Mar 15, 2023 Board Work Session

[1. Meeting Opening ]

[00:00:05]

>> ALL RIGHT. GOOD EVENING, EVERYONE.

IT IS 5:04 P.M. PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE. ALL RIGHT.

THANK YOU, EVERYONE, FOR BEING HERE TONIGHT.

WE HAVE TWO SPECIFIC WORK SESSIONS GOING ON HERE

[2. Information Items ]

THEY WILL GO FIRST. THEN REFERENDUM INFORMATION WILL FOLLOW. TURNING IT OVER TO MS. PET GREU.

>> GOOD AFTERNOON. MY NAME IS DANIELLE THOMPSON.

>> I'M THE EQUITY INCLUSION OFFICER.

>> MICHELLE WATTS. .

>> JIMMY LAKE, CHIEF OPERATIONS OFFICER.

>> THIS AFTERNOON, WE WILL BE REVIEWING THE HANDBOOK PROCESS FOR YOU. AS YOU CAN SEE ON THIS SLIDE, THIS IS THE TIMELINE OF WHEN THE HANDBOOK TEAM BEGINS TO MEET.

ALL THE WAY THROUGH FINAL BOARD APPROVAL.

THE HANDBOOK TEAM CONSISTS OF THE FOUR OF US PLUS A.P.'S, ONE FROM EACH HIGH SCHOOL, ONE FROM EACH LEVEL, ELEMENTARY, INTERMEDIATE, JUNIOR HIGH, AND ONE A.D. FROM EACH OF THE HIGH SCHOOLS. THE STAKE HOLDER FEEDBACK DOES BEGIN AROUND THAT FIRST TEAM MEETING.

AND THE DATES FOR THESE ARE FOR 2023.

THEY ARE VERY CONSISTENT WITH THE TIMELINE THAT WE HAVE USED

IN THE PAST. >> SO THE PROCESS THAT WE USE INVOLVES, YOU KNOW, GETTING ALL OF OUR STAKEHOLDERS FEEDBACK IN THE PROCESS. IT STARTS AT THE BUILDING LEVEL WHERE OUR BUILDING LEADERS REACH OUT TO VARIOUS STUDENT GROUPS TO GAIN INPUT AND FEEDBACK SINCE IT IS THE STUDENT HANDBOOK AND THE BULK OF THE-- I WON'T SAY POLICIES BUT THE BULK OF THE BOOK PERTAINS TO THEM. IT IS REALLY IMPORTANT THAT WE TAKE TIME TO GET INFORMATION FROM OUR STUDENTS AS WELL AS WE GAIN ACCESS FROM PARENTS, FEEDBACK AS WELL WITH THE PTO PARENT NEWSLETTERS. THIS IS DONE IN A DIFFERENT WAY AT EACH LEVEL. I BELIEVE WE HAVE HAD THE ELEMENTARY LEVEL, IT IS MORE OF A NEWSLETTER.

SUPPORT. WE HAVE PARENT PTO GROUPS THAT PROVIDE INFORMATION IN THEIR MEETINGS AS WELL AS WE GAIN INPUT FROM OUR STUDENT ATHLETES' PARENTS AS WELL.

AND THEN WE TRANSITION TO THE TEACHERS AND OTHER STAFF WITHIN THE BUILDING TO PROVIDE INFORMATION THROUGH OUR DISCUSSION PROCESS WHERE TEACHERS HAVE AN OPPORTUNITY TO SHARE THEIR INPUT. ANY ADJUSTMENTS, ANY SUGGESTIONS THAT THEY FEEL NEED TO BE MADE TO THE WORDING OR ANY PROC PROCEDURES-- PROCEDURAL GUIDELINES IN THE HANDBOOK.

F IT IS IMPORTANT THAT IT IS COMMUNICATED TODAY THAT WE VALUE THE INPUT OF ALL OF OUR STAKEHOLDERS IN THIS CONVERSATION REGARDING ANY UPDATES OR REVISIONS TO THE

HANDBOOK. >> VERY IMPORTANT PART OF THIS PROCESS IS TO INCLUDE OUR TEACHERS AND THEIR VOICE.

THAT COMES THROUGH THE ASSOCIATION DISCUSSION.

WE START THE PROCESS BY TAKING IT TO THE DISTRICT DISCUSSION JUST TO LET OUR TEACHERS ASSOCIATION KNOW THAT WE ARE BEGINNING THE PROCESS, AND WE FORMALIZE IT TOWARDS THE END BY LETTING THEM KNOW WHAT OUR INPUT AND FEEDBACK IS PRIOR TO BOARD APPROVAL. BUILDING LEVEL DISCUSSION IS WHERE WE GAIN INPUT, AND THEN WE GET FEEDBACK FROM ALL TEACHERS.

I THINK IT IS IMPORTANT TO SHARE WITH THE BOARD THAT ALL TEA TEACHERS, REGARDLESS OF THEIR MEMBERSHIP IN THE ASSOCIATION, HAVE THE ABILITY TO GIVE INPUT AT DISCUSSION, AND THE HANDBOOK INFORMATION OR NOTES FROM THOSE BUILDING LEVEL DISCUSSIONS IS

SHARED WITH ALL TEACHERS. >> SO JUST HERE TO ECHO WHAT HAS

[00:05:04]

AND THEN AS THE NEED ARISES, WE WILL GO BACK AND MAKE CHANGES.

FROM THAT, WE SHARE ANY FEEDBACK THAT YOU WOULD HAVE WITH OUR DISTRICT HANDBOOK TEAM WHICH CONSISTS OF THE FOUR OF US AND THE BUILDING LEVEL ADMINISTRATORS AND THE ATHLETIC DIRECTORS. ALL REVISIONS ARE FINALIZED AND PREPARED FOR PRESENTATION FOR APPROVAL, AND OF COURSE, IT HAS TO ALSO GO THROUGH A LEGAL REVIEW.

AND SO THAT IS PART OF THE PROCESS.

AND PART OF IT BEING AS LOCK AS IT IS IS TO ENSURE THAT WE DO HAVE STAKEHOLDER FEEDBACK AND INPUT AT NOT JUST THE BUILDING LEVEL BUT ALSO THROUGH PARENTS AND THROUGH TEACHERS.

>> AND FINALLY, THE BOARD REVIEW AND APPROVAL.

BASED ON THE TIMELINE IN MAY, WE BRING BEFORE YOU ALL TO REVIEW IT AND YOU MAKE RECOMMENDATIONS. SOON AFTER THAT, WE HAVE LEGAL COUNSEL REVIEW IT AND MAKE RECOMMENDED REVISIONS.

BRINGING IT BACK TO THE HANDBOOK TEAM TO CONDUCT A FINAL REVIEW.

THEN WE BRING IT BEFORE YOU ALL FOR A FINAL APPROVAL DURING THE MEETING IN JUNE. AND THEN THE HANDBOOK TEAM PREPARES THE DOCUMENTS FOR FINAL UPLOAD TO THE WEBSITE.

THAT IS WHERE THEY ACCESS THE HANDBOOK.

>> I HAVE A QUICK QUESTION. DO YOU GUYS HAVE MEASUREMENTS OR TARGETS FOR HOW MANY PEOPLE ARE PARTICIPATING OR GOALS FOR HOW MANY YOU WOULD LIKE TO HAVE PARTICIPATING AND WHERE YOU GUYS

STAND IN THOSE? >> WE ARE STILL IN THE PROCESS OF GATHERING IT. WE WILL PRESENT THAT WHEN WE

PRESENT FOR WORK SESSION REVIEW. >> OKAY, GREAT.

THANKS. >> WE OPEN IT UP FOR ANY

QUESTIONS. >> I'LL GO AHEAD AND START.

PARDON ME. HELLO? ONE OF MY BIG CONCERNS WITH THE HANDBOOKS JUST IN GENERAL IS CONSISTENT APPLICATION. SO THEY AREN'T PARTICULARLY A POLICY, PER SE, BUT IT'S-- I GUESS I WOULD ASK YOU, HOW DO YOU DEFINE THAT ADMINISTRATIVELY AND THEN FILTER THAT DOWN INTO THE BUILDING LEVELS, THE PRINCIPALS, THE ASSISTANTS TO KNOW THAT WHEN WE PUT SOMETHING IN THERE, TAKE PHONES, FOR EXAMPLE, WE HAVE TALKED ABOUT THAT A LITTLE BIT.

HOW CAN WE MAKE SURE-- ARE THERE ANY KIND OF MEASURABLES TO EVERYBODY USING THIS AND BEING CONSISTENT IN THEIR APPLICATION SO WE DON'T HAVE ONE SCHOOL SAYING "OH, DON'T WORRY ABOUT THAT RULE. REQUEST" AND THEN ANOTHER SCHOOL, SAYING "LET'S DO IT." SAME WITH DRESS CODES AND

ANYTHING LIKE THAT. >> I CAN ADDRESS THAT.

YOUR BUILDING PRINCIPALS WANT TO BE ON THE SAME PAGE.

THEY WANT TO DO THE SAME THING, FOLLOW THOSE RULES.

THEY DON'T WANT TO BE COMPARED IN THE COMMUNITY THAT THE SCHOOL IS ALLOWING AND THIS SCHOOL ISN'T.

THEY ARE VERY CAREFUL. THEN THAT IS ALSO FEEDBACK ALL YEAR LONG THAT OUR PRINCIPALS GIVE TO ONE ANOTHER.

HEY, MAYBE WE NEED TO LOOK AT THIS.

WE ARE HAVING SOME DIFFICULTIES. HOW ARE YOU HANDLING THAT? THAT FEEDS INTO THAT PROCESS ANNUALLY.

>> OKAY. THAT IS GREAT IF THERE IS OPEN COMMUNICATION BETWEEN ALL THOSE BUILDING LEVEL LEADERS, PRINCIPALS. THEN WITH THAT, I THINK IT IS ALSO IMPORTANT TO ACKNOWLEDGE THAT CLASSROOM TO CLASSROOM, WE GIVE OUR TEACHERS SOME DISCRETION TO BE ABLE TO KIND OF IMPLEMENT WHAT WORKS FOR THEM. NOT EVERY CLASS IS THE SAME.

NOT EVERY KID IS THE SAME. CLASSROOM, CLASSROOM.

THOSE KIND OF THINGS. I ACTUALLY LIKE THE WAY OUR CELL PHONE POLICY IS WRITTEN RIGHT NOW WHERE IT ESSENTIALLY GIVES THEM THE OPTION OF, HEY, YOU CAN TELL THE KIDS TO PUT THOSE AWAY OR YOU CAN TELL THEM IT IS OKAY. YOU CAN HAVE A FEW MINUTES WITH IT. GIVE THEM DISCRETION.

I LIKE. THAT I WOULD LIKE TO SEE THAT KIND OF REMAIN THERE. MY ONLY CONCERN WITH THAT, THOUGH, IS LIKE YOU SAID, BEING COMPARED CLASSROOM-TO-CLASSROOM.

I DON'T WANT TO MAKE THE STRICT TEACHER THE BAD GUY.

AND THE LOOSER TEACHER BE THE GOOD GUY.

I DON'T KNOW EXACTLY HOW TO DEAL WITH THAT.

I THINK IT WOULD HAVE TO BE AT A VERY SMALL LEVEL.

IF THAT MAKES ANY SENSE. >> YES.

ITY T THINK-- I THINK THAT IS GOVERNED BY SCHOOL CULTURE AND HOW THE BUILDING LEVEL ADMINISTRATOR STRUCTURES THAT CONVERSATION WITH THEIR TEACHERS.

I BELIEVE THAT THE FREEDOM AND FLEXIBILITY TO EXERCISE YOUR OWN

[00:10:05]

I COULD HAVE A CLASSROOM THAT, YOU KNOW, WHEN YOU COME IN, WE HAVE A STRICT PROCESS FOR WHERE YOU PUT YOUR PHONES.

THEY COULD HAVE A SYSTEM WHERE YOU JUST PUT YOUR PHONES AWAY.

SO WE ARE ALL ON THE SAME PAGE ABOUT THE USE OF THE CELL PHONES DURING INSTRUCTIONAL TIME, BUT THAT IS BASED ON THE CLIMATE IND THE CULTURE OF THAT BUILDING AND WHAT'S BEEN ESTABLISHED BY THE

BUILDING PRINCIPAL. >> I THINK THAT IS GREAT.

AND AGAIN, CELL PHONE IS JUST AN EXAMPLE.

THIS COULD BE FOR DRESS CODES OR LANGUAGE OR EXEAFER.

I APPRECIATE THAT. >> YES.

>> TALK TO ME MORE ABOUT THE PROCESS OF INVOLVING STUDENTS AND HOW THEY ARE ENGAGED IN THIS TO GET THEIR FEEDBACK, AND THEN HOW-- ANY-- HOW ANY COMPLAINTS ARE LODGED.

HOW IS THAT FEEDBACK AND INPUT TAKEN INTO CONSIDERATION?

>> WELL, AT THE SECONDARY LEVEL, FEEDBACK IS GAINED FROM CLUBS.

ALL STUDENTS WERE PROVIDED AN OPPORTUNITY DURING THEIR INTERVENTION TIME WHICH WOULD BE THEIR PATHWAY TIME TO PROVIDE FEEDBACK, TO OFFER ANY SUGGESTIONS OR RECOMMENDATIONS TO THEIR BUILDING POINT PERSON, WHOEVER THAT WAS.

REGARDING ANY RECOMMENDATIONS FOR THE HANDBOOK.

SO EACH BUILDING HAS THEIR OWN PROCESS AND HOW THEY GAIN STUDENT FEEDBACK. AND THEN THEY ALL HAVE A STUDENT LEADERSHIP TEAM THAT THAT INFORMATION GENERALLY GOES TO, AND THEN THEY HAVE A DISCUSSION AROUND THAT-- THOSE RECOMMENDATIONS FOR CHANGES. AND THEN THAT IS PROVIDED TO THE BUILDING ADMINISTRATORS. THEY THEN BRING IT TO THE LARGER

GROUP. >> SINCE HANDBOOKS ARE-- SORRY.

I'M GOING TO-- FULL DISCLOSURE. I'M NOT FEELING VERY WELL TODAY.

I APOLOGIZE TO EVERYBODY IN ADVANCE.

FULL-- I JUST SAID THAT. HANDBOOKS ARE DONE ANNUALLY EVERY YEAR. WITH THAT INFORMATION THAT IS DONE EVERY YEAR, I'M ASSUMING THE HANDBOOKS COMMITTEE, ONCE WE GET TO THE POINT AND THEY ARE APPROVED, WE ARE IMPLEMENTING THEM FOR THE SCHOOL YEAR. THEN WHEN FEBRUARY COMES AROUND, WHAT ARE WE USING WHEN YOU HAVE THESE COMMITTEE MEETINGS AS YOUR METRICS OR YOUR COMMUNICATION TO SAY IF SOME OF THE CHAIDGES-- CHANGES WE DID MAKE WERE SUCCESSFUL OR MEANINGFUL OR WORKED OUT, FOR EXAMPLE, AND I'LL USE THIS TINY ONE.

MAYBE MISS THOMPSON HERE IS ONE OF THE ONES THAT I PERSONALLY DID NOT NECESSARILY SUPPORT. I DON'T UNDERSTAND WHY IT GOT AFDED LAST YEAR. ALLOWING IN THE ELEMENTARY SCHOOL, IT BEING OKAY TO RUN IN THE HALLWAYS.

I STILL DON'T-- I DIDN'T READ THAT CLEARLY AGAIN.

I FEEL THAT THAT'S SOMETHING THAT I WOULD THINK AND I HAVE HEARD FROM OTHER TEACHERS THAT, YOU KNOW, THEY DON'T NECESSARILY LIKE IT. HOW HAS THAT BEEN IMPLEMENTED? ARE WE HAVING RUNNING IN THE HALLWAYS? IS THERE MORE ORGANIZATION? IF A KID DID START RUNNINGLE IN HALLWAYS, HOW IS THAT POLICY-- WAS THAT OKAY TO SAY THAT WE ALLOW RUNNING IN THE HALLWAYS. THAT IS WHAT I'M SAYING.

EVERY YEAR I'M SURE THERE IS CHANGES TO OUR HANDBOOK.

HOW ARE WE MEASURING IF THOSE CHANGES WERE SUCCESSFUL? AND THE REST OF THE STUDENT B BODY, WHETHER IT IS STUDENTS, TEACHERS, ADMIN FELT THAT THOSE IMPLEMENTATIONS WERE A

SUCCESSFUL ADD. >> SO AT YOUR K-4 LEVEL, YOUR FEEDBACK IS GOING TO COME MOSTLY FROM TEACHERS AND FAMILIES.

AND AGAIN, THE ADMINISTRATORS TALK ALL YEAR LONG.

HEY, WE ARE HAVING TROUBLE WITH THIS.

WE NEED TO ADDRESS THIS. SO THAT IS WHERE WE WOULD GET ALL OF THAT INFORMATION AND THEN DETERMINE IF WE NEEDED TO AD ADJUST, LEAVE IT ALONE, ET CETERA.

AT THE 5-12 LEVEL, WE REALLY ARE HEARING FROM OUR STUDENTS.

SO IF WE, FOR EXAMPLE, PUT IN, YOU KNOW,-- YOU HAVE TO WEAR RED ON WEDNESDAY, AND IF THE STUDENTS ARE REALLY NOT THINKING THAT THAT IS, YOU KNOW, AN IMPORTANT THING TO DO OR THOSE TYPES OF THINGS, THEY WILL COME TO ALL OF THEIR CLUB ORGANIZATIONS AND THEIR REPRESENTATIVES AND JUST REALLY SPEAK THEIR THOUGHTS AS TO WHY WE SHOULD NOT HAVE THAT.

THERE ARE ADMINISTRATORS TAKING THAT INTO CONSIDERATION.

AND WE REALLY DO LISTEN TO THEIR STUDENT VOICE.

WE WANT THEM TO BE COMFORTABLE IN THEIR SCHOOL SETTING.

>> AND ANYTHING THAT THAT WAS CHANGED THAT WOULD REQUIRE US TO LOG IN MAYBE OUR STUDENT MANAGEMENT SYSTEM, WE WOULD BE ABLE TO PULL DATA FROM THAT? FROM OUR MANAGEMENT SYSTEM TO

[00:15:04]

WE WOULD BE ABLE, IF IT WAS DEALT WITH BY THE ADMINI ADMINISTRATION, THEY WOULD LOG THAT INTO OUR SYSTEM AND WE

COULD QUANTIFY THAT? >> WELL, THANK YOU FOR BRINGING UP DRESS CODE. BECAUSE IT IS MY UNDERSTANDING THAT WE ARE HAVING A BIT OF TROUBLE WITH THE CAPS ON HEADS, HOODIES UP WITH EAR PODS IN. AND TALKING-- I'LL JUST SPEAK PERSONALLY. I WAS JUST AT THE HIGH SCHOOL FOR MY OWN SON'S SITUATION, AND IT'S-- HEADSETS ARE IN.

TEACHERS TO TALKING TO THEIR STUDENTS.

HEADS ARE UP. THEY CAN'T SEE THEIR FACES.

THE NEXT THING YOU KNOW, THE KID IS NOT EVEN PAYING ATTENTION.

BECAUSE THEY HAD HEADSETS IN. I WOULD LIKE TO MAKE A RECOMMENDATION OR SAY THAT WE REVISIT THAT PART OF THE HANDBOOK AND LOOK AT, LIKE, NO CAPS ON THEIR HEAD, NO HATS, NO CAPS, NO HOODIES. I THINK A KID THAT COMES TO SCHOOL SHOULD BE COMING TO SCHOOL WITH SOME RESPECT FOR OUR TEACHERS AND FOR LEARNING AND SITTING IN THE CLASSROOM, READY TO GO, READY TO ENGAGE WITH A FULL FACE BEING SEEN SO, THEY ARE READY TO LEARN IN THE CLASSROOM.

WE ARE NOT A TIKTOK SHOW. WE ARE NOT A FASHION SHOW.

WE ARE NOT A SOCIAL ENGAGEMENT. WE ARE A PLACE FOR KIDS TO HAVE EDUCATION. NOW, I WHOLEHEARTEDLY UNDERSTAND ONE OF THE COMMENTS OF BEING COMFORTABLE IN THE CLASSROOM.

WE WANT KIDS TO BE COMFORTABLE IN THE CLASSROOM.

BUT WE ALSO WANT THEM TO HAVE RESPECT FOR OUR TEACHERS, RESPECT FOR LEARNING AND RESPECT FOR ONESELF.

I WOULD LIKE THAT AREA TO BE REVISITED MAYBE ABOUT HAVING HOODIES, HAVING HATS, HAVING CAPS, HAVING FACE COVERINGS ON THEIR FACE. OBVIOUSLY, IF WE HAVE A MEDICAL AND THEY HAVE A MEDICAL SITUATION, THAT IS SEPARATE.

I WOULD LIKE TO SEE THAT BE REVISITED FOR OUR HANDBOOKS.

>> CAN I MAKE A QUICK COMMENT ABOUT THAT?

>> SURE. >> I WOULDN'T BE ABLE TO TELL IF YOU HAD AIR PODS IN RIGHT NOW BECAUSE YOU HAVE HAIR COVERING

YOUR EARS. >> SO I THINK THAT WE ARE KIND OF SPLITTING HAIRS IN THAT. LIKE, NO PUN INTENDED.

BUT I MEAN, LIKE, ARE YOU GOING TO REQUIRE PEOPLE TO PULL THEIR

HAIR BACK, TOO? >> NO.

I'M GOING SAY THEY SHOULD NOT HAVE AIR-PODS OR HEADSETS IN PER INSTRUCTIONAL TIME IN A CLASSROOM UNLESS THAT SPECIFIC TEACHER SAYS, HEY GUYS, EVERYONE CAN TAKE YOUR HEADSETS OUT AND

LEARN. >> RIGHT.

WE ALREADY HAVE. THAT RIGHT?

>> YES. >> AIRPODS.

>> YES. YES.

>> IT IS BASED ON THE TEACHER DISCRETION.

>> THEN I'M SUGGESTING THAT IT GO BACK TO THE COMMITTEE TO REVIEW IT AGAIN, THAT HOODIES AND HATS AND CAPS ARE NOT ALLOWED IN A SCHOOL DISTRICT. I AM SUGGESTING-- I DON'T KNOW ANY BOARD MEMBERS FEEL THE SAME WAY.

>> I WOULD AGREE WITH THE HOODIES AND THE HATS.

I THINK IT'S-- I THINK RESPECT FOR OUR TEACHERS IS VERY IMPORTANT. AND I BELIEVE THAT NOT WEARING HOODS UP IS IMPORTANT TO SHOW RESPECT TO OUR TEACHERS AND TO BE READY TO LEARN. I HAVE TOLD MY BOYS, I HAVE TWO SOPHOMORES. DO NOT PUT YOUR HOODS UP IN SCHOOL. YOU ARE THERE TO LEARN.

I WANT YOU TO RESPECT YOUR TEACHER, AND I GUESS FROM MY STANDPOINT, RESPECT IS REALLY IMPORTANT TO ME.

I WANT TO RESPECT THE PEOPLE IN MY WORKPLACE.

I EXPECT MY CHILDREN TO RESPECT THEIR TEACHERS.

I THINK THAT IS A SIGN OF RESPECT.

>> IF I COULD INTERJECT POSSIBLY.

IS THAT OKAY? WE COULD GO BACK AND RESIZ IT, FOR SURE. I WANT TO SHARE SOME DATA FROM THE INFRACTION STANDPOINT. FROM 2018 TO NOW.

>> SURE. >> SO 2018, WE HAD 32.

2019, 27. AND --

>> INFRACTIONS ON WHAT? >> DRESS CODE.

OVERALL. DISTRICT-WIDE.

2020, 25. 2021, SIX.

I KNOW COVID PLAYED A PART WITH THAT.

2022, 45. AND AS OF TODAY, YEAR TO DATE,

11. >> THAT IS BECAUSE WE DON'T HAVE ANY CODE IN PLACE FOR THEM TO BREAK.

LOOK, I ALSO PERSONALLY WOULD LIKE TO SEE OUR DRESS CODES LOOKED AT AGAIN. I JUST THINK IT SHOULD BE REVISITED AGAIN. AND SOME OF THOSE AREAS I WILL BRING UP BECAUSE I HAVE READ THROUGH.

NOW, I HAVE ALREADY BEEN ON THE BOARD.

I WAS HERE LAST YEAR. THERE IS THINGS I STATED A YEAR AGO AND I STILL FEEL THE SAME. NOW, IT WAS VOTED DIFFERENTLY.

I KEPT MY MOUTH SHUT. THIS IS WHAT EVERYBODY AGREED ON. WE ARE HERE AGAIN REVISITING THIS A SECOND TIME. AND I STILL DO NOT THINK MIDRIFFS, BARE STOMACHS SHOULD BE SHOWING.

I DON'T THINK WE SHOULD HAVE SPAGHETTI STRAPS AND TANK-TOPS

[00:20:03]

I KNOW IT IS SOMETHING I WOULD LIKE THE SEE ADDRESSED AGAIN IN THE STUDENT HANDBOOK. AND CLEAN THAT UP A LITTLE BIT.

WHEN WE COME TO A CLASSROOM, WE ARE THERE WITH ARE.

IT IS NOT A FASHION SHOW. I KNOW WE ARE ALL KIDS.

WE HAD THAT THING. YOUR 90 OR 80 MINUTES IN THE CLASSROOM, YOU SHOULD NOT BE A DISTRACTION TO YOURSELF OR THE OTHERS. YOU SHOULD BE THERE TO LEARN.

DR. ALBRIGHT HIT IT AS A RESPECT THING.

THOSE ARE SOME OF THE AREAS IN THE CLOTHING AREA.

I THINK YOU SHOULDN'T BE ABLE TO REVEAL THE TORSOS OR BUTTOCKS, UNDERGARMS, LACK OF UNDERGARMENTS.

>> WHAT YOU ARE QUOTING RIGHT THERE IS ALL IN THERE.

>> RIGHT. >> WE DO POLICE THE REVEALING OF THE BUTTOCKS, THE TORSO, THE UNDERGARMENTS.

WE DO NOT ALLOW SPAGHETTI STRAPS OR STRAPLESS TOPS.

OF THOSE 11 INFRACTIONS THAT MR LAKE MENTIONED, TORSO AND APPROPRIATE IMAGES ON T-SHIRTS, SHIRTS, PROFANITY, DRUGS OR ALCOHOL AND THEN TORSO AND SPAGHETTI STRAPS ARE THE ONES THAT ARE PART OF THOSE INFRACTIONS.

>> THEN I GUESS IT IS MAYBE MORE SO OF ENFORCING THEM.

THEN MAYBE WE NEED TO MAKE SURE WE ARE ENFORCING THEM.

BECAUSE I HAVE JUST HEARD FROM KIDS AND TEENS IN SCHOOL.

>> YEAH, I AGREE. >> YOU KNOW, I HAVE A JUNIOR THAT IS IN HIGH SCHOOL. AND HE HAS FRIENDS, AND HE IS IN DIFFERENT SPORTS AND ACTIVITIES. I HEAR FROM OTHER PARENTS.

I HEAR FROM FRIENDS. I HEAR FROM THINGS HAPPENING IN THE DISTRICT. AND THESE ARE SOME OF THE TH THINGS-- LIKE I SAID, I KNOW PEOPLE THAT SUBSTITUTE-TEACH AND THEY SEE THINGS. I'M JUST SAYING I THINK IT IS JUST MAYBE NOT AS ENFORCED AS IT COULD BE.

>> I THINK ONE OF THE ISSUES, TOO WHEN YOU TALK ABOUT THE LOW NUMBERS THAT, WE DO HAVE A CULTURE RIGHT NOW THAT HAS GOTTEN TO WHERE SOME OF OUR TEACHERS AND OUR ADMINISTRATIVE STAFF IS FRANKLY NERVOUS TO ENFORCE SOME OF THESE THINGS.

FOR FEAR OF CONSEQUENCE OF THE PERCEPTION OR BEING RUDE OR OFFENSIVE TO THE STUDENTS AND TELLING THEM HOW TO DRESS, WHAT TO WEAR. YOU KNOW, WE ARE NOT DOING THAT.

THEY HAVE FREEDOM OF SPEECH. WITHIN THESE RULES.

I THINK THE POLICY KIND OF LIKE WHAT I SAID WITH THE CELL PHONES, WE HAVE A GOOD POLICY. I THINK HANDBOOK LANGUAGE IS GOOD. WITH ALL THE THINGS THAT MISS THOMPSON... MS. THOMAS MENTIONED.

IT IS A MATTER OF MAYBE EDUCATION, MAYBE MORE DISC DISCUSSION, MAYBE SOME TRAINING. LET THESE TEACHERS KNOW THAT, YOU KNOW, WE SUPPORT YOU. THIS IS OUR HANDBOOK.

WE WORKED HARD ON IT. WE ARE GOING TO SUPPORT YOU IF YOU ENFORCE THESE THINGS. IF YOU TELL SOMEBODY WITH-- TO BE TOTALLY HONEST, I FEEL IT RIGHT NOW.

AS A GUY, I HAVE A REAL HARD TIME TALKING ABOUT SOMEBODY WEARING SPAGHETTI STRAPS OR A BARE TORSO.

THAT SEEMS VIRTUALLY INAPPROPRIATE FOR ME TO EVEN ADDRESS. I HAVE HEARD THAT FROM TEACHERS, FROM ADMINISTRATORS, THAT THEY ARE WORRIED ABOUT THOSE THINGS.

MAYBE WE NEED TO LET THEM KNOW WE SUPPORT YOU IN ENFORCING THESE HANDBOOK RULES. THAT COULD COME WITH WHAT SOME OF THE LOW NUMBERS ARE FROM BECAUSE, YOU KNOW, I PUT MY KIDS ON THE BUS EVERY DAY. I PICK THEM UP.

I COACH SPORTS. I SEE THE KIDS WALKING AROUND.

AND THERE IS MORE THAN 11 INFRACTIONS OUT THERE.

I CAN TELL YOU THAT. YOU KNOW.

>> AFTER SCHOOL IS DIFFERENT. RIGHT? I MEAN, OBVIOUSLY, THIS TO ME, WHEN I'M TALKING, I DIDN'T MEAN TO INTERRUPT. I APOLOGIZE.

MY THOUGHT IS 7:00 TO 4:00, WHATEVER THE ACTUAL SCHOOLS HOURS ARE, AFTER THAT, YOU PUT ON YOUR GYM SHOES, YOUR FUN HAT, WHATEVER AND WHATEVER YOU NEED TO WEAR TO WORK OUT.

AND BE PART OF YOUR TEAM. BE EXCITED.

WHETHER IT IS IN DRAMA CLUB, SPORTS CLUB OR WHATEVER.

THAT IS YOUR SOCIAL ENGAGEMENT TIME.

THAT IS YOUR WORK AND YOUR DEDICATION TIME.

THAT IS BEING YOURSELF, INDIVIDUALIZING.

THAT IS DETERMINED TO BE WHO YOU ARE.

WHETHER IT IS, LIKE I SAID IN, YOUR CLUB, YOUR ACTIVITY, YOUR SPORT. DURING THE EDUCATIONAL TIME IS WHERE MY THOUGHT IS WHEN I MAKE SOME OF THESE COMMENTS.

JUST GOING FORWARD. >> I JUST WANTED TO BRING UP AND YOU MAKE SOME GOOD POINTS. SINCE I HAVE BEEN HERE, I HAVE BEEN HERE 11 MONTHS. I HAVE BEEN PART OF INVESTIGATIONS FOR DRESS CODE. VIOLATIONS.

SO THEY ARE OCCURRING. THEY ARE NOT AS FREQUENT, AND THESE NUMBERS SPEAK TO IT JUST THIS WEEK.

YOU KNOW? THERE HAVE BEEN VIOLATIONS.

I THINK IT IS BEING ENFORCED BECAUSE I'M THERE SPEAKING TO THE PARENTS. RIGHT?

SO -- >> THAT IS ANOTHER GOOD POINT.

I WAS GOINGS TO ASK THAT. ALONG WITH ANYTHING WE DO, IT'S BEEN SAID THAT ANY POLICY IS ONLY AS GOOD AS THE ENFORCEMENT OF IT. RIGHT? YOU CAN WRITE ALL THE POLICIES AND LAWS YOU WANT.

[00:25:02]

>> WE ARE NOT GOING TO ENFORCE THEM-- IS THERE ANY MECHANISM, IS THERE ANY KIND OF-- I LOOKED THROUGH THIS.

IT MOSTLY SAYS VIOLATIONS COULD COME WITH CONSEQUENCES.

WE DON'T REALLY DEFINE THOSE. WE DON'T ITEMIZE THEM OUT.

ARE THERE STANDARDS IN PLACE IF YOU VIOLATE ANY ONE OF THESE THINGS? DO YOUR PARENTS GET CALLED? DO YOU GET A NOTE? THREE STRIKES AND YOU ARE OUT? IS THERE ANY KIND OF UNIFORM CONSEQUENCE FOR LACK OF A BETTER WORD, TO WHEN KIDS SCREW UP? BY THE WAY, WE KNOW THEY ARE KIDS. IT IS OKAY.

THEY WILL HAVE MISSTEPS. WE WILL CORRECT THEM, GET THEM BACK IN CLASS THE NEXT DAY. TALK TO THEM A FEW MINUTES.

IS THERE ANY KIND OF UNIFORM CONSEQUENCE SYSTEM?

>> WELL, I THINK IT IS EXACTLY. THAT WHAT YOU JUST DESCRIBED.

WE ARE TAKING A RESTORATIVE APPROACH.

WE WANT STUDENTS IN THE CLASSROOM.

WE DON'T WANT TO HAVE THEM OUT OF CLASS UNNECESSARILY.

AND SO A LOT OF OUR ADMINISTRATORS ARE DEANS OR VICE-PRINCIPALS AND PRINCIPALS. WE ADDRESS IT.

IF IT IS FIXABLE, HEY, GO TO YOUR LOCKER.

PUT ON SOMETHING ELSE. WE DO.

THAT WE SEND THEM ON TO CLASS. WE DON'T WANT TO CREATE NEGATIVE INTERACTIONS WITH OUR STUDENTS. A LOT OF TIMES THIS TOPIC WILL CREATE NEGATIVE INTERACTIONS WHICH SPIRAL INTO OTHER THINGS THAT ARE UNNECESSARY WHEN WE NEED TO ALLOW THE PROFESSIONALS TO BE PROFESSIONALS AND DO WHAT IT IS THAT THEY DO.

AND REDIRECT STUDENTS SO THAT THEY ARE IN THE CLASSROOM.

AND SO A LOT OF WHAT YOU JUST STATED HAPPENS.

IT IS REDIRECTION. IT IS CORRECTION.

TO GET THEM BACK INTO THE CLASSROOM SO THAT THEY CAN HAVE THAT INSTRUCTIONAL TIME. I THEY LOT OF OUR BUILDINGS DO THAT. NOW, IF IT IS HABITUAL, THAT IS ANOTHER TYPE OF CONVERSATION THAT THE DEANS MIGHT HAVE WITH THE STUDENT. WELL, THIS IS YOUR THIRD TIME.

WE HAVE ASKED YOU NOT TO WEAR THAT T-SHIRT.

YOU HAVE DONE IT. LET'S HAVE A CONVERSATION.

LET'S START BY CALLING HOME. OR YOU KNOW, LET'S FIGURE OUT WHY YOU CONTINUE TO BREAK THE RULES.

AND SO AS A FORMER HIGH SCHOOL PRINCIPAL, THOSE WERE THE TYPE OF THINGS THAT YOU DO WHEN YOU ARE ENGAGING WITH STUDENTS AT A LESSON, YOU ARE TRYING TO PROVIDE TEACHABLE MOMENTS TO THEM. TO UNDERSTAND WHY THINGS ARE THE

WAY THAT THEY ARE. >> SO YOU HIT ON A STRONG POINT.

SO TO BE CLEAR, I TRIED TO RESEARCH.

I KNEW THAT WE WERE GOING TO BE TALKING ABOUT THE STUDENT HANDBOOK. I RESEARCHED OTHER DISTRICTS.

AND STUDENT HANDBOOKS. HOW THEY ARE CREATED AND THINGS THAT ARE PUT IN THERE. ONE OF THE THINGS THAT I NOTICED THROUGHOUT MANY DIFFERENT DISTRICTS IS NOT ONLY DO THEY HAVE THE STUDENT HANDBOOK, BUT THEY HAVE THE INFRACTION, IF YOU WILL, UNDERNEATH IT. IF IT WAS, WE WILL SAY DRESS CODE. WE WILL USE THAT AS AN EXAMPLE.

IT SAYS FIRST OFFENSE, YOU KNOW, GET A CHANGE OF CLOTHES.

CALL MOM AND DAD. SECOND OFFENSE, CHANGE OF CLOTHES. ONE MORE WARNING.

THIRD OFFENSE, CHANGE YOUR CLOTHES.

GO TO THE DEAN. FOURTH OFFENSE.

IT GIVES THEM THE FIVE. BECAUSE YOU JUST SAID, HABITUAL.

TO ME. I'M WONDERING WHEN IS IT TOO MANY TIMES THIS I MEAN, IT MIGHT NOT BE A DISTRACTION FOR THAT ONE CHILD. WE WANT TO MAKE SURE THAT WE GET THAT CHILD IN THERE LEARNING AND DOING WHATEVER.

WHAT ABOUT THE KIDS IN THE HALLWAY? OR THE OTHER KIDS IN THE CLASSROOM THAT ARE CONSISTENTLY SEEING THINGS THAT ARE NOT BEING ADDRESSED FOR SOMEBODY WHO HAS REPETITIVE THINGS. I'M ALL FOR FIRST, SECOND, AND THIRD AND EXTRA CHANCES. WE WANT TO KEEP KIDS IN THE CLASSROOM AS MUCH AS POSSIBLE. HOW LONG IS HABITUAL WHEN YOU SEE TEN CHANCES, 20 CHANCES? HOW MANY TIMES DOES THAT GO?

>> GENERALLY, IT IS THREE STRIKES.

>> OKAY. >> JUST LIKE IN BASEBALL.

>> UNTIL WHEN? I MEAN, WE ARE TALKING DRESS

CODE. >> THE THIRD INFRACTION, WE REFER THEM TO THE DEAN. THE DEAN TAKES IT FROM THERE.

OR THE ASSISTANT PRINCIPAL TAKES IT FROM THERE.

I HAVE NOT SEEN AT THE HIGH SCHOOL LEVEL, A STUDENT GO PAST THREE. IN ALL HONESTY.

IF THEY ARE HABITUAL. GENERALLY, IT DOESN'T GET TO THAT POINT. BECAUSE IF YOU ARE HAVING THOSE MEANINGFUL RELATIONSHIPS AND CONVERSATIONS WITH STUDENTS, THEY GENERALLY CORRECT IT. THEY KNOW WHAT NOT TO DO.

VERY FEW CONTINUE TO DO THE SAME THING OVER AND OVER AGAIN

WITHOUT IT BEING ADDRESSED. >> DO YOU FIND THAT WITH MOST OF THE DISCIPLINARY THAT WE HAVE IN THE HANDBOOK? I DON'T HAVE IT IN FRONT OF ME. OTHER THAN DRESS CODE, ANOTHER INFRACTION OR SOMETHING ELSE? IS IT THE SAME TYPE OF APPROACH WITH OUR STUDENTS? YOU KNOW, THE FIRST TIME, KIND OF FIND OUT WHAT'S GOING ON HERE.

SECOND TIME, THIRD TIME. >> UNLESS IT IS SAFETY-- SOMETHING RELATED TO SAFETY. UNLESS IT IS SOMETHING RELATED TO SAFETY. THAT IS THE ONLY TIME I WOULD THINK THAT-- I KNOW THAT WE WOULD NOT GO DIRECTLY TO, YOU KNOW, ACTING, ADDRESSING IT IN A MORE PUNITIVE NATURE.

>> DO WE HAVE ANY-- IS THERE ANY TALK ABOUT ADDING SOME OF THAT TO OUR STUDENT HANDBOOK? SO PARENTS AND STUDENTS KNOW

[00:30:01]

OFTEN PEOPLE SAY, YOU KNOW, WHEN DO WE INVOLVE THE PARENT, IF YOU WILL? I DON'T KNOW IF IT IS ON THE

LAST PAGE. >> I'M NOT SURE WHICH PAGE IT IS ON. WE HAVE IT BROKEN DOWN BY

INFRACTION. >> OKAY.

OKAY. >> I DO LIKE THE IDEA THAT SUZANNE HAS BROUGHT UP. IN FACT, WHEN WE WERE DOWN IN TENNESSEE, I WAS DOWN THERE WITH ACADEMY TOUR FOR THE FIVE OF US.

ONE THING THAT ONE OF THE LOCATIONS DID HAVE WAS A PROMINENT SHEET THAT IT DID OUTLINE EXPECTATIONS FOR VIOLATIONS OF SPECIFIC WHETHER WHETHER IT IS DRESS CODE OR SPECIFIC ACTIONS OR BEHAVIORS IN THE CLASSROOM.

SO YOU KNOW, I LIKE THAT FROM THE STANDPOINT THAT IT SETS EXPECTATIONS FOR THE STUDENTS. EXPECTATIONS FOR OUR STAFF.

AND ADMINISTRATION. AND SO STUDENTS UNDERSTAND THAT, HEY, THERE ARE REPERCUSSIONS. IT IS CLEARLY OUTLINED AND DICTATED WHAT THAT IS. NOW THAT, DOESN'T MEAN WE HAVE TO SET UP FLYERS THROUGHOUT THE DISTRICT BUT MAYBE CLEARLY ARTICULATING THAT IN THE HANDBOOK.

IT IS STATED. THERE ISN'T THAT CONTINUOUS QUESTION BACK AND FORTH BETWEEN PARENTS AND THE SCHOOL OR THE STUDENTS IN THE SCHOOL TO UNDERSTAND THAT THERE IS SOME FOLLOW-THROUGH. ALSO, I ALSO THINK FROM THE DRESS CODE PERSPECTIVE, YOU KNOW, AS A DISTRICT, WE TALK ABOUT EMPLOYABILITY SKILLS. WE LOOK TO THE FUTURE.

ONCE THEY LEAVE SCHOOL, THERE IS AN EXPECTATION THAT WHEN YOU GO INTO THE WORKFORCE, THAT YOU PRESENT YOURSELF IN A PROFESSIONAL MANNER. THAT IS NOT JUST ATTITUDE AND HOW WE THINK AND COMMUNICATE BUT ALSO HOW WE SHOW UP IN APPEARANCE AND DRESS. THERE IS SOMETHING THERE TO ALIGN TO. AND HOW WE ARE KIND OF HELPING COACH AND INSTRUCT OUR STUDENTS TO KIND OF SHOW UP IN THAT SAME FASHION. THERE IS A FRAMEWORK TO HELP EXPLAIN THAT AS WELL. AND THE REASON WHY BEHIND THAT.

SO THE ONE LEVEL, IT IS RESPECT TO OUR TEACHERS.

BUT ALSO SECONDARILY, I THINK THERE IS THE EMPLOYABILITY SKILLS. AND THAT ASPECT AND HOW WE ARE TRAINING THEM FOR THE FUTURE AND THEIR WORKFORCE PATHWAY.

WHATEVER THAT IS, WHETHER IT IS COLLEGE.

WHETHER IT IS CAREER. >> THEY DO ADDRESS THAT IN THE EMPLOYABILITY LESSONS. APPROPRIATE DRESS, INTERVIEWING SKILLS. EYE CONTACT.

CONVERSATIONS. HANDSHAKES.

WE DO ADDRESS THAT IN THE EMPLOYABILITY SKILLS LESSONS.

>> YEAH. I COULDN'T AGREE MORE.

THAT IS A BIG REASON FOR BEYOND JUST SHOWING RESPECT, BEING PREPARED FOR THE WORKPLACE. SOME OF THE STUFF ISN'T GOING TO BE ACCEPTABLE. NOW, AGAIN, I WOULD SAY, AGAIN, THEY ARE KIDS. YOU KNOW, THEY ARE NOT RIGHT THERE YET. BUT I THINK WE DO NEED TO THINK ABOUT THAT AS-- I SAW A LOT ABOUT ENGAGING THE STAKEHOLDERS AND TALKING TO EVERYBODY. WHILE I WANT TO GET THE THOUGHTS OF ALL THE KIDS AND ESPECIALLY WE WILL GET TO BULLYING HERE SOON WHICH IS SOMETHING I'M REAL PASSIONATE ABOUT.

LISTENING TO THE KIDS AND HEARING WHAT THEY HAVE TO SAY AND ALL THESE THINGS. WE DO NEED TO KEEP IN MIND, THOUGH, THAT THEY ARE KIDS AND WE ARE THE ADULTS, I THINK.

AND IF WE LEAVE IT COMPLETELY UP TO THEM, WE ARE GOING TO HAVE A HANDBOOK THAT SAYS YOU ARE NOT ALLOWED TO GIVE OUT ANY HOMEWORK AND EVERY DAY LUNCH IS ICE CREAM.

RIGHT? IT IS IMPORTANT TO KEEP THAT IN MIND AS WE ENGAGE THE STAKEHOLDERS.

KEEP IN MIND WE ARE TRYING TO PREPARE THREM FOR A PROFESSIONAL, SUCCESSFUL FUTURE WHERE THEY SHOW UP ON TIME TO WORK, NICELY DRESSED, SPEERKING WELL.

ALL THOSE KIND OF THINGS. ENGAGE EVERYBODY, GET THE FEEDBACK. BUT THEN REMEMBER WHAT OUR MISSION IS AT THE END OF THE DAY, TOO.

>> BUT I THINK THERE IS A CERTAIN POINT WHERE YOU HAVE TO PICK YOUR BATTLES, TOO. I'M THINKING ESPECIALLY-- I GET WHERE YOU ARE COMING FROM. EMPLOYABILITY SKILLS.

MAYBE 9-12. K-4, IF THEY WANT TO COME TO SCHOOL IN THEIR PAJAMAS, I DON'T CARE.

I DON'T EVEN CARE WHAT MY KID WEARS TO SCHOOL.

SHE WEARS PA JAM MAS TO SCHOOL NOW.

I JUST SAY OKAY. THAT IS FINE.

WHATEVER. SO I THINK IF THEY ARE COVERED, WE WANT THE THEM TO BE COVERED. RIGHT? THAT IS IN THE HANDBOOK ALREADY. RIGHT?

BUT PICK YOUR BATTLES. >> I KNOW.

THERE IS A FINE LINE FOR ME ON THAT.

I WOULD-- IF IT IS PA JAM MA DAY, THEY CAN WEAR PA JAM MAS.

THOSE ARE DIFFERENT. I STILL FEEL THAT IT STARTS AT KINDERGARTEN THROUGH. I MEAN WE START WITH EARLY LEARNING VERY EARLY. YOU KNOW THIS AS WELL.

YOU KNOW, BE KIND TO OTHERS. SHARING IS CARING.

RESPECT, TRUST, DISCIPLINE. YOU KNOW, ALL OF THOSE THINGS.

WE START AT AN EARLY AGE. THERE ARE SOME THINGS THAT, LIKE I SAID, IN MY OPINION, TO HAVE A RESPECTFUL ENVIRONMENT, IT STARTS EARLY. WE DON'T-- IF WE RELEASE ALL OF THOSE BOUNDARIES SO MUCH AND GIVE THEM TOO MUCH FREEDOM OF REIN, WHEN DO WE HOLD THEM ACCOUNTABLE WITH SOME RESPECT AND DISCIPLINE IF OUR TEACHERS? THEFL 20-28 KIDS IN A CLASSROOM.

[00:35:02]

YOUR-- I THINK WE DO NOT WANT OUR CLASSROOMS TO BE A PLACE THAT THEY ARE NOT ABLE TO BE COMFORTABLE TO LEARN, BUT AT THE SAME TIME, SHOW SOME RESPECT AND DISCIPLINE INSIDE THE CLASSROOM.

THAT IS MY OPINION ON THAT. SO ONE THING TO HAVE CLOTHING, BUT THE OTHER IS, LIKE YOU SAID, MOST IMPORTANTLY, TO BE COVERED.

I DON'T THINK WE NEED ALL THE DISTRACTIONS OF COSTUMES AND

PAJAMAS AND HEADGEAR. >> I DON'T THINK COSTUMES ARE

ALLOWED. >> OKAY, GOOD.

THAT IS EXCELLENT. >> WE DON'T HAVE COSTUMES.

RIGHT? I JUSTS IF THINK-- I JUST THINK YOU SAID YOU WANT THEM TO BE COMFORTABLE.

WHAT'S WRONG WITH PAJAMA PANTS? >> I PERSONALLY DON'T SEE ANYTHING WRONG WITH PAJAMA PANTS.

>> I WOULDN'T WEAR THEM. >> I USED TO WEAR THEM IN COLLEGE. YOU KNOW, WEAR A SWEATSHIRT OR WEAR A HOODY, I WOULD ASK THAT YOU KEEP IT DOWN IN CLASS.

>> RIGHT. THAT IS ALL I'M SAYING.

>> THESE THINGS ARE FINE. >> CAN I CHIME IN FOR A SECOND?

>> GO AHEAD. >> WE ARE TALKING SPECIFICALLY ABOUT DRESS CODE. WHAT WE HAVE IN THE HANDBOOK I IS-- WOULD YOU SAY THAT IS THE MINIMUM STANDARD AND THAT IF THERE IS AN ISSUE WITH HOODIES, IF THERE IS AN ISSUE WITH-- YOU KNOW, I REMEMBER MY DAUGHTER'S BELOVED SECOND-GRADE TEACHER THAT I LOVED DID NOT ALLOW WITH PAJAMAS.

KIDS WOULD COME IN IN THE PAT YEAH MAS THEY SLEPT IN.

TEACHERS IN THEIR OWN CLASSROOMS HAVE THE ABILITY TO SAY I DON'T WANT YOUR HOODS UP IN MY CLASSROOM.

AND THAT IS THEIR, THAT IS THEIR PREROGATIVE INSIDE THEIR CLASSROOM. TO SAY NO AIRPODS MANY MY CLASS.

YOUR CELL PHONE IS GOING IN YOUR BAG.

YOUR HOODIE HAS TO BE DOWN. >> CORRECT.

THAT IS CORRECT. >> I A EGROO EWITH THAT.

THAT WOULD BE A GOOD WAY TO LOOK AT IT.

>> BUT THERE SHOULD BE CONSISTENCY.

>> AND AGAIN, MY ONLY CONCERN WOULD BE-- MAKING SOME TEACHERS THE BAD GUYS, SO TO SPEAK. MAKING IT DIFFERENT.

>> IS IT DIFFERENT THAN ONE TEACHER ALLOWING GUM IN THE CLASS AND THEN ANOTHER SAYING NO FOOD IN THE CLASS.

THAT IS HOW IT WAS WITH US. WHATEVER PUNISHMENT IN THE CLASS, IF YOU GOT CAUGHT CHEWING GUM.

PROGRESSIVE CONSEQUENCES THAT HAPPENED EVERY TIME YOU GOT CAUGHT OR NO EATING IN MY CLASS. IF IT WAS RIGHT AFTER LUNCH.

YOU CAN'T GO GET CANDY FROM THE SNACK SHOP AND COME IN MY CLASS AND EAT IT. YOU ARE GOING TO BE HYPED UP ON THE SUGAR WHILE YOU ARE EATING. I DON'T KNOW THAT THAT IS ANY DIFFERENT THAN THOSE OTHER RULES.

>> I WOULD AGREE WITH YOU. >> CAN'T SAY NO CHEWING GUM, PERIOD, IN SCHOOL. YOU COULD, I GUESS.

AGAIN, WE GIVE TEACHERS DISCRETON ON HOW TO OPERATE THEIR OWN CLASSROOMS. THE HANDBOOK IS LOOKED AT IN SOME WAYS, AS THE MINIMUM STANDARD THAT EVERYONE HAS TO ABIDE BY. AND THEN TEACHERS, JUST LIKE EMPLOYERS, CAN SET THEIR OWN STANDARDS OF HOW THEY WANT THEIR

CLASSROOMS TO WORK. >> RIGHT.

I WOULD AGREE. IT IS A MATTER OF INTERPRETATION. IF WE CODIFIED THAT SOMEWHERE IN THE HANDBOOKS, THAT THIS IS A MINIMUM STANDARD, THAT A TEACHER CAN GO BEYOND THIS, I WOULD BE FINE WITH.

THAT IT WOULD BE GOOD. I PERSONALLY HAVE ALWAYS LOOKED AT A STUDENT HANDBOOK, THAT THIS IS THE MOST YOU COULD ENFORCE.

IF IT DIDN'T SAY, YOU KNOW, NO HATS.

THEN I WAS WEARING A HAT. IF A TEACHER TOLD ME TO TAKE IT OFF, I WOULD BRING OUT THE HANDBOOK AND SAY, YOU CAN'T TELL ME TO TAKE IT OFF. YOU KNOW, THAT IS MAYBE NOT THE BEST EXAMPLE. THAT IS AN INTERPRETATION.

THAT IS WHAT KIDS COULD THINK. THERE IS A POSSIBILITY OUT THERE. IF WE PUT SOMETHING IN THERE THAT SAID, YOU KNOW, JUST FOR EXAMPLE, AGAIN, HATS AND HOODIES ARE AT THE DISCRETION OF THE CLASSROOM TEACHER, I WOULD PROBABLY BE OKAY WITH THAT. THAT IS A GOOD COMPROMISE.

AGAIN, I WANT THE TEACHERS TO BE ABLE TO BE COMFORTABLE KNOWING THAT THEY ARE IN CHARGE OF THE CLASSROOM.

THEY CAN KEEP ALL THESE KIDS FOCUSED AND LEARNINGLE IF THEY DEAL WITH A CASE IN A ONE-OFF SCENARIO, THAT IS HOW THEY DEAL WITH THEM. S IF HARD TO WRITE THIS STUFF AT

A BIG OVERALL LEVEL. >> IS THAT NOT THE CASE NOW,

THOUGH? >> YES.

>> YES. >> THEY HAVE THAT AT THE START

[00:40:01]

AND THERE IS THE START WHEN THE KIDS COME INTO THE CLASSROOM.

THEY GO THROUGH THAT SYLLABUS SITUATION.

THEY GO THROUGH THE CLASSROOM RULES.

THEY PUT THAT OUT THERE. I GUESS MAYBE WHAT I FEEL IS SOME THINGS ARE NOT BEING ENFORCE.

I'M GETTING THE IMPRESSION THAT OUR TEACHERS MIGHT NOT BE FEELING LIKE THEY CAN MAKE THOSE CHANGES IF IT IS NOT-- IF OUR HANDBOOK IS GOING TO BE THE MINIMUM, THEN I HAVE TO ECHO WHAT MR. ORR SAYS. THERE HAS TO BE AN EXTRA A LITTLIER FOR THOSE TEACHERS TO BE ABLE TO SAY, LOOK, THIS IS MY CLASSROOM, AND THIS IS HOW WE ARE GOING TO DO IT HERE.

HERE IS OUR CONSEQUENCES IF WE DON'T DO THOSE THINGS.

AND I JUST FEEL THAT NEEDS TO BE OUT THERE A LITTLE BIT MORE.

>> I THINK IT IS IMPORTANT TO ALSO UNDERSTAND THAT WE WERE CHARGED TODAY TO EXPLAIN HANDBOOK PROCESS WITH YOU.

WE ARE IN THE MIDDLE OF THE PROCESS.

SO OUR TEACHERS DO HAVE THE ABILITY AS WE EXPLAINED, TO GIVE INPUT AND TO GIVE FEEDBACK. IF WE ARE HEARING FROM TEACHERS THROUGH THIS PROCESS, THAT THEY ARE UPSET WITH STUDENTS WITH HOODIES AND THEY ARE NOT ABLE TO MAKE THOSE IN THE CLASSROOM, WE WILL HEAR ABOUT THIS THROUGH THIS PROCESS.

>> OKAY. AND THEN PARENTS, TOO?

WILL WE HEAR FROM -- >> THUS FAR, WE ARE NOT HEARD THAT. THAT HAS NOT COME BACK TO US AS OF TODAY. BUT THEY CAN GIVE THAT INFORMATION TO THEIR BUILDING REP.

>> I WANT TO CHIME IN AND SAY WHILE WE WANT DRESS CODE TO BE SOMETHING THAT IS SAFE FOR ALL STUDENTS, YOU KNOW, THERE IS A HUMAN FACTOR OF SAFETY, TOO. I'LL USE AN EXAMPLE.

YOU DON'T WANT YOUR SHORTS TO BE TOO SHORT.

IF YOUR LEGS ARE SWEATY, YOU DON'T WANT SWEAT ON THE SEATS.

SOMEBODY ELSE COMES BACK AND PICKS IT UP.

WE WANT IT TO BE A SAFETY ISSUE. WE DO WANT TO A CERTAIN DEGREE, CHILDREN TO BE ABLE TO WEAR CLOTHING THAT THEIR PARENTS CAN AFFORD TO BUY FOR THEM AND THEY CAN COME IN AND WEAR.

YOU KNOW, WE DON'T HAVE A UNIFORM.

WE WANT CHILDREN TO DO THAT. WE WANT CHILDREN TO BE RESPECTFUL TO THEIR TEACHERS. I THINK WE USE THAT WORD SOMETIMES, AND YOU KNOW, WHAT MIGHT BE RESPECT TO ONE MAY NOT RESPECT TO ANOTHER. IF YOU ARE GOING TO USE THAT WORD, YOU PROBABLY NEED TO DEFINE WHAT RESPECT IS.

I DO THINK THE MOST IMPORTANT THING IS THAT THE-- AT THE END OF THE DAY, OUR TEACHERS ARE VERY INTELLIGENT.

IT COMES DOWN TO CLASSROOM MANAGEMENT.

WE SET THE STANDARDS OF HERE IS WHAT THE DRESS CODE IS OR HERE IS WHAT THE RULES OF ENGAGEMENT ARE.

IN TERMS OF THE HANDBOOK. EVERY TEACHER KNOWS THAT CLASSROOM MANAGEMENT 101, THAT WE HAD IN COLLEGE, MANY YEARS AGO, YOU LEAD THE CHARGE IN YOUR CLASSROOM.

I HEARD SUZANNE SAY IT. YOU KNOW, OR YOU SAID.

THAT YOU HAVE A SET OF RULES. IN MY CLASSROOM.

WHEN YOU COME IN, WE DO THIS. WE HAVE PROCESSES AND PROCEDURES. HERE IS HOW WE ENGAGE IN THIS CLASSROOM. AND CHILDREN TYPICALLY, IF YOU HAVE A TEACHER WHO IS VERY GOOD WITH CLASSROOM MANAGEMENT, THEY WILL RISE TO THE OCCASION. YOU HAVE GIVEN YOUR EXPECTATIONS AROUND THE FACT THAT YOU'VE GOT A HANDBOOK OF WHAT'S ACCEPTABLE AND THEN YOU FULFILL THAT BYINGY HAVING CLASSROOM EXPECTATIONS.

STANDARDS, PROCESSES AND PROCEDURES.

KIDS TYPICALLY WILL RISE TO THE OCCASION.

>> I FEEL GOOD ON DRESS CODE FOR A MINUTE.

I WANT TO TALK ABOUT THE BULLYING STUFF REAL QUICK.

THIS IS A BIG PART OF-- THIS HAS ITS OWN SEPARATE POLICY.

I DON'T KNOW IF WE HAVE IT. WE CAN PUT IT UP.

I'M NOT SURE. I SHOULD HAVE TOLD YOU THAT EARLIER. I WILL READ IT FAIRLY QUICKLY.

BULLYING IS DEFINED AS OVERT, UNWANTED REPEATED ACTS OR GESTURES, INCLUDING VERBAL, WRITTEN COMMUNICATIONS TRANSMITTED IN ANY MANNER, DIGITAL OR ELECTRONICALLY.

PHYSICAL ACTS COMMITTED, AGGRESSION.

ANY BEHAVIOR COMMITTED AGAINST ANOTHER STUDENT WITH INTENT TO HARASS, RIDICULE, HUMILIATE, INTIMIDATE OR HARM THE TARGETED STUDENT, CREATING FOR THE TARGETED STUDENT, AN OBJECTIVELY HOSTILE SCHOOL ENVIRONMENT. THAT PLACES THE STUDENT IN REASONABLE FEAR OR HARMEL OF THEIR PERSON OR PROPERTY, HAS SUBSTANTIALLY DETRIMENTAL EFFECT ON THE STUDENT'S PHYSICAL OR MENTAL HEALTH, INTERFERING WITH THE STUDENT'S ACADEMIC PERFORMANCE OR AFFECT INTERFERING WITH THE STUDENT'S ABILITY TO PARTICIPATE IN, BENEFIT FROM THE SERVICES, ACTIVITIES OR PRIVILEGES BY THE SCHOOL.

I THINK THAT IS PRES PRETTY GOO. I LIKE THAT.

I'M GUESSING SOMEBODY WORKED PRETTY HARD ON THAT THING.

>> THAT IS STATE CODE, I BELIEVE.

>> IS THAT A COPY OF THE STATE CODE?

>> YES. >> A LOT OF PEOPLE WORKED ON IT,

THEN. >> ABSOLUTELY.

>> A LOT OF PEOPLE WENT INTO THAT ONE.

THERE IS REPORTING, INVESTIGATION.

ALL THESE THINGS. DO WE FEEL LIKE THAT WE ARE COMFORTABLE WITH THAT? HOW ARE WE DOING ON BULLYING? ARE WE MEASURING THOSE THINGS, THOSE REPORTS?

[00:45:02]

>> CAN I ASK A QUESTION WITH YOUR QUESTION? WITH HIS QUESTION, BEING THAT HE JUST SAID IT'S STATE CODE, CAN WE ADD A SENTENCE IF WE WANTED TO TO THAT? OR NO BECAUSE IT IS THE WAY IT IS, YOU CAN'T ADD A SENTENCE.

>> NO. >> IT IS STATE CODE.

WE HAVE TO LEAVE IT AS STATE CODEMENT.

>> THEN YOU JUST MAKE A DIFFERENT SENTENCE.

LEAVE THAT THERE. THEN MAKE A DIFFERENT ONE.

LET ME JUST SAY THE SENTENCE THAT I SAW.

I READ THAT ALL THE WAY THROUGH. WHAT ABOUT THE END THERE, SINCET PUTTING IT OUT THERE. YOU TELL ME HOW IT CAN BE SOMEWHERE INCLUDED IN THIS BULLYING PART.

AT THE END, IT SAYS NUMBER FOUR. IT SAYS "PROVIDED BY THE SCHOOL." WHEN I WAS JOTTING MY NOTES, WORKING ON IT, WHAT ABOUT "OR PLACE IT IS TARGETED STUDENT IN A POSITION TO PERFORM DUTIES OR IT IS AKS TO BENEFIT THE BULLY." I WANTED-- IS THERE ANYWHERE THAT CAN BE ADDRESSED IN

BULLYING? >> I THINK --

>> DO YOU UNDERSTAND MY COMMENT? POLICY FOR BULLYING THAT I BELIEVE IS REFERENCED IN THE HANDBOOK.

>> OKAY. >> DOES IT COVER THAT-- WHERE THAT TARGETED STUDENT IS NOT DOING SOMETHING IN A POSITION THAT BENEFITS THE BULLY? I KNOW RECENTLY, WE JUST HAD AT ONE OF OUR SCHOOLS A SITUATION THAT WAS A LITTLE BIT OUT OF THE ORDINARY. I WAS VERY IMPRESSED WITH THE PRINCIPAL AND HOW IT WAS RESOLVED.

BUT IT DOES, YOU KNOW-- THERE WAS A SITUATION WHERE KIDS WERE ASKED TO CARRY BACKPACKS AND GIVE ME A PIGGYBACK RIDE.

AND DO WHATEVER. IT MADE THE TARGETED CHILD FEEL THAT THEY WERE BENEFITING THE BULLY.

IT WAS AN UNCOMFORTABLE SITUATION.

I WAS THINKING OF THAT SITUATION WHEN I WAS READING THROUGH TH THESE, AND I WAS WONDERING HOW THAT CAN BE ADDED.

THAT WE PROTECT THE CHILD. >> THE BIGGEST THING ABOUT BULLYING, I THINK THE EXAMPLE YOU GAVE THINKWAY, IS NOT NECESSARILY BULLYING. YOU HAVE TO UNDERSTAND THAT I KNOW PEOPLE CALL A LOT OF THINGS BULLYING.

IT COULD BE HARASSMENT. IT COULD BE BEING MISCHIEVOUS.

IT DOESN'T RISE TO THE LEVEL OF THE STATE'S DEFINITION OF WHAT BULLYING IS. AND SO THAT EXAMPLE DOESN'T RISE TO THAT LEVEL NECESSARILY. AND THERE IS A DEFINITION ABOUT BULLYING THAT WE HAVE TO FOLLOW, AND SOMETIMES WE DO GET INFORMATION FROM PARENTS WHERE THEY WILL SAY, WELL, MY CHILD WAS BEING BULLIED, AND WE INVESTIGATE SOMETHING AND IT DOESN'T RISE TO THE LEVEL OF BULLYING.

YES. IT IS A SITUATION THAT WE DEAL WITH. BUT NOT BULLYING.

I THINK WE USE THAT WORD TOO LOOSELY.

FOR OUR PURPOSES, WE HAVE TO USE THE INDIANA CODE, AND THE SITUATIONS THAT WE MARK AS BEING BULLYING HAVE TO RISE TO THAT

DEFINITION LEVEL. >> THAT WOULD BE MORE OF A SITUATION OF HARASSMENT. THEN WE --

>> OR SOMEBODY BEING A GOOFBALL. WHAT HAVE YOU.

YES. SOMETHING WE WOULD DEAL WITH.

YOU KNOW, IT DOESN'T NECESSARILY MEAN THAT THEY HAVE BEEN

BULLIED. >> SO JUST TAKING IT FOR CLARITY, AND ONE STEP FURTHER, IT IS NOT-- IT IS NOT WITHIN OUR BULLYING AREA, WE HAVE DISCIPLINE MEASURES OR CONSEQUENCES FOR OTHER HARASSMENT TYPES SITUATIONS.

ONLY. OBVIOUSLY.

>> I HAVE A QUICK QUESTION. I WANT TO MAKE SURE WE STAY ON TRACK. AND ON PACE WITH THE PROCESS OF HANDBOOK AND HOW WE GET THROUGH. THAT I KNOW WE HAVE A LOT OF QUESTIONS ABOUT WHERE WE STAND ON CERTAIN POLICIES, AND WE DEFINITELY MOST CERTAINLY CAN GET INTO THAT.

I THINK WE NEED TO UNDERSTAND THEIR PROCESS SO WE CAN THEN DIVE INTO THAT AND MAKE THE MOST USE OF OUR TIME AND THEIR TIME.

IF EVERYBODY AGREES WITH THAT. I HAVE A COUPLE OF OTHER QUESTIONS THAT I WOULD LOVE TO HAVE SOME CLARITY IN THE PROCESS. FOR EXAMPLE, I WOULD LOVE TO SEE WHO IS ON THE-- WHO ARE THE MEMBERS WITHIN THE HANDBOOK TEAM THAT YOU GUYS HAVE. IS THAT-- DO OFF COMMITTEE FOR POLICY OR FOR HANDBOOK, YOU KNOW, THAT WE ARE DISCUSSING? DO YOU HAVE THAT PER GRADE LEVEL? DO YOU HAVE THAT OVERARCHING, AND THAT IS ONE MAJOR ONE.

ONE FROM EACH SCHOOL? I WOULD LOVE TO SEE THAT PROCESS. I WOULD LOVE TO SEE THE NUMBERS AND UNDERSTAND. YOU USUALLY COME TO THE TABLE WITH GREAT NUMBERS AND STATISTICS.

AGAIN, IF WE ARE WORKING FROM A SMALLER PERCENTAGE AND ONLY X HAVE SAY IN IT, THEN YOU KNOW, THE NUMBERS DON'T HOLD WEIGHT, PERIOD, AFTER ALL. I WANT TO MAKE SURE WE ARE UNDERSTANDING THAT. EVEN FROM A STANDPOINT FROM YEAR OVER YEAR. I WOULD LOVE TO SEE IF THAT GREW. IS THERE A SURVEY TAKEN OUT TO THE COMMUNITY? IS EVERYBODY GETTING A SURVEY? TO ALLOW MORE PEOPLE TO BE ACTIVE IN THIS? I WOULD LOVE TO SEE THAT. SO JUST AS WE GET THROUGH THOSE QUESTIONS, YES. THANK YOU.

>> YES. WE CAN ANSWER THOSE QUESTIONS FOR YOU RIGHT NOW. SO I HAVE THE PRIF LIDGE TO HAVE SAT ON THE HANDBOOK DISTRICT TEAM FOR THE LAST 19 YEARS.

I HAVE WATCHED THE HANDBOOK EVOLVE INTO WHAT IT IS TODAY.

I WILL TELL YOU THAT THE INPUT HAS GROWN OVER THE YEARS.

[00:50:04]

THAT MAKES UP OUR DISTRICT-LEVEL HANDBOOK TEAM.

AND THEN YOU WILL SEE NUMBERS WHEN WE COME BACK TO THE NEXT WORK SESSION. I THINK YOU WILL BE HAPPY WITH THE NUMBERS. AS FAR AS THE NUMBER OF PARENTS THAT WERE ABLE TO ENGAGE THE NUMBER OF OPPORTUNITIES THAT

STUDENTS ARE ABLE TO HAVE. >> I'M SORRY.

HOW DO YOU PICK THOSE PARENTS ABLE TO ENGAGE?

>> WE HAVE DON'T PICK THEM. >> OKAY.

>> ALL PARENTS ARE GIVEN AN OPPORTUNITY FOR INPUT.

>> AWESOME. >> ALL STUDENTS ARE GIVEN THE OPPORTUNITY FOR INPUT. WE MADE THAT CHANGE FIVE YEARS AGO. BECAUSE WE DID SEE THE IMPORTANCE OF EVERYONE HAVING A VOICE.

>> YUP. >> WWE HAVE EVEN ADDED IN SPECIFIC, LIKE, MULTI-SPORT ATHLETES.

THEY HAVE A LITTLE BIT MORE OF A SPECIFIC VOICE.

SO WE GIVE OPPORTUNITIES FOR ALL TEACHERS, ALL PARENTS, AND ALL STUDENTS TO GIVE INPUT IF THEY CHOOSE NOT TO, WE CAN'T FORCE

THEM. >> SURE.

>> LET ME ASK JUST IN DENT. IF I HAVE A PARENT WHO SAYS HOW DO I GET MY VOICE HEARD IN THE HANDBOOK? DO WE TELL THEM, YOU KNOW, YOU SIT AND WAIT FOR A SURVEY TO COME OUT. DO YOU SEND AN EMAIL?

WHAT IS THAT PROCESS IN. >> WE ENCOURAGE THAT PARENTS ALWAYS REACH OUT TO THE BUILDING LEVEL ADMINISTRATOR.

IF THERE IS A CONCERN THAT THEY HAVE WITH THAT, THEN OUR BUILDING LEVEL ADMINISTRATORS WILL HOLD ON TO THAT UNTIL THIS PROCESS STARTS. BECAUSE IT DOES HAVE TO GO THROUGH THE BOARD APPROVAL PROCESS.

THEN WE CAN PUT IT IN THERE. ALWAYS, ALWAYS ENCOURAGE OUR FAMILIES TO REACH OUT TO THE BUILDING LEVEL ADMINISTRATORS.

>> THEN ANOTHER QUESTION. IT HAS BEEN UNCOMFORTABLE.

I'M JUST ASKING IT. IF THERE IS A SNARE JOE WHERE A TEACHER DOES NOT FEEL SUPPORTED OR THEY FEEL THAT IF THEY WERE TO REPORT MORE DRESS CODE SCENARIOS OR MORE BULLYING OR ANY OF THAT SCENARIO, AND THEY DON'T FEEL IN A POSITION TO WHERE THEY FEEL SAFE TO DO THAT, WHAT IS YOUR BACK-UP TO HELP SUPPORT THE TEACHER IN THAT SCENARIO?

>> WELL, THAT IS PART OF THE DISCUSSION PROCESS WITH THE ASSOCIATION. AND THERE IS A PROCESS THAT IF THEY ARE NOT FEELING SUPPORTED, THEY CAN GO TO THEIR ASSOCIATION REP AND GO THROUGH THE PROCESS. AND THEN THAT COMES TO EACH OF THE BUILDING LEVELS FOR THE BUILDING LEVEL DISCUSSION.

THEN THAT IS WORKED THROUGH. THERE ISES A PROCESS IN PLACE

FOR THAT. >> OKAY.

I WOULD LOVE TO SEE THAT PROCESS OR WHAT THAT PAPER TRAIL KIND OF LOOKS LIKE. IF I WERE A TEACHER GOING

THROUGH THAT MYSELF. >> THAT IS PART OF THE

ASSOCIATION. >> RIGHT.

OKAY. GREAT.

THANK YOU. >> SO I'M GOING TO BE THE BAD GUY HERE AND THE ONE TO BRING TIS UP.

I KNOW WE ARE ONLY DOING A SCHEDULING MEETING.

THERE IS MANY MORE TIMES TO WORK ON THIS, BUT IT HAS BEEN OUT IN THE COMMUNITY. WE ARE AWARE THAT THERE IS SOME DISAGREEMENT HERE. THAT IS FINE.

WE CAN WORK THROUGH IT. I WILL TELL YOU RIGHT NOW I'M WILLING TO LISTEN TO ALL OPINIONS AND THINK THIS THING THROUGH. A YEAR AGO, I WAS ON THE OTHER SIDE OF THE PODIUM, AND I TALKED ABOUT WHEN WE ADDED THE POLICY OF MICRO-AGGRESSIONS. WE HAVE TALKED ABOUT IT.

IT IS OUT THERE. I DO HAVE SOME ISSUES WITH IT.

I WAS GOING TO READ A LITTLE QUOTE FROM A COUPLE OF DIFF DIFFERENT-- I HAVE A COUPLE OF PSYCHOLOGISTS, A COUPLE OF MEDICAL DOCTORS. ALL KINDS OF PEOPLE.

I'M HAPPY TO SHARE THESE ARTICLES WITH THE BOARD.

I WANT TO KIND OF GIVE YOU MY THOUGHTS ABOUT MY CONCERNS, AND THEN WE ALL TALK IT THROUGH. OKAY? SO THIS IS-- I TRIED TO FIND THIS SOURCE.

IT WAS, YOU KNOW, APPEALING TO ALL AND NOT SOMETHING THAT IS TOTALLY ONE-SIDED FROM THE ATLANTIC.

UNBELIEVABLE ARTICLE. FROM A COUPLE OF DIFFERENT PH.D.ES AND PSYCHOLOGISTS. CALLED "THE CODDLING OF THE AMERICAN MIND." AND AGAIN, I'LL SHARE THIS WITH ANYBODY WHO LIKES. THEY CAN LOOK IT UP.

IT STARTS OUT WITH SOMETHING STRANGE IS HAPPENING AT AMERICA'S COLLEGES AND UNIVERSITIES.

A MOVEMENT IS ARISING UNDIRECTED AND DRIVEN LARGELY BY STUDENT TO SCRUB CAMPUSES CLEAN OF WORDS, IDEAS, AND SUBJECTS THAT MIGHT CAUSE DISCOMFORT OR GIVE AN OFFENSE.

IN JUNE, A PROFESSOR PROTECTING HIMSELF WITH A PSEUDONYM WROTE FOR A PUBLICATION, DESCRIBING HOW GINGERLY HE NOW HAS TO TEACH. HE SAID, "I'M A LIBERAL PRFESSOR. MY LIBERAL STUDENTS TERRIFY ME." THE HEADLINE SAID. A NUMBER OF POPULAR COMEDIANS, INCLUDING CHRIS ROCK HAVE STOPPED PERFORMING ON COLLEGE CAMPUSES, JERRY SEINFELD, BILL MAHER HAVE CONDEMNED THE OVERSENSITIVITY OF COLLEGE STUDENTS.

THAT IS ONE ARTICLE. IT IS FANTASTIC.

IT IS PROBABLY 30 PAGES LONG. I DIDN'T PRINT OUT THE ENTIRE THING. AGAIN, I'M HAPPY TO SHARE WIT YOU. THERE IS ANOTHER ONE.

THIS IS A SOCIALOLOGIST. CALLED LITTLEN FEL'S CRITIQUE.

QUESTIONING HOW MICRO AGGRESSIONS ARE DEFINED AND

[00:55:03]

THE EXISTING PROGRAM OF RESEARCH ON MICRO AGGRESSION LACKS A RELIABLE METHOD OF ASSESSING WHEN THEY HAVE TAKEN PLACE.

MICRO AGGRESSION IS NOT THE BEST WAY TO THINK ABOUT SUBTLE PREJUDICE. THE DEFINITION IS AMORPHOUS AND ELASTIC. IT FAILS TO APPRECIATE THE AMBIGUITY OF SOCIAL INTERACTION, RELIES ON PERCEPTIVE OBJECTIONS.

IT DROIBTS A PUNITIVE AND ACCUSATORY ENVIRONMENT THAT IS MORE LIKELY TO CREATE BACKLASH THAN SOCIAL PROGRESS.

SO WITH THOSE KIND OF GENERAL THOUGHTS, I HOPE THAT YOUR GROUP LOOKS AT THAT, APPRECIATES THAT, WE WANT TO FOSTER CREATIVE THINKING, OPEN DIALOGUE, FREE SPEECH WITHIN LIMITS.

THESE ARE STILL KIDS. THEY NEED TO BE RESPECTFUL AND NOT ADVERSARIAL AND CERTAINLY NOT OFFENSIVE TO THE POINT OF, YOU KNOW, RACIAL INCENSETIVITY, SEXUAL ORIENTATION, THOSE KIND OF THINGS. CERTAINLY NEED TO BE PROTECTED.

SOME OF THESE DEFINITIONS ARE SO VAGUE AND SO BROAD THAT IT IS TOUGH TO TELL WHAT'S HAPPENED AND AGAIN, KIND OF LIKE THE TEACHER THAT IS NERVOUS ABOUT ENFORCING A DRESS CODE, WE ARE GOING TO GET SO POLITICALLY CORRECT AT SOME POINT THAT, PEOPLE CAN'T HAVE OPEN CANDID CONVERSATIONS WITH EACH OTHER.

THAT IS NOT PREPARING THEM FOR REAL LIFE, IN MY OPINION.

I'M JUST ONE OPINION. THOSE ARE SOME THOUGHTS ABOUT IT. I HOPE YOU TAKE THAT BACK AND GET ENGAGED WITH THE STUDENTS, THE TEACHERS, TALK TO EVERYBODY.

WE WILL CONTINUE A CONVERSATION. >> I WOULD LIKE TO ADD THAT WE HAVE-- HAVE YOU HAD A CHANCE TO LISTEN TO THE FUTURE BLACK LEADERS? THEY DISCUSS THIS.

I THINK ABOUT A MONTH AGO IN THE INDY STAR.

THEY TALKED ABOUT SOME OF THE MICRO AGGRESSIONS THAT THEY EXPERIENCE. I KNOW THAT WE HAVE DATA THAT WE ASKED THE HIGH SCHOOLS FOR DATA REGARDING THE AGGRESSIONS.

THERE WAS CONCERN IT WOULD CAUSE A LOT OF DISAGREEMENT IN THE

SCHOOLS. >> SO AS OF TODAY, AFTER HEARING FROM ALL PRINCIPALS K-12, WE HAVE HAD ZERO INFRACTIONS FOR MIKE ROW-AGGRESSIONS. THERE HAVE BEEN A FEW INSTANCES WHERE STUDENTS HAVE HAD TO COME TOGETHER AND HAVE GONE THROUGH THAT PROCESS OF DISCUSSING WHAT WAS OFFENSIVE, AND EDUCATING THE OTHER STUDENT. WE HAVE HAD ZERO INFRACTIONS OF MICRO AGGRESSIONS. THE SECOND TO THE LAST PARAGRAPH IN THE LANGUAGE OF THE HANDBOOKS STATES THAT IT IS TO BE ADDRESSED THROUGH RESTORATIVE CONVERSATIONS AND NOT WITH PUNITIVE MEASURES. I THINK WE ARE SITTING VERY CLOSELY TO THE LETTER OF WHAT OUR LANGUAGE IS, AND IT REALLY

TRULY IS TO EDUCATE. >> AND SUPPORT.

>> SUPPORT STUDENTS WHO FEEL THIS NEEDS TO BE IN THEIR

HANDBOOK. >> CAN I JUST ASK A QUICK QUESTION, THEN? WITH THE ZERO OFFENSES USING MICRO AGGRESSIONS, ARE YOU SAYING THAT YOU AGREE THAT THERE IS NO NEED TO HAVE MICRO AGGRESSIONS, PERIOD?

>> NO. >> NO.

>> THAT IS NOT WHAT WE ARE SAYING.

WE ARE SAYING THAT WE ARE FOLLOWING WHAT IS IN THE HANDBOOK THAT SAYS THAT WE GO THROUGH THOSE RESTORATIVE PROCESSES TO REVIEW AND TO EXPLAIN THE CONCERNS.

THE VERY FINAL SENTENCE IN MICRO AGGRESSIONS IS HABITUAL OCCURRENCES COULD LEAD TO APPROPRIATE CONSEQUENCES.

AND I THINK THAT IS A GOOD MEASURE OF HOW WE ARE WORKING THROUGH THIS WITH OUR STUDENTS. THAT WE HAVE NOT HAD A HABITUAL

OFFENDER. >> WE HAVE NOT HAD SITUATIONS THAT RISE TO THE LEVEL OF NEEDING TO DO ANY CONSEQUENCES OR DISCIPLINE. WHATEVER HAS HAPPENED, THEY ARE ABLE TO WORK THROUGH IT. IT IS TEACHABLE MOMENT.

THERE IT IS. YOU KNOW, SO THEY HAVE --

>> IT IS A TEACHABLE MOMENT. STUDENTS FEEL SUPPORTED.

IT IS BOTH. IT IS BOTH AND.

>> THANK YOU. >> CAN YOU TALK ABOUT THE TRAINING THAT THE STAFF AND THE TEACHERS GO THROUGH ON THIS? MY QUESTION EVOLVES AROUND THE PROCESS OF WHEN A SITUATION ARISES, DO TEACHERS FEEL COMFORTABLE ENOUGH LIKE THEY HAVE THE NECESSARY TRAINING AND THE, I GUESS, TOOLS IN THE TOOLBOX SO TO SPEAK TO HAVE THAT DIALOGUE IN A COMFORTABLE WAY? DO YOU FEEL THAT SOME TEACHERS DON'T ENGAGE AT ALL AND CHOOSE NOT TO HAVE THAT CONVERSATION BECAUSE THEY DON'T FEEL COMFORTABLE ENOUGH TO HAVE IT? HELP ME GET SOME CONTEXT AROUND

THAT. >> YEAH.

WELL, WE WOULD LOVE TO HAVE DISTRICT-WIDE TRAINING ON MICRO AGGRESSIONS. I THINK RIGHT NOW WE HAVE IT IN THE BUILDING. IT IS BUILDING-BASED.

YOU WOULD HAVE THE EQUITY LEADERS, WHOMEVER IS ON THE TEAM WOULD LEAD THAT TRAINING FOR TEACHERS.

I MEAN, IT COULD BE DEPARTMENT CHAIRS.

I DON'T KNOW. IT IS BUILDING-BASED.

I WOULD SAY THAT WHEN YOU WANT TO BRING THAT TO SCALE, IT WOULD

[01:00:04]

AND WITH THAT INCLUDE OUR STUDENTS IN THAT TRAINING.

HAVE STUDENTS COME AND SHARE WHAT DOES THIS LOOK LIKE FOR ME ON A DAY-TO-DAY BASIS? WHEN I'M IN SCHOOL.

WE DON'T HAVE IT DISTRICT-WIDE. IT IS BUILDING-BASED RIGHT NOW.

>> I THINK YOU BRING UP A GREAT POINT.

ALSO WHEN WE ARE TALKING ABOUT POLICIES AND ALLOWING TEACHERS TO COMMAND THE ROOM HOW THEY WANT.

FOR ME, THAT LEAVES A LOVE GRAY AREA.

... A LOT OF GRAY AREA. OKAY.

HIGH SCHOOL IS DIFFERENT THAN GRADE SCHOOL.

IF ONE TEACHER ALLOWS ONE THING AND THE OTHER STUDENTS ARE ABLE TO GET AWAY WITH SOMETHING ELSE. THEN YOU KNOW, NOW WE WANT TO HAVE TRAINING WHERE EVERYBODY IS ON THE SAME PAGE.

IF WE HAVE TO PICK ONE LANE TO STAY IN, WE ARE APPLYING EVERYTHING TO ALL, AND THERE ISN'T A BIGGER VAST GRAY AREA.

EVEN WHEN IT COMES TO TRAINING AND DRESS CODES.

THAT IS A GREAT POINT. THANK YOU.

>> BUT UNDERSTAND EVEN WITH TRAINING, YOU ARE STILL GOING TO HAVE DISCREPANCIES. YOU WILL STILL HAVE TEACHERS THAT INTERPRET IT ONE WAY OR THE OTHER.

OR MAY NOT FEEL COMFORTABLE EVEN AFTER THE TRAINING WITH IMPLEMENTING, ENSURING THAT THEY ARE HOLDING STUDENTS TO A LEVEL OF ACCOUNTABILITY. BECAUSE IT IS BASED ON THEIR

COMFORT LEVEL. >> SO THEN YOU ARE SAYING THAT THERE ARE TEACHERS WHO ARE UNCOMFORTABLE HOLDING

ACCOUNTABILITY? >> I SAY THAT WITH EVERYTHING WHEN IT COMES TO TEACHING. YOU KNOW, YOU HAVE TEACHERS THAT ARE UNCOMFORTABLE WITH THEIR CURRENT CURRICULUM.

YOU HAVE TEACHERS THAT ARE UNCOMFORTABLE WITH ADDRESSING THE DRESS CODE. TEACHERS ARE UNCOMFORTABLE WITH COPPING TO WORK ON TIME. THERE IS A NUMBER OF THINGS YOU COULD USE TO-- IN THAT CONTEXT. BUT I HAVE NOT HAD ANY CONVERSATIONS WITH ANY DIRECTLY. I THINK THAT WOULD BE A QUESTION THAT THE ASSOCIATION WOULD BE ABLE TO ASK-- ANSWER.

>> THEY HAVE RECEIVED ANY FEEDBACK IN THAT AREA.

BUT FROM THE CONVERSATIONS THAT I HAVE BEEN PART OF AT THE SECONDARY LEVEL, TEACHERS ARE VERY COMFORTABLE IN ADDRESSING IT. AND IF THEY FEEL LIKE THEY NEED AREAS OF SUPPORT, THEY REACH OUT THE THEIR ADMINISTRATOR OR THEIR BUILDING EQUITY TEAM MEMBERS. AND THEY HAVE REACHED OUT TO ME IF THEY WANTED TO KNOW HOW SHOULD THEY ADDRESS SOMETHING, SO I THINK THEY KNOW THAT THE SUPPORT IS IN PLACE.

IT IS JUST A MATTER OF HOW FAR THEY WANT TO GO WITH, YOU KNOW, REACHING OUT TO GET WHAT THEY NEED.

>> RIGHT. >> AND TEACHERS GAIN COMFORT WHEN WE BEGIN TO HAVE THESE CONVERSATIONS.

SO WHEN WE IGNORE MICRO AGGRESSIONS, PERHAPS THEY ARE FEARFUL OF THE CONVERSATION. WHEN WE COME TO THE TABLE AND SAY, THIS IS THE REALITY, LET'S TALK IT,-- TALK ABOUT IT, WE GAIN MORE COMFORT IN THAT AREA. THAT IS WHAT WE NEED TO WORK ON.

>> I DON'T DISAGREE WITH YOU. I'M TALKING ABOUT COMFORT FOR TEACHERS ON EVERY TOPIC. NOT JUST MICRO AGGRESSIONS.

AND MY HOPE IS THAT TEACHERS COULD FEEL THAT EVERYTHING ELSE IS JUST AS IMPORTANT AS MICRO AGGRESSIONS.

WHETHER IT IS ACADEMIC,STS, DRESS CODES.

I THINK WE ALL AGREE THAT TEACHERS DO NOT FEEL COMFORTABLE IN THE CLASSROOM ON GIVEN SNARE JOES.

-- SCENARIOS AS STATED. I WOULD LOVE TO SEE HOW WE BRIDGE THAT GAP. FOR ME PERSONALLY, A RESPONSE OF THE ASSOCIATION, I DON'T KNOW IF THAT IS NECESSARILY REPRESENTING ALL TEACHERS. I WOULD LOVE TO FIGURE OUT A WAY THAT WE ALL WORK TOGETHER TO HAVE A VOICE FOR ALL TEACHERS.

AND NOT FEEL THAT THERE IS A REPERCUSSION, PERIOD.

>> WHILE WE WAIT FOR MRS. TAYLOR TO COME UP, I THINK IT IS ALSO IMPORTANT TO UNDERSTAND THAT A LOT OF THAT IS ABOUT THE CLIMATE

AND CULTURE OF THE BUILDING. >> RIGHT.

>> I MEAN, OUR HIGH SCHOOLS TALK ABOUT BEHAVIORAL-- BEHAVIOR OF A TIGER BECOMING-- IT IS INFUSED IN OUR CULTURES.

IT IS NOT JUST A ONE-OFF OF NOT BEING COMFORTABLE.

>> OUR PROFESSIONAL DEVELOPMENT HELPS OUT WITH THAT, TOO.

OUR E-LEARNING DAYS WHERE WE OFFER DIFFERENT PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS.

AND WE HAVE VERY SPECIFIC SUBJECTS OR THEMES THAT TEACHERS CAN SIGN THEMSELVES UP FOR FOR WHAT THEY FEEL THAT THEY NEED, TOO. THAT IS ANOTHER OPPORTUNITY FOR

THEM TO STRETCH THEIR SKILL SET. >> GREAT.

>> SO I WANT TO CLEAR UP A LITTLE BIT OF MISUNDERSTANDING OF THE ASSOCIATION. SO FIRST OF ALL, WE ARE 900 STRONG. THAT IS 900 TEACHERS THAT I GET THE PRIVILEGE OF SEVENNING ON-- SERVING ON A REGULAR BASIS.

EVERYONE HAS THE OPTION, AS A TEACHER, TO PARTICIPATE IN DISCUSSION. BECAUSE DISCUSSION IS THE AVENUE WHERE ALL THINGS RELATED TO CURRICULUM, DISCIPLINE, ANYTHING GOES THROUGH DISCUSSION. AND EVERY SINGLE TEACHER HAS THAT OPPORTUNITY TO HAVE THOSE CONVERSATIONS.

[01:05:01]

THERE IS NOTHING THAT ANY TEACHER WHO IS NOT IN THE ASSOCIATION ISN'T ABLE TO COME FORWARD AND HAVE A COURAGEOUS CONVERSATION. WHAT I THINK IS THAT AS A COMMUNITY, WE HAVE STRUGGLED TO HAVE COURAGEOUS CONVERSATIONS AROUND TOPICS THAT ARE UNCOMFORTABLE FOR PEOPLE.

AND WITH THAT, IT HAS CAUSED THIS DIVISION OF THE ASSOCIATION AND NOT. AND SO IT IS UPSETTING IN THE FACT THAT IN THE COMMUNITY, WE ARE SEEING, AS SOMEONE WHO EXCLUDES. WE EXCLUDE FOR SOME THINGS.

>> I NEVER SAID. THAT I WOULD LIKE TO POINT OUT.

I NEVER SAID "EXCLUDE." >> YOU SAID WE DIDN'T REPRESENT ALL TEACHER VOICES. AND WE DO.

THAT IS THE WAY THE LAW IS WRITTEN.

SO THAT IS-- I'M JUST, LIKE-- I'M SAYING WE ARE THE EXCLUSIVE VOICE. BUT WITH DISCUSSION IN THESE TOPICS. EVERY TEACHER HAS THE OPPORTUNITY TO GO TO US OR A DISCUSSION REP.

IF THEY DON'T, THEY FEEL-- SHOULD FEEL COMFORTABLE ENOUGH TO GO TO THEIR ADMINISTRATOR. IF THEY DON'T FEEL COMFORTABLE WITH THAT, THE DIRECTORS-- LIKE, THERE ARE SO MANY OPPORTUNITIES FOR A TEACHER TO HAVE A VOICE THROUGH THE DISCUSSION PROCESS.

AND THEN FOLLOW UP WITH THE NEXT CHAIN OF SUPPORT THAT GOES ON.

SO FOR ANY TEACHER TO SAY THAT THEY DO NOT HAVE RA VOICE IN THIS PROCESS, IT IS HARD MORE MEIT IS HARD FOR ME TO, LIKE, SWALLOW. THERE ARE SO MANY OPTIONS FOR THEM. THEY HAVE TO BE WILLING TO HAVE A COURAGEOUS CONVERSATION, AND IF IT IS WITH THEIR BUILDING DISCUSSION PERSON, OR IF IT IS WITH THE DIRECTOR OR IF IT IS WITH THEIR PRINCIPAL, THEY HAVE TO BE WILLING TO DO THAT.

AND TEACHERS ARE RULE-FOLLOWERS. THEY DON'T ALWAYS COME FORWARD BECAUSE THEY DON'T WANT TO STICK OUT.

BECAUSE THEY DON'T WANT TO BE THE ODDBALL WHO IS SAYING

SOMETHING. >> SO YOU ARE AGREEING THAT THERE ARE TEACHERS THAT DON'T COME FORWARDMENT.

>> EVERYWHERE. I THINK THAT IS TRUE IN EVERY

PROFESSION. >> RIGHT.

>> EVERY PROFESSION. >> ABSOLUTELY.

>> A MOM. MOMS HAVE A HARD TIME GOING IN FRONT OF OTHER MOMS WHEN THEY HAVE DIFFICULTIES.

LIKE, IF THEY HAVE RAISING THEIR KID.

THEY HAVE A HARD TIME ADMITTING THAT IT IS HARD.

MOMMING IS HARD. >> I'M ASKING HOW TO BRIDGE THE GAP. IS THERE A PROCESS WHERE MAYBE THE BOARD OF TRUSTEES OR PEOPLE WITHIN, YOU KNOW-- I DON'T GET TO SEE A ROLL-UP OF THE DISCUSSIONS THAT TEACHERS ARE HAVING. I DON'T KNOW.

THAT IS WHY I'M ASKING THESE QUESTIONS.

I'M WANTING FACTS. >> YOU ARE RIGHT.

YOU DON'T. YOU ARE THE OVERSIGHT OF ALL THE THINGS THAT ADMINISTRATORS AND TEACHERS DO WITHIN THE BUILDING.

>> RIGHT. AS OVERSIGHT, I'M ASKING TO SEE HOW MANY, WHAT THE PROCESS LOOKS LIKE AND HOW MANY VOICES ARE HEARD THROUGH THE ASSOCIATION. SO THANK YOU FOR CLARIFYING.

>> YES. >> I WILL ADD, TOO, THAT UNFORTUNATELY, SOMETIMES I THINK THERE IS SELECT HEARING.

SO WE HAVE SOME PEOPLE THAT DO SHARE THEIR CONCERNS OR SHARE THEIR COMMENTS OR SHARE, AND THEY FEEL LIKE IT IS NOT BEING MET WHETHER IT IS AT THE UNION LEVEL, WHETHER IT IS AT THE BUILDING LEVEL. OR WHETHER IT IS WITH ADMINISTRATION. WE CAN'T ALWAYS JUST DO FOR JUST ONE TEACHER. IT HAS TO BE FOR THE WHOLE GROUP. RIGHT? THE WHOLE DISTRICT. THE VISION.

THE THOUGHTS FOR THE WHOLE DISTRICT.

BUT WHEN THERE ARE TIMES AND PEOPLE ARE NOT SPEAKING OUT, I THINK THEY FEEL THEY ARE GOING TO BE RIDICULED OR NOT BE HEARD.

SO HEARING WHAT MR. PASCOE S SAYS, I THINK THERE HAS GOT TO BE A WAY THAT THOSE NEEDS ARE BEING ADDRESSED.

BUT I'M GOING TO JUST-- I WO WORKED-- I'M GOING TO READ BECAUSE IT IS EASIER FOR ME TO READ THIS BECAUSE I DON'T HAVE THE SRENGTH TO HAVE A MAYOR CONVERSATION-- MAJOR CONVERSATION. I PERSONALLY AM GOING TO START WITH MY STATEMENT FROM LAST YEAR.

BECAUSE I STILL FEEL THE SAME WAY.

WHILE I'M COMPLETELY AND TOTALLY AGAINST MICRO AGGRESSIONS BEING USED BOTH KNOWN AND UNKNOWN, I'M EQUALLY AGAINST PUTTING THIS HORNET'S NEST OF A STATEMENT ON THE BACKS OF OUR TEACHERS AND OUR STUDENTS. THIS POLICY WILL AND IS DRIVING GREAT TEACHERS AND ADMINISTRATORS AWAY FROM OUR SCHOOL DISTRICT. I WISH I HAD BEEN WRONG, BUT I HAVE HAD SEEN TEACHERS AND ADMINISTRATORS THAT HAVE LET OUR SCHOOL DISTRICT, AND YOU KNOW, I HAVE A PLACE OF BUSINESS AND A

[01:10:01]

THEY LEFT INFORMATION AT MY PLACE OF WORK OR AT MY HOME.

I'M GOING TO READ THESE TWO THINGS AND WHAT YOU AS ADMINISTRATORS DO WITH IT, THAT IS WHAT YOU NEED TO DO FROM THERE. THE CONDUCT OF STUDENTS, THIS IS FROM AN ACTUAL TEACHER IN OUR DISTRICT WHO HAS BEEN HERE FOR ALMOST 18 YEARS. "THE CONDUCT OF STUDENTS IN THE CLASSROOM IS MEANT TO SUPPORT AND SERVE THE ACTIVITY OF LEARNING. TO THE DEGREE THAT TEACHERS WOULD ENFORCE BOUNDARIES IN THE CLASSROOM.

THESE BOUNDARIES EXIST TO ORIENT ALL STUDENTS TOWARD THE FOCUS AND INTENTION LEARNING REQUIRES. THERE ARE MANY DIRECT AND INDIRECT WAYS IN WHICH STUDENTS CAN LEARN IN THE CLASSROOM.

FOR EXAMPLE, A TEACHER PROVIDES AN OPPORTUNITY FOR STUDENTS TO ENGAGE MEANINGFULLY WITH THEIR CONTENT WHILE INDIRECTLY TEACHING STUDENTS HOW TO COLLABORATE WITH THEIR CLASSMATES AND NEGOTIATE ROLES ON A PROJECT.

IN THIS CASE, STUDENTS ARE ABLE TO EXPLORE A BETTER UNDERSTANDING OF THE WORLD WHILE PRACTICING HOW TO NAVIGATE THROUGH IT. IN ORDER TO PRODUCE A FAIR AND JUST WORLD, EXPECTATIONS AND BOUNDARIES SHOULD BE APPLIED TO ALL STUDENTS EQUALLY, REGARDLESS OF ANY STUDENT'S CHARACTERISTICS. WHILE HIGH AND CONSISTENT EXPECTATIONS ARE A KEY TO SUCCESS, GREAT TEACHERS FURTHER UNDERSTAND THAT IN ORDER TO HELP SOME STUDENTS ACHIEVE, THERE MAY BE MEANINGFUL INTERVENTION THAT IS COULD DEPLOY TO HELP IMPROVE THEIR CHANCES FOR SUCCESS. FOR EXAMPLE, A STRUGGLING STUDENT MAY BE ENCOURAGED TO ATTEND EXTRA STUDY OR WORK SESSIONS OR A TEACHER MIGHT FIND AN ALTERNATIVE WAY OF EXPLORING A TOPIC OR A TEACHER MIGHT MODIFY AN ASSIGNMENT'S DEADLINE FOR A GRIEVING STUDENT. EACH MODIFICATION IS A REASONABLE ADAPTATION FOR A TEACHER TO CONSIDER AS THEY WEIGH THE NEEDS OF EACH INDIVIDUAL IN THEIR CAPACITY FOR A COMPLETE GREAT WORK AGAINST THE CIRCUMSTANCES INTERFERING WITH THEIR LEARNING. IN PRESENT DAY TO APPLY A CONDITION FOR CLASSROOM BOUNDARIES, WHOSE APPLICATION SEEKS TO PROMOTE THE IDEA THAT INDIVIDUALS AND RIGHTNESS AND WRONGNESS OF THEIR BEHAVIOR CAN BEST BE DEFINED BY THEIR ASSIGNMENT INTO RACIAL, ETHNIC, AND SEXUAL CLASSES IS OUT DATIVE, REGRESS I, AND MORALLY WRONG.

FURTHER TO PROMOTE THE IDEA THAT WHAT WE CAN LEARN ABOUT STUDENTS CAN BE FOUND IN THESE CHARACTERISTICS IS CAT STROFCALLY INCORRECT. THE MICRO AGGRESSION STATEMENT VIOLATES THE OPPORTUNITIES FOR INDIVIDUALS TO ENJOY A FAIR AND JUST CLASSROOM BY REMAINING INDIFFERENT TO A STUDENT'S INTENT WHICH VIOLATES CENTURIES OF WESTERN JUDICIAL PRACTICE.

AND REPLACES FAIRNESS WITH A SUBJECTIVE UNDERSTANDING FOR HOW STUDENTS RANK IN THE INTERSECTIONAL HIERARCHY.

TREATING PEOPLE DIFFERENTLY BECAUSE OF THEIR IMMUTABLE DARK CHRIS TICKS IS WRONG. AND IMPLYING THROUGH SCHOOL POLICY THAT SOME STUDENTS ARE ENTITLED TO PROTECTIONS THAT OTHERS ARE NOT, NOT ONLY MAKES MORE OBVIOUS DIFFERENCES, AND ENVIRONMENT WHERE WE SHOULD BE STRIVING TO IDENTIFY WHAT IS COMMON, IT CREATES DIVISION. IF THE SCHOOLS AND ITS COMMUNITY ARE GOING TO BE SERIOUS ABOUT CREATING A WORLD OF IN WHICH BOUNDARIES ARE EQUALLY APPLIED AND ENCOURAGE TEACHERS TO TREAT STUDENTS LIKE INDIVIDUALS, THEN IT SHOULD STRONGLY CONSIDER REVOKING AN EARLIER ADOPTED POLICY WHICH SEEKS TO-- STATEMENT WHICH SEEKS TO OVERLOOK BEST PRACTICES FOR ESTABLISHING CLASSROOM BOUNDARIES SUITABLE FOR THE ACTIVITY AND LEARNING. THAT CAME TO MY HOME.

THIS ONE CAME TO MY OFFICE. BEFORE READING THESE COMMENTS I WANT TO STATE THAT THIS IS FROM AN ADMINISTRATOR THAT USED TO WORK AT OUR SCHOOL DISTRICT, NOT A MEMBER OF VISTA.

NOT A MEMBER OF HSCA RIGHT NOW. THIS ADMINISTRATOR WORKED ON THE HANHANDBOOK COMMITTEE AND WAS AD TO FIND OUT WHAT MINORITY MARGINALIZED GROUPS FELT LIKE. THIS ADMINISTRATOR MEETING WITH THE MARGINALIZED GROUPS, WHEN MEETING WITH THESE GROUPS AND TEENS, THE IMMEDIATE RESPONSE FROM MOST OF THE STUDENTS WAS EITHER THAT THEY DIDN'T KNOW WHAT MICRO AGGRESSIONS EVEN MEANT OR THAT THEY LEARNED ABOUT IT FROM ADMINISTRATORS.

STUDENTS SAID THEY WANT TO FEEL THAT THEY ARE PART OF OUR SCHOOL DISTRICT THAT APPRECIATES BEING AROUND LIKE-MINDED, CULTURALLY DIVERSE HUMAN AND TO SUPPORT EACH OTHER IN THEIR SCHOOL DISTRICT. THE SUMMARY OF THE STUDENT GROUP FEEDBACK WAS THAT THE STUDENTS WANTED UNITY.

THEY WANTED TO FEEL INCLUDED, AND THEY WANTED TO BE INVOLVED WITH THEIR SCHOOL. THEY DID NOT WANT TO FEEL LIKE THEY WERE DIVIDED BECAUSE THEY WERE IN A HIGH MINORITY AND MARGINALIZED GROUP. THEY DO NOT WANT TO BE SPOTLIGHTED BY THE DIVISION. AND WHILE MICRO AGGRESSIONS BOTHERED THEM, THEY WOULD MUCH RATHER NOT CAUSE KIDS TO BE SINGLED OUT FOR KNOWING OR NOT KNOWING A MICRO AGGRESSION SITUATION. THE KIDS REALLY WANTED MORE UNITY AND GETTING ALONG WITH ONE ANOTHER AND NOT THE LABELS THAT WERE BEING DIFFERENT. THEY LIKE BEING IN CULTURAL

[01:15:01]

THEY DON'T WANT TO BE LABELED AS DIFFERENT.

THEY FELT THAT MICRO AGGRESSION STATEMENTS WOULD CAUSE MORE DIVISION BECAUSE OF THE SUBJECTIVE NATURE.

THESE ADMINISTRATORS GAVE THIS INPUT AND FELT THEY WERE NOT HEARD. SO I'M JUST SAYING THERE ARE PEOPLE WHO NEED SOMETIMES TO LISTEN TO THE WHOLE BIG PICTURE.

WHEN THOSE TWO THINGS COME TO ME, I DON'T-- AND THEN WE SAY THAT EVERYONE HAS A VOICE. I DON'T KNOW WHAT I DO WHEN I GET THAT KIND OF INFORMATION, THEN.

>> I THINK IT IS IMPORTANT TO-- THOSE COMMENTS HAVE NOT COME TO US. IT IS IMPORTANT TO NOTE THAT THE SCHOOLS TALK TO HUNDREDS IF N NOT-- I MEAN, I DON'T KNOW HOW MANY HUNDREDS OF STUDENTS AND FAMILIES AND TEACHERS, INCLUDING THE ASSOCIATION, AND SO WE HAVE TO TAKE THEIR PERSPECTIVE INTO CONSIDERATION AS WELL. SO YOU HAVE TO BALANCE WHICH IS WHY WE WANTED TO SEE HOW MANY INCIDENTS HAVE WE HAD OF MICRO AGGRESSION THIS YEAR. THAT RESULTED IN ANYTHING THAT WAS PUNITIVE. WHETHER THAT IS I.S.S. OR O.S.S.

WE HAVEN'T HAD ANY. THAT DOESN'T MEAN WE CAN'T HAVE A POLICY THAT SUPPORTS STUDENTS WHO SAY THIS IS A PROBLEM IN THEIR SCHOOL EXPERIENCE. I WANT YOU TO SEE THERE IS MULTIPLE PERSPECTIVES HERE. WE HAVE DONE EXACTLY WHAT WE SAID WE WOULD DO WITH THIS POLICY, USE IT AS A TOOL TO BRING AWARENESS TO WHAT COULD POSSIBLY COST YOU YOUR JOB AS AN ADULT, A MICRO AGGRESSION. WE WANTED TO USE THIS AS AN OPPORTUNITY FOR EVERYONE TO GROW.

NOT TO PUNISH. THAT IS WHAT WE SEE IN OUR DATA.

WE ALSO WANT TO SAY TO STUDENTS WE HEAR YOU.

WE KNOW THIS IS A PROBLEM. AND WE VALUE YOUR INPUT.

IT IS BALANCING BOTH OF THOSE, SUZANNE.

>> I HEAR WHAT YOU ARE SAYING. GO AHEAD, THENLT.

>> ONE QUICK QUESTION. IT SOUNDS LIKE WE ARE MEASURING THESE THINGS, WHICH I APPRECIATE THE METRICS OF IT.

WE HAVEN'T HAD ANY THAT ROSE TO THE LEVEL OF PUNITIVE SITUATION.

>> NOT AT ALL. >> DO WE HAVE METRICS ON INCIDENTS WE HAD, IN GENERAL? THAT WERE NOT TO THAT LEVEL?

>> WE DON'T HAVE A SPECIFIC NUMBER THAT MIGHT BE SOMETHING THAT WE COULD LOOK AT. I WILL TELL YOU, ESPECIALLY AT THE K-4 LEVEL, SOMETIMES THESE ARE JUST IN THE MOMENT DISCUSSIONS THAT DON'T EVEN RISE TO THE LEVELLE OF AN ADMINISTRATOR BEING MADE AWARE. THE TEACHER IS ABLE TO ADDRESS IT IN THE CLASSROOM. IT MAY NOT BE SOMETHING THAT WE CAN HAVE AN ACCURATE NUMBER WITH BECAUSE IT IS A TEACHABLE

MOMENT. >> I WOULD SAY THIS WITH THIS.

WITH THE DRESS CODE, CELL PHONES.

ANY OF THESE THINGS. AGAIN, I'M GOING TO STAY ON.

THIS IF WE ARE NOT MEASURING THOSE THINGS, THEN WE DON'T-- IT IS REALLY TOUGH TO TRACK. AND KNOW HOW THEY ARE PROGRESSING. IF WE HAVE A THREE-STRIKE SITUATION, A KID COMMITS A STRIKE OVER HERE.

IT IS NOT DOCUMENTED. IT WAS JUST TAKEN CARE OF QUICKLY IN CLASS. THEN THE NEXT DAY IT IS A SUB.

THE SAME THING HAPPENS. HOW DID THEY KNOW? I WOULD LOVE TO SEE SOME KIND OF UNIFORM DISCIPLINE POLICY.

THAT THE DOCUMENTS-- IF THERE ARE REPETITIVE ISSUES, THEN WE

ARE HELPING THAT KID LEARN. >> WE NEED TO BE COGNIZANT OF THE FACT OF HOW (NO AUDIO) YOU WILL HAVE AN AWFUL LOT AS WE LEARN. (NO AUDIO) THAT THEY HAVE A SIDE BAR CONVERSATION WHERE THEY ARE TRYING TO REDIRECT AND SAY THAT IS NOT HOW WE ACT. THEN WE ARE PULLING AWAY FROM THE LEARNING THAT WE REALLY ARE HERE FOR.

SOY JUST-- THAT IS JUST A REALLY FINE LINE OF DOCUMENTING ALL OF

THOSE TEACHABLE MOMENTS. >> I DO AGREE.

I AGREE. THAT IS WHY I THINK PROBABLY SOME OF THEM THAT MAYBE DON'T RISE TO THAT LEVEL-- I GUESS, IF YOU ARE GOING TO HAVE A POLICY, YOU SHOULD ENFORCE IT AND DOCUMENT IT. SO YOU CAN TRACK IT.

OR IF WE DON'T THINK IT RISES TO THAT LEVEL, WE DON'T HAVE THAT POLICY. YOU CAN'T HAVE IT BOTH WAYS.

DOES THAT MAKE SENSE? >> SO WHEN IT DOES RISE TO THAT LEVEL, IT IS TRACKED. IT IS TRAKDZ IN OUR STUDENT

MANAGEMENT SYSTEM. >> RIGHT.

>> SO I THINK TO DANIELLE'S POINT, IF WE HAD TO POLICE EVERY INCIDENT OR EVERY ENGAGEMENT, THEY WOULDN'T BE ABLE TO TEACH, QUITE HONESTLY. IF IT DOES RISE TO THAT LEVEL, IT DOES GET DOCUMENTED. AND IT GOES TO THE PROPER CHANNELS THERE. THAT IS HOW WE ARE ABLE TO TRACK EVERYTHING. WHETHER IT IS BULLYING, WHETHER

IT IS DRESS CODE VIOLATIONS. >> THAT IS MY POINT.

IF FREQUENCY IS ONE OF THE PARAMETERS OF RISING TO A LEVEL, HOW DO YOU KNOW THE FREQUENCY IF WE ARE NOT TRACKING THE NUMBER

[01:20:04]

OF VIOLATIONS? >> WELL, THEY ARE ABLE TO TRACK.

THEY ARE ABLE TO-- IT IS BEING DOCUMENTED SOMEWHERE.

>> YES. IT IS DOCUMENTED.

IT DOESN'T RESULT IN AN I.S.S. OR OF S.S.

>> RIGHT. THAT IS FINE.

AS LONG AS IT IS SOMEHOW BEING KEPT TRACK OF.

LITTLE JOHNNY CALLS UP ONE DAY. NOW IT IS A DIFFERENT TEACHER.

WE KNOW IT HAS HAPPENED. THERE IS A PATTERN.

AGAIN, THE POINT IS TO TEACH LITTLE JOHNNY, TO GET HIM BETTER, GET BACK IN CLASS AND LEARN.

THANK YOU. >> CORRECT.

>> I HAVE A QUICK QUESTION. SOUNDS LIKE MAYBE WE MIGHT HAVE LOST ONE PERSON WAS A OF THAT POLICY.

BUT THAT WE WEREN'T AWARE OF THAT.

DO WE HAVE EXIT INTERVIEW DATA FOR ANYBODY ELSE THAT MAY HAVE INDICATED THEY LEFT BECAUSE OF THIS?

>> I'M LOOKING AT MS. LIPPE. >> IT IS ON.

OKAY. I CAN GO BACK THROUGH.

I DON'T RECALL ANY EXIT INTERVIEWS THAT SPECIFICALLY STATE THAT. BECAUSE I THINK A LOT OF TIMES WHEN PEOPLE LEAVE, I MEAN, THEY MAY STATE "I'M MOVING OUT OF STATE. I'M LEAVING FOR FAMILY REASONS." I HAVEN'T SEEN ANYTHING THAT SPECIFICALLY IN AN EXIT INTERVIEW. WE DON'T REQUIRE-- I MEAN, WE CAN'T FORCE SOMEONE TO FILL OUT AN EXIT INTERVIEW.

NOT EVERYONE FILLS ONE OUT WHO DOES LEAVE THE DISTRICT.

>> DOESN'T THE SECTIONS-- I THINK IT IS 28 AND-- I FORGET THE NUMBER. AREN'T THOSE ALREADY COVERING SOME OF THESE THINGS THAT ALLOW US TO HAVE THESE CONVERSATIONS

WITH OUR STUDENTS ANYWAY? >> IN OUR STUDENT HANDBOOK, IF WE HAVE THESE MOMENTS THAT IS HAPPENING, IT SHOULD BE JUST A NORMAL TEACHING MOMENT, AND IT IS ALREADY COVERED IN OUR STUDENT HANDBOOK WHEN IT COMES TO IF IT'S BEEN A DISCIPLINARY-- A LEVEL. I FEEL LIKE IMPLEMENTING THE HIGH MICRO AGGRESSION POLICY. IT TENDS TO SEGREGATE THE STUDENTS BASED ON THE SUBJECTIVE DISADVANTAGES.

THE SEGREGATION WILL BE BASED O'USUALLY ON THE RACE, THE ETHNICITY, PHYSICAL CONDITION, NATIONALITY.

MANY OTHER DARK CHRIS TICKS. CHARACTERISTICS.

THIS POLICY WILL COMMUNICATE TO OUR COMMUNITY.

I MEAN, IF WE ARE TRYING TO UNITE AND INCLUDE, WHY ARE WE FOCUSING ON THE WAYS THAT MAKE THINGS DIFFERENT?

>> WELL, I THINK YOU ALSO HAVE TO REALIZE THAT DIFFERENT DOESN'T MEAN BAD. AND SO --

>> YES. FOR SURE.

>> WHEN YOU SAY DIVIDE ALONG RACE, THAT IS NOT-- IT IS NOT BAD TO ACCEPT THAT PEOPLE ARE DIFFERENT.

I APPRECIATE AND STUDENTS APPRECIATE THAT YOU DO SEE THEM FOR WHO THEY ARE. AND SO I THINK IT IS A DIFFERENT PERSPECTIVE OF BEING DIVICE I. I THINK THAT WAS YOUR WORD THAT

YOU USED. >> I HAVE USED THAT ONE, YES.

>> OKAY. BUT BEING DIFFERENT IS OKAY.

>> YES. >> THAT IS WHAT WE WANT TO TEACH OUR STUDENTS. WHAT I THINK THAT THEY AS STUDENTS, REALIZE THAT BEING DIFFERENT IS OKAY.

THE PROBLEM THAT WE HAVE IS WHEN WE ARE AFRAID TO DISCUSS HOW WE ARE DIFFERENT. WE ARE AFRAID TO DISCUS RACE AS ABBY MENTIONED. IT IS A DIFFICULT TOPIC.

I UNDERSTAND THAT. IT DOESN'T MEAN THAT WE ARE NOT DIFFERENT. STUDENTS WANT YOU TO VALUE THEIR DIFFERENCE. AND WE SHOULD, AS THEIR TEA TEACHERS, AS THE EDUCATORS, WE SHOULDST HONOR THAT.

>> I UNDERSTAND THAT THAT IS A STRONG THING TO VALUE OUR STUDENTS FOR BEING DIFFERENT, BUT ALSO IT SHOULDN'T BE THE OVERALL ARCHING THING. IT SHOULD BE WAYS OF HOW WE ARE COMING TOGETHER AND INCLUDING AND INVOLVING ALL AND NOT SOMEONE FEELING LIKE THEY CAN'T BE INVOLVED OR CAN'T SAY OR CAN'T DO BECAUSE IT IS GOING TO BE CONSIDERED A PROBLEM TO SAY

SOMETHING OUT LOUD. >> BUT IN ALL FAIRNESS, IF YOU DON'T HAVE THAT LIVED EXPE EXPERIENCE, AS THAT PERSON, WITH THAT DIFFERENCE OR WHATEVER YOU WANT TO CALL IT, THEN I'M NOT

SURE THAT WE CAN SPEAK TO THAT. >> I THINK IT IS IMPORTANT TO NOTE, TOO, THAT DISCUSSION DOES NOT MEAN AGREEMENT.

YOU CAN BE HEARD AND NOT-- AND NOT BE THE SAME DECISION THAT YOU WOULD MAKE. THAT IS IMPORTANT, TOO.

BECAUSE I WANT TO GO BACK TO SUZANNE'S THING ABOUT DISCUSSION AND NOT EVERYBODY BEING HEARD. YOU MIGHT DISCUSS THINGS.

[01:25:03]

THERE IS OFTENTIMES THAT THAT HAPPENS.

>> SO I WANT TO CHIME IN FOR JUST A MINUTE.

YOU KNOW, I SAY THIS OFTEN. AT THE END OF THE DAY, AND WE KNEW THIS WAS GOING TO HAPPEN. THE WORD MICRO AGGRESSION WAS GOING TO BE SOMETHING WE NEEDED TO TALK ABOUT.

SO MICROAGGRESSION IS JUST THE WORD.

WE HAVE GIVEN IT A DEFINITION ABOUT EXPERIENCES THAT CHILDREN MAY HAVE. THEY DON'T HAVE TO BE INTENDED TO BE THAT WAY. MAYBE IN SOME CASES, THEY MIGHT BE. I DON'T KNOW.

WHAT I WILL SAY IS THIS: NO MATTER WHAT WORD YOU PUT THERE, AT THE END OF THE DAY, WHAT WE ARE REALLY TRYING TO SAY IS THAT WE WANT TO BE ABLE TO HELP KIDS BE RESPECTFUL.

THAT WORD HAS BEEN USED A LOT. BE RESPECTFUL IN THEIR LEARNING ENVIRONMENT, FEEL SUPPORTED, IN THEIR LEARNING ENVIRONMENT, AND KNOW THAT THIS IS THEIR SCHOOL, ALL OF THE KIDS BELONG HERE.

THEY HAVE A PLACE HERE. WE VALUE THEM.

WE SUPPORT THEM. SO IF A SITUATION ARISES WHERE A CHILD FEELS LIKE HMM, SOMETHING JUST HAPPENED, AND I DON'T FEEL VALUED OR SOMEBODY WAS JOKING WITH ME AND THE TRUTH BE KNOWN, I FEEL EMBARRASSED OR I FEEL HURT.

IT DIDN'T MAKE ME FEEL LIKE I SHOULD FEEL OR I FEEL SLIGHTED, BE IT IN MY CULTURE OR BECAUSE I'M FEMALE OR BE IT BECAUSE OF MY RACE OR ETHNICITY OR MY HEIGHT OR MY SPECIAL NEEDS, WHATEVER IT IS, THOSE ARE THE THINGS I GUESS THE WORD THAT WE ARE SUPPORTING WHEN WE SAY MICRO AGGRESSION, IF YOU SAY SOMETHING TO ME, NOW, YOU KNOW, YOU CAN CALL IT WHAT YOU WANT.

BUT AT THE END OF THE DAY, WE STILL AS A DISTRICT, HAVE TO DEAL WITH THAT SITUATION WITH THE TWO CHILDREN BECAUSE IF YOU DON'T, IF THEY GO UNCHECKED AND YOU JUST LEAVE THEM TO THEIR OWN FESTERING, THEY DON'T ALWAYS TURN OUT WELL.

YOU KNOW? SO MANY TIMES, STUDENTS WILL TAKE WHAT THEY CALL SO MUCH H HEAT, THESE ARE THEIR WORDS.

THEY TAKE SO MUCH HEAT FROM THEIR COLLEAGUES, YOU KNOW, MAYBE PEOPLE MAKE THEM THE JOKE. THEY USE THEM AS THE JOKE.

THEY TAKE SO MUCH HEAT. AT SOME POINT, THEY IMPLODE.

THEY CAN'T TAKE IT ANYMORE. OR THEY DON'T FEEL VALID OR THEY DON'T FEEL LIKE THIS IS A SAFE PLACE FOR THEM.

WE TALK ABOUT THAT ALL THE TIME. WE ARE TRYING TO CREATE SAFE ENVIRONMENTS. WE ARE TRYING TO ADDRESS SITUATIONS BETWEEN CHILDREN WHO ARE FOREVER GROWING AND LEA LEARNING. THEY MAY NOT EVEN KNOW THAT SOMETHING IS WRONG, BUT YOU BRING IT TO THEIR ATTENTION.

USUALLY, IT IS NOT EVEN THE ADULTS.

IT IS THE CHILDREN. THEY WILL SAY, "YOU KNOW, WHEN YOU CALLED ME FAT GIRL," HERE IS HOW THAT MADE ME FEEL.

SO PLEASE DON'T DO THAT. YOU KNOW? THERE ARE THINGS THAT MOST OF THE TIME, THE CHILDREN THEMSELVES DEAL WITH IT. RARELY, DO ADULTS HAVE TO DEAL WIT. WHEN THEY DO, IT DOESN'T MEAN THAT THEY DON'T END IT. THEY WILL DEAL WITH IT.

THEY WILL TALK WITH THE CHILDREN.

ESPECIALLY THE LITTLE CHILDREN. THEN IT NEVER MAKES ITS WAY DOWN TO THE OFFICE. THE TEACHER IS AWARE THAT THEY HAVE HAD TO DO IT. IF THAT TEACHER REALIZES OVER AND OVER, I'M HAVING THE SAME CONVERSATION WITH THE CHILD, THEN BY ALL MEANS, THEY ARE GOING TO GET THEIR PARENTS INVOLVED. IF NEED BE, THEY ARE GOING TO GET ADMINISTRATION INVOLVED. WHEN WE TALK ABOUT DOCUMENTING, TEACHERS HAVE WAYS TO DOCUMENT IN THEIR CLASSROOM.

I DO AGREE. THEY ARE NOT GOING TO STOP, LOSE FIVE MINUTES AND GO OVER AND WRITE A BIG OLD NOTE.

THEY HAVE WAYS TO TALLY AND DOCUMENT LIKE THEY DO WITH EVEN ACADEMIC-TYPE THINGS. SO WHEREVER WE LAND WITH THIS, BECAUSE I KNOW THAT THIS WAS GOING TO BE A HOT TOPIC.

AS YOU SAID, WE DON'T ALL AGREE. WHEREVER WE LAND WIT, I NEED EVERYBODY TO UNDERSTAND WE WILL DEAL WITH MICRO AGGRESSIONS, WHETHER YOU PUT THAT WORD IN THERE OR NOT BECAUSE WE HAVE TO.

IF KIDS DO THINGS, WE HAVE TO DEAL WITH IT.

IF WE DON'T, I DON'T THINK YOU ARE GOING TO LIKE KIND OF WHAT

OUR DISCIPLINES HAVE TO BE. >> ALL RIGHT.

BACK ON TOPIC. I'M GOING TO GO THROUGH THE PROCESS OF GETTING THROUGH THIS HANDBOOK.

WHAT YOU GUYS ARE EVALUATING. THE 4-23 DATE, JUST A NOTE, THAT IS A SUNDAY. I KNOW IF YOU GUYS WERE HAVING A BUILDING DISCUSSION ON A SUNDAY. I WANT TO MAKE SURE THERE ISN'T

AN ERROR ON THAT. >> THAT IS AN ERROR.

IT WAS SUPPOSED TO BE BY THE END OF APRIL OF 2023.

>> OKAY. >> THANK YOU FOR BRINGING THAT

TO OUR ATTENTION. >> THEN AS DATES GO FOR THE BOARD FOR OUR CALENDAR AND WHAT WE HAVE ON THE MASTER CALENDAR, WE DO NOT HAVE THE 5-16 OR THE 6-14 IN OUR CALENDARS YET.

AN FYY, TOO. AS WELL.

>> ARE THERE ANY OTHER QUESTIONS OR DISCUSSION ON THE HANDBOOK? THANK YOU ALL SO MUCH. APPRECIATE YOUR TIME.

>> CAN I JUST ADD ONE REAL QUICK THING?

[01:30:02]

IT CAN GO TO THE COMMITTEE. AND HAVE THEM LOOK AT IT.

CORRECT? >> CORRECT.

>> THANK YOU ALL. >> THANK YOU.

>> WE WILL START IN A COUPLE OF MINUTES, TALKING NEXT ABOUT THE REFERENDUM. YUP.

WE WILL RECESS FOR ABOUT TEN MINUTES.

WE WILL COME BACK AND TALK ABOUT THE REFERENDUM.

>> ALL RIGHT. WE ARE BACK AT IT, EVERYONE.

MOVING TO OUR NEXT WORK SESSION ITEM ON THE REFERENDUM.

I'M TURNING THE MIC OVER TO KATIE DOWELING.

>> THANK YOU, MADAM PRESIDENT, AND THE BOARD OF TRUSTEES.

I KNOW YOU REALLY, REALLY ARE EXCITED FOR THIS PRESENTATION THIS EVENING. I WILL WARN YOU SOME OF THIS DATA YOU HAVE SEEN. SOME OF IT YOU HAVEN'T.

AS PER NORMAL PROTOCOL, THIS WILL BE POSTED ON BOARDDOCS AFTER THE FACT FOR THE BENEFIT OF OUR COMMUNITY.

SOMETIMES WE REDUNDANTLY COVER THINGS SO WE CAN MAKE SURE THE COMMUNITY IS GETTING ALL THE INFORMATION THAT WE NEED.

SPHOS WE ARE GOING TO TALK ABOUT THE REFERENDUM RENEWAL.

IF I KNOW HOW TO USE THE CLICKER.

MAYBE I DO. HOW WE ARE COVERING THESE ITEMS TODAY IS LOOSELY BASED OFF OF THE REFERENDUM COMMITTEE.

THESE ARE THINGS WE COVERED EARLIER TODAY IN THE REFERENDUM COMMITTEE MEETING ONE OF THE QUESTIONS THAT I THINK EVERYONE WANTED TO MAKE CLEAR IS WHAT EXACTLY IS THE FINANCIAL IMPACT OF EITHER NOT PLACING THE REFERENDUM ON THE BALLOT OR IF IT WERE NOT TO BE APPROVED, RIGHT? THOSE ARE THE SCENARIOS CURRENTLY.

THAT FINANCIAL IMPACT IS APPROXIMATELY $26 MILLION.

THAT IS ESSENTIALLY $1.7% OF THE EDUCATION AND... 13.7% OF THE BUDGET FOR THE CURRENT YEAR. WHAT IF THERE IS NO REFERENDUM? WELL, AGAIN, WE HAVE TALKED ABOUT RECOMMENDATIONS FOR REDUCTIONS IDENTIFIED WITH BUDGET TASK FORCE.

WE HAVE WORKED THROUGH THAT. INITIALLY, WE PLANNED, I THINK, TO TAKE THAT AFTER THE MARCH MEETING TO.

GET SOME MORE DATA FOR THE BOARD AND THE COMMUNITY, THAT HAS BEEN NOW PLACED ON THE MARCH 22 AGENDA.

ULTIMATELY, THOSE RECOMMENDATIONS DO COME TO THE BOARD. NOT ONLY ARE THEY NOT DEVELOPED IN ISOLATION, THEY COME BACK TO THE BOARD BECAUSE ULTIMATELY, IT IS A POLICY DECISION. THE C.F.O. DOES NOT YUAN LATRY MAKE THOSE DECISIONS. NOR DOES ANYBODY ELSE.

AGAIN, THE SAMPLE. THIS TIMELINE WAS USED IN THE FALL OF '20 GOING INTO '2021 WHEN WE HAD TO MAKE $5 MILLION IN REDUCTIONS. AGAIN, IT IS THERE FOR A REFERENCE, TO GIVE EVERYBODY AN IDEA OF WHAT THAT LOOKS LIKE.

AS MEMBERS HAVE POINTED OUT, WE STILL HAVE TO PLAN FOR THE WHAT-IF. EVEN IF WITH THE SUPPORT TO PUT IT ON THE BALLOT TO LET VOTERS IN THE COMMUNITY DECIDE.

SO THIS WILL HAVE TO HAPPEN REGARDLESS.

YOU KNOW, THE THINGS THAT WE DO HERE TO HELP CONTROL COSTS, WE HAVE TALKED ABOUT BEFORE, YOU KNOW, WE DON'T PAY FOR SCHOOL NURSES. THEY ARE COVERED DPI BY OUR COMMUNITY HEALTH CONTRACT. WE HAVE OUTSOURCED PERSONNEL.

WE STANDARDIZE PURCHASING. YOU KNOW, WE ARE ALWAYS LOOKING AT NONSTRATEGIC SPENDING. YOU KNOW, SOLAR IS ONE OF THOSE THINGS. WE CAN SPEND CAPITAL FUNDS THAT WE REPAY IN A YEAR TO LOWER OPERATIONAL COSTS.

THOSE ARE THINGS THAT WE WILL BE INTERESTED IN LOOKING AT.

THEN OUR PARTNERSHIPS. SPECIFICALLY, WITH THE CITY OF FISHERS FOR GROUND MAY NOT NABS AND-- MAINTENANCE AND SNOW REMOVAL. IT IS A BENEFIT FOR US-TO-TO NOT HAVE THAT FULL COMPLEMENT OF STAFF AND TO RELY ON THE COMMUNITY TO SUPPORT US. SORRY BUT I HAD TO.

YOU KNOW, THIS IS OUR FIFTH CONSECUTIVE YEAR FOR REDUCED OVERALL TAX RATE. THAT IS IMPORTANT TO SHARE BECAUSE IT DEMONSTRATES WE ARE NOT JUST TAKING EVERYTHING THAT WE CAN. WE ARE COGNIZANT OF.

THAT WE DO MAKE REDUCTIONS. SO I DO THINK THAT THAT IS AN IMPORTANT PIECE OF THIS DISCUSSION.

SHARED THIS WITH YOU EARLIER TODAY.

[01:35:01]

TOO MANY-- YOU YOU KNOW, TOO MANY TEACHERS.

THIS WAS A WAY TO NORMALIZE. WE ARE OFTEN COMPARED TO CARMEL, NOBLESVILLE. THIS WAS A WAY TO NORMALIZE OR TO BRING EVERYTHING APPLES TO APPLES.

WHEN YOU LOOK AT THIS, WE HAVE THE HIGHEST NUMBER OF STUDENTS PER ADMINISTRATOR WHEN YOU LOOK AT IT.

COMPARED TO THE SAME DISTRICTS THAT WE ARE OFTEN COMPARED TO FROM AN ACADEMIC PURPOSE-- PERSPECTIVE.

EXCUSE ME. WE ALSO ADDED, TO GIVE AN IDEA OF WHERE WE ARE WITH THE STUDENT-TO-TEACHER RATIO AND THE ADMINISTRATION-TO-TEACHER RATIO. IT IS A REFERENCE.

WE ARE SORT OF IN THE MIX IN ALL OF THOSE AREAS.

IT IS DEMONSTRATIVE OF THE FACT THAT WE ARE RESPONSIBLE WITH OUR DOLLARS. WE ARE NOT ADDING ADMINISTRATORS UNNECESSARILY. WE ARE NOT, YOU KNOW, ADDING TEACHING CERTIFIED PERSONNEL TO OUR OWN DETRIMENT.

YOU ARE NOT SEEING THOSE THINGS WHEN YOU LOOK AT THESE RATIOS.

FROM OUR PERSPECTIVE. >> COULD I INTERRUPT REALLY QUICK AND GO BACK TO THAT SLIDE, PLEASE, IF YOU DON'T MIND.

THANK YOU. PREVIOUS SESSIONS THAT WE HAVE HAD, WE HAVE DISCUSSED TEETERING BACK AND FORTH BETWEEN THE SCHOOLS THAT WE ARE WITHIN HAMILTON COUNTY AND THE ONE THAT IS WE ACTUALLY MEASURE OURSELVES, THAT WE GO BACK AND FORTH. AN ASK THAT WE HAD WAS TO ADD, YOU KNOW, THE FORT WAYNE SCHOOLS AND COMPARE.

THAT SO WE HAVE THAT FULL SET. MAYBE IT WILL BE ADDED INTO THAT. I WANT TO MAKE SURE THAT GETS

ADDED IN AT SOME POINT. >> THE QUESTION-- I BASE THIS OFF OF WHAT MIKE COMPARED USES TO INITIALLY IN THE INITIAL REFERENDUM. THESE ARE THE FOUR THAT COME UP MOST. CERTAINLY, WE CAN EXPAND THAT.

THEN WE ALSO GET THE-- BUT THEY ARE NOT APPROXIMATE.

WE CAN ADD THAT DATA, BUT I WILL TELL YOU THED A MONEY STRAY TY DATA SPECIFICALLY, THERE IS NO STATE REPORT THAT COLLECTS ALL ADMINISTRATORS IN A CORPORATION. I LITERALLY HAD TO HAVE CONVERSATIONS WITH THE CFO'S TO SAY HEY, CAN YOU PLEASE SHARE THIS WITH ME? SO I'M NOT-- BUT WE NEED THIS DATA TO BE ABLE TO TALK, BUT I CAN'T PULL IT FROM ANYWHERE.

THERE IS A POINT, TOO, WHERE IF I HAVE TO CALL 36 OTHER DISTRICTS TO COMPARE TO, LIKE, THE SEGMENT THAT DR. KEGLEY USES. K A DEMLY, IT BECOMES HARDER.

ACADEMICALLY. I USE THE SAME THAT MR. REUTER

USED IN 2016. >> GOT IT.

>> IS THAT OF INTEREST? >> THAT IS OKAY.

SORRY. JUST HAVING THAT CONVERSATION AND THAT DIALOGUE, THERE IS NO REAL WAY TO GET THAT, BUT I THINK GOING FORWARD FOR ANY SET OF DAY DA THAT WE ARE GIVEN, INSTEAD OF HAVING, YOU KNOW, HERE IS THE HAMILTON COUNTY SCHOOLS, THEN WE ARE DOING THIS BASED ON SIZE, I WOULD LOVE TO STICK TO ONE OR HAVE BOTH SETS OF DATA ON HERE FROM BOTH SPECTRUMS. IF IT IS SOMETHING THAT, YOU KNOW, IT IS NOT DOABLE WITH THIS TIME FRAME, WE WILL GET TO IT, OR MAYBE WE CAN ADD THAT TO THE REFERENDUM COMMITTEE TO HELP FIND OUT, IT WOULD BE VALUABLE TO HAVE THAT ACROSS THE BOARD.

>> SO TIFFANY, YOU THINK-- I HEAR WHAT YOU ARE SAYING.

I THINK YOU ARE SAYING BECAUSE WE ARE BIGGER, THEN LET'S SEE HOW MANY ADMINISTRATORS THE BIGGER DISTRICTS ALSO V.

>> CORRECT. YES.

YEAH. AND WE USE THAT DATA WHEN WE ARE

MEASURING ACADEMIC SUCCESS. >> ONLY FOR SIZE TYPICALLY.

>> CORRECT. SURE.

I WOULD LIKE TO HAVE FOR MYSELF TO MAKE AN INFORMED DECISION AND TO UNDERSTAND WHERE WE STAND FOR SIZE AND WITHIN OUR COMMUNITY

AND COUNTY, THAT DATA. >> AND SO JUST SO EVERYBODY IS CLEAR, THE REASON THAT WE BROKE THIS UP USING, DIVIDING, LIKE ADM BY THE NUMBER, THE ONLY WAY TO BREAK IT DOWN IN A WAY THAT IS APPLES TO APPLES IS, YOU KNOW, OBVIOUSLY, IF I PULL IPS, FORT WAYNE COMMUNITY-- WHAT'S IS OTHER ONE? EVANSVILLE? I MEAN, THEY ARE.

I KNOW-- I MEAN, I KNOW THEY HAVE MORE ADMINISTRATORS.

>> THEY DO. THEY DO.

>> AND THE FEEDBACK THAT WE GET, THEN, IS, BUT THAT'S NOT RELEVANT. WE ARE NOT URBAN.

SO -- >> RIGHT.

>> GO LEFT, GO RIGHT, GO CENTER. >> I UNDERSTAND.

THIS IS MY FEEDBACK. THIS WAS-- I KNOW OTHER MEMBERS WOULD LIKE TO SEE SOME CONSISTENCY.

AND US NOT TEETERING FROM ONE TO THE OTHER.

I'M SHARING WITH YOU, REGARDLESS OF THE FEEDBACK.

>> I'M GOING TO ECHO HER A LITTLE BIT.

ISN'T HOMESTEAD AND CARROLL SIMILAR?

>> NO. K A DEMLY ACADEMICALLY BUT NOT

IN SIZE. >> NOT EVEN REMOTELY.

>> THERE IS OTHER SCHOOLS UP IN THAT AREA.

>> THEY ARE NOT EITHER. YOU ARE TALKING ABOUT HAMILTON

[01:40:02]

>> THIS DATA WAS BASED ON THE DATA I SHARED AT A PREVIOUS MEETING THAT WAS MEASURING THE REFERENDUM AMOUNT PER STUDENT.

I USED THESE SAME FIVE DISTRICTS FOR THAT COMPARISON.

TO BE CONSISTENT. WE CAN CERTAINLY EXPAND THAT.

BUT AT SOME POINT, IT IS ALSO LIKE, DATA OVERLOAD AS WELL.

I THINK, YOU KNOW, HAMILTON COUNTY AND OBVIOUSLY BOONE COUNTY, THE SIZE ISN'T REALLY AS RELEVANT.

THAT IS WHY IF YOU DIVIDE IT BY STUDENTS, IT IS SORT OF, YOU CAN NORMALIZE IT OUT PER STUDENT. WHETHER YOU HAVE 5,000 KIDS OR 20,000 KIDS, PER STUDENT, YOU WOULD THINK YOU WOULD FIND A CORRELATION. MY ONLY POINT IN SHARING THIS WAS WE AREN'T-- YES, WE HAVE THE HIGHEST NUMBER OF ADMINISTRATION, THE HIGHEST NUMBER OF TEACHERS BECAUSE WE ARE THE BIGGEST. IN THIS COMPARISON.

WHEN ROWDY VIED IT OUT, IT CREATES AN APPLES FOR APPLES COMPARISON. THAT IS SORT OF WHAT I'M GOING FOR. WE CAN ADD DATA SETS TO THAT.

THERE IS A POINT WHERE IT BECOMES OVERWHELMING.

WE CAN TALK ABOUT WHAT THOSE MIGHT BE.

AND I CAN SHARE THE LIST OF ALL THE SCHOOLS THAT WERE USED IN 2016. MAYBE THAT IS A GOOD MIDDLE GROUND. THAT IS NOT HARD TO PRODUCE.

I'M HAPPY TO SHARE THAT. >> ONE THING I BROUGHT UP IN THE LAST REFERENDUM WORK SESSION WAS DEFINING WHAT IS A TEACHER.

AND WHAT IS AN ADMINISTRATOR. HOW DID WE COME UP WITH THAT? THERE IS NO WAY TO PULL EQUAL DATA FROM EVERYBODY ALL AT ONCE.

DID THEY ALL SHARE THAT? DO WE KNOW WE ARE COMPARING, FOR EXAMPLE, OUR ASSISTANT PRINCIPALS, TEACHERS,

COUNSELORS? >> NO.

ASSISTANT PRINCIPAL. I MEAN, THE ADMINISTRATIVE DESIGNEE WE ALL KNOW. THAT REQUIRES A CONTRACT.

THAT IS PRETTY SOLVENT. THE NUMBER OF TEACHERS, IT IS BASED ON CERTIFIED STAFF. THAT IS HOW THE STATE REPORTS IT. THAT DATA CAME, AND I MADE SOME FOOTNOTES THERE. THERE IS IN VIEW DATA THAT THE DOE HAS. THAT IS WHERE MY TEACHER DATA CAME FROM. THE DATA FROM THE STATE OF INDIANA. I DIDN'T KALE THEM TO ASK FOR THAT, BUT THE REALITY IS FOR US, THE TEACHER, I MEAN, IT IS CERTIFIED STAFF. NOW, YOU KNOW, WHETHER OR NOT, YOU KNOW, WE DISAGREES ABOUT IF THAT IS 50% OR MORE CLASSROOM INSTRUCTIONS THAT IS A DIFFERENT QUESTION.

THE PROBLEM IS THE WAY THE ACCOUNTING SYSTEM HAS US REPORT THOSE, THEY ARE NOT REPORTED DIFFERENTLY IN MANY CASES.

YOU KNOW, THERE ARE THINGS THAT ARE, BUT IN ELEMENT RAY, MIDDLE

SCHOOL, SECONDARY,. >> THAT IS FINE.

YOU ARE NEVER GOING TO ISOLATE IT DOWN TO PERFECTION.

>> YES. >> AS LONG AS WE FEEL COMFORTABLE THAT WE ARE-- I ALMOST HATE THE PHRASE APPLES TO APPLES. WHEN WE ARE COMPARING WITH OTHER ONES TO. MAKE SURE WE ARE EFFICIENT.

THAT IS ALL WE CAN ASK FOR. THAT IS KIND OF MY POINT.

AS LONG AS WE USE A CONSISTENT DEFINITION.

AND WE CALL AROUND AND ASK OTHER PEOPLE.

THEN WE ARE GOOD. YEAH.

THANK YOU. >> THANK YOU.

>> IN ADDITION, YOU KNOW, COST INCREASES WE ARE MANAGING CONSISTENTLY. WE HAVE TALKED ABOUT IT.

UTILITIES, YOU KNOW, THESE ARE THINGS THAT LIABILITY, HEALTH INSURANCE, WHEN THE STATE RAISES OUR PENSION CONTRIBUTIONS, AND I DID ADD UNFUNDED STATE MANDATES. BECAUSE WE DO RECEIVE THOSE.

WE ARE GOING TO TALK ABOUT A BIG ONE RELATED TO TEXTBOOK RENTAL A LITTLE BIT LATER IN THIS PRESENTATION.

FOR EXAMPLE, YOU KNOW, WE HAD 200 MORE STUDENTS THAT QUALIFIED FOR ENL SERVICE THAT IS WE GOT NO ADDITIONAL FUNDING FOR.

WE STILL HAVE TO BE ABLE TO PROVIDE SUPPORTS TO THOSE STUDENTS. SO THOSE THINGS FACTOR IN WHEN WE ARE LOOKING AT THE FLEXIBLE WITHIN A BUDGET.

WE HAVE TO HAVE FLEXIBILITY TO BE ABLE TO ADDRESS THOSE THINGS.

BECAUSE WE CAN'T SAY, YOU KNOW, SORRY.

THERE IS NO ROOM AT THE END. WE DON'T HAVE ANY MORE MONEY TO SUPPORT YOU. SO THOSE ARE JUST THINGS GENERALLY, THAT WE ARE MANAGING. I THINK THE COMMUNITY, YOU KNOW, THE BOARD NEED TO BE AWARE OF. CERTAINLY.

WE HAVE TALKED ABOUT THIS. WHEN WE SAY WHERE WOULD CUTS COME FROM? SO HOW I HAVE BROKEN THAT DOWN BEST IS TO SHOW YOU WHEN WE LOOK AT OUR TWO EDUCATION AND OPERATIONS FUND WITHOUT REFERENDUM, 80% OF THE EXPENDITURES ARE COMING OUT OF EDUCATION.

20% ESSENTIALLY COMING OUT OF OPERATIONS.

I THINK GENERALLY SPEAKING, YOU WOULD FIND THAT TO BE VERY SIMILAR. IF YOU WERE LOOSHING AT REDUCTIONS. BETWEEN THOSE TWO BUDGETS, OVER 80% OF THEM ARE PEOPLE. AND BENEFITS.

AND SO WHEN YOU THINK ABOUT THAT, THAT BREAKDOWN, YOU KNOW, IF 20% OF IT IS $37 MILLION, LIKE, YOU CAN'T ELIMINATE THE $37 MILLION TO CUT WHAT YOU NEED TO GET WHERE YOU NEED TO GET.

IT IS GOING TO IMPACT PEOPLE. IT IS JUST SIMPLY NOT FEASIBLE THAT IT WOULD NOT. THIS IS REALLY FOR REFERENCE.

[01:45:04]

WE CAN REDUCE. WE CAN HAVE, YOU KNOW, HOW DO WE PRESERVE WATER, LOWER CONSUMPTION, YOU KNOW, PUT IN HIGH EFFICIENCY. AT THE END OF THE DAY, THESE ARE ALL THINGS THAT WE DO HAVE TO PAY FOR THAT WE CAN BE MORE EFFICIENT WITH AND ARE MORE EFFICIENT WITH.

BUT WE CAN'T SIMPLY CUT THEM. I KNOW I'M SURE THAT THE LIABILITY INSURANCE PART RINGS REALLY TRUE FOR MR. ORR DOWN THERE. YOU KNOW, WE TALK ABOUT WHERE THEY WOULD COME FROM PHYSICALLY. BECAUSE STAFF IS OVER 80%.

THE REALITY IS YOU WILL BE EVALUATING ALL ADMINISTRATORS, CLASSIFIED STAFF AS WELL AS TEACHERS.

YOU KNOW, WE HAVE 2,500 EMPLOYEES HERE.

1,300 OF THOSE ARE TEACHING STAFF.

SO THAT IS PART OF THE EVALUATION.

AS WELL AS THAT 20% WHICH IS GOING TO BEST, YOU KNOW, YOUR PROFESSIONAL SERVICES, CURRICULAR MATERIALS, AND I THROW THAT OUT THERE, YOU KNOW, HOW WE DO BUS ROUTES.

YOU KNOW, WE DON'T CURRENTLY HAVE A WALK RADIUS.

WOULD THAT BE NECESSARY? IS IT EQUITABLE? NO STONE IS LEFT UNTURNED WHEN YOU ARE REALLY EXAMINING HOW YOU CAN MAKE REDUCTIONS. AND --

>> CAN I INTERJECT HERE A MINUTE, TOO?

IT WAS BROUGHT UP IN COMMITTEE. >> YOU GO BACK TO THAT.

WE TALK ABOUT THAT-- ABOUT CUTS OR THINGS LIKE THAT.

THAT YOU HAD SAID IT REPEATEDLY. YOU DON'T MAKE THAT DECISION.

CAN YOU TELL US WHO DOES? LIKE, I THINK I KNOW.

OKAY? BUT SHARING, WHO-- WHETHER IT IS REFERENDUM PASSES AND FUNDING IS USED OR REFERENDUM DOESN'T PASS AND FUNDING CUTS OR WHATEVER, THAT IT IS A DECISION THAT CAN BE MADE, AND IT IS NOT JUST ONE DECISION.

DO YOU UNDERSTAND MY QUESTION? LIKE, WHO IS MAKING THAT DECISION IN PEOPLE ARE LISTENING TO THIS RIGHT NOW.

IF YOU HAVE SOMEONE WHO IS NOT QUITE UNDERSTANDING REFERENDUM AT ALL, THIS INFORMATION, WE WANT THE SUPPORT OF THE COMMUNITY TO UNDERSTAND THAT IT IS NOT JUST A CUT.

THIS IS THE ONE WE ARE DOING. THERE IS COMMITTEES.

THERE IS STATS. THERE IS DATA.

YOU KNOW, ADMINISTRATION WORKS WITH THE WHOLE THING.

RIGHT? CAN YOU EXPLAIN IT?

SORRY. >> THERE IS A BUDGET REDUCTION TASK FORCE THAT HAS, I BELIEVE, I THINK IT IS OVER 30 DIFFERENT PEOPLE ON IT. THEY ARE REPRESENTED BY-- THERE IS OBVIOUSLY TEACHER REPRESENTATION.

THERE ARE VARIOUS DEPARTMENTS. THERE IS A BOARD MEMBER REPRESENTATION ON THERE AS WELL. AND THAT COMMITTEE BASICALLY EVALUATES WHAT THOSE OPTIONS ARE.

YOU KNOW, IT IS DONE DIFFE DIFFERENTLY.

I THINK ANY TIME IT IS DONE, SOME PLACES USE A SURVEY.

SOME DON'T. I WOULD TELL YOU WE HAVE RELEVANT DATA TO MEET-- WELL, IF IT WERE ONLY THAT EASY TO FIND

IT ON THE WEB. >> IF WE AS A BOARD WERE SAYING THIS IS THE LAST THING THAT WE ARE DOING IS TOUCHING OUR EYES AND OUR TEACHERS. WE CAN SET THAT TONE TO SAY OUR TEACHERS AND OUR I.A.'S ARE GOING TO BE THE LAST THING THAT GETS CUT. THAT CAN BE DONE.

WHETHER IT IS OR ISN'T. I'M SAYING WE CAN HELP SET THAT TONE. CORRECT?

>> AS I SHARED IN THE ECONOMY TEE DPS COMMITTEE MEETING, I DON'T THINK THAT TONE NEEDS TO BE SET.

THE STAFF GENERALLY LOOK AT. THAT RIGHT? WE CUT FROM THE OUTSIDE IN. YOU NEVER GO TO THE CLASSROOM FIRST. ANYBODY WOULD TELL YOU.

THAT YOU START FROM THE OUTSIDE BACK.

I MEAN, YOU NOTICE TEACHERS ARE LISTED LAST WHEN WE TALK ABOUT THAT EVALUATION. YOU LOOK EVERYWHERE ELSE.

I THINK WE HAVE DONE A LOT OF THOSE THINGS THAT DON'T IMPACT THE CLASSROOM TO KEEP THE DISTRICT LEAN, AND SO THAT MAKES IT HARDER AND HARDER TO STAY OUT OF THAT CLASSROOM.

THIS AMOUNT OF MONEY I DO NOT SEE HOW YOU COULD NOT MAKE CUTS IN THOSE AREAS. BECAUSE IT IS A SIMPLE NUMBERS GAME. YOU WOULD SEE THAT PIECE LAST.

YOU ARE GOING TO START AT THE OUTSIDE AND GO IN.

YOU KNOW, TO QUESTIONS ABOUT, YOU KNOW, A CLASSROOM TEACHER VERSUS NOT A TEACHER BUT NOT IN A CLASSROOM.

I THINK EVERYBODY KNOWS YOU ARE LOOKING AT WHAT THOSE ROLES DO.

WHAT IS THE IMPACT TO KIDS. THOSE ARE CONVERSATIONS THE TEACHING AND LEARNING BUILDING LEADERS WEIGH IN ON.

THAT IS THEIR EXPERTISE. I MEAN, I THINK THE CLASSROOM IS ALWAYS THE INSIDE, AND THE LAST THING YOU GO TO.

I DO THINK-- I MEAN, CLASSIFIED STAFF DON'T AGREE WITH THAT OUTLOOK. WE KNOW THAT IS IT.

I MEAN, THAT IS JUST THE WAY IT IS.

THAT IS NUMBER ONE, WHAT WE ARE HERE TO DO.

>> AND I GUESS FOLLOWING UP WITH THAT IS MY POINT IN MAKING.

HOW VALUABLE THE REFERENDUM IS, THAT WE WANT IT IN OUR COMMUNITY

[01:50:02]

>> YES, MA'AM. >> SO THE PERFECT LEAD-IN FOR WHY DO WE NEED THE OPERATING REFERENDUM? WE ARE THE THIRD LOWEST FUNDED DISTRICT IN THE STATE.

ONE OF THE REASONS I USE THE REFERENCE THAT I DO IS BECAUSE CYIONSVILLE IS THE LOWEST FUND. CARMEL IS THE SECOND LOWEST FUNDED. WESTFIELD MIGHT BE FIFTH IN THAT LIST. SO WE ARE ALL DISTRICTS THAT ARE SORT OF SIMILARLY WAIT ISED. WE ARE FUNDED WELL BELOW THE STATE AVERAGE. WHICH MEANS FOR US, WE WOULD HAVE AN ADDITIONAL $13.4 MILLION A YEAR IF WE WERE FUNDED AT AVERAGE. WHEN YOU THINK ABOUT THAT, WHAT THE REFERENDUM PRODUCES, YOU KNOW, I DON'T THINK ANYONE HERE SAYS, WELL, I HOPE WE ARE AVERAGE TODAY.

RIGHT I MEAN, YOU NEED MORE THAN THE AVERAGE TO KEEP MOVING FORWARD. I THINK THAT IS WHAT WE ARE TRYING TO DO. WE HAVE INCREASED PROPERTY TAX CAP LOSSES. GREAT FOR TAXPAYERS.

NOT GREAT FOR THE RECEIVERS OF TAXPAYER MONEY.

WE ALSO KNOW WE HAVE TWO GREAT COMMUNITIES THAT DO WONDERFUL DEVELOPMENT, UTILIZING TIF DISTRICTS AND DEVELOPMENT WHICH IS A BENEFIT TO US. SO WE ARE NOT AGAINST THOSE THINGS. BUT TAX CAPS ARE SOMETHING THAT WE ARE MANAGING WITH THESE FUNDS.

YOU KNOW, WE HAVE TALKED ABOUT STATE FUNDING.

THIS IS PRETTY COMMON THEME. BARELY OUTPACED INFLATION.

OBVIOUSLY, INFLATION, WHAT IT IS NOW, THAT LOOKS EVEN MORE DISMAL. I DON'T KNOW THATS IF FAIR TO REFERENCE 2022. IT IS SO UNUSUAL IN THE SCOPE.

AND CONTINUING TO OFFER THOSE COMPETITIVE SALARY AND BENEFITS TO RETAIN HIGHLY QUALIFIED STAFF.

THAT IS OUR CERTIFIED STAFF AS WELL AS CLASSIFIED STAFF.

AGAIN, I SHOWED YOU ALL THIS. IN OUR LAST MEETING.

ABOUT THE REFERENDUM TO DEMONSTRATE.

WHERE OUR RATE FALLS WITH EVERYBODY ELSE.

IN TERMS OF WE ARE THE SECOND LOWEST OVERALL RATE.

YOU KNOW, WHICH GENERATES THE SECOND LOWEST OVERALL PER PUPIL NUMBER. SO OUR RATE IS NOT EXORBITANT.

I'M NOT SAYING ANYBODY ELSE'S IS EITHER.

I'M JUST SAYING, IT ISN'T LIKE WE ARE LEAPS AND BOUNDS ABOVE EVERYONE ELSE. IT SEEMS TO BE CONSISTENT IN THE BALLPARK. I MEAN, I THINK IT IS A LITTLE ON THE LOW END. BUT YOU KNOW, I'M NOT GOING TO KICK A GIFT HORSE IN THE MOUTH EITHER.

WE HAVE TALKED A LITTLE BIT ABOUT HOW TO-- HOW DOES SCHOOL FUNDING WORK? THIS COMES OUT OF THE ANNUAL STATE TUITION SUPPORT. TO GIVE YOU AN IDEA OF, LIKE, STATE FUNDING IN THE EDUCATION FUND.

RIGHT? THE BASIC GRANT.

HONORS DIPLOMA, CAREER AND TECHNICAL GRANT, THE COMPLEXITY GRANT. THE ONE THING I LIKE TO POINT OUT HERE IS, IF YOU LOOK AT FISCAL YEAR '19 TO '20 FOR THE BASIC GRANT, THAT FIRST ROW, IT LOOKS LIKE, WOW, KATIE, YOU GUYS WENT UP IN FUNDING BY OVER 10%. WHAT DID YOU DO WITH IT? I LIKE TO MAKE CLEAR THAT WAS WHEN COMPLEXITY GOT FOLDED INTO THE OVERALL BASIC GRANT, SO IT CAN BE A LITTLE MISMISLEADING.

YOU KNOW, I'M SURE YOU GUYS ARE STUDYING THIS LATE INTO THE NIGHT. BECAUSE IT IS VERY INTERESTING STUFF. IT CAN BE MISLEADING.

SO I THINK IT IS HELPFUL TO BREAK IT DOWN.

WE TALKED A LITTLE BIT ABOUT THIS, TOO IN THE COMMITTEE THIS MORNING. AND JUST WHAT THOSE PIECES ARE.

THE BASIC GRANTS, BASED ON THE TWICE ANNUAL MEMBERSHIP COUNTS.

DETERMINES OUR FUNDING FOR A SIX-MONTH PERIOD.

THAT IS THE BIGGEST COMPONENT FOR US.

HONORS DIPLOMA GRANT IS COLLECTED ANNUALLY WITH THE GRADUATION DATA. AGAIN, THAT IS A 12-MONTH CALENDAR. SPECIAL EDUCATION GRANT IS OUR SECOND LARGEST COMPONENT. ONCE A YEAR COUNT.

AGAIN, A 12-MONTH PERIOD FOR US. THEN OUR CAREER AND TECHNICAL GRANT WHICH IS TAKEN OCTOBER 1 EACH YEAR.

THAT IS A 12-MONTH PERIOD. YOU KNOW, THERE IS A SIGNIFICANT AMOUNT OF FUNDING THAT COMES WITH THIS.

THAT IS JUST MORE FOR YOU GENERALLY TO UNDERSTAND AND THE COMMUNITY AS WELL. TO HAVE KIND OF A BACKGROUND ON HOW WE ARE FUNDED. I DO GET A KICK THAT THEY CALL IT A GRANT. IT IS NOT REALLY A GRANT.

ANYWAY, WE HAVE TALKED, I THINK, YOU GUYS PROBABLY COULD RECITE THIS FOR ME. WHAT THIS CURRENT REFERENDUM SUPPORTS. YOU KNOW, THE CLASS-SIZE TARGETS THAT WE HAVE. THE COMPETITIVE AVERAGE SALARY.

WE KNOW THAT WAS THE COMPONENT WHERE WE ARE COMPETITIVE.

THE INCREASES WE HAVE HAD IN SPECIALIZED PROGRAMMING.

YOU KNOW, THAT IS THE WORLD LANGUAGE.

STEM. EXPERIENCING LEARNING OPPORTUNITIES. THE FULL-TIME ASSISTANT PRINCIPALS IN ALL ELEMENTARY BUILDINGS.

[01:55:01]

SO WE HAVE TALKED ABOUT, IT WAS A QUESTION FOR THE COMMITTEE.

YOU KNOW, WHAT ADDITIONAL ITEMS COULD A RENEWAL SUPPORT? WHEN THE ASSESSED VALUE GOES UP FOR THE SCHOOL CORPORATION, IT GENERATES MORE REVENUE. WE ALSO KNOW THAT LAST TIME I CHECKED, COSTS AREN'T GOING DOWN.

WE ARE ALSO, YOU KNOW, MONEY IS GOING INTO SALARY BENEFITS AND OTHER COSTS. WHAT DO WE PLAN TO DO? WELL, I THINK PRIORITY NUMBER I WOULD SAY THEY ARE ALMOST ONE AND. TWO THE NECESSARY TO INCREASE THE NUMBER OF SCHOOL RESOURCE OFFICERS IN THE DISTRICT.

WITH ADDITIONAL FUNDS AS WE SEE GROWTH IN OUR ASSESSED VALUE.

AND YOU KNOW, OFFERING A FULL-DAY PRE-K OPTION FOR OUR FAM LIPS. -- FAMILIES.

TO SERVE OUR STUDENTS BETTER THAN WE CAN NOW.

I DON'T KNOW IF DR. STOKES WANTS TO WEIGH IN THERE AT ALL OR IF WE ARE GOING TO KEEP BEING MINDFUL.

>> CAN I ASK ONE QUESTION? >> YES, SIR.

>> DO WE HAVE THOSE BROKEN DOWN BY DOLLAR AMOUNTS?

OR ESTIMATES? >> I CAN TELL-- WE KNOW HOW MUCH SROS GENERALLY COST WHEN IT APPLIES TO THE CITY.

WHERE WE MIGHT HAVE TO EXTEND OUT IN TERMS OF HAMILTON COUNTY, I KNOW MR. LAKE IS WORKING THROUGH THAT.

WHERE IN THE FUTURE, MAYBE IT IS A NOBLESVILLE.

WE DON'T NECESSARILY HAVE THAT. I CAN TELL YOU RIGHT NOW, EVERY SRO, DEPENDING ON WHERE THEY FALL IS GOING TO BE $60,000, TO

$70,000 A YEAR. >> THAT IS ONE OF MY GENERAL THOUGHTS. I FEEL LIKE THE REFERENDUM-- I DON'T WANT TO LOSE IT. I WANT TO MAINTAIN WHAT WE HAVE.

AND SOME INCREASES, I THINK, TEACHER SALARIES.

SOME SPECIFIC PARTS. BEYOND THAT, I WOULD WANT TO SEE SOME MORE INFORMATION. SPECIFICALLY, THINGS LIKE OFFERING PRE-K, EXPANDING IT. I WOULD NEED TO SEE IT.

PLEASE DON'T TAKE THAT TO MEAN --

>> NO. IT IS DEFINITELY NOT IN A PLACE

WHERE -- >> I FEEL LIKE WE ARE ASKING TO MAINTAIN, NOT INCREASE. DOES THAT MAKE SENSE?

>> LY SPEAK TO IT. I SAID I WASN'T GOING TO.

I WILL. WITH THE FULL-DAY PRE-K OFFERING, IT IS SOMETHING THAT, YOU KNOW, AS-- THAT THE CITY PRETTY MUCH HAS EXPLAINED THAT IS A NEED FOR PARENTS, MEANING THAT IF WE COULD TAKE FOUR-YEAR-OLDS AND GIVE THEM THAT EARLY JUMP BEFORE THEY GO TO KINDERGARTEN, IT WOULD ALSO FREE UP OUR DAY CARES TO BE ABLE TO TAKE THE BABIES TO THREE-YEAR-OLDS. YOU KNOW, IT IS KIND OF LIKE, YOU KNOW, WHEN WE TALK ABOUT OUR CITY, AS A SCHOOL DISTRICT, WE ARE PART OF THE CITY. WE DO WANT TO HELP.

FOR US, IT IS A BENEFIT TO HAVE OUR FOUR-YEAR-OLDS F BE IN

PRE-K. >> YOU ARE SAYING THE CITY WILL

PAY FOR IT, THEN. >> I DIDN'T SAY THAT.

>> I'M SORRY. I MISUNDERSTOOD.

>> HERE IS WHAT I WOULD SAY JUST TO BE CLEAR.

I'M NOT USING THIS TO ASK FOR ADDITIONAL RATE.

THIS IS ABOUT IF THE RATE WERE MAINTAINED AT 22.75.

UNDERSTANDING THAT ASSESSED VALUE INCREASE, THE REVENUE INCREASES. THE SECOND PART WOULD BE AS FAR AS FULL-DAY PRE-K GOES, THERE IS A COUPLE OF PIECES TO THAT STILL OUTSTANDING THAT PROHIBIT US FROM BEING ABLE TO HAVE A FINALIZED PLAEN IN PLACE. SOME OF THAT IS THE CONSTRUCTION OF THE ELEMENTARY SCHOOL. SOME OF THAT IS ARE WE GOING TO NEED A REDISTRICTING? A SECOND INTERMEDIATE SCHOOL OR FOURTH INTERMEDIATE SCHOOL TO ALLEVIATE SOME THINGS THAT HITCH? UNTIL WE KNOW SOME OF THOSE THINGS, IT IS DIFFICULT TO KNOW WHAT THE CAPACITY TO SERVE IS.

IF I DON'T KNOW THE CAPACITY TO SERVE, I DON'T KNOW THE REVENUE IT CAN GENERATE AND HOW THAT OFF-SETS.

THAT IS NOT LIKE WE WOULD BE-- YOU KNOW, WE ARE GOING TO ROLL IT OUT, YOU KNOW, JANUARY 1 OF 2024.

IT IS IN DEVELOPMENT, BUT THERE IS SO MANY FACTORS THAT AREN'T SOLID YET. I CAN'T GIVE YOU A DEFINITIVE.

I UNDERSTAND YOUR POINT. WE ARE NOT ASKING-- NONE OF THIS IS ABOUT ASKING FOR MORE IN THE RATE.

JUST SO WE ARE CLEAR. >> AND ALSO JUST TWO QUICK THINGS. CAN YOU CLARIFY SOME OF THE POSITIONS THAT ARE IN CLASSIFIED STAFF? WHAT ARE SOME OF THE POSITIONS IN THE SCHOOL DISTRICT THAT ARE CLASSIFIED STAFF? IS THAT INCLUDING IAS?

>> YES. CLASSIFIED STAFF ARE BASICALLY EVERYBODY EXCEPT TEACHERS ANDED A MONEY SAY THERETORS.

IT IS INSTRUCTIONAL ASSISTANTS, BUS DRIVERS, IT IS YOU KNOW, LIGHT MAINTENANCE, CLERICAL SUPPORT STAFF.

>> OKAY. >> WHEN WE EVALUATE SIMILAR TO WHAT WE DID I THINK GOING IN FOR JANUARY OF 2022, MISS LIPPE AND HER TEAM EVALUATED ALL OF THE STARTING RATES OF THE CLASSIFIED STAFF. THERE WERE SOME STAFF THAT GOT-- HAD RECEIVED A $2 AN HOUR INCREASE.

OTHERS RECEIVED $1 BECAUSE IT WAS BASED ON WHERE WE WERE COMPETITIVE AND WHERE WE WEREN'T.

I THINK WE ARE NOT DOING A ONE SIZE FITS ALL.

I THINK THAT WAS-- YOU KNOW, WE MADE SOME HEADWAY CERTAINLY THERE. BUT IT IS BASED ON WHAT'S ALSO HAPPENING AROUND US. BECAUSE WE HAVE TO BE COMPETITIVE IN THE MARKET. I WOULD SAY THAT IS ACROSS THE

[02:00:03]

AND THIS IS CREATING SOME PROBLEMS FOR US AS WE MOVE INTO EVEN A MORE COMPETITIVE MARKET FOR DRIVERS.

WHERE WE SOMETIMES DON'T HAVE THEM.

AND MR. MCKINNEY, I MEAN, 99.9% OF THE TIME HE GETS IT DONE. WE REALLY WANT 100.

WE NEED TO RESTHUK CHA. THAT HAS A $400,000 PRICE TAG.

WE HAVE TO FIGURE OUT, YOU KNOW, DOES PART OF IT COME OUT OF THERE? WE ARE LOOKING AT THINGS IN TRANSPORTATION TO SEE. WE KNOW IT IS A CHALLENGE THAT ISN'T GOING AWAY. IT IS IMPORTANT TO BE RESPONSIVE. THESE ARE REALLY TO GIVE YOU IDEAS. THOSE BIG TWO, I MEAN, THEIR SRO IS A BIG PIECE FOR US. AND ACTUALLY, THE AGREEMENT THAT IS ON THE BOARD AGENDA THAT MR. LAKE HAS BEEN WORKING THROUGH WITH THE CITY ACTUALLY STARTS THAT PROCESS.

BECAUSE WE BUILT SOME THINGS INTO THE DOLLARS TO ADD NUMBERS TO OUR SRO SUPPORT. YOU KNOW THERE IS A BALANCING ACT THERE WITH RECRUITMENT AND TRAINING AS WELL FOR THE CITY.

>> SOME OF THE FUNDING THINGS THAT WE HAVE TO ALSO-- OUR DEBT RATIO AS WELL. TOO.

RIGHT? DOESN'T THAT MAKE A DIFFERENCE? HOW MUCH THE DEBT FUNDING ALREADY HAS THAT WE ARE PAYING OFF, WHETHER WE CAN DO-- BUILD MORE BUILDINGS AND DO THE THINGS AND THE QUESTIONS WHEN WE ARE TALKING ABOUT THE PRE-K.

THAT MAKES A DIFFERENCE AS WELL, TOO, DOESN'T IT?

>> I MEAN, IT IS A PIECE OF THE DISCUSSION.

IT IS REALLY ABOUT-- I MEAN, WE HAVE-- YOU KNOW, I WOULD CREDIT THE MANAGEMENT. WE HAVE AN ABILITY TO ISSUE AN IMMENSE AMOUNT OF DEBT AND REPAY IT IN ONE YEAR WHICH IS VERY UNUSUAL. THAT IS WHERE WE FEEL THE IMPACT OF, YOU KNOW, THE INTEREST RATES.

A LITTLE BIT DIFFERENT THAN DISTRICTS THAT ARE GOING OUT 20 YEARS ON A BUILDING PROJECT. SO LIKE WHEN WE TALK ABOUT FES, WE WOULDN'T BE LOOKING AT ANY SORT OF A 20-YEAR REPAYMENT BECAUSE I DON'T NEED A 20-YEAR REPAYMENT.

WE CAN BALANCE THAT IN. BUT YES, THEY ARE ALL RELATED IN ONE WAY OR ANOTHER. THAT IS FOR SURE.

IT ALL DEPENDS ON WHAT ROUTE WE TAKE.

>> RIGHT. THANK YOU. >> THAT IS WHY YOU CAN'T HAVE A DEFINITIVE PLAN UNTIL WE SORT OF KNOW WHICH DIRECTION WE ARE

HEADING IN. >> IF I COULD, AND I THINK WE GOT THIS INFORMATION LAST TIME. FOR THOSE LISTENING AT HOME AND ALL OF THAT, IF WE COULD REMIND EVEN, I THINK MISS LIPPE, WHERE DO WE RANK AS FAR AS TEACHER PAY? I DON'T MEAN TO PUT YOU ON THE SPOT.

WE CAN COME BACK TO IT IN THE FUTURE SLIDE.

>> THAT IS WHY I TALKED ABOUT AVERAGE.

BECAUSE AVERAGE IS WHERE WE ARE COMPETITIVE.

THAT IS WHY HERE WE KNOW WHERE WE NEED TO MAKE WORK IS IN THE STARTING, AND IF YOU CAN RAISE THE STARTING, BECAUSE OF THE COMPENSATION SCHEDULE, IT IS GOING TO HIT YOU AT THE TOP.

>> RIGHT. I AGREE.

>> HAVING AVERAGE MEANS WE ARE DOING OKAY OVERALL.

>> WITHIN THIS RATE THAT WE ARE POTENTIALLY ASKING FOR, WE FEEL COMFORTABLE THAT WE COULD RAISE THAT.

>> YES. >> WE COULD DO SOME OF THOSE

THINGS. >> YES.

>> THAT IS BUILT INTO OUR ASK. >> CORRECT.

>> OKAY. THANK YOU.

>> IS THE GOAL TO HAVE AN SRO AT EVERY BUILDING?

>> I DON'T KNOW IF THAT HAS BEEN DETERMINED YET.

>> THAT HASN'T REALLY BEEN DETERMINED.

THAT WOULD BE OPTIMAL. BUT WE LOOK AT THE POPULATION.

LOOK AT THE SCHOOL. I BELIEVE THE NATIONAL ASSOCIATION OF SROS IS ONE TO EVERY 1,200 STUDENTS.

THEN BASICALLY, YOU LOOK AT A MAP AND HAVE SR O'S TAKE OVER TWO BUILDINGS, FOR EXAMPLE. THAT EQUALS 1,000 OR 1,200.

WE ARE WORKING THROUGH THAT. >> THANKS.

THAT MAKES SENSE. >> ONE OF THE QUESTIONS BEFORE THE COMMITTEE WAS ABOUT, YOU KNOW, AN ANALYSIS OF THE OVERALL RATE. AND SO THE CURRENT RATE, AS YOU CAN SEE, GENERATES PROPERTY TAX AT $25.7 MILLION.

THEN EXCISE TAX IS THE OTHER REVENUE.

THE REASON I DON'T-- YOU KNOW, I USE $26.

THAT EXCISE TAX ISN'T NECESSARILY LOST IF WE DON'T HAVE THE REFERENDUM. IT HAS A COMPLICATED DISTRIBUTION FORMULA FROM THE STATE THAT BASICALLY ALLOCATES BY LEVY. SOME OF IT WE WOULD KEEP IN OUR OTHER FUNDS. SOME OF IT MI MIGHT GO TO OVERLAPPING TAX DISTRICTS. DEPENDING ON WHAT HAPPENS TO THE RATE. YOU LOOK AT WHAT WE PROJECTED ON THE GROWTH OF 6%. IT WOULD GO UP A HALF A MILLION DOLLARS IN 2024. IN TERMS OF THE PROPERTY TAX AMOUNT. PART OF THIS WAS THE DISCUSSION ABOUT, WELL, WHAT IF WE REDUCE THE RATE? AND I'M PRETTY ADAMANT ABOUT TALKING ABOUT REDUCING IT BEFORE WE KNOW WHAT THE STATE BUDGET IS.

FOR THIS NEXT BIENNIUM. I'M VERY APPREHENSIVE.

[02:05:04]

IT BECOMES KATIE MISREPRESENTED IT.

I THINK WE NEED TO KNOW THE FACTS BEFORE WE MAKE THE DECISIONS. THE SECOND PART OF THAT IS THE TEXTBOOK FEES. I DON'T KNOW IF EVERYBODY IS AWARE IN THE HOUSE BUDGET, THERE WAS AN ELIMINATION OF TEXTBOOK FEES. THAT SOUNDS GREAT UNTIL YOU FIND OUT AS THE CFO THAT THERE IS NO BUDGET-- NO REVENUE REPLACEMENT FOR THAT. SO THAT, OF COURSE, MADE ME SAY, HOW MUCH DO WE BILL FAMILIES FOR TEXTBOOKS, TECHNOLOGY, CONSUMABLES, MATERIALS? THAT IS WHERE YOU GET THAT $8.4 MILLION NU NUMB NUMBER. IT IS UNCLEAR AT THIS POINT WHAT MIGHT OR MIGHT NOT PASS. IT IS VERY UNCLEAR WHAT WILL OR WON'T BE INCLUDED. BUT THAT MAKES ME SUPER NERVOUS BECAUSE IF WE CAN'T CHARGE FOR IT, I MEAN, THINK ABOUT THAT.

THAT IS A THIRD OF THE MONEY WE HAVE RIGHT NOW.

AND SO I THINK WE NEED TO KNOW THOSE THINGS.

BECAUSE IF THEY INCREASE OUR TUITION SUPPORT AND IT GIVES US $5 MILLION IN ADDITIONAL REVENUE, BUT I HAVE TO, YOU KNOW, FIND $3.4 TO COVER BECAUSE WE ARE SHORT.

I'M NOT SAYING THERE WOULDN'T BE OTHER PIECES OF WHAT WE WOULD EVALUATE TO DRAW THAT NUMBER. BUT STILL, IT IS-- I THINK IT WOULD BE IRRESPONSIBLE ON MY PART TO GUESS WITH NOT HAVING

ALL THE INFORMATION I NEED. >> I THINK THAT BEARS REPEATING.

FOR PEOPLE, YOU KNOW, AGAIN, AT HOME, WHEREVER.

>> THE THOUSANDS LISTENING AT HOME.

RIGHT? >> THE MILLIONS OUT IN RADIO LAND. I KNOW THIS IS A TOP-RATED SHOW EVERY NIGHT. (LAUGHTER) THE IDEA OF FREE TEXTBOOKS, IF THE STATE SAYS THEY ARE FREE TEXTBOOKS, THEY ARE NOT FREE TO OUR DISTRICT. WE HAVE TO PAY THEY ARE FEM.

... WE HAVE TO PAY FOR THEM. THAT IS MAJOR CONCERN GOING FORWARD. THE OTHER PART OF IT IS, I HAVE HEARD FROM THE COMMUNITY. YOU HAVE IPADS.

YOU DON'T HAVE TEXTBOOKS. YOU STILL BUY THE MATERIAL.

LICENSING FEES YOU HAVE TO PAY FOR.

IF PEOPLE SEE THERE IS POTENTIALLY FREE TEXTBOOKS, THAT IS NOT A SAVINGS TO US. IT IS A NEW COST FOR THE SCHOOL DISTRICT, AND WE CAN'T JUST REPLACE THEM WITH ELECTRONIC VERSIONS FOR FREE. WE HAVE TO BUY THOSE LICENSES.

I DESCRIBED IT AS SOMEONE JUST LIKE IF YOU OWN A C.D. ON APPLE MUSIC. I DON'T HAVE TO BUY THE C.D.

ANYMORE. I STILL HAVE TO PAY FOR IT ON AN ELECTRONIC VERSION. SO EVERYONE UNDERSTANDS THAT.

THAT IS A REAL CONCERN. WE WILL HAVE TO FIGURE THAT OUT.

>> APPRECIATE THAT. >> TAPES, C.D.'S.

>> I KNOW EVERYBODY WANTS TO BE HERE FOR ANOTHER HOUR.

THIS LEADS US TO SORT OF OUR NEXT STEP.

MARCH 26, NEXT WEEK'S MEETING, THERE WILL BE SIMPLY A CONSENSUS CONSIDERATION FOR THE BOARD. THAT-- IT IS SORT OF A PLACE, I SHARED WITH YOU ALL IN DECEMBER IN OUR INITIAL MEETING, THE REALITY IS WE HAVE FOUR NEW BOARD MEMBERS.

WE NEED TO GO THROUGH AN EDUCATIONAL PROCESS FOR EVERYBODY. WE DIDN'T WANT TO BE PRESUMPTUOUS THAT EVERYBODY WOULD BE FINE AND WE WOULD GO ALONG LIKE WE NORMALLY WOULD. THIS IS SORT OF THAT OPPORTUNITY FOR THAT CONVERSATION TO HAPPEN. AFTER THAT, WE WILL CONVENE REALLY THAT BUDGET REDUCTION TASK FORCE.

I PUT FINAL IN QUOTES. BECAUSE THAT IS OUR TARGET DATE FOR WHEN THE BOARD WOULD CONSIDER THE RESOLUTION AS WELL AS THE BALLOT LANGUAGE. AND THAT IS THE PART-- THE TIMELINE FOR WHEN ALL OF THE SORT OF RULES AND REGULATIONS PER THE STATE CODE TAKE EFFECT. YOU KNOW, ALSO PART OF THIS IS THE POLITICAL ACTION COMMITTEE THAT IS REALLY OPERATED BY OUR COMMUNITY SUPPORTERS. ONE OF THE THINGS REQUESTED THAT WE ARE GOING TO PUT TOGETHER IS SORT OF A GANT CHART THAT HAS ALL OF THESE OVERLAPPING TIMELINES AND THE THINGS THAT WE ARE WORKING ON. BECAUSE RIGHT? YOU KNOW, THERE IS GOING TO BE COMMUNITY MEETINGS.

THERE IS GOING TO BE ALL OF THE COMMUNITY-- PTO MEETINGS.

YOU KNOW, ALL OF THE THINGS. I'M SCARED TO PUT IT DOWN.

I'M SCARED HOW BIG THAT NUMBER IS GIVEN OUR SIZE.

WE WILL SET OUR ANXIETY ASIDE. WE WILL PUT THAT TOGETHER.

JUST SO EVERYBODY UNDERSTANDS THE IMPACT AND WHERE THEY CAN HELP. RIGHT? WHEN YOU HAVE THOSE DATES, YOU HAVE THOSE TIMELINES.

YOU KNOW. OUR COMMUNITY KNOWS WHERE THEY CAN HELP. BECAUSE IT IS DEFINITELY NOT A ONE-WOMAN OR MAN SHOW. IT TAKES A VILLAGE.

IT IS VERY MUCH A POLITICAL CAMPAIGN.

ISM KNOW ALL OF YOU KNOW WHAT THAT'S LIKE, ABOUT RUNNING A CAMPAIGN AND ELECTION. SO WITH THAT, I DON'T KNOW IF ANYONE HAS ANY QUESTIONS. THAT IS MY LAST SLIDE.

>> CAN YOU ALSO SHARE JUST A LITTLE BIT MORE IN DEPTH IN THE SENSE THAT WE JOKE A LITTLE BIT. YOU KNOW, HOW MANY ARE REALLY WATCHING THE VIDEO. RIGHT? WE ALSO KNOW THERE IS A SMALL PORTION ON SOCIAL MEDIA.

IT IS NOT JUST OUR SCHOOL DISTRICT.

[02:10:02]

MORE. >> NO.

>> AS A REALTOR, I CAN TELL YOU WE ARE ALL EXCITED THAT OUR

PROPERTY VALUES JUST WENT UP. >> UNTIL YOU GET YOUR TAX BILL.

>> UNTIL WE GET THE TAX BILL. AT THE SAME TIME, KNOWING THAT THAT IS GOING TO THE SCHOOLS. THAT IS GOING TO THE EDUCATION OF OUR STUDENTS. IT IS GOING TO PAYING FOR OUR TEACHERS AND ALL THE WONDERFUL THINGS THAT HAMILTON SOUTHEASTERN SCHOOLS CAN STAND FOR.

SO KNOWING THAT, GOING FORWARD, EVEN THOUGH OUR FINAL, WE SAY IS IN JUNE 14, WE ENCOURAGE THE COMMUNITY-- I'M GOING TO PUT THIS CALL OUT OUT THERE. THE COMMUNITY, OUR ADMINISTRATION, OUR STAKEHOLDERS, AT THIS TIME, IF YOU LOVE HSE SCHOOLS, CHANGES CAN HAPPEN WITHOUT FUNDS.

WE HAVE TO PASS THE REFERENDUM. I'M GOING TO TELL YOU I SUPPORT OUR REFERENDUM. IF YOU ARE A SUPPORTER OF MINE OR ANYBODY ELSE IN THIS DISTRICT, I'M HOPING YOU ARE ONBOARD TO FOLLOW THROUGH AND SPEAK OUT IN THE BENEFITS OF HAVING THOSE FUNDS FOR OUR SCHOOL.

AND AGAIN, WE MAY NOT ALL SEE EYE TO EYE ON EVERYTHING.

YOU CAN'T DO ANYTHING IF YOU DON'T HAVE THE FUNDS TO SUPPORT YOUR SCHOOL DISTRICT. SO THIS IS THE TIME TO SPEAK OUT AND HOPEFULLY, THE POSITIVE PART OF HOW IMPORTANT THAT IS.

BECAUSE COME THE 14TH, CAN YOU EXPLAIN A LITTLE BIT OF THAT RESTRICTION? SO PEOPLE UNDERSTAND THAT, TOO?

>> FOR THE SCHOOL, THE FIRST THING I WANT TO TALK ABOUT IS PLEASE DON'T MISUNDERSTAND THAT THE POLITICAL ACTION COMMITTEE, THE THINGS HAPPENING BEHIND THE SCENES ALL HAPPENED.

YOU KNOW, WE HAVE BEEN GATHERING NAMES.

I SPEAK ABOUT THE REFERENDUM TO THE SUPERINTENDENT'S ADVISORY COMMITTEE. ALMOST EVERY OTHER MONTH.

I'M PRETTY SURE AT THIS POINT. I VOLUNTEER AT EVENTS WITH THE PTOS TO SEE THEM. SO THEY KIND OF SEE ME.

THE FIRST TIME THEY SEE ME ISN'T AT-- YOU KNOW, ME REQUESTING THEM TO HELP US. WE ARE DOING THOSE THINGS TO GET THE INFRASTRUCTURE SO WE ARE READY TO FIRE WHEN IT IS TIME.

FOR CERTAIN. WHAT HAPPENS TO --

>> NOT FIRING. TO ENGAGE GOING FORWARD.

>> I CAN'T FIRE ANYBODY. SO IT IS A SAFE TERM FOR ME.

WHAT THE FINAL VOTE MEANS, THAT IS WHEN THE BOARD AUTHORIZES THE RESOLUTION TO PLACE THE QUESTION ON THE BALLOT.

AND SO THE RESTRICTIONS FOR THE SCHOOL CORPORATION AT THAT POINT, ARE WE CANNOT TAKE AN ADVOCACY POSITION UTILIZING ANY OF OUR RESOURCES, OUR WEBSITE, OUR, YOU KNOW, OUR SIGNAGE, OUR EMAIL LISTINGS, THE WHOLE NINE YARDS, UNLESS WE ARE GOING TO OFFER THAT TO ANY OPPOSITION GROUP.

AND SO GENERALLY, EVERYONE ABIDES BY THAT BECAUSE YOU WOULDN'T WANT TO SHARE THAT TYPE OF INFORMATION WITH SOMEONE WHO MIGHT BE WORKING AGAINST YOU. FORECAST IT ALSO PUTS IN THE RESTRICTION THAT DURING WORKING HOURS, THE ONLY STAFF THAT ARE ABLE TO WORK ON THE REFERENDUM ARE DR. STOKES, MYSELF, THE CHIEF FINANCIAL OFFICER, AND OUR ASSISTANT SCHOOL SUPERINTENDENT.

SUPERINTENDENTS. EVERYONE ELSE DURING WORKING HOURS CANNOT WORK ON THE REFERENDUM.

NOW, THAT DOESN'T PREVENT ANYONE FROM SHARING FTION INFORMATION.

LIKE YOU KNOW, THIS EXPERIENCE USUAL LEARNING WAS PROVIDED BY YOUR REFERENDUM. ACTUALLY, THEY SHARED A SUMMARY DOCUMENT THEY HAD ON WHAT THOSE ARE.

THEY ARE PRETTY WELL-KNOWN. PRETTY COMMON.

YOU KNOW? YOU CAN'T USE SCHOOL FACILITIES.

SCHOOL EQUIPMENT. YOU KNOW, ALL OF THOSE THINGS.

REALY, THAT IS WHEN THE PACK BECOMES VERY, VERY KEY.

BECAUSE THERE ARE JUST A LOT OF THINGS THAT HAPPEN DURING THE DAY THAT I'M QUITE CERTAIN THE FOUR OF US AREN'T GOING TO BE

ABLE TO COVER ON OUR OWN. >> THEY TAKE VOLUNTEERS IN THAT.

>> ABSOLUTELY. >> ANYBODY IN THE COMMUNITY CAN VOLUNTEER AND HELP AND BE PART OF THAT AS WELL.

ONCE WE GET FURTHER ALONG, THAT INFORMATION WILL COME OUT FOR PEOPLE TO BE ABLE TO VOLUNTEER THEIR TIME TO BE THERE.

THERE IS A LOT OF PEOPLE LISTENING RIGHT NOW THAT CAN'T

WAIT TO HELP. >> TENS OF THOUSANDS.

>> PLEASE SPEAK TO THE POLITICAL ACTION COMMITTEE AND WHAT THEY DO AND THE RESOURCES NECESSARY FOR THAT COMMITTEE.

>> THE POLITICAL ACTION COMMITTEE, THEY CAN LOOK A LITTLE BIT DIFFERENT IN DIFFERENT PLACES.

IT ALL DEPENDS. GENERALLY, YOU WILL HAVE COMMITTEES THAT WILL HANDLE-- YOU KNOW, I MEAN, IT IS SIMILAR TO THINGS I THINK YOU HAVE SEEN HERE PROBABLY.

YOU KNOW, AFTER RUNNING ELECTIONS.

YOU HAVE ALL RUN THEM. COMMUNICATIONS? I THINK THERE IS SOCIAL MEDIA. THERE ARE MAYBE PEOPLE THAT GO

[02:15:02]

WE CAN'T BUY ADVOCACY MATERIALS OUT OF PUBLIC DOLLARS.

WE CAN'T DO ANY OF THOSE THINGS. THERE IS AN IMPORTANT FUND-RAISING ARM. IT IS AN ADVOCACY ARM, TOO.

EVERYBODY KNOWS, YOU KNOW, F FIVE PEOPLE THEY CAN GET YOU IN FRONT OF. OR THEY ARE A MEMBER OF CHAMBER OR I'M SURE THERE IS 10,000 OTHERS.

ROTARY. THE AMERICAN LEGION.

WHATEVER IT MIGHT BE. TO GET YOU IN FRONT OF THEM.

AND THAT IS REALLY IMPORTANT. BECAUSE IT REALLY IS BY CONNECTION. AND GETTING YOUR MESSAGE TO THE PEOPLE. YOU KNOW, MY BIG THING IS PEOPLE NEED TO BE REGISTERED TO VOTE, TOO.

THEY CAN'T SUPPORT US IF THEY ARE NOT REGISTERED.

IF PACK IS DEFINITELY THERE. THERE ARE THOSE EYES AND EARS THAT WE CAN'T DO DURING THE WORK DAY.

WE CAN'T USE OUR 2,500 STAFF TO ADVOCATE FOR THIS.

>> WHAT IS THE ROLE OF THE BOARD OF TRUSTEES GOING FORWARD MOVING

WITH THE REFERENDUM? >> I THINK THAT THAT VARIES BY THE MEMBER. TO BE HONEST WITH YOU.

SO I ANY... I THINK WHERE YOU CAN BE HELPFUL, RIGHT? I'M SURE EVERYONE IS MEMBERS OF GROUPS.

YOU KNOW, I'M PRETTY SURE MR. ORR MI MIGHT HAVE A FAN CLUB AT

BRITON FALLS. >> LARGE GROWING FAN CLUB.

IT IS GREAT. VERY EXCITED.

>> ONE OF YOUR FRIENDS COMES TO ALL-- I SEE HER EVERY TIME.

WE HAVE A NICE CHAT. YOU KNOW, LIKE, I THINK OF THAT.

I KNOW THAT IS WHERE THEY ARE FROM.

THAT IS A PLACE WHERE YOU KNOW, MAYBE IF MR. ORR SUPPORTS THE REFERENDUM, HE WOULD BRING OUR GROUP IN TO DO OUR TALK TO THEM AND WORK AS A FACILITATOR. MAYBE IT IS THE REALTORS ASSOCIATION FOR YOU, MS. THOMAS. YOU KNOW? IT VARIES BY WHERE YOU ARE AT. I THINK ALSO FOR FOLKS THAT MIGHT BE LESS THAN COMFORTABLE WITH IT, IF THERE AREN'T THINGS WE CAN DO TO MAKE YOU MORE COMFORTABLE, I THINK THAT LINE OF-- IF YOU ARE NOT IN FAVOR OF IT, CAN WE AGREE THAT IT IS THE RIGHT OF THE TAXPAYER, THE COMMUNITY TO DECIDE WHETHER OR NOT WE CONTINUE IT? AND SO I THINK THERE IS A ROLE FOR THAT, TOO. I THINK I WOULD HOPE NOBODY WOULD ADVOCATE AGAINST IT. I ALSO REALIZE WE HAVE FREE W WILL. THAT ISN'T MY CALL.

THAT IS, YOU KNOW, THE WAY IT IS SOMETIMES.

>> I THINK I WOULD SAY AGAIN, I HAVE LOOKED AT IT A LOT.

AND YOU HAVE JOKED ABOUT, PROBABLY DON'T STAY UP LATE AT NIGHT LOOKING AT THESE THINGS. SOMETIMES I DO.

I HAVE GOTTEN INTO THAT. NO MATTER HOW I SLICE IT, I CAN'T COME UP WITH $26 MILLION WITHOUT TOUCHING TEACHERS.

I CAN'T FIGURE IT OUT. WE WILL SAY AGAIN, IF ANYBODY HAS ANY BRIGHT IDEAS, I'M SURE KATIE WOULD LOVE IT, TOO.

YOU TELL US HOW TO GET THERE. I TRIED VARIOUS NUMBERS THE OTHER DAY. 2% OF THE BUDGET IS $5.6 MILLION. I CAN'T GET THERE.

SO IT IS REALLY TOUGH. WE HAVE A REAL NEED FOR IT.

WE ARE-- IT SOUNDS CRAZY TO SAY $280 MILLION IS UNDERFUNDED.

BUT WE ARE UNDERFUNDED. I'M NOT SURE HOW TO GET IT TO.

I'M GOING TO KEEP LOOKING IT AMENT.

I THINK THERE ARE SOME EFFICIENCY, SOME WAYS WE CAN DO A LITTLE BIT BETTER. I CAN'T GET TO $26 MILLION.

I CAN'T GET TO $5. THAT IS KIND OF MY GENERAL THOUGHT RIGHT NOW. I'M STILL WORKING ON THINGS.

THINKING THINGS THROUGH. >> I WELCOME THE CHALLENGE.

I MEAN REALLY. >> THAT IS WHERE I AM RIGHT NOW WIT. I WOULD ENCOURAGE ANYBODY OUT THERE TO DO IT. OUR BUDGET IS BASICALLY PUBLIC.

IT TAKES A LITTLE WORK TO FIGURE IT OUT.

YOU TELL ME HOW YOU GET TO IT. I'M ALL EARS.

>> I WOULD LIKE TO ADD, TOO, WHEN YOU THINK ABOUT OUR MOST PRIZED POSSESSION, OUR CHILDREN, OUR STUDENTS, THEY HAVE TO BE SAFE, AND SO YOU KNOW, BEYOND, LIKE THE TEACHERS IN THE CLASSROOM, THEY HAVE TO HAVE SUPPORTS TO MAKE SURE OUR CHILDREN ARE SAFE IN OUR BUILDINGS.

SO I'M WITH YOU. I HAVE LOOKED AT IT IN SO MANY WAYS. AND YOU KNOW, YOU NEVER WANT TO CUT IN THE CLASSROOM. YOU NEVER WANT TO CUT ANYBODY.

WE NEED THE SUPPORT TO MAKE SURE THAT OUR STUDENTS ARE SAFE.

TO MAKE SURE THEY CAN LEARN. AND TO JUST MAKE SURE THAT, YOU KNOW, OUR TEACHERS ARE SUPPORTED AND ACTUALLY TEACHING THEM.

SO -- >> I'LL PIGGYBACK ON WHAT YOU SAY, TOO. S IS OUR PRIZED POSSESSION, OUR STUDENTS. HAMILTON SOUTHEASTERN SCHOOL DISTRICT HAVING THREE THAT HAVE BEEN THROUGH OUR SCHOOL AND ONE IN OUR SCHOOL, WE HAVE A WEALTH AND WHEN I SAY WEALTH, I'M NOT SAYING MONETARILY. I'M SAYING A WEALTH OF

[02:20:02]

TO MAINTAIN THEM, WE NEED TO, IF YOU LIKE BEING N ATTENDING THE SCHOOLS, YOU NEED TO SUPPORT THE REFERENDUM.

>> AND NOBLESVILLE. >> I APPRECIATED WHEN YOU SAID

TWO COMMUNITIES EARLIER. >> I DON'T SAY A WHOLE LOT.

I KEEP MY OPINIONS CLOSE TO THE VEST OFTEN.

I KNOW THAT NOT ALL OF US AGREE ON EVERYTHING HERE.

BUT I'M VERY PASSIONATE ABOUT MY KIDS, AND I WANT THEM TO GET THE BEST EDUCATION THEY CAN GET. WHERE I SEE THIS REFERENDUM IMPACTING OUR KIDS IS NOT ONLY IN THE CLASSROOM, BUT IN THEIR EXTRACURRICULAR ACTIVITIES. I KNOW SOME PEOPLE WILL SAY THAT THAT IS NOT EDUCATION. BUT IT IS.

AND I HAVE A CHILD WHO BECAME INVOLVED IN MARCHING BAND.

IT REVOLUTIONIZED HIS LIFE. ACTUALLY, TWO OF THEM.

I HAVE ANOTHER CHILD WHO IS IN CROSS-COUNTRY AND LOVERS IT.

HE HAS AN AMAZING GROUP OF FRIENDS THERE.

MY HUSBAND AND I CANNOT INDEPENDENTLY FUND MARCHING BAND AND CROSS-COUNTRY IF WE DON'T HAVE THE FUNDS TO PAY FOR THAT.

AND IT WILL-- I MEAN, I GET PASSIONATE ABOUT THE FACT THAT IF MY CHILDREN CAN'T BE INVOLVED IN THOSE THINGS, THEY ARE MISSING A HUGE PIECE OF THEIR EDUCATION.

IT IS IMPORTANT IN SCHOOL TO LEARN ACADEMICS.

I WANT MY ONE SON TO BE ABLE TO TAKE ORGANIC CHEMISTRY NEXT YEAR IF HE WANTS TO. WOULD IT BE AVAILABLE IN I DON'T KNOW. BUT I ALSO WANT THEM TO HAVE ALL OF THOSE OTHER OPPORTUNITIES THAT ENRICH THEIR LIVES AND MAKE THEM BETTER EMPLOYEES AND FRIENDS AND JUST ALL-AROUND PEOPLE. SO ALTHOUGH I DON'T SAY A LOT.

I WILL SAY I THINK THE REFERENDUM IS VERY IMPORTANT FOR OUR KIDS. I THINK EVERYBODY IN THIS ROOM, WHATEVER WE DISAGREE ON WILL AGREE WE WANT AN EXCELLENT EDUCATION FOR OUR CHILDREN. I THINK WE CAN ALL GO FORWARD

WORKING ON THAT. >> I WHOLEHEARTEDLY AGREE WITH.

THAT THANK YOU, JUANITA. >> WELL-SAID.

PERFECT FOR SOMEONE WHO DOESN'T SAY THAT YOU HAVE.

>> SOMETHING ELSE TO CONSIDER. IT IS IMPORTANT TO NOTE THAT WHEN PEOPLE LOOK AT WHERE THEY WANT TO MOVE AND WHERE THEY WANT TO LIVE, ONE OF THE TOP THINGS THEY LOOK AT IS THE SCHOOLS.

BECAUSE THAT IS A KEY INDICATOR ON CHOICE FOR WHERE SOMEONE CHOOSES TO LIVE. IT AFFECTS NOT ONLY THE OBVIOUS, QUALITY OF EDUCATION BUT ALSO PROPERTY VALUES.

YOUR HOME VALUE IS BASED ON THE QUALITY OF THE SCHOOL DISTRICT THAT SURROUNDS IT. EVERYTHING FROM AN ECONOMIC DEVELOPMENT PERSPECTIVE AND HOW A CITY OR REGION THRIVES IS BASED ON THE IMPACT AND THE QUALITY OF EDUCATION THAT SURROUNDS IT. THE EDUCATIONAL SYSTEM IS AT ITS CORE, OF HOW A COMMUNITY AND A CITY OR TOWN THRIVES OR DOES NOT THRIVE. IT IS CRITICAL, WHETHER YOU HAVE CHILDREN IN THE DISTRICT OR NOT, YOU ARE A TAXPAYER.

YOU HAVE A KEY INFLUENCE IN HOW THIS UNFOLDS.

AS EVERYONE HAS PRETTY MUCH ECHOED UP HERE, IT IS IMPORTANT THAT THIS REFERENDUM IS SUPPORTED BY OUR COMMUNITY.

>> THANK YOU FOR SHARING. THAT I HAVE TO ECHO EXACTLY WHAT YOU JUST SAID. ESPECIALLY AS A REALTOR IN THE COMMUNITY. ONE OF THE VERY FIRST THINGS THAT I'M ASKED IS ABOUT SCHOOLS. SO IT IS THE NUMBER ONE THING THAT IS-- THEN MAYBE IF OFF POOL.

NO. I'M JUST KIDDING.

THE NUMBER ONE THING IS THE SCHOOL DISTRICT.

THANK YOU. >> WELL, I THANK YOU SO MUCH FOR ALL OF YOUR FEEDBACK. I KNOW, I KNOW I'M AT THE END OF MY TIME. I APPRECIATE IT.

WE WILL BE BACK ON THE 22ND, WORKING WITH THE ATTORNEYS ON WHAT THAT LANGUAGE WILL LOOK LIKE ON THE CONSENSUS VOTE THAT IS ON THE ACTION AGENDA ITEM FOR NEXT WEEK.

SO THANK YOU SO MUCH FOR YOUR TIME.

AND APPRECIATE YOUR SENTIMENTS. >> THANK YOU.

>> THANK YOU ALL SO MUCH.

* This transcript was compiled from uncorrected Closed Captioning.