[1. Meeting Opening]
          [00:00:07]
          >> GOOD EVENING, EVERYONE. WE WILL CALL THIS MEETING TO ORDER. I'M STANDING ON THIS SIDE OF THE DESK BECAUSE WE HAVE SOME SPECIAL GUEST THIS IS EVENING. 
          THEY ARE GOING TO HELP US SAY THE PLEDGE OF ALLEGIANCE. 
          SO WITH THAT, PLEASE STAND. AND LUKE HEALEY IS GOING TO HELP US WITH THE PLEDGE OF ALLEGIANCE. 
          >> I PLEDGE ALLEGIANCE TO THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. 
          [2. Snapshots of Success]
          >> SO WE HAVE SPECIAL GUEST THIS IS EVENING. 
          ON THE AGENDA, WE ARE HIGHLIGHTING OUR SNAPSHOTS OF SUCCESS. IT IS ZOT ARTZ. 
          WE WILL HAVE A REPRESENTATIVE COME UP AND TALK. 
          EMILY? >> SO I'M SO EXCITED TO BE ABLE TO BRING THIS GROUP FORWARD. ESPECIALLY DURING THE MONTH OF MARCH WHICH IS DISABILITY AWARENESS MONTH. 
          WHEN I FIRST SPOKE WITH LEAH PROBABLY A FEW MONTHS AGO AND HAMILTON SOUTHEASTERN EDUCATION FOUNDATION WAS GIVING OUT THEIR FALL GRANT, SHE TOLD ME ABOUT THIS ADAPTABLE ART PROGRAM SHE HAD WRITTEN A GRANT FOR AND GOTTEN IT APPROVED. 
          SHE TOLD ME ABOUT THE CONCEPT. I WAS, LIKE, WOW. 
          THAT SOUNDS REALLY COOL. THEN I FINALLY GOT TO SEE IT IN USE WHEN THEY BROKE IT OUT FOR THE FIRST TIME. 
          IT IS TRULY AMAZING. WE GOT TO SHOW A VIDEO OF IT. 
          I HOPE YOU WILL ALL THINK IT IS JUST WONDERFUL, TOO. 
          LEAH WILL COME UP HERE AND EXPLAIN THE PROGRAM BEHIND IT. 
          THEN WE HAVE SOME KIDS WHO ARE GOING TO TALK ABOUT HOW THEY USED IT. YOU WILL GET TO SEE ONLY THEIR MASTERPIECES ALREADY. I'LL LET YOU PLAY THE VIDEO RIGHT NOW, AND THEN WE WILL INVITE LEAH UP. 
          >> YOU HAVE TO HIT THE RED BUTTON. 
          ONE! >> ZOT ARTZ IS ADAPTED ART TOOLS WITHOUT BARRIERS. THEY CAN HAVE INCREASED ACCESS TO MAKING BIG ART. YOU READY TO PAINT? TODAY WE USED A SPRAY MACHINE FOR PAINT THAT SQUIRTS PAINT 
          10-15 FEET. >> YAY! 
          >> AND WE HAD TWO DIFFERENT STATIONS OF STAMPERS. 
          I HAD SEEN ZOT ARTZ FEATURED AT VARIOUS CONFERENCES AND USED IT IN A PREVIOUS DISTRICT THAT I WORKED. 
          IN I KNEW OUR STUDENTS WOULD REALLY ENJOY IT, TOO. 
          I MEAN, WE WANT THEM TO HAVE NO BARRIERS TO BEING CREATIVE, SOCIALIZING WITH PEERS. THIS ACTIVITY ALLOWS FOR ALL OF THAT. IT IS THE GIFT THAT KEEPS ON GIVING FOR US. ♪ (APPLAUSE). 
          >> DO I NEED TO PRESS ANYTHING? GOOD TO GO? I HOPE YOU GUYS CAN SEE HOW MUCH FUN WE HAD THAT DAY THAT WE DID THE ZOT ARTZ. WE ACTUALLY HAVE SOME OF THE ARTISTS AND SOME ART HERE TODAY TO SHARE, SO IF YOU GUYS WANT TO COME UP. WE ACTUALLY HAVE SOME STUDENTS WHO CAN ANSWER SOME QUESTIONS, TOO. 
          WONDERFUL. LUKE, YOU ARE THE STAR OF THE SHOW. WE ARE GOING TO START WITH YOU. 
          SO LUKE, WHICH DID YOU LIKE THE BEST? DID YOU LIKE THE PAINT MACHINE, OR DID YOU LIKE THE STAMP? 
          >> HE IS, LIKE, THERE IS LOTS OF PEOPLE HERE. 
          I'M NOT SO SURE. >> STAMP. 
          >> SHOW HIM THE PICTURES. >> YOU DID. 
          >> YUP. YES. 
          THE STAMP. THE STAMP? 
          >> VERY GOOD. VERY GOOD. 
          >> HI, HANNAH. NICE TO MEET YOU. 
          WHAT DID YOU LIKE BETTER? THE STAMP OR THE PAINT MACHINE? 
          OH. >> THANK YOU. 
          THE STAMP OR MACHINE? >> I LIKED THE STAMP. 
          >> GOOD JOB, HANNAH. >> AWESOME. 
          >> AWESOME. >> YOU DID A GREAT JOB. 
          >> I THINK ABRAHAM IS HERE IS. THAT RIGHT? 
          YOU LIKE THE PAINT THE BEST? >> ABRAHAM. 
          [00:05:03]
          I LIKE THE PAINT BRUSH. >> ALL RIGHT. 
          GOOD DEAL. >> PAINT SPRAY. 
          >> GOOD JOB. >> YES. 
          WE HAD A LOT OF FUN. YOU WILL SEE SOME OF THE ART PIECES THAT WE KILLED THE. WE DID THE PAINT MACHINE TO SPRAY. KIND OF THE BASE COAT. 
          THEN WE GOT TO FINISH THEM OFF WITH SOME MARBLE PAINTING WHERE WE JUST ENCLOSED THE CANVAS INTO SOME CARDBOARD, AND PUT THE MARBLES IN AND JUST REALLY MADE IT EASY FOR THAT MOVEMENT TO HAPPEN SO THE MARBLES COULD DO SOME GOOD ART. 
          AND THEN SOME OF THE STUDENTS AND OUR PEER BUDDIES WERE ABLE TO WRITE INSPIRING THINGS ON THE CANVAS. 
          >> AWESOME. >> IT REALLY CAME TOGETHER NICELY. WE WERE PLEASED. 
          THANK YOU SO MUCH TO THE FOUNDATION FOR PROVIDING THESE MATERIALS AND THE EQUIPMENT FOR THIS FUN ACTIVITY FOR US. 
          >> YOU GUYS DID A GREAT JOB. IT IS BEAUTIFUL. 
          >> CAN I JUST ASK A QUESTION? DID YOU, LIKE, RENT THE MACHINE? 
          >> YEAH. WE HAVE OUR NEXT BOOKING AT FISHERS ELEMENTARY SCHOOL CHOICE DAY. 
          WE ARE GOING TO, WE ARE GOING TO DO THE SAME-- KIND OF THE SAME ACTIVITY THERE. A LITTLE BIT MODIFIED FOR THE STUDENTS TO CREATE SOME MORE BARRIER-FREE ART. 
          IT CAN TRAVEL. IT CAN TRAVEL TO ANY BUILDINGS 
          AND BE USED. >> THAT IS SO COOL. 
          >> AWESOME. >> I HAVE A QUICK QUESTION FOR JADEN. I SEE THAT YOU ARE A PEER BUDDY. 
          I WANTED TO LEARN WHAT YOUR FAVORITE PART IS BEING A PEER 
          BUDDY. >> OH, IT IS JUST HELPING OUT, IN GENERAL. AND MAKING CONNECTIONS WITH 
          EVERYONE. >> THAT IS AWESOME. 
          I WAS A PEER BUDDY IN HIGH SCHOOL, TOO. 
          I CAN APPRECIATE THAT. >> THANK YOU. 
          >> THIS ACTIVITY WOULDN'T HAVE COME TOGETHER THE WAY IT DID WITHOUT THE SUPPORT OF THE PEER BUDDIES AND ALL OF THE SUPPORT STAFF. I THANK YOU SO MUCH, EVERYONE. 
          >> THANK YOU SO MUCH. IT IS A LOT OF TALENT IN THE ROOM. (APPLAUS). 
          >> DO WE GO RIGHT HERE AND DO THE PICTURE? CAN YOU STAY WHERE YOU ARE? WE WILL COME TO YOU AND DO A GROUP PICTURE, IF THAT IS POSSIBLE. 
          >> THERE ARE SEATS AVAILABLE IN THE FRONT TWO ROWS THAT YOU CAN 
          ACCESS ONCE THEY ARE GONE. >> THANK YOU FOR COMING. 
          THANK YOU. >> ALL RIGHT. 
          [3. Public Comment]
          [00:10:03]
SO AS WE CONTINUE TO MOVE ON, WE MOVING TO THE NEXT SECTION IN THE AGENDA WHERE IS IT IS OPENING IT UP TO PUBLIC COMMENT. 
          THERE IS A FEW THINGS I WANT TO MAKE SURE YOU UNDERSTAND. 
          >> YOU ARE HERE TO SPEAK ON THE HANDBOOKS AND IT IS ANYTHING OUTSIDE OF GRETIONS,  GRETIONS MICROAGGRESSIONS. 
          IF YOU ARE HERE TO TALK ABOUT THAT SPECIFICALLY, IF YOU CAN SAVE SOME EXTRA TIME TONIGHT, AND RAISE YOUR HAND AND SAY "I DON'T NEED TO SPEAK" IF ONCE YOUR NAME IS CALLED. 
          THAT WOULD BE FANTASTIC. FOR THE REST OF YOU, THE ORDER IN WHICH I'M GOING TO CALL YOUR NAME, I WILL SAY THE NAME OF THE PERSON THAT IS ON DECK AFTER YOUR NAME. 
          I WANT TO ACKNOWLEDGE OUR BOARD MEMBER SARAH DONSBACH WHO IS COMING IN LIVE FROM HAWAII. SO SHE IS NOT SAD THAT SHE IS NOT HERE. SO-- HOPEFULLY, AT SOME POINT, SHE WILL GIVE US A BIRD'S EYE VIEW OF THE OCEAN BEHIND HER. 
          SO IF A FEW COMMENTS WE WILL TOUCH ON. 
          AS YOU COME FORWARD, PLEASE MAKE SURE THAT YOU LIMIT YOUR COMMENTS TO TWO MINUTES. BECAUSE WE HAVE SO MANY OF YOU. 
          WE HAVE 37 PEOPLE SIGNED UP THIS EVENING. 
          WE WILL LIMIT THE COMMENTS TO TWO MINUTES. 
          WE WILL STICK TO THAT ITEM. ALSO, I WANT TO MAKE SURE THAT WHEN YOU COME UP, MAKE SURE YOU DO NOT IDENTIFY ANY NAMES OF INDIVIDUALS. WE ARE STICKING TRUE TO THE POLICY. AND THAT AS YOU-- I LOST MY TRAIN OF THOUGHT. HOW ABOUT THAT MAKE SURE YOU STICK TO THE TWO MINUTES. MAKE SURE WE DON'T CALL OUT ANY NAMES. ALSO, WE WILL CUT YOU OFF IF YOU CONTINUE TO CALL ANY DEFAMATION OR IF YOU PROVIDE ANY INSULTS TO ANY OF THE INDIVIDUALS OR ADMINISTRATION. 
          SO WITH THAT, WE WILL START OFF WITH THE REFERENDUM, THE FIRST LINE ITEM OF DISCUSSION. FIRST CAROLINE. 
          PLEASE HELP ME PRONOUNCE YOUR NAME CORRECTLY WHEN YOU COME UP. 
          THAT WOULD BE WONDERFUL. ON DECK IS LINDSEY WRAD SHAW. 
          -- BRADSHAW. >> HI. 
          CAROLYN, VICE PRESIDENT OF ELEMENTARY. 
          I WANT TO TALK TO YOU ABOUT THE REFERENDUM. 
          DR. STOKES, BOARD, THANK YOU VERY MUCH FOR LETTING ME SPEAK TO YOU THIS EVENING. I WANT TO TALK ABOUT THE IMPORTANCE OF THE REFERENDUM RENEWAL MOVING FORWARD. 
          IT IS ESSENTIAL TO RENEW OUR CURRENT REFERENDUM IN ORDER TO KEEP TEACHERS AND STAFF AT HSE. IT IS IMPORTANT TO KEEP THAT STAFF TO GROW OUR STUDENT SUCCESS AS WELL AS SUPPORT SCHOOL SAFETY. HSE SCHOOLS IS A WONDERFUL PLACE TO WORK AND TEACH. WE HAVE STRONG SUPPORT FROM FAMILIES. WE ALL WANT THE SAME THINGS. 
          AND WE ALL WANT OUR STUDENTS TO LEARN, GROW, AND THRIVE. 
          HSE HAS HAD A POSITIVE CULTURE FOR YEARS, AND THAT HAS MAINTAINED OUR REPUTATION. BECAUSE OF THIS, HSE HAS BEEN ABLE TO RECRUIT AND HIRE HIGHLY TRAINED EDUCATORS. 
          DEDICATED TO THEIR CRAFT. THESE SKILLED PROFESSIONALS DESERVE, RESPECT AND COMPETITIVE PAY. 
          WITHOUT A RENEWAL, WE WILL HAVE TO CUT STAFF. 
          MANY STAFF MEMBERS WILL GO ELSEWHERE DUE TO CLASS SIZE AND LACK OF SUPPORT. WE WILL NO LONGER BE COMPE COMPETITIVE. HOW WILL THIS HURT OUR STUDENTS? OBVIOUSLY, CLASS SIZE IS A FACTOR. 
          HOWEVER, WE KNOW THAT TEACHER EFFICACY IS ONE OF THE MAJOR FACTORS OF SUCCESS. WHAT IS THAT? TEACHER EFFICACY IS THE EXTENT TO WHICH TEACHERS BELIEVE THEY CAN MAKE AN IMPACT TO STUDENT PERFORMANCE. 
          SOUNDS SIMPLE, RIGHT? HAVING THAT STRONG DEDICATED STAFF, JOHN HATY, ONE OF THE LEADING RESEARCHERS IN EDUC EDUCATION, HAS TALKED ABOUT THE LINK BETWEEN TEACHER EFFICACY AND STUDENT ACHIEVEMENT. THAT IS PART OF OUR SUCCESS. 
          WE DO THIS CRITICAL WORK EVERY DAY, AND WE KNOW THAT IT IS PRICELESS. I URGE YOU TO PLEASE RENEW THE REFERENDUM RENEWAL. THANK YOU. 
          >> THANK YOU. LINDSEY BRADSHAW IS UP. 
          ABBY TAYLOR ON DECK. >> GOOD EVENING, DR. STOKES, MADAM PRESIDENT, AND BOARD MEMBERS. 
          I'M THE VICE PRESIDENT OF MEMBERSHIP OF HSEA. 
          I'M A PARENT OF TWO STUDENTS, A WIFE OF A TEACHER AT FALL CREEK JUNIOR HIGH AND A SCIENCE TEACHER. 
          I HAPPEN TO BE A GRADUATE. A LARGE PORTION OF MY LIFE IS SPENT THINKING ABOUT SCHOOLS AND STUDENTS. 
          I'M HERE TO TALK TO YOU TONIGHT ABOUT RENEWING THE REFERENDUM. 
          IT IS PERSONAL FOR ME. I GREW UP IN FISHERS. 
          I HAVE WATCHED THIS DISTRICT GO THROUGH A METAMORPHOSIS OVER THE PAST 28 YEARS. RIGHT NOW YOU HAVE HEARD THAT 
          [00:15:02]
THE STATE BUDGET WILL CUT $8.4 MILLION FROM OUR ANNUAL BUDGET DUE TO TEXTBOOK, TECHNOLOGY, CONSUMABLES AND MATERIAL FEES BEING ELIMINATED. IF THAT HAPPENS, WE WILL NEED THE REFERENDUM TO MAKE UP THAT DIFFERENCE. 
          I WOULD LIKE TO SHARE WITH YOU HOW MY CLASSROOM AND OTHERS LIKE MINE WILL BE HINDERED BY THOSE FEES NOT BEING REPLACED. 
          I DO NOT HAVE A TEXTBOOK. I DO NOT HAVE A SET OF SCIENCE KITS THAT I USE FROM. TEACHERS LIKE ME USE THOSE CONSUMABLE FEES TO BUY THINGS LIKE FOIL FOR FOIL BOATS TO TEST BUOYANCY. WE BUY THINGS LIKE PLASTIC SPOONS, STRAWS, RUBBER BANDS, COTTON BALLS AND POPSICLES FOR INQUIRY PROJECTS. WE BUY PAINT AND CLAY. 
          THESE ARE ALL CONSUMABLES. THESE THINGS ARE USED ON A DAILY BASIS TO CONTINUE GROWING AND LEARNING. 
          WITHOUT THE REFERENDUM, OUR LESSONS WILL SUFFER. 
          IF OUR LESSONS SUFFER, YOUR KIDS WILL SUFFER. 
          MY KIDS WILL SUFFER, AND MY STUDENTS WILL SUFFER. 
          THEREFORE, ACADEMIC EXCELLENCE SUFFERS. 
          THIS IS JUST ONE EXAMPLE OF HOW THE REFERENDUM IS CRUCIAL FOR TEACHERS AND STUDENTS. THERE ARE SO MANY MORE EXAMPLES I COULD GIVE YOU AND EVEN MORE REASONS WHY THIS REFERENDUM NEEDS RENEWED. I THINK THE 21,000 760 STUDENTS THAT CALL OUR SCHOOLS HOME ARE THE MOST IMPORTANT. 
          I WOULD ASK THAT BOARD TO VOTE 7-0 TO PASS THE REFERENDUMS TO SHOW A CLEAR SIGN OF UNITY TO OUR STUDENTS, TEACHERS IN THE COMMUNITY. THANK YOU. 
          >> THANK YOU. ABBY TAYLOR. 
          >> I'M GOOD WITH WHAT THEY SAID. TO SAVE ON TIME. 
          >> I APPRECIATE YOU. ELAINE SMITH. 
          YOU ARE UP. MICHELLE FULLHART IS ON DECK. 
          >> GOOD EVENING, DR. STOKES, MEMBERS OF THE BOARD, I APPRECIATE THIS OPPORTUNITY TO SPEAK TO YOU. 
          I AM A PROUD RETIRED TEACHE OF PUBLIC EDUCATION. 
          30 YEARS IN THE CLASSROOM. I STARTED MY CAREER IN THIS VERY SCHOOL DISTRICT. I KNOW HOW BOARDS WORK. 
          I KNOW HOW SCHOOL FINANCING WORKS. 
          I KNOW HOW BUDGETS WORK. THAT LEADS ME TO A DILEMMA WITH THIS REFERENDUM. I KNOW THE REFERENDUM IS VERY IMPORTANT TO THIS SCHOOL DISTRICT. 
          CLASS SIZES ARE HUGE, AND WE NEED TO KEEP THOSE CLASS SIZES DOWN. RETENTION OF TEACHERS IS AN INCREDIBLY IMPORTANT. HOWEVER, RECENT PAST EVENTS MAKES ME WONDER IF YOU WILL ALLOW THE MONEY TO BE SPENT THE WAY IT NEEDS TO BE SPENT. I HAVE A DILEMMA. 
          MY DILEMMA IS DO I SUPPORT A REFERENDUM KNOWING HOW MUCH IT IS NEEDED, OR DO I PUT MY FAITH AND TRUST IN THE MEMBERS OF THIS BOARD TO SPEND THAT MONEY CORRECTLY? THE WAY I RECONCILE, IS I KNOW IT IS NEEDED. 
          I WILL ALSO NO LONGER BE COMPLACENT AND ALLOW A BOARD TO FUNCTION WITHOUT ME MAKING SURE I HAVE DONE MY DUE DILIGENCE. 
          I WANTED TO TAKE TONIGHT TO INTRODUCE MYSELF. 
          YOU WILL SEE ME AT FUTURE MEETINGS. 
          THANK YOU FOR YOUR TIME. >> THANK YOU. 
          MICHELLE FULLHART IS UP NEXT. STEPHANIE HUNT IS ON DECK. 
          >> HI. MICHELLE FULLHART. 
          THREE GRADUATES AND FIVE FOREIGN EXCHANGE STUDENTS. 
          FOUR, ACTUALLY. TWO ARE ATTENDING HSE RIGHT NOW. 
          DEAR HSE BOARD MEMBERS, THE MOST IMPORTANT ITEM IN YOUR TENURE AS A BOARD MEMBER IS ON THE AGENDA TONIGHT. 
          IT HAS THE ABILITY TO CHANGE THE TRAJECTORY OF OUR SCHOOL DISTRICT FROM A THRIVING DISTRICT TO WHERE STUDENTS ARE SUPPORTED, TEACHERS AND STAFF ARE PAID A COMPETITIVE WAGE AND BENEFITS, CONTINUING TO BE A PLACE WHERE FAMILIES WANT TO SEND THEIR CHILDREN. NOT AGREEING TO MOVE FORWARD ON A REFERENDUM WILL HAVE A DEVASTATING EFFECT ON OUR DISTRICT, AS YOU HAVE BEEN MADE AWARE AT NUMEROUS WORK SESSIONS. 
          I HOPE THAT THERE IS UNANIMOUS SUPPORT TO MOVE FORWARD. 
          IT SEEMS THERE ARE MAJORITY WHO ARE IN FAVOR OF IT WHICH I'M GRATEFUL. IF THERE IS ANY BOARD MEMBER WHO DOES NOT VOTE TO MOVE FORWARD, I BELIEVE IT IS THE PUBLIC'S RIGHT TO KNOW WHAT $25 MILLION THEY WANT CUT FROM THE BUDGET. 
          BARRING ANY MAJOR INCREASES IN FUNDING FROM THE STATE, THERE IS NO WAY TO CUT THAT MUCH WITHOUT IT AFFECTING STAFF PAY AND BENEFITS, CLASS SIZES, AND EXTRACURRICULARS. 
          THE PROPOSED BUDGET FROM THE STATE LEGISLATURE WOULD REQUIRE HSE TO COME UP WITH AN ADDITIONAL $8 MILLION TO PAY FOR TEXTBOOKS. THE ACTUAL AMOUNT WE WOULD NEED TO CUT, IF THE REFERENDUM FAILS IS CLOSER TO $33 MILLION. 
          YOU TRULY WANT ACADEMIC EXCELLENCE, YOU MUST VOTE TO MOVE FORWARD. THANK YOU. 
          >> STEPHANIE HUNT IS UP. >> HELLO. 
          DR. STOKES, PRESIDENT LANG, AND BOARD MEMBERS. 
          I SINCERELY APPRECIATE THAT SIX MEMBERS OF THE BOARD HAVE PUBLICLY ACKNOWLEDGED THE NEED FOR THIS REFERENDUM RENEWAL. 
          OUR SCHOOLS AND OUR COMMUNITY NEED THIS REF REN DIM RENEWAL TO 
          [00:20:02]
PASS WITHOUT QUESTION. BEING ON THE BOARD GIVES YOU ACCESS TO INFORMATION WE, AS THE COMMUNITY, ARE NOT PRIVY TO. 
          THEREFORE, YOU KNOW BETTER THAN US THAT LOSING $26 MILLION WOULD BE SERIOUSLY DETRIMENTAL TO OUR SCHOOLS. 
          EXCUSE ME. AND THE COMMITTEE OF FISHERS. 
          WE ARE ALL ENJOYING AN INCREASE IN PROPERTY VALUES AND THE PROSPERING CITY AROUND US. THE IMPACT LOSING THIS REFERENDUM WOULD HAVE ON OUR SCHOOLS WOULD BE PHENOMENAL. 
          THE IMPACT, A HUGE DECLINE IN THE SCHOOLS WOULD HAVE ON OUR COMMUNITY AND ITS TAXPAYERS AND HOME OWNERS WOULD BE DEVASTATING. WE WILL LOSE TEACHERS. 
          WE WILL LOSE EXTRACURRICULARS. WE ALL WILL PAY FOR THE LIES AND FALSE INFORMATION BEING SPREAD AROUND OUR COMMUNITY. 
          BY THEN, IT WILL BE TOO LATE TO CHANGE WHAT WAS DONE. 
          HSE SCHOOLS NEED THE REFERENDUM. I'M KINDLY ASKING ALL 7 BOARD MEMBERS TO ACKNOWLEDGE RENEWING THE REFERENDUM IS WHAT IS BEST FOR OUR ENTIRE COMMUNITY AND THE TAXPAYERS WHO WILL NOT EXPERIENCE AN INCREASE IN TAXES, EVEN THOUGH THOSE IN POWER WANT TO MAKE IT APPEAR THAT WAY. LET'S KEEP IT THE SAME. 
          VOTE YES FOR THE RENEWAL. AND KEEP FISHERS GROWING AND PROSPERING. THANK YOU. 
          >> THANK YOU. >> ALSO TO SAVE TIME, I AGREE 
          WITH THEM. >> THANK YOU SO MUCH. 
          SO JACQUELINE THOMPSON, YOU ARE UP NEXT. 
          MELISSA COCHRAN, YOU ARE ON DECK. 
          >> GOOD EVENING. HSE BOARD MEMBERS AND DR. STOKES. I'M JACQUELINE THOMPSON, A PROUD MOTHER OF A SECOND-GRADER AND FIFTH-GRADER AND A VERY PROUD SUPPORTER OF HSE SCHOOLS. EVERY DAY I'M REMINDED OF THE AMAZING TEACHERS AND LEADERS WE HAVE IN OUR SCHOOLS AND THE WONDERFUL RELATIONSHIP WE HAVE WITH OUR CITY. 
          I BELIEVE IT IS A UNIQUE RELATIONSHIP. 
          AND THAT WE ARE STRONGER FOR IT. I'M HERE TO SHOW MY FULL SUPPORT FOR THE REFERENDUM RENEWAL. IT IS IMPERATIVE THAT THE ENTIRE BOARD BACK IT AND SHARE THE IMPORTANCE OF IT WITH OUR COMMUNITY. I RECENTLY HEARD SOME WISE WORDS FROM DR. STOKES. SHE BEGAN A MEETING BY EMPHASIZING THAT THESE ARE NOT HER SCHOOLS. 
          THEY ARE NOT MY SCHOOLS. THEY ARE NOT YOUR SCHOOLS. 
          THEY ARE ALL OF OUR SCHOOLS. WE MUST PASS THIS REFERENDUM RENEWAL. NEIGHBORING DISTRICTS HAVE RECENTLY SUCCESSFULLY PASSED REFERENDUMS. 
          >> WE WANT TO CONTINUE TO BE A GREAT SCHOOL SYSTEM AND CITY, WE NEED TO PASS IT AS WELL WITH THE FULL BOARD SUPPORT. 
          IT IS VITAL TO OUR COMMUNITY AND TO THE ECONOMIC WELL-BEING OF OUR SCHOOLS. AND CITY. 
          THANK YOU. >> THANK YOU. 
          MELISSA COCHRAN IS UP. JOCELYN BAYER ON DECK. 
          >> BOARD MEMBERS AND DR. STOKES, GOOD EVENING AND THANK YOU FOR THIS TIME. I AM THE MOTHER OF A STUDENT AT HIJH AND ANOTHER AT SOUTHEASTERN ELEMENTARY. 
          I WANT TO EXPRESS MY STRONG SUPPORT FOR THE REFERENDUM AND URGE THAT TONIGHT'S VOTE BE UNANIMOUSLY IN FAVOR OF IT. 
          WE HAVE AMAZING TEACHERS, ADMINISTRATORS AND SUPPORT STAFF MAKING THIS ONE OF THE BEST DISTRICTS IN THE STATE. 
          FUNDING FROM THE REFERENDUM IS CRITICAL TO MAINTAINING THIS LEVEL OF EXCELLENCE. THANK YOU. 
          >> THANK YOU. JOCELYN BAYER IS UP NEXT. 
          MARIAN CREDITSIC IS ON DECK. >> GOOD EVENING, DR. STOKES AND BOARD MEMBERS. MY NAME IS JOCELYN BAYER. 
          I'M AN AT-LARGE MEMBER OF THE FISHER CITY COUNCIL. 
          I'M HERE SO THAT YOU KNOW THAT I STRONGLY SUPPORT THE REFERENDUM RENEWAL. I SUPPORT IT BECAUSE I KNOW THE STRENGTH OF FISHERS AS A COMMUNITY IS BASED UPON THE STRENGTH OF HSE SCHOOLS. I ALSO KNOW THE REFERENDUM RENEWAL IS AN AMAZING OPPORTUNITY TO UNIFY THIS COMMUNITY. OUR COMMUNITY SUPPORTS HSE SCHOOLS. WE HAVE COUNT ON ITS STRENGTH. 
          SO TONIGHT I'M HERE TO TELL YOU THE REFERENDUM RENEWAL IS NOT POLITICAL. IT IS NOT PARTISAN. 
          IT IS AN OPPORTUNITY FOR US, AS A COMMUNITY, TO COME TOGETHER, SUPPORT HSE SCHOOLS. I AM FOR ALL THE SCHOOL BOARD MEMBERS, ALL 7 OF YOU TO HAVE YOUR VOICE HEARD TODAY IN SUPPORT OF THE REFERENDUM RENEWAL. 
          THIS IS A TURNING POINT FOR OUR COMMUNITY, A TURNING POINT FOR HSE SCHOOLS, AND IT STARTS TONIGHT. 
          THANK YOU VERY MUCH. >> MARIAN KRETSIC UP NEXT. 
          LYDIA STANLEY IS ON DECK. >> HELLO. 
          DR. STOKES, PRESIDENT LANG, MEMBERS OF THE BOARD. 
          I COME BEFORE YOU TO ASK THAT ALL 7 OF THE BOARD MEMBERS VOTE YES NOR REFERENDUM. MY CHILDREN ARE DONE. 
          THEY HAVE GONE THROUGH THE SCHOOL SYSTEM, AND IT WAS AN AWESOME SCHOOL SYSTEM. I DON'T WANT TO SEE IT FALL. 
          THESE TEACHERS NEED TO BE SUPPORTED. 
          THE ADMINISTRATION NEEDS TO BE SUPPORTED. 
          LOSING $8.4 MILLION, I'LL REMIND YOU, AS FAR AS TEXTBOOKS, IT IS NOT THE TEXTBOOKS WE THINK OF WITH MOST OF US THAT ARE SITTING HERE OR STANDING HERE THAT ARE OLDER. 
          [00:25:01]
OUR ON-LINE TEXTBOOKS COST AS WELL. 
          YOU WILL HAVE TO COME UP WITH $8.4 MILLION, AND REMOVE EVERYTHING ELSE THAT THE REFERENDUM WOULD HAVE GIVEN US. 
          AS IT IS, EVEN WITH THE REFERENDUM, WE MAY HAVE TO COME UP WITH $8.4 MILLION AND STILL CARVE OUT SOME THINGS BECAUSE PART OF THAT REFERENDUM IS GOING TO PAY FOR THAT $8.4 MILLION. 
          SIX OF YOU HAVE SUPPORTED THE REFERENDUM VERBALLY. 
          I ASK THAT ALL OF YOU SUPPORT THE REFERENDUM TONIGHT AND VOTE YES TO PUSH IT FORWARD. I ASK THAT YOU LET THE VOTERS IN THE COMMUNITY DECIDE WHETHER OR NOT THE REFERENDUM AS ACTUALLY PASSED WHEN IT COMES TIME TO VOTE. 
          AS AN OWNER OF A HOME HERE IN FISHERS, I WANT THIS SCHOOL TO PROSPER. I WANT THE CHILDREN IN THIS COMMUNITY TO BE ABLE TO HAVE THE SAME THING THAT MY CHILDREN DID. 
          AND THE ONLY WAY FOR THAT TO HAPPEN IS FOR ALL 7 OF YOU TO VOTE YES TO PUSH THE REFERENDUM THROUGH. 
          THANK YOU FOR YOUR TIME TONIGHT. >> THANK YOU. 
          >> LIDDY STANLEY IS UP NEXT. >> HI. 
          MY NAME IS LYDIA STANLEY. THANK YOU FOR THE OPPORTUNITY TO SPEAK IN FRONT OF YOU. MOST OF WHAT I HAVE TO SAY IS A DITTO TO EVERYTHING ELSE THAT HAS BEEN SPOKEN. 
          BUT ONE PERSPECTIVE I WANT TO BRING IN FRONT OF YOU, YOU THINK OF THIS FROM A LARGER CITY STANDPOINT. 
          SO I HAVE BEEN A HOME OWNER IN FISHERS FOR OVER A DECADE. 
          PROBABLY WOULDN'T BELIEVE ME, BUT I HAVE. 
          I PROMISE. AND THE MAYOR TALKS A LOT ABOUT FISHERS BEING A VIBRANT ENTREPRENEURIAL, TECH-SAVVY PLACE. OKAY? I AM A SOFTWARE CONSULTANT. WHEN WE CHOSE TO PURCHASE OUR HOME IN FISHERS, THE SCHOOL DISTRICT WAS AT THE TOP OF THE LIST OF REASONS WHY. SO I HAVE WATCHED HSE FROM AFAR FOR THE LAST DECADE. WE HAVE A DAUGHTER STARTIG KINDERGARTEN IN THE FALL. AND I WOULD VERY MUCH LIKE TO SEE HSE CONTINUE TO PROSPER AND FOR ALL 7 OF YOU TO PLEASE SUPPORT THE REFERENDUM RENEWAL. THANK YOU. 
          >> THANK YOU. SO WE ARE SHIFTING GEARS. 
          MOVING INTO THE HANDBOOKS. AS STATED EARLIER, WE ARE FOCUSING ON MICROAGGRESSIONS. IF YOU ARE COMING UP TO TALK ABOUT ANY ISSUES OUTSIDE OF THAT, I ASK THAT YOU REFRAIN FROM MOVING FORWARD SO WE CAN CONTINUE TO MOVE THE MEETING ALONG. FIRST UP IS SHANNON FIELDS. 
          ON DECK IS RAY MADLUM. >> MINUTES FOR THE MARCH 15 WORK SESSION INCLUDE REFERENCE TO A DISCUSSION ON MICROAGGRESSIONS, WHICH ACCORDING TO THE STUDENT HANDBOOK CAN BE INTENTIONAL OR UNINTENTIONAL INTERACTIONS BUT ONLY APPLIED TOWARDS MARGINALIZED GROUPS. THE GOAL IS TO PROVIDE SAFE ENVIRONMENTS FOR STUDENTS WHICH WE ALL AGREE WITH. 
          IT SHOULD BE STATED THE GOAL IS TO PROVIDE SAFE ENVIRONMENTS-- OH, SORRY. IT SHOULD APPLY TO ALL STUDENTS, SHOULDN'T IT? BEHAVIOR IS EITHER ACCEPTABLE OR IT ISN'T, REGARDLESS OF THE INDIVIDUALS INVOLVED. 
          THE ADMINISTRATION STATED THEY WOULD FALL THE MICROAGGRESSION POLICY WHETHER THE WORD WAS IN THE HANDBOOK OR NOT. 
          DOES THAT MEAN THERE WOULD STILL BE DIFFERENT CLASSES OF STUDENTS IN THE POLICY'S APPLICATION EVEN IF THE TERM IS REMOVED? BOARD POLICY STATES THAT THE ADMINISTRATION CAN RECOMMEND NEW POLICIES AND REVISIONS OF OLD POLICIES. 
          IT ALSO STATES THE ADMINISTRATION HAS A DUTY TO DEVELOP RULES AND PROCEDURES TO CARRY OUT BOARD POLICY. 
          SO WHETHER THE CURRENT MICROAGGRESSION POLICY OR ONE BY ANOTHER NAME CONTINUES, THE QUESTION THAT NEEDS TO BE FRETTED OUT IS WHETHER THE POLICIES APPLY TO ALL STUDENTS WITH CONSISTENCY ACROSS ALL GROUPS. 
          IT SEEMS LIKE THERE IS A PUSH TO USE DEFINE, AND LABEL INDIVIDUALS RATHER THAN JUST DEALING WITH THEM AS INDIVIDUALS. AS FAR AS THE MINUTES GO, SHOULD IT BE NOTED THAT THERE IS A QUESTION ABOUT BOARD POLICY. 
          WE HAVE HAD FORMER SCHOOL BOARD MEMBERS AT THE END OF MEETINGS WAVING THEIR FINGER ANGRILY AT ANOTHER BOARD MEMBER'S FACE AND ANOTHER BOARD MEMBER TRIED TO GET A DAD FIRED FOR SPEAKING OUT TO KEEP THE SCHOOLS OPEN. I WOULD SUBMIT THESE ARE THE RULE MICROAGGRESSIONS OCCURRING IN THIS STRICT DISTRICT THAT NEED TO BE ADDRESSED AND STOPPED. 
          >> GAIL IS ON DECK. >> GOOD EVENING, BOARD. 
          IN MAY OF 2022, OOPS, I'M SORRY. >> THANK YOU. 
          >> IN MAY OF 2022, I SPOKE AT THE BOARD MEETING, AND AGAINST ADDING MICROAGGRESSION OFFENSES TO THE STUDENT HANDBOOKS. 
          I'M STILL AGAINST IT. ALLOWING MICROAGGRESSIONS TO REMAIN IN THE HANDBOOKS MEANS THAT STAFF AND STUDENTS HAVE TO WATCH EVERY WORD THEY SAY FOR FEAR OF CAUSING SOMEONE OFFENSE. 
          AT GEORGETOWN UNIVERSITY, PROFESSOR SHAPIRO, A NOTED CONSTITUTIONAL SCHOLAR RESIGNED BECAUSE IN HIS WORDS, THE 
          [00:30:02]
FREEDOM TO SPEAK IS NO FREEDOM AT ALL IF IT MAKES AN EXCEPTION FOR SPEECH SOMEONE FINDS OFFENSIVE OR COUNTER TO SOME NEBULOUS CONCEPT OF EQUITY. FURTHERMORE, OUR IDEALS LIKE MICROAGGRESSIONS PUSHING HSE STUDENTS DOWN THE PATH OF THE STANFORD LAW STUDENTS. AT THE URGING OF THE DEI ADMINISTRATOR, THE LAW STUDENTS SHOUTED DOWN A FEDERAL APPELLATE JUDGE INVITED TO SPEAK. THEIR REASON? THEY COULD NOT STAND TO HEAR WHAT MIGHT BE OPPOSING IDEAS TO THE INDOCTRINATION THEY RECEIVED THROUGH THE STANFORD DEI OFFICE. 
          THEY EMBRACED THE MESSAGE OF VICTIMHOOD. 
          THAT IS THE CORE OF ALL I TRAINING. 
          THAT IS NOT THE SCHOOL SYSTEM AS A TAXPAYER I WANT TO SUPPORT. 
          PARTICULARLY, WITH THE REFERENDUM COMING TO A VOTE. 
          INSTEAD, HSE SHOULD BE FOCUSED ON TEACHING ALL STUDENTS CORE ACADEMIC STUDIES AND TO BE SELF-RELIANT, ASSURED OF THEIR OWN SELF-WORTH AND ABLE TO DEAL WITH PERSONAL ISSUES ON AN INDIVIDUAL BASIS. IF HSE DOES NOT, THEY WILL BE CREATING A CLASS OF UNDEREDUCATED, ENTITLED, THIN-SKINNED INDIVIDUALS WHO WILL NOT BE EMPLOYABLE IN THE REAL WORLD. REMOVE THE MICROAGGRESSION LANGUAGE. THANK YOU. 
          >> GAIL, YOU ARE UP NEXT. AND PLEASE PRONOUNCE YOUR LAST 
          NAME FOR ME. >> MANGIACARNI. 
          >> CHRISTIE WAGNER IS ON DECK. >> THIS IS VERY EMOTIONAL FOR ME 
          SO IF I START TO CRY. >> UNDERSTOOD. 
          UNDERSTOOD. >> THANK YOU FOR HAVING ME. 
          I PICKED UP MY SON TWO WEEKS AGO WHO HAS AUTISM AT A SCHOOL, A JUNIOR HIGH HERE. SEVERAL OF THE BOYS HAD-- IN THE CAR LINE HAD SOME REALLY DEROGATORY COMMENTS TO HIM, CALLED HIM UGLY, DISGUSTING, A LOT OF SEXUAL COMMENTS TO HIM THAT I WON'T SAY OUT LOUD. THEY ARE REALLY GROSS. 
          I E-MAILED ALL OF YOU ON. THIS INCLUDING DR. STOKES. 
          I'M WRITING THIS BECAUSE I SP SPOKE-- I HAD E-MAILED THE PRINCIPAL IMMEDIATELY. AND IT WAS RESPONDED THAT SHE OBSERVED HIM A COUPLE OF WEEKS AGO SAYING THE BOYS MAKE ME LAUGH. SHE UNDERSTANDS THAT HE HAS AUTISM AND ALL BUT, YOU KNOW, THIS COULD GO WRONG BECAUSE OF THE COMEDIC MATERIAL OF 7TH-GRADE AND 8TH GRADE BOYS. NOT SORRY AT ALL. 
          WENT OVER ABOVE HER, AND I ASKED HER, ARE YOU SAYING THAT IT WAS MY SON'S FAULT? NO, IT IS NOT-- NO. 
          THAT IS NOT WHAT I SAID, PERIOD. NOTHING MORE THAN THAT. 
          WENT TO DR. STOKES. NO, I'M SORRY. 
          GOT A RESPONSE THAT SAID "DEAR MRS. GSSL, 23, THAT IS MY EMAIL ADDRESS. HOW DISMISSIVE OF THE WHOLE THING. MICROAGGRESSIONS NO MICROAGGRESSIONS IN YOUR STUDENT HANDBOOK. 
          DUPS IT REALLY MATTER IF NO ONE IS STANDING BEHIND THE BULLYING AND HARASSMENT HAPPENING EVERY DAY? THIS IS NOT THE FIRST TIME HE HAS BEEN BULLIED. 
          HE HAS BEEN HARASSED MULTIPLE TIMES AT THIS SCHOOL. 
          NOBODY HAS DONE ANYTHING FOR HIM. 
          NOT ONE THING. AND I'M SORRY. 
          IT IS TWO MINUTES. BUT YOU KNOW, IT IS ALL VERBAGE. 
          IT IS ALL NONSENSE. WE ARE FIGHTING OVER. 
          DO WHAT HAS TO BE DONE TO ALL THE KIDS WHO ARE BULLYING. 
          YOU KNOW, HE IS A MARGINALIZED GROUP. 
          HE IS DISABLED. THERE ARE LOTS OF DISABLED CHILDREN OUT THERE. PLEASE STICK BY THEM, TOO. 
          YOU KNOW, THEY NEED HELP. AND WE NEED TO HELP THEM. 
          SO THAT IS ALL I HAVE TO SAY. THANK YOU. 
          >> THANK YOU. (APPLAUSE). 
          >> CHRISTIE WAGNER IS UP NEXT. SARAH RENFROE ON DECK. 
          >> THIS IS ON. SORRY. 
          I'M A LITTLE SHORT. AS WE ARE HERE TODAY TO DISCUSS THE STUDENT HANDBOOK AND WHETHER OR NOT THAT MICROAGGRESSIONS SHOULD REMAIN IT IN, I WANT TO GET TO A DEEPER ISSUE THAT IS PLAGUING OUR SCHOOLS. AT THIS POINT, IT DOESN'T MATTER STUDENT HANDBOOK OR NOT BECAUSE THE ADULTS IN THIS COMMUNITY AND THOSE IN LEADERSHIP CANNOT EVEN ABIDE BY THESE RULES. 
          I WANT TO REMIND EVERYBODY THAT THERE IS A REASON THERE ARE FOUR NEW SCHOOL BOARD MEMBERS. IT WAS BECAUSE THE MAJORITY OF THE COMMUNITY WAS TIRED OF WHAT THEY WERE SEEING AND EXPERIENCING IN OUR SCHOOL DISTRICT AND WANTED A CHANGE. 
          NOW THEY ARE ALL IN PLACE, AND ALL I SEE IS HATE FROM ADULTS IN THE COMMUNITY AND LEADERSHIP ISN'T SAYING ANYTHING TO STOP IT. THERE ARE MANY MICROAGGRESSIONS, A FANCY WORD FOR BULLYING AND HARASSMENT THAT ARE TAKING PLACE ON-LINE AND WITHIN OUR COMMUNITIES AMONGST ADULTS. 
          THE PREVIOUS SCHOOL BOARD MEMBERS AND ADULTS HIDING BEHIND FAKE ACCOUNTS ARE A HUGE PART OF THE ISSUE. 
          BELIEVE ME, I HAVE EXPERIENCED IT FIRSTHAND. 
          THEY ARE CREATING MORE DIVISION AND HATE BY RALLYING UP A SMALL NUMBER OF COMMUNITY MEMBERS TO SPEW HATRED TOWARDS OUR BOARD MEMBERS AND PARENTS BECAUSE THEY AREN'T VOTING EXACTLY HOW THEY WANT THEM TO. ATTACKS ON THE PEOPLE IN THIS COMMUNITY TARNISHING THE REPUTATIONS,CALLING EMPLOYERS TO HAVE THEM FIRED, TRYING TO RUIN THEIR LIVES IS UNACCEPTABLE BEHAVIOR. MANY PARENTS ARE AFRAID TO SPEAK 
          [00:35:01]
UP BECAUSE THEY ARE AFRAID OF LOSING THEIR JOBS AND BEING ATTACKED. IT ISN'T WORTH IT TO THEM TO SPEAK UP BECAUSE IT COULD MEAN THEM LOSING THEIR LIVELIHOOD OR THEIR BUSINESS. THIS IS TRULY SICKENING THAT ADULTS BEHAVE THIS WAY. YET THEY SAY HOW IMPORTANT IT IS TO KEEP THE LANGUAGE IN THE HANDBOOK. 
          AGAIN, IF THE COMMUNITY WANTED TO REELECT THEM, THEY WOULD HAVE VOTED ACCORDINGLY. RECENTLY, I HAVE EXPERIENCED DISRESPECT FROM LEADERS WITHIN THE SCHOOL DISTRICT FIRSTHAND. 
          SO HOW CAN WE TAKE THE OUTRAGE SERIOUSLY TO KEEP MICROAGGRESSIONS IN THE SCHOOL HANDBOOK IF LEADERS CAN'T RESPECT PARENTS WITHIN THE DISTRICT? WE NEED TO STOP ALL OF THE DIVISION AND HATRED, AND IT STARTS AT THE TOP. FIGHTING ON-LINE AND HARASSING OTHERS MODELS TO OUR CHILDREN THAT WHAT IS-- THAT WHAT IS HOW YOU BEHAVE. IT DOESN'T MATTER WHAT WE PUT IN THE HANDBOOK IF WE CANNOT LEAD BY EXAMPLE. 
          (APPLAUSE) . >> SARAH RENFROE IS UP NEXT. 
          KIM LOGAN IS ON DECK. >> GOOD EVENING. 
          MY NAME IS REVEREND SARRO RENFROE. 
          I'M A MINISTER AND MOTHER OF A SIXTH GRADER. 
          I PRAY, PREACH, AND PRACTICE TO THE BEST OF MY ABILITY TO LOVE MY NEIGHBOR. ALL STUDENTS WHO ATTEND HSE SCHOOLS ARE MY NEIGHBORS AND YOURS. 
          I'M CALLED TO SHOW COMPASSION TO ALL CHILDREN AND ADULTS, REGARDLESS OF GENDER, SEXUAL ORIENTATION, RACE, ETHNICITY, ACCENT, SOCIOECONOMIC STATUS, ABILITIESST, BODY SHAPE, AND SIZE AND ANYTHING THAT MAKES US PERFECT AND UNIQUE. 
          I SUPPORT OUR HANDBOOK TO RETAIN TO MAINTAIN THE INTEGRITY OF OUR SCHOOL DISTRICT, INCLUDING OUR BOARD, OUR TEACHERS AND ADMINISTRATORS TO CARE FOR THOSE WHO MAY EXPERIENCE PREJUDICE AND DISCRIMINATION. I'M GRATEFUL FOR OPPORTUNITIES THAT HELP TEACH STUDENTS THAT WE EACH HAVE WORTH AND BELONGING, JUST AS WE ARE. THANK YOU FOR BEING A BEACON OF COMPASSION IN OUR EDUCATION SYSTEM. 
          (APPLAUSE). >> KIM LOGAN UP NEXT. 
          LAURA SMITH ON DECK. >> THANK YOU FOR THE OPPORTUNITY TO SPEAK TO YOU TONIGHT. I'M A 34-YEAR RESIDENT OF FISHERS. MY HUSBAND AND I RAISED TWO DAUGHTERS, AND I NOW HAVE A GRANDSON IS GOING TO BE IN THIS DISTRICT AS WELL. SO I HAVE A VESTED INTEREST IN WHAT'S GOING ON. BECAUSE I DON'T PLAY ON LEAVING ANY TIME SOON. I AM CONCERNED AND I DISAGREE WITH THE MICROAGGRESSION. WE HAVE PLENTY OF THINGS ALREADY IN THE HANDBOOK FOR BULLYING AND THINGS LIKE THAT. 
          OBVIOUSLY, IT SOUNDS LIKE THE MICROAGGRESSION THING ISN'T WORKING, BEING ENFORCED. WE HAVE A FIRST AMENDMENT RIGHT. 
          >> THESE PEOPLE AREN'T DOING SOMETHING THAT IS CRIMINAL, IT MAY NOT BE NICE, I MAY NOT LIKE IT, BT WE DO HAVE FREEDOM OF SPEECH. THE UNINTENTIONAL PART, TOO, IS REALLY CONCERNING. TO SAY SOMETHING, SOMEBODY COULD BE ACCIDENTALLY SAYING SOMETHING NOT MEANING IT AND THEN SOMEBODY ACCUSES OF THEM. WHO DO YOU SPHWHREEF I DON'T-- I DID DISAGREE ADDED WHEN THIS WAS ADDED. 
          I'M DISAPPOINTED IN ANYONE WHO WOULD SUPPORT. 
          THIS I WAS LAST YEAR WITH THOSE WHO DID SUPPORT IT. 
          I HEAR THE STUDENTS WANT THAT, BUT I NEVER HEAR ANY OF THEM COME OUT AND SAY THAT. THAT IS A LITTLE HARD TO BELIEVE. ADDITIONALLY, THIS TYPE OF BEHAVIOR IS REALLY NOT FOR THE SCHOOLS TO MANAGE. 
          IN MY OPINION. THIS IS-- THESE RULES NEED TO BE MANAGED BY THE PARENTS. IF YOU HAVE A SINGLE CHILD OR TWO THAT ARE DISOBEYING THE RULE, THEN THEY SHOULD BE CALLED OUT. IT SHOULDN'T BE A RULE FOR EVERYBODY. WHEN PEOPLE-- THE VAST MAJORITY ARE NOT-- THIS IS NOT EVEN AN ISSUE. 
          IF THERE IS DATA FROM LAST YEAR, SINCE THIS WAS PASSED THAT SAYS, HEY, MICROAGGRESSION, HAVING THAT IN THE HANDBOOK REALLY HELPED, I WOULD LIKE TO SEE IT. I DON'T SEE ANY DATA THAT SAYS THIS IS A GOOD THING WE SHOULD CONTINUE TO HAVE. 
          SCHOOLS ARE FOR EDUCATION. THEY ARE NOT-- WE ARE PREPARING THEM FOR THE FUTURE. I AM A 37-YEAR PROFESSIONAL IN THE TECHNOLOGY FIELD. I CAN TELL YOU MICROAGGRESSION HAS NO PLACE IN THE WORKPLACE. IT IS JUST A DIVIDER. 
          FOCUSING ON IT IS NOT LOGICAL. AND IT IS NOT-- IT DOES NOT ENHANCE THE SCHOOL'S KNOWLEDGE. IT DOESN'T PREPARE THEM FOR THE FUTURE. I WOULD ENCOURAGE YOU TO REMOVE THAT WORD. FOCUS ON THINGS THAT WILL PROVE ACADEMIC EXCELLENCE AND PREPARE STUDENTS FOR THEIR LIFE AFTER GRADUATION. THANK YOU. 
          (APPLAUSE). >> LAURA SMITH UP NEXT. 
          AMANDA WILLS IS ON DECK. >> GOOD EVENING. 
          I'M HERE AS A PARENT WITH TWO CHILDREN WHO EACH SPENT 13 YEARS IN OUR SCHOOLS. MY YOUNGEST GRADUATED LAST YEAR. 
          I'M ALSO ACTUALLY IN OUR ELEMENTARY SCHOOLS WEEKLY AS A VOLUNTEER WITH MY THERAPY DOG. I'M STILL SHOWING UP AT BOARD MEETINGS, SOMETIMES IN PERSON OR OFTEN ON-LINE. 
          SOMETIMES IN PERSON. AND STILL OCCASIONALLY, AT THIS PODIUM. BECAUSE I PAY TAXES IN THE DISTRICT, AND I SEE A LOT OF BIG-PICTURE THINGS NOW THAT I DIDN'T WHEN MY KIDS WERE YOUNGER. 
          I WAS JUST FOCUSED ON KEEPING UP WITH THEM. 
          I APPRECIATE EVERYONE WHO SHOWS UP WITH OR WITHOUT KIDS, WILLING TO SHARE THEIR KNOWLEDGE AND RELEVANT EXPERIENCE. 
          EVEN IF I'M NOT ALWAYS IN AGREEMENT WITH THEM. 
          [00:40:01]
I WAS ACTUALLY GOING TO SHARE SOME BIG-PICTURE STUFF ABOUT DRESS CODE. THAT IS NOT NEEDED TONIGHT. 
          I WILL TABLE THAT OR MAYBE SEND YOU MY COMMENTS VIA EMAIL. 
          SO REALLY I JUST WANT TO SAY THAT I SUPPORT THE CARE STATEMENT THAT IS PROPOSED TO REPLACE THE CURRENT MICROAGGRESSION LANGUAGE. S I KNOW WE ALL WANT ALL STUDENTS TO FEEL SUPPORTED. AND THIS ACCOMPLISHES THAT GOAL WITHOUT CREATING CONFUSION OR GRAY AREA FOR DIFFERENCES IN INTERPRETATION. I DID SPEAK TO SEVERAL TEACHERS ABOUT THIS. I WANT TO SHARE THE WORDS OF ONE TEACHER I SPOKE TO WHOSE INPUT MAY NOT HAVE MADE IT TO YOU. 
          PROMOTING THE IDEA THAT THE RIGHTNESS OR WRONGNESS OF STUDENT BEHAVIOR CAN BE EVALUATED BY THEIR CONNECTION TO RACIAL, ETHNIC, OR SEXUAL CLASSES IS OUTDATED, REGRESSIVE AND MORALLY WRONG. HISTORIC INJUSTICE IS TRAGIC. 
          THOUGH ENLIGHTENED POLICY SERVES AND PROTECTS ALL STUDENTS. 
          THANK YOU. (APPLAUSE). 
          >> AMAN DA WILLS UP NEXT. MACKLAN LAPP IS ON DECK. 
          >> HELLO. I'M HOPING THAT MY, LIKE, ONE CLASS I TOOK ON PUBLIC SPEECH IN COLLEGE COMES IN CLUTCH FOR ME RIGHT NOW. (LAUGHTER) WE SHOULDN'T ALLOW SCHOOLS TO FALL BEHIND THE REST OF THE NATION IN REGARDS TO THEIR FUTURE EMPLOYABILITY. REMOVING THE WORD "MICROAGGRESSION" AND IGNORING ITS EXISTENCE WON'T MAKE THE PROBLEM GO AWAY. BYPASSING THE PROCESS SHOWS NOT ONLY A LACK OF TRANSPARENCY BUT ALSO A LACK OF TRUST AND SUPPORT IN THE STUDENT POLICY COMMITTEE TO DO THEIR JOBS. 
          DIVERSITY EQUITY INCLUSION HAS BEEN INCORPORATED INTO MOST COMPANIES AND ORGANIZATIONS. IF HSE SCHOOLS WERE TO REMOVE THIS PART OF THE STUDENT HANDBOOK, IT WOULD HAVE A NEG TY EFFECT ON A STUDENT'S FUTURE EMPLOYABILITY. 
          DEI IS A PART OF THE WORKING WORLD. 
          STUDENTS NEED TO BE PREPARED AND SET UP FOR SUCCESS. 
          LAWRENCE TOWNSHIP HAD AN ARTICLE IN THE INDY STAR OUTLINING HOW EQUITY-MINDED POLICIES ARE WORKING. 
          THERE IS NO REASON WE CAN'T DO THE SAME. 
          LEARNING HOW TO ADDRESS MICROAGGRESSIONS HAS A DIRECT RELATION TO EMPLOYABILITY LATER IN LIFE. 
          WHICH IS WHY I HEARD THE BOARD MENTION LAST WEEK IT IS THE GOAL FOR STUDENTS WHEN THEY GARAGE WAIT. 
          IT SEEMS LIKE FUTURE EMPLOYABILITY AND RESPECT IS IMPORTANT TO YOU. SO HERE IS SOME DATA ON THE DIRECT CONNECTION BETWEEN EMPLOYABILITY AND STUDENT DEI COMPETENCE. OVER 53% OF FORTUNE 500 COMPANIES HAVE A CHIEF DIVERSITY OFFICER. 
          MORE THAN 68% OF NORTH AMERICAN EMPLOYERS HAVE A FORMAL DEI POLICY OR PROGRAM AND 60% OFFER EDUCATION ON THE TOPIC TO THEIR EMPLOYEES. PLEASE FOLLOW THE TIMELINE THAT YOU AGREE TO AGAIN. JUST THIS LAST WEEK, AND SET OUR STUDENTS UP FOR SUCCESS AND EMPLOYABILITY IN THE FUTURE. 
          THANK YOU. (APPLAUSE) . 
          >> STEPHANIE HUNT IS UP NEXT. GENERAL IN CLOUD ON DECK. 
          >> GO AHEAD. >> GOOD EVENING, MEMBERS OF THE BOARD. MY NAME IS-- YOU ARE FINE. 
          I'M CURRENTLY A SENIOR AT FISHERS HIGH SCHOOL. 
          HEIM I'M HERE TO SPEAK ON MY OPPOSITION TO CHANGING THE WORD MICROAGGRESSION TO CARE. THE ACRONYM CONSCIOUSLY CHOOSES TO USE THE WORD EQUALITY RATHER THAN EEQUITY. 
          IT IS COMPARISON OF EQUALITY AND EQUITY IS SOMETHING I HAVE DONE RESEARCH IN THE LAST FEW MONTHS. EQUITY HIGHLIGHTS WHAT IS FAIR FOR THE INDIVIDUAL. PUBLIC EDUCATION, BOTH GROUP AND INDIVIDUAL NEEDS ARE IMPORTANT. ALL STUDENTS SHOULD HAVE EQUAL ACCESS TO HIGH-QUALITY EDUCATION. 
          ONCE STUDENTS HAVE EQUAL ACCESS, THEY SHOULD BE AFFORDED EQUITABLE SUPPORT TO ACHIEVE SUCCESS. 
          WE SERVE OVER 21,000 STUDENTS IN THIS DISTRICT. 
          ALL COME FROM DIFFERENT BACKGROUNDS, WITH DIFFERENT NEEDS AND DIFFERENT ABILITIES. THE SAME EDUCATION TAUGHT THE SAME WAY FOR EVERY STUDENT WOULD BE AN EXAMPLE OF EQUALITY. 
          THIS WOULD PROVIDE ALL STUDENTS WITH THE SAME KNOWLEDGE AND GIVE THEM ALL THE SAME STARTING PLACE. 
          WE CANNOT ASSUME THAT ALL FIRST-GRADERS HAVE THE SAME WAY OF THINKING AND WILL ACHIEVE THE NECESSARY GOALS AT THE SAME PACE. A TEACHER MAY HAVE 15 KIDS IN THEIR CLASSROOM. 7 WHO HAVE GLASSES. 
          FOUR THAT HAVE A LEARNING DISABILITY. 
          TWO THAT NEED DIRECTIONS REPEATED. 
          AND TWO THAT HAVE TROUBLE PAYING ATTENTION. 
          THERE WOULD LIKELY BE DIFFERENT WAYS TO TEACH EACH STUDENT. 
          THE TEACHER WOULD MEET THEM AT THEIR LEVEL. 
          THIS IS AN EXAMPLE OF EQUITY. THE E EQUALITY IS A GREAT STARTING PLACE AND GOES HAND IN HAND WITH EXWETY. 
          EQUALITY DOES NOT IMPROVE SPECIFIC SITUATIONS OUTSIDE OTD NORM. EQUALITY IS NEEDED TO HAVE EQUITY BUT THE TWO ARE DIFFERENT. 
          ELIMINATING EQUITY FROM THE HANDBOOK DISREGARDS THAT ALL STUDENTS ARE DIFFERENT. THE STATEMENT ABOUT MICROAGGRESSIONS WAS ADDED TO THE HANDBOOK TO IMPROVE KFERTIONS THAT ARE ALREADY HAPPENING AT SCHOOLS. 
          BUT TO PROTECT STUDENTS AND STAFFER FROM BEING DISCRIMINATED AGAINST. PLEASE CONSIDER WHAT THIS INCLUSION YOU ARE LIMITED TO WHEN YOU ARE VOTING. 
          THANK YOU FOR YOUR TIME. (APPLAUSE). 
          >> THANKS. STEPHANIE HUNT IS UP. 
          AND JENNY CLOUD IS ON DECK. >> HELLO AGAIN. 
          I AM A LITTLE CONFUSED. I DID NOT UNDERSTAND WHY A CHANGE TO THE MICROAGGRESSION POLICY IN THE HANDBOOK IS BEING 
          [00:45:02]
VOTED ON THIS EVENING. THE TEACHERS AND STUDENTS HAVE NOT EVEN HAD TIME TO OFFER THEIR THOUGHTS AND FEELINGS ABOUT IT OVER THE PAST YEAR. WHY ARE ADILTINGS WHO SAY THEY ARE BEING TRANSPARENT WITH THE COMMUNITY, WRITING UP A DIFFERENT POLICY AND VOTING TO HAVE IT REPLACED THE MICROAGGRESSION POLICY WITHOUT INPUT FROM THE PEOPLE WHO ACTUALLY HAVE TO FOLLOW THESE POLL SILLS? I AM USING MY VOICE TONIGHT TO PUBLICLY STATE THAT I DO NOT SUPPORT A CHANGE TO THIS POLICY AT THIS POINT. 
          AS THE MOTHER OF A BIRACIAL CHILD AND ONE OF THE ELEMENTARY SCHOOLS WHO HAS BEEN A VICTIM OF MICROAGGRESSION, YOUR CHANGE IS WORDING IS NOT EQUITABLE TO THE CURRENT POLICY OR FOR THE SAFETY AND HEALTH OF ALL CHILDREN. MY OLDEST IN KINDERGARTEN STATED HE NO LONGER WANTED TO ATTEND SCHOOL ANY LONG ETCH. 
          I PRESSED HIM TO FIND OUT WHY. NOW, AS A PARENT, MY HUSBAND AND I WERE UPSET THAT O EXPERIENCED A MICROAGGRESSION. 
          THAT LEFT HIM FEELING MARGINALIZED AND EXCLUDED. 
          I DID NOT BELIEVE THE OTHER CHILD NEEDED DISCIPLINE, JUST EDUCATION. I REACHED OUT TO HIS TEACHER WHO USED THE OPPORTUNITY AS A TEACHING MOMENT FOR THE BOYS AND ULTIMATELY, THE ENTIRE CLASS. MY SON FELT SEEN AND HEARD, AND THE BOYS LEARNED THAT POINTING OUT SOMEONE'S UNIQUENESS AS A BAD THING WAS NOT KIND OR LOVING BEHAVIOR AS A FRIEND. 
          LAST WEEK WE LEARNED FROM ADMINISTRATORS THAT CHILDREN WERE NOT AGGRESSIVELY PUNISHED FOR SAYING SOMETHING THAT MARGINALIZES ANOTHER STUDENT SINCE MICROAGGRESSIONS WERE ADDED TO THE HANDBOOK. EDUCATORS WERE, INSTEAD, EMPOWERED TO WORK ON OPENING A DIALOGUE FOR STUDENTS TO CHUN KATE AND LEARN... COMMUNICATE AND LEARN WHY THEIR WORDS WERE 
          OFFENSIVE, HURTFUL. >> , OR JUST WRONG. 
          OUR STUDENTS, UNLIKE SOME ADULTS IN THIS COMMUNITY, SHOWED PROFOUND MATURITY AND LEARNED THROUGH RELATIONSHIPS AND BETTER PREPARED THEMSELVES FOR THE WORKING WORLD BY FACING CONFLICT. ACCEPTING THEIR WORDS OR ACTIONS WERE HARMFUL AND BECOMING BETTER HUMANS IN THE PROCESS. 
          IT IS IMPORTANT THAT WE ACKNOWLEDGE OUR DIFFERENCES FROM ONE ANOTHER AND ACKNOWLEDGING MICROAGGRESSIONS WHEN THEY HAPPEN, WHETHER INTENTIONAL OR NOT, IS A GREAT TEACHING TOOL TO EMPOWER EVERYONE TO BE OPEN, LOVING, AND ACCEPTING OF EACH OTHER'S UNIQUENESS. IN ORDER TO CONTINUE RAISING WELL-ROUNDED, AND EMOTIONALLY INTELLIGENT CHILDREN WHO WILL RUN THIS WORLD, WE ALL NEED TO BE UNCOMFORTABLE AND ACKNOWLEDGE OUR MISTAKES SO WE CAN GROW. THANK YOU FOR YOUR TIME AND CONSIDERATION. (CHEERS AND APPLAUSE). 
          >> JENNY CLOUD IS UP. >> GOOD EVENING, DR. STOKES AND BOARD MEMBERS. IN 2008, I WAS A GRADUATE STUDENT TAKING PART IN AN ANATOMY LAB. 
          DURING THAT LAB, I MADE A COMMENT TO A LAB GROUP MEMBER IN A POOR ATTEMPT TO RELATE TO HER. TO MY SURPRISE, SHE LOOKED CONFUSENED AND HURT BY WHAT I HAD SAID. 
          I BRUSHED IT OFF. IT SEEMED AS IF SHE HAD A WALL UP FROM THAT DAY FORWARD. SOMETHING ABOUT THAT STUCK WITH ME. IT WASN'T UNTIL 2016, EIGHT YEARS LATER, THAT I FINALLY UNDERSTOOD WHY SHE HAD REACTED THE WAY SHE DID. DESPITE WHAT I THOUGHT I WAS DOING BY MAKING MY COMMENT IN REALITY, I HAD USED A MICROAGGRESSION THAT HAD CLEARLY CUT HER DEEPLY. 
          HAD I UNDERSTOOD THIS IN 2008, I NEVER WOULD HAVE MADE THE STATEMENT THAT I DID. THANKFULLY, I WAS ABLE TO APOLOGIZE TO HER, EVEN IF IT TOOK ME NEARLY A DECADE. 
          I'M A FIRM BELIEVER THAT WHEN WE KNOW BETTER, WE CAN DO BETTER. 
          DEAF SPITE WHAT ANY OF US HAVE THOUGHT ABOUT OR UNDERSTOOD TO BE TRUE ABOUT MICROAGGRESSIONS, IT IS OKAY TO ADMIT THAT YOU HAVE CHANGED YOUR MIND GIVEN NEW INFORMATION. 
          OUR STUDENTS ARE AT SUCH AN ADVANTAGE BY BEING EDUCATED ON PERCEPTIONS BEFORE GRADUATING AND GOING OUT INTO OUR MELTING POT OF A WORLD. I SUPPORT MICROAGGRESSIONS IN OUR HANDBOOK. THANK YOU. 
          (APPLAUSE). >> LATRISHA SCHOOLIE IS UP. 
          BRENT FREED ON DECK. >> THANK YOU FOR LETTING ME SPEAK. AS SOME OF YOU MAY HAVE NOTICED, I DON'T LOOK LIKE THE SCHOOL BOARD. 
          I REPRESENT A PART OF THE BEAUTY OF THE POPULATION OF FISHERS. 
          THIS CITY HAS A MULTIETHNIC, MULTI-BELIEF POPULATION AND OUR SCHOOL SYSTEM SHOULD BE AN ENVIRONMENT OPEN TO ALL STUDENTS AND THEIR WELL-BEING. I CAN SPEAK FOR MY FAMILY'S EXPERIENCE. TAKING MICROAGGRESSION WORDING OUT OF THE HANDBOOK IS AGAINST WHAT WE STRIVE FOR AND WHAT IS IN THE BEST INTEREST OF OUR STUDENTS. 
          SOMETIMES WE FORGET THE POWER OF WORDS AND RESPECT FOR OTHERS' PERSONAL BOUNDARY MPLEGHTS I'M A MOM OF FOUR. 
          THREE OF MY KIDS ARE STUDENTS. ALL OF MY CHILDREN HAVE BEEN BEEN RECIPIENTS OF JOKES ABOUT THEIR RACE OR MADE FUN OF. 
          A CUP OF YEARS AGO, ONE OF MY CHILDREN WAS MADE FUN OF. 
          ANOTHER STUDENT TOLD HIM TO MOVE FROM THE TABLE AND MADE SOME DEROGATORY COMMENTS. AS A PARENT, HOW WOULD YOU FEEL IF SOMEONE INVALIDATED YOUR CHILD IN? THIS WAS A MICROAGGRESSION. MY SON WAS TREATED AS HE SHOULD BE AVOIDED AND DISGUSTING. USING THE R-WORD IS A MICROAGGRESSION. ANOTHER SON HAS BEEN TEASED BECAUSE HE LOVES THE ARTS AND GAVE UP A SPORT AND HAD FRIENDS JOKE ABOUT HIS SEXUALITY. I HAVE TO BELIEVE WE ARE ALL 
          [00:50:08]
HERE BECAUSE WE WANT WHAT IS BEST FOR OUR CHILDREN AND ALL CHILDREN. I RESPECTFULLY ASK YOU TABLE THIS DECISION UNTIL YOU ARE ABLE TO EITHER ATTEMPT TO SURVEY ALL PARENTS TO GIVE THEM THE RIGHT TO EXPRESS THEIR DESIRE FOR THEIR STUDENTS IN THIS MATTER. GET INPUT FROM THED A MIDGE STRAYTORS AND TEACHERS IN THE SCHOOL. 
          THEY ARE BOOTS ON THE GROUND. I WOULD ASK IF YOU LEAD WITH KINDNESS BECAUSE YOU ARE REPRESENTING OUR AWESOME DISTRICT AND GREAT CITY. FINALLY, ONE OF MY FAVORITE AUTHORS SAID "I DO NOT PRETEND TO BE BETTER THAN ANYONE ELSE. 
          I'M TRYING TO CALL ATTENTION TO THE FACT THAT THIS YEAR, THIS MONTH, OR MORE LIKELY THIS VERY DAY, I HAVE FAILED TO PRACTICE THE KIND OF BEHAVIOR WE HAVE COME TO EXPECT FROM OTHER PEOPLE. THANK YOU FOR YOUR TIME. 
          (APPLAUSE). >> BRENT FRIED IS UP NEXT. 
          ANNETTE MILLER ON DECK. >> GOOD EVENING, BOARD, DR. STOKES. I'M BRENT FRIED. 
          I SERVE AS VICE PRESIDENT OF SECONDARY FOR HSEA. 
          I'M SPEAKING ON STUDENT HANDBOOKS. 
          I'M CONCERNED ABOUT THE TIMING OF THIS AGENDA DA ITEM FOR ACTION. EARLIER THIS MONO, THE TIMELINE WAS POSTED REGARDING FEEDBACK. WE ARE STILL WORKING THROUGH THIS PROCESS. ACTING TONIGHT ON ANY NEW LANGUAGE WOULD BE DISRESPECTFUL TO ALL THE COMMUNITY STAKEHOLDERS AND KEEP THEM FROM THE OPPORTUNITY TO PROVIDE INPUT THEY WERE PROMISED THEY WOULD BE ABLE TO MAKE. 
          IT IS UNCLEAR WHAT THE NEW LANGUAGE WILL BE. 
          I WAS NOT AWARE OF IT. IT WAS NOT POSTED LAST NIGHT. 
          I HAVE NOT HAD TIME TO REALLY LOOK AT IT. 
          I HAVE SERVED ON THE DISCUSSION TEAM FOR MANY YEARS AT BOTH THE BUILDING AND DISTRICT LEVEL. IT HAS BEEN IMPLIED THAT HSEA DOES NOT SUPPORT ALL TEACHERS. SERVING AS A LIAISON BETWEEN TEACHERS AND ADMINISTRATORS IS A ROLE I HAVE TAKEN SERIOUSLY. 
          ALL TEACHERS, WHETHER THEY ARE MEMBERS OF THE ASSOCIATION OR NOT ARE GIVEN THE OPPORTUNITY TO PROVIDE INPUT ON CONCERNS AND THAT I THEN TAKE TO ADMINISTRATION TO PROVIDE, REGARDLESS OF MY PERSONAL FEELINGS ON THE TOPIC. 
          STUDENT HANDBOOKS ARE A DISCUSSION ITEM THAT COMES UP ANNUALLY. I'M QUITE FAMILIAR WITH THIS REVIEW PROCESS. IT TYPICALLY TAKES UP SEVERAL MONTHS TO GATHER AND SHARE INPUT AS CHANGES ARE PROPOSED. 
          NEW LANGUAGE AS WHAT MIGHT BE PROPOSED TONIGHT REQUIRES TIME FOR FEEDBACK SO THAT THE MESSAGE IS COMMUNICATED AND INTERPRETED AS INTENDED. THROUGHOUT THE YEARS, THIS PROCESS HAS ALWAYS BEEN A VERY COLLABORATIVE PROCESS, AS WE HAVE WORKED TO IMPROVE THE EDUCATION AND LEARNING ENVIRONMENT OF ALL OF OUR STUDENTS. 
          THE PROCESS THAT IS OUTLINED BY OUR ADMINISTRATION ALLOWS ALL STAKEHOLDERS THE OPPORTUNITY TO PROVIDE VALUABLE FEEDBACK ON HOW THE NEW POLICIES COULD IMPACT THEM. 
          I ASKED TONIGHT THAT THE AGENDA ITEM BE TABLED AND THAT THE PROPOSED TIMELINE BE FOLLOWED. WE MAY AGREE OR DISAGREE ON WHAT CHANGES SHOULD BE MADE TO OUR HANDBOOK, BUT FOLLOWING THE PROCESS IS THE FAIR AND RIGHT THING TO DO FOR OUR STUDENTS. 
          (CHEERS AND APPLAUSE). >> ANNETTE MILLER IS UP. 
          JACQUELINE THOMPSON IS ON DECK. >> GOOD EVENING. 
          IN THE STUDENT HANDBOOK, AS ALREADY MENTIONED, MICROAGGRESSIONS ARE DEFINED AS EVERYDAY, SUBTLE, INTENTIONAL OR UNINTENTIONAL INTERACTIONS OR BEHAVIORS THAT COMMUNICATE SOME SORT OF BIAS TOWARD HISTORICALLY MARGINALIZED GROUPS. 
          ACCORDING TO THIS DEFINITION, THE ONLY PEOPLE PROTECTED FROM INTENTIONAL OR UNINTENTIONAL OFFENSIVE BIAS ARE HISTORICALLY MARGINALIZED GROUPS. IF ANYONE SAYS OR DOES SOMETHING OFFENSIVE TO SOMEONE NOT DEFINED AS MARGINALIZED, THEN APPARENTLY, NO MICROAGGRESSION HAS A CURD. 
          THE CULPRIT IS NOT SUBJECT TO CONSEQUENCES. 
          SHOULDN'T THE MICROAGGRESSIONS POLICY APPLY TO EVERYONE? WHY DOESN'T THIS WORDING PROTECT ALL STUDENTS? I WOULD THINK A SCHOOL HANDBOOK WOULD CARE ABOUT THE WELFARE OF ALL OF ITS STUDENTS, NOT JUST THE HISTORICALLY MARGINALIZED. 
          AND THIS LEADS TO THE QUESTION OF WHO DEFINES WHAT THE MARGINALIZED GROUPS ARE AND WHAT'S THE CRITERIA FOR BEING A MARGINALIZED GROUP, AND WHO DETERMINES WHAT'S ACCEPTABLE TO SAY OR DO AND WHAT'S NOT ACCEPTBLING. 
          WHERE DOES THIS STOP? THE POLICY IS ESSENTIALLY SILENCING ONE GROUP OF PEOPLE. WE HAVE A FIRST AMENDMENT CREATED TO PROTECT PEOPLE'S RIGHTS TO SPEAK, EVEN THOUGH WE MAY DISAGREE WITH WHAT THEY HAVE TO SAY. 
          OUR NATION WAS FOUNDED ON THE CONCEPT OF A FREE EXCHANGE IN THE MARKETPLACE OF THOUGHTS AND IDEAS. 
          SO NO ONE OPINION TAKES PRECEDENCE OVER THE OTHER, AND NO ONE HAS THE RIGHT TO SILENCE ANOTHER. 
          I WOULD URGE YOU TO REMOVE THE MICROAGGRESSION SECTION FROM THE HANDBOOK AND ADDRESS PROBLEMS ON A CASE BY CASE BASIS. 
          THIS IS AN IMPORTANT DECISION FOR THE BOARD TO MAKE. 
          DO YOU STAND FOR JUST ONE GROUP OF STUDENTS OR FOR ALL THE STUDENTS? THANK YOU. 
          (APPLAUSE) . >> JACQUELINE THOMPSON IS UNNEXT. ABBY WINTERS IS ON DECK. 
          >> THE HANDBOOK COMMITTEE HS HAS A CLEAR TIMELINE FOR THIS TOUGH WORK, AND THE BOARD HAS MOVED WORDING ON MICROAGGRESSION TO AN 
          [00:55:03]
ACTION ITEM MONTHS BEFORE IT WAS SCHEDULED TO GO TO VOTE. 
          BY MAKING CHANGES NOW, YOU ARE TAKING AWAY THE VOICE OF OUR INCREDIBLE TEACHERS AND STUDENTS AND THE TIME TO PROPERLY WORK SOMETHING THROUGH. ALMOST LIKE THE BOARD IS TRYING TO STRONG-ARM OR SHOW POWER AND TO ADD WITH LITTLE OR NO TRANSPARENCY. SHOULD WE REFLECT AND ASK WHY THE WORD "MICROAGGRESSION" IS SO TRIGGERRERING TO ADULTS AND DECISION-MAKERS RATHER THAN RECOMMENDING TO REMOVE IT? YOU ARE RECOMMENDING TO WHITEWASH THE VERBAGE. 
          WHITE WASHING THE VERBAGE DOES NOT HOLD OUR STUDENTS ACCOUNTABLE TO HOW THEY TREAT OTHERS. 
          AN ATTEMPT TO REMOVE THIS VERBAGE DOES NOTHING BUT SEND A MESSAGE TO THE STUDENTS THAT HAVE BEEN AT THE RECEIVING END OF COMMENTS THAT THEY AREN'T SEEN. 
          LISTEN TO THE EXPERTS. LISTEN TO THE HANDBOOK COMMITTEE WHO HAS A 20-PLUS-YEAR EDUCATOR LEADING IT AND TEACHERS WHO ARE IN OUR CLASSROOMS AND STUDENTS' VOICES WHO HAVE BEEN AFFECTED BY MICROAGGRESSIONS. JUST BECAUSE YOU TAKE THE WORD OUT OF OUR HANDBOOK DOESN'T MEAN IT IS GOING TO STOP HAPPENING IN OUR SCHOOLS. I ATTENDED A VOLUNTEER MEETING JUST THIS WEEK WITHIN THE DISTRICT AND SAW ANOTHER GROWN ADULT MAKE A MICROAGGRESSION TO ANOTHER VOLUNTEER. 
          IT IS HAPPENING ALL AROUND US. REMOVING MICROAGGRESSION FROM THE HANDBOOK FEELS ALMOST LIKE A POLITICAL STUNT. 
          CREATING OUTRAGE TO FURTHER POLITICAL CAREERS AT THE COST OF OUR CHILDREN'S EDUCATON IS UNACCEPTABLE. 
          (APPLAUSE). >> ABBY WINTERS. 
          IS UP. ALYSSA ROBERTS ON DECK. 
          >> HELLO, BOARD. SORRY. 
          I NEED TO PROBABLY SPEAK INTO THE SPEAKER. 
          HI. ABBY KRP WINTERS. 
          FIRST-TIME SPEAKER. I'M A MOM OF TWO BOYS WHO HAVE BEEN IN THE DISTRICT SINCE THE BEGINNING OF THEIR SCHOOLING. 
          I THINK STATING WHETHER OR NOT YOU HAVE KIDS IS IMPORTANT GOING FORWARD, PARTICULARLY AROUND HANDBOOK POLICY CHANGES THAT AFFECT KIDS. I'M SEEING A LOT OF FOLKS WHO WANT TO COME UP HERE AND CHANGE POLICY BUT DOESN'T IMPACT THEM DIRECTLY. I WANT TO CLEAR UP A MISCONCEPTION ON MICROAGGRESSIONS. 
          YOU CAN ACTUALLY BE MICROAGGRESSION-AGAINST IF YOU ARE WHITE. THIS IS NOT AGAINST MARGINAL GROUPS. I CAN ACTUALLY HAPPEN TO EVERYONE. ANYWAY, I'M AGAINST ANY CHANGE TO HANDBOOK. I MEAN, I DON'T UNDERSTAND WHY WE HAVE AN IMMEDIATE ACTION ITEM WHEN WE HAVE A CLEAR HANDBOOK REVIEW SCHEDULED TO FOLLOW. AND THERE THERE SHOULD BE NO RUSH. WE NEED TO FOLLOW THE PROCESS AS 
          IT IS OUTLINED. >> THESE PROPOSED CHANGES ARE COMING FROM THE BOARD ALONE, IT WOULD DEMONSTRATE A COMPLETE OVERSTEP AND BLATANT ABUSE OF POWER. 
          THE PUBLIC DOESN'T HAVE ANY IDEA WHERE THIS IS ORIGINATING FROM. 
          WHO ASKED FOR THIS IF? WE FOUND-- WE SAW A POLICY TO TODAY, AND THEN WE SAW IT CHANGE LATE AFTERNOON? I THINK WE ARE BEING VERY HASTY. YOU HAVE TO LISTEN TO THE PEOPLE HERE. I MEAN, I DON'T UNDERSTAND WHY WE ARE PUSHING THIS SO QUICKLY WHEN I WAS AT THE WORK SESSION LAST WEEK, AND YOU HAVE A SCHEDULE. 
          FOLLOW THE SCHEDULE. AT THIS POINT, PUBLIC TRUST IS ERODING WHICH IS WHY YOU ARE SEEING MORE AND MORE EMAILS, WHY MORE AND MORE PEOPLE ARE SHOWING UP. 
          WE ARE SPECULATING WHAT YOU GUYS ARE TALKING ABOUT BECAUSE WE HEAR NOTHING FROM YOU. AND THAT REALLY NEEDS TO IMPROVE. I MEAN, THAT IS PARTLY WHY WE ARE IN SUCH A DISARRAY BECAUSE WE DON'T KNOW WHAT'S GOING ON. 
          AND I JUST WORRY YOU GUYS AREN'T PAYING ATTENTION TO US. 
          LIKE, WHERE DID THIS COME FROM? SO WE REALLY NEED TO IMPROVE COMMUNICATIONS BETWEEN THE BOARD AND THE PUBLIC, AND WE NEED TO ELIMINATE SURPRISE ITEMS LIKE THIS. 
          >> YOUR TIME IS UP. SORRY. 
          >> THANK YOU VERY MUCH FOR YOUR TIME. 
          >> THANK YOU. (APPLAUSE). 
          >> ALYSSA ROBERTS IS UP NEXT. ELI CARFY IS NEXT. 
          >> HI. THANK YOU FOR THE OPPORTUNITY TO SPEAK. I'M A PROUD PARENT OF TWO STUDENTS IN THE DISTRICT. AS MENTIONED EARLIER, MICROAGGRESSIONS MAY BE THE FOCUS, BUT THE HANDBOOK REVIEW TIMELINE HAS BEEN CLEARLY OUTLINED. 
          IT ISES A COLLABORATIVE PROCESS DESIGNED TO GATHER INPUT AND FEEDBACK FROM ALL SCHOOL SITES, ADMINISTRATORS AND STAKEHOLDERS. 
          THE LANGUAGE AND DETAILS OF THE HANDBOOK SHOULD BE GUIDED BY THOSE DOING DAILY ADMINISTRATIVE IMPLEMENTATION. 
          UP-ENDING THIS PROCESS IS ANY WAY IS UNFAIR AND IN BAD FAITH TO THOSE WHO DO THE IMPLEMENTATION. 
          AS SAID EARLIER, WE USE THE PHRASE "BOOTS ON THE GROUND." THE INDIANA SCHOOL BOARD CODE OF CONDUCT STATES THAT THE SCHOOL BOARD MEMBERS SHOULD HONOR THE HIGH-RESPONSIBILITY THAT MEMBERSHIP DEMANDS BY UNDERSTANDING THE BASIC FUNCTION OF A SCHOOL BOARD MEMBER IS NOT ADMINISTRATIVE. 
          THEY SHOULD UNDERSTAND AND LEARN TO DISTINGUISH BETWEEN THEIR ROLE IN ADMINISTRATIVE DUTIES. AS BOARD MEMBERS, YOU ARE NOT DOING THE WORK OF DAILY IMPLEMENTATION OF ANYTHING IN A SCHOOL. THAT IS AN ADMINISTRATIVE TASK. 
          LEAVE THE HANDBOOK PROCESS AND ITS LANGUAGE DEVELOPMENT TO THE PRESCRIBED PROCESSES OF GATHERING FEEDBACK AND SUGGESTED 
          [01:00:02]
REVISIONS. FINALLY, THE CODE OF ETHICS ALSO STATES THAT YOU SHOULD EARN THE COMMUNITY'S CONFIDENCE THAT ALL IS BEING DONE IN THE BEST INTEREST OF SCHOOL CHILDREN. 
          THIS HANDBOOK REVIEW PROCESS ALONG WITH PAN RAM THAT AND THE MENTAL HEALTH GRANT, THAT IS THE EXACT OPPOSITE OF. 
          THAT I DON'T CURRENTLY BELIEVE THE BEST IS BEING DONE FOR STUDENTS WHEN THIS IS WHAT I SEE ON A ROUTINE BASIS. 
          I HOPE YOU CAN REFLECT ON AND IMPROVE HOW YOU COMMUNICATE WITH THE PUBLIC TO PREVENT WORRY AND SPECULATION. 
          AND LEAVE THE IMPLEMENTATION WORK TO THE PEOPLE IN THE BUILDINGS DOING THE WORK. THANK YOU. 
          (APPLAUSE). >> ELI CARFY IS UP. 
          DIANE EATON ON DECK. >> GOOD AFTERNOON. 
          I'M ELI CARFY, A SENIOR AT HAMILTON SOUTHEASTERN HIGH SCHOOL. I DON'T THINK YOU SHOULD HAVE MICROAGGRESSIONS IN THE HANDBOOK. 
          SPECIFICALLY, IT IS BASED OFF VERBAL COMMUNICATION AND THAT IS BASED OFF AN INTENTION. IF YOU HAVE THE INTENTION TO LEARN AND BE NICE AND TO JUST SEE WHAT CULTURES AND OTHER RACES HAVE WHAT IT LOOKS LIKE OR IF YOU HAVE THE INTENTION OF DOING WRONGDOING. IF THAT IS THE CASE THAT, COULD BE GOING UNDER BULLYING AND VERBAL ABUSE. 
          YOU CAN TALK TO YOUR COUNSELOR OR THE DEAN'S THE OFFERS TO HELP YOU GOING FORWARD WITH THAT. IF YOU HAVE MICROAGGRESSIONS, AND YOU LIMIT THE WORDS THAT PEOPLE CAN SAY, STUDENTS MAY FIND IT FUNNY TO USE THOSE WORDS ON PEOPLE, AND YOU ARE PUTTING A TARGET ON THOSE CULTURES AND RACES. 
          SO MY ARGUMENT IS THAT YOU SHOULD NOT HAVE MICROAGGRESSIONS IN THE HANDBOOK, AND IT SHOULD BE GOING UNDER BULLYING, AND THAT YOU SHOULD LOOK OUT FOR THE INTENTION OF WHAT IS BEING SAID FOR MICROAGGRESSIONS. THANK YOU. 
          (APPLAUSE). >> THANK YOU. 
          DIANE EATON IS UP. LATRICE MURDOCH ON DECK. 
          >> GOOD EVENING, BOARD. I WANTED TO SPEAK ON MICROAGGRESSIONS. I WOULD TURNING BOARD TO REMOVE IT. I HAVE LISTENED TO ALL OF THE SPEAKERS TONIGHT. I THINK THERE IS ONE THING THATT THAT IS VERY COMMON FOR EVERYBODY ON EITHER SIDE OF THE AISLE. THAT IN REAL LIFE, THERE ARE DIFFICULT CONVERSATIONS AND THAT LEARNING HOW TO DEAL WITH DIFFICULT CONVERSATIONS IS WHAT CHILDREN NEED TO BE TAUGHT. 
          WE IN THE WORKFORCE, ALTHOUGH I HAVE TWO CHILDREN WHO WENT THROUGH SCHOOL BOARD AND MANY OF YOU KNOW I WAS ON THE SCHOOL BOARD, AND AS A BUSINESS OWNER, WE DEAL WITH-- WE HAVE TO EMPLOY YOUR STUDENTS. I MEAN, I HAVE EMPLOYED HSE STUDENTS AT MY BUSINESS, AND I HAVE GRADUATES. 
          WE HAVE DIFFICULT CONVERSATIONS. SO I THINK THAT IF YOU ARE GOING TO REPLACE IT, AND WE ALL ARE TALKING ABOUT HOW DO YOU HELP CHILDREN LEARN-- AND REMEMBER THEY ARE LEARNING. 
          THEIR BRAINS DO NOT FULLY DEVELOP UNTIL 25. 
          WE HAVE TO REMEMBER THAT STUDENTS AT THIS AGE ARE TEACHABLE MOMENTS. AND THAT EVERYTHING WE NEED TO DO IS A TEACHABLE. SO RATHER THAN BEING NEGATIVE, I SUGGEST THAT THE BOARD LOOK AT WHAT IS POSITIVE TO PUT-- HOW THEY DEAL WITH DIFFICULT CONVERSATIONS. 
          AND THAT THERE ARE OTHER WAYS TO HAVE THOSE EDUCATIONAL OPPORTUNITIES FOR DIFFICULT CONVERSATIONS, BUT THE BOARD LOOK AT REMOVING MICROAGGRESSIONS, BECAUSE IT IS NEGATIVE AND MOVING TO SOMETHING THAT IS POSITIVE TO HELP STUDENTS LEARN THAT THEIR WHOLE LIFE, THEY ARE GOING TO HAVE TO DEAL WITH DIFFICULT CONVERSATIONS. 
          AND THAT IS, I THINK, WHAT I HAVE HEARD DR. STOKES SAY, THAT YOU CAN CALL IT MICROAGGRESSION, SOMEBODY ELSE SAID THEY CAN CALL IT MICROAGGRESSION. ALL IT IS IS TO HELP THEM LEARN TO HAVE THESE DIFFICULT CONVERSATIONS SO THEY CAN GET ALONG AND BE-- I WANT TEAM LEADERS. 
          I WANT PEOPLE TO WORK TOGETHER. AND THEY ARE GOING TO SAY SOMETHING STUPID. WE ALL DO. 
          WE HAVE TO LEARN TO BE ABLE TO ASK QUESTIONS, LEARN, GROW WITH THOSE CONVERSATIONS AND NOT CUT OFF. 
          MICROAGGRESSION CUTS IT OFF. THANK YOU. 
          >> THANK YOU. >> LEEZA MATTHEW ON DECK. 
          >> GOOD EVENING, DR.-- I'M SORRY. 
          GOOD EVENING, DR. STOKES AND BOARD MEMBERS. 
          I'M A 12-YEAR RESIDENT OF FISHERS. 
          ACTIVE COMMUNITY AND SCHOOL VOLUNTEER AND THE PARENT OF ONE CHILD IN THE DISTRICT. I'M HERE TO SPEAK IN OPPOSITION TO CHANGING THE CURRENT MICROAGGRESSION STATEMENT IN OUR DISTRICT'S HANDBOOK. FIRST, I WOULD LIKE TO THANK YOU FOR MAKING PUBLIC THE PROPOSED REPLACEMENT FOR THIS STATEMENT. 
          I APPRECIATE THE OPPORTUNITY TO READ IT BEFORE BEGINNING THIS ETCHING'S MEETING. WITH THAT BEING SAID, HOWEVER, I MUST ASK A FEW QUESTIONS. IN PLANNING TO REMOVE THE CURRENT MICROAGGRESSION STATEMENT AND REPLACE IT WITH A PROPOSED CARE STATEMENT, DID YOU CONNECT WITH ANY OF THE ORIGINAL COLLABORATORS OR AUTHORS WITH THE UNDERSTANDING OF WHY THEY MAY HAVE PINNED THE MICROAGGRESSION STATEMENT IN THE BEGINNING? DID YOU INTERVIEW MEMBERS OF THE MARGINALIZED GROUPS REPRESENTED AND PROTECTED BY THIS STATEMENT? DID YOU MEET WITH ANY MEMBERS OF OUR SCHOOL COMMUNITY, EDUCATORS, 
          [01:05:03]
ADMINISTRATORS, STUDENTS, OR PARENTS WHO HAVE WITNESSED OR EXPERIENCED THE EFFECTS OF MICROAGGRESSIONS? MY CONCERN IS THAT IN ATTEMPTING TO DRAFT A REPLACEMENT STATEMENT FOR ONE THAT YOU DID NOT ORIGINALLY WRITE, ON BEHALF OF PERSONS WHOOZ PLIGHT YOU MAY NOT HAVE EXPERIENCED OR EVEN RECOGNIZED IS A TERRIBLY UNFORTUNATE AND INSENSITIVE MISSTEP IN THIS LEADERSHIP MOMENT. 
          AND ALBEIT UNINTENDED, A GLARING DISPLAY OF PRIVILEGE BASED ON YOUR POSITION OF POWER. I'M CONFIDENT AS ELECTED OFFICIALS, WHO BEAR THE RESPONSIBILITY OF PRESENTING-- REPRESENTING THE BEST INTEREST OF ALL CONSTITUENTS, THAT THAT WAS NOT YOUR INTENTION. WITH THAT BEING SAID, I STRONGLY ENCOURAGE YOU TO LEAVE INTACT THE CURRENT MICROAGGRESSIONS STATEMENT. AT THE VERY LEAST, POSTPONE IT, AND REVIEW THIS STATEMENT. CONVENE A FOCUS GROUP OF THE COMMUNITY MEMBERS WHO WOULD BE IMPACTED BY THIS STATEMENT. 
          AND GET THEIR THOUGHTS AS TO WHY IT WOULD IMPACT THEM. 
          AND THEN MOVE FORWARD IN COLLABORATING AND HAVING CONVERSATIONS ABOUT WHAT IS NECESSARY. 
          I WOULD BE HAPPY TO PARTNER WITH YOU IN THAT. 
          WITH THAT BEING SAID, WE UNDERSTAND THAT THESE TYPES OF THINGS AFFECT THE MARKETABILITY AND THE ATTRACTIVENESS OF OUR COMMUNITY FOR EDUCATORS AND RESIDENTS. 
          AT THE END OF THE DAY, WE ALL WANT THE BEST FOR OUR STUDENTS, FAMILIES, STAFF, EDUCATORS AND ADMINISTRATORS. 
          WE ALL WANT THE DISTRICT TO FOSTER HEALTHY RELATIONSHIPS WITH CHARACTER, ACCESS, AND ACCEPTANCE, RESPECT AND EQUITY FOR ALL OF OUR HSE EDUCATIONAL EXPERIENCES. 
          WE ALL CARE. THANK YOU FOR YOUR TIME. 
          >> THANK YOU SO MUCH. (CHEERS AND APPLAUSE). 
          >> LEEZA MATTHEW IS UP ON DECK. IS AMANDA MERIWETHER? 
          >> GOOD EVENING, BOARD, AND DR. STOKES. 
          I CAME HERE TO SUPPORT THE REFERENDUM LAST WEEK AND THEN GOT SUCKED INTO THE HOUR AND 45 MINUTES OF THE HANDBOOK. 
          NOW I HAVE AN OPINION ON THE HANDBOOK. 
          (LAUGHTER). HOWEVER, (CHEERS AND APPLAUSE). 
          >> HOWEVER, WHATEVER THE WORDS ARE, I THINK THE PROCESS AND GETTING EVERYBODY INVOLVED IS VERY, VERY IMPORTANT. 
          THAT IS WHAT I'M HERE TO SAY. BUT I'M ALSO HERE TO SAY SOMETHING ELSE, AND I HOPE YOU WILL BE OKAY NAMING THIS. 
          I'M HERE TO COMMEND DR. STOKES. I HAVE HEARD YOU SPEAK SEVERAL TIMES NOW, AND IT NEVER FAILS TO SURPRISE ME HOW PASSIONATE YOU ARE ABOUT ALL KIDS. YOU SAID IT LAST TIME. 
          YOU HAVE AN AUTHORITATIVE VOICE. I HAVE AN AAUTHORITATIVE VOICE. 
          WE HAVE BOTH BEEN TOLD THAT WE HAVE THREATENING VOICE. 
          A LITTLE FORM OF MICROAGGRESSION. 
          I WANT TO SAY THAT I WANT TO PUBLICLY ACKNOWLEDGE DR. STOKES, WHAT YOU HAVE DONE FOR OUR KIDS. I ALSO WANT TO KNOW, I WANT YOU GUYS TO KNOW THAT I HAVE A SON IN THE 7TH GRADE, A DAUGHTER IN THE FOURTH GRADE. THE FIRST AFRICAN-AMERICAN BLACK WOMAN THEY SAW IN THE SCHOOL DISTRICT WAS DR. STOKES. 
          NO TEACHERS, NOBODY ELSE IN THE DISTRICT. 
          THAT IS PRETTY KEY. I ALSO WANT TO TALK AND THANK DR. PETTIGREW. I'M SO GLAD DR. PETTIGREW IS ON OUR TEAM. RESTORATIVE PRACTICE THAT PREPARES OUR KIDS FOR THE FUTURE WORKFORCE. 
          I THANK YOU THAT SOMEBODY TALKS ABOUT. 
          THIS IN OUR COMMUNITY, WE NEED TO UPLIFT WOMEN. 
          WOMEN WHO WORK HARD FOR OUR KIDS AND I'M HERE JUST TO SAY, LET'S NOT SLAY. LET'S UPLIFT. 
          THAT IS WHAT IT IS ALL ABOUT. IT IS FOR OUR KIDS. 
          I HAVE SEEN TOO MANY PEOPLE SAYING TOO MANY BAD THINGS ABOUT WOMEN, AND IT SHOULD NOT BE. THEY WORK REALLY, REALLY, REALLY 
          HARD TO GET HERE. >> YOUR TIME IS UP. 
          I'M SORRY. >> I'M DONE. 
          THANK YOU. >> THANK YOU. 
          (CHEERS AND APPLAUSE). >> WELL, I APPRECIATE THE PR PRAISE. WE MUST KEEP THE NAMES OUT OF THE CONVERSATION. THANK YOU. 
          I APPRECIATE THAT. AMANDA MERIWETHER IS UP. 
          TABITHA COLLIER IS ON DECK. >> HI. 
          I'M AMANDA MERIWETHER. THANK YOU FOR THIS OPPORTUNITY. 
          I HAVE THREE CHILDREN IN OUR SCHOOL SYSTEMS AND ONE ENTERING IN THE FALL. I WAS JUST MADE AWARE THAT THE ORIGINAL RECOMMENDED REPLACEMENT WAS CHANGED HOURS AGO. 
          SO THIS IS KIND OF IRRELEVANT NOW. 
          BUT I DO FULLY SUPPORT THE MICROAGGRESSION STATEMENT THAT IS CURRENTLY INCLUDED IN THE STUDENT HANDBOOK. 
          CHOOSING TO EXCLUDE THE MICROAGGRESSION STATEMENT FROM THIS HANDBOOK DOES NOT TAKE AWAY THE FACT THAT IT DOES STILL EXIST AND IS HAPPENING WITHIN THE WALLS OF OUR SCHOOLS. 
          I WOULD REALLY ENCOURAGE YOU TO JUST BE TRANSPARENT IN ALL 
          [01:10:01]
ASPECTS OF THIS. CHANGES MADE HOURS AGO DOES NOT FEEL VERY TRANSPARENT TO ME. MY CHILDREN, ALL THREE, HAVE EXPERIENCED MICROAGGRESSIONS WITHIN OUR SCHOOLS. 
          SO I WOULD JUST REALLY HIGHLY CONSIDER YOU TO RECONSIDER CHANGING THIS, THIS MICROAGGRESSION HANDBOOK OR MAKING ANY KIND OF CHANGES WITHOUT ASKING AND TALKING WITH THOSE WHO ARE AFFECTED BY THIS. THANK YOU. 
          (APPLAUSE). >> TABITHA COLLIER IS UP NEXT. 
          MARIANNE KRETIC IS ON DECK. >> HI. 
          I'M TABITHA COLLIER. I HAVE TWO KIDDOS ENROLLED IN OUR SCHOOL DISTRICT. I'M HERE TO ASK YOU TO TABLE THE 2023-2024 STUDENT HANDBOOK ACTION ITEM ON TONIGHT'S AGENDA. 
          IT SHOULD NOT BE THERE. THERE IS A COMMITTEE OF VERY CAPABLE, VERY QUALIFIED, AND VERY EXPERIENCED EDUCATORS WORKING TO ENSURE THAT THE STUDENT HANDBOOK IS AN EFFECTIVE TOOL FOR SETTING STUDENT EXPECTATIONS FOR THE NEXT SCHOOL YEAR. THEY HAVE OUTLINED A PROCESS FOR YOU, FOR ALL OF US. THEY HAVE OUTLINED A TIMELINE THAT INCLUDES GATHERING FEEDBACK FROM VARIOUS STAKEHOLDERS. 
          EVERY PARENT AND EVERY TEACHER IN THIS SCHOOL DISTRICT HAS THE OPPORTUNITY TO PROVIDE FEEDBACK, TO SHARE WHAT THEY ARE CONCERNED ABOUT, WHAT THEY DON'T LIKE, WHAT THEY ARE UNCOMFORTABLE WITH. WHAT THEY SUPPORT. 
          AND YOUR ROLE IN THAT PROCESS COMESES TO PLAY ON MAY 16. 
          THERE IS A BOARD WORK SESSION SCHEDULED FOR THAT TEAM TO PRESENT TO YOU, WHAT THEY HAVE FOUND. 
          TO USE A WORD I HAVE HEARD A BOARD MEMBER USE IN THE PAST, I FIND IT DISINGENUOUS TO HAVE A WORK SESSION WHERE YOU LEARN ABOUT THE PROCESS AND THE TIMELINE. 
          YOU ARE TOLD-- YOU TOLD THE ADMINISTRATIVE TEAM AND THOSE OF US IN THE ROOM OR WATCHING ON-LINE, THAT YOU WERE LOOKING FORWARD TO SEE HOW IT PLAYED OUT. 
          RIGHT? AND THE DATA YOU WERE GOING TO GET FROM HOW MANY TEACHERS PROVIDED FEEDBACK, AND HOW MANY PARENTS PROVIDED FEEDBACK. AND THEN LESS THAN A WEEK LATER, YOU ADDED IT AS AN ACTION ITEM TO THE AGENDA. 
          AND WITHOUT ANY DETAILS OF WHAT THE ACTION WOULD BE THAT WOULD TAKE PLACE UNTIL JUST A FEW HOURS AGO. 
          I DO NOT SUPPORT THE PROPOSED WORDING TO REPLACE MICROAGGRESSION LANGUAGE IN THE STUDENT HANDBOOK. 
          PLEASE DO NOT VOTE ON THIS ACTION ITEM TONIGHT. 
          PLEASE ALLOW THE PROFESSIONALS THAT WE EMPLOY TO DO THE JOB WE HAVE HIRED THEM TO DO. PLEASE ALLOW THE PROCESS AND THE TIMELINE FOR HANDBOOK REVISIONS TO BE FOLLOWED. 
          >> YOUR TIME IS UP. >> THANK YOU. 
          (APPLAUSE). >> LYDIA STANLEY IS UP NEXT. 
          >> THIS TIME I NEED MY GLASSES. I NEED TO SEE MY NOTES THIS TIME. DR. STOKES, MEMBERS OF THE BO BOARD, THANK YOU FOR LETTING ME SPEAK AGAIN. 
          THE FIRST THING I WANT TO SAY IS I WAS VERY DISAPPOINTED THAT IT WAS ON, FIRST OF ALL, THE AGENDA WITHOUT ANY INKLING OF WHAT WAS GOING ON. AND AGAIN, LET ME REMIND YOU, I DON'T HAVE CHILDREN IN THIS GROUP ANYMORE. 
          MY CHILDREN WENT THROUGH THIS SCHOOL SYSTEM. 
          MY CHILDREN CORRECT ME WHEN I ACTUALLY USE A MICROAGGRESSION, AND THAT IS A GOOD THING. I DIDN'T HAVE TO BE IN OUR HANDBOOK FOR MY CHILDREN TO LEARN. 
          I THINK ALL OF US, ALL OF US ADULTS IN THIS ROOM NEED TO LEARN THAT MICROAGGRESSIONS ARE OUT THERE. 
          AND WE NEED TO LEARN THAT WE NEED TO ACCEPT THAT AND TEACH OUR CHILDREN TO BE BETTER THAN WE HAVE BEEN. 
          I THINK WITHOUT DOING THAT, WE ARE DOING A DISSERVICE TO OUR CHILDREN. I ALSO, AGAIN, WANT TO RE-SAY EVERYTHING THAT EVERYBODY ELSE HAS SAID. 
          WHY ALL OF A SUDDEN, HAVE YOU MOVED SOMETHING THAT HAD A TIMELINE UP TO TODAY. IT IS SUPPOSED TO BE NON-PARTISAN. I CAN TELL YOU THAT FOR THE MAJORITY OF THE COMMUNITY, IT DOES NOT FEEL NONPARTISAN. 
          YOUR JOB IS FOR ALL OF THE CHILDREN HERE. 
          I THINK YOU ALL KNOW WHO WE ARE TALKING ABOUT. 
          IT SAYS IN THE SCHOOL BOARD MEMBER ETHICS, THAT YOU UPHOLD YOUR ETHICS BY REFUSING TO PLAY POLITICS IN ANY PETTY SENSE. 
          BY REPRESENTING AT ALL TIMES, THE ENTIRE SCHOOL COMMUNITY. 
          BY ACCEPTING THE RESPONSIBILITY OF BECOMING WELL-INFORMED, CONCERNING THE DUTIES OF BOARD MEMBERS AND THE PROPER FUNCTION OF THE SCHOOLS. WELL, YOU HAVE TAKEN AWAY THE PROPER FUNCTION OF THE SCHOOLS BY PUTTING THIS ON THE AGENDA TONIGHT. I DON'T KNOW WHO GAVE IT TO YOU, PRESIDENTS LANG. YOU HAD THE RIGHT TO ACTUALLY SAY NO. WE NEED TO FOLLOW WHAT WE SHOULD 
          [01:15:02]
BE FOLLOWING. AGAIN, I'M VERY DISAPPOINTED IN 
          OUR SCHOOL BOARD. >> TIME IS UP. 
          >> I WOULD LIKE TO MAKE SURE YOU DO NOT, DO NOT, I HAVE SIX SECONDS LEFT. DO NOT VOTE ON THIS TONIGHT. 
          >> YOUR TIME IS GOING UP. YOU HAVE EXCEEDED. 
          SORRY. THE (APPLAUSE). 
          >> SO I HAVE ONE, TWO, THREE, FOUR, FIVE NAMES ON HERE THAT DON'T HAVE A DESIGNATED CATEGORY NEXT TO IT. 
          I'M NOT SURE IF YOU ALL INTENDED TO SIGN UP FOR THE HANDBOOK. 
          DO YOU KNOW? >> I SIGNED UP. 
          >> YOU DID? >> YOU SAID I WAS NEXT. 
          RIGHT? >> I DID. 
          I DIDN'T HAVE YOUR CATEGORY. THAT IS WHY I HAVE FIVE OF YOU. 
          >> I SELECTED DPS I DID IT TWICE. 
          YES TO. TALK ABOUT THE HANDBOOK. 
          >> OKAY. >> COOL. 
          OKAY. AGAIN, THANKS FOR LETTING ME SPEAK. I SENT YOU ALL AN EMAIL EVERY DAY THIS WEEK. YOU ARE PROBABLY REALLY SICK OF ME. HERE WE GO. 
          I'M GOING TO READ IT ANYWAY. IN CASE YOU DIDN'T LISTEN TO IT. 
          I WOULD LIKE TO VOICE MY CON CONCERN, LIKE EVERYONE ELSE, THAT THIS WAS ADDED TO THE AGENDA AT THE LAST MINUTE. 
          FURTHER, THAT YOU ADDED THE POLICY AT SOME POINT DURING THE DAY, WHO KNOWS WHEN Y'ALL TALKED ABOUT IT? AND THEN EDITED IT AGAIN, LIKE, THE STUDENTS, THE STAFF, THE PARENTS DESERVE A VOICE. YOU SHOULD BE FOLLOWING THE SCHEDULE THAT YOU TALKED ABOUT DURING THE WORK SESSION LAST WEEK. AND THEN AFTER MR.-- I CAN'T SAY HIS NAME. AFTER HE POSTED THIS ONE ABOUT PAJAMAS AND HOODIES, IT WAS CLEARLY ABOUT MICROAGGRESSIONS. 
          SO AGAIN, I DON'T THINK THIS SHOULD BE UP FOR A VOTE. 
          SINCE WE ALL KNOW YOU ARE GOING TO, I THINK I WOULD LIKE TO SAY THAT IN ORDER TO PREPARE OUR CHILDREN FOR ADULTHOOD, IT IS CRUCIAL TO MAKE THEM AWARE OF BIASES THAT COULD IMPACT THEMSELVES AND THOSE AROUND THEM. 
          I THINK IT SHOULD ABSOLUTELY START AT HOME. 
          BUT ALSO UNDERSTAND THAT THE MAJORITY OF CHILDREN'S LIVES ARE IN SCHOOL AND OTHER RELATED EXTRACURRICULARS. 
          I HAVE ADMITTEDLY NOT DUG DEEP INTO EACH OF YOUR PROFESSIONS. 
          I KNOW IN MINE, EVERY YEAR, I TAKE TRAINING ABOUT MICROAGGRESSIONS, HOW NOT TO BE SEXIST. 
          HOW NOT TO BE RACIST. LIKE, I DON'T GET WHY THAT SCARES YOU ALL. KIDS NEED TO KNOW ABOUT IT. 
          LET'S SEE. LIKE I SAID, I'M A CONSULTANT IN SOFTWARE. I HAVE EXPERIENCED MICROAGGRESSIONS. MEN HAVE LOTS OF OPINIONS ABOUT WHERE WOMEN BELONG AND DON'T BELONG IN THE TECH FIELD. 
          IT IS VERY REAL. IT IS NOT SPECIFIC TO RACE. 
          LIKE SOME PEOPLE MAY THINK IT IS. 
          IT IS ALL ENCOMPASSING. THAT IS ALL. 
          (APPLAUSE). >> THANK YOU. 
          >> JEREMY ATKINS. IS JEREMY HERE? DOES JEREMY WANT TO SPEAK? ALL RIGHT. 
          MAXWELL WURSTER. KURT STAHL. 
          >> NO. >> CHRISTINA STEPSKI? 
          >> NOT ON THIS TOPIC. I WOULD -- 
          >> THAT CONCLUDES OUR PUBLIC COMMENT SECTION. 
          >> ALL RIGHT. WE HAVE ONE MR. SPEAKER. 
          ABBY TAYLOR. >> GOOD EVENING. 
          LAST WEEK AT A BOARD WORK SESSION ON HANDBOOK, THE BOARD WAS PROVIDED A TIMELINE FOR DISCUSSION AND INPUT ON THAT HANDBOOK. AS WELL AS HOW THESE CONVERSATIONS TAKE PLACE WITH STUDENTS, TEACHERS, ADMINISTRATORS, AND PARENTS. DURING THE WORK SESSION, A BOARD MEMBER STATED, RESPECT FOR TEACHERS IS REALLY IMPORTANT. 
          RESPECT IS REALLY IMPORTANT TO ME. 
          ANOTHER MEMBER STATED "LET THE TEACHERS KNOW THAT IS WE SUPPORT YOU, HSE ADMINISTRATION IN ENFORCING THE HANDBOOK." FINALLY, ANOTHER MEMBER STATED "WE WANT THE KIDS TO HAVE RESPECT FOR TEACHERS, RESPECT FOR LEARNING, AND RESPECT FOR ONE SELF." THE BOARD HAS STATED THAT SOME MEMBERS EVEN RAN ON THE PROMISE THAT IT WANTS TEACHERS TO BE RESPECTED AND THE DESIRE THAT ALL TEACHERS BE ABLE TO VOICE THEIR CONCERN WHETHER THEY ARE IN THE ASSOCIATION OR NOT. 
          MANY ON THIS BOARD RAN ON THE PLATFORM THAT IT WAS IN SUPPORT OF TEACHERS, YET THE ACTIONS THIS BOARD HAS TAKEN BOTH PUBLICLY AND BEHIND CLOSED DOORS CONTINUE ALI CONTINUALLY DISRESPECTS TEACHER VOICES AND THEIR EXPERTISE. 
          AT THESE MEETINGS, BY NOT BEING TRANSPARENT OR OPEN TO DIALOGUE THAT OUR STUDENTS AND TEACHERS AND ADMINISTRATORS ARE PLEADING WITH YOU TO LISTEN, THE PROFESSIONAL EDUCATORS OF THIS DISTRICT ARE CONTINUALLY BEING LET DOWN. 
          [01:20:02]
THE FACT THAT THE HANDBOOK IS ON THE BOARD MEETING AGENDA AND THAT THE TIMELINE GIVEN B BY ADMINISTRATION IS A CLEAR STATEMENT TO BOTH THE COMMUNITY, TEACHERS, STUDENTS, AND PARENTS THAT THE OPINIONS OF THE PROFESSIONALS IN THE CLASSROOM ANAND ADMINISTRATION ARE NOT ONY NOT IMPORTANT, BUT THEY ALSO DON'T EVEN NEED TO BE HEARD. SPECIFICALLY, THE MICROAGGRESSION LANGUAGE WAS IMPLEMENTED BECAUSE STUDENTS EXPRESSED A NEED FOR CLEAR LANGUAGE. 
          AND A NEED TO BE SEEN, HEARD, AND FEEL SAFE IN OUR SCHOOLS. 
          AS STATED IN THE BOARD WORK SESSION, OUR STUDENTS WERE AND ARE ASKING FOR YOU TO SUPPORT THEM. 
          THE BOARD SHOULDN'T BE LIMITING THE VOICES TO PROMOTE AN ADULT AGENDA. THANK YOU. 
          (CHEERS AND APPLAUSE). >> SO THAT CONCLUDES OUR PUBLIC COMMENT SECTION. AS WE MOVE FORWARD TO THE CONSENT AGENDA, MOVING-- HOLD ON JUST ONE MOMENT. 
          SARAH, I WANT TO MAKE SURE YOU CAN HEAR US. 
          ARE YOU ON? OKAY. 
          GOOD. ALL RIGHT. 
          [4. Consent Agenda]
SO MOVING TO CONSENT AGENDA. WE HAVE ITEMS NUMBER 4 -- DO I HAVE A MOTION TO APPROVE THE CONSENT AGENDA? 
          >> I WOULD MOTION TO APPROVE AS PRESENTED. 
          >> SECOND. >> ALL RIGHT. 
          I'M GOING TO CALL FOR A VOTE. WE ARE GOING TO DO THIS INDIVIDUALLY. SINCE SARAH IS REMOTE. 
          SAR REMARKS I'M GOING TO START WITH YOU. 
          >> MY VOTE IS YES. >> BEN? 
          >> YES. >> TIFFANY PASCOE? 
          >> YES. >> JUANITA ALBRIGHT? 
          >> YES. >> SARAH PARKS-REESE? 
          >> YES. >> SUZANNE THOMAS? 
          >> YES. >> YES. 
          >> DAWN LANG. YES. 
          ALL APPROVED. MOVES FORWARD 7-0. 
          WE HAVE ONE DONE HERE. WE COULD USE TWO. 
          [5. Information Items]
MOVING ON TO INFORMATION ITEMS. SECTION 5. 
          ITEM NUMBER 5.01. SRO. 
          MR.  EXPWRIM GYM LAKE IS GOING TO GAVE BRIEF UPDATE. 
          >> MADAM PRESIDENT, DR. STOKES AND BOARD, I COME BEFORE YOU TODAY SEEKING TO GET APPROVAL TO RENEW THE INTERLOCAL AGREEMENT BETWEEN HSE AND THE CITY OF FISHERS REGARDING SCHOOL RESOURCE OFFICERS FOR FOUR MORE YEARS. 
          I WORKED IN COLLABORATION WITH LEGAL, FISHERS POLICE DEPARTMENT AND THE CITY OF FISHERS LEGAL ON THE RENEWAL. 
          REVISIONS OR ADDITIONS INCLUDED NAMES, CONTACTS, DATE, AND MO MONTH, UPDATES, TERM-END DATES AND ADDING CLARIFYING LANGUAGE REGARDING SHARING OF INFORMATION. 
          ALL THIS SHARING OF INFORMATION BY FPD RELATED TO SCHOOL EMPLOY EASY INVESTIGATIONS THAT ALIGN WITH INDIANA CODE 12264-1. 
          AND ALSO FPD ACCESSING STUDENT EMPLOYEE RECORDS TO THE EXTENT PERMITTED BY INDIANA FEDERAL LAW. 
          I'M SEEKING APPROVAL OF THE BOARD VOTE AND SIGNING THE AGREEMENT THIS EVENING TO CONTINUE OUR PARTNERSHIP WITH FISHERS POLICE DEPARTMENT. THANK YOU. 
          >> THANK YOU VERY MUCH. IS THERE A MOTION? 
          >> MADAM PRESIDENT, IT IS AN INFORMATIVE ITEM. 
          >> SO SORRY. >> IT IS AN INFORMATIVE ITEM ARE. WE REQUESTING TO MOVE THIS TO AN 
          ACTION ITEM? >> YES, PLEASE. 
          >> YES. >> REQUEST TO MOVE TO AN ACTION 
          ITEM. >> OKAY. 
          MOTION TO MOVE THE SRO-MOU TO AN ACTION ITEM. 
          >> SECOND. >> ALL RIGHT. 
          IS THERE DISCUSSION? >> I WOULD LIKE TO POINT OUT HOW MUCH WE APPRECIATE OUR SROS. THEY DO A GREAT SERVICE FOR OUR DISTRICT. AND THAT IS IT. 
          I APPRECIATE THEM. >> DITTO. 
          [01:25:01]
          >> ALL RIGHT. CALL FOR A VOTE. 
          TIFFANY? >> STARTING WITH MS. SARAH 
          DONSBACH? >> YES. 
          >> BEN ORR? >> YES. 
          >> TIFFANY PASCOE? >> YES. 
          >> THERE WAS A SECOND. JUANITA ALBRIGHT? 
          >> YES. >> SARAH PARKS-REESE? 
          >> YES. >> SARAH... EXCUSE ME. 
          SUZANNE THOMAS? >> YES. 
          >> MOTION PASSES. 7-0. 
          >> I MOTION TO APPROVE THE S SRO-MOU AS PRESENTED. 
          >> I'LL SECOND. >> ALL RIGHT. 
          MOVING FOR A VOTE. SARAH DONSBACH? 
          >> YES. YES. 
          >> BEN ORR? >> YES. 
          >> TIFFANY PASCOE? >> YES. 
          >> JUANITA ALBRIGHT? >> YES. 
          >> SARAH PARKS-REESE? >> YES. 
          SUZANNE THOMAS? >> YES. 
          DAWN LANG, YES. MOTIONS PAS, 7-0. 
          -THANK YOU. >> THANK YOU SO MUCH. 
          MOVING TO INFORMATION ITEM 5.02. ACADEMIC UPDATES. 
          FOR NEXT GENERATION LEARNING. MR.  LOWSIER? 
          >> GOOD EVENING, MADAM PRESIDENT FTION, BOARD OF TRUSTEES AND DRN THE AUDIENCE AND AT HOME, I'M THE DIRECTOR OF PK-12 INITIATIVES FOR HSE SCHOOLS. I'M HERE TO PROVIDE AN ACADEMIC UPDATE REGARDING OUR WORK WITH FORD NGL. 
          I'M JOINED BY AMY SELBY AND BRANDON CLOUD. 
          ALONG WITH DR. STOKES AND M MADELEINE ALBRIGHT AM PRESIDENT LANG MADE THE TRIP TO NASHVILLE TWO WEEKS AGO TO SEE THE WORK THEY HAVE DONE WITH THE SUPPORT OF FORD NGL. 
          THIS FOLLOWED A TRIP LAST FALL TO AKRON, OHIO ATTENDED BY OUR HIGH SCHOOL PRINCIPAL. THE TEACHERS ASSOCIATION PRESIDENT ABBY TAYLOR, MICHELLE BRITTON WATTS AND DR. STOKES. 
          WE ARE GOING TO SHARE OUR EXPERIENCES IN NASHVILLE. 
          I'M GOING TO PROVIDE A LITTLE BIT OF CONTEXT. 
          JUST A REMINDER, OUR MEMBERSHIP WITH THE INDIANA CAREER COLLABORATIVE HAS LED US TO ENGAGE WITH FORD NGL. 
          IN THIS FACILITATED TRANSFORMATION PROCESS. 
          THIS IS FUNDED THROUGH THE GRANT AND REMEMBER, WE ARE CHALLENGED TO CREATE OPPORTUNITIES FOR STUDENTS THAT EXPLORE AN EDGE GAUGE IN EXPERIENCE, CAREER AND COLLEGE EXPERIENCES WHILE THEY ARE IN OUR SYSTEM THAT RESULT IN ENROLLMENT, ENLISTMENT AND EMPLOYMENT. PRESIDENT LANG SHARED WITH YOU THE IDEA TO SUCCEED. INDICATORS OF SUCCESS FOR THE GRANT AND THROUGH THIS WORK. IT WILL BE MONITORING THOSE DATA POINTS AS WE CONTINUE THROUGH THAT PROCESS. 
          JUST ONE OTHER REMINDER. THE PROCESS IS ALSO FACILITATED THROUGH THE CREATION OF THE HSE PORTRAIT OF A GRADUATE. 
          THAT IS WHERE THE FISHERS COMMUNITY CREATES A VISION FOR THE 21ST-CENTURY SKILLS, CHARACTER TRAITS, AND/OR SOCIAL-EMOTIONAL COMPETENCIES THAT STUDENTS NEED TO SUCCEED IN COLLEGE, CAREER, AND LIFE AND LEAVE OUR SYSTEM WITH EXPERIENCES AND EVIDENCE OF. TWO THEMES CAME OUT IN OUR WORK IN NASHVILLE. WE WHAT MOVE INTO SUM RYING THOSE TALKING POINTS. JEFF. 
          OR NO. I HAVE A CLICKER. 
          (LAUGHTER) EXCUSE ME. THE CLICKER DOESN'T WORK. 
          >> TURN IT AROUND. >> SERIOUSLY? HEY. ALL RIGHT. 
          SO TWO BIG THEMES. REGARDLESS IF WE TALKED TO TEACHERS, WE TALKED TO STUDENTS, WE TALKED TO ADMINISTRATORS. 
          WE TALKED TO COMMUNITY STAKEHOLDERS. 
          TWO THINGS THAT THEY REALLY STRESSED, THE FIRST ONE IS A NAVY SEAL SAYING THAT SLOW IS SMOOTH AND SMOOTH IS FAST. 
          SO THIS WORK TAKES TIME. WHICH WE ARE NOT USED TO. 
          WHEN I FIRST GOT MY JOB, THE FIRST INTERVIEW I HAD WITH DR. SMITH, HE TOLD ME IF YOU ARE NOT GOING 100 MILES AN HOUR, YOU ARE NOT GOING FAST ENOUGH IN THIS DISTRICT. 
          THIS IS GOING TO CHANGE THAT. THE OTHER THING THEY REALLY STRESSED IN THIS WORK THAT ASKING TEACHERS TO DO SOMETHING WITHOUT TRAINING IS PROFESSIONAL MALPRACTICE. 
          PROFESSIONAL DEVELOPMENT MUST COME FIRST AND COME OFTEN. 
          SO WHAT WE ARE GOING TO OUTLINE IS A SHIFT IN HOW THIS WORK IS TRAJECTORY AND WHERE IT IS GOING TO GO. 
          NASHVILLE STARTED THIS WORK IN 2006. 
          IT APPEARS TO BE A MODE EL SUSTAINED DUE TO THE SHARED ACCOUNTABILITY BETWEEN THE COMMUNITY AND THE SCHOOL DISTRICT. I CAN SPEAK AS THE DIRECTOR OF PK-12 INITIATIVES. TEACHERS KNOW THAT INITIATIVES COME AND GO. PROFESSIONS KNOW THAT INITIATIVES COME AND GO. THIS IS GOING TO BE DIFFERENT THAN. THAT I WANT TO PUT THAT OUT RIGHT AWAY. WHERE ARE WE GOING? WE ARE CURRENTLY THIS WEEK IN AN EXPLORE SESSION WITH AN EXPLORE VISIT. FORD NGL COACHES HAVE BEEN ENGAGING OUR COMMUNITY. THEY HAVE BEEN IN OUR SCHOOLS. 
          AND T THEY ARE GOING TO BRING US FEEDBACK, YOU FEED BACK IN THE 
          [01:30:03]
MAY WORK SESSION TO SHARE A REPORT OF FINDINGS AND RECOMMENDATIONS BASED ON THAT. I CAN TALK TO YOU ABOUT CONVERSATIONS THAT WE HAVE HAD THIS WEEK WITH THOSE COACHES. 
          THIS COMMUNITY IS PRIMED TO STEP INTO THE COMMUNITY PARTNERSHIPS TO TRANSFORM THE KIND OF EDUCATIONAL EXPERIENCES OUR STUDENTS HAVE. WE NEED A SUPPORT FOR TEACHERS IN IT. WE NEED TO GO SLOW IN HOW WE DO THAT. PHASE TWO IS ENVISIONING. 
          FALL OF 2023, WE ARE GOING TO ENGAGE THE COMMUNITY, CONVENING ORGANIZATION WHICH IS GOING TO GROW TO 150-200 COMMUNITY STAKEHOLDERS TO BUILD OUT LOCAL PATHWAYS, LOOK AT THE KIND OF EXPERIENCES WE WANT STUDENTS TO HAVE IN OUR COURSES THAT LEAD TO DIRECT FISHERS EMPLOIT THROUGH PARTNERSHIPS WITH COMPANIES, BUSINESSES, AND ORGANIZATIONS. FINALLY, WE ARE STILL PLANNING IN SPRING AND FALL OF 2024. TO KIND OF GIVE YOU A VISUAL OF THAT, WE ARE RIGHT THERE AT NUMBER ONE, EXPLORING THIS RIGHT NOW. WE WILL BE MOVING TO THAT TRANSFORMATIONAL PROCESS IN THE SPRING AND FALL OF 2024 TO THEN MOVE INTO. THAT IN ONE OF THE SESSIONS I WENT TO IN NASHVILLE, THEY SAID THAT PEOPLE HATE ROUND-ABOUTS. 
          THEY WON'T PUT IT ON THIS GRAPH. THEY THINK AS SESSIONS FOUR AND FIVE, AS A ROUND-ABOUT, WHERE AGAIN, THE COMMUNITY, THE BUSINESSES, WHERE WE KNOW JOBS AND SUCCESS ARE GOING TO BE IN OUR COMMUNITY, GET ARTICULATED TO THE SCHOOLS. 
          THE SCHOOLS AND THE TEACHERS RESPOND TO THAT. 
          AND WE ARE ATTRACTING TALENT. WE ARE DEVELOPING WORKFORCE TOGETHER IN THAT. WE ARE GOING AROUND THE ROUND-ABOUT TOGETHER. I'M GOING TO TURN IT OVER THE AMY SELBY TO SHARE A LITTLE BIT ABOUT WHY NASHVILLE. 
          >> GREAT. THANK YOU. 
          SO I HAD THE PLEASURE OF JOINING OTHERS IN NASHVILLE, AND WHAT I ALWAYS APPRECIATE EVEN THOUGH MY ROLE IS PRIMARILY TO SUPPORT STUDENTS WITH DISABILITIES IN OUR DISTRICT, IT IS ABOUT SUPPORTING ALL STUDENTS. 
          REGARDLESS OF THEIR ABILITIES. OR DIFFERING ABILITIES. 
          SO ONE THING THAT I WANTED TO POINT OUT TODAY AND I INCLUDED THE GRAPHIC OF THESE THREE CIRCLES AND THE LISTS BELOW THEM, IT REALLY WASN'T UNTIL I WAS IN NASHVILLE THAT THIS MADE SENSE TO ME. IN A WAY. 
          SO YOU KNOW, CALL THIS WHAT WE ARE DOING HERE OR ANY OTHER TYPE OF ENVIRONMENT THAT YOU ARE TRYING TO TRANSFORM, WHETHER IT IS A NEW LITERACY CURRICULUM OR ANYTHING, THESE THREE PIECES IN THE STRANDS BELOW ARE WHAT IS NEEDED FOR SUSTAINED CHANGE. 
          AND SO IT IS THE THINGS THAT WE DO EVERY DAY. 
          THAT WE ARE ALREADY DOING. PROVIDING PROFESSIONAL DEVELOPMENT, HOW ARE WE TEAMING WITH OUR TEACHERS? ARE WE MAKING SURE THAT OUR STUDENTS HAVE OPPORTUNITY TO EARN CREDITS IN VARIOUS DIPLOMA TYPES? ARE WE MAKING SURE WE ARE COMMUNICATING WITH OUR COMMUNITY AND WHAT BUSINESS PARTNERSHIPS DO WE HAVE? FOR ME, THAT REALLY-- TO SEE IT IN ACTION AND TOUCH IT AND FEEL IT AND LIVE IT REALLY HELPED. SO WHEN YOU SEE THIS GRAPHIC, YOU KNOW THAT THIS IS MORE THAN JUST THIS WORK. 
          IT IS WHAT WE DO EVERY DAY. AND SO IT WAS NICE TO BE THERE, TO BE ABLE TO OBSERVE WHAT IT LOOKS LIKE FOR THEM. 
          HOW THEY HAVE COME SO FAR FROM WHERE THEY STARTED. 
          AND IT WAS REALLY COOL TO BE ABLE TO SEE WHERE WE ARE AND KNOW WHERE WE ARE HEADED. AND HAVING THAT OPPORTUNITY TO ASK QUESTIONS SPECIFICALLY ABOUT WHAT WILL THIS LOOK LIKE FOR US IN OUR COMMUNITY AND HOW WE CAN MAKE IT SUCCESSFUL. 
          KNOWING THAT WE ARE DIFFERENT. AND UNIQUE AND THAT WE HAVE SOME THINGS IN PLACE THAT WILL CONTINUE TO SUPPORT OUR STUDENTS AND OUR COMMUNITY IN THAT PIPELINE TO THE WORKFORCE. 
          IT WAS GREAT TO TALK DIRECTLY TO THOSE STUDENTS, THE TEACHERS, THE ADMINISTRATORS, THE COMMUNITY PARTNERS. 
          IT WAS OVERALL REALLY ALLOWING US TO WALK AWAY WITH SOME TAKE-AWAYS. WHAT I TOOK FROM THAT IS WE ARE DOING THE RIGHT WORK. WE ARE HEADED IN THE RIGHT DIRECTION. AND IT IS ABOUT WRITING OUR JOURNEY AND WHAT THIS LOOKS LIKE, IS WE THINK STRATEGICALLY ABOUT HOW WE PARTNER WITH OUR COMMUNITY, HOW WE PARTNER WITHIN OUR SCHOOLS, AND HOW WE DESIGN INSTRUCTION FOR STUDENTS TO PREPARE THEM FOR LIFE AFTER HIGH SCHOOL. 
          AND IT IS ABOUT TAKING THOSE ACADEMICS THROUGH THAT CAREER EXPERIENCE LENS. HELPING STUDENTS UNDERSTAND THE RELEVANCE BEHIND IT, APPARENTLY, MATH AND PHYSICS IS IN SOUND PRODUCTION. I HAD NO IDEA. 
          WE CAN THINK OF THINGS DIFFERENTLY AND APPLY IT TO LIFE AFTER HIGH SCHOOL. JUST MY QUICK TAKE-AS ABOUT WHAT WE WERE ABLE TO SEE THERE AND LOOK FORWARD ON HOW WE CAN TAKE THIS FRAMEWORK AND MAKE SURE WE ARE USING IT TO SUSTAIN ACADEMIC 
          EXCELLENCE. >> DO I HAVE THE NEXT ONE? I HAVE THE DATA. RIGHT? REAL QUICK, I KNOW EDUCATORS. I KNOW TEACHERS. 
          AND THOSE OF THEM WATCHING AT HOME ESPECIALLY HAVE GOOGLED NASHVILLE PUBLIC SCHOOLS. THEY ARE ALREADY DOING THEIR RESEARCH. I PUT THIS SLIDE IN HERE JUST TO ADDRESS SOME THINGS AND BE REALLY CLEAR. 
          I WANTED TO COMPARE US WITH NASHVILLE. 
          BECAUSE THAT IS WHAT THEY ARE DOING RIGHT NOW. 
          THESE TYPES OF DATA POINTS, I KIND OF THINK OF AS VITAL SIGNS FOR SCHOOL DISTRICTS. ALL SCHOOL DISTRICTS ARE DIFFERENT. WHAT I WANT TO STRESS OUT OF THIS IS THAT WE ARE NOT-- WE DID NOT GO TO NASHVILLE, WE DID NOT GO TO AKRON AND WE WILL NOT BE REPLICATING A MODEL OR INITIATIVE OR A PLAN OF THOSE COMMUNITIES. 
          WE ARE IN THIS PROCESS TO DESIGN A UNIQUELY KRP FISHERS SOLUTION AND OUTCOME TO. THIS THAT IS THE TRANSFORMATION. 
          [01:35:01]
I WANT TO SHOW, THOUGH, SOME PROUD DATA THAT THEY DID SHARE. 
          THEY STARTED OFF THE PRESENTATION WITH THIS. 
          IF YOU LOOK IN 2006, WHEN THIS WORK STARTED, THEY HAD A 57.8 GRADUATION RATE. AND KNEW THEY EVER AN 81.8% GRADUATION RATE. THEY ALSO NOTED A LOT OF QUALITATIVE EVIDENCE AROUND DISCIPLINE, AROUND ENGAGEMENT, AROUND JUST A BETTER TEACHING EXPERIENCE. 
          RETENTION OF TEACHERS. TEACHERS WITH A MORE POSITIVE OUTLOOK ABOUT THEIR SCHOOLS. THAT IS THE TRANSFORMATION WE ARE TALKING ABOUT. THE OTHER THING I WANT TO NOTE IS THEY ARE VERY PROUD OF THE INDUSTRY CERTIFICATIONS THAT CHILDREN HAVE EARNED, AS WELL AS DUEL CREDITS. 
          WE ARE STILL IN THE PROCESS OF CALL CUE LATING SOME OF THAT DATA. I DID WANT TO NOTE OUR NUMBERS OF DUAL CREDITS, WE STAND AS A COMMUNITY, TO BLOW SOME OF THIS WORK OUT OF THE WATER. WITH THE OPPORTUNITIES THAT WE HAVE IN TERMS OF COURSE WORK, WHEN WE CONNECT THOSE TO COMMUNITIES AND THE OUTCOMES, WORKFORCE DEVELOPMENT AND THE JOBS THAT STUDENT COULD STEP INTO OR EXPERIENCE WHILE SUPPORTED IN HIGH SCHOOL, AND GUESS WHAT, PARENTS, IT IS STILL FREE TO YOU. WE CAN DO A LOT OF GREAT WORK WITHIN THIS. I WANTED TO NOTE A LITTLE BIT OF THOSE DEM GRAPHICS. BECAUSE I KNOW ALL MY VERY PROFESSIONAL EDUCATORS ARE ALREADY LOOKING AT THEM. 
          SO NOW BRANDON CLOUD WILL TALK ABOUT HOW WE ARE PRIMED FOR 
          THIS. >> HEY, I GET TO WRAP THIS UP HERE. ITE NOT GOING TO JUST READ THIS SLIDE TO YOU. MY TAKE-AWAY FROM NASHVILLE WAS REALLY THAT WE ARE SITTING ON A GOLD MINE HERE IN FISHERS. 
          I HAVE BEEN CONNECTED TO THE EXPERIENCE USUAL LEARNING PIECE FOR QUITE SOME TIME IN THIS DISTRICT. 
          I SEE IT THROUGH A LITTLE BIT OF A DIFFERENT LENS AS THE DIRECTOR OF ED. MY EXPERIENCE WITH WORKING WITH OUR COMMUNITY PARTNERS, OUR LOCAL GOVERNMENT, BUSINESS OWNERS, WE ARE REALLY PRIMED FOR AN AMAZE K,ENS EXPERIENCE FOR OUR STUDENTS. IT IS REALLY DEEP HERE. 
          HONESTLY, I CAN SEE SOME COOL AND GREAT THITION HAPPENING AROUND THE CORNER FOR US. IN ADDITION TO ALL THE COOL THINGS THAT WE ARE ALREADY DOING. 
          I WAS REALLY INSPIRED BY THIS TRIP. 
          AND REALLY APPRECIATE THE OPPORTUNITY TO GO. 
          >> ONE LAST LITTLE TIDBIT. BEFORE WE GO TO QUESTIONS. 
          I HAVE WORKED WITH THE COACHES THIS WEEK. 
          YOU MAY OR MAY NOT-- WE HAVE A LOT OF TEACHERS WHO WORK WITH THE STATE BOARD OF EDUCATION WHO WORK ON THE GOVERNOR'S WORKFORCE COUNCIL. PROFESSIONAL THAT IS ARE REALLY COMMITTED TO SOME OF THIS WORK. ONE OF THE THREADS THAT HAS REALLY COME OUT FROM THE TEACHER PERSPECTIVE IN THIS, THEY FEEL THIS IS THE FIRST TIME WHERE THEY ARE SEEING ALIGNMENT FROM THE DOE. AND FROM THE GOVERNOR'S WORKFORCE COUNCIL AROUND F THIS WORK. 
          IF YOU FOLLOWED ANY LEGISLATION, BRANDON, THE STATE SENATE BILL 102 WAS ON THAT SLIDE. THERE IS A LOT OF PRIME THINGS HAPPENING IN OUR STATE TO REALLY MAKE THIS WORK GO FAR. 
          IT IS REALLY AWESOME THAT I SAW TEACHERS REAL IING. 
          THAT THAT IS USUALLY IT. YOU KNOW, A CENTRAL OFFICE ADMINISTRATIVE 40,000-FOOT VIEW PIECE OF. 
          THAT YOU WILL SEE MORE AND MORE, ESPECIALLY COMING OUT OF LEGISLATIVE SESSION. THAT WILL GET YOU MORE EXCITED. 
          QUESTIONS ABOUT THE TRIP OR THINGS? AND OTHER PEOPLE WHO ATTENDED MAYBE? 
          >> I DO WANT TO SHARE THAT AS YOU SAID, THAT MISS LANG AND I HAD THE OPPORTUNITY TO GO. AND IT WAS GREAT FOR ME BECAUSE I GOT TO COMPARE TWO DIFFERENT SCHOOL DISTRICTS, AND HE IS VERY MUCH RIGHT WHEN MR.  LOWSIER SAYS THE DISTRICTS ARE BOTH DIFFERENT. WE ARE PRIMED. 
          WE ARE TRULY SITTING ON A GOLD MINE, BECAUSE WE ARE ALREADY TRYING TO MAKE CONNECTIONS AND PARTNERSHIPS. 
          WE ARE A GREAT RELATIONSHIP WITH OUR CITY. 
          THIS IS GREAT FOR US TO BE ABLE TO HAVE STUDENTS EXPERIENCE NOT JUST, AS YOU SAY, MATH OR, YOU KNOW, MOTION OR WHAT HAVE YOU. 
          BUT ACTUALLY TO EXPERIENCE IT IN AN ACTUAL JOB SETTING. 
          WHEN THEY LEAVE HIGH SCHOOL, THEY SAY, HEY, I KNOW WHAT I WANT TO DO. SO I DON'T WASTE ANY TIME. 
          I DON'T WASTE ANY MONEY. I CAN GO TO COLLEGE. 
          OR I CAN GO RIGHT INTO A CAREER. I HAVE HAD SOME EXPERIENCE WHILE IN HIGH SCHOOL. I WANT TO ADD THAT I KNOW WE ARE SHARING SOME INFORMATION. FOR BOARD MEMBERS TO REALLY EXPERIENCE IT, SOMETIMES YOU HAVE TO GO. 
          SO WE ARE LOOKING IN THE FALL TO GO AGAIN AND TAKE A BOARD MEMBER OR TWO WITH US. KEEP THAT IN MIND AS WE THINK 
          ABOUT THIS. >> CAN YOU COLLAR DPI A LITTLE BIT FOR THE COMMUNITY OR PEOPLE THAT ARE OBSERVING AND LISTENING TONIGHT ABOUT COST? I MEAN, ONE OF THE THINGS THAT A LOTS OF PEOPLE WILL ASK ABOUT IS OKAY, HOW MUCH IS THIS GOING TO COST OUR DISTRICT? AND HOW THE FUNNING AND THE DOLLARS-- WE DON'T KNOW ALL OF THE DETAILS RIGHT NOW. 
          THE PROJECTION FORWARD. LIKE, WHAT IS THE VISION? AND IS IT SOMETHING THAT IS GOING TO BE AN ASTRONOMICAL COST 
          TO OUR DISTRICT? >> YEAH. 
          THERE IS A COUPLE OF VARIABLES TO THAT. 
          ONE, A STRONG THEME THAT ALSO CAME OUT, WHEN IT COMES TO PARTNERSHIPS, YOU ASKED FOR TIME AND TALENT. 
          NOT NECESSARILY TREASURE DIRECTLY. 
          HOWEVER, THEY SAID AS A BUSINESS COMES IN TO WORK WITH KIDS, THEY WILL NOTICE THINGS THAT KIDS MIGHT NEED IN THAT EXPERIENCE. 
          THEN THEY WOULD BE PETITIONING YOU MAYBE TO APPROVE DONATIONS 
          [01:40:02]
AND SOME THINGS LIKE THAT TO SUPPORT THAT. 
          THEY ALSO NOTED THAT WHEN IT CAME TO, YOU KNOW, ALL DISTRICTS ARE GOING TO GO THROUGH FINANCIAL CHALLENGES. 
          RIGHT? THROUGH OVERTIME, THROUGH BUDGETS. AS THINGS CHANGE LIKE THAT. 
          THEY HAD EVIDENCE OF GOING BACK THROUGH 2006, WHERE WHEN THOSE THINGS CAME ALONG, THE WAY THE COMMUNITY RALLIED, AND I'M NOT UP HERE TO SAY THE COMMUNITY, WE NEED MONEY FOR THESE SORT OF THINGS OR. THAT IT WAS COLLABORATIVE. 
          AND THE IDEA, TOO, THAT REGARDLESS OF WHO WAS IN A LEADERSHIP ROLE AT THE CITY, IN THOSE ORGANIZATIONS, OR IN THE SCHOOL DISTRICT, IT WAS THE SUSTAINED PIECE OF THAT. 
          THAT WOULD GO TO THAT. I DON'T THINK WE WERE-- WE WERE PROBABLY, I'M GOING TO BE HONEST, MAYBE TWO YEARS AWAY BEFORE WE WERE TALKING ABOUT SOME COST ELEMENTS TO THIS. 
          THAT IS GOING TO COME IN KIND OF THROUGH THOSE RECOMMENDATIONS AND THINGS. THE OTHER PART OF IT IS THAT YOU KNOW, THAT IS GOING TO BE AN ONGOING DISCUSSION WITH YOU, WITH THE COMMUNITY, WITH THE TEACHERS ASSOCIATION. 
          YOU KNOW, AS WE ASSESS WHAT THOSE THINGS ARE. 
          AND THE RECOMMENDATIONS THAT WE GET AREN'T GOING TO BE DO THIS OR YOU ARE NOT MOVING FORWARD. THEY ARE VERY FLEXIBLE IN HOW WE CAN MOVE THAT FORWARD. DOES THAT ANSWER THAT? 
          >> A LITTLE BIT, IT DOES. I MEAN, I THINK THE BIGGEST QUESTION, TOO, IS THIS GOING TO BE SOMETHING THAT OUR SCHOOL DISTRICT NEEDS TO ADD AS A BUDGET ITEM? RIGHT? OR IS IT SOMETHING WHERE WE ALREADY HAVE IT BECAUSE WE PROVIDE THE CLASSES. 
          WE PROVIDE THE PROGRAMS. WE PROVIDE THOSE THINGS. 
          WE HAVE TEACHERS FOR THEM. HOW WE ARE GOING TO SHIFT THINGS AROUND IS MAYBE A BETTER WAY OF LOOKING AT IT AS OPPOSED TO SAYING WE HAVE THIS NEW PROGRAM. NOW WE HAVE TO COME UP WITH $3 MILLION. RIGHT? 
          >> I CAN SPECULATE ALL DAY LONG ON THAT. 
          UNTIL WE GET THROUGH THE ASSESSMENT PHASE, I'M NOT REAL 
          CLEAR ON THAT. >> OKAY. 
          >> ONE OF THE THINGS WE LEARNED FROM GOING TO THE VARIOUS SITES IS THAT A LOT OF THE HEAVY LIFT IS MORE OF YOU ARE USING YOUR INTERNAL WORKFORCE, BUT YOU ARE KIND OF REPURPOSING THEIR FOCUS. 
          THEY HAVE, LIKE WHRARKS THEY CALL ACADEMIES. 
          WE MIGHT CALL THEM PATHWAYS OR WHAT HAVE YOU. 
          YOU REPURPOSE THE FOCUS. YOU MIGHT HAVE-- I'LL GIVE AN EXAMPLE. YOU MAY HAVE A GROUP OF TEACHERS, FOR EXAMPLE, WHO SAY, HEY, YOU KNOW, I'M INTERESTED IN BEING A PART OF A COLLABORATIVE TEAM THAT SUPPORTS THE ENGINEERING AND MAYBE FIVE OR SIX TEACHERS, THEY ONLY SUPPORT THE ENGINEERING. BUT THROUGH MATH, LANGUAGE, SCIENCE, SOCIAL STUDIES, WHAT HAVE YOU. 
          YOU ARE REPURPOSING SOME OF THE WAY YOU HAVE STAFFS. 
          THAT IS WHY IT IS IMPORTANT WE TALK WITH OUR TEACHERS. 
          AS HE SAYS, THAT IS WHY T IT IS NOTHING YOU CAN DO OVERNIGHT. 
          >> I WOULD SAY TOO,ST, TOO, THEY ARE SEEING SOME VALUABLE THINGS IN THE EXAPPEARANCAL LEARNING. 
          THE AMOUNT OF FULL-CREDIT A.P. COURSE THAT IS ARE OBVIOUSLY SAVING MONEY, NOT ONLY THROUGH COLLEGE BUT ULTIMATELY, GETTING KIDS EXPERIENCE IN THOSE FIELDS. YOU KNOW, IT IS JUST AS MUCH ABOUT KNOWING WHAT YOU WANT TO DO WHEN YOU LEAVE. 
          IT IS ALSO KNOWING WHAT YOU DON'T WANT TO DO WHEN YOU LEAVE THE COURSE:  RIGHT? AND INVESTING IN THAT. 
          THERE ARE AREAS THAT THEY WILL COME BACK IN THAT REPORT. 
          THAT WILL SHOW, LOOK, WE DON'T EVEN NEED TO INVEST IN THIS AREA. AS WE BUILD THAT OUT. 
          >> ALL RIGHT. I APPRECIATE THE DIALOGUE STARTED. THANK YOU. 
          >> THERE IS A LOT OF FUNDING THAT IS BEING LOOKED AT IN THAT THAT IS GOING TO GO THROUGH AND BE DISTRIBUTED ACROSS ALL SCHOOLS. SO THERE WILL BE SOME FUNDING THAT DOES COME OUT OF THAT THROUGH INTERMEDIARIES, VERY MUCH LIKE THE PER-STUDENT, THERE IS MORE TO COME FROM THAT. 
          IT IS ADVANCING IN THE STATE LEGISLATURE RIGHT NOW. 
          WE WILL HAVE OPPORTUNITIES FROM NOT ALL FUNDING BUT A GOOD 
          PORTION. >> YEAH. 
          A -- >> REAL QUICK, CAN YOU REMIND OUR COMMUNITY AND THE BOARD ABOUT THE PORTRAIT OF A 
          GRADUATE. >> THE IDEAL WE SUPPORTED, AND THIS IS-- WE ENGAGED IN THIS WORK PRIOR TO COVID. 
          WE HAD A COMMITTEE OF TEACHERS, OF PARENTS, OF STUDENTS PROVIDING INPUT, AGAIN, INTO, YOU KNOW, THE LANGUAGE OF THAT. 
          THE 21ST CENTURY SKILLS, CHARACTER STRAITS, SOCIAL-EMOTIONAL COMPETENCIES THAT ALL STUDENTS SHOULD HAVE WHEN THEY LEAVE OUR SYSTEM. THE DOE CHARGED DISTRICT TO START TO ENGAGE WITH THAT WORK. AND AS I HAVE TRIED TO SUMMARIZE SOME OF THAT, THERE IS THIS INCREDIBLE COVID TALE OF WE ARE GOING TO MEET NEXT WEEK. WE WILL MEET A MONTH FROM NOW. 
          THEN WE ARE JUST NOT NOT GOING TO MEET. 
          THAT WORK WILL NOT BE WASTED. IT WILL COME ALONGSIDE THIS PROCESS. THAT IS SOMETHING OBVIOUSLY, KNOWING WHERE WE WANT THE KIDS TO BE THE DAY THEY LEAVE OUR SYSTEM AND WHERE THEY ARE GOING TO GO AFTER THAT, AND WHAT WE WANT THEM TO BE EQUIPPED WITH THAT IS SOMETHING THE DOE HAS REALLY CHALLENGED EVERY DISTRICT TO WRAP THEIR HEAD AROUND. 
          IF WE DON'T HAVE THAT WHAT HAY TALL CAN NORTH STAR-- WHAT THEY CALL THE NORTH STAR, ESPECIALLY HOW WE FUND THINGS OR DO THINGS LIKE. THAT YEAH. 
          [01:45:01]
ANY QUESTIONS? ALL RIGHT. 
          THANK YOU. >> THANK YOU SO MUCH. 
          (APPLAUSE). >> YOU CAN CLAP. 
          GOOD STUFF. MOVING ON TO ITEM 5.034. 
          REGARDING THE CALENDARS FOR NEXT THREE SCHOOL YEARS. 
          UPCOMING. MR.  KEGLEY? 
          DR. KEGLEY? >> DO I HAVE THIS? NO? YOU? OKAY. THANK YOU. 
          GOOD EVENING, DR. STOKES, BOARD OF SCHOOL TRUSTEES. 
          I WANT TO REVISIT, SPEND A LITTLE TIME REVISITING NEXT YEAR'S CALENDAR AND THE YEAR AFTER THAT, AND THEN ALSO TALK WITH YOU ABOUT PROPOSED DRAFT FOR THE '25-ACCOUNT 26 SCHOOL YEAR. NEXT YEAR'S CALENDAR, WE ARE PROPOSING SOME REVISIONS TO THAT BOARD-APPROVED.AS BOA TWO ITEMS. THE FIRST IS THAT NEXT YEAR, ON APRIL 8 OF 2024, WE HAVE A SOLAR ECLIPSE, AND FOR THE PRINCIPALS AND TEACHERS IN THE ROOM AND AT HOME THAT REMEMBER THE LAST TIME WE HAD A SOLAR ECLIPSE, WHILE WE WERE IN THE SCHOOL, IT PRESENTS A SIZABLE AMOUNT OF LOGISTICAL COMPLICATIONS. 
          WHILE IT IS A GREAT LEARNING OPPORTUNITY, AND I'M SURE OUR TEACHERS WILL DO EVERYTHING THEY CAN TOK A SENG WAIT THE MOMENT FOR OUR STUDENTS TO LEARN ABOUT THIS, THIS TIME AROUND, IT IS EVEN A BIGGER DEAL BECAUSE-- ARE YOU READY FOR THIS? WE ARE IN THE PAST OF TOTALITY. (LAUGHTER) THANK YOU. 
          MY INTERNET SEARCHING PROVED ME WELL. 
          INDIANA IS RIGHT IN THE PATH OF THE FULL TOTAL ECLIPSE OF THE SUN. THERE IS AN 80S SONG TIED THERE, TOO. YES. 
          THANK YOU. (LAUGHTER) ACTUALLY, THE START OF THE YEAR-- THE EARLIEST PART OF THE ECLIPSE WILL START ABOUT 1:50. THE HEIGHT OF THE TOTAL ECLIPSE IS AT 3:09. THE ENDING STAGE IS AROUND 4:23. 
          SO AS YOU CAN TELL, THIS IS A TIME PERIOD IN OUR DAY WHERE WE ARE GOING TO HAVE STUDENTS STARTING HOME FROM SCHOOL. 
          IF WE ARE IN THAT DAY AND OBVIOUSLY, STILL STUDENTS AT SCHOOL. AND WE THINK IT IS OUR RECOMMENDATION THAT WE NOT BE IN SCHOOL ON APRIL 8. 
          WE TALKED THROUGH VARIOUS SCENARIOS. 
          THE PROPOSAL THAT WE HAVE, AND IT IS REFLECTED IN THIS CALENDAR, IS TO MOVE THE TRADITIONAL FRIDAY BEFORE SPRING BREAK TO THE MONDAY AFTER SPRING BREAK AS A GUARANTEED DAY OFF. 
          AND THEN WE HAVE PROPOSED TO MOVE THE FEBRUARY 20 FLEX DAY TO THE FRIDAY BEFORE SPRING BREAK. THAT WOULD PERHAPS, IF WE HAVE A WINTER AS MILD AS THE ONE WE HAVE HAD THIS YEAR, WE MIGHT SILL HAVE THAT FRIDAY BEFORE SPRING BREAK OFF. 
          THE OTHER THING-- THAT IS THE SITUATION WITH THE ECLIPSE. 
          THE OTHER CHANGE IN THIS CALENDAR IS THAT WE HAVE REDUCED THE NUMBER OF E-LEARNING DAYS FOR PROFESSIONAL DEVELOPMENT FROM THREE TO ONE. THAT IS REFLECTED IN THIS CALENDAR ON SEPTEMBER 29. IF YOU RECALL, WELL, FOR THOSE BOARD MEMBERS THAT WERE HERE THE LAST TIME WE TALKED ABOUT THIS A YEAR AGO, THE LEGISLATURE LIMITED THE NUMBER OF ASYNCHRONOUS INSTRUCTION DAYS YOU COULD HAVE TO THREE. 
          AT THAT TIME, WE REDUCED OUR E-LEARNING DAYS FROM FOUR TO THREE. AFTER LIVING THROUGH THIS FOR A YEAR AND THINKING ABOUT THE PROSPECTS OF GOING BACK TO SYNCHRONOUS LIVE INSTRUCTION ON AN INCLEMENT WEATHER DAY, WE FEEL THAT IT WOULD BE BETTER TO MAYBE HAVE THOSE-- TO HAVE A COUPLE OF EXTRA DAYS IN THE BACK POCKET THAT WE COULD USE AS ASYNCHRONOUS INSTRUCTION DAYS. SO OUR RECOMMENDATION WOULD BE TO KEEP OUR FLEX DAYS IN OUR CALENDAR AND USE THOSE FIRST. 
          AND THEN IF WE NEEDED TO GO BEYOND TWO DAYS OF MISSED SCHOOL, WE WOULD RELY ON THOSE AS ASYNCHRONOUS INSTRUCTION DAYS. THAT WOULD GIVE US A TOTAL OF FOUR DAYS BEFORE WE WOULD HAVE TO GO TO LIVE SYNCHRONOUS 
          INSTRUCTION. >> OKAY. 
          THAT JUST KIEBLED OF WENT WOOP. REAL QUICK. 
          NOVEMBER 10 AND THE 20TH WOULD BE REGULAR SCHOOL DAYS. 
          CORRECT? >> YEAH. 
          THEY WERE STUDENT DAYS ANYWAY. . 
          >> RIGHT. >> EXCEPT NOW KIDS WILL GO TO 
          SCHOOL. >> THAT IS WHAT I'M SAYING. 
          REGULAR. THEY GO TO SCHOOL. 
          REGULAR DAYS. >> YES, CORRECT. 
          >> DOES THIS MEAN IF FOR SOME REASON, WE HAD A HORRIBLE 
          [01:50:04]
WINTER, DOES THAT MEAN WE TACK IT  ON AT THE END OF THE YEAR? 
          >> NO. WHEN WE WILL GOT TO DAY FIVE, WE WOULD STILL DO LIVE SYNCHRONOUS INSTRUCTION. 
          >> YES. >> FROM HOME. 
          >> YES. >> OKAY. 
          THANK YOU. >> OKAY. 
          THEJECTION CALENDAR, JEFF, THE ONLY CHANGE OR THE ONLY DIFFERENCE IS  WE HAVE-- WE HAVE MOVED THE TRADITIONAL DAY FOR SPRING BREAK TO START BACK TO THE FRIDAY, AND THAT IS REFLECTED ON APRIL 4. AND THEN YOU WILL SEE THE REDUCTION IN THE E-LEARNING DAYS FROM THREE TO ONE. 
          WE, AGAIN, KEPT THE ONE IN SEPTEMBER. 
          THAT IS THE ONLY CHANGE WITH THIS CALENDAR. 
          AND THEN IN THE 25-26 CALENDAR, LOOKS VERY, VERY SIMILAR TO THIS. AGAIN, WE HAVE GONE FROM E-LEARNING DAYS FROM THREE TO ONE. 
          WE HAVE NEVER PRESENTED THIS ONE AT ANY TIME PREVIOUSLY. 
          FOR THE BOARD. SO IF THERE ARE QUESTIONS, I'M HAPPY TO ANSWER THOSE. IF NOT, WE WILL. 
          >> I HAVE A CUP. THIS OBVIOUSLY ISN'T THE FIRST TIME CALENDARS CAME TO US. THEY CAME TO US LAST YEAR. 
          I HAD SOME QUESTIONS AT THAT POINT. 
          I KIND OF DO AT THIS TIME. I WANT TO SEE IF THERE HAS BEEN ANY FURTHER CONVERSATION OR TALKING WITH ADMINISTRATION OR OUR TEACHERS OR ANYBODY ELSE-- MY THING WAS I HAVE ALWAYS THOUGHT IT WOULD BE GREAT TO START LATER IN THE SCHOOL YEAR IN AUGUST AND GET OUT IN JUNE. THAT IS JUST ME. 
          OTHER PEOPLE HAVE THEIR OWN THOUGHTS AND THINGS. 
          HAVE WE DONE ANY TALLIES RECENTLY TO SEE ANY INPUT FROM COMMUNITY MEMBERS, PARENTS, TEACHERS OR WHATEVER, IF ANY OF THOSE AREAS HAVE CHANGED? I KNOW THERE WAS A LOT OF DIALOGUE BACK AND FORTH ON FALL BREAK. 
          DON'T EVERYONE FALL OFF YOUR CHAIR. 
          I'M SAYING SOMETIMES WE HEARD ABOUT HOW PEOPLE WANT FALL BREAK. AND THEN SOME PEOPLE SAY TWO DAYS FOR FALL BREAK AND THEN START LATER IN THE SCHOOL YEAR. 
          I APPRECIATE THESE CALENDARS COMING. 
          I'M JUST ASKING HAS THERE BEEN ANY MORE DATA OR INPUT FROM STAFF AND TEACHERS AND COMMUNITY JUST TO SEE, AGAIN-- I MEAN, I'M PERFECTLY GREAT WITH '23-'24. I WOULD LIKE TO HEAR AGAIN, MAYBE DO A TALLY OUT THERE TO SEE IF WE ARE STILL ON TRACK 
          WITH THE NEXT TWO. >> WE HAVE NOT COLLECTED ANY DATA. THE '23-'24 CALENDAR IS REFLECTIVE OF THE BOARD'S WISHES LAST YEAR TO MOVE BACK TO A LATER START. WE HAVE OUR-- YOU BRING UP A GREAT POINT. BECAUSE OF WHERE GRADUATION DATES ARE, WE WOULD HATE TO GO LONGER IN THE YEAR. 
          WE WOULD NEED TO MOVE GRADUATION DATES. 
          >> OKAY. >> THAT IS A PIECE THAT WE WOULD HAVE TO PAY REAL CLOSE ATTENTION TO SHOULD WE PUSH LATER THAN-- OR GO INTO JUNE, FOR EXAMPLE. WE HAVE NOT DONE ANY DATA 
          COLLECTION TO THIS POINT. >> OKAY. 
          I KNOW THIS IS NOT QUITE CALENDAR-RELATED. 
          IT IS SCHOOL-RELATED TO TIMES MEETING IN THIS. 
          CAN WE ALSO MAYBE REQUEST HOW THINGS HAVE GONE THE LAST TWO YEARS WITH THE CHANGE IN OUR TIME? I KNOW WE REVERSED OR WE CHANGED WHERE ELEMENTARY STARTS AT A CERTAIN TIME. MIDDLE-AGED FIFTH THROUGH EIGHTH, THEY START WAY LATER TIME. 
          OUR HIGH SCHOOL GOT BUMPED LATER. 
          I'M A HIGH SCHOOL STUDENT. WE LOVE THAT SCHEDULE. 
          THAT IS MINE. I KNOW THAT THERE IS COMMUNITY MEMBERS THAT-- I HAVE HEARD F FROM, YOU KNOW, PEOPLE MAKING COMMENTS THAT OH, MY GOSH. WE JUST-- COACHES AND-- THEY WOULD LIKE TO GET UPDATED DATA ON HOW THAT HAS GONE THE LAST TWO YEARS. REQUESTING IT FROM ADMINISTRATION TO TAP INTO THAT, TO SEE WHERE WE ARE. 
          DO I NEED IT TOMORROW? NO. 
          MAYBE WE CAN GET SOMETHING THIS SPRING TO HEAR HOW THE LAST TWO YEARS HAVE GONE SINCE IT AFFECTS OUR CALL EINCAR WHEN WE TALK ABOUT A SCED YUVMENT IT WOULD BE A GREAT TIME TO GET AN UPDATE ON 
          HOW THAT SHIFT HAS GONE. >> OKAY. 
          >> OKAY. I THINK WE HAVE ACTUALLY COLLECTED SOME DATA. ALBEIT INFORMALLY IN THE FACT THAT WE HAD 37 SPEAKERS SIGN UP TO SPEAK TONIGHT WITH A CALENDAR ON THE AGENDA, AND NO ONE SPOKE ON THE CALENDAR. 
          (LAUGHTER) I DON'T KNOW IF THAT IS EVER HAPPENED. 
          >> I'M FEELING REALLY BAD ABOUT THAT, TOO. 
          >> BEFORE SUZANNE MADE THAT STATEMENT, I WAS GOING ASK YOU, HOW DOES IT FEEL, DR. KEGLEY, TO BE TALKING ABOUT CALENDARS, AND NO ONE HAD ANYTHING TO SAY ABOUT CALENDARS? 
          >> YOU HAVE JUST PRIMED THE PUMP FOR THE NEXT MEETING, I GUESS. 
          [01:55:05]
          (LAUGHTER). >> IN ALL DUE RESPECT, THOUGH, TOO, I MEAN, IT WASN'T A BIG THING. 
          IT IS AN INFORMATION THING. IT IS JUST, AGAIN, TO GATHER SOME INFORMATION. WE WILL SEE WHERE WE ARE. 
          AND HOW THAT HAS GONE OVER THE LAST TWO YEARS. 
          >> I DID HAVE A QUESTION, TOO. >> YES. 
          >> SO WHAT IS THE PLAN FOR STAFF PROFESSIONAL DEVELOPMENT IF WE 
          TAKE THOSE DAYS AWAY? >> SO WE ARE GOING TO CONTINUE TO HAVE THAT CONVERSATION. WE CERTAINLY, WE CERTAINLY-- THAT TIME IS NEEDED, AND OUR STAFF, MANY OF OUR STAFF ARE ON LICENSE THAT IS REQUIRE PROFESSIONAL DEVELOPMENT RECURRING UNITS TO ACCUMULATE SO THEY CAN RENEW THEIR LICENSES. 
          WE WANT TO MAKE SURE THAT WE PROVIDE THAT OPPORTUNITY AS W WELL. WE DO HAVE SOME BUILT. 
          >> IN DAYS ON THURSDAYS WHERE IT IS SIMILAR TO OUR TUESDAYS FOR PLC. AND SO THOSE COULD CERTAINLY BE OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT. 
          >> THANK YOU. I HAD ONE MORE COMMENT THAT WE HAVE TO REMEMBER TO KEEP IN BALANCE, MICHELLE FULLHART USED TO SAY TO BALANCE OUR FIRST SEMESTER AND SECOND SEMESTER. 
          >> YES. >> SO PUSHING THE CALENDAR BACK SOME COULD ALSO AFFECT THAT AND WHEN FINALS ARE. 
          FOR THE HIGH-SCHOOLERS. >> YEAH. 
          THAT IS ALWAYS-- IT'S ALWAYS BEEN THE COMMUNITY'S DESIRE TO END THE SEMESTER AT WINTER BREAK. 
          THAT DOES BECOME A CHALLENGE WHEN YOU PUSH THE START DATE 
          BACK LATER. >> OKAY. 
          ANY OTHER QUESTIONS? >> I'LL JUST MAKE ONE LAST QUESTION. OR COMMENT REAL QUICK. 
          I JUST KNOW WITH HAVING A NEW-- A LOT OF NEW MEMBERS ON THE ADMINISTRATION, A NEW BOARD, A LOT OF THAT DATA THAT WAS COLLECTED BEFORE WHICH WAS VERY APPRECIATIVE AND SAWSOME AND GREAT DATA, IT IS JUST ALL OF IT IS NEW TO THIS GROUP. 
          I JUST WANTED TO SEE IF THERE IS ANYTHING REVISED. 
          THAT IS ALL. >> WE CAN SURELY GET INFORMATION ABOUT TIMES-- START TIMES. I WANT TO REMIND US THAT EVEN THOUGH THIS WAS BEFORE MY TIME, PART OF THE REASON THAT WE LOOKED AT IT WAS NOT ONLY TO SUPPORT CHILDREN, BUT ALSO THREE-TIERED BUSING SYSTEM ALLOWED US TO UTILIZE THE LIMITED AMOUNT OF STAFF WE HAVE TO DRIVE BUSES TO BE ABLE TO RUN MULTIPLE ROUTES. SO YOU KNOW, THAT WAS ONE OF THE IMPACTS ON THE CHANGE IN START TIMES AS WELL. 
          >> THANK YOU. >> THANK YOU, DR. KEGLEY. 
          APPRECIATE IT. MOVING ON TO ITEM NUMBER 5.04. 
          POLICY FIRST READ. MISS KIM LIPPE. 
          WE HAVE SEVERAL. >> WE HAVE SEVERAL. 
          GOOD EVENING. PRESIDENT LANG, BOARD MEMBERS, AND DR. STOKES. SO I PRESENT TO YOU FOR A FIRST-READ, AND I'LL GO IN ORDER AS PRESENTED ON THE SCREEN. 
          SO THIS IS, AGAIN, A FIRST READ. OUR FIRST ONE IS D-11.05. 
          RETURNED CHECKS. WE HAVE MADE SOME SLIGHT REVISIONS TO THIS. AND I'M HAPPY TO ANSWER ANY QUESTIONS AS WELL AS THE POLICY COMMITTEE AND/OR MR.  GREISL WHO IS PART OF OUR COMMITTEE NOW AS WELL. 
          AND THIS POLICY FOR RETURNED CHECKS, WE ARE JUST MADE SOME MINOR REVISIONS WITH THE LANGUAGE. 
          AND YOU CAN SEE THAT BASICALLY, THE BOARD AUTHORIZE IT IS SUPERINTENDENT OR DESIGNEE TO CHARGE A RETURNED CHECK FEE EQUAL TO THE AMOUNT-- EQUAL TO THE PENALTY CHARGED TO HSE SCHOOLS. THAT IS BASICALLY THE REVISION MADE IN THIS PARTICULAR POLICY. AND OUR NEXT ONE WOULD BE-- KEEP GOING, JEFF. THAT IS THE ORIGINAL POLICY. 
          AND SO THE NEXT POLICY THAT IS UP FOR REVISION IS THE OLD POLICY NUMBER. LET ME TELL YOU. 
          BECAUSE WE ARE GOING TO UPDATE THIS POLICY NUMBER. 
          THE ORIGINAL POLICIES THAT WE ARE GOING TO RESCIND BUT COMBINE WITH THIS POLICY, WE ARE GOING TO CREATE A NEW POLICY, MOVE IT TO THE STUDENT SECTION. IT WILL BE J07.03. 
          WITHIN THIS POLICY, WE ARE COMBINING G02.16 WHICH IS ÚAUL DEFIBRILLATORS. 
          WHILE WE ARE RESCINDING IT, WE ARE ADDING IT TO A POLICY. 
          WE WILL COMBINE IT. ALSO COMBINING IT WITH THIS NEW POLICY IS G02.17, FIRST AID TRAINING FOR COACHES. 
          AND SO THOSE TWO POLICIES ARE ROLLED INTO WHAT YOU ARE LOOKING AT AS J07.03 WHICH WILL BE CALLED CONCUSSIONS AND SUDDEN CARDIAC ARREST. AND SO BASICALLY, THE REVISIONS JUST SAY THAT HSE WILL ABIDE BY LEGAL OBLIGATIONS REGARDING STUDENT ATHLETES AND AVOIDING INJURIES AND PROVIDING THAT TRAINING, INFORMING OUR COACHES, PARENTS, STUDENTS, ABOUT 
          [02:00:03]
CONCUSSIONS AND HEAD INJURIES. AND THEN IN PARAGRAPH TWO, IT GOES ON TO DETERMINE THAT THE BOARD WANTS, IN AN EFFORT TO ENHANCE SCHOOL SAFETY, TO HAVE AED'S PLACED WITHIN OUR BUILDINGS. AND JUST FOR YOUR INFORMATION, WE HAVE 49 TOY TALL AEDS. AND 7 IN EACH OF THE HIGH SCHOOLS. I BELIEVE FISHERS HIGH SCHOOL HAS ONE ON ORDER RIGHT NOW. AND SO THEN IF WE CAN CONTINUE, IF WE GO BACK TOS TO THE LIST, WE CAN LOOK AT THE ONES THAT A ARE-- THANK YOU. THE POLICIES THAT ARE UP FOR RESINGS RECENSION. THIS WILL BE ROLLED INTO THE J POLICY. TRAINING FOR COACHES. 
          ALSO U UP FOR RECENSION, G03.01, CERTIFIED STAFF CONTRACTS. 
          THE REASON FOR RESCINDING THIS POLICY, THE RECOMMENDATION, NO LAW REQUIRES US TO HAVE THIS POLICY. 
          AND THEN ALSO TO BE RESCINDED IS G03.03, CERTIFIED STAFF PROFESSIONAL DEVELOPMENT. AND AGAIN, WE DON'T HAVE A LAW REQUIRING THIS POLICY. WE MOST CERTAINLY WILL STILL CONTINUE TO ENGAGE AS DR. KEGLEY MENTIONED. 
          I'M ENGGING OUR STAFF IN PROFESSIONAL DEVELOPMENT. 
          THEN FINALLY, WE ARE ALMOST THERE. 
          ALMOST FINALLY. G03.05. 
          QUALIFICATIONS OF SUBSTITUTE STAFF. 
          AGAIN NO, LAW REQUIRES THIS. THE DOE PROVIDES GUIDELINES FOR SUB CERTIFICATION. WE HAVE THAT ON OUR WEBSITE. 
          THEN FINALLY, FOR RECENSION, BE 0.405. 
          SUPPORT STAFF DEVELOPMENT. AND AGAIN, THERE IS NO LAW REQUIRING THAT. AGAIN, I PRESENT THESE TO YOU AS A FIRST-READ. I'M HAPPY TO ENTERTAIN ANY QUESTIONS BEFORE RETURNING THESE FOR A SECOND READ. 
          >> SO HAVE WE MOVED TO, LIKE, BARNES MRND THORNBURG? HAVE THEY GONE THROUGH THESE POLICIES NOW? 
          >> YES. >> I WAS IN THE LAST MEETING. 
          >> OKAY. I WANTED TO KNOW IF IT HAS DONE THE SWITCH. WITH PULLING THIS UPENED IT SAYS "NO LAWS REQUIRED." OKAY. 
          IS THERE SOMETHING THAT WE NEED TO DO OR SAY THAT AT LEAST WE ARE FOLLOWING A PROCEDURE? OR THAT WE ARE FOLLOWING THAT LAW? OR WE ARE FOLLOWING THE LAW? I MEAN, HOW THE WOE NOT HAVE-- I GUESS I'M CONFUSED. 
          WHY WE WOULD WANT TO SAY THAT WE ARE NOT SUPPORTING CERTIFIED STAFF CONTRACTS OR THE PROFESSIONAL DEVELOPMENT-- I MEAN, I'M NOT SAYING-- I'M CONFUSED OF WHY THAT IS A GOOD 
          THING TO PULL AWAY. >> ARE WE SAYING THE ONE THAT IS 
          SAY "NO LAW REQUIRES"? >> YES. 
          >> I WANT CLARITY OF WHY THAT IS OKAY. 
          >> I'LL DEFER TO YOU. >> SO KIM, I'LL LET YOU TAKE THE LEAD HERE. IN GENERAL, SUZANNE, THE LAW HAS CHANGED OVER THE YEARS. THERE IS A LOT OF OUTDATED POLICIES THAT ARE ON THE BOOKS. THROUGH THIS PROCESS, ADMINISTRATION HAS BROUGHT FORWARD POLICIES THAT MAY NO LONGER BE LE LEGALLY RELEVANT TO HAVE ON THE BOOKS. 
          THERE IS A SIMPLE RESCISSION. ADDITIONALLY, THERE IS COMBINATIONS OR DUPLICATIVE POLICY THAT IS WE HAVE FOUND THROUGH THIS PROCESS. WE ARE EITHER IDENTIFYING THAT IT MIGHT EXIST SOMEWHERE ELSE IN THE SCHOOL POLICY OR THE STATE LAW DOESN'T REQUIRE IT ANYMORE. OR AS IT MAY HAVE PRIOR TO THIS. 
          >> RIGHT. TO ADD TO THAT, MR.  GREISL, IF WE LOOK AT G03.01, THERE IS INDIANA CODE THAT SPEAKS TO CERTIFIED STAFF CONTRACTS. SO OUR POLICY REALLY DUPLICATES THE LAW. AND AGAIN, IN AN EFFORT TO STREAMLINE OUR POLICY, AND REDUCE THE NUMBER THAT WE HAVE, THAT WOULD BE THE REASON FOR RESCINDING THAT ONE. 
          >> AND SO LIKE, FOR CERTIFIED PROFESSIONAL DEVELOPMENT, I MEAN, BELIEVE ME. I KNOW THE TEACHERS WOULD LOVE NOT TO HAVE A ZILLION THINGS ON THERE. 
          AT THE SAME TIME, I THINK THAT-- IS THERE SOMETHING IN THE PROCEDURES INSTEAD THAT SUPPORTS THEM IN GETTING THEIR PROFESSIONAL DEVELOPMENT? IS IT SOMEWHERE ELSE? 
          >> I WOULD JUST THINK THROUGH THE DEVELOPMENT OF AN IMPLEMENTATION OF BOARD GOALS WHICH IS GOING TO INCLUDE ACADEMIC EXCELLENCE. IT IS GOING TO SPEAK TO THE BUILDINGS-- IN THAT PROFESSIONAL DEVELOPMENT  IN THE SCHOOL IMPROVEMENT PLANS. AS DR. KEGLEY MENTIONED, WE HAVE THE PRINCIPAL DIRECTED TIME TO OFFER PROFESSIONAL DEVELOPMENT ALSO. AND AGAIN, IT IS A FIRST-READ. 
          >> RIGHT. >> HAPPY TO ENTERTAIN WITH 
          POLICY ANY ADDITIONAL CONCERNS. >> ALL RIGHT. 
          THANK YOU FOR THE PRESENTATION. >> YOU ARE WELCOME. 
          ANY OTHER QUESTIONS? >> I HAD A COMMENT ON THE JO7.03. THE NEW-- IT JUST SAYS IT IS KIND OF NITPICKY. I'M SORRY. 
          [02:05:03]
PLACED IN BUILDINGS. I THINK WE WANT TO BE MINDFUL THAT BY NOT BEING BUILDINGS, THAT IT MIGHT BE-- WE WANT THEM MAYBE PORTABLE OR WE WANT THEM ON OR BY FIELDS OR THINGS LIKE. 
          THAT SO MAYBE JUST LOOKING AT THAT WORDING WHEN YOU TAKE IT 
          BACK FOR A SECOND READ. >> ABSOLUTELY. 
          I BELIEVE THAT TOPIC IS COMING UP IN LEGISLATION RIGHT NOW. 
          TALKING ABOUT LOCATION OF AEDS IN RELATION TO TO FIELDINGS. 
          WE WILL TAKE THAT INTO CONSIDERATION. 
          >> GETTING SPECIFIC TO CERTAIN SQUARE FEET AWAY FROM, YOU KNOW, WHERE TEAMS ARE. SO YEAH. 
          THEY ARE GETTING INTO THE DETAILS ON THAT. 
          YUP. >> I THINK I'M UP AGAIN. 
          I'M GOING TO STAY HERE. IF WE ARE ON TO ACTION. 
          >> YEAH. WE ARE ON TO ACTION. 
          [6. Action Items]
ALL RIGHT. MOVING ON TO ACTION ITEMS. 6.01. SECOND READING. 
          SIGNING AUTHORITY, AUTHORIZED SIGNATURES. 
          >> YES. ACTUALLY, ON THAT ONE, I JUST WANT TO LET EVERYONE KNOW THAT THAT HAS BEEN TABLED. 
          THE POLICY COMMITTEE WILL CONTINUE FURTHER DISCUSSION AT 
          OUR NEXT MEETING. >> OKAY. 
          >> THANK YOU, KIM. >> THANK YOU. 
          >> ITEM 6.02. SSE SERVICES FOR EDUCATION. 
          ONE-EXTENSION OF CUSS TOIAL SERVICES CONTRACT. 
          MISS JANET LEAMER WILL GIVE US AN UPDATE. 
          >> GOOD EVENING, DR. STOKES AND SCHOOL BOARD. 
          THANK YOU FOR LETTING ME ADDRESS YOU THIS EVENING. 
          A LITTLE BIT OF BACKGROUND ON CUSTODIAL SERVICES QUICKLY. 
          IN SPRING OF 2012, THE SCHOOL BOARD VOTED TO BEGIN OUTSOURCING CUSTODIAL SERVICES. THE DECISION WAS MADE TO DIRECT MORE OPERATIONAL FUNDS TO THE CLASSROOM. 
          LAST SPRING, WE DECIDED TO PUT CUSTODIAL SERVICES OUT FOR AN RFP AGAIN, AND EIGHT COMPANIES RESPONDED TO THAT RFP. 
          AND THE COMMITTEE SELECTED SSC, SOUTHWEST SERVICES CORPORATION. 
          THE DECISION WAS DRIVEN, FOR THE MOST PART, BY THEIRS BEING THE HIGHEST STARTING WAGE OF THE EIGHT RESPONDENTS, STARTING WAGE WAS $17.10 PER HOUR WHICH WE FELT WAS A VERY HEALTHY STARTING RATE. AND THE HIGHEST OF THE EIGHT RESPONDENTS. THE CONTRACT STARTED ON JULY 1, RUNS THROUGH JUNE 30 OF THIS YEAR. 
          SSC IS CURRENTLY SERVING 27HSE LOCATIONS. 
          24 SCHOOLS, ADMINISTRATION, TRANSPORTATION, AND THE CLASSROOM AT CONNOR PRAIRIE. FULLY STAFFED, IT IS 108 POSITIONS. 104 MOSTLY SECOND AND THIRD-SHIFT POSITIONS. AND THEN FOUR POSITIONS AS HEAD CUSTODIANS IN OUR SCHOOLS. I NEED TO MENTION THAT IT IS STILL VERY DIFFICULT GETTING PEOPLE HIRED IN THIS AREA FOR A COUPLE OF REASONS. FIRST OF ALL, THE LACK OF PUBLIC TRANSPORTATION STILL MAKES IT VERY DIFFICULT FOR EMPLOY EASY TO GET HERE. WE HAVE TO FIND PEOPLE WHO HAVE THEIR OWN TRANSPORTATION. SECOND OF ALL, T THERE ARE JUSTO MANY PEOPLE VYING-- SO MANY JOBS VYING FOR THE FEW PEOPLE THAT ARE IN THIS AREA WHO WANT TO WORK THIS TYPE OF POSITION. 
          SO GETTING PEOPLE IS STILL, WHIL IT HAS IMPROVED, IT IS STILL VERY DIFFICULT. THE TRANSITION BETWEEN COMPANIES LAST SUMMER WAS NOT EASY. WE DO KNOW THAT THERE ARE STILL SCHOOLS THAT NEED ADDITIONAL SUPPORT TO IMPROVE TO THE LEVEL THAT WE WANT THEM TO BE. THIS BEING SAID, I STILL FEEL IT IS THE BEST DECISION FOR THE DISTRICT AS A WHOLE TO CONTINUE WITH SSC. THE INTERRUPTION OF THE CONTRACT AT THIS TIME, IS NOT IN THE BEST INTEREST OF ALL OF OUR SCHOOLS. 
          WE NEGOTIATED WITH SSC A 2% INCREASE ON THEIR CONTRACT, BRINGING THE NEW TOTAL AMOUNT TO $4,732,646. 
          WHAT I WOULD LIKE TO DO AT THIS POINT, IS CALL UP MR.  BRANDON YOUNG WHO IS THE SSC SUPERVISOR FOR HAMILTON SOUTHEASTERN SCHOOLS. LY NOW ASK IF YOU HAVE ANY QUESTIONS EITHER FOR ME OR FOR MR.  YOUNG. 
          [02:10:04]
          >> THANK YOU. I WILL CHIME IN REAL QUICKLY. 
          MS. THOMAS AND I ARE ON THE FACILITIES AND MAINTENANCE COMMITTEE. WE HAD A GREAT MEETING WITH YOU LAST WEEK. AND WE SPOKE AT LENGTH ABOUT THIS. SOME OF THE CHALLENGES YOU ALL FACE WITH FINDING CUSTODIANS AND CUSTODIAN COMPANIES. 
          >> YES. >> AND YOU KNOW, WE HAVE A LOT OF BUILDINGS TO MAINTAIN. A LOT OF SPACE. 
          >> WE DO. YES. 
          >> IT WAS KIND OF SHOCKING TO HEAR SOME OF THOSE SQUARE FOOTAGES AND ALL WE HAVE TO DO. WITH THAT SAID, THERE WERE SOME CONCERNS FROM BUILDING ADMINISTRATION, TEACHERS, OTHER PEOPLE THAT NOT EVERYTHING IS GETTING DONE EVERY TIME. 
          WE HAVE UNDERSTAND THAT. YOU KNOW, WE ALL HAVE DIFFICULT TIMES IN OUR OWN PLACES AND JOBS AND THINGS. 
          BUT WE DID HAVE SOME DISCUSSION ABOUT POTENTIALLY SOME NEW WAYS TO KIND OF HOLD PEOPLE ACCOUNTABLE, MAKE SURE PEOPLE ARE SHOWING UP FOR WORK, GETTING THE PLACES CLEANED WHERE THEY NEED TO BE CLEANED. I FELT COMFORTABLE WITH ALL OF THOSE ANSWERS. I JUST KIND OF WANTED TO MOSTLY REPORT BACK TO THE BOARD. I'LL LET MISS THOMAS ADD TO. 
          THAT I DID UNDERSTAND THAT IT HAS BEEN A FAIRLY SHORT TIME. 
          THIS WAS A TRANSITIONED YEAR. >> YES. 
          >> TO ESSENTIALLY GIVE EVERYBODY ANOTHER YEAR TO EXTEND THIS. 
          >> RIGHT. >> IMPROVE WHERE WE CAN AND EVALUATE AFTER A YEAR. I UNDERSTAND THAT MAKING A CHANGE RIGHT NOW WOULD COME WITH A SIGNIFICANT COST AND PROBABLY DECREASE THE EFFECTIVENESS. SO I WOULD SUPPORT THIS. 
          AND I'LL ALLOW -- >> I ECHO WHAT BOARD MEMBER ORR HAS TO SAY. WE HAD A GREAT MEETING. 
          WE APPRECIATE ALL THE DETAILS THAT YOU GAVE US. 
          SIR, I JUST WANT TO SAY THANK YOU FOR STEPPING IN AND HAVING YOUR TEAM DO WHAT THEY NEED TO DO. 
          I WILL SAY THAT THE BIGGEST THING WE BOTH HEARD WAS THE ACCOUNTABILITY. MAKING SURE-- WE ARE HOPING THAT-- I KNOW THAT MS. LEAMER DID MAKE SURE IN COMMUNICATION WITH YOU AND IN THE NEW CON CONTRACT, IT IS STATED THAT, YOU KNOW, THERE WILL BE MORE ACCOUNTABILITY AND MAKING SURE THAT, YOU KNOW, TEACHERS' NEEDS ARE MET. 
          BUILDING ROOMS ARE MET. AND OUR EMPLOYERS ARE BEING TAKEN CARE OF AND HELD ACCOUNTABLE. 
          MOVING FORWARD AND LIKE YOU SAID, IT IS JUST GIVING IT ANOTHER YEAR. LET'S LOOK INTO IT. 
          WE APPRECIATE YOU ACCEPTING THAT IT IS A YEAR CONTRACT. 
          AND THANK YOU AGAIN FOR ALL THE WORK YOU ARE DOING. 
          I WOULD SAY I THINK BOTH BEN AND I WOULD RECOMMEND TO THE BOARD TO APPROVE THIS AS A ONE-YEAR CONTRACT. 
          >> THANK YOU. ANY OTHER QUESTIONS FOR MR. 
          YOUNG OR ME? >> IS THERE ANYTHING THAT WE AS A SCHOOL SYSTEM, ADMINISTRATION OR EVEN AT A BOARD LEVEL, NOT MUCH WE CAN DO, IS THERE ANYTHING WE CAN DO TO HELP YOU ALL OUT, EITHER OF YOU TO REALLY, YOU KNOW, MAKE IT AS EASY AS POSSIBLE, UNDERSTANDING THAT IT IS STILL A TOUGH JOB? 
          >> WELL I, WAY WANT TO SAY AS A COMPANY, WE JUST APPRECIATE THE SUPPORT THROUGH THE TRANSITION. IT IS A COMPLETE REBUILD. 
          AND TO YOUR POINT ABOUT, YOU KNOW, THE ACCOUNTABILITY AND THINGS LIKE THAT, IT IS A CONSTANT PIECE. 
          ESPECIALLY IN THIS INDUSTRY. WE HAVE A TEAM HERE. 
          WHAT I WOULD LIKE TO SHARE, WE HAVE A TEAM THAT IS COMMITTED TO PROVIDING THE BEST SERVICE POSSIBLE FOR THE STUDENTS, TEACHERS, AND JUST THE OVER ALL ENVIRONMENT PLAYS A ROLE IN THE ENTIRE EDUCATION PROCESS. WE DEFINITELY STRESS THAT TO OUR TEAM. THAT IS SOMETHING THAT WE TALK ABOUT CONSTANTLY. WE ARE COMMITTED TO BRINGING THE LEVEL OF CLEANING TO MATCH, AGAIN, THE EXCELLENCE THAT IS 
          HERE IN THE SCHOOL DISTRICT. >> GREAT. 
          I APPRECIATE THAT. I THINK FOR ME, MY BIGGEST THING IS AT A CLASSROOM LEVEL, MAKING SURE THAT THOSE TEACHERS FEEL LIKE THEIR CLASSROOM IS TAKEN CARE OF. 
          EVEN INTO THE HALLWAYS AND THE COMMON AREAS AND THINGS. 
          I SUPPOSE I COULD ASK ABBY. IS THERE SOME MECHANISM FOR COMMUNICATION THERE THAT IS MAYBE MORE DIRECT? I KNOW SOMETIMES THINGS GET LOST IN THE SHUFFLE. 
          IF WE ARE SEEING AN ISSUE IN A CLASSROOM, HOW DOES THAT MAKE 
          ITS WAY TO YOU ALL? >> THE HEAD CUSTODIAN IS REA REALLY-- I THINK YOU WOULD AGREE WITH THIS. 
          THE HEAD CUSTODIANS PLAY A PIVOTAL ROLE. 
          THEY ARE THE EYES AND THE EARS OF THE SCHOOL. 
          THEY DO MAKE ROUNDS EVERY MORNING. 
          CLEARLY, THEY CAN'T LOOK INTO EVERY CLASSROOM. 
          BUT WHAT WE ALWAYS ENCOURAGE THE TEACHERS TO DO IS TO SHOOT A QUICK EMAIL TO THE HEAD CUSTODIAN. 
          THAT WILL COME IMMEDIATELY TO ME, AND I CAN SHARE IT IMMEDIATELY WITH BRANDON AND HIS TEAM FOR FEEDBACK, FOR RE-TRAINING, FOR WHATEVER THEY NEED TO DO WITH THAT. 
          THAT STAFF THERE. I WOULD SAY THE HEAD CUSTODIAN IS THE REALLY IMPORTANT PIECE THERE IN THE MIDDLE THAT ALLOWS THE TEACHERS TO LET US KNOW IN REAL-TIME WHAT'S GOING ON. 
          [02:15:05]
          >> THANK YOU FOR:  THAT I APPRECIATE YOU SAYING THAT. 
          AND FOR ALL THE-- WE SAY IT EVERY WEEK OR MONTH. 
          FOR EVERYBODY OUT THERE LISTENING, AND RADIO LAND, A LOT OF TEACHERS OUT THERE. WE HAVE A PATH FOR YOU TO COMUN KATE-- COMMUNICATE. USE IT. 
          DON'T BE SHY ABOUT IT. OF COURSE, AT THE SAME TIME, DO WHAT YOU CAN TO KEEP OUR AREAS CLEAN AND PREPARED FOR THEM. 
          YOU KNOW, IT IS A PARTNERSHIP. THANK YOU. 
          >> THANK YOU. >> THANK YOU. 
          >> ALL RIGHT. NO FURTHER QUESTIONS? DO I HAVE A MOTION TO APPROVE ITEM 6.02 FOR ONE-YEAR EXTENSION OF THE CUSS TOAD YALG SERVICES CONTRACT? 
          >> I MOVE TO APPROVE THE REQUEST FOR THE ONE-YEAR EXTENSION OF THE SERVICES FOR EDUCATION CUSTODIAL SERVICES CONTRACT AS 
          PRESENTED. >> I SECOND. 
          >> ALL RIGHT. FIRST AND A SECOND. 
          SINCE WE HAVE ALREADY HAD DISCUSSION, I'M GOING TO CALL FOR A VOTE. SO SARAH DONSBACH? 
          >> YES. >> BEN ORR? 
          >> YES. >> TIFFANY PASCOE? 
          >> YES. >> DR. JUANITA ALBRIGHT? 
          >> YES. >> SARAH PARKS-REESE? 
          >> YES. >> SUZANNE THOMAS? 
          >> YES. AND I AM A YES. 
          VOTE PASSES 7-0. THANK YOU. 
          >> THANK YOU VERY MUCH. >> MOVINGEN TO ITEM 6.03. 
          >> RENEWAL OF STORAGE LEASE. >> ME AGAIN. 
          >> TAKE IT AWAY. >> A FEW WEEKS AGO, I THRILLED YOU WITH THE STORY ABOUT SURPLUS FURNITURE. 
          AND THIS PLAYS INTO THAT AS WELL. 
          SIX YEARS AGO, WE ENTERED INTO A CONTRACT-- IT WAS MANN PROPERTIES AT THE TIME. IT IS NOW COLLIERS PROPERTIES. 
          TO LEASE A 2,400-SQUARE-FOOT WAREHOUSE HERE IN FISHERS. 
          IT WAS RENEWED ONE TIME, IN JUNE OF 2020. 
          IT IS UP FOR RENEWAL AGAIN. IN JUNE OF 2023. 
          THIS WAREHOUSE IS REALLY CRITICAL FOR THE RENOVATION PROJECTS THAT WE DO. MANY TIMES THERE IS A VERY SHORT LEAD TIME BETWEEN GETTING OUT THE OLD FURNITURE, GETTING IN THE NEW FURNITURE. SOMETIMES WE DON'T KNOW UNTIL THE DAY BEFORE LITERALLY, THAT THE NEW STUFF IS COMING IN OR ISN'T COMING IN. S IF SO  TO HAVE THE WAREHOUSE O BE ABLE TO GET THE THINGS OUT OF THE SCHOOLS WE ARE RENOVATING QUICKLY AND HAVE A SAFE PLACE TO STORE IT UNTIL WE CAN EITHER AUCTION, DONATE, OR DISPOSE OF IT. 
          SO AGAIN, I HAVE INCLUDED THE RENTAL RATES. 
          ON THERE. I DID-- I'M EXCITED THAT I 
          DIDN'T KNOW WHAT NNN STOOD. >> I LOOKED IT UP TO SEE WHAT IT STOOD FOR. AND WE ARE JUST ASKING FOR ANOTHER THREE-YEAR RENEWAL ON THIS CONTRACT FOR THIS STORAGE 
          WAREHOUSE. >> IF I COULD MAKE A COMMENT, TOO, AGAIN WITH FACILITIES AND MAINTENANCE. 
          I MEAN, WITH ALL THE BUILDS AND THINGS THEY DO WITH THE RENOVATING, IT IS A VERY CRUCIAL THING. 
          THEY HAVE TO HAVE A PLACE TO PUT STUFF. 
          IT IS A REASONABLE CONTRACT. I THINK BOTH BOARD MEMBER ORR AND I DO SUPPORT THIS AS WELL. WE ENCOURAGED THE BOARD TO 
          SUPPORT THIS CONTRACT AS WELL. >> ANY QUESTIONS ABOUT THE 
          CONTRACT? >> NO FURTHER QUESTIONS? ALL RIGHT. DO I HAVE A MOTION TO APPROVE ITEM 6.03 FOR A THREE-YEAR RENEWAL OF THE CONTRACT? 
          >> I MOVE TO APPROVE THE REQUEST TO RENEW OUR THREE-YEAR CONTRACT AT STORAGE WAREHOUSE LOCATED AT 9852 NORTH BY NORTHEAST BOULEVARD IN FISHERS AS PRESENTED. 
          >> DO I HAVE A SECOND IN. >> SECOND. 
          >> ALL RIGHT. CALLING FOR VOTES. 
          SARAH DONSBACH? >> YES. 
          >> BEN ORR? >> YES. 
          >> TIFFANY PASCOE? >> YES. 
          >> DR. JUANITA ALBRIGHT? >> YES. 
          >> SARAH PARKS-REESE? >> YES. 
          SUZANNE THOMAS? >> YES. 
          I'M A YES. MOTION PASSES. 
          >> THANK YOU VERY MUCH. >> THANK YOU VERY MUCH. 
          MOVING TO ITEM 6.04. APPROVAL OF WURSTER CONSTRUCTION AS CMC. FOR FISHERS ELEMENTARY SCHOOL. 
          >> GOOD EVENING, DR. STOKES AND MEMBERS OF THE BOARD. 
          I'M FINALLY EXCITED WE ARE DOING SOMETHING WITH FISHERS ELEMENTARY. IT HAS BEEN A LITTLE WHILE. 
          THE DEPARTMENT WAS GIVEN PER NEGOTIATION ISSUE REQUESTS FOR PROPOSALS FOR CONSTRUCTION MANAGER. 
          SERVICES BACK ON OCTOBER 26. ON DECEMBER 1, WE RECEIVED EIGHT PROPOSALS. THE EVALUATION COMMITTEE MET ON DECEMBER 6. TO REVIEW THE RESPONSES. 
          BASED ON THE RESULTS OF THAT DISCUSSION, IT WAS DETERMINED WE WOULD INVITE THREE FIRMS FOR IN-PERSON INTERVIEWS. 
          ON DECEMBER 20, THE EVALUATION COMMITTEE INTERVIEWED THESE FIRMS AT THE CONCLUSION OF THE INTERVIEWS, THE COMMITTEE HELD A DISCUSSION AND VOTED TO RECOMMEND AWARDING THE CONTRACT TO WURSTER CONSTRUCTION. TONIGHT WE ARE ASKING THE SCHOOL BOARD TO APPROVE ENTERING INTO A CMC CONTRACT WITH WURSTER 
          [02:20:03]
CONSTRUCTION FOR FISHERS ELEMENTARY. 
          PRECONDUCTION WILL START IMMEDIATELY AND THE RENOVATION IS EXPECTED TO BE COMPLETED IN 2024 BASED ON A PRELIMINARY 
          SCHEDULE. >> AGAIN, WE HAD THIS CONVERSATION IN OUR FACILITIES AND MAINTENANCE MEETING. 
          I HAVE TO TELL YOU, I HAVE BEEN A BIG ADVOCATE FOR GETTING THINGS MOVING AND SHAKING WITH FISHERS ELEMENTARY. 
          I'M VERY EXCITED TO SAY I SUPPORT THIS. 
          AFTER READING THE INFORMATION AND HEARING YOUR FULL REPORT AND HEARING ABOUT WURSTER AND WHAT THEY OFFER AND WHAT THEY WOULD BE WILLING TO DO ON THIS PROJECT. 
          I WHOLEHEARTEDLY AND I THINK BOARD MEMBER ORR AGREES THEY WOULD BE A GREAT ASSET TO OUR PROJECT AND I WOULD ENCOURAGE THE BOARD TO SUPPORT THIS. THANK YOU. 
          >> YEAH. I WOULD ECHO THAT. 
          AND AGAIN, YOU CAN TELL WE HAVE BEEN BUSY AT WORK ON OUR FACILITIES MEETING. WE ARE EXCITED TO MOVE FORWARD WITH THE PROJECT. WE KNOW IT IS IMPORTANT FOR THE COMMUNITY. I'M EXCITED THE SCHOOL IS GOING TO REMAIN WHERE IT IS. WE HAVE ALSO WORKED WITH THE CITY A LITTLE BIT. I SERVE AS LIAISON OVER THERE. 
          THEY ARE HAPPY TO WORK WITH US ON ANYTHING. 
          IT SOUNDS LIKE FROM OUR FACILITIES MEETING THAT WE HAVE A GOOD RELATIONSHIP GOING BACK AND FORTH IF WE NEED ANYTHING. 
          WE THINK THE BIDDING PROCESS AND THE AWARD PROCESS WENT WELL. 
          WE ARE HAPPY TO MOVE FORWARD WITH THIS. 
          >> ALL RIGHT. DO I HAVE A MOTION TO APPROVE 
          ITEM 6.04? >> I MOVE TO APPROVE THE REQUEST TO AWARD THE CONSTRUCTION CONTRACT FOR FISHERS ELEMENTSRY RENOVATION PROJECT TO WURSTER CONSTRUCTION INC. AS PRESENTED? 
          >> SECOND. >> SECOND. 
          (LAUGHTER). >> GIVE IT TO SARAH. 
          >> SARAH DONSBACH HAS THE SECOND. 
          ALL RIGHT. SARAH DONSBACH? 
          >> YES. >> BEN ORR? 
          >> YES. >> TIFFANY PASCOE? 
          >> YES. >> DR. JUANITA ALBRIGHT? 
          >> YES. >> SARAH PARKS-REESE? 
          >> YES. SUZANNE THOMAS? 
          >> YES. I'M A YES. 
          MOTION PASSES 7-0. >> THANK YOU. 
          >> THANK YOU. MOVING ON TO ITEM 6.05. 
          REFERENDUM CONSENSUS. SO I HAVE KATY DOWLING. 
          MS. KATY DOWLING. >> JUST SO YOU KNOW, WE ARE GOING TO REPEAT ALL OF THE PRESENTATIONS WE HAVE DONE THUS FAR FOR THE BOARD AND THE COMMUNITY. 
          I'M JUST KIDDING. (LAUGHTER) A LITTLE HUMOR. 
          DR. KEGLEY HAS BEEN TRYING TO REPLACE ME AS FUNNIEST MEMBER OF THE EXECUTIVE LEADERSHIP TEAM. WHICH I REALLY DON'T APPRECIATE. 
          (LAUGHTER) I NEED TO RECTIFY THAT. 
          THE RESOLUTION BEFORE YOU THIS EVENING, ATTORNEY GREISL HAS PREPARED FOR THE BOARD'S CONSIDERATION, I WOULD POINT OUT THIS IS A CONSENSUS RESOLUTION. THIS DOES NOT REPLACE THE DECLARATORY RESOLUTION THAT THE BOARD WILL CONSIDER THIS PROBABLY THE FIRST MEETING IN JUNE. 
          THAT IS WHAT TRIGGERS ALL OF THE RULES AND REGULATIONS SURROUNDING REFERENDUMS. THIS IS FOR YOUR-- THE BOARD'S ABILITY TO COMMUNICATE THEIR SUPPORT TO OUR COMMUNITY. 
          >> THANK YOU. ALSO WANT TO NOTE THERE ARE NOTES FROM OUR LAST REFERENDUM COMMITTEE MEETING ON-LINE THAT GIVES GREAT DETAIL ON ALL THE DETAILS THAT WE DISCUSSED. 
          THAT CAN GIVE EVERYONE INSIGHT INTO SOME OF THE FINANCIALS AND THE DISCUSSIONS THEREIN. FEEL FREE TO GO ON-LINE IF YOU ARE INTERESTED. DOWNLOAD THAT ON BOARDDOCS. 
          WITH THAT, DO I HAVE A MOTION TO APPROVE ITEM NUMBER 6.05? 
          >> I MOVE TO APPROVE MOVING FORWARD WITH THE REFERENDUM AS 
          PRESENTED TONIGHT. >> DO I HAVE A SECOND? 
          >> SECOND. >> SARAH PARKS-REESE, SECOND. 
          OPEN UP FOR BOARD DISCUSSION. >> SARAH DONSBACH? 
          DO YOU HAVE ANY DISCUSSION? >> I JUST THINK THAT THIS IS REALLY IMPORTANT FOR OUR DISTRICT. 
          AND IT IS TIME FOR US TO MAKE A DECISION ON WHETHER OR NOT TO MOVE FORWARD. SO WE CAN GET THE COMMUNITY ENGAGED AND BEGIN THE DISCUSSION WITH OUR WHOLE COMMUNITY ABOUT 
          MOVING FORWARD. >> BEN ORR? 
          >> I WOULD ECHO THE SAME SENTIMENTS AND TO CLARIFY, AGAIN, THIS VOTE IS SIMPLY TO PUT THIS-- MOVE FORWARD WITH PUTTING THIS ITEM ON THE BALLOT TO LET THE COMMUNITY DECIDE. 
          WE WILL HAVE LOTS OF TIME TO STILL COVER ALL KINDS OF ISSUES. 
          THERE ARE STILL BUDGET PROC PROCESSES. 
          I DON'T THINK EVERYTHING IS PERFECT JUST YET. 
          THERE ARE STILL THINGS WE CAN WORK ON AND DO. 
          HOWEVER, I HAVE SAID SEVERAL TIMES, AS WE HAVE GONE THROUGH MULTIPLE PRESENTATIONS NOW, I CAN'T FIND A WAY TO REPLACE $26 MILLION AND THEN-- OUR GOOD FRIENDS AT THE STATEHOUSE MAY BE 
          [02:25:04]
GIVING US $8 MILLION TO DEAL WITH. 
          I DON'T KNOW HOW WE OPERATE WITHOUT THIS. 
          THAT IS MY CONCERN. CAN WE BE MORE RESPONSIBLE IN SOME AREAS? I THINK WE PROBABLY CAN BE. 
          WE CAN COME UP WITH $100,000, $200,000, $500,000. 
          MAYBE. IT IS TOUGH. 
          I SAID IT AT THE LAST WORK SESSION, I BELIEVE. 
          THE BUDGET INFORMATION IS ON-LINE. 
          I CHALLENGE THE PUBLIC TO GO OUT THERE AND TAKE LOOK AT IT. 
          SEE WHAT YOU WANT TO DO WITH THE UNDERSTANDING THAT AT LEAST FOR MYSELF, I'M NOT GOING TO ALLOW CUTS TO TEACHERS, TEACHER SALARIES, TEACHER BENEFITS. THOSE ARE VIRTUALLY A NONNEGOTIABLE FOR ME. HOWEVER, IF THIS DOESN'T GO THROUGH, I WON'T HAVE THAT LUXURY. 
          AT SOME POINT, WE WILL HAVE TO GET INTO THOSE SALARIES AND BENEFITS AND INCREASE CLASS SIZES AND DO THOSE THINGS. 
          AGAIN, WE HAVE LOTS OF TIME TO DISCUSS AND MOVE FORWARD. 
          AND FIGURE OUT KIND OF THE PARTICULARS OF WHAT WE WANT TO DO WITH OUR MONEY. THERE IS A WHOLE BUDGET PROCESS THAT WE WILL STILL CONTINUE TO GO THROUGH. 
          FOR RIGHT NOW, IT IS REAL IMPORTANT TO AT LEAST MOVE FORWARD WITH THIS PART OF IT, PUT IT ON THE BALLOT AND GIVE THE COMMUNITY THE OPPORTUNITY TO DECIDE. 
          >> TIFFANY PASCOE? >> I JUST WANT TO MAKE A QUICK STATEMENT. I HAVE ASKED THREE TIMES ON THE RECORD FOR A FISCAL PLAN WITH AND WITHOUT THE REFERENDUM. 
          I HAVE YET TO SEE IT. PLEASE HELP ME UNDERSTAND AS A-- HOW IS, AS A BOARD OF TRUSTEE, TO VOTE TO MAINTAIN THE STATUS QUO AS IS, WHICH GOES AGAINST THE PRIORITIES FOR THE COMMUNITY FOR HSE. WITH NO PLAN EITHER WAY. 
          IS THAT TRULY FISCAL RESPONSIBILITY. 
          I WOULD ALSO LIKE LEGAL TO TAKE NOTE THREE TIMES REQUESTED ON THE RECORD. THANK YOU. 
          >> DR. JUANITA ALBRIGHT. >> I SPOKE AT THE LAST MEETING WITH REGARD TO THE REFERENDUM, AND I HAVEN'T CHANGED MY OPINION. I'M SURE ANYONE WHO WANTED TO HEAR IT DID. SO I DO SUPPORT THE REFERENDUM. 
          >> SARAH PARKS-REESE? >> I WOULD ONLY ADD THAT SOMEONE REACHED OUT SOMEWHERE ON SOCIAL MEDIA AND ASKED DO THOSE OF YOU THAT LIVE IN NOBLESVILLE STILL GET TO VOTE ON THE REFERENDUM? AND YES, YES, WE DO. REMEMBER THAT IT IS NOT JUST FISHERS. IT IS FISHERS AND NOBLESVILLE. 
          ALL THE COMMUNITY. OF COURSE I SUPPORT THE 
          REFERENDUM. >> SUZANNE THOMAS? 
          >> I HAVE TO SAY I WAS VERY IMPRESSED WITH ALL THE INFORMATION THAT OUR SPEAKERS HAD TONIGHT, AND I HAVE TO ECHO ALL OF YOU AND COMMEND YOU IN ALL THE INFORMATION THAT YOU SHARED AS FAR AS REFERENDUM. I FULLY SUPPORT THE REFERENDUM TO SUPPORT OUR TEACHERS AND OUR DISTRICT. 
          WE HAVE A PHENOMENAL SCHOOL DISTRICT. 
          IN ORDER TO KEEP IT PHENOMENAL, WE NEED TO HAVE THOSE FUNDS TO GO THROUGH. I ENCOURAGE YOU TO CONTINE TO SUPPORT THE REFERENDUM AS WELL. AS A REMINDER, THIS IS JUST TO GIVE IT TO OUR COMMUNITY TO PUT IT ON THE BALLOT FOR THEM TO MAKE THE DECISION. I ENCOURAGE EACH AND EVERY ONE OF YOU TO ALSO STEP OUT OF YOUR BOX A LITTLE BIT, AND YOU ARE GOING TO HAVE TO COMMUNICATE WITH ONE, TWO, THREE, AND 20 PEOPLE THAT YOU KNOW THAT THIS DOES MOVE FORWARD IN A VERY POSITIVE RESULT. AND I WILL SAY THAT I'M DISAPPOINTED THAT BOARD MEMBER PASCOE DID NOT GET THE INFORMATION THAT SHE HAS BEEN LOOKING FOR. 
          BUT I THINK I CAN CLARIFY JUST A LITTLE BIT THAT WE STILL DON'T HAVE THE BUDGET YET FOR '23-'24. WE DON'T KNOW WHERE WE ARE GOING TO BE TO MAKE THOSE NUMBERS AND GIVE A INFORMATION. 
          I THINK THIS TIME FROM HERE THROUGH JUNE, I THINK YOU WILL BE GETTING SOME OF THAT INFORMATION THAT YOU NEED, BOARD MEMBER PASCOE. HOPEFULLY, THE DISTRICT WILL WORK TO ANSWER SOME OF THOSE QUESTIONS FOR YOU, SO WE CAN MOVE IN A POSITIVE WAY, SUPPORTING THE REF REP DUMB-- 
          REFERENDUM ALL OF US TOGETHER. >> MADAM CHAIR? 
          >> YES, MA'AM. >> THANK YOU. 
          >> AS WE HAVE TALKED ABOUT THE STATE OF INDIANA DOES A BUDGET ON A TWO-YEAR CYCLE. SO WE HAVE A DISTRICT FINANCIAL PLAN. IT IS ACTUALLY IN MICROSOFT LOTUS. THANK YOU TO MR.  REUTER. 
          MRS. MADISON WORKING WITH TECHNOLOGIES CONVERTED THAT INTO EXCEL. THAT TRACKS OUR HISTORICAL DATA AS WELL AS OUR DATA GOING INTO THE FUTURE. 
          IT IS VERY DIFFICULT TO PLAN BEYOND TWO YEARS IN TERMS OF YOUR FUNDING WITHOUT DOING IT FLAT. 
          YOUR LAPTOPS DON'T HAVE LOTUS. I WOULD POINT OUT. 
          SO GETTING IT INTO EXCEL IS SORT OF KEY. 
          THE DISTRICT HAS THE FISCAL P PLAN. 
          BUT THE STATE BUDGET IS TWO YEARS AT A TIME. 
          OOZE I HAVE STATED REPEATEDLY, IT IS IRRESPONSIBLE TO DISCUSS 
          [02:30:04]
THE RATE AND DISCUSS REDUCTIONS UNTIL WE UNDERSTAND WHAT THAT GENERAL ASSEMBLY IS GOING TO PROVIDE US WITH. 
          THAT IS COMMON IN EVERY SCHOOL CORPORATION IN THIS STATE. 
          WE ARE ALL WAITING FOR THAT. END OF APRIL, WE WILL KNOW. 
          WE WILL HAVE A BETTER IDEA THAT $8.4 MILLION IS A BIG HOLE FOR US TO PLUG. ALSO, WE HAVE PRODUCED, I BELIEVE THREE YEARS OF LINE-ITEM DETAIL ON THE BUDGET THAT WAS, I 
          THINK, 55,000 OR 60,000... >> IT WAS HUNDREDS OF PAGES. 
          >> IT IS 55,000 TO 6 OW,000 PER YEAR FOR LINE ITEM DETAIL. 
          HE SPENT QUITE A BIT OF TIME LOOKING AT THAT. 
          THAT DETAIL HAS BEEN PROVIDED AS WELL AS, YOU KNOW, THE DISCUSSIONS WE HAVE HAD. AT THE END OF THE DAY, WE HAVE TO KNOW WHAT THOSE NUMBLERS ARE GOING TO BE FROM THE STATE. 
          WE HAVE TALKED ABOUT 80% OF WHAT WE GET IS EDUCATION FUND-RELATED. 20% IS OPERATIONS. 
          WE ARE NOT-- YOU KNOW, WHETHER OR NOT THERE IS DISAGREEMENTS ABOUT CERTAIN POSITIONS AND WHAT THEY DO, THOSE ARE DISCUSSION THAT IS WILL HAPPEN AS PART OF THE BUDGET REDUCTION TASK FORCE. 
          BECAUSE WE DO HAVE TO PLAN EITHER WAY. 
          GETTING IT ON THE BALLOT IS PART ONE. 
          PART TWO, IT HAS TO GO AND BE APPROVED BY VOTERS. 
          IF IT ISN'T, WE HAVE TO HAVE A PLAN B. 
          AND THE CUTS WILL BE DEVELOPED AS PART OF THAT TWO TO THREE-YEAR-- TWO TO THREE OR THREE TO FOUR-MONTH PROCESS OVERALL THAT WILL PRODUCE. THIS IS WHAT IT LOOKS LIKE 
          WITHOUT A REFERENDUM. >> IF I COULD RECAP JUST A LITTLE BIT. AS SOMEONE WHO DOES 100% SUPPORT THE REFERENDUM. OKAY? IF IT DIDN'T PASS, WHEN WOULD OUR BOARD OR THE PUBLIC OR ANYBODY KNOW WHAT THAT PLAN B WOULD LOOK LIKE? IS IT SOMETHING WE WOULD SEE SOMEWHERE DURING THE SUMMERTIME OR IN THE FALL? OR WE DON'T HEAR ABOUT IT UNTIL 
          LATER? >> THE TIMELINE HAS STARTED BASED ON TONIGHT'S MEETING. SO ORIGINALLY, WE TALKED ABOUT IT BEING AFTER THE EIGHTH MEETING. 
          WE WANTED TO PROVIDE SOME ADDITIONAL INFORMATION, AND SO NOW WE ARE HERE AT THIS MEETING WITH THIS INFORMATION. 
          I WOULD ADD THE THREE TO FOUR MONTHS ON TOP OF THAT. 
          IT IS MARCH. JUNE, JULY IS FAIR. 
          THERE ARE, I BELIEVE, TWO-- ONE OR TWO AND I THINK IT IS TWO BOARD MEMBER REPS THAT CAN BE ON THE BUDGET TASK FORCE. 
          THAT IS PAST PRACTICE IN THE CORPORATION. 
          SO WE WOULD OBVIOUSLY CONTINUE THAT AS WELL. 
          >> THANK YOU FOR ALL YOUR DETAIL. 
          REALLY APPRECIATE IT. >> BUT AGAIN, I THINK I WANT TO CLARIFY. OUR VOTE TONIGHT IS TO SIMPLY MOVE FORWARD WITH THE PROCESS OF PUTTING IT ON THE BALLOT. 
          THIS IS NOT A VOTE TO SAY WHETHER OR NOT WE SPECIFICALLY SUPPORT THE REFERENDUM. IT DOESN'T SAY HOW I'M GOING TO-- I GET A VOTE, TOO. I'M NOT SAYING HOW I WOULD VOTE. 
          THIS IS JUST -- >> IT IS PRELIMINARY SUPPORT. 
          TO APPROVE PRELIMINARY SUPPORT AND ALSO DO OUR DUE DILIGENCE IN THE PURSUIT OF EXTENDED OPERATING REFERENDUM TAX LEVY. 
          WE WILL CONSIDER TAKING OFFICIAL ACTION AT A DATE TO BE DETERMINED BY US, BY THE BOARD, AND THE SUPERINTENDENT OF THE SCHOOL CORPORATION. SO THERE IS OFFICIAL DATES THAT HAVE TO BE ANCHORED WHERE WE FILE. 
          THAT ANCHORS US TO SPECIFIC NUMBERS, ALL OF. 
          THAT THERE IS RULES THAT APPLY. WHAT WE CAN AND CANNOT DO. 
          AS REPRESENTATIVES OF THE DISTRICT. 
          WHAT THE STAFF CAN AND CANNOT DO. 
          THERE IS VERY TIGHT RESTRICTIONS. 
          VERY SIMILAR TO US RUNNING FOR A CAMPAIGN. 
          WE ARE BOUND BY LAWS THAT DICTATE HOW WE CAN OPERATE AND HOW WE CANNOT OPERATE. THIS IS JUST TO MOVE THAT FORWARD TO START THE PROCESS. WE CAN START THE MOVEMENT GOING. 
          THE PAC HELPS FUND ALL OF THE OTHER BOOTS ON THE GROUND ACTIVITIES TO HELP WITH COMMUNICATION, DISSEMINATION, SUPPORT OUT TO THE COMMUNITY AT LARGE. 
          THIS IS THE SEPARATE PIECE OF IT THAT WE HAVE TO DO. 
          VERY MUCH LIKE RUNNING A QUOTE, UNQUOTE CAMPAIGN. 
          IN ITSELF. CORRECT ME IF I'M WRONG. 
          >> YOU ARE EXACTLY RIGHT. AUGUST 1 IS THAT DEADLINE DATE THAT YOU REFERENCED. SO I THINK KATY MENTIONED BEFOREHAND THAT WE WOULD COME BACK PROBABLY SOMETIME IN JUNE TO TAKE THAT OFFICIAL ACTION OF PLACING THE QUESTION ON THE BALLOT TO TAKE THAT VOTE. THAT WOULD GIVE US ENOUGH TIME. 
          THE DLGF HAS TO REVIEW THE CERTIFIED QUESTION. 
          THEY HAVE TEN DAYS TO DO THAT. THAT GIVES SCHOOL CORPORATION ENOUGH TIME TO MAKE ANY CHANGES THAT MAY BE REQUESTED BY THE DLGF AND STILL HIT THAT DEADLINE. 
          >> I WOULD ALSO POINT OUT, MADAM CHAIR, AND BOARD MEMBERS, THE OTHER BIGGEST PART OF THE JUNE RESOLUTION IS THAT IS WHAT DICTATES THE BALLOT LANGUAGE. AS WELL AS THE RATE. 
          SO AT THAT POINT, WE ARE LOCKED IN STONE FOR WHAT THAT TAX RATE IS AND WHAT THAT BALLOT LANGUAGE IS. 
          [02:35:04]
          >> ALSO WITH THE BUDGET REDUCTION TASK FORCE, THAT IS ALSO IN PLAY. EVEN IF WE ACCEPT AND MOVE THIS FORWARD BECAUSE AT THE END OF THE DAY, THE VOTER HAS THE FINAL SAY. IF THE VOTER VOTES IT DOWN, WE SILL HAVE TO HAVE THAT INFORMATION ONGOING SIDE BY SIDE. SO WE HAVE TO HAVE THAT GOING. 
          >> WE ARE HAVING THAT PAINFUL DISCUSSION EITHER WAY. 
          AND THAT IS WHAT WE HAVE TO DO. >> CORRECT. 
          THAT WILL ALSO INVOLVE MEMBERS OF THE COMMUNITY AS WELL. 
          AND THAT TASK FORCE. THERE WILL BE SOLID REPUTATION-- REPRESENTATION FROM THE COMMUNITY. 
          ANY OTHER QUESTION? ENTERTAINING A MOTION. 
          SO DO I HAVE A MOTION TO APPROVE ITEM 6.05, RESOLUTION... 
          >> MADAM PRESIDENT. WE HAVE A MOTION AND A SECOND. 
          WE JUST HAD DISCUSSION. >> THANK YOU FOR REMINDING ME. 
          >> NOW WE NEED TO CALL FOR THE VOTE. 
          >> I NEED SOME FOOD. CALLING FOR A VOTE. 
          MS. SARAH DONSBACK? >> YES. 
          >> BEN ORR? >> YES. 
          >> TIFFANY PASCOE? >> ABSTAIN. 
          >> DR. JUANITA ALBRIGHT? >> YES. 
          >> SARAH PARKS-REESE? >> YES. 
          >> SUZANNE THOMAS? >> YES. 
          >> ME, YES. MOTION PASSES. 
          6-1. EXCUSE ME. 
          6-0-1. MOVING TO ITEM NUMBER 6.06. 
          EXCUSE ME. YUP. 
          HANDBOOKS. CORRECT. 
          2023-2024 HANDBOOKS. >> YEVMENT YOU HAVE THE FLOOR. 
          >> MADAM PRESIDENT, DR. STOKES, BOARD OF SCHOOL TRUSTEES, I'M SPEAKING ON BEHALF OF OUR DISTRICT HANDBOOK TEAM. 
          MY TWO ESTEEMED COLLEAGUES BEHIND ME, DR. PET GREU AND MR. LAKE AND MS. BRITTON WATTS AS WELL AS THE ADMINISTRATORS AND ATHLETIC DIRECTORS FROM BOTH HIGH SCHOOLS AT EACH LEVEL. 
          I THINK IT IS IMPORTANT TO UNDERSTAND THAT THIS IS A RELATIVELY VOLUNTARY POSITION OF OUR A.P.'S AND OUR. 
          A D.'S. THEY MIGHT BE VOL DG UN-TOLD. 
          IT IS IN ADDITION TO THEIR DAILY WORK, EXPECT TAKES, AND REQUIREMENTS. WE ARE TWO STEPS IN, INTO THE PROCESS THERE. HAS BEEN A LOT OF WORK THAT HAS GONE ON PRIOR TO STARTING THAT PROCESS WITH ACCESSING INPUT FROM FAMILIES, OUR STUDENTS, AND OUR TEACHERS. 
          SO I DON'T WANT TO DISCOUNT THE WORK THAT HAS ALREADY BEEN PUT INTO PLACE. VERY SOON AFTER I STARTED HERE AT LSE, I WAS ASKED TO JOIN THE DISTRICT HANDBOOK TEAM. 
          I HAVE BEEN PART OF THIS HANDBOOK FOR THE LAST 18 YEARS. 
          OVER THE YEARS, THE DISTRICT TEAM HAS BEEN INTENTIONAL TO CREATE PROCESS AND PROCEDURE THAT ENSURES WE GATHER INPUT AND FEEDBACK FROM STUDENTS, PARENTS, AND TEACHERS. 
          IT IS ABSOLUTELY VITAL THAT WE ENSURE ALL OF THESE STAKEHOLDER VOICES ARE HEARD BUT MORE IMPORTANTLY, IT IS IMPORTANT THAT WE LISTEN TO THEIR VOICES IN OUR DECISIONS. 
          IT IS CRUCIAL THAT THIS PROCESS IMPORTANCE OF PROCEDURES TO OUR STUDENTS. WE ARE EDUCATORS AND ARE ALWAYS WORKING TO EDUCATE OUR STUDENT BODY ON RESPECTING AND HONORING DISTRICT POLICIES. WE PRIDE OURSELVES ON THE RELATIONSHIPS THAT WE BUILD WITH OUR STUDENTS, FAMILIES, AND STAFF. TO CIRCUMVENT THIS PROCESS IS IS A DISERVICE TO ALL STAKEHOLDERS AND OUR STAKEHOLDERS ARE WATCHING. WE RESPECTFULLY ASK THAT THE BOARD PAUSE THE ACTION ITEM OF THE APPROVAL OF THE 2023-2024 HANDBOOK UNTIL THE TIMELINE OF THE CURRENT PROCESS CAN BE IMPLEMENTED. AT THIS TIME, WE ARE HAPPY TO TAKE ANY SUGGESTIONS FROM THE BOARD BACK TO OUR BUILDING LEVEL TEAMS TO GATHER FEEDBACK FROM OUR STUDENTS, OUR PARENTS, AND OUR TEACHERS. THIS WILL ALSO ALLOW US TO REMAIN IN COMPLIANCE WITH INDIANA CODE THAT REQUIRES MEANINGFUL DISCUSSION WITH OUR TEACHERS ASSOCIATION. 
          THANK YOU FOR THE CONSIDERATION OF THIS REQUEST. 
          [02:40:04]
          >> ANY QUESTIONS? DOES THE BOARD HAVE ANY QUESTIONS? QUESTIONS FOR ADMINISTRATION OR DISCUSSION? LIKE -- 
          >> WE WILL DO DISCUSSION. ANY FURTHER QUESTIONS FOR THEM 
          WHILE THEY WERE STILL -- >> NO. 
          >> SARAH, DID YOU HAVE ANY FURTHER QUESTIONS? 
          >> QUESTIONS FOR ADMINISTRATION? NO. 
          I DO NOT. >> OF DAY. 
          >> MADAM PRESIDENT, WILL YOU ENTERTAIN A MOTION? 
          >> I WILL ENTERTAIN A MOTION FOR 6.06. 
          THE HANDBOOKS. >> MADAM PRESIDENT, BASED ON OVERWHELMING COMMUNITY FEEDBACK OVER THE PAST YEAR AS WELL AS MY OWN RESEARCH, I MOVE TO STRIKE THE MICROAGGRESSION STATEMENT FROM THE STUDENT HANDBOOK IMMEDIATELY. 
          IT WORKS COUNTER TO ITS INTENDED GOAL AND STIFLES FREE SPEECH, OPEN DIALOGUE AND OFFERS NO DUE PROCESS OR CONSIDERATION OF INTENT. ALSO I AGREE WITH STUDENTS, TEACHERS, PARENTS, AND ADMINISTRATORS THAT THE STUDENT HANDBOOK SHOULD HAVE LANGUAGE SUPPORTING THE NOTION THAT ALL HUMANS HAVE VALUE AND DESERVE RESPECT AND OPPORTUNITY. 
          WE SHOULD ALSO ADD THE FOLLOWING STATEMENT TO ALL HANDBOOKS IMMEDIATELY. CARE, CHARACTER, ACCEPTANCE, RESPECT, EDUCATION. HSE SCHOOLS IS COMMITTED TO PROVIDING EACH STUDENT WITH LEARNING EXPERIENCES THAT ARE DEEP AND RELEVANT AND ENCOURAGE IF DEVELOPMENT OF HIS OR HER UNIQUE IDENTITY. HSE WILL MEET EACH STUDENT WHERE THEY ARE AND MAKE THE DIGNITY OF EACH INDIVIDUAL A PRIORITY WHILE WE RESPECT ALL STUDENTS AND TEACHERS' DIVERSE BACKGROUNDS AND BELIEFS. HSE SUPPORTS ALL STUDENTS AS THEY FOSTER RELATIONSHIPS WITH CHARACTER, ACCEPTANCE, RESPECT 
          AND EDUCATION FOR ALL. >> SECOND. 
          >> I NOW OPEN THIS UP FOR DISCUSSION ON THE BOARD. 
          STARTING WITH SARAH DONSBACH. >> THANK YOU, PRESIDENT LANG. 
          I WOULD LIKE TO SAY THAT EBELIEVE THAT WE SHOULD HONOR THE PROCESS THAT WE COMMUNICATED TO THE COMMUNITY LAST WEEK. 
          I DON'T SEE THE URGENCY IN REMOVING THIS LANGUAGE RIGHT NOW AND NOT GOING THROUGH THE CHANNELS AND THE PROCESSES THAT WE COMMUNICATED WITH THE COMMUNITY LAST WEEK, THAT WE DISCUSSED WITH ADMINISTRATION AND TEACHERS AND OUR STUDENTS AND THEIR FAMILIES. ADDING THAT AGENDA ITEM, AGAIN, TWO DAYS BEFORE THE MEETING, LESS THAN A WEEK AFTER WE HAD COMMUNICATED TO THE COMMUNITY WHAT WE WERE GOING TO DO WITH THE HANDBOOK, WHAT THE TRIGGER POINTS WERE FOR WHAT-- THE CONVERSATIONS WE HAD WERE. I THINK IT IS UNFAIR. 
          I DO NOT SEE THE URGENCY. THERE IS NO PENDIN LAWSUIT. 
          THERE IS NO MAJOR ISSUE. TO MAKE SUCH A RASH AND DRASTIC DECISION. I KNOW THAT WE HAVE HEARD FROM HUNDREDS-- I'M LOOKING NOW. I HAVE 181 EMAILS UNREAD FROM GIST THE LAST 24 HOURS. ONLY BECAUSE I HAVE BEEN UNABLE TO READ MY EMAILS. THAT IS THE ONLY REASON I HAVEN'T READ THEM. I HAVE GONE THROUGH AND LOOKED AT THE SUBJECT LINE OF MOST OF THEM. 
          MOST OF THEM ARE ASKING US TO KEEP THIS LANGUAGE OR TO STAY TRUE TO THE TIMELINE WHICH WE SET OUT. 
          I THINK IT IS UNFAIR TO CHANGE THAT SO QUICKLY, AND SO I WOULD ENCOURAGE OUR BOARD TO TABLE THIS AND TO GO THROUGH THE PROCESS THAT OUR ADMINISTRATION HAS ASKED US TO DO, THAT OUR COMMUNITY HAS ASKED US TO DO. MOST IMPORTANTLY, THAT OUR TEACHERS HAVE ASKED US TO DO. I ENCOURAGE THE REST OF THE BOARD TO REALLY THINK ABTHAT BEFORE THEY VOTE ON THIS MOTION 
          TONIGHT. >> THANK YOU, SARAH. 
          MR.  BEN ORR? >> I WOULD LIKE THE SHARE SOME SHORT COMMENTS HERE. I HOPE IT EXPRESSES WHY I FEEL LIKE IT IS NECESSARY TO TAKE FAIRLY QUICK ACTION ON THIS WHILE WE CONTINUE THE REST OF THE PROCESS AND ADDRESS MANY, MANY OTHER THINGS IN THE HANDBOOK AS WE CONTINUE ON AND CONTINUE TO GET INPUT. THIS ONE, IN PARTICULAR, I'M PASSIONATE ABOUT. IT IS SOMETHING I SPOKE ABOUT OFTEN FREQUENTLY. I'LL SHARE SOMETHING THAT I HAVE WRITTEN HERE. MY CONCERNS LIE IN CREATE AGRICULTURE THAT SUPPRESSES FREE SPEECH AND OPEN DIALOGUE AND PRODUCES A GENERATION UNABLE TO EITHER ENGAGE IN, TOLERATE, OR COPE WITH DISSENTING OPINION. STUDENTS AND FACULTY MUST BE ABLE TO HAVE COURAGEOUS CONVERSATIONS, MENTIONED BY SEVERAL PEOPLE AT OUR LAST WORK SESSION. 
          AND BEYOND THAT, THEY MUST BE ABLE TO SIMPLY CONVERSE, JOKE, 
          [02:45:01]
DEBATE, IN GOOD FAITH WITHOUT FEAR OF ACCIDENTAL TRANSGRESSION. BY CODIFYING MICROAGGRESSIONS OR WHAT USED TO BE CALLED POLITICALLY CORRECT SPEECH, STUDENTS AND FACULTY BECOME MORE INCLINED TO SELF-CENSOR WHAT ARE LIKELY INNOCENT THOUGHTS AND COMMENTS TO SIMPLY AVOID CONFRONTATION. THIS HAS A CHILLING EFFECT ON OPEN DIALOGUE AND DISCOURSE AND FACILITATES A WALKING ON EGG SHELLS MEN TALLFY TO THE POINT OF AVOIDING DIVERSE INTERACTIONS ALTOGETHER. BY THE SAME TOKEN, STUDENTS AND FACULTY WILL BECOME MORE AWARE OF OTHER PEOPLE'S SPEECH TO THE POINT OF SEARCHING OUT OFFENSES FOR SOME KIND OF SOCIAL CREDIT. 
          UNOFFICIAL ENFORCERS OF POLITICALCALLY CORRECT SPEECH AND MICROAGGRESSIONS VIOLATIONS WILL NATURALLY DEVELOP AMONGST PEER GROUPS. THE OPPORTUNITY FOR WEAPONIZATION OF A LOOSELY DEFINED AND SUBJECTIVE RULE LOOMS LARGE. THIS CONCEPT IS A REAL CONCERN WHEN DEALING WITH THESE ISSUES. FROM THE ARTICLE I SHARED DURING THE WORK THE ATLANTIC, NOW AVAILABLE ON BOARD DOCUMENTS, THE RECENT TREND OF UNCOVERING ALLEGE DIRACIST, SEXIST CLASSIST AND OTHERWISE DISCRIMINATORY MICROAGGRESSIONS DOESN'T INCIDENTALLY TEACH STUDENTS TO FOCUS ON SMALLER OR ACCIDENTAL SLIGHTS. IITS PURPOSE IS TO GET STUDENTS TO FOCUS ON THEM AND THEN RELABEL THE PEOPLE WHO HAVE MADE SUCH REMARKS AS AGGRESSORS. FOR THESE REASONS, I CONTINUE TO BELIEVE THIS IS A DIVISIVE POLICY, AND THIS IS MY RATIONAL FOR IMMEDIATE ACTION ON THIS PARTICULAR TOPIC. 
          >> PLEASE WITHHOLD YOUR COMMENTS. 
          PLEASE WITH HOLE YOUR COMMENTS. WE WILL HAVE PEOPLE REMOVED. 
          PLEASE BE QUIET. I APPRECIATE IT. 
          MOVING ON TO TIFFANY PASCOE. >> NO COMMENTS. 
          >> DR. JUANITA ALBRIGHT? >> NO FURTHER COMMENT. 
          >> SARAH PARKS-REESE? >> I HAVE LOTS OF COMMENTS. 
          (LAUGHTER). >> OKAY. 
          SUZANNE IS NOT THE ONLY ONE THAT GETS ANONYMOUS LETTERS. 
          I'M GOING TO START BY READING AN ANONYMOUS LETTER. 
          SENT BY A STAFF PERSON WHO WISHED TO REMAIN ANONYMOUS AND PROTECT THEIR STUDENTS AS WELL AS THEIR JOB. 
          I WANTED TO SHARE A LOT OF EGREGIOUS COMMENTS AND INCIDENTS THAT HAVE HAPPENED TO THEIR STUDENTS THROUGH THE YEARS WHILE WORKING IN THE DISTRICT. ALL OF THESE, THEY WOULD CONSIDER MICROAGGRESSIONS. SO SOME THESE I WILL HAVE TO CENSOR SOME WORDS. I'LL BE CAREFUL. 
          YOU DON'T BELONG HERE. YOU SHOULD BE IN A FIELD PICKING COTTON OR CORN. SAID TO A BLACK STUDENT IN THE HALLWAY FOR NO REASON. TRUMP WILL BE BACK TO FINISH THE JOB HE STARTED WITH YOUR PEOPLE. AIMED AT A MUSLIM STUDENT REGARDING THE MUSLIM BAN. WE KNOW WHY YOU GOT PICKED BY THE COACH TO TAKE THE LEAD ON THE TEAM, SAID TO A BLACK STUDENT. A STUDENT WAS SPEAKING IN HER CLASS ABOUT HOW SHE FEARS FOR HER FAMILY OVERSEAS AS TENSIONS WERE GROWING BETWEEN THE U.S. AND HER PARENTS' HOME COUNTRY. 
          ANOTHER STUDENT SAID TO HER, IF YOU DON'T LIKE IT HERE, GO BACK WHERE YOU CAME. FROM SHE WAS BORN IN INDIANA. 
          TAKE THAT THING OFF YOUR HEAD AND BE A REAL AMERICAN. 
          THIS WAS SAID TO A FEMALE MUSLIM STUDENT. 
          AND A MALE STUDENT AT DIFFERENT TIMES, BOTH WHO WEAR THE APPROPRIATE HEADGEAR FOR THEIR RELIDGEOBS. 
          YOU ARE GOING TO HELL BECAUSE YOU DON'T BELIEVE IN YE US IS, SAID TO A MUSLIM MALE STUDENT WHILE IN THE HALLWAY. 
          HATE TO BREAK IT TO YOU, BUT THEY DO BELIEVE IN YE US IS. 
          WE KNOW YOU ARE HERE ILLEGALLY. DREAMERS. 
          MY BLEEP, YOU HAVE NO SHOT AT AN AMERICAN COLLEGE. 
          QUIT LEACHING OFF THIS COUNTRY, SAID TO A LATINO STUDENT WHOSE PARENTS WORK AT A RESPECTED COMPANY HERE. 
          THIS COUNTRY MUST BE BETTER THAN THE BLEEP YOU CAME FROM, SAID TO ONE OF OUR AFRICAN STUDENTS. YOUR NAME IS TOO HARD TO TRY. 
          CAN I CALL YOU BLANK INSTEAD? MULTIPLE STUDENTS HAVE TOLD ME THIS. THEIR NAMES HAVE BEAUTIFUL MEANINGS. THEY ARE CONSTANTLY BEING DISMISSED. WHEN WE HAD STUDENTS WHO WERE NEW TO THIS COUNTRY, WE TRY TO SO INTRODUCE THEM TO OTHER STUDENTS OR TEACHERS WHRO CAN SPEAK THEIR LANGUAGE. 
          IF WE HAVE THEM IN OUR BUILDINGS, I HAD TO INTERVENE WITH ONE STUDENT WHO KEPT SCREAMING "STOP TALKING THAT BLEEP." TALK AMERICAN. 
          TOWARDS TWO STUDENTS. ONE WHO WAS HELPING THE NEW STUDENT LEARN HOW TO READ THEIR CLASS SCHEDULE AND HOW TO GET AROUND. AN US A DISTICK STUDENT WHO WAS STEMMING AND MAKING A LITTLE BIT OF NOISE, MOST STUDENTS ARE USED TO THEIR CLASSMATES WHO ARE AUTISTIC. 
          ONE STUDENT SAID "CAN'T YOU GET IT TO STOP IN" ONE STUDENT HAD STRAIGHTENED HER HAIR AFTER WEARING IT NATURALLY FOR SOME TIME. A CLASSMATE SAID TO HER "IT IS GOOD YOU FINALLY WASHED YOUR HAIR." I'M NOT SURE IF THESE ARE ENOUGH REASON TO KEEP THIS POLICY IN THE HANDBOOK, BUT I WANT YOU TO SPEAK WITH OUR LADY TIGERS AND 
          [02:50:02]
OUR LADY ROYALS AND ASK THEM TO OUTRIGHT RACIST SLURS SAID TO THEM WHILE THEY ARE OUT THERE REPRESENTING OUR DISTRICT LIKE THE GREAT STUDENTS THEY ARE. ASK THEM WHAT THEY HEAR. 
          AFTER SOME STUDENTS GET RATTLED TO THEIR CORE WHILE HEARING THOSE THINGS, THEY HAVE TO COME BACK TO SCHOOL WHERE IT SHOULD BE A SAFE PLACE, WHERE THEY DO HEAR-- DO NOT HAVE TO HEAR SUCH THINGS LIKE AT A GAME OR THE COMMENTS I LISTED ABOVE. 
          GETTING RID OF THE WORDING IN THE HANDBOOK REGARDING MICROAGGRESSIONS MEANS THAT THE STUDENTS WILL KNOW BEYOND A SHADOW OF A DOUBT THAT THEY ARE NOT WELCOMED, NOT LOVED, AND NOT WANTED AT HSE SCHOOLS. WORDS MATTER. 
          AND ACTIONS MATTER MORE. WHAT MESSAGE ARE YOU TRYING TO SEND OUR KIDS WHO ALREADY DO NOT FEEL SAFE AT SCHOOL? THAT THIS TYPE OF ABUSE CAN HAPPEN, AND IT IS OKAY BECAUSE YOU ARE IN THE MINORITY AND IT DOESN'T MATTER. 
          THE NEW POLICY SUGGESTION DOES NO JUSTICE TO OUR STUDENTS WHO HEAR THESE GRETIONS ON A DAILY BASIS. 
          YOUR ACTIONS HAVE MADE IT CLEAR TO OUR KIDS AND PARENTS THAT THEY DO NOT MATTER. WE ALSO RECEIVED AN EMAIL THAT WAS NOT ANONYMOUS FROM A FORMER STAFFER MEMBER. 
          I JUST WANTED TO POINT THIS OUT IN CASE YOU DIDN'T READ IT IN THE 181 EMAILS WE RECEIVED IN THE LAST COUPLE OF DAYS. 
          A STAFF MEMBER WHO WAS IN CHARGE OF FOOD FOR SOCIAL STAFF EVENTS CONSISTENTLY CHOSE PORK TO BE THE ONLY MAIN COURSE AFTER BEING REMINDED MANY TIMES BY FRIENDS AND BY THE STAFF PERSON THAT THAT STAFF PERSON DIDN'T EAT PORK DUE TO RELIGIOUS AND CULTURAL REASONS. HUGE SMACK IN THE FACE TO EAT A MEAL CONSISTING OF ONLY A COLE SLAW. 
          RIGHT? AFTER BEING RECOGNIZED AS TEACHER OF THE YEAR FOR HER BUILDING. 
          SO SHE WAS MET WITH A "SORRY, I FORGOT" RIGHT BEFORE LUNCH. 
          THOSE ARE JUST SOME EXAMPLES. SO WHEN THIS WAS FINALLY BRO BROUGHT-- WHEN I WAS FINALLY BROUGHT UP TO SPEED MONDAY EVENING AS TO WHY THE HANDBOOKS WERE BACK ON THE AGENDA SO EARLY, I SHARED WITH PRESIDENT LANG MY CONCERN ABOUT THE WORD "EQUALITY" AND THE PREPARED STATEMENT THAT SHE READ TO ME THAT I DID NOT PARTICIPATE IN WRITING. 
          EQUALITY MEANS WE ALL GET OR DO THE SAME THING. 
          NO A.P. COURSES, NO SPECIAL EDUCATION COURSES, WE ALL GET THE SAME THING. ONE OF OUR STUDENTS SAID IT BETTER THAN I'M SAYING IT RIGHT NOW. 
          ONE SIZE FITS ALL. WHICH WE KNOW IS NOT THE CASE. 
          SO I APPRECIATE THE UPDATE THIS EVENING. 
          ALTHOUGH IT BE IN THE VERY LATE HOUR, TO CHANGE THE E FROM EQUALITY TO EDUCATION. HOWEVER, I DON'T FEEL THIS CARE STATEMENT REALLY CAPTURES THE SPIRIT OF WHAT THE MICROAGGRESSION POLICY WAS INTENDED TO DO. 
          FURTHERMORE, I DON'T THINK IT IS NECESSARY TO CIRCUMVENT THE PROCESS OUTLINED IN THE TIMELILINE LAST WEEK FOR THE RECORD, NO ONE AT THE TIME, VOICED A CONCERN ABOUT AT ALL DURING OUR ENTIRE WORK SESSION BECAUSE WE ARE STILL IN THE PROCESS OF COLLECTING FEEDBACK FROM ALL OF OUR STAKEHOLDERS, STAFF, WHICH WERE REQUIRED TO, AS BEEN POINTED OUT BY LAW, WE GAVE THEM ONE DAY TO LOOK AT IT? THROUGH THE ASSOCIATION? STUDENTS AND FAMILIES. ONE SPEAKER SAID SHE WANTED THE DATA. WELL, WE HAVEN'T WAITED ON THE DATA. WE DON'T HAVE THE DATA. 
          WE DON'T HAVE THE FEEDBACK. WE ARE NOT WAITING. 
          SO BECAUSE OF THAT, I WOULD ENCOURAGE THE BOARD, SINCE THE MOTION IS ALREADY ON THE FLOOR, TO VOTE NO ON PASSING THIS TODAY AND TABLE IT TO FOLLOW THE TIMELINE THAT WE AGREED UPON JUST 7 DAYS AGO. (APPLAUSE) . 
          >> BOARD MEMBERS, SUZANNE THOMAS. 
          >> I FULLY SUPPORT THE NONDISCRIMINATION POLICY AND THE BULLY POLICY THAT WE HAVE AT HSE SCHOOLS. 
          I SUPPORT THIS CARE STATEMENT THAT WE HAVE PUT OUT FORWARD AS IT SUPPORTS ALL STUDENTS, ALL HUMANS. 
          NOBODY WANTS OR LIKES A MICROAGGRESSION. 
          IT IS A TEACHING MOMENT FOR ANYBODY IN OUR DISTRICT. 
          BUT IT IS SUBJECTIVE IF THERE IS BIASES. 
          SO WE HAVE A NONDISCRIMINATION POLICY. 
          WE HAVE BULLYING POLICY THAT COVERS HARASSMENT. 
          I ENCOURAGE OUR STUDENTS TO CONTINUE BEING KIND AND GOOD TO OTHERS. CHARACTER, ACCEPTANCE, RESPECT, 
          AND WE EDUCATE. >> THANK YOU. 
          SO I'M NOT IN FAVOR OF THE TIMING OF THIS. 
          I AM IN SUPPORT OF REMOVING MICROAGGRESSION STATEMENT FROM THE STUDENT HANDBOOK. AND REPLACING IT WITH THE CARE STATEMENT READ BY MR.  ORR. THE CIVIL DISCOURSE THAT WE HAVE EXPERIENCED AS A SOCIETY HAS ALWAYS BEEN THERE PRIOR TO THIS DEFINITION, PRIOR TO THIS WORD COMING INTO EXISTENCE AND CONTINUES TO SHOW ITSELF EACH AND EVERY DAY. 
          ALL ONE HAS TO DO IS PULL UP ON SOCIAL MEDIA TO SEE HOW ADULTS 
          [02:55:02]
SPEAK TO ONE ANOTHER AND TREAT ONE ANOTHER. 
          SO WE ARE NOT BEING GOOD EXAMPLES FOR OUR CHILDREN AND FOR OUR COMMUNITY THAT WE CLAIM TO SUPPORT. 
          RESPECT AND ATTENTION FOR ALL STUDENTS IS SOMETHING THAT IS A PRIORITY FOR THIS BOARD AND THROUGH THIS DEFINITIONST IT COMMUNICATES THAT IT IS NOT REPRESENTATIVE OF ALL STUDENTS. 
          AS A MOTHER OF TWO BOYS, I FEEL THAT THEY ARE COMPLETELY CARVED OUT OF THIS FROM A PERSONAL STANDPOINT. 
          I FEEL VERY STRONGLY THAT MY TWO SONS ARE NOT REPRESENTED. 
          MY DAUGHTER IS BECAUSE SHE IS FEMALE. 
          WHAT HAPPENS WHEN MY TWO SONS HAVE CIVIL DISCOURSE OR THEY ARE MADE FUN OF OR THEY ARE NAME-CALLED? THERE IS NO PROTECTION FOR THEM IN THE DEFINITION OF THIS MICROAGGRESSION DEFINITION FOR THIS DISTRICT. 
          PLEASE BE RESPECTFUL. WE HAVE A CHANCE TO SPEAK. 
          YOU HAD A CHANCE TO SPEAK. THAT IS WHAT THIS IS ABOUT. 
          YOU MAY NOT AGREE WITH WHAT I AM SAYING. 
          THAT IS YOUR CHOICE. NO NO WAY ARE WE SUGGESTING THAT RESPECT FOR OTHERS SHOULD GO AWAY. 
          THAT IS NOT AT ALL WHAT WE ARE SUGGESTING HERE. 
          IN FACT, WE FULLY EXPECT THAT WE WITH RESPECT ONE ANOTHER. 
          AND TREAT ONE ANOTHER WITH WITH RESPECT. 
          THAT IS NOT GOING TO GO AWAY WHETHER THIS DEFINITION EXISTS IN A HANDBOOK OR NOT. WE DEMONSTRATE RESPECT AND HOW WE SHOW UP EACH AND EVERY DAY, HOW WE ADDRESS ONE ANOTHER, HOW WE COMMUNICATE WITH ONE ANOTHER, AND IN NO WAY, IS THAT DEFINITION-- IS THAT GOING TO GO AWAY BY OUR WORDS AND OUR ACTIONS. WE CAN PUT ALL THE DEFINITIONS IN THE WORLD IN THE HANDBOOK, AND NOT ABIDE BY IT. 
          A REWE REALLY SAYING? >> ARE WE REALLY DEMONSTRATING WHAT WE SAY? AND HONORING THAT. 
          SO AT THE END OF THE DAY, I HAVE MADE MY STATEMENTS AS FAR AS WHERE I STAND ON THIS POSITION. I AM MOVING FORWARD FOR A MOTION. CALLING FOR A MOTION. 
          CALLING FOR A VOTE. EXCUSE ME. 
          MS. SARAH DONSBACH? >> NO. 
          >> LET'S BACK UP. WE HAD A SECOND. 
          WE DID HAVE A SECOND. SARAH SAID NO. 
          BEN ORR? >> YES. 
          >> MISTIFFANY PASCOE? >> YES. 
          >> DR. ALBRIGHT? >> YES. 
          >> SARAH PARKS-REESE? >> NO. 
          >> SUZANNE THOMAS? >> YES. 
          >> I'M A YES. MOTION PASSES 5-2. 
          >> THE SUPERINTENDENT'S MEETING. MAT ESOF CORP. INTEREST. 
          MATTERS OF CORPORATE INTEREST. I'M SO SORRY. 
          [7. Board Reports]
I APOLOGIZE. BOARD REPORTS. 
          7.01. ANY BOARD MEMBERS HAVE REPORT TO SPEAK TO? SARAH DONSBACH, DO YOU HAVE ANY BOARD REPORTS YOU WOULD LIKE TO SPEAK TO? 
          >> NO, THANK YOU. >> ALL RIGHT. 
          MOVING ON TO BEN. WOULD YOU LIKE-- I THOUGHT YOU 
          HAD THEM ALL. >> WE HAVE THE COMMITTEE MEETING TOMORROW. NOTHING FOR RIGHT NOW. 
          >> I JUST WANTED TO MAKE NOTE THAT LAST TIME I TALKED ABOUT THE REZONING OF THE AREA AT 146 FOR BAGS SOLUTIONS, THAT DID PASS. THE NOBLESVILLE PLAN COMMISSION ON MONDAY EVENING. SO NOW IT WILL GO BEFORE THE NOBLESVILLE CITY COUNCIL MEETING. 
          ON APRIL 11 AT 7:00 P.M. SO I KNOW THERE WAS SOME FISHERS RESIDENTS AND FAMILY THAT IS WERE INTERESTED IN THAT. 
          I JUST WANTED TO MAKE SURE THAT WAS KNOWN. 
          >> THANK YOU. >> AND JUST A QUICK UPDATE, WE ARE ALREADY TALKED ABOUT FACILITY AND MAINTENANCE. 
          BEN ORR AND I ARE ON THAT COMMITTEE. 
          I'M JUST VERY EXCITED TO BE WORKING WITH MATT RAPP, OUR NEW DIRECTOR. I WANT TO GIVE HIM A BIG SHOUT-OUT. HE WAS GREAT IN OUR MEETING. 
          I'M VERY EXCITED MOVING FORWARD WITH FISHER'S ELEMENTARY. 
          WE TENTATIVELY HAVE SOUR NEXT MEETING IN APRIL. 
          THIS IS THE THIRD WEEK OF THE MONTH. 
          WHICH IS AT 9:30. THAT IS TYPICALLY OUR TIME. 
          IT HAS NOT BEEN APPROVED 100%. TECHNICALLY, WE ARE BEEN MEETING AT THE THIRD WEEK OF EACH MONTH SO. 
          THANK YOU. >> AND TIFFANY PASCOE HAD A 
          COMMENT AS WELL? >> JUST UPDATING ON THE COMMITTEE MEETING. WE HAVE A TENTATIVE DATE HELD FOR THE 29TH PENDING ALL CAN ATTEND. 
          BASED ON THE CALENDAR INVITE THAT WAS SENT OUT TODAY. 
          3:30 TO 40:30 HERE. >> THANK YOU. 
          [8. Superintendent's Report]
          [03:00:05]
MOVING TO ITEM NUMBER 8, SUPERINTENDENT'S REPORT. 
          DR. STOKES. >> I JUST WANTED TO REMIND OUR COMMUNITY THAT WE HAVE VING BREAK COMING UP MARCH 31 THROUGH APRIL 9. JUST FOR CLARITY, STUDENTS ARE EXPECTED TO RETURN ON MONDAY, APRIL 10. 
          MONDAY, APRIL 10. AND BE ON TIME. 
          ALSO WE WILL, THE FOLLOWING WEEK, APRIL 17, WE WILL START I-LEARN, I-AM AND I-LEARN BIOLOGY TESTING. 
          IT IS TESTING THAT IS REQUIRED BY OUR INN INN DEPARTMENT OF EDUCATION. THAT TEST WILLING START APRIL 17. IT HAS A FOUR-WEEK WINDOW. 
          WE WON'T NECESSARILY HAVE TO IMPLEMENT ALL OF THE DAYS FOR THAT FOUR-WEEK WINDOW. WITH ALL OF THAT BEING SAID, I WANT STUDENTS TO GO OUT, AND ENJOY YOUR FAMILY, HAVE SOME FUN, GET RESTED. COME BACK AND BE READY TO START DEMONSTRATING HOW MUCH YOU HAVE LEARNED. 
          I ALSO, TOO, BEFORE I CLOSE OUT, I WANTED US-- CAN YOU PULL UP THE DRAFT FOR ME, PLEASE, JEFF? WHILE HE IS PULLING THAT UP, WE DID MAKE SOME CHANGES BASED ON SOME THINGS MOVING FROM INFORMATION TO ACTION. SEVERAL THINGS LIKE THE MOU FOR THE SROS, WE DON'T HAVE TO DO THAT, OF COURSE, BECAUSE WE HAVE ALREADY DONE THAT TODAY. ARE YOU PULLING THAT UP, THEN? WELL, WHAT I WILL SAY IS WE HAVE ACTUALLY, OUR NEXT MEETING IS SCHEDULED FOR MAY 10. THERE IS A POSSIBILITY THAT WE COULD HAVE AN APRIL MEETING AT THIS TIME WE ARE NOT SURE. 
          I DID WANT TO PUT THAT ON THE RADAR. 
          AT OUR MAY 10 MEETING, WE WILL BE LOOKING AT SOME INFORMATION WITH REGARD TO-- LET'S SEE. WITH REGARD TO SOME OF THE POLICIES THAT WE TABLED. WE WILL BE LOOKING AT THAT 
          INFORMATION. >> DR. STOKES, WE HAVE AN AP APRIL-- I'M RIGHT HERE IN THE BACK. 
          SORRY. I KNOW. 
          VOICE FROM WHERE? APRIL 12, ACTUALLY, I THINK YOU 
          MEANT TO SAY. >> OH, YES. 
          I'M SORRY. >> MAY 10 IS AFTER THAT. 
          >> I APOLOGIZE. HE IS CORRECT. 
          APRIL 12. LET ME GO BACK ON THE RECORD SAYING APRIL 12 IS OUR MEETING. I APOLOGIZE. 
          I WAS LOOKING AT THE BOTTOM. THAT BEING SAID, I WANT TO MAKE SURE THAT WE KNOW WE HAVE CURRICULUM ADOPTIONS COMING UP FOR INFORMATION, AND WE ALSO HAVE THE POLICY FIRST READ ABOUT THE SCHOOL-BASED MENTAL HEALTH SERVICES. 
          THOSE ARE TWO THINGS I WANTED TO HIGHLIGHT THAT WILL BE AT THIS PARTICULAR MEETING FOR INFORMATION. 
          GIVE THAT BACK TO YOU, MISS LANG. 
          >> THANK YOU VERY MUCH. I HAVE NO REPORT THIS EVENING. 
          I'M GOING TO GIVE YOU ALL YOUR TIME BACK. 
          MEETING IS ADJOURNED. >> WAIT. 
          DO YOU WANT TO ANNOUNCE REALLY QUICK-- I APOLOGIZE. 
          ON THE 19ST, A BOARD REFERENDUM COMMITTEE MEETING FOR THE PUBLIC WHO WANTS TO BE THERE. 
          >> YES. >> APRIL 19, 7:30 A.M. 
          OUR COMPLIT TEE MEETING FOR BOARD REFERENDUM. 
          THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.