >>> AND THE TECHNOLOGY DEPARTMENT DID HELP US WITH A NEW TECHNOLOGY AND PROCEDURES SO THAT WOULD BE INCLUDED WITH THAT.

>>> SO MY ONLY SUGGESTION WOULD BE JUST TO CLARIFY WHAT LICENSE MEANS IN THAT PROFESIONAL LICENSE OR EFFORT --

>> SO I DON'T THINK -- I'M NOT SURE -- IT DOESN'T STATE THAT IN

HERE. >> IT'S THE INDIANA CODE IS REFERRING TO TEACHING LIABLES. I'M HONESTLY NOT SURE HOW YOU -- I DON'T KNOW HOW YOU WOULD READ IT ANY OH WAY.

>> SOMEBODY WHO MAYBE WHEN THEY WERE 20 THE HAD THEIR LICENSES REVOKED AND READING THIS WOULD THINK I CAN'T APPLY TO THAT

BECAUSE MY LICENSE WAS REVOKED. >>> CLEAR IS KIND AND TO BE

[00:30:07]

OPINION. >> SO IF THEY HAD A LICENSE REVOKED WHEN THEY WERE ONE OR 22 AND NOW THEY WERE 50 THEY STILL WOULDN'T BE ABLE TO APPLY FOR THE JOB IF A TEACHER'S LICENSE WOULD HAVE BEEN REVOKED UNLESS THE CONVICTION HAS BEEN REVERSED

VACATED OR SET ASIDE. >> RIGHT.

>> SO WE BELIEVE THAT SOMETHING THAT WAS OF MISHAP A FAILURE IN THEIR YOUNG CAREER SHOULD BE HELD AGAINST THEM FOREVER?

>> NO, I DON'T THINK YOU'RE -- THIS CODE THAT THIS IS DISCUSSING IS ARE SUSPICIOUS CODES THAT SAY IF YOU'RE CONVICTED OF CERTAIN OFFENSES THEY'RE REQUIRED TO REVOKE YOUR LICENSE. WE CAN'T EMPLOY A TEACHER WHO HAS HAD THEIR TEACHING LICENSE REVOKED.

>>> SO ONCE THE LICENSE IS REVOKED THEY CAN NEVER GET IT

AGAIN. >> THEY CAN, BUT WE DON'T GRANT

THEM THEIR TEACHING LICENSE. >> ONCE THEY HAVE IT REINSTATED THEY CAN TEACH AGAIN; IS THAT CORRECT.

>> THAT'S CORRECT. >> OR LICENSED.

>>> SO UNLESS IT'S BEEN REVERSED VACATE OR SET ASIDE.

SO IS THAT TRUE? HOW DOES THAT APPLY? ID SAY REINSTATED UNLESS IT'S BEEN REVERSED VACATE REINSTATED OR SET ASIDE OR SOMETHING. SHOULD REIN STATEMENT BE IN

THERE? >> IT'S TALKING ABOUT THE

CONVICTION. >>> OUR TEACHERS LICENSES -- LIKE YOU'RE SUSPENDED FOR TEN YEARS AND AFTER THAT YOU'RE GOOD OR IS IT JUST YOU LOST YOUR LICENSE, FIND ANOTHER

PROFESSION. >> I WOULD HAVE TO LOOK AT WHAT THEIR GUIDELINES ARE SO AGAIN ACCORDING TO THE LANGUAGE, IF IF YOU'RE CONVICTED OF SOMETHING BUT THEN IT IS REVERSED AND YOU'RE ABLE TO GO THROUGH THE PROPER STEPS TO HAVE YOUR LICENSE REISSUED TO YOU THEN YOU WOULD BE ABLE TO -- IF WE HAVE AN EMPLOYEE AND THEY HAVE BEEN CONVICTED OF AN OFFENSE THAT REQUIRES THE STATE TO REVOKE THEIR LICENSE WE CANNOT EMPLOY

THEY WILL. >> BUT IF THEIR LICENSE HAS BEEN

REINSTATEDDED THEY CAN. >> CORRECT.

THAT'S LANGUAGE FROM THE THE STATUTE.

THIS IS LANGUAGE DIRECTLY FROM THE CODE THAT WE ARE REQUIRED TO

HAVE. >> YES BUT WE'RE TALKING ABOUT HAMILTON SOUTHEASTERN SCHOOLS POLICIES.

SHOULD WE -- I GUESS AND THE NEXT THING IF SOMEONE DID HAVE SOMETHING AND IT WAS THE TEN YEARS AGO AND IT'S REINSTATED AND THEY WENT BACK TO SCHOOL THEN REINSTATED --

>> IT SAYS THIS IN HERE WE CAN NOT CONTINUE TO EMPLOY A PERSON WHO'S BEEN CONVICTED OF A A AN OFFENSE AND THEIR LICENSE HAS BEEN REVOKED UNLESS IT'S SET ASIDE AND THEN WE WOULD NO LONGER BE UNDER THAT PROHIBITION BECAUSE THEY ARE NO LONGER CONVICTED OF AN OFFENSE THAT WOULD REQUIRE THEIR LICENSE TO

BE REVOKED. >>> IN THE STATE THERE'S NO TIME FRAME SO IF SOMEONE'S LICENSE IS REVOKED FOR ONE YEAR --

>> IT'S A SUSPENSION, NOT A REVOCATION.

>> THANK YOU T. >> WE'RE TALKING ABOUT REVOCATION AND NOT SUSPENSION AND IF YOU LOOK AT THE CODE THE

THE LIST OF OFFENSES -- >> IT'S LIKE MURDER, CHILD ENDANGERMENT. IT'S SOMEONE THAT GETS CONVICTED OF THESE ARE MOST LIKELY NEVER GOING TO GET THEIR LICENSE

REINSTATEDDED. >> THAT'S BECAUSE OF THE CODE --

>> CORRECT. IF YOU'VE BEEN CONVICTED OF A FELONY YOU'RE NOT GOING TO -- IF YOU'VE HAD YOUR LICENSE REVOKED IN INDIANA YOU'RE NOT GOING TO GET A JOB AS A TEACHER.

>> I WANTED TO POINT OUT I NOW THERE ARE SOME QUESTIONS ABOUT WHO THIS APPLIES TO IF YOU READS THE FIRST PARAGRAPH OF THE POLICY IT INDICATES THE APPLICANT -- IT MEANS AN INDIVIDUAL WHO'S GOING TO HAVE CONTACT WITH CHILDREN SO IT'S NOT NECESSARILY SOMEBODY WHO WORKS FOR A COMPANY THAT WOULD

[00:35:03]

AND THE OTHER OTHER QUESTION I WOULD AND I KNOW THIS IS THE HANDLE OF THE CODE, THE CODE ISN'T ALWAYS CLEAR BUT I WOULD LIKE OUR OPINION ON HOW THIS RELATES TO THE EXPUNGEMENT LAW BECAUSE IF SOMEBODY HAS NOT MANY OF THEM ON THIS LIST THERE ARE A COUPLE CONVICTIONS ON HERE THAT COULD BE EXPUNGED.

EXPUNGEMENT IS NOT A TRUE EXPUNGEMENT IN INDIANA SO I WOULD LIKE TO KNOW IN SHE HAS ANY IDEA HOW THAT --

>>> OKAY, PERFECT. I THINK THERE WERE SOME QUESTIONS AND SUGGESTIONS IS THAT CAME UP THAT WE'LL TAKE BACK TO POLICY BEFORE WE BRING THESE BACK FOR A SECOND READ.

>>> THANK YOU. >>> 4.02, WORK BASED LEARNING

AND WE HAVE DR. KEGLY. >>> GOOD EVENING.

HERE TO SHARE WITH YOU SOME GREAT INFORMATION ABOUT WHAT OUR KIDS ARE DOING ON A DAILY BASIS THROUGHOUT OUR DISTRICT AND HOW IT PERTAINS TO THEIR FUTURE AND FUTURE CAREERS.

THERE WAS A STORY DONE RECENTLY BY ONE OF THE LOBE NEWS STATION ABOUT ABC CONSTRUCTION WHICH IS HERE IN OUR COMMUNITY AND SOME OF OUR KIDS AND OTHER SCHOOL STUDENTS ARE INVOLVED IN THAT PROGRAM AND THAT KICKED OFF SOME QWEST ABOUT WHAT ARE SOME OTHER AREAS WHERE OUR KIDS ARE ALSO INVOLVED SO I'M SHEER HERE TO SHARE SOME OF THAT INFORMATION WITH YOU BRIEFLY.

SO I WOULD POINT OUT AND I'M GOING TO HIT ON THIS AGAIN BUT WORKPLACE BASED LEARNING IS NOT JUST -- A LOT OF THE TOWN GETS PUT ON THE HIGH SCHOOL END OF THINGS BUT THE THOUGHT ABOUT WHAT HAPPENS CAREER WISE NEEDS TO START MUCH EARLIER AND I'M GOING TO ADDRESS A LITTLE MORE BUT ON THE BACK END OF THINGS WE HAVE SOME FOLKS WHO ARE INVOLVED IN INTERNSHIP PLACEMENT FOR THE DISTRICT. MIKE, SCOTT AND BRANDON CLOUD AND I'M GOING TO HAVE HIM HIM UP HERE BUT WE ALSO NEED TO THINK ABOUT WORK BASED LEARNING MORE BROADLY THAN INTERNSHIPS AND I'M GOING TO SHARE THAT AS WELL. THIS IS A DEFINITION FROM THE OFFICE OF WORK BASED LEARNING ABOUT WHAT WORK BASED LEARN IS ING IS AND WHAT JUST REALLY CAREER AWARENESS UP TO ON-THE-JOB TRAINING IN A NUTSHELL.

WHEN YOU LOOK AT A CONTINUUM AND BY THE WAY I DIDN'T MEAN TO PULL ANY STOCK PHOTOS EVERY PICTURE YOU SEE ARE OUR KIDS OUT DOING DIFFRENT TYPE OFS OF EXPERIENCES.

BUT AS I MENTIONED YOU WANT TO THINK ABOUT WORK BASED LEARNING ON A SPECTRUM OR A CONTINUUM ALL THE WAY FROM A CAREER DAY THAT WE MIGHT THINK OF AS MOSTLY ASSOCIATED WITH OUR LOWER GRADES FOR EXAMPLE, BRINGING FOLKS IN IN FROM THE COMMUNITY INTO A CLASSROOM TO TALK ABOUT DIFFERENT TYPES OF CAREERS ALL THE WAY UP TO ON-THE-JOB TRAINING.

A COUPLE THINGS YOU'RE MOST FAMILIAR WITH WOULD FALL UNDER THE CAREER PREPARATION CONTINUUM WHERE OUR INTERNSHIPS WOULD BE HOUSED. IT'S RUN BY THE STUDENTS THAT TAKE THAT PARTICULAR COURSE AND THEN WE LOOK AT CAREER TRAINING WHICH IS SOME INTERNSHIPS BUT AL TRANSITIONS TO MORE OF THE APPRENTICESHIP OR MAYBE PAID TYPE OF INTERN SHIM OPPORTUNITY IES. SO OUR STUDENTS GET EXPERIENCES OR HOW OUR WORK BASE LEARNING VERY IS SET UP IS I BELIEVE THROUGH DIFFERENT TYPE OF THE COURSES AND AGAIN, EMPHASIZING THE K-12 EXPERIENCES THROUGH INTERNSHIPS AND THEN EXPERIENCES THROUGH CTE COURSES, CTE IS CAREER TECH EDUCATION, AND I'M GOING TO TALK ABOUT MORE ABOUT THE FUTURE WHEN WE GET TO THE END OF WHAT THATTING LOOKS LIKE. SOME DATA TO SHARE ABOUT WORK BASED LEARNING EXPERIENCES HERE IN THE DISTRICT, PRIOR TO THE PANDEMIC WE HAD OVER 125 STUDENTS AT EACH HIGH SCHOOL THAT WERE PARTICIPATING IN VOLUNTARIES INTERNSHIP OPPORTUNITIES. THAT NUMBER IS IF BACK OTHER 100

[00:40:01]

BUT IT DID DURING THE PANDEMIC WE HAVE SEVERAL STUDENTS WHO HAVE AN INTEREST IN THE MEDICAL PROFESSIONS OF VARIOUS TYPES AND DUE TO THE PANDEMIC WE WERE PRETTY MUCH LIMITED OR TOLD WE COULDMENT COME IN OR SEND OUR STUDENTS INTO THOSE TYPE OF FACILITIES SO THAT CAUSED OUR IN YOUR OPINIONS TO DIP BUT WE'RE ENCOURAGED ABOUT FROM AN INTERNSHIP PERSPECTIVE WHERE OUR STUDENTS WILL BE. AND ALL OF OUR STUDENTS WHAT ARE AT THE ACADEMY WHICH IS OUR ALTERNATIVE SCHOOL THAT WE HAVE STUDENTS FROM THE BOTH HIGH SCHOOLS AT ARE REQUIRE TO A COMPLETE A PART B, THAT MAY LOOK LIKE A PAYING JOB THAT THEY HAVE BUT I AND ALSO LOOK LIKE AN INTERNSHIP OR GOING TO OUR CAREER CENTER SO THEY ARE ALSO SEPARATE FROM THE 125 PLUS AND EACH OF OUR MAIN HIGH SCHOOL CAMPUSES WE HAVE AT SIC STUDENTS AT THE ACADEMY THAT WOULD BE PARTICIPATING IN SOME TYPE OF ON THE JOB OR WORK BASED LEARNING EXPERIENCE AND WE HAVE OTHER COURSES THAT SOMETIMES GET OVERSHADOWED BY THE INTERNSHIP PROGRAMS BUT ARE ALSO PROVIDING ON THE JOB OR INTERNSHIP TYPE OF EXPERIENCES WITHIN SPECIFIC COURSES SO WE HAVE A LAW AND GOVERNMENT ACADEMY, IN WHICH SUBSTANTIATE WILL GO A CAPSTONE CLASS AND THEY WILL PARTICIPATE IN ONE OF THEIR SEMESTERS IN INTERNSHIP OFTEN IN LAW AND GOVERNMENT.

OR ACADEMY OF FINANCIALS KIDS WILL PARTICIPATE IN WORK BASE LEARNING OPPORTUNITIES IN THAT FINANCIAL REALM AND WE HAVE OUR HOPEFULLY SOME OF OUR FUTURE TEACHERS IN THE CLASSROOM THAT ARE PARTICIPATING IN CADET TEACHING PROGRAMS IN OUR HIGH SCHOOLS. WHERE OUR OUR STUDENTS? THIS IS A VERY SMALL LIST BUT I WANTED TO PROVIDE AS MANY EXAMPLES AS I COULD. THESE ARE ALL OTHER THE POLICE STATION YOU'LL NOTICE AND SOME OF THEM ARE DRIVEN BY CAREER INTERESTS. SOME ARE BASED ON THE PLACE.

S, OUR INTERNSHIP CORD FAMILIARITIES DO A GREAT JOB OF GOING INTO OUR COMMUNITY AND SOLICITING OPPORTUNITIES FOR A COMPANY TO TAKE ON AN INTERN. WE NEVER REQUIRE THOSE ARE PAID BUT OFTEN BECAUSE OUR STUDENTS DO SUCH A PHENOMENAL JOB WE WILL GET CALLS BACK AND THE EMPLOYER WILL SAY IS IT OKAY IF I START PAYING THEM THE AND WE'RELIKE SURE SO IT'S A TESTAMENT TO OUR KIDS DONSBACH DOING A GREAT JOB. BUT THAT'S JUST A SMALL EXAMPLE AGAIN A DIVERSE EXAMPLE OF ALL THE PLACES THAT OR KIDS ARE IN OUR COMMUNITY. WE TRY TO MAKE SURE THAT THROUGH OUR WORK BASED LEARNING EXPERIENCES IS THAT OUR STUDENTS ARE ALWAYS ABLE TO REPORT BACK AND TALK ABOUT THE EXPERIENCE THEY HAD. THIS IS AN EXAMPLE THAT A HIGHLIGHT A STUDENT PUT TOT FROM THEIR TIME AT WRONG STEADY BONGING BUT WE ALSO ASK OUR INTERNS TO TAKE AN EVALUATION THAT LOOKS AT DIFFERENT SKILL SET AREAS AND WE.ASK THE EMPLOYER TO DO THE SAME THING TO EVALUATE THE WORK THE STUDENT WAS DOING WHILE THEY WERE THERE T.

SO SPEAKING OF STUDENTS WE HAVE A SPECIAL GUEST SO I'M AND ASK MR. CLOUD AND MAC TO COME FORWARD AND I'M GOING TO HAVE BRANDON INTRODUCE MAC AND TELL HER ABOUT THE EXPERIENCE SHE HAS GOING ON AND SHE IS VERY GRACIOUS TO TAKE TIME OUT OF HER

SUMMER. >>> GOOD EVENING, THIS IS ONE OF MY FORMER STUDENTS. SHE JUST GRADUATED THIS YEAR BUT MAC IS A STUDENT WHAT WAS JUST GRANTS A AWESOME OPPORTUNITY, THE SHE IS WITH FORD HERE IN TOWN AND SHE GOT THE SCHOLARSHIP STUDENT TO BE PART OF THE FORD ASSET PROGRAM SO I'M PRETTY PUMPED ABOUT MAC AND WHERE SHE'S GOING.

SO SHE STARTED WITH MYSELF AND THE TEAM OVER THERE AND CAME IN NEEDING SOME CREDITS BUT WE WERE MORE CONCERNED ABOUT TRYING TO FIND A PATH FOR MAC, A BIGGER DEAL THAN JUST GETTING A HIGH SCHOOL DIPLOMA. IT'S MORE TO US THAT THEY'RE ABLE TO GRADUATE BUT THEN ALSO ABLE TO TAKE CARE OF THEMSELVES

[00:45:03]

BECAUSE SHE MEANS A LOT TO ME. >>> I'M MAC.

>> CAN YOU TELL US ABOUT YOUR PROGRAM THAT YOU PARTNERED IN

AND HOW THAT PEN WHEN FOR YOU. >> YEAH, SO I STARTED AT FORD AROUND MID SEPTEMBER AND I'VE ALWAYS WANTED TO WORK ON CARS I WALKED IN AND WE TALKED ABOUT THE JOB OR INTERNSHIP AND GOT IT. IT'S BEEN A GREAT PERCENT HONESTLY. YOU WOULDN'T THINK THAT PEOPLE WOULDN'T BE SO OPEN SINCE IT'S NOT COMMON FOR A GIRL TO COME IN AND BE A MECHANIC BUT IT IS SURPRISINGLY REALLY OPEN AND CITY VERY MUCH ENJOY IT AND I DON'T THINK I COULD HAVE DONE IT WITHOUT MR. CLOUD AND MS. SCOTT AND ALL THE TEACHERS.

>>> CAN YOU EXPLAIN THE FORD ASSET PROGRAM?

>> YEAH SO IT'S THIS SAM PAIN, I'LL I START ON AUGUST 22 AND IT'S BASICALLY -- THE SEMESTER IS EIGHT WEEKS THERE, THE EIGHT WHITE-COLLAR BACK, IT'S FOR TWO YEARS AND THEN I GET A DIPLOMA OR NOT A DIPLOMA BUT A CERTIFICATOR IN APPLY SCIENCES

IN FORD TECHNOLOGY >>> THAT'S AWESOME.

THAT'S INCREDIBLE. >>> WHAT TYPE OF THINGS WILL THEY TEACH YOU? DO THEY FOCUS ON A CERTAIN AREA?

>> NO IT'S GOING TO BE HACK JUST ABOUT EVERYTHING THAT YOU CAN FIND ON A FORD VEHICLE FROM DIESEL TO ELECTRIC.

>> SO MAC IS ALREADY AT DON HINES, I HAD LUNCH WITH HER AND I ASKED HER TELL ME SOMETHING COOL YOU'VE DONE AND SHE SHARED WITH ME SHE JUST CHANGED THE TRANSMISSION OUT IN AN FORD F

50. >>> THAT BEING SAID WHEN YOU WERE DOING THE INTERNSHIP PART OF IT WHILE YOU WERE STILL IN SCHOOL WOULD YOU HAVE CLASSES IN THE MORNING AND GO TO YOUR JOB WHEN YOU DID THAT WHAT KIND OF THINGS WERE I DIDN'T HAVE YOU

DOING° THE INTERNSHIP. >>> SO WHEN I WAS IN THE INTERNSHIP AND ALSO IN SCHOOL IT WAS KIND OF A MESS AT FIRST BECAUSE I WAS WORKING TWO JOBS PLUS SCHOOL BUT THEY HELPED ME OUT AND SLOWLY JUST WORKED ON MY OWN AND WHEN I NEEDED HELP JUST ASKED AROUND. THERE WAS SOMEONE NEXT TO ME

THAT I COULD ASK. >> BUT IT WAS IN THE AUTOMOTIVE

INDUSTRY? >> YES.

>> YOU WERE STILL AT DON HALLOWEEN DURING THAT TIME?

>> YES. >> SO THE FORD ASSET PROGRAM IS SAYING THAT SHE IS AN ASSET, CORRECT? THEY'RE LOOKING TO BUILD HER AS A MECHANIC OR SOMETHING ELSE OR

DO YOU KNOW ANY MORE ABOUT THAT? >> IT'S NOT UNCOMMON FOR THE SKILLED TRADE PROFESS IT'S THAT HIGH SKILL HIGH DEMAND SO A LOT OF TIMES DOES THIS, FORD, TOYOTA AND THEY HAVE DIFFERENT NAMES FOR THE SAME THING, IT'S A THEORY IN PRACTICE AND THEY SEND THEM TO A SMALL UNIVERSITY FOR THE THE THEORY SIDE AND THAT GOES BACK AND FORTH FOR A COUPLE YEARS AND AT THE END THEY ARE A CERTIFIED MECHANIC, AND IT'S A MEANS TO A LONG AND FRUITFUL

CAREER ACTUALLY. >>> .

>> I FEEL LIKE MAYBE YOUR FRIENDS LIST WILL GROW OF PEOPLE SAYING HEY CAN YOU COME OVER HERE -- YOU KNOW, I KNOW A GIRL.

>> CONGRATULATIONS. THANK YOU FOR BEING HERE AND SHARING YOUR EXPERIENCE WITH US. WE REALLY APPRECIATE IT.

>> OF COURSE. >>> I'M PROUD TO SAY THAT MAC IS JUST ONE OF MANY STUDENTS OVER THE YEARS THAT HAVE FOUND A PASSION IN SOMETHING THAT WE HEARD FROM OUR STUDENTS THAT

[00:50:04]

AND OBVIOUSLY WE'RE ALWAYS LOOKING TO INCREASE THE NUMBER OF OPPORTUNITIES. THE BIGGEST THING WE CAN DO FOR OUR KIDS IS PUT IN FRONT OF THEM HAVE YOU EVER THOUGHT ABOUT THIS AS A PATH BECAUSE MANY TIMES STUDENTS JUST DON'T KNOW WHAT ALL OF THE OPTIONS ARE THAT ARE OUT THERE SO WE WANT TO CONTINUE TO INCREASE THE OPPORTUNITIES. THE APPRENTICESHIP SIDE IS GOING TO BE NEW FOR US BUT THAT'S A DIRECTION WE WOULD LIKE TO HID AND THAT COINCIDES WITH THE PROGRAM OF STUDIES SO RATHER THAN THERE JUST BEING A ONE MAYBE ONE CAPSTONE COMPONENT TO A WORK BASED LEARNING EXPERIENCE IT'S A SEQUENCE OF COURSES OVER THE COURSE OF TWO AND THREE YEARS AND THAT APPRENTICESHIP PIECE CAN BECOME PART OF OUR SENIOR YEAR SO WE MIGHT HAVE I HOPE THAT WE HAVE MORE OPPORTUNITIES WHERE SITUATIONS LIKE WHAT MAC IS INVOLVED IN NOW AS A GRADUATE COME BACK AND HAPPEN MAYBE EVEN A YEAR SOONER WHILE THEY'RE STILL WITH US SO IS THAT THEY'RE EVEN THAT MUCH FURTHER ALONG ON THE PAST OF WHAT THEY WANT TO PURSUE AS A CAREER.

WE DID OVER A YEAR AND A HALF AGO WE DID A PODCAST ABOUT INTERNSHIPS SO THOSE ARE ALWAYS AVAILABLE FOR FOLKS IF THEY WANT TO LEARN MORE OR IF WE ARE SO THANKFUL OF OUR EMPLOYERS THAT PROVIDE THOSE BUT IF THERE ARE OTHERS THAT THINK HEY, 'S MIGHT HAVE AN OPPORTUNITY NEXT YEAR TO PROVIDE AN INTERNSHIP, LET US KNOW. WE HAVE SOME VIDEOS THAT EMILY HAS DONE IN THE PAST THAT SHOW STUDENTS IN OTHER FIELDS AND OTHER EXAMPLES OF WHAT OUR KIDS ARE DOING, SO GREAT OPPORTUNITY AND APPRECIATE THE TIME HERE AND IF THERE'S ANY OTHER KISS YOU ALL HAVE THAT I CAN ANSWER I WOULD BE HAPPY TO DO SO.

>> THANK YOU FOR PRESENTING THIS.

MY LAW FIRM TAKES ON INTERNS EVERY YEAR AND I'VE HIRED I THINK ALMOST ALL OF THEM TO CONTINUE ON WITH ME AND THEY'VE

ALWAYS DONE AMAZING WORK. >>> CAN I VOUCH FOR THAT TOO.

I KNOW THAT CAMP ENTER REALTORS WE HAVE INTERNED AND HAD THAT GOING ON FOR SEVERAL YEARS AND THE KIDS THAT ARE THERE ARE ALWAYS FANTASTIC, AND ALWAYS STRIVING TO LEARN MORE.

>>> THE THING WE ALWAYS STRESS ABOUT THESE OPPORTUNITIES IF WE SAVE KIDS MONEY PURSUING AN EDUCATION THEY FIND THAT IT DIDN'T WANT DOWN THE ROAD WE'VE HELPED THEM OUT AND MAYBE THEIR PARENTS OR IF WE'VE AFFIRMED A PASSION THAT THEY HAVE WE'VE DONE THEM A GREAT SERVICE AS WELL.

>>> CAN WE DO A LYLE SIDEBAR ABOUT THE ACADEMY AND HOW

WONDERFUL THAT PROGRAM IS? >> IT IS WONDERFUL?

WHAT WOULD YOU LIKE TO HAVE -- >> TALK ABOUT THE GRADUATION RATE BECAUSE FYI I JUST LOOKED UP THE INDIANA HIGH SCHOOL GRADUATION RATE IS 86.6 PERCENT JUST ALL HIGH HIGH ALL HIGH SCHD

>>> I'M VERY EXCITED TO ANNOUNCE WE HAD A GRADUATE RATE OF 99 PERCENT THIS SENIOR CLASS SO WE'RE -- SO THAT'S THE EFFORTS OF MANY PEOPLE. BUT THERE'S A HALF DOZEN ORB SO ON THAT TEAM THAT ARING ROCK SOLIDT. TEACHING STAFF IS SECOND

TO NONE. >>> OKAY, SO WE JUST GRADUATED OUR FIFTH CLASS FROM THE ACADEMY AND WE'VE ALWAYS STAYED NORTH OF 90 PERCENT AND IT'S BECAUSE WE WRAP AROUND KIDS SOME, AND SO THERE'S A DEALT NEED AND IT'S BEING ADDRESSED THROUGH MENTAL HEALTH AS WELL AS THE ACADEMIC SIDE.

BUT ANYTIME A PROGRAM CAN GET TO 50 PERCENT GRAD RATE THEY'RE PROBABLY FEELING REAL GOOD ABOUT THEM SO WHEN I CAN SAY WE'RE AT

[00:55:02]

>> TELL THEM HOW MANY STUDENT THAT IS.

>> THIS YEAR WE HAD 104 TOTAL STORIES AND 103 OF THEM -- I'M SORRY WE HAD 101 GRADUATE. WE HAD TO DECEASED.

I HATE TO SAY THAT >>> THAT IS JUST AMAZING.

I REMEMBER WHEN THAT PROGRAM STARTED AND WE HAD GONE WITH A FEW DIFFERENT IDEAS BEFORE THAT AND WE HAD A BOARD MEETING AT ONE TIME OR A WORK SESSION AND I STAYED AND SAW JUST THE WRAP AROUND SERVICES THAT YOU GIVE THESE KIDS TO SUPPORT THEM.

I MEAN THEY'RE AT THE AXED ACADEMY FOR A REASON, EITHER THEY'RE NOT DOING WELL IN THE SCHOOL ENVIRONMENT BUT I CAN'T SAY ENOUGH AWESOME THINGS ABOUT THAT PROGRAM AND YOU THINK ABOUT ALL OUR GRADUATES AND ALL THEY'VE BEEN THROUGH AND 99 PERCENT OF THOSE KIDS WHO HAD OBSTACLES TO OVERCOME DID IT AND THAT SPIKES VOLUMES TO THE STAFF.

>>> APPRECIATE IT >>> THE IMPORTANT THING TO KNOW ABOUT IS THE ACADEMY IS A PROGRAM FOR US, IT'S NOT A SCHOOL. IT DOESN'T HAVE ITS OWN D, NUMBER SO EVERY STUDENT THAT GRADUATES IS ACTUALLY FIGURED OUT GRADUATION RATE OF THEIR HIGH SCHOOL SO THE SUCCESS AT THE ACADEMY IS PARLAYED INTO THE SAYS OF OUR HIGH SCHOOLS BY

BOOSTING THEIR GRASS RATE. >>> AND WE HAVE THREE -- DON'T WE HAVE AN ACT -- THE PHYSICAL NECESSARY WE HAVE A STAND ALONE AND THEN EACH SCHOOL HAS A CLASSROOM AND IT SERVES 103 --

100. >> WE HAVE CAPACITY OF 120 AND TAKE AN ADDITIONAL 15 IN EVENING SESSIONS SO WE CAN MANSION OUT

AT 135. >>> AND I'M ASSUMING THAT'S SCHEDULING BECAUSE SOME KIDS MIGHT HAVE TO DO SOMETHING NORTH KOREAN AND --

>>> ANY OTHER QUESTIONS ON WORK BASED LEARNING? WE'LL MOVE ON TO THE IN PERSON INSTRUCTION PLAN AND THAT'S

ALWAYS DR. KEGLY. >>> SO AS PART OF THE FUNDING FOR SCHOOLS WE'RE REQUIRED STARTED LAST JUNE FOR THE FIRST TIME TO COME BEFORE THE BOARD AND UPDATE OUR PLAN FORMALLY T.

AND SO I'M HERE THIS EVENING BECAUSE WE DID THIS LAST JUNE, WE DID IT AGAIN IN DECEMBER AND WE'RE BACK HERE IN JUNE, WE HAVE TO DO THIS FOR THE THE LIFE OF THE GRANT REGARDLESS OF HOW ROUTINE OR WHATEVER OUR STATUS IS IN THE SCHOOLS T.

SO THIS IS BASICALLY THE PLAN THAT WE ENDED THE SCHOOL YEAR WITH THREE WEEKS AGO, THE ONLY REAL CHANGES ARE LOGISTICAL CHALLENGES TO DATES AND TIMES AND THOSE TYPE OF THINGS THAT NEEDED TO BE UPDATED TO REFLECTED THE 22/23 SCHOOL YEAR SO WE FULLY INTEND TO BEGIN SCHOOL? AUGUST THE WAY WE ENDED SCHOOL IN MAY.

SO HAPPY AVENUE TO ANSWER ANY QUESTIONS YOU MIGHT HAVE.

>>> YOU SAID THIS IS PART OF THE PROCESS, THERE A TIME WHEN THIS

ENDS? >> IT IS IN 2024.

>>> SO WE'LL DO THIS NOW AND THE MIDDLE OF THE YEAR UNTIL MAY OF

2024? >>> I BELIEVE IT'S SEPTEMBER BUT PROBABLY OUR LAST UPDATE WILL BE JUNE OF THAT YEAR

>>> OKAY. AND THAT'S TO CONTINUE GETTING THE FUNDS WE HAVE -- IT'S ONE OF THE CONDITIONS.

>> IT'S A CONDITION OF GETTING THE FUNDS SO WE WILL LIKELY HAVE REACHED HAVE SPENT ALL THE FUNDS BY THAT TIME BUT WE STILL MUST UPDATE THIS PLAN IN THIS KIND OF PROCESS UNTIL THE LIFE OF THE

GRANT. >> AND STILL IT'S ON OUR WEBSITE STILL THAT FAMILIES CAN CLICK ON IT AND SEE IT AND IT JUST

UPDATES >>> YEAH.

>> THANK YOU. >> SO WE WILL BE VOTING ON THIS -- DO WE HAVE TO VOTE ON IT?

>> IT'S JUST FOR INFORMATION. >> ANY OTHER QUESTIONS?

[5. Action Items/Public Comments will be accepted per Board Policy (B05.07)]

[01:00:02]

MATCHING FUNDS >>> GOOD EVENING DR. STOKES AND HFC SCHOOL BOARD I'M KITCHEN DAY PRINCIPLE OF FALL CREEK INTERMEDIATE. AS INTERMEDIATES THERE ARE FOUR OF US AND WE WORK VERY TITTEDLY TOGETHER AND ONE OF THE THINGS WE FOCUS ON IS HOW WE CAN REACH THE NEEDS OF ALL OUR STUDENTS AND WE TALK ABOUT PD, THAT MIGHTS BE SIMILAR TO SO WE HAVE THAT SAME EXPERIENCE AND ONE OF THE THINGS WE TALK ABOUT THIS YEAR IS THE UNIQUE THING WE HAVE TO BENEFIT EACH OTHER SO WE HAVE THE SOLACER PANELS AND AT FALL CREEK WE HAVE THE AREA IN BETWEEN AND THE HIGH SCHOOL AND AS WE'RE WORKING THROUGH THIS THAT AND EVERYONE TO FIRST THING OUT HOW WE MIGHT BENEFIT EACH OTHER WE MICHELLE AND I REALIZE THAT WE HAD BEEN WORKING ON THE SAME PROJECT SO WE DECIDED THAT WE WOULD COME TOGETHER AND PRESENT THE PLAN TO YOU AND OUR PURPOSE AND OUR THOUGHTS BEHIND IT 689 OUR INTENT IS TO ENHANCE OUR CURRENT OUTDOOR AREAS SO WE CAN PROVIDE SOME OTHER SPACES TO PROVIDE SOME STEM OPPORTUNITIES SWELL OTHER THINGS THAT WE CAN DO WITHIN OUR CONTENT AREA HOPING THAT WE CAN ALLOW FOR EACH OF THE FOUR INTERMEDIATESES

TO USE EACH OTHER'S SPACES >>> I THINK WE HAVEWORKED REALLY HARD TO PROVIDE THOSE STEM SPACES.

SO THIS IS JUST ANOTHER EXTENSION OF THIS OPPORTUNITY FOR OUR KIDS TO TAKE THEIR LEARNING OUTSIDE AND EXPERIENCE NATURE. SO WHAT WE WANT TO TRY TO DO IS TO CENTER THAT AROUND HF 21 SO TOOK EACH QUADRANT AND WE WANT OUR STUDENTS TO GUIDE OUR NEEDS AND HAVE A SAY IN WHAT TAKES PLACE, WE WANT IT TO BE INQUIRY DRIVEN WHERE THEY BECOME THE ONES WHO ARE IN CHARGE OF THEIR LEARNING AND WE WANT TO MAKE SURE IT FOLLOWS OUR ACADEMIC STANDARDS AND HAVE THEM TAKE RISKS INSIDE THEIR LEARNING AND TAKE WHAT THEY HAVE LEARNED AND APPLY THAT TO REAL WORLD EXPERIENCES AND THAT'S WHEN WE CAN EVALUATES THE SOLAR PANELS AND GO OUT TO RIVER SIDE AND LOOK AT THE EQUIPMENT THEY HAVE SO JUST TYING ALL THE

INTERMEDIATE TOGETHER >>> AS WE WORKED WITH FACILITIES WE WORKED WITH THE SAME COMPANIES.

WE ARE ASKING FOR OUR P TO THE ACTUALLY HAVE ALL OF THEY WILL HAVE BEEN ACTIVE IN THE FUND RAISE AND SO WE OF COURSE COULD NOT DO THAT WITHOUT OUR SCHOOL FAMILIES AND THE INVESTMENT THEY'RE MAKING IN THEIR CHILDREN.

SO OUR PTOS ARE PREPARED TO DONATE $24,662.22 AND WE ARE ASKING THAT FOR A SCHOOL BOARD OR FOR OUR SCHOOL PLAYGROUND MATCHING FUNDS OF $24,662.21. WE DID INCLUDE OUR COUNTIES FROM THE COMPANY WHICH ARE AGAIN THE SAME.

THE ONLY DIFFERENCE WOULD BE THAT WE HAVE ADDITIONAL MONEYS THAT WE NEED TO PUT IN FOR UTILITIES.

SO THAT'S AN EXTRA $500 ON TOP OF THAT.

BOTH OF OUR SPACES WE PUT IN A SIMILAR LOCATION NEAR OUR BUS LOT. WE ARE TRYING TO AS WE HAVE LIMITED SPACE OUTSIDE OUR AREAS TO MAKE SURE THAT WE PUT IN A LOCATION WHERE WE CAN HAVE OUR STUDENTS BE OUT THERE WE'LL MAKE SURE WE WORK WITH MAT RAP AND MAKE SURE OUR SPACE IS ADA COMPLIANT WHEN WE'RE WORKING WITH OUR P TERROR TO THES TO RAISE MONEYS TO GET TABLES THAT ARE ACCESSIBLE TO WHEELCHAIRS AND MAKE SURE WE HAVE SEATING FOR EVERYONE.

>>> AND AT SANITY CREEK WE HAVE PICNIC TABLES AND WE ARE TRYING

[01:05:04]

SO WE JUST WANT THE MAKE SURE WE THANK YOU AND OUR PTO.

WE WANT TO MAKE SURE WE THANK MAT RAP AND HARRY DELLINGS IN MAKING THIS COME TRUE SO WE BACK AND FORTH TO THANK YOU AND THE PARTNER THAT WE HAVE HAD AND OUR SAND CREEK AND FALL CREEK THE FAMILIES. QUESTIONS FOR US?

>> I HAVE A QUESTION. HAVE YOU PRICED OUT THE SEATING? WHAT DOES THE SEATING COST FOR EACH? HAVE YOU ALREADY DONE THAT LEG WORK?

>> WE HAVE WE HAVEN'T YET BECAUE WAITING TO SEE IF MAT RAP CAN

HELP US WITH THAT. >>>

>>> ANY OTHER QUESTIONS? >> I WOULD ENTERTAIN A MOTION.

>> MOTION. >> SECOND.

>> I HAVE A FIRST AND SECOND, ANY OTHER COMMENTS?

JANET TO CALL FOR THE VOTE. >>> ROLE CALL VOTE.] MOTION

PASSES 7-0. >> AND KUDOS BECAUSE I KNOW THAT PTOS AT ELEMENTARY SCHOOLS ARE VERY HARD

>>> NEXT UP WE HAVE 5.02, POLICY -- THAT MS. LIPPY?

HI. >>> BACK AGAIN.

BACK AGAIN, DR. STOKES AND BOARD.

AT THE LAST BOARD MEETING I COVERED THE FIRST READ OF THESE PARTICULAR BUNDLES OF POLICIES SO I WILL JUST SIMPLY PRESENT THEM TO YOU AS A SECOND READ FOR YOUR APPROVAL.

SO PRESENTING FOR A SECOND READS IS UNDER CURRICULUM, THE TITLE IS HOEFFEL WORK THE CODE IS IRK 03.11.

AND FOR YOUR CONSIDERATION THE SECOND POLICY IS UNDER THE SECTION J OF STUDENTS THE TITLE OF STUDENT EXIT INTERVIEW GRADUAL SCHOOL. THIS IS J 03.08.

AND THE NEXT POLICY IS ALSO UNDER SEC J STUDENTS THE TITLE IS ACCELERATION PROMOTION, RETENTION RED SHIRTING AND FINALLY FOR YOUR CONSIDERATION OF A SECOND READ IS UNDER SECTION B OF BOARD GOVERNANCE AND OPERATIONS PUBLIC PARTICIPATION OF BOARD MEETINGS B 05.07.

>>> THANK YOU. ANY QUESTIONS OR ANY COMMENT FROM JANET OR SARAH? IF THERE'S ANY DISCUSSION FROM

POLICY? >> CAN WE TAKE INTO CONSIDERATION THE THINGS THAT AFTERNOON PRESENTED TO US AT THE MEETING SO THAT'S ALL YOU'LL SEE THAT ADDED HERE IN THESE

POLICIES. >>> THANKS, ANY QUESTIONS FROM

THE BOARD? >> JUST TRYING TO READ -- JUST REVIEWING AGAIN THE PUBLIC PARTICIPATION AT OUR BOARD MEETINGS SO ON THES -- HAVE WE ALWAYS HAD LETTER B IN THIS WHERE IT SAYS SUBJECT TO REASONABLE RULES RIGHT UNDER THERE IT SAYS NO PERSON MAY SPEAKS MORE THAN ONCE ON THE SAME TOPIC SO IF THEY WANT TO SIT DOWN THEY CAN'T COME BACK AND SHARE ANOTHER POINT OR SOMETHING?

>> IT'S ALWAYS BEEN LIKE THAT. >> THAT'S WHAT I'M ASKING.

THAT'S ALWAYS BEEN THERE. CORRECT.

>>> ANY OTHER QUESTIONS? AND I APOLOGIZE, I HAVEN'T RAID THIS. THAT WELL BUT DOES IT SPEAK TO WHAT YOU CAN SPEAK ABOUT? DOES IT STILL PERTAIN TO WHAT'S ON THE AGENDA? I'M SORRY, I DIDN'T REREAD THIS.

ALTHOUGH THERE IS A PLACE WHERE YOU CAN REQUEST TO BE PUT ON THE

BOARD AGENDA. >> MM-HMM.

AND THAT DOESN'T CHANGE. >> IT'S IN THE PARAGRAPH THAT SAYS SUBJECT TO REASONABLE RULES ON THE POSTED AGENDA ITEM.

>> I WAS GOING TO SAY I'M SORRY THERE ARE TWO SEPARATE -- JUST GOING BACK TO MICHELLE'S QUESTION IS IT THE FIRST HEADING IS THE REQUEST TO BE PLACED ON THE AGENDA AND HOW ONE WOULD GO ABOUT DOING THAT AND THE SECOND IS PUBLIC MEETINGS.

[01:10:09]

>>> SO MY QUESTION WAS IS THERE A LINK THAT WE'LL HAVE THAT GOES

TO THOSE PROCEDURES? >> IT'S ON THE BOTTOM.

>> IT'S ON THERE. >> THE PROCEDURES TO ADDRESS THE

SCHOOL BOARD OF TRUSTEES. >> THE ONLY ONE THAT'S CROSSED

OFF IS THE REGISTRATION SHEET -- >> THE ONE THAT'S NOT --.

>> CORRECT. >> SO ANYBODY CAN -- THERE'S A PROCEDURE THAT THEY CAN CLICK ON THAT CAN SAY HEY BOARD ILL LIKE TOE SPEAK ON A, B, C AND THERE'S A PROCESS TO SUBMIT THAT.

WHAT IS THE AUTHORIZATION PROCESS FORCE THAT TO HAPPEN.

>> SO IT'S NOT A -- IT'S NOT A FORM.

SO IF SOMEBODY WANTED TO REQUEST THAT THEY --

>> THAT IS -- IT CAN BE SPENT VIA E-MAIL TO THE BOARD

PRESIDENT. >> I GUESS THAT'S WHAT I'M SAYING SO AFTER SOMEONE SENDS AN E-MAIL THAT SAYS THEY WOULD LIKE TO SPEAK, WHAT'S THE AUTHORITY PROCESS OVERLETSING THAT HAPPEN.

>> IT'S THE BOARD PRESIDENT AND THE SUPERINTENDENT.

>> SO AFTER THAT IS RECEIVED THE BOARD PRESIDENT AND THE SUPERINTENDENT MAYBE THE DECISION, IT DOESN'T COME TO THE

BOARD FOR DISCUSSION? >> NO.

>> SO IT'S JUST THE BOARD PRESIDENT.

>> THAT'S HOW IT'S ALWAYS BEEN. THAT'S THE LANGUAGE IN THE

POLICY. >> IT MIGHT HAVE ALWAYS BEEN THAT WAY BUT THINGS CAN CHANGE AND I'M ASKING --

>> BUT IT HASN'T AND THAT'S THE SAME LANGUAGE THAT WE HAVE HAD

BEFORE GYRE. >> AND ONE MORE TIME ON THIS, WHAT IS THE TIME FRAME THAT SOMEONE CAN SUBMIT INFORMATION,

WITHIN A WEEK BEFORE? >> IT'S AT LEAST A WEEK PRIOR BUT GENERALLY IT NEEDS TO BE BEFORE THAT BECAUSE THEY HAVE TO HAVE THEIR WRITTEN COMMENT SUBMITTED TO THE BOARD PRESIDENT

BY THE -- >> I DON'T KNOW IF THIS IS DONE IN POLICY OR PROCEDURE BUT SHOULDN'T WE HAS A BOARD GET AT LEAST THE REQUEST SO WE CAN SEE THE REQUEST AS WELL?

>> WELL, I MEAN, NO -- IT'S NOT A BOARD DECISION.

SO WHEN I'VE GOTTEN THESE REQUESTS I'VE CC'ED THE BOARD.

SO YOU CAN SEE THAT IT WAS REQUESTED AND HERE'S THE REASON, I THINK JANET DID THAT ONCE WHEN SHE WAS PRESIDENT WHETHER IT WAS APPROVED OR NOT AND THEN YOU WOULD CC THE BOARD BUT THIS -- I MEAN WHEN YOU'RE TALKING ABOUT THE PURPOSE OF THIS IT'S -- IT GENERALLY WOULD NEED TO BE A TOPIC THAT PERTAINS TO BOARD BUSINESS THAT IS COMMUNITY INTEREST THAT IS NOT JUST I WANT TO TALK ABOUT THIS BECAUSE THERE ARE A LOT OF WAYS TO COMMUNICATE TO THE BOARD. YOU CAN E-MAIL, YOU CAN WRITE LETTERS, YOU CAN CALL. THERE'S A MILLION WAYS TO SHARE

YOUR THOUGHTS. >> HERE'S AN EXAMPLE.

WE DISCUSS MANY THINGS, WE GET AGENDAS AND INFORMATION, THE PUBLIC MIGHT NOT BE ON THE SAME TIME FRAME, SO GIVING THE EXAMPLE SOMEONE WANTS TO TALK ABOUT TRANSPORTATION OR SCHOOL START TIMES, I'M JUST GIVING EXAMPLES SO THIS IN THE MEANTIME TO APPROACH AND SAY I WOULD LIKE TO SHARE SOME COMMENTS AND THEY REACH OUT TO YOU WHAT IF IT WAS SOMETHING THAT MYSELF OR MICHELLE OR SOMEBODY ELSE IS IS IT INTERESTED IN APPROACHING THAT TOP I THINK DON'T YOU THINK THAT IT WOULD BE BENEFICIAL THAT WE GET THAT INFORMATION BEFORE ID GOES INTO THE AGENDA?

>> I MEAN, SO YOU'RE WANTING TO HAVE THE BOARD DECIDE WHAT GOES

ON IN AN AGENDA. >> IN CORRECT

>>> YOU'RE WANTING THE BOARD TO HAVE IN PUT.

>> YEAH JUST IN PUT IF SOMEBODY A PARENT OR SOMEONE MAKES A COMMENT TO SAY HEY CAN WE BRING SOMETHING INTO THE AGENDA.

OBVIOUSLY WE HAVE THE AGENDA THAT IS THE REGULAR COMMITTEE AND THE PRESIDENT AND VICE PRESIDENT AND THE SUPERINTENDENT COME UP WITH THE AGENDA AND THEN WE AS BOARD MEMBERS HAVE THE OPPORTUNITY TO SHARE WITH YOU AND CALL YOU ON THE PHONE OR SAY HEY I WAS THINKING ABOUT THIS, DO YOU THINK WE CAN GET THIS ON THE BOARD AGENDA SOON, BUT MAYBE I'M NOT THINKING ABOUT THAT BUT SOMEBODY IN THE PUBLIC E-MAILS THE BOARD AND SAYS I WOULD LIKE THE TALK ABOUT START TIMES. BUT IF THEY DID THAT AND REACHED OUT TO YOU AND MAYBE IT WAS SOMETHING THAT WAS OF INTEREST TO ME OR SARAH OR ANYBODY ELSE I'M JUST SAYING SHOULDN'T THERE BE A PROCESS IN PLACE THAT WE CAN SAY HERE'S MY TO CENTS.

[01:15:14]

>>> BUT WOULD ANYTHING PRETTY YOU WHEN YOU SEE THE E-MAIL THAT SAYS WE'RE NOT INTERESTED FROM SAYING HEY I AM INTERESTED AND OPENING THE CONVERSATION THAT WAY?

>> THAT'S WHAT I'M WANTING TO KNOW IS HOW THAT CAN HAPPEN.

>> WE'VE HAD THIS DISCUSSION A LOT.

THERE'S NOTHING STOPPING ANYBODY FROM CANT THE BOARD PRESIDENT

AND SAYING IS THIS -- >> IT'S IMPORTANT TO REMEMBER WHAT THE PURPOSE OF A BOARD MEETING IS AND THAT'S JUST THE CONDUCT THE BIDS OF THE CORPORATION BROUGHT TO US BY ADMIN, SO I THINK AS JULIE STATED THAT THERE'S A LOT OF WAYS TO COMMUNICATE TO THE BOARD AND TO HAVE OPINIONS HEARD OR -- IF ASSIST TOPIC THAT BRINGS VALUE TO THE CORPORATION I WOULD THINK THAT AT THAT POINT THE PRESIDENT WOULD MAKE THAT DECISION THAT THAT SHOULD BE ADDED AND THEN IF YOU GET THE RESPONSE AND YOU HAVE A CONCERN ABOUT WHAT THE -- IF YOU DON'T AGREE THAT'S WHEN YOU HAVE THAT CONVERSATION BUT I MEAN -- I THINK IN EFFORT OF KEEPING BOARD MEETINGS EFFICIENT AND

RUNNING -- >> I THINK THERE'S A MISCOMMUNICATION OF SOME SORT OR MAYBE I'M NOT SAYING IT CLEARLY.

I'M NOT SAYING THAT WE HAVE TO MAKE THE DECISION.

WHAT I'M SAYING IS IF WE DON'T SEE THE INFORMATION THAT'S COMING IN AS JUST ANYTHING, LIKE A LIGHT THAT GOES OFF AND SAYS THIS IS A GOOD POINT, MAYBE WE SHOULD BE TALKING ABOUT THIS, MAYBE THIS WOULD BE BENEFICIAL FOR OUR ADMINISTRATION, MAYBE THIS WOULD SAVE MONEY FINISH OUR SCHOOLS, I'M JUST SUGGESTING THAT WHEN THOSE COME IN, HEY BOARD WE JUST GOT THIS REQUEST, I'M MAKING THE DECISION NOT TO ADD THIS TO THE AGENDA BECAUSE OF A, B OR C OR DOES ANY BOARD MEMBER FEEL THAT SHOULD COME ON

THE AGENDA? >> I THINK THAT CAN HAPPEN.

I THINK IF WHAT I'VE HEARD SAID HERE TONIGHT IS THAT AFTER THE DENIAL GOES OUT IF IT'S ACCEPTED THAT -- ONCE THE DENIAL GOES OUT THEN WE CAN CIRCLE BACK AND SAY WE THINK THAT THAT WAS GOOD OR WE THINK WE NEED TOO THAT AND IT CAN GO ON THE NEXT MEETING BUT IT MIGHT NOT GO ON THAT MEETING. SO IT MIGHT BE A MATTER OF TIMING THAT THAT DISCUSSION COULD HAPPEN AS LONG AS THE COURTESY IS EXTENTED THAT THE DENIALS ARE SHARED WITH THE BOARD. I DON'T KNOW THAT'S A REQUIREMENT BUT AS LONG AS THAT COURTESY IS FOLLOWED THROUGH ON

I THINK WE COULD -- >> SO IT DOESN'T NECESSARILY HAVE TO BE PART OF THE POLICY, IT COULD BE PART OF OUR

PROCEDURE. >> I'M -- HOW THE BOARD INTERACTS, I MEAN YEAH IT'S JUST PART OF OUR WORK TOGETHER.

>>> I DON'T THINK THERE'S AN EXAMPLE WHERE THAT HASN'T BEEN SHARED SO I DON'T THINK IT'S BEEN A PROBLEM.

>> I THINK IT'S JUST COMMUNICATION, AND I'M JUST CIRCLING IT BACK THAT WHEN THE INFORMATION COMES IN I THINK WE HAD ONE RECENTLY AND IT WAS DECLINED WHICH IS OKAY AND THE INVEST WAS SHARED AND THAT HAVE IT.

AND I GUESS IF I DID FEEL THAT INFORMATION SHOULD COME, ALL I DO IS GO BACK AND SAY HEY BOARD MAYBE WE CAN ADDRESS WHATEVER

SUBJECT IT IS. >> RIGHT AND I'VE TRIED TO BE VERY CLEAR AS PRESIDENT AND I -- THIS IS MY EXPERIENCE AND PAST PRESIDENTS THAT I'VE BEEN ON THE BOARD WITH THAT I'VE NEVER DECLINED A CONVERSATION WITH ANY BOARD MEMBER TO TALK ABOUT TOPICS THAT THEY FELT WERE IMPORTANT TO DISCUSS AND I HAVEN'T GOTTEN A LOT OF FEEDBACK ON TOPICS OR THE ONE THAT CAME IN THAT'VE DENIED I HAVEN'T LATER FROM ANYBODY, SO I WORK

TON ASSUMPTION THAT IT'S OKAY. >>> COUPLE OF QUESTIONS ON PART -- THE SECOND PART OF THIS POLICY UNDER PUBLIC COMMENT AT

[01:20:02]

>> YES. >> THOUGHTS DOH?

>> I HI THE FIRST PARAGRAPH YOU HAVE TO BE PHYSICALLY PRESENT AT A MEETING TO PROVIDE ARGUMENT ON A POSTED AGENDA ITEM.

>> I THINK CLARIFICATION WOULD BE GOOD.

>> WE CAN ADD THOUGHTS END. >> WE WOULD NEED A FEST AND SECOND ON THIS AND SOMEBODY WOULD HAVE TO MOVE TO AMEND.

>> I'LL MAKE A MOTION TO AMEND POLICY B 0507, AND LINE ITEM B, NO PERSON MAY SPEAK MORE THAN ONCE ON THE SAME TOP I THINK AT

THE SAME MEETING. >> I WOULD SECOND.

>> AND IF IT'S A FRIENDLY AMENDMENT IF NOBODY HAS AN OBJECTION TO THAT WE CAN HAVE THAT WITHOUT TAKING A VOTE.

THAT'S GOOD TO CLARIFY. >> JUST AT THE SAME MEETING?

>> . >> DID YOU GET THAT DENISE?

>> YES. >> PERFECT.

THANK YOU. >> I HAVE A COMMENT ABOUT C.

TAKE SPEAKERS ON A FIRST COME FIRST SERVE BASIS ACCORDING TO DATE AND TIME OF REGISTRATION, AT ONE POINT I THOUGHTS THERE WAS SOME DISCUSSION ABOUT MAKING SURE THEY WERE RECESSES OF OUR DISTRICT. WE'RE NOT GOING TO DO THAT OR

EMPLOYEES OR -- >> I DON'T THINK WE HAVE TO ADD THAT AND I THINK SOME OF THE DISCUSSION IN THE POLICY COMMITTEE WAS -- I MEAN, JUST TIME -- I MEAN WE'RE ALLOWING FOLKS TO SIGN UP FIVE MINUTES BEFORE SO TIME TO VERIFY JUST SEEPED -- I MEAN, WE'RE JUST GOING TO TRY TO HOPE THAT OUR COMMUNITY SPEAKS ABOUT COMMUNITY.

>> AND ON THE SIGN-UP SHIELD ARE THEY ASKED FOR AN ADDRESS?

>> YES. >> OKAY.

THANK YOU. >> OTHER QUESTIONS? SEEING NONE I WOULD -- I GUESS I WOULD -- IT'S ON THE AGENDA AS ONE, SO I WOULD TAKE A MOTION ON ALL OF THEM IF SOMEBODY WANTS TO OR IF THERE'S SOME OBJECTION TO THAT AND A BOARD MEMBER WANTED TO VOTE ON THEM INDIVIDUALLY THAT'S FINE.

>> ID MOVE TO ACCEPT ALL THE POLICIES AS PRESENTED.

>> OKAY, I HAVE A FIRST. >> I'LL SECOND.

>> A FIRST AND SECOND TO ACCEPT THE POLICY AS PRESENTED FOR UNDER 5.02 FOR ALL OF THE POLICIES AS PRESENTED.

ANY OTHER QUESTIONS? I WOULD ASK TO CALL FOR THE VOTE THEN.

>> YES. AND I'M A YES.

>>> MOTION PASSES 7-0. THANK YOU.

NEXT UP WE HAVE THE SPANISH RESOURCE ADAPTATION.

GOOD EVENING. >>> .

>> GOOD EVENING. I COME BEFORE YOU THIS EVENING REQUESTING APPROVAL FOR THE SPANISH ADOPTION RESOURCES.

AS YOU CAN SEE HERE WE HAVE BOTH DIGITAL AND PRINT RESOURCES SELECTED. KAY CHAVEZ, I HOPE I PRONOUNCE THAT RIGHT FOR MY SPANISH SPEAKING FAMILIES LISTEN USES AT BOTH THE JUNIOR HIGH AND HIGH SCHOOL FOR LEVEL ONE.

WE'VE WORKED ALONGSIDE OUR TEACHERS AND WORKED WITH THEM AND ADDRESSED THEIR FEEDBACK AS WELL AS OUR PARENTS IN OUR COMMUNITY WITH WE ARE EXCITED ABOUT THE RESOURCE THAT HAS BEEN RECOMMENDED BY OUR TEAM. AND WE BELIEVE THAT THESE RESOURCES WILL SUPPORT OUR STUDENTS LEARNING.

AND THEY AL ALIGN WITH IDOE AND THE AMERICAN COUNCIL FOR

TEACHING FOREIGN LANGUAGE. >>> I THINK YOU ALREADY SAID THE ANSWER BUT I RECEIVED SOME INQUIRY AND I THINK WE ALL DID THAT WOULD JUNIOR HIGH IS GETTING THE SAME LEVEL ONE RESOURCES AS THEY WOULD GET IF THEY GOT TO HIGH SCHOOL IS THAT

[01:25:01]

CORRECT. >> CORRECT.

>> SO IT WOULD BE IS IT SAME MATERIAL.

>> YES AND THEY'VE ALSO REQUESTED SOME DIGITAL RESOURCES THAT THEY CURRENTLY ALREADY USE WHICH ALLOW OF TEACHERS ARE VERY

FAVORABLE WITH. >> GREAT.

AND THEN ONE OF THE SENTENCES ON HERE SAYS NOT ADOPTING, WILL CONTINUE USING THE CURRENT RESOURCES FOR LEVELS FOUR AND FIVE. IS THE CURRENT RESOURCES THAT KAY CHAVEZ SUBSCRIPTIONS, THAT THE SAME FOR LEVELS FOUR AND

FIVE IS THIS. >> NO, THOSE ARE DECADED BY THE,P OR DUAL CREDIT PROGRAMMING THAT THEY'RE ATTACHED TO OR THE HONORS PROGRAM SO OUR LEVEL FOUR WE HAVE A GENERAL LEVEL FOUR THAT WOULD BE USING THE RESOURCE BUT ALL OTHER LEVELS BOTH OF THAT THEIR PROGRAMMING IS DICK INDICATED BY THE AP OR DUAL

CREDIT PROGRAM. >>> OH, ANY OTHER QUESTIONS OR COMMENTS? JUST WANT TO SAY I APPRECIATED THE FEEDBACK WE GOT FROM SOME PARENTS ON THIS AND STAFF, AND

THANK YOU. >> ABSOLUTELY.

ANYTHING ELSE? I WOULD ENTERTAIN A MOTION.

>> I MOVE TO APPROVE THE SPANISH RESOURCE ADOPTION AS PRESENTED.

>> I'LL SECOND. >> I HAVE A FIRST AND SECOND, ANY OTHER QUESTIONS? ASK JAB ET TO CALL FOR THE

VOTEN. ROLL CALL VOTE.]. >>> MOTION PASSES 7-0.

AND YOU'RE UP NEXT AS WELL. >>> I HAVE SOME SPEAKERS SO I'LL HAVE YOUR INTRODUCE IT AND THEN TAKE A BREAK CAN THEN WE'LL HAVE

DISCUSSION. >>>

>>> ALL RIGHT. OUR HAND BOOK LEADERSHIP TEAM HAS COME BEFORE YOU THIS EVENING REQUESTING APPROVAL FOR THE 22/23 STUDENT HANDBOOK REVISIONS.

THE RECOMMENDED REVISIONS HAVE GONE THROUGH A RIGOROUS REVIEW PROCESS WHICH INCLUDED CONSIDERATIONS FROM AND FEEDBACK FROM OUR STUDENTS, OUR TEACHERS, STAFF, BOARD MEMBERS AS WELL AND OUR ADMINISTRATION. AND SO WE WE ARE SEEKING APPROVAL FOR THE RECOMMENDATIONS THAT HAVE BEEN SENT BEFORE YOU.

>>> OKAY, THANK YOU. IF YOU COULD HAVE A SEAT AND WE'LL DO OUR SPEAKERS BEFORE WE HAVE OUR DISCUSSION.

SO WE HAVE A FEW SPEAKERS TONIGHT SEW WE'LL START OUT IN THE SAME ORDER THEY SIGNED UP AND FIRST UP IS RAY MAD LOAN.

AND I WOULD REMIND EVERYBODY THAT IT'S A THREE MINUTE TIME LIMIT. WE ASK THIS YOU STAY ON TOPIC OF THE ITEM YOU SIGNED UP TO SPEAK ON AND DIRECT ANY COMMENTS TO

THE BOARD AS A WHOLE. >>> EXCUSE ME AT THE MAY 11 BOARD MEETING MYSELF AND OTHERS POINTED OUT THE PROBLEMS WITH THE TERM MICRO-AGGRESSION. WE NOTED THAT THE DEFINITION USED FOR MICRO-AGGRESSION IS LIMIT TOT ANY PROTECTED CLASS OR MARGINALIZED GROUP. WE ASKED WHY NOT ALL HFC STUDENTS. WE POINTED OUT THE OF THE IS IN THE EYE OF THE ACCUSER NOT ON A FIRM BASIS OF FACT OR THAT THE ACCUSE MEANT THE ALLEGED OFFENSE.

BY INCLUDING MICRO-AGGRESSION IN THE STUDENT CONDUCT SECTION THE BOARDS IS GOING DOWN A PATH THAT MANY COLLEGES HAVE TAKEN WHICH IS NOW IN LITIGATION. HERE'S ARE A TWO RECENT EXAMPLES. A FEDERAL JUDGE IS LETTING A UTILITY OF VIRGINIA MEDICAL STUDENT MOVE AHEAD WITH A LAWSUIT . . .

[01:30:42]

>>> NEXT UP WE HAVE TRACY JACKSON.

>>> >>> GOOD EVENING.

I'M SPEAKING ON THE STUDENT HANDBOOK AT IT RELATES TO THE ATHLETIC COUNCIL AND COMMITTEES TO SUPPORT.

HOPEFULLY YOU'VE ALL READ MY E-MAIL THAT I SENT.

I ATTENDED A WORKING MEETING WHERE YOU ALL DISCUSSED THE ATHLETIC PORNOGRAPHY PORTION OF THE HAND BOOK AND YOU CAN IMAGINE HOW HARD THAT WAS TO ME.

BALL. I APOLOGIZE.

I AM SORRY. >>> HI SUPERINTENDENT AND THE BOARD. MY NAME IS IT GEISHA BALL.

AND TODAY I WOULD LIKE TO SPEAK ON THE HANDBOOK AND THE ADDITION OF MICRO-AGGRESSIONINGS TO THE HASN'T BOOK.

SO TONIGHT I WANT TO SPEAK ON THE IMPORTANCE OF ACKNOWLEDGING MICRO-AGGRESSIONS AS IT PERTAINS TO BLACK AND BROWN MINORITY STUDENTS. I WOULD LIKE THE BEGIN BY ESTABLISHING WHAT MICRO-AGGRESSION IS AND IT IS A COMMENT OR ACTION THAT NEGATIVELY TARGETS A MARGINALIZEDDED GROUP OR PERSON AND IN THE PAST YEAR I'VE SERVED AN INTERN AS H SCHOOL AND UPON MY FIRST DAY I EXPERIENCE AS MICRO-AGGRESSION FROM A COURAGE AT THE SCHOOL.

WHICH AT FIRST I TOOK AT MAYBE THEY DON'T KNOW ANY BETTER THEY WERE UNEDUCATESSED ABOUT THE COMPETENT THEY MADE AND AS I SAT

[01:35:02]

SO AS THEY COME THROUGH THE DOORS I THOUGHT ABOUT WHAT THEY MIGHT BE SUBJECTED TO NOT ONLY BY THEIR PEERS BUT ALSO THEIR EDUCATORS. FROM BEING AN IMMIGRANT STUDENT NEW TO THE COUNTRY, NOT ABLE TO SPEAK OR ADVOCATED IF FOR THEM O BEEN UNDERSTOOD MICRO-AGGRESSIONS FOR NORTH STUDENTS DO NOT ENCOURAGE A SAFE AND EQUITABLE ENVIRONMENT.

IN A 2021 ARTICLE STATES THAT DIVERSE EVIDENT NICK AND RACIAL STUDENTS FACE CHALLENGES AND ARE PLACED AT CONSIDERABLE RISK BY LONG OBSERVED STRUCTURAL AND INEQUITIES.

MICRO-AGGRESSIVE BEHAVIOR CAN HAVE SIGNIFICANT IMPACT ON THEIR DAILY COURSE WORK, PARTICIPATION, AND COULD LEAD TO INTERFERING WITH GRADES AND STUDENT OVERALL WELL-BEING.

SO TO THIS POINT, THE ADMISSION OF MICRO-AGGRESSIONS INTO THE HAND BOOK WOULD NOT ONLY ALLOW FOR STUDENTS TO FACE THESE CHALLENGES KNOWING THAT WE ARE EQUALLY SUPPORTED BY THEIR SCHOOL FACULTY BUT THEY ARE SAFE AND IN AN EQUITABLE POLICE PLACR

ALL STUDENTS. >>> OUR NEXT SPEAK CENTER GWEN

KELLER >>> HI.

202222 YEARS I WAS SETTLING INTO MY JOB AS AN OPTICIAN.

IT WAS A GREAT WORK ENVIRONMENT AND I ENJOYED ALL MY COWORK HERBARS BUT I ESPECIALLY APPRECIATED MY BOSS SARAH.

ONE DAY WE WERE ALL TALKING AND CITY SAID SOMETHING WAS SO R WORD BUT I DID NOT SAY R WORD. SHE LET ME KNOW THAT IT WAS NOT OKAY TO SAY THAT WORD . . .

>>> OUR NEXT SPEAKER IS KURT GREEN.

>>> HELLO. THANK YOU BOARD.

ANYONE WEARING A HOODIE PLEASE REMOVE IT.

I'M A LITTLE DISTRACTED AND ALSO I FIND RED OFFENSIVE AT HFC.

SO PLEASE REMOVE IT IT'S DISTRACTING.

504. AS WELL AS THESE FINE INDIVIDUALS HAVE WORKED ON THIS HANDBOOK, YOU KNOW, SOMETHING THAT WE CAN REWIND, WHAT YOU DIDN'T INCLUDE WAS PARENTS AND COMMUNITY. THAT SAYS A LOT.

OR DOES IT SAY? POLICY REVISIONINGS IN ORGANIZATIONS AND SCHOOLS ARE USUALLY MEANT IN ORDER TO CLARIFY EXPECTATIONS OF ALL INVOLVED AND HOW THEY'LL BE HANDLED NOT TO CREATE MORE AMBIGUITY.

THE OMITTED VERSE BEING VISITED TONIGHT IS FLAWED IN VARIOUS ASPECT ASKS OPENS A DOOR FOR POTENTIAL LAWSUITS BY MUDDYING

[01:40:01]

THOUGH THERE ARE MANY SOURCES IN HOW YOU CAN INTERPRET THE TERM, IF YOU TAKE A LOOK AT IT HF IT'S FLAWED IN NUMEROUS WAYS.

POST MODERN APPROACHES INTO BEFORE GROUP DYNAMICS AND CONTRASTING DESIGNED TO FOSTER SELF-SEGREGATION TO AVOID THE RISK OF SANCTIONS FROM OTHER VERBAL MISSTEPS WHICH COULD BE REPORTED ON THE BASIS RESPONSE TEAMS OPERATING HUNDRED OF COLLEGES OF UNIVERSITIES, THESE TEAMS AND THE BROADCASTS BROCK SISES WHICH DEPLOY THEM HAVE THEM -- READING FROM DOCUMENT.

..] >>> THANK YOU, MR. GREEN.

YOUR TIME IS UP. OUR NEXT SPEAKER IS DAWN LANG.

>>> >>> HI EVERYONE, MY NAME IS DAWN LAG AND I'M HERE TO TALK ABOUT THE MICRO-AGGRESSION SECTION IN THE HAND BOOK. I APPRECIATE THE EFFORTS THAT HAVE BEEN TAKEN TO DIVE INTO THIS ISSUE AND THE PUBLIC COMMENT AND IN PUT AND ALSO THE OUTREACH TO THE STUDENTS HERE IN THE SCHOOL. THE CONCERNS I HAVE COME DOWN TO BASICALLY THE INTENTION AND IT'S LEFT TO THE INDIVIDUAL TO DETERMINE HOW IT WAS APPLIED, IF IT WAS INTENTIONAL OR UNINTENTIONAL AND THEN EVEN TAKING IT FURTHER TO THE POINT THAT HAND BOOK DOESN'T ARTICULATE IS HOW THIS WILL BE ADDRESSED. THERE IS NO SPECIFIC PROCESS THAT IS LAID OUT. IT IS BY RECOMMENDATION THAT IF THIS IS SOMETHING IN CONSIDERATION THAT THERE'S A CLEARLY ARTICULATED PROCESS BY WHICH IS UNDERTAKEN, AS WE ADDRESS THE DIFFERENT THE GROUPS THAT ARE MAYBE AFFECTED UNDER THE MICRO-AGGRESSION DEFINITION I THINK THERE'S OTHER THINGS THAT NEED TO BE TAKEN INTO CONSIDERATION, FOR THOSE COMMUNITIES THAT MAY NOT BE CLEARLY DEFINED THERE MAY BE CERTAIN CIRCUMSTANCES THAT SOME STUDENTS ARE DEALING WITH WHETHER IT'S THE DEATH OF A PARENT, A FAMILY MEMBER GOING THROUGH CANCER SO INDIVIDUAL CIRCUMSTANCE ASKS LIFE THAT THEY MAY BE DEALING THAT MAY BE MISINTERNED AND COMPLETELY MISUNDERSTOOD. SO I THINK THERE'S NEEDS TO BE SIGNIFICANT CONSIDERATION TAKEN INTO HOW THEY'RE INTERPRETED AND THAT IT'S VERY SUBJECTIVE AND NOT VERY CONCRETE.

ALSO I HAVE CONCERNS ABOUT HOW THIS WILL ADD ADDITIONAL RESPONSIBILITY ON TO THE TEACHERS AND THEIR CURRENT OVERBURDENED JOBS AND RISK OF SEEKING TO UNDERSTAND EVERY INTERACTION WITH STUDENTS; EVERY INTERACTION THAT STUDENTS HAVE WITH THEM. HOW THEY TRACK AND DOCUMENT THIS INFORMATION ON EVERY SINGLE STUDENT IN THEIR CLASSROOM.

WHERE THIS INFORMATION GETS APPLIED SO AGAIN THERE'S A GREAT LAB OF DETAIL AND UNDERSTANDING WHAT THAT PROCESS LOOKS LIKE AND LEADS THIS INTO COMPLETE UNDERSTANDING AND MORE FIRE ON YOU AS YOU TRY TO FIGURE THIS OUT AND HOW TO APPLY IT AND LASTLY I'M CONCERNED THIS ATTRACTINGS THE TALENT.

THERE'S ALREADY A TEACHER SHORTAGE AND I THINK THIS ADDS ONE MORE LAYER OF COMPLEXITY INTO THE MIX AS WE LOOK AT

[01:45:02]

>>> AND OUR NEXT CYBER SPEAKER IS JUANITA ALL BRIGHT

>>> THANK YOU.

>>> SO THE AMENDS THAT WERE MADE TO THE ELEMENTARY HAND BOOK WERE THE DEFINITION OF MASS SHOOTING AGGRESSIONS AND WE ALSO WANTED TO BE CONSISTENT WITH K-12 AND THEN WE ALSO MADE CHALLENGE CHANGES SO THAT LANGUAGE HAS BEEN CHAINED TO PARENTS AND GUARDIANS TO BE INCLUSIVE AS WELL AS RECOGNIZE OUR FAMILY

IES. >>> ARE WE GOING TO TALK

ABOUT -- >> INDEPENDENCE I'M SORRY, I THOUGHT HE WAS BRING SOMETHING UP.

WE CAN JUMP INTO QUESTIONS IF THE BOARD HAS -- WE'VE DISCUSSED A LOT OF THIS ALREADY AND WE'VE HAD TIME TO REVIEW IT SO I'LL JUST OPEN IT UP TO QUESTIONS FROM THE BOARD.

>>> IS THERE GOING TO BE A PRESENTATION BY EACH OF YOU OR

WAS THAT THE PRESENTATION? >> THAT WAS K-12 LANGUAGE THAT

WAS ADDED. >> OKAY.

I HAVE SOME CONCERNS. I TOO FIND WEARING A HAT AT A SWEATSHIRT WITH A HOOD UP TO BE DISRUPTIVE.

THAT IS SOMETHING THAT I WOULD NOT LIKE TO SEE AND I THINK THAT'S ALLOWED AND OBVIOUSLY I WORE THAT TONIGHT, OBVIOUSLY, IT WAS TO MAKE A POINT. WHEN I WALKED INTO THE MEETING, I HAD MULTIPLE ADMINISTRATORS SAY WHAT IN THE WORLD ARE YOU DOING AND THAT WHAT IN THE WORLD ARE YOU DOING IS NOT POSITIVE.

IT WAS NOT A -- IT WASN'T SAID IN A POSITIVE WAY SO I DON'T UNDERSTAND IF OUR ADMINISTRATORS AND I DON'T KNOW HOW FAR DOWN THAT GOES BECAUSE IT WAS -- THERE WERE PEOPLE HERE AT THE CENTRAL OFF THAT SAID THAT TO ME.

I DON'T KNOW WHY WE ALLOW OUR KIDS TO WEAR SWEATSHIRTS WITH THEIR HOOD UP AND HATS ON DURING THE SCHOOL DAY.

I THINK THEY OUGHT TO BE TAKEN OFF.

I THINK IF THEY COME YOU AUTOTO BE ABLE TO ASK THEM TO REMOVE THEM AND I THINK THEY SHOULD. SO THAT IS ONE AREA OF THE HAND BOOK THAT I CANNOT SUPPORT AND THEREFORE I JUST DON'T SUPPORT

IT. >> I DON'T THINK IT'S HINDERED YOUR ABILITY TO PARTICIPATE INFORMANT MEETING OR HAVE CONVERSATIONS ABOUT THINGS, THOUGH.

>> I DON'T KNOW THAT IT'S HINDERED THAT, I DON'T KNOW THAT THAT'S THE POINT, I JUST DON'T BELIEVE THAT --

>> ISN'T IT THE POINT? IT'S NOT DISRUPTIVE.

>> WHAT? >> IT'S NOT DISRUPTIVE.

YOU'VE CONDUCTED A WHOLE MEETING FOR ALMOST TWO HOURS.

>> WELL, I WILL TELL YOU THAT I DON'T THINK IT'S RIGHT.

I DON'T THINK THAT THE ADMINISTRATION WOULD HAVE SAID THAT THEY DID IF THEY DIDN'T THINK IT WAS WRONG.

SO TO THAT POINT I WILL TAKES IT OFF.

>> I'M CURIOUS WHAT YOU THINK OUR STUDENTS WEAR WHEN THEY ENTER UNIVERSITY AND GO TO CLASS.

>> QUITE HONESTLY I'M NOT 250 WORRIED ABOUT THAT BECAUSE I'M NOT A TELL TRUSTEE OF A UNIVERSY AND IF I WERE I WOULD TELL THEM

[01:50:01]

THAT TOO. >> AND I'D LIKE TO MAKE A COMMENT TOWARDS THAT TOO. MINE IS FOR A DIFFERENT REASON AND IT'S FROM EXPERIENCE AND HEARING OTHER TEACHERS OR PEOPLE THAT HAVE BEEN THIS THE SCHOOLS, THAT HAS THERE BEEN ANY COMMENCEMENTS OR THOUGHTS WHEN IT COMES TO -- I HATE HAVING TO SAY THIS, CHEATING? SO WHEN WE HAVE KIDS ALL COVERED UP, ALL THE E INTEREST CLOTHES ON I KNOW I'VE HEARD OF KIDS THAT WRITE THINGS IN THEIR HANDS TO ME THAT WOULD BE A REASON FOR KIDS NOT HAVING ALL THE EXTRA CLOTHING ON.

I WANT TO BE ABLE TO SEE THEIR FACES.

I WANT KIDS TO EXPRESS THEMSELVES AND BE COMFORTABLE AND WEAR THEIR FUN SHIRTS BUT IF THEY'RE GOING TO WEAR HOODIE MY THOUGHT OP THAT IS IT SHOULD BE OFF THEIR HEAD WHILE THEY'RE IN THE CLASSROOM. IF THEY WANT TO WALK AROUND THE HALLWAY OR WHATEVER ELSE. SO THAT WAS FOR ME.

MY BIG THING IS I CAN'T SAY I CAN'T SEE THE KID SO THAT'S MY INTERPRETING OF WHY THE HOOD SHOULD NOT BE ON THEIR FACES.

>>> I HAVE A QUESTION. COULD YOU JUST -- AND I APOLOGIZE, THIS IS THE SECOND READING THAT I'M ASKING THIS QUESTION, BUT CAN YOU EXPLAIN THE PROCESS FOR THE PENALTY OR THE -- WHEN STUDENT IS CHARGED WITH A FELONY OR MISDEMEANOR AND WHY WE USE -- WHY THE DELINEATION IS BETWEEN CHARGED

AND CONVICTED FOR I GUESS -- >>> I DON'T KNOW THAT THAT LANGUAGE CAME FROM ANY OF THESE PEOPLE HERE.

I NOW THAT IT WAS IN THE HAND BACK PRIOR TO THIS SCHOOL YEAR SO THAT MEANS THAT THE BOARD APPROVED IT PRIOR TO THIS YEAR AND THAT DISCUSSION WOULD HAVE TAKEN PLACE WHEN IT WAS IN PUT

IN THERE T. >> SO THERE IS ROOM FOR CHANGE IN THAT THEN, I KNOW WHERE THE SECOND READING -- BUT I MAID COMMENTS ABOUT IT AT THE LAST MEALING MEETING THAT HEARING OUR SPEAKERS SPEAK TONIGHT IS SO POINT I POIGNANT TO ME.

IF THEY'VE BEEN CHARGED, THAT STINKS, THERE SHOULD BE A COMMITTEE -- I LIKE THE IDEA OF HAVING A FAMILY ADVOCATE USING THE RESTORATIVE PROCESS TO GET THEM BACK INTO THEIR CLASSROOM, THEIR SPORT, THEIR CHOIR; WHATEVER IT MAY BE.

UNTIL THERE HAS BEEN AN ARREST THAT HAS BEEN CONVICTED THAT PROCESS CAN TAKE THREE MONTHS A YEAR AND WE HAVE NOW BEEN DETRIMENTAL TO THE SAYS OF THAT CHILD THAT COULD BE ENCOURAGED AND HAVE A FABULOUS HIGH SCHOOL CAREER MINUS THE ONE BLIP THEY DID. WE KNOW OUR KIDS MAKE MISTAKES.

OUR KIDS MAKE POOR CHOICES AND THEY MESS UP BUT THAT SHOULD NOT KEEP THEM FROM BEING ABLE TO PARTICIPATE IN THEIR ACTIVITY OR SUPPORT OR THE VERY THING THAT THEY LOVE THAT GIVES THEM THE ENSCOURGEMENTS TO GET BACK ON TRACK.

SO AM VERY RESPECTFUL 20 YOUR WORDS TONIGHT AND I MEND YOU FOR YOUR PATIENCE ON PUSHING THROUGH.

I WASN'T ON THE WORD BACK THEN BY FEEL FOR YOU AND I'M TELLING YOU I HOPE THIS BOARD DOES MAKE A CHANGE IN THAT LANGUAGE.

OUR STUDENTS SHOUT NOT BE PENALIZED FOR THE WHOLE ENTIRE TIME SO, MY VIEWPOINT IN THIS SEAT FEELS THAT IT NEEDS TO

CHANGE. >> IF YOU TAKE A LOOK AT THE HIGH SCHOOL REVISIONS YOU WILL SEE IS THAT WE DID ADDRESS THAT BECAUSE IT WAS A CONCERN OF HOURS --

>> CAN YOU MAKE IT A LITTLE BIGGER?

>> YES, I GOT TO GET TO IT FIRST.

>> I THINK AS I READ THROUGH IT, AND THE REASON I ASKED THE QUESTION IS BECAUSE THE THE STEPS WERE ADDED WHICH I LIKED.

IT GIVES SOL SOME OPTION FOR SOMEONE OTHER THAN -- SOME OTHER

[01:55:01]

SO I REALLY LIKE THAT PROCESS. I JUST WAS WONDERING ABOUT --

>> CAN YOU GIVE ME THE PAGE? SO UNDERNEATH THAT IT SAYS ATHLETIC PENALTY AND WE'RE TALKING ABOUT UNAUTHORIZED POSSESSION OF FISHERS HIGH SCHOOL ATHLETIC PROPERTY SO THAT'S ONE SECTION, THE NEXT SECTION WHERE IT SAYS FELONIES AND MISDEMEANORS AND OUT OF SCHOOL SUSPENSIONS FOR REASONS NOT COVERED BELOW. SO -- GO AHEAD.

>>> SO IT'S OUTLINING THE PROCESS, WHICH I THINK THE INTENT WAS TO MAKE SURE THAT IF THERE IS A SITUATION THAT THE SITUATION WAS LOOKED AT BY MORE THAN ONE PERSON AND FROM

DIFFERENT LENSES WAS THE -- >> I'M NOT SEEING THE DIFFERENT

LENSES. >>> STEP TWO --

>> WHO IS THE ADVOCATE FOR THE CHILD IN THAT COMMUNICATION?

>> PRIOR TO THESE REVISIONS, THERE WAS A COUNCIL THAT COMPRISE OF THE ATHLETIC DIRECTOR, THE COACH AND THE PRINCIPAL, WHAT WE HAVE TRIED TO DO IS IDENTIFY AND EXPAND THAT LENS TO INCLUDE OTHER SUPPORTS FOR STUDENTS IN THAT IT'S NO LONGER A COUNCIL, IT'S BEING CALLED A COMMITTEE AND THE CATEGORIES ARE LISTED THERE SO IT WOULD BE A PRINCIPAL, AN ATHLETIC DIRECTOR, A SCHOOL COUNSELOR OR THE PRINCIPAL'S -- I WON'T SAY THE DESIGNEE OR A SCHOOL COUNCILOR WHO IS NOT THE STUDENT'S COUNCILOR, A BILLION LEVEL EQUITY COACH, A HEAD COACH FROM ANOTHER SPORTS PROGRAM WOULD REPRESENT THOSE STUDENTS OR THAT STUDENT IN WHATEVER THE CASE MIGHT BE, AND THEY WOULD LOOK AT THE SITUATION. LOOK AT ALL OF THE INFORMATION THAT'S INVOLVED IN THIS CASE OR THE SITUATION, AND THE ADDITIONAL STEPS ARE OUTLINED FROM THERE.

THEY WOULD MAKE A DETERMINATION IF THEY AGREED OR WHATEVER THE SANCTION WOULD BE AND WHAT WE HAVE TRIED TO DO IS IF YOU GO BACK AND YOU LOOK AT THE OTHER CONSEQUENCES FOR OTHER THINGS WE HAVE TRIED TO TAKE SOME OF THE NEGATIVES, LONG-TERM CONSEQUENCES OUT OF THEM AND SHORTEN IT TO GIVE STUDENTS AN OPPORTUNITY TO REDEEM THEMSELVES THROUGH THE RESTORATIVE PRACTICE PROCESS. SO IN THE PAST IT WAS THAT THE STUDENT WOULD BE EXCLUDED FROM ATHLETIC PARTICIPATION FOR HIS ENTIRE HIGH SCHOOL CAREER. WE CAN THAT STUDENTS DESERVE A SECOND CHANCE IN THEY MAKE MISTAKE SO WE TAKE A LOOK AT WHAT WAS THERERS WE TRIED TO FINE-TUNE IT AND STAY WITHIN THE CONSTRAINTS OF THE PROCESS AND THE PROCEDURE, AND OUTLINE ADDITIONAL APPEALS PROCESS FOR WHATEVER DECISION THAT'S MADE IF A PARENT DOESN'T AGREE WITH THAT OR THEY CAN FOLLOW THE PROCESS

FOR A THE APPEAL >> WE ARE TALKING ABOUT RANGE FROM 5 TO 100% OF A SEASON. IF A CHILD HAS MADE A MISTAKE AND THEY HAVE NOT BEEN PUT IN JAIL AND HAMMERED DOWN BY A JUDGE, WE CAN'T -- IN MY OPINION, WE CANNOT TAKE THAT COMPLETELY AWAY FROM THEM. AND AGAIN, YOU'VE GIVEN GREAT INFORMATION. BUT I STILL DON'T HEAR WHO IS THE ADVOCATE FOR THE CHILD IN ANY OF

THAT INFORMATION. >> WELL IN THE FIRST STEP IT'S THE CHILD AND THEIR PARENTS OR GUARDIANS ARE THERE.

>> THEY'RE IN THE COMMITTEE. >> STEP ONE IS THE DISCUSSION WITH THE STUDENT AND THE PARENT OR GUARDIAN WITH THE ATHLETIC DIRECTOR TO EXPLAIN THE PROCESS, UNDERSTAND WHAT'S GOING TO

HAPPEN. >> I APPRECIATE THESE COMMENTS BUT THERE'S NOTHING SO FAR THAT WILL CHANGE MY POSITION IN SUPPORTING THIS AT ALL UNTIL WE HAVE SOMEONE THAT SUPPORTS THE -- ADVOCATES FOR THE CHILD IS THE FIRST THING. AND THE SECOND THING IS THAT THE CHILD, UNLESS IT COMES THROUGH FROM THE LEGAL SYSTEM THAT THAT PERSON HAS BEEN HAMMERED DOWN AND --

[02:00:03]

>> CONVICTED. >> CONVICTED, THANK YOU. THEN THEY SHOULD BE ABLE TO CONTINUE GOING ON WITH THEIR OUTSIDE EVENT AND BE TREATED JUST LIKE EVERY OTHER STUDENT IN OUR SCHOOL. THE PENALTY SHOULD NOT COME TO THEM THERE OTHER THAN OBVIOUSLY THERE'S BEEN SOMETHING THAT THEY DID THAT WILL BE COVERED IN THE CONSEQUENCE BUT NOT TO THE DRASTIC PART OF MISSING. IT SAYS HERE 5 TO 100%. I WOULD SEE MAYBE 5-15% AS A PUNISHMENT. OR WE DON'T USE PUNISHMENT, AS A CONSEQUENCE OR AS A DISCIPLINE. BUT TO -- WE DO -- I MEAN, WE CAN LIST THEM RIGHT NOW THAT WE'RE JUST PRESENTED AMAZING STATE CHAMPIONS THAT HAVE WHETHER IT WAS TRACK, WHETHER IT WAS OUR DECA KIDS. WHOEVER THEY ARE. WE WOULD ROB THEM OF THAT SUCCESS IF THEY JUST DID SOMETHING DUMB OR THEY HAPPENED TO BE AT THE SAME PARTY AS SOMEBODY ELSEWHERE THEY HAPPEN TO BE TALKING OR NEXT TO AND A PICTURE WAS TAKEN. YES, IT WAS SOMETHING WHERE THEY WERE ARRESTED. BUT IT WASN'T CONVICTED, THAT SHOULD NOT INTERFERE IN THEIR HIGH SCHOOL CAREER TO THE FAULT OF MISSING A WHOLE ENTIRE SEASON, AND THEN SOME.

>> WHICH IS WHY WE HAVE THE COUNSELOR AS AN ADVOCATE.

WE HAVE THE HEAD COACH AS AN ADVOCATE.

WE HAVE ANOTHER COACH AS A ADVOCATE.

THAT WHY WE EXPANDED THE GROUP OF THOSE PEOPLE WHO SUPPORT THAT HAVE MORE OF A STUDENT SERVICES SUPPORTS LENS THAN SAY AN ATHLETIC DIRECTOR AND JUST THE PRINCIPAL.

>> AND I WOULD STEP BACK A SECOND.

>> YES. >> BECAUSE WHAT I'M HEARING IS AN ASSUMPTION AND I'M -- THAT THE MISTAKE THE STUDENT MADE IS

SOMETHING QUITE MINOR. >> WE DON'T KNOW.

>> WE DON'T. WHICH IS WHY THERE'S A RANGE OF 5 TO 100% BECAUSE IT COULD HAVE BEEN A STUDENT WAS AT A PARTY AND WAS DRINKING AND GOT CHARGED WITH UNDERAGED POSSESSION OF ALCOHOL.

IT COULD HAVE BEEN THE STUDENT HAS DONE AN INCREDIBLY SERIOUS VIOLENT CRIME AND HAS NOW BEEN CHARGED. WHAT YOU'RE SUGGESTING IS IF WE CAN'T DO ANYTHING UNTIL THAT STUDENT IS CONVICTED, WE MAY NEVER BE ABLE TO DO ANYTHING. PART OF THE PROBLEM --

IT'S A BALANCE HERE. >> WHY ARE WE DOING IT? WE'RE NOT THE JUDGE AND THE JURY. WE'RE A SCHOOL DISTRICT.

>> IT'S ABOUT SAFETY. IT'S ABOUT THESE ACTIVITIES ARE EXTRACURRICULAR ACTIVITIES. SO THEY HAVE TO LOOK AT WHAT THE STUDENT IS CHARGED WITH. WE'RE TALKING ABOUT, THIS IS INCLUDING

OUT OF SCHOOL SUSPENSIONS. >> SO WHY DON'T WE ACTUALLY STATE THOSE ON THERE? IS IN THE PROCEDURES OF SORTS, IS THERE A LIST THAT SAYS, YOU KNOW, THE FIVE BIG ONES, YOU KNOW, WHETHER IT WAS ROBBED A BANK, KILLED A PERSON.

DO WE HAVE THOSE THINGS? AGAIN, 5-100% SEEMS BIG. I RESPECT THAT WE HAVE A NEW COUNSEL GROUP ON THERE. BUT IT SHOULD BE DEFINED OF HOW CRUCIAL IT WAS. BECAUSE AS WE KNOW, I MEAN, I GAVE THE EXAMPLE OF MY SON LAST TIME. HE WAS AUTOMATICALLY IN TROUBLE FOR THE SENIOR PRANK THAT WAS HAPPENING. AND I HAD TO GO THROUGH WEEKS OF THAT OF GETTING THAT CLEARED OUT. AND I WAS FORTUNATE THAT -- I DON'T KNOW IF IT WAS DR. KEGLY OR NOT, I CAN'T REMEMBER. THAT THE PRINCIPAL THAT WAS THERE AGREED TO BRING OUT THE TAPE TO SHOW. AND MY SON WAS NOT EVEN PART OF IT. HE ENDED UP GETTING IN TROUBLE AND HAD 3.5 WEEKS THAT HE WAS OUT OF HIS SPORT AND ACTIVITY. NOW THAT'S TINY COMPARED TO WHAT THIS FAMILY WENT THROUGH AND WHAT OTHER PARENTS AND FAMILIES ARE GOING THROUGH. SO WHAT I'M SAYING IS UNTIL THEY'RE CONVICTED, I THINK WE NEED TO BE CAREFUL. NOW THAT EXAMPLE, I UNDERSTAND THAT THEY THOUGHT HE DID SOMETHING WRONG.

BUT STILL. I THINK IT NEEDS TO SHORTEN THE TIME BEFORE WE HAVE

THAT SITUATION. >> I WONDER IF WE COULD SEPARATE FELONY AND MISDEMEANOR. IF THAT WOULD GET TO WHAT SUSAN'S TALKING ABOUT. IF IT WAS CHARGED WITH A FELONY OR CONVICTED OF A

MISDEMEANOR, IF THAT -- >> WELL I GUESS -- SO IF WE'RE LOOKING AT OUR STUDENT HANDBOOKS AND ALL OF THIS BEHAVIOR, IF YOU'RE -- I DON'T KNOW HOW TO SAY THIS. IF A STUDENT IS

[02:05:03]

>> INCORRECT. OBVIOUSLY IF IT'S THERE AND WE KNOW IT'S THERE, I MEAN, YOU'RE GOING TO HAVE TO BE ABLE TO DISCIPLINE THEM. THE ONE THAT DID IN YOUR EXAMPLE, THEY DO BLOOD TESTS. THEY COME BACK AND THEY'LL SAY THAT COULD TAKE SIX MONTHS TO A YEAR.

>> NO, NO. YOU'RE TALKING A DUI. I'M TALKING ABOUT A PARTY AND THE COPS COME OUT AND THERE'S A BUNCH OF KIDS AND THEY'RE CHARGED WITH CONSUMPTION OF ALCOHOL. THEY'RE NOT TESTING

EVERYBODY. >> I'M SAYING WITH ALL THE PHONES AND ALL THE THINGS OUT THERE, THERE'S SO MUCH INFORMATION. LITTLE JOEY PROBABLY GOT, SAID HEY YOU WERE THERE AND WRAPPED IN. BUT HE WASN'T DRINKING AT ALL. UNTIL IT'S RESOLVED, UNTIL WE HAVE THE INFORMATION THAT SAYS YOU ARE GUILTY, I DON'T THINK THE PUNISHMENT SHOULD BE THAT THEY MISS EVERYTHING THEY'RE DOING. AND I REALIZE --

>> BUT WHO IS DECIDING THEY'RE GUILTY?

>> YOU JUST DID. YOU JUST SAID THOSE KIDS WERE ALL GUILTY.

>> NO. NO. >> I THINK THE CONCEPT IS THAT THEY'VE GIVEN A RANGE OF 5 TO 100 WITH THE FACT THAT WE HAVE TO BELIEVE THAT IF WE'VE GOT EDUCATED LEADERS HERE WHO ARE LOOKING AT A SITUATION INDIVIDUALLY FOR CHILDREN, AND LIKE YOU SAY, WE'RE NOT TRYING TO BE PUNITIVE. BUT THERE MAY BE A CONSEQUENCE THAT'S HANDED OUT BECAUSE OF SOMETHING THAT HAS OCCURRED. AT THE SAME TIME, YOU KNOW, YOU CAN'T SAY IN ALL SITUATIONS THAT IT'S 5% OR IT'S 100%. YOU HAVE TO LOOK AT THE INDIVIDUAL SITUATION THAT'S GOING ON AND THAT'S WHY YOU DO HAVE PARENTS AT THE TABLE AND YOU DO HAVE COUNSELORS AT THE TABLE. CHILDREN HAVE VARIATION SITUATIONS GOING ON ALL THE TIME IN THEIR LIVES. AND WE DO WANT TO BE COGNIZANT OF THAT. I THINK THAT'S WHY THEY'RE SAYING WE'VE GOT THIS 5-100% RANGE. SOME OF THE THINGS IN OUR SCHOOL ARE CLEAR THINGS.

FOR EXAMPLE, YOU KNOW YOU'RE NOT SUPPOSED TO BE ALCOHOL IN SCHOOL. YOU'RE NOT SUPPOSED TO HAVE DRUGS IN SCHOOL. THERE ARE OTHER THINGS THAT YOU'RE NOT SUPPOSED TO HAVE IN SCHOOL. SO IS THAT 5%? DOES IT GO TO 100%? SOME OF THESE THINGS ARE CLEAR CUT. WHEN SOMETHING HAPPENS OUT IN THE COMMUNITY AND THEN WE GET INFORMATION OR KNOWLEDGE ABOUT THAT BECAUSE OF OUR POLICE OFFICERS OR WHAT HAVE YOU. THEN HOW DID WE HANDLE THAT? THAT HAS TO BE HANDLED ON A CASE BY CASE SITUATION. AND I THINK THEY'RE TRYING TO GIVE SOME FLEXIBILITY ABOUT HOW WE THEN HANDLE THOSE SITUATIONS THAT DIDN'T ACTUALLY OCCUR IN OUR SCHOOL.

>> I -- >> ARE YOU DISTINGUISHING

BETWEEN STUFF THAT HAPPENS ON -- >> BOTH.

>> OKAY. SO YOU AREN'T SAYING ONE SEPARATE THAN THE OTHER?

>> WELL OBVIOUSLY -- OKAY. YES, I AM. BUT WHAT I REALLY AM CONCERNED WITH IS WHEN THERE'S A CHARGE -- NO.

>> CONVICTION. >> YES. SOMEBODY'S BEEN CHARGED WITH SOMETHING DOESN'T MEAN THEY'VE BEEN CONVICTED. SO THAT'S SEPARATE. SO ON THAT ONE, IT SHOULD BE ADDRESSED DIFFERENT. NOW IF IT'S ON GROUNDS OR KIDS DID SOMETHING HERE, THOSE ARE NOT POLICE REPORTS. THOSE ARE SOMETHING THAT'S HAPPENING IN THE CIRCLE, CORRECT?

>> THE POLICE COULD BE INVOLVED IN CERTAIN CASES. IF IT HAPPENED

ON SCHOOL PROPERTY. >> LIKE VANDALISM, FOR EXAMPLE.

>> I THINK -- I APPRECIATE THAT THE PROCEDURE BEFORE WAS MAYBE NOT WORKING. IT WAS THE SAME PEOPLE WHO WERE MAYBE IMPLEMENTING THE DISCIPLINE OR THE SAME PEOPLE THAT WERE SORT OF REVIEWING THE APPEAL, AND THAT WAS A PROBLEM. WHEN IT'S THE SAME PEOPLE INVOLVED AND THERE'S NO OUTSIDE EYES. SO CHECKS AND BALANCES, LIKE YOU DISCUSSED. I AGREE THAT THAT NEEDED CHANGE. AND I APPRECIATE THE STEPS YOU'VE TAKEN TO TRY TO CREATE A PROCESS THAT HOPEFULLY WILL BE MORE FAIR AND EQUITABLE.

I DON'T THINK ANYTHING WE WRITE UP IS EVER GOING TO BE PERFECT FOR EVERY SITUATION. I WISH WE COULD FIGURE OUT A WAY TO DO THAT. BUT IT'S NOT -- BUT I REALLY DO APPRECIATE THAT YOU'VE CREATED THESE STEPS AND INDICATED THIS APPEALS PROCESS AS WELL SO IT'S CLEAR FOR PARENTS AND STUDENTS THAT ARE IN

[02:10:02]

ESPECIALLY THE HEAD COACH FROM A DIFFERENT PROGRAM. EQUITY COACH.

>> MS. CHAMBERS, MAY I MAKE A CLARIFICATION.

>> SURE. >> MS. THOMAS THAT YOU HAD.

SEVERAL YEARS AGO WE WERE GRANTED THE LILY ENDOWMENT GRANT. AND WE WERE ABLE TO REVIEW AND REMODEL OUR COUNSELING PROGRAM, K-12. ONE OF THE PIECES OF THAT WAS TO DESIGNATE A SPECIFIC RESPONSIBILITY OF OUR SCHOOL COUNSELORS AS A STUDENT ADVOCATE. SO THAT IS A VERY IMPORTANT PIECE OF THINK DAY, K-12, THAT THEY ADVOCATE FOR

WHAT'S BEST FOR THAT STUDENT. >> THANK YOU FOR THAT INFORMATION. SO WHEN THEY'RE GOING INTO THIS, IT'S NOT NECESSARILY THEIR SCHOOL COUNSELOR, IT IS A COUNSELOR, IS

THAT CORRECT? >> CORRECT.

>> AND THAT COUNSELOR IS SUPPOSED TO BE ON BEHALF OF THE STUDENT. THANK YOU FOR THAT CLARITY BECAUSE THAT'S NOT WHAT WAS ON OUR PROCESS BEFORE, CORRECT?

>> CORRECT. >> LET ME GO BACK. I SWITCHED PAGES. SO DOES THAT SAY ON HERE? SO IT SAYS SCHOOL COUNSELOR, SO IT'S NOT GUIDANCE COUNSELOR. DO WE HAVE THAT SAYING THAT WE CAN SAY AS THE STUDENT -- AS A STUDENT ADVOCATE. BECAUSE IT SAYS A SCHOOL COUNSELOR WHO IS NOT THE STUDENT'S PRIMARY

COUNSELOR. >> THAT'S JUST THE EXPECTATION AND THE GIVEN THAT A SCHOOL COUNSELOR IS A STUDENT'S ADVOCATE. THAT'S PART OF THE CASTLE --

>> AND THE HEAD COACH I NOTICED ON HERE, AND WE SWITCH IT. FROM

A WHOLE NOTHER SPORT. >> CORRECT.

>> OKAY. >> I HAVE ONE QUESTION. IN THE SAME AREA WE ARE NOW. THE KIND OF ITALICIZED PART OF THE FIRST STAR WHERE IT SAYS, "POTENTIAL SUSPENSION FROM A TEEN MAY REACH 5 TO 100% OF THE SEASON." IS THERE A REASON WHY WE DON'T SAY ZERO TO 100% IF THIS IS AN INSTANCE WHERE IT'S A MISIDENTIFIED STUDENT. IT IS A MISUNDERSTANDING. IT IS SOMETHING THAT WE DO FIND OUT AFTER THE FACT, YOU KNOW, A LITTLE BIT LATER OR EVEN THROUGH THIS INTERVIEW ARE THIS PROCESS THAT THIS STUDENT MAY NOT HAVE COMMITTED WHATEVER OFFENSE THAT IT WAS THAT WE'RE NOT TAKING THAT, GIVING THAT AN OPTION AS A

ZERO SUSPENSION? >> I THINK WE NEED TO BACK UP A LITTLE BIT BECAUSE THIS IS -- THIS PARTICULAR RULE IS BASED ON THE INFORMATION THAT WE HAVE DOCUMENTATION THAT SOMETHING HAS HAPPENED ON THIS LEVEL. IF WE HAVE A STUDENT THAT IS ACCUSED OF SOMETHING THAT WE'RE NOT SURE ONCE WE INVESTIGATE AND FIND OUT THAT THIS STUDENT IS INDEED NOT INVOLVED IN IT, THIS WOULD NOT APPLY. AND WE WOULD LEAVE IT UP TO THE PROFESSIONAL JUDGMENT OF THE BUILDING TO MAKE WHATEVER, YOU KNOW, DETERMINE ANY PARTICULAR CONSEQUENCE FOR THAT PARTICULAR INCIDENT. THIS PARTICULAR RULE IS BASED ON INFORMATION THAT HAS BEEN PROVIDED TO THE SCHOOL DISTRICT BY OUR LEGAL SYSTEM. AND THAT, FROM MY UNDERSTANDING, IS HOW THIS RULE WAS DEVELOPED. IT WAS BASED ON THE LAW ENFORCEMENT BROUGHT INFORMATION TO A SCHOOL.

REGARDING A FELONY OR MISDEMEANOR OR SOMETHING THAT OCCURRED OUTSIDE THE SCHOOL THAT WARRANTED THE LAW TO BE INVOLVED. AND THEY BROUGHT IT TO THE SCHOOL'S ATTENTION. THAT FROM MY UNDERSTANDING IS HOW THIS PARTICULAR RULE APPLIES TO

THIS CONVERSATION. >> AND THAT'S CLEAR TOO. BUT THE VERY FIRST SENTENCE SAYS, "WHEN A STUDENT IS CHARGED." SO ON SARAH'S POINT, FOR EXAMPLE, IF IT'S MAY AND THERE WAS A CHARGE AND THEN WE FIND OUT IN THE BEGINNING OF AUGUST IT WAS DROPPED, ACCORDING TO THIS, THE KID IS STILL MISSING AT LEAST 5% OF FOOTBALL. AS AN EXAMPLE. OR 5% OF SOCCER. SO

THAT'S -- >> THERE IS NO CHARGE.

>> NO, NO. IT SAYS ON HERE THEY WERE CHARGED.

>> NO, BUT IF YOU LATER FIND OUT THE CHARGES WERE DROPPED.

>> WELL WHAT ABOUT ALL THE SUMMER.

>> THERE'S NO CHARGE. >> BUT THEY SUMMER PRACTICE.

>> I THINK THE POINT OF THIS PROCESS WITH THIS NEW COMMITTEE IS TO BE ABLE TO REVIEW THAT INFORMATION AND THEY'RE GOING TO BE LOOKING AT WHAT EVIDENCE IS THERE, YOU KNOW, FROM THE

[02:15:06]

THAT. >> CAN WE ADD THAT THEN AND JUST MAKE IT ZERO TO 100% BECAUSE THEN IT COVERS THAT FOR SOMEONE WHO HAS, THEN THEY'RE NOT HAVING AT LEAST 5.

>> SAY UP TO. >> OR UP TO.

>> WE'RE NOT OPPOSED TO JUST MAKE IT ZERO TO 100. THERE'S NO OPPOSITION TO THAT. JUST MAKE IT THAT.

>> I HAVE ONE OTHER FOLLOW UP QUESTION. DO WE HAVE A SIMILAR PROCESS FOR ANY OTHER EXTRACURRICULAR ACTIVITIES FOR A STUDENT THAT MAY -- OR ARE WE, I FEEL LIKE IN A SENSE WE'RE TALKING JUST ABOUT ATHLETES PARTICIPATING IN SPORTS. WHAT ABOUT KIDS THAT PARTICIPATE IN BAND OR SHOW CHOIR OR OTHER ACTIVITIES THAT THEY'RE REPRESENTING OUR SCHOOL JUST AS ATHLETES WOULD. DO WE HAVE A SIMILAR PROCESS IN THOSE EXTRACURRICULAR TIFT -- ACTIVITIES AND EXTRAS AS WELL?

>> IT WOULD FOLLOW THE STUDENT'S CODE OF CONDUCT PROCEDURE FOR AN INFRACTION OF WHATEVER KIND. AND IF IT RESULTED IN ONE OF THESE, A FELONY OR MISDEMEANOR, THEN WE WOULD FOLLOW THIS PROCESS. THEN IF THE PARENT DIDN'T AGREE, THEY COULD OUTLINE AND FOLLOW THE

APPEALS PROCESS. >> SO MAYBE IT SHOULD SAY ATHLETIC AND ACTIVITY RULES AND CONSEQUENCES.

>> WELL IT'S COVERED UNDER A DIFFERENT --

>> SECTION. >> BUT THIS IS THE ATHLETIC SECTION THAT WE'RE TALKING ABOUT.

>> OKAY. THANK YOU. >> SO THE SAME LANGUAGE IS EMBODIIED IN ANOTHER SECTION FO THAT. FOR OTHER EXTRACURRICULAR ACTIVITIES. NOT THE CODE OF CONDUCT. I'M SIMPLY SAYING THE SAME PROCESS FOR SOME STUDENT THAT IS FOUND CHARGED WITH.

>> THAT'S THE POLICY. >> YEAH, IT'S THE BOARD PROCEDURE K-0401 THAT ANY PARENT CAN FOLLOW TO FILE A COMPLAINT OR THE COMPLAINT PROCESS. IT'S ALREADY OUTLINED IN OUR BOARD

PROCEDURE. >> I THINK THE QUESTION IS, DO WE HAVE AN INTENT TO CREATE A SIMILAR TYPE OF COMMITTEE SYSTEM FOR THESE OTHER THINGS OR IS THAT NOT NECESSARY FOR THOSE? I UNDERSTAND THE COMPLAINT PROCEDURE IS KIND OF THE SAME WHERE IT KIND OF GOES UP THE CHAIN OF COMMAND.

>> IF IT WAS A BAND STUDENT, THEY'RE ASKING, WOULD THE BAND STUDENT FOLLOW THIS SAME PROTOCOL. THIS PROCESS AND PROCEDURES FOR WHATEVER THEY DID THAT WAS WRONG THAT THE LAW ENFORCEMENT OUTSIDE BROUGHT SOME THINGS.

>> IT WOULD BE THE SAME PROCEDURE.

>> SO INSTEAD OF THE BAND DIRECTOR, THEY WOULD HAVE MAYBE THE YEARBOOK PERSON STEPPING IN OR SOMETHING, IS THAT CORRECT?

>> CORRECT. AGREE TO A COMMITTEE THAT WOULD BE REFLECTIVE OF

THIS. >> WHAT WOULD HAPPEN, SHOULD THIS BE REWRITTEN TO ACCOMMODATE THAT. WHAT THIS SAYS IS THE AD.

BUT WE'RE NOT SAYING THE AD SO THEREFORE WE'RE NOT FOLLOWING

THE POLICY. >> I THINK THIS IS SPECIFIC TO ATHLETICS. MIRROR THIS PROCESS AND PROCEDURE BUT PUT IT IN OTHER SECTIONS THAT DEAL WITH EVERYTHING: BAND, CLUBS, WHATEVER. MIRROR THIS PROCESS BUT IT WOULD BE IN OTHER SECTIONS. THIS SECTION IS

SPECIFIC TO ATHLETICS. >> YES, WE CAN DO THAT.

>> AND THE WAY OUR HANDBOOKS ARE LISTED ONLINE, IT WOULD FIT UNDER -- IT'S NOT JUST ONE BIG LONG DOCUMENT THAT YOU SCROLL.

BUT WHAT WE'RE TALKING ABOUT RIGHT NOW IS UNDER THE ATHLETIC PART. BUT THERE'S A DISTRICT EXTRACURRICULAR ACTIVITIES THAT

YOU COULD MIRROR THAT WITH. >> AND I THINK TONIGHT THEY'RE EMPHASIZING -- WELL I KNOW, THEY'RE EMPHASIZING THE ATHLETIC DEPARTMENT BECAUSE THAT WAS THE PRIVY OF THE BOARD THAT THE BOARD HAD CONCERN, THAT'S WHY THEY'RE EMPHASIZING THE ATHLETIC

PROCESS. >> WILL YOU BE ABLE TO -- WHEN WE MOVE ON FROM THIS, OKAY, IS THERE -- WILL WE GET AN EMAIL OR UPDATE OR SOMETHING THAT SHOWS US THAT THE NEW ONE HAS CHANGED

FOR THE OTHER? >> MOST DEFINITELY.

>> DOES ANYBODY HAVE ANYMORE QUESTIONS OF THIS? I'VE GOT ANOTHER AREA OF THE STUDENT HANDBOOK I'D LIKE TO ASK

SOME QUESTIONS ABOUT. >> SO WE'RE NOT REALLY CHANGING ANYTHING ABOUT THIS EXCEPT ZERO TO 100 OR UP TO 100 AND WE'RE MIRRORING THE POLICY ON THE EXTRACURRICULAR AS WELL,

CORRECT? >> CORRECT.

>> ON THIS PART OF THAT. >> RIGHT.

>> SO SCROLLING BACK TO ANOTHER PART OF OUR HANDBOOK IS, FIRST OF ALL, THANK YOU VERY MUCH FOR YOUR HARD WORK IN MAKING SOME OF THESE CHANGES. I DO HAVE A FEW QUESTIONS TO MAKE REGARDING THE

[02:20:06]

BUT I ALSO AGREE AND UNDERSTAND THAT IT'S SUBJECTIVE. AND ONE OF THE BIG THINGS THAT I SEE IN OUR LITTLE STATEMENT HERE THAT SAYS MICROAGGRESSIONS AND GIVES THE INFORMATION IS BEING CLEAR AND PRE PRECISE. SO WHEN WE'RE LOOKING AT OUR TEACHERS AND OUR ADMINISTRATORS AND THE PEOPLE THAT HAVE TO ENFORCE THIS, ACCORDING TO SEVERAL OF THE TEACHERS THAT BROUGHT ATTENTION TO ME WAS WHAT IS OUR DEFINITION OF BIASES? DO WE HAVE BIASES DEFINED AND SET IN HERE? WHAT IS THE DEFINITION OF MARGINALIZED GROUPS? DO WE HAVE TO HAVE HISTORICALLY MARGINALIZED GROUPS OR SHOULD IT JUST BE MARGINALIZED GROUPS. THE OTHER WAS RESTORATIVE CONVERSATIONS.

WHAT IS OUR DEFINITION OF RESTORATIVE CONVERSATION? THAT WHEN WE'RE DOING THIS MICROAGGRESSIONS, I AM NOT IN FAVOR OF THE MICRO AGGRESSIONS BEING IN OUR HANDBOOK. I PUT THAT OUT FIRST. BUT I AM IN SUPPORT OF A CHANGE OF THE LANGUAGE THAT SAYS -- I WROTE IT DOWN. LET ME SEE WHERE I WROTE IT. I GUESS I LOST THE PLACE WHERE I WROTE IT. THAT WE HAVE THE DEFINITION IN THE HANDBOOK THAT SAYS WHAT BIASES IS. I KNOW THAT A TEACHER BROUGHT TO MY ATTENTION USING THE NEW OXFORD AMERICAN DICTIONARY WHEN THEY TALK ABOUT WHAT MICRO AGGRESSIONS SAYS. THAT MICRO AGGRESSIONS -- I'M GOING TO READ TO YOU EXACTLY WHAT THEY SAID IT IS, AND IT'S DIFFERENT FROM WHAT'S ON HERE. AND I AM GOING TO PULL IT UP BECAUSE I FIND IT TO BE VERY IMPORTANT. AND WHEN THEY TALK ABOUT MICRO AGGRESSIONS, AND AGAIN, THEY USE THE NEW OXFORD AMERICAN DICTIONARY, AND THAT'S STATED -- A STATEMENT, ACTION, OR INCIDENT REGARDED AS AN INSTANCE OF INDIRECT, SUBTLE, OR UNINTENTIONAL DISCRIMINATION OF -- UNINTENTIONAL. I DON'T THINK WE SHOULD BE PUNISHING OR WE DON'T USE THE WORD PUNISH, THAT WE HAVE TALKING TO TO EVERY SINGLE PERSON THAT USES IT. LET ME REVERSE THAT. I APOLOGIZE. I THINK WHEN MICRO AGGRESSIONS ARE USED INTENTIONALLY, THERE NEEDS TO DEFINITELY BE A TALKING TO, THERE NEEDS TO BE SOME TYPE OF OUTCOME THAT IT IS INAPPROPRIATE. BUT WHEN MICRO AGGRESSIONS ARE USED UNINTENTIONALLY, WHAT IS OUR PROCESS? WHAT ARE WE ACTUALLY DOING WHEN SOMEONE IS MAYBE WRONGLY ACCUSED AND GIVEN A BAD DECISION? WHAT IS OUR PROCEDURE TO DISPUTE THAT DECISION? I MEAN, WHAT ARE PARENTS GOING TO WANT A CLEAR AND PRECISE PROCESS THAT WILL ADDRESS THOSE SITUATIONS. SO WHAT I WAS TOLD BY A COUPLE OF THE TEACHERS IS THEY WANT TO HAVE A STATEMENT OF SORT THAT INCLUDES THE DEFINITIONS FOR BIASES AND MICROAGGRESSIONS AND IT BE DEFINED IN THE HANDBOOK IN ORDER TO PROVIDE CLARITY TO ALL WHO HAVE ADHERED AND ENFORCED THE LANGUAGE. CAROLYN, DOES THAT SOUND ABOUT RIGHT WHAT TEACHERS

ARE SAYING. >> --

>> YES, THAT WOULD BE GREAT. THANK YOU.

>> SO THE TEACHERS DO SUPPORT THE POLICY. THEY SUPPORT THIS BEING ENTERED INTO THE HANDBOOK. THEY DO SUPPORT THERE BEING A DEFINITION TO MAKE SURE WE ALL HAVE CLEAR LANGUAGE. THAT WAY WE CAN EDUCATE OUR STUDENTS, OUR STAFF AND OUR FAMILIES TO HAVE THESE COURAGEOUS CONVERSATION. BECAUSE I THINK IT'S CLEAR HERE

[02:25:02]

QUESTIONS FOR ME? >> THAT -- WHAT I WAS TOLD BY SOME, TOO, IS THAT THEY WOULD LIKE TO HAVE IN THIS SECTION THE DEFINITION FOR BIAS, DEFINITION FOR MICROAGGRESSIONS, AND THE DEFINITION FOR RESTORATIVE CONVERSATIONS. AND THEN THE OTHER IS TO REMOVE THE WORD -- NO WAIT, THAT'S NOT IT.

>> SO CAN I INTERJECT SOMETHING. >> YES.

>> AND I RESPECT WHAT YOU'RE SAYING, MS. THOMPSON -- THOMAS.

BUT THE THING THAT I WANT TO SAY -- CAN YOU STAY UP FOR JUST A MOMENT. THE THING I WANT TO SAY IS THAT SO A COUPLE OF TEACHERS HAVE SHARED THINGS THEY WANT. THEY WANT CLARITY, DEFINITIONS, THAT'S FINE. BUT YOU REPRESENT THE ASSOCIATION AND YOU'RE THE EXCLUSIVE VOICE FOR OUR TEACHERS ASSOCIATION. SO REMIND US AGAIN WAT HAS THE EXCLUSIVE VOICE FOR OUR TEACHERS ASSOCIATION, WHAT

HAVE THEY SHARED? >> OKAY. AS THE EXCLUSIVE VOICE, WE'VE DISCUSSED AND SHARED THAT WE FEEL THAT WE SUPPORT THIS LANGUAGE IN THE HANDBOOK. WE SUPPORT THE DEFINITION OF MICROAGGRESSION TO BE IN THE HANDBOOK TO PROVIDE CLARITY TO STAFF, TO STUDENTS, AND TO OUR FAMILIES. THAT WAY WE HAVE THAT EMPOWERMENT TO HAVE THOSE COURAGEOUS CONVERSATIONS.

>> SO AND THEN WHAT I HEAR OUR WONDERFUL BOARD MEMBER DOWN HERE SAYING IS THAT YOU SUPPORT THE DEFINITION OF MICROAGGRESSION BUT IN ADDITION, THERE HAVE BEEN SOME TEACHERS WHO'VE SHARED THAT THEY WANT THE DEFINITION OF BIAS. HAVE YOU HEARD THAT FROM

YOUR -- >> I HAVE HEARD SOME CONVERSATION AND DISCUSSION. BUT NOTHING TO SOME CONVERSATION HAS COME ACROSS, BUT THE DECISION IN OUR OVERALL DISCUSSION WAS TO SUPPORT THE DEFINITION OF MICROAGGRESSION.

>> OKAY. BUT THEY'RE NOT OPPOSED IF WE HAD OTHER DEFINITIONS.

>> EXACTLY. >> I THINK THAT'S WHAT SUSAN IS

SAYING. >> IF THE DEFINITION OF BIASED WERE TO BE ADDED, I DON'T GET THE IMPRESSION. THOUGH I WOULD HAVE TO GO BACK TO MY TEAM AND DISCUSS.

>> I WOULD ASSUME MOST OF THEM KNOW THE DEFINITION OF BIAS, BUT HOWEVER, IF WE NEED TO PUT THAT IN THERE THAT'S FINE.

>> WHATEVER MAKES CLEAR TO EVERYBODY THAT WE'RE ALL ON THE

SAME PAGE. >> TO GO BACK THOUGH JUST A LITTLE BIT, AND YOU CAN GO. YOU DON'T HAVE TO STAND UP.

>> CAN I ASK YOU A QUESTION, MRS. P.

>> YES, MA'AM. >> DO YOU FEEL THAT THE WAY IT'S WRITTEN, DOES IT DEFINE MICROAG MICROAGGRESSION. WHERE IT SAYS MICROAGGRESSIONS CAN BE -- INTERACTIONS OR BEHAVIORS THAT COULD INDICATE SOME BIAS TOWARDS

MARGINALIZED GROUPS. >> I DO. I DO FEEL THAT CAME UP IN OUR DISCUSSIONS AS WELL. THE ONLY WE HAD IS DISCUSSING HISTORICALLY. COULD YOU SAY HISTORICALLY OR COULD YOU SAY ALL? AND EITHER WE WERE COMFORTABLE WITH.

>> THE OTHER PART TO POINT OUT IN THIS PARAGRAPH IS IT SAYS ISSUES REGARDING MICROAGGRESSIONS MAY BE ADDRESSED THROUGH RESTORATIVE CONVERSATIONS LED BY SCHOOL ADMINISTRATION AND GUIDANCE COUNSELORS. AND AS WE JUST HEARD

FROM ONE OF OUR -- >> TEACHERS WAS ADDED TO THAT,

BY THE WAY. >> OH, I'M LOOKING AT AN OLD ONE. AND TEACHERS. THANK YOU. SORRY, I AM LOOKING AT AN OLD ONE. BUT WE STILL HAVE THE WORD GUIDANCE COUNSELORS IN HERE. AND I THINK -- WE JUST HEARD A SPEAKER TALKING ABOUT HAVING IT REVIEWED BY GUIDANCE COUNSELORS AND HAD AN UNCOMFORTABLE SITUATION. OKAY. SO WHAT I UNDERSTAND WITH MICRO AGGRESSIONS IS IT'S SUBJECTIVE, AND IT'S BIASES. WHOEVER IS INTERPRETING THE SITUATION AS IT IS. SO MAYBE THE STATEMENT IF WE WERE TO HAVE ANYTHING BE, YOU KNOW, HAVE INTENDED MICROAGGRESSIONS WILL NOT BE TOLERATED BY HS SCHOOLS.

PROCEDURES WILL BE PUT IN PLACE BY SUPERINTENDENT AND STAFF. I DON'T UNDERSTAND HOW WE CAN BE GOING THROUGH THIS PROCESS WHEN WE ALREADY KNOW THAT THERE ARE SITUATIONS WHERE THE ACTUAL SITUATION IS MISINTERPRETED BY TWO SIDES. SO NOW WE ARE GOING TO HAVE A SITUATION WHERE MICROAGGRESSIONS COME IN. AND WE'RE TELLING OUR PARENTS AND WE'RE GOING TO TELL OUR STAFF AND WE'RE GOING TO TELL OUR STUDENTS THAT WE CAN'T

[02:30:03]

ACTION THEY'RE TAKING. YES? >> WE ARE AN EDUCATIONAL SYSTEM.

>> THAT'S EXACTLY RIGHT. >> AND OUR GOAL WITH OUR STUDENTS IS TO EDUCATE THEM. AND I KNOW IT IS SCARY TO THINK THAT YOU COULD UNINTENTIONALLY DO OR SAME SOMETHING THAT WOULD HURT ANOTHER PERSON AT ALL. AND EVERYBODY DOES IT EVERY DAY. I MEAN, YOUR UNCONSCIOUS BIAS AND HOW YOU INTERACT WITH PEOPLE EVERY DAY. AND IT IS NOT INTENTIONAL ALL THE TIME. BUT I WOULD HOPE THAT AS AN EDUCATIONAL SYSTEM AND THAT AS BOARD MEMBERS AND TEACHERS AND PARENTS AND EDUCATORS AND COMMUNITY MEMBERS THAT WE WOULD WANT TO HAVE A CONVERSATION WITH A STUDENT OR TEACHER OR ADMINISTRATOR IF IT -- IF IT HAPPENS THAT WE LISTEN TO THE PERSON WHO IS HURT. AND TO BE ABLE TO HAVE A CONVERSATION WITH THE PERSON WHO'S HURT THEM AND EDUCATE THE STUDENT ABOUT WHAT THEY'VE DONE AND WHY IT AFFECTED THE OTHER PERSON TO HOPEFULLY CORRECT THAT BEHAVIOR. WE HEARD IT FROM A SPEAKER. SHE USED A WORD CARELESSLY WITHOUT UNDERSTANDING THE HURTFUL MEANING AND IMPLICATIONS.

>> AND I SUPPORT THAT. >> CAN I FINISH, PLEASE?

>> YES, I JUST SAID I SUPPORT THAT.

>> OKAY. BUT SHE WAS TALKED TO. THE PERSON TOLD HER HOW IT HURT HER. AND SHE CHANGED HER BEHAVIOR. SHE LEARNED FROM THAT.

THAT'S EXACTLY WHAT THIS IS DOING. HAVING RESTORATIVE CONVERSATIONS RATHER THAN PUNITIVE.

PICK OUT A STUDENT AND SAYING YOU HURT THEM SO YOU'RE GOING TO GET DETENTION. UNDERSTAND WHAT THEIR BEHAVIOR HAS THE AFFECT IT HAS ON PEOPLE AROUND THEM. I COULDN'T IMAGINE GOING A SCHOOL

THAT ISN'T DOING THAT. >> I AGREE WITH YOU. I AM NOT CHALLENGING THAT. I THINK WE SHOULD HAVE A TALKING TO IF THAT NEEDS TO HAPPEN. BUT PUTTING IT IN OUR HANDBOOK BY SAYING, WHOSE BIAS IS LOOKING AT THIS. EACH SITUATION IS SUBJECTIVE. YOU COULD HAVE ONE SITUATION IN ONE CLASSROOM BE ONE WAY WITH ANOTHER. JUST TO MAKE IT SIMPLE, BECAUSE I DON'T WANT TO KEEP DEBATING BACK AND FORTH. I'D LIKE TO READ SOMETHING. AS I SAID BEFORE, I 100% DO NOT SUPPORT MICROAGGRESSIONS, BULLYING OR LASHING OUT AT TEACHERS, STAFF, STUDENTS OR ANYONE FOR THAT MATTER. BUT I'M TROUBLED BY THE MICROAGGRESSION STATEMENT. WHILE SOME FAVOR THE HANDBOOK STATEMENT, OTHERS HAVE QUESTIONED THE STATEMENT CAN BE USEFUL OR DESTRUCTIVE. AFTER EXTENSIVE DISCUSSIONS AND RESEARCH I HAVE DONE WITH DIFFERENT STAFF MEMBERS, PARENTS, AND WHEN I SAY STAFF MEMBERS, THEY HAVE REACHED OUT TO ME AND I ASKED THEM THEIR CONCERNS. I BELIEVE THIS HANDBOOK STATEMENT IS BAD FOR HSE SCHOOL DISTRICT. I ALSO BELIEVE IT WILL BE IMPOSSIBLE FOR OUR SCHOOLS TO IMPLEMENT AND ULTIMATELY, IT WILL DRIVE AWAY KEY EMPLOYEES MADE RESPONSIBLE FOR ITS ADMINISTRATION. I BELIEVE SOME STAFF ARE ALREADY MAKING THE DECISION TO LEAVE OUR SCHOOLS. HANDBOOK SECTION NUMBER 28 CONTAINS A LIST OF STUDENT CONDUCT. ALSO IN THAT SECTION IT STATES THAT STUDENTS RIGHTS -- RULES ARE CLEARLY WRITTEN, THEY CAN BE APPLIED EASILY TO EVERYONE IN THE SAME WAY. THE ADDITION OF MICROAGGRESSION LANGUAGE TAKES OBJECTIVITY AWAY -- TO WHOMEVER MAY BE INVOLVED.

THIS CAN CREATE CHAOS AND UNINTENDED CONSEQUENCES THAT CAN BE DIVISIVE AS A RESULT. -- HSE WOULD BE SEGREGATING OUR

[02:35:10]

>> THIS IS A STUDENT HANDBOOK AND IT'S THE STUDENTS VOICE.

STUDENTS HAVE SAID THIS IS A PROBLEM.

>> STUDENTS HAVE SAID IT IS? >> YES.

>> CAN I FINISH, PLEASE. THIS WAS STUDENT LED. AND I'VE HEARD FROM STUDENTS. WE HAVE HEARD FROM STUDENTS WHO HAVE SAID THEY WANT TO SEE THIS IN THE HAND BOOK. AND I HAVE NOT HEARD FROM ANY STUDENTS WHO HAVE SAID THEY DON'T. SO I THINK IT'S IMPORTANT THAT WE GIVE THAT STUDENT VOICE A LOT OF WEIGHT.

>> I AGREE THE STUDENT VOICE IS VERY, VERY IMPORTANT. WE HAVE 20,000 STUDENTS. AND I'M GOING TO HAVE TO SAY THE WHOLE K-4 DID NOT CALL AND REACH OUT TO OUR ADMINISTRATION. BUT MAYBE IT WAS IN OUR HIGH SCHOOL KIDS. SO WE JUST GRADUATED ABOUT 1700 STUDENTS. SO WE'RE SAYING THERE'S A GOOD 1,000 TO 1500 STUDENTS THAT HAVE APPROACHED OUR ADMINISTRATION ASKING FOR THIS LANGUAGE? I AGREE 110% MICROAGGRESSIONS ARE INAPPROPRIATE. I AGREE WITH THAT. BUT I FEEL THAT WHAT WE NEED TO SAY IS JUST THAT. INTENTIONAL MICROAGGRESSIONS WILL NOT BE TOLERATED BY HSE SCHOOLS.

>> SARAH, YOU HAVE YOUR MICROPHONE ON, WERE YOU TRYING

TO? >> YEAH. LOTS OF THINGS. BUT FIRST, IT'S THE IMPACT OF THE WORDS THAT MATTERS MORE THAN THE INTENT. BUT I DON'T THINK THAT YOU CAN SAY YOU'RE AGAINST MICROAGGRESSIONS AND THEN READ A THREE-PAGE PAPER ABOUT WHY WE SHOULDN'T INCLUDE IT. THAT DOESN'T MAKE SENSE TO ME. IT'S THE SAME WAY, I DON'T THINK THAT -- I AAPPRECIATE YOUR GIFT VERY MUCH BUT I DON'T THINK YOU CAN GIVE US THE JUNETEENTH FLAG TO FLY THEM AND THEN CHANGE THESE POLICIES TO MAKE SURE THE

STUDENTS FEEL WELCOME. >> IT'S NOTHING ABOUT NOT HAVING THE STUDENTS FEEL WELCOME. OUR LANGUAGE -- THERE'S GOING TO BE TIMES THAT A STUDENT NEEDS TO BE TAUGHT OR SAID OR TALKED TO AND EDUCATED ON HEY, THAT'S NOT APPROPRIATE. MAYBE YOU SHOULD BE DOING SOMETHING ELSE. AND THAT HAPPENS ONE OR TWO TIMES. I GET THAT. BUT WHAT HAPPENS IF IT'S OVER AND OVER? IT'S NOT OUR JOB,

OUR ROLE. >> YES, IT IS.

>> OKAY. >> YOU'RE FORGETTING THE RIGHTS OF THE STUDENTS TO BE SAFE IN OUR BUILDINGS AND IF THEY'RE

[02:40:01]

DON'T UNDERSTAND. >> THAT'S RIGHT. BUT IT'S

SUBJECTIVE. >> IT'S THE JOB OF TEACHERS TO STOP THEM AND EDUCATE THEM OTHERWISE DO WE JUST IGNORE IT BECAUSE IT HASN'T HAPPENED A NUMBER OF TIMES?

>> WE HAVE AREAS WHERE WE CAN BE TEACHING AND EDUCATING AND HELPING OUR STUDENTS LEARN THESE SITUATIONS ARE INAPPROPRIATE.

THESE SITUATIONS ARE APPROPRIATE. I MEAN WE HAVE THE

WAYS TO DO THAT. >> AND I --

>> AND WE DO. >> I AGREE WE SHOULD BE TEACHING THEM. HOWEVER, AS THE MOTHER OF THREE BOYS, ALL OF WHOM ARE ALMOST -- WELL THEY'RE ALL OUT OF THE SCHOOL DISTRICT, I CAN'T MONITOR EVERYTHING THEY'RE SAYING TO TELL THEM, HEY, YOU MIGHT THINK IT'S FUNNY, BUT OTHER PEOPLE DON'T. I WOULD APPRECIATE 100% A TEACHER OR EVEN A FELLOW STUDENT REACHING OUT AND AFTER THEY SAY SOMETHING THAT THEY THINK IS FUNNY, NO OFFENSE TAKEN TO EDUCATE THEM ON WELL, YOU THINK IT'S FUNNY, THIS PERSON DOESN'T. AND I THINK WE'RE DOING OUR STUDENTS AN INJUSTICE, ALL OF OUR STUDENTS, TO BE SUBJECTED TO MICROAGGRESSIONS AND NOT -- AND THOSE WHO ARE DOING IT UNINTENTIONALLY, I THINK THOSE ARE THE IMPORTANT KIDS TO REACH ON THIS. I MEAN, I RAISED THREE BOYS. THEY DO A LOT OF THINGS THAT THEY DON'T REALIZE THAT THEY'RE DOING THAT ARE OFFENSIVE OR UNINTENTIONAL. BUT IF WE WERE TO JUST SAY WE'RE NOT GOING TO DEAL WITH THIS AND THEN WE GET OUT INTO THE REAL WORLD -- I MEAN, I SHARED THIS ARTICLE WITH YOU. THERE WAS A YANKEES PLAYER WHO SAID SOMETHING HE THOUGHT WAS FUNNY TO A PLAYER EVERY TIME A PLAYER ON THE WHITE SOX, EVERY TIME HE WENT BY HIM, HE SAID, WHAT'S UP, JACKIE. BECAUSE THE PLAYER HAD MENTIONED SOMETHING ABOUT JACKIE ROBINSON. AND IT WAS REALLY MAKING HIM MAD. AND HE'S LIKE, WELL I DIDN'T MEAN ANY OFFENSE BY IT. AND HE GOT

SUSPENDED BY A GAME. >> HE SHOULD HAVE.

>> EXCUSE ME, CAN I FINISH, PLEASE. IF WE'RE NOT TEACHING OUR CHILDREN WORDS MATTER, WHAT YOU SAY COULD BE OFFENSIVE OR IS OFFENSIVE, LET'S CHANGE THE WAY YOU'RE THINKING ABOUT THIS.

LET'S SEE -- WHILE YOU THINK IT'S FUNNY, IT'S VERY HURTFUL TO SOMEBODY ELSE. IT BREAKS MY HEART THAT A STUDENT SAID THAT A STAFF MEMBER SAID THAT. AND I WOULD VENTURE TO SAY THAT STAFF MEMBER WOULD BE HORRIFIED IF THEY REALIZED THEY WERE DOING THAT. THAT STAFF MEMBER SHOULD BE EDUCATED AS WELL. I DON'T THINK OUR STAFF MEMBERS ARE HERE TO TRY TO MAKE CHILDREN UNCOMFORTABLE. SO I DON'T UNDERSTAND. PEOPLE WERE TALKING LAWSUITS. WE'RE NOT TALKING LAWSUITS, WE'RE JUST TALKING

EDUCATING OUR STUDENTS. >> AND THAT IS CORRECT. BUT IT SHOULDN'T BE SOMETHING WE'RE ENFORCING IN OUR HANDBOOKS.

>> BUT WE'RE NOT ENFORCING. WE'RE TALKING EDUCATING. THE ONLY TIME IT'S ENFORCED, THE WAY I'M READING IT IS IF CONTINUAL.

OKAY. WE'VE TALKED ABOUT HOW OFFENSIVE IT IS, NOW WE'RE GOING

TO HAVE SOME CONSEQUENCES. >> BUT DON'T YOU FEEL JUST A LITTLE BIT JUST WHAT WE'RE DOING RIGHT HERE THERE'S A COUPLE OF US -- WELL ONE MAYBE OR A COUPLE OF US THAT WE ARE NOT ON THE SAME PAGE. AND YOU HAVE A STAFF OF 2,000 STAFF MEMBERS THAT ARE NOT GOING -- HOW ARE WE GOING TO GET THEM ALL ON THE SAME PAGE? HOW ARE YOU GOING TO GET EVERYBODY COMMUNICATING THE SAME TO UNDERSTAND. I AGREE WITH YOU, AND YES, MS. SARAH, I DO THINK THAT MICROAGGRESSIONS INTENTIONALLY AND UNINTENTIONALLY SOMEONE SHOULD BE HEY, YOU KNOW, THAT KIND OF WAS OFFENSIVE, YOU MIGHT NOT SAY THAT. AND SPEAK UP. BUT YOU CAN GO TO SOMEBODY ELSE AND IT WASN'T OFFENSIVE. IT'S SUBJECTIVE. SO THAT TO ME IS THE CONCERN WHEN WE SAY WELL THIS TEACHER OR THIS PERSON IS GOING TO SAY THE SITUATION WAS INAPPROPRIATE, WELL WHAT IF IT'S NOT. IT DEPENDS ON THE BIASES OF THE PERSON WHO IS REACHING OUT AND SAYING IT'S INAPPROPRIATE.

>> LOTS OF THINGS ARE SUBJECTIVE. BULLYING IS SUBJECTIVE. FOR A VERY LONG TIME SEXUAL HARASSMENT WAS SUBJECTIVE. WE HAVE GROWN AS A SOCIETY. AND I THINK WE CONTINUE TO GROW. THIS IS ONE OF THE AREAS WHERE EVEN TODAY I HEAR COMMENTS AS A FEMALE ATTORNEY FROM MALE IN COURTROOMS AND THINGS THAT THEY PROBABLY DON'T THINK THEY'RE BEING OFFENSIVE, BUT THEY ARE. AND YOU KNOW, AGAIN, IT'S NOT ALWAYS INTENTIONAL. BUT HAVE THOSE CONVERSATIONS. AND HAVING THIS IN OUR LANGUAGE, STUDENT HANDBOOK FOR OUR STUDENTS, A REQUEST FROM OUR STUDENTS STRESSES THAT THIS IS IMPORTANT TO THE DISTRICT AND WE ARE GOING TO CONTINUE TO WORK ON EDUCATING OUR STAFF AND OUR TEACHERS TO MAKE SURE WE

[02:45:01]

I'M REALLY STRUGGLING TO UNDERSTAND HOW YOU COULD OBJECT

TO THAT. >> SO IS IT MY TURN?

>> YOU CAN JUMP IN WHENEVER YOU WANT.

>> I'VE TRIED TO JUMP IN ABOUT FOUR TIMES WHICH EVERYBODY SAID SHUT UP. WHICH I PROBABLY TOOK COULD YOU JUST WAIT, COULD YOU BE QUIET. WHICH ARE ALL KINDS OF OFFENSIVE.

>> I DIDN'T HEAR THAT EITHER. >> OKAY. IT WAS SUBJECTIVE.

THAT'S WHAT I HEARD YOU SAY. MAYBE YOU DIDN'T SAY THAT. I APPRECIATE YOUR APOLOGY. I DON'T KNOW IF THAT'S A MICROAGGRESSION. NOW ONE MIGHT SAY I'M NOT A PROTECTED CLASS. I AM IN A PROTECTED CLASS, I'M A CHRISTIAN. THERE ARE LOTS OF THINGS WE ALLOW IN OUR SCHOOL TO HAPPEN THAT TO ME ARE OFFENSIVE TO CHRISTIANS. NOW I DON'T KNOW THAT WE'RE GOING TO BAN ALL OF THAT STUFF FROM OUR SCHOOL. BUT IF WE ARE GOING TO START TALKING ABOUT MICROAGGRESSIONS, AND WE'RE GOING TO START TRYING TO HAVE CONVERSATIONS ABOUT HOW TO CORRECT THAT BEHAVIOR, I DON'T KNOW THAT WE'RE GOING TO HAVE MUCH LEARNING GOING ON BECAUSE WE'RE GOING TO HAVE LOTS OF CONVERSATIONS. EVERYBODY IS GOING TO BE TALKING. ABOUT THAT WAS OFFENSIVE TO ME OR THIS WAS OFFENSIVE AND I DIDN'T -- WAS UNCOMFORTABLE THERE. I AM SURE THAT AS A BOARD MEMBER I SAY THINGS TO ALL OF YOU THAT HAVE BEEN OFFENSIVE AT TIMES, AND YOU FOLKS HAVE SAID THINGS TO ME THAT ARE OFFENSIVE. ARE THOSE MICROAGGRESSIONS? BY DEFINITION

THEY MAY BE. >> I 100% HOPE YOU WOULD TELL ME IF I DID THAT SO I COULD CORRECT THE BEHAVIOR.

>> AND THE PROBLEM IS THAT I'M PROBABLY NOT GOING TO DO THAT BECAUSE I DO NOT BELIEVE THAT THERE IT WAS ON PURPOSE. I DO NOT BELIEVE THAT IT WAS INTENTIONAL. AND I DON'T BELIEVE THE BEHAVIOR NEEDS TO BE CHANGED. IF IT WAS REPETITIVE.

IF IT WAS CONSISTENT, I WOULD. BUT IF IT HAPPENS A ONE OFF HERE AND ONE OFF THERE, AND IT'S NOT THE SAME THING, I DON'T KNOW THAT I'M GOING TO SPEAK UP. NOW PART OF THAT IS BECAUSE OF PROBABLY THE WAY I WAS RAISED. OKAY. BUT I WILL TELL YOU THAT I DON'T SUPPORT HAVING THE WORD AND THE DEFINITION AND THAT PARAGRAPH IN OUR STUDENT HANDBOOKS. DO I THINK THAT KIDS SHOULD BE MEAN TO OTHER KIDS? ABSOLUTELY NOT. THAT WOULD VIOLATE MY CHRISTIAN PRINCIPLES. THAT WOULD GO AGAINST EVERY FIBER OF MY BEING. DO I BELIEVE KIDS OUGHT TO BE KIND? ABSOLUTELY. WHEN THEY'RE NOT KIND, THE TEACHER OUGHT TO PULL THEM ASIDE AND SAY HEY, THAT IS NOT A VERY KIND STATEMENT YOU MADE. YOU KNOW. BUT I DON'T KNOW -- WHEN WE START LABELING THINGS, WHAT'S A MICROAGGRESSION, WHEN DOES IT BECOME A MICROAGGRESSION AND KIND OF A MID MICROAGGRESSION AND KIND OF AGGRESSION, AND THEN A MACRO AGGRESSION AND THEN A MGA AGGRESSION. SO ALL THESE THINGS, IT'S A CONTINUUM. AND I JUST -- IT'S VERY SUBJECTIVE. AND I JUST DON'T THINK WE OUGHT TO PUT IT IN THERE. DOES THAT MEAN THAT WE OUGHT TO HAVE FOLKS SAYING THINGS TO OTHERS THAT ARE INAPPROPRIATE? ABSOLUTELY NOT.

WE HAVE -- IT'S MY UNDERSTANDING THAT CERTAIN LANGUAGE OR CERTAIN WORDS CAN BE USED AMONG CERTAIN SUBSETS OF OUR STUDENT BODY. AND THAT IS OKAY. THAT'S ACCEPTABLE. I DON'T THINK THAT'S ACCEPTABLE.

IT'S MY UNDERSTANDING THAT WHEN WE DON'T USE WORDS TO -- MY SON ASKED ME CAN KIDS CALL ME THE C-WORD. I SAID I DON'T KNOW, WHAT'S THE C-WORD? SO I ASKED. IT'S THREE DIFFERENT C-WORDS DEPENDING ON WHO YOU ASK. SO IF YOU CAN'T SAY THE WORD BECAUSE IT'S OFFENSIVE, HOW DO YOU HAVE A CONVERSATION ABOUT EDUCATION? NOW I'M NOT OPPOSED TO FIGURING THIS OUT. AND I'M NOT OPPOSED TO CORRECTING THE BEHAVIOR. BUT I AM OPPOSED TO NOT BEING ABLE TO HAVE A CONVERSATION. I AM OPPOSED TO PUTTING THIS IN OUR

[02:50:01]

THAT'S HOW WE TREAT PEOPLE. IT USED TO BE PART OF OUR PHILOSOPHY THAT WE SHARED WITH ALL STUDENTS. IT WAS BASICALLY, BE KIND, BE NICE. DON'T BE MEAN. HAVE A KIND SPIRIT. TREAT OTHERS WITH RESPECT AND DIGNITY. I JUST CAN'T. IT'S NOT BECAUSE I WANT OUR KIDS TO DO THESE THINGS AND SAY THESE THINGS AND ACT THIS WAY TO OTHER KIDS. BUT WHEN WE LABEL STUFF, WE TRAVEL DOWN A VERY SLIPPERY SLOPE. AND IT'S DANGEROUS. I'VE HEARD LOTS OF TIMES. I'VE HEARD LOTS OF TIMES THAT WE DON'T WANT TO LABEL THINGS. WE DON'T WANT TO LABEL. OUR KIDS GET LABELS AND THAT AFFECTS THEM. THIS IS LABELS. SO HOW CAN WE LABEL THINGS IN CERTAIN PLACES BUT NOT IN OTHER PLACES? IT'S JUST -- I JUST CAN'T GET BEHIND IT. I CANNOT GET BEHIND IT. IT'S NOT THAT I DON'T SUPPORT THE ACTIVITY. I JUST DO NOT GET BEHIND INCLUDING MICROAGGRESSIONS AND DELINEATING THIS. SPELLING THIS OUT IN OUR

HANDBOOK AS A SEPARATE CATEGORY. >> CAN WE TABLE THAT PART OF THE HANDBOOK AND JUST MAYBE DECIDE SOMETHING DIFFERENT?

>> I DON'T THINK YOU'LL HAVE THE CONSENSUS -- I DON'T.

>> CAN I MAKE A MOTION THAT SAYS THAT WE TABLE THAT PART OF THE HANDBOOK AND WE REMOVE THAT OUT AND CAN DISCUSS A DIFFERENT WAY OF ADDING IT TO THE HANDBOOK? I'D LIKE TO SAY THAT IF I CAN. I MOTION THAT WE REMOVE THAT PART OUT OF THE HANDBOOK. OUT OF THE HANDBOOKS. FOR FUTURE DISCUSSION.

>> THERE HAVE BEEN NUMEROUS -- THERE HAVE BEEN SOME OTHER CHANGES THAT HAVE BEEN SUGGESTED TONIGHT. ARE WE VOTING TO APPROVE THESE PENDING THOSE CHANGES OR ARE THEY BRINGING THOSE BACK AFTER THOSE CHANGES ARE MADE FOR REVIEW? WHAT ARE WE

LOOKING AT DOING HERE TONIGHT? >> WELL THE CHANGES THAT HAVE ALREADY BEEN ADJUSTED THE ZERO TO 100 I THINK THERE WAS SOMETHING ELSE. NOW I'M BLANKING.

>> MIRROR OF THE PROCESS. >> MIRROR OF THE PROCESS. SO THOSE, THERE WAS NO OBJECTION. SO THOSE WOULD BE CONSIDERED FRIENDLY AMENDMENT WITHIN THE LANGUAGE NOW. IF THERE'S A MOTION AND A SECOND ON THE HANDBOOKS, WE'D BE VOTING ON ALL

OF THEM WITH THOSE CHANGES. >> WELL IF I MAKE THAT MOTION, I MOTION THAT WE MOVE MICROAGGRESSIONS PARAGRAPH OR STATEMENT OUT OF REACH OF THE HANDBOOK SO IT CAN BE REVISED. I KNOW THAT PER OUR TEACHERS, SO THEY WANTED SOME CHANGES IN THERE. I KNOW WE WANTED CLEAR DEFINITION. I FEEL THAT IT SHOULD COME OUT AND WE MAKE CHANGES TO IT. SO I MOTION THAT IT IS REMOVED FROM THIS VOTE. I MOTION THAT IT'S TABLED IN THE DISCUSSION.

>> WELL I WOULD SECOND THAT MOTION.

>> OKAY. WE HAVE A FIRST AND A SECOND TO REMOVE THE MICROAGGRESSIONS SECTION FROM THE HANDBOOKS.

>> AND TABLE IT. >> TO TABLE IT.

>> WE CAN TAKE A VOTE ON THAT. IT REQUIRES MAJORITY VOTE TO APPROVE THAT. I'LL ASK JANET TO CALL FOR THE VOTE.

[02:55:42]

>> MY MOTION? >> YES. >> SARAH PARKS REESE?

>> NO. >> SARAH DON'S BALL. >> NO.

>> JULIE CHAMBERS? >> NO. >> BRIAN BOYER?

>> YES. >> MICHELLE ?. >> NO.

>> I AM A NO. MOST FAILS. WE ARE CONTINUING WITH A DISCUSSION ON THE FULL HANDBOOK. I WOULD LIKE TO MAKE A MOTION

TO APPROVE THE K-12 STUDENT HANDBOOKS AS PRESENTED. >> I WILL SECOND.

>> WE HAVE A FIRST AND A SECOND. ANY OTHER QUESTIONS OR DISCUSSIONS FROM THE BOARD? HEARING NONE I WILL ASK JANET TO CALL FOR THE VOTE.

[VOTING] >> MOTION PASSES 4 ? 3. >> EXCUSE ME CAN YOU TELL ME

WHO MADE THE SECOND? >> THANK YOU. >> THANK YOU.

>> THANK YOU. OKAY NEXT UP WE'VE GOT 5.05 BUS LEASES.

AS AT STEPHANIE MADISON? ? OKAY.

>> GOOD OOD EVENING I'M HERE ONIGHT TO ASK FOR PERMISSION TO ENTER INTO A LEASE TO PURCHASE 9 BUSES. AS A 3 YEAR LEASE. ALL 9 BUSES WILL BE REPLACING MODELS CURRENTLY IN OUR FLEET THAT ARE 12 YEARS OLD OR OLDER. WE DID RECEIVE 5 BIDS FROM LENDERS RANGING FROM 3.0423.73 PERCENT. I WOULD RECOMMEND ACCEPTING THE PROPOSAL FROM KEY GOVERNMENT FINANCE A 3.04. AND ATTACH THE BOARD DOCS AS A

RESOLUTION ALLOWING US TO MOVE FORWARD WITH THE LEASE. >> THANK YOU.

ANY QUESTIONS OR R COMMENTS? FROM THE BOARD? I WILL ENTERTAIN A MOTION.

>> MOTION TO APPROVE THE REQUEST. LEASE-NEW BUSES WITH A TOTAL

PURCHASE PRICE OF 1,000,200 $52,525 AS PRESENTED. >> SECOND THAT.

WE HAVE A FIRST AND A SECOND ANY ADDITIONAL QUESTIONS? CALL FOR THE E.

[VOTING] >> 7 ? THE MARK. THANK YOU.

5.06. CUSTODIAL SERVICES CONTRACT. KERRY?

>> GOOD EVENING. I HAVE A SHORT SUMMARY PREPARED THAT WILL PROBABLY ANSWER A LOT OF YOUR QUESTIONS. I WILL CALL FOR QUESTIONS AT THE END.

IF YOU DON'T MIND IF I JUST READ THROUGH THIS AS I SAID I'LL PROBABLY HAVE A LOT OF INFORMATION YOU WOULD ASK ABOUT. ON APRIL 13 WE RECEIVED PERMISSION TO SUBMIT A REQUEST FOR PROPOSALS FOR CUSTODIAL SERVICES.

BY MAY 16 DELIGHT RECEIVED 8 PROPOSALS FOR REVIEW BY THE EVALUATION COMMITTEE.

[03:00:01]

THE EVALUATION CONSISTED OF 2 MAIN COMPONENTS. THE FIRST COMPONENT WERE 70 PERCENT OF THE OVERALL SCORE. EVALUATED THE PROPOSAL. THE SECOND COMPONENT WERE 30 PERCENT OF THE OVERALL SCORE WAS BASED ON THE ACTUAL BID COST OF EACH COMPANY.

BASED ON THIS RUBRIC WE WOULD LIKE TO RECOMMEND SSC SERVICES FOR EDUCATION AS THE MOST RESPONSIBLE QUALIFIED BIDDER AND REQUEST THE APPROVAL OF THE CONTRACT.

SSC'S OVERALL SCORE WAS A 95.3 7/100. THEY WILL BE OFFERING A STARTING WAGE OF $17 PER HOUR ON DAYSHIFT AND 1710 ON NIGHT SHIFT.

WE ARE RECOMMENDING THE BASE BID ONLY AT THIS TIME. OTHER ALTERNATIVE INCLUDE THE OUTSOURCING COMPANY PROVIDING SUPPLIES AND EQUIPMENT AND THE OUTSOURCING COMPANY ABSORBING CURRENT HSE EMPLOYEES AND HAD CUSTODIANS. WITH A SHORT TRANSITION.

THE SUMMER WE FEEL IT'S MORE IMPORTANT FOR THE COMPANY TO FOCUS QUICKLY ON LABOR AND WE CAN INVESTIGATE ADDING SUPPLIES AND EQUIPMENT GOING FORWARD. WE ARE NOT RECOMMENDING THE COMPANY ABSORBING THE CURRENT HSE EMPLOYEES AND HAD CUSTODIANS DUE TO THE ADDITIONAL COST AND THE UNIQUE RELATIONSHIP WITH HAD CUSTODIANS HAVE WITH THEIR SCHOOLS AND THEIR PRINCIPLES. SSC'S CURRENT TOTAL ANNUAL PRICE IS $4,462,517.

THAT'S COMPRISED OF THEIR BASE BID OF 4,000,219 THOUSAND $188. PLUS FILLING 6 CURRENTLY OPEN POSITIONS AT FISHERS HIGH . THEY WILL L ALSO FILL POSITIONS THAT COME OPEN BY ATTRITION AT FISHERS HIGH SCHOOL. THE COST TO BRING THESE POSITIONS IN-HOUSE WOULD BE 4 ,000 697 DOLLARS. THE NEW CONTRACT BEGINS JULY 1 AND OUR EXISTING CONTRACTS WILL END ON JULY DURING THAT SHORT OVERLAP WE EXPECT ALL THE COMPANIES WILL WORK COOPERATIVELY TOWARDS A SMALL ON. THANK OU.

OKAY, QUESTIONS? >> SO THIS CONTRACT REPLACES THE OTHER 2 COMPANIES WE HAD BUT EVERYTHING WE WERE CURRENTLY DOING OURSELVES WE WILL CONTINUE TO DO OURSELVES?

>> THAT'S CORRECT. >> WITH EXCEPTIONS OF A FEW POSITIONS OVER AT FISHER HIGH

SCHOOL. >> THAT'S CORRECT. >> BY READING THROUGH SOME OF THIS INFORMATION IS THE STARTING WAGE FOR THIS NEW COMPANY, IS IT HIGHER THAN OUR

EXISTING STAFF? YES IT IS. >> ARE WE GIVING RAISES TO THE

EXISTING SOUTH? >> NOT MY CALL. >> NURSING TAKING IN THIS COMPANY, THEY WILL BE MAKING MORE THAN OUR EXISTING SOUTH? > NEW HIRES.

YES. OUR CURRENT STARTING WAGE OF $16.19 PER HOUR.

WE DON'T HONESTLY HAVE A LOT OF PEOPLE AT THAT WAGE MOST ARE HIGHER BECAUSE I HAVEN'T BEEN ABLE TO GET PEOPLE HIRED FOR FISHERS HIGH SCHOOL. YES, THE PEOPLE COMING IN

THROUGH SSC WOULD BE MAKING $17.10 AN HOUR. >> DOES SSC BRING IN MATERIAL

OR SUPERVISORY STAFF WITH THEM. YES. >> WILL THEY BE ALSO HIGHER

THAN OURS? >> WHAT I WOULD LIKE TO DO IF WE HAVE SPECIFIC QUESTIONS FOR

SSC WE HAVE A PANEL OF 4 PEOPLE FROM SSC HERE SPECIFIC QUESTIONS.>> ACTUALLY IS FOR OUR SCHOOL DISTRICT. SO I'M ASKING WITH OUR STAFF IF WE HAVE HAD JANITORS AND SUPERVISORS IN OUR CURRENT PAY SITUATION SO I'M ASKING AND THEY CAN ANSWER TO EITHER OR.

THAT THE NEW PEOPLE COMING IN FROM THE ERRORS, IS THERE HAD JANITORS OR THEIR HEAD

SUPERVISORS MAKING MORE MONEY THAN OUR CURRENT ONES? >> YES.

THERE IS A POSSIBILITY. >> LET ME ANSWER THAT. IT WON'T BE BRINGING HAD CUSTODIANS IN. ALL HAD CUSTODIANS WILL BE OUR EMPLOYEES.

THEY WILL HAVE MANAGERS BUT THEY WON'T BE FULFILLING THE SAME DUTIES AS THEY HAD

CUSTODIANS. >> SO THE MANAGERS WILL NOT BE MAKING MORE INCOME THAN OUR HAD

JANITORS. >> WE DON'T KNOW WHAT THEY'RE GOING TO MAKE.

IT WILL BE THE SAME POSITION AS WHAT I'M TRYING TO ARTICULATE. >> I GUESS WE DON'T KNOW.

[03:05:05]

IT'S A LITTLE HARD TO COMPARE. WE KNOW THE STARTING WAGE IS A LITTLE HIGHER.

IS THAT CORRECT? >> YES. >> OKAY.

>> I MIGHT HAVE MISSED IT. HE PROBABLY COULD HAVE ALREADY SAID IT AND I APOLOGIZE.

I WAS READING THROUGH SOME OF THE INFORMATION. DID WE GET A REPORT OF SORTS THAT SAYS IF WE DON'T HIRE ANYBODY ON THE OUTSIDE AND WE DID EVERYTHING INTERNALLY OR

DID A STAIR STEP INTO THAT. DO WE GET THAT REPORT? >> IF I UNDERSTAND YOUR

QUESTION ARE YOU TALKING ABOUT BRINGING IT BACK IN-HOUSE? >> CORRECT.

>> WE DISCUSSED THAT QUITE A BIT OF THE APRIL 13 MEETING. OUR ESTIMATION IS THAT IT WOULD TAKE 3 TO 4 YEARS TO BRING THOSE NOW HUNDRED AND ONE POSITIONS BACK IN-HOUSE, GET THEM HIRED. IT WOULD BE MORE COST THAN WHAT THE OUTSOURCING AND WE WOULD STILL HAVE TO OUTSOURCE CERTAIN PERCENTAGE OF THE HOUR SCHOOLS BECAUSE WE WOULD TAKE SEVERAL YEARS TO GET ALL OF THOSE POSITIONS FILLED ON TOP OF NEEDING SPECIALTY, A SPATIAL PERSON IN HR TO HANDLE THE HIRING AND THINGS LIKE THAT TO GET THAT PERSON INTO PLACE.

>> WE THINK IT WOULD BE IMPOSSIBLE TO HIRE HUNDRED AND ONE PEOPLE AND START THIS UP IN JULY SINCE WE CAN'T EVEN FILL 6 POSITIONS AT FISHERS HIGH SCHOOL RIGHT NOW.

>> I UNDERSTAND THAT. THAT'S WHAT I'M SAYING I NOTE THERE WERE COMMENTS OR QUESTIONS REGARDING LIKE STAIR STEPPING IT IN WHERE WE STARTED WITH THIS GROUP AND THEN EVENTUALLY DO THIS GROUP THAN A DENT EVENTUALLY?, DO WE HAVE A STRUCTURE OR PLAN IN PLACE TO SORT OF DO THAT OR RIGHT NOW IN OUR PLAN GOING FORWARD IN OUR MAINTENANCE PLAN IS JUST TO

START RIGHT NOW GETTING AN OUTSIDE SOURCE? >> YES WE DID LOOK AT IT STAIR STEP PLAN. WHEN WE LOOKED AT THE PRICE IF WE HAD IT IN-HOUSE IT WOULD BE 4.8 MILLION VERSUS 4.4 MILLION IF WE OUTSOURCED IT. WE DIDN'T THINK ?.

>> WHAT WAS THE DIFFERENCE? 400,000? >> YES.

SO WAIVER QUESTIONS EARLIER PWHEN YOU FIRST ASKED THAT DID WE HAVE A NUMBER TO DO IT

OURSELVES. THE NUMBER WAS 4.8 MILLION. >> THAT'S NOT INCLUDING OTHER STAFF THAT YOU WOULD NEED LIKE YOU WOULD NEED SOME MORE STAFF IN THE HR DEPARTMENT AND THERE

WERE OTHER THINGS WE DISCUSSED. >> WORKMEN'S COMP. WOULD BE AN ADDITIONAL COST AS WELL.

ANY HUMAN RESOURCE ISSUES WE DEAL WITH WE WOULD HAVE TO HAVE RESOURCES TO DO WITH THAT.

>> HOW ARE THEY DOING SO CHEAP? >> I DON'T KNOW. >> I'D HATE FOR THEM SIT THROUGH ALL NIGHT AND NOT COMING UP AND ASKING A QUESTION OR 2. SHOOT.

THEY DIDN'T COME THIS FAR TO SIT

[03:13:49]

>> WOODLEY, NORTHCROSS IF THIS IS LESS DURING THE SAME THING IT'S COMING OUT OF A DIFFERENT BANK ACCOUNT WILL THEY HAVE THE OPPORTUNITY TO APPLY THOSE BENEFITS

>> IF THEY CHOOSE TO DO THAT.

>> >> THEY BLAME MUCH IF THEY HAVE THE JOB THEY CAN APPLY WHATEVER LEVEL THEY COME IN AT BAR HARBOR THEY DO THAT IT WILL BE BETWEEN THEM.

IS THIS A ONE-YEAR CONTRACT? WHAT ARE THE RENEWAL PROVISIONS?WITH A ESCALATOR IN IT.

HOW IS THAT? OKAY.

[INDISCERNIBLE] SO THE CONTRACT IS DONE BRAIDED IS READY TO GO.

[03:15:15]

>>. [INDISCERNIBLE] ABSOLUTELY.

THANK YOU. LIKE I WOULD ENTERTAIN A MOTION

>> I MOVED TO APPROVE THE RECOMMENDATION TO AWARD THE CONTRACT FOR CUSTODIAL CONTRACT TO SOUTHEAST SERVICES.

>> I SECOND.

>> HAVING A FIRST AND SECOND, ANY OTHER QUESTIONS? I ASK TO CALL FOR THE VOTE. SEMI.

>> YES. IT IS A ? IT IS A ONE-YEAR CONTRACT?

>> YES.

>>. [INDISCERNIBLE] YOU DID A GREAT JOB.

>> THANK YOU.

>> YOU ARE STILL HERE.

>> AND HAVING A PLAN TO REPLACE A CHILLER AT HAMILTON SOUTHEAST THE BUDGET IS $450,000 AND WE RECEIVE SIX BIDS TO REPLACE THE CHILLER AND WE RECOMMEND REWARDING THE CONTRACT TO LEHMANS MECHANICAL THE LOWEST RESPONSIBLE BIDDER AND THEY WILL BE DOING THE INSTALLATION AND PURCHASING AT 320 TON TRAIN CHILLER AND THEIR PRICES $414,000 SO I RECOMMEND WE APPROVE THAT CONTRACT.

>> ANY QUESTIONS? >> I WANTED TO STRETCH THIS OUT A LITTLE BIT.

>> MOTION TO APPROVE THE RECOMMENDATION TO REPLACE IT CHILLER NUMBER 12 LEHMANS MEDIAL AS PRESENTED.

ANY OTHER QUESTIONS? CALL FOR THE VOTE PLEASE BREAK

>>.

>> >> AND YOU ARE UP AGAIN.

>> WE ARE GOING TO START A PROJECT AT LANTERN ROAD ELEMENTARY AND WE SELECTED CSO AS THE ARCHITECT.

WE NEED TO SELECT A CONSTRUCTION MANAGER AND SO ON MAY 13TH HE RECEIVED FIVE PROPOSALS TO PROVIDE A CONSTRUCTION MANAGER WE HAVE AN EVALUATION COMMITTEE THAT MET MAY 18 TO REVIEW THE PROPOSALS AND I WAS DETERMINED THERE WERE TWO COMPANIES AND THE TOP OF THE LIST, HACKER MEN, DOING DEER CREEK AND PEPPER CONSTRUCTION HAS NOT DONE ANY WORK HERE BUT I HAVE WORKED WITH THEM IN THE PAST WHEN I WORKED AT ST. VINCENT HOSPITAL THEY HAVE A GOOD REPUTATION AND THEY WORK WITH CSI WE ASKED THEM TO COME IN AND MAKE PRESENTATIONS AND AS A RESULT WE WOULD LIKE TO RECOMMEND HIRING TO DO THIS PROJECT AND THE FEE IS 911,000 $886 FOR THE PROJECT AND JUST FOR YOUR INFORMATION THEY ALSO WERE THE LOWEST BID THAT WE RECEIVED WHICH IS A PLUS AS WELL WE WOULD LIKE TO RECOMMEND HIRING THEM TO DO THIS PROJECT.

>> AND LOOKING AT THE DATA THEY DID NOT HAVE THE HIGHER OF THE TWO SCORES.

>> WHAT PRECIPITATED THIS >> I THINK SOME MOTIVATIONS ONE IS 50,002ND IS IN THE INTEREST OF HAVING MORE THAN ONE COMPANY

[03:20:06]

>> IS ONE OF THOSE AREAS EXPERIENCE IN HSC, THE RUBRIC? CREAM I GUESS. SEMI CANDLES THEY WOULD SUBTRACT THAT OUT WOULD BE A HIGHER SCORE? ASSUMING THEY WERE VERY CLOSE.

>> THEY HAVE NOT DONE ANYTHING FOR US BUT THEY WERE SCHOOL PROJECTS AND THIS WAS THE FIRST PROJECT FOR EVERY GOOD IN INDIANA IT WAS 100 MILLION DOLLAR CASH HUNDRED $20 MILLION PROJECT AND THEY DID A GREAT JOB THERE AND THEY ARE HERE NOW AND THEY ORIGINALLY WERE OUT OF CHICAGO

>> I ENTERTAIN A MOTION.

>> A MOTION TO APPROVE PEPPER CONSTRUCTION AS CONSTRUCTION MANAGER FOR THE 2022 RENOVATION PROJECT AS PRESENTED.

>> FIRST AND SECOND, ANY QUESTIONS?

>>.

>> >> THANK YOU.

>> LAST BUT NOT LEAST.

>> FEBRUARY 9 FACILITIES FROM THE BOARD I ASKED PERMISSION TO BID OUT REPLACING THE LIGHT AFTER THE ENGINEER PROCESS OF THE BIDDING PROCESS WE HAD TWO COMPANIES BID ON THE PROJECT ON JUNE 1 NUGENT ELECTRIC AND THE BASE BID WAS $94,232 AND WE WOULD LIKE TO ACCEPT ALTERNATE 103 BRINGING THE GRAND TOTAL TO 188 INTO 32 WE BUDGETED 262,000 FOR THIS PROJECT SOMEWHERE UNDER BUDGET WE ARE CONFIDENT THEY CAN DO A GOOD JOB AND I LIKE TO MAKE A RECOMMENDATION TO AWARD THE CONTRACT TO NUGENT

ELECTRIC. >> ANY QUESTIONS?

>> CAN YOU ELABORATE WITH THE ALTERNATIVE ONE AND THREE ARE? SCREAM IF THE BASE BID IS ALL THE LEDS IN THE CLASSROOM REPLACING LIGHTS THROUGHOUT THE HALLWAYS AND ALTERNATE THREE WAS SUPPORTING AREAS OF SMALL OFFICES AND SMALL GROUP ROOMS AND SOME OF THE OTHER ROOMS THAT ARE USED EVERY DAY WERE USED BY A LARGER GROUP.

>> WE ARE REPLACING AS MUCH AS WE CAN.

PERFECT. MAKE A MOTION TO APPROVE THE RECOMMENDATION TO AWARD THE CONTRACT TO THE FISHER SCHOOL LIGHTING IMPROVEMENT. [INDISCERNIBLE] > I WILL

SECONDS. >> FIRST AND SECOND.

ANY OTHER QUESTIONS?

>> I DO HAVE A QUESTION THIS IS FOR FISHER'S ELEMENTARY THAT WE ARE JUST PUTTING OUT THERE RIGHT NOW WE HAVE NOT MADE UPCOMING PLANS FOR THE HISTORY OF THIS AND ARE ALL THE LIGHTS THAT WE ARE DOING HERE ARE WE DOING SOMETHING DIFFERENT? IT'S NOT LIKE WE CAN GET A REFUND SO IF FISHER ELEMENTARY IS REPURPOSED THOSE LIGHTS CAN BE TAKEN OUT AND REPURPOSED SPELLING IF IT'S SOMETHING THAT'S DIFFERENT MY QUESTION IS THAT YOU JUST ANSWERED PERFECTLY IT CAN BE UTILIZED SOMEWHERE ELSE. THANK YOU.

ANY OTHER QUESTIONS? CALL FOR THE VO .

>> SUZANNE THOMAS.

>> BECAUSE OF YOUR ANSWER, YES.

>>.

[03:25:03]

>> THANK YOU. THANK YOU FOR BEING SO PATIENT.

[6. Board President]

[7. Superintendent's Report]

>> I WON'T BE LONG I WANT TO SHARE A FEW THINGS EMILY IF YOU COULD TALK ABOUT BEFORE THE BILL AND I THOUGHT WE HAD SOMETHING WE WERE GOING TO SHOW.

>>. [INDISCERNIBLE] TO GET TO KNOW THEIR BUILDINGS A LITTLE BIT BETTER.

>> PLEASE JOIN US JULY 30 I WANT TO SHARE A LITTLE BIT ABOUT APPLICATIONS FOR WHAT WE CALL HSC ENGAGED WILL BE AVAILABLE BEGINNING MONDAY JUNE 13 AND WILL CLOSE TUESDAY, JULY 5 IF YOU RECALL THIS PAST YEAR WE HAD A LUNCH OF THE ENGAGE, WE HAVE AROUND APPLICANTS 25 OR 30.

SO WE KEPT IT AT 30 AND THIS INFORMATION IF YOU ARE INTERESTED IN BEING PART OF HSC ENGAGED IF YOU ARE INTERESTED APPLICATIONS WOULD BE AVAILABLE BEGINNING MONDAY JUNE 13 AND WILL CLOSE ON TUESDAY, JULY 5 INFORMATION ON HOW TO APPLY WILL BE SENT BY SKYLER AND THE DIRECTOR OF SCHOOL AND COMMUNITY RELATIONS WAS VERY SUCCESSFUL AND THOSE WHO PARTICIPATED SAID THEY LEARNED A LOT ABOUT THE INNER WORKINGS OF SCHOOLS AND FEEL COMFORTABLE DISCUSSING PROGRAMS IT'S ONE

[03:30:16]

>> I WILL KICK THAT TO JEFF HE HAS DETAILS ON HERE THE CENTRAL OFFICE WHERE HAVING REGISTRATION IF THEY NEED SUPPORT THEY CAN COME TO CENTRAL OFFICE.

INFORMATION IS POSTED ON OUR WEBSITE.

>> IF YOU CAN IF YOU WILL PUT UP THE DRAFT FOR OUR NEXT MEETING HOWEVER THIS IS THE DRAFT FOR THE JULY MEETING WE

DO HAVE A MEETING >> WE HAVE ONE ON THE 14TH WE ARE DOING A 7:30 AM REGULAR BOARD MEETING LIVE STREAMED AND A SESSION ON FUTURE PLANNING.

>> STRUCK I WANT TO TALK ABOUT THE MEETING AFTER WE WILL HAVE OUR MEETING IN JULY THE NEW LAWS GOING TO AFFECT YOU SCROLL UP FOR JUST A MOMENT PLEASE WE ARE GOING TO PRESENT A NEW SYSTEM THAT WE ARE INTERESTED IN PROVIDING 'S I BELIEVE THAT'S ALL I HAVE.

>> CAN I MENTION THAT ASC ENGAGEABLE OUT BY SKYLER IS NOT JUST FOR PARENTS IT'S FOR ANYONE IN OUR COMMUNITY

* This transcript was compiled from uncorrected Closed Captioning.