[00:00:02]
UH, PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.
WELCOME TO OUR BOARD WORK SESSION THIS MORNING.
[2. Information Items]
ABOUT THE FORD NGL WORK THAT HAS BEEN DONE.SO I AM GOING TO TURN IT OVER TO OUR BEAUTIFUL PANEL HERE THIS MORNING.
WELCOME, GOOD MORNING, MADAME PRESIDENT, MEMBERS OF THE BOARD, DR.
STOKES, UM, ADMINISTRATION AND STAFF FROM THE DISTRICT.
UH, MY NAME IS BETH GRIZZLE AND I'M FROM FORD NEXT GENERATION LEARNING, AND I AM ONE OF THE TWO COACHES FROM FORD NEXT GENERATION LEARNING THAT IS WORKING WITH HAMILTON SOUTHEASTERN SCHOOLS.
UH, AS YOU SEEK THIS TRANSFORMATION EFFORT, UH, WE WERE INVITED BY DR.
STOKES, UH, TO PRESENT TO YOU THIS MORNING ON SOME OF THE KEY FINDINGS OF, UH, THE EXPLORER REPORT THAT SHE, WE SHARED WITH HER AND, UH, OTHER MEMBERS OF THE, OF CENTRAL ADMINISTRATION.
SO, AS I MENTIONED, I'M ONE OF TWO COACHES, UH, FOR YOUR DISTRICT.
KIMBERLY PFEIFFER, WHO ACTUALLY HAS DUAL ROLES.
UH, SHE SERVES AS BOTH A FOUR NEXT GENERATION LEARNING COACH, AND SHE IS ALSO THE LIAISON, UM, BETWEEN C I E S C AND THE SEVEN DISTRICTS THAT ARE INVOLVED IN THE THREE E GRANT FROM THE DEPARTMENT OF EDUCATION.
SO, JUST A LITTLE BIT OF A BACKGROUND.
UM, THE, IS THIS ME? THIS IS ME, RIGHT? OKAY.
THE OFFER YOU MOVED, I THOUGHT YOU WERE GOING TO GET UP.
UH, UH, SO THERE WAS AN OPPORTUNITY, UM, THAT WAS PROVIDED BY THE CENTRAL EDU, UH, INDIANA EDUCATION SERVICE CENTER, UM, TO, UH, BRING TOGETHER SEVERAL DISTRICTS IN THE STATE, UM, THAT WERE REALLY FOCUSED ON THE HOW DO WE BEST PREPARE STUDENTS OR GRADUATES OF YOUR SCHOOL FOR EDUCATION, ENROLLMENT OR ENLISTMENT.
AND NOT NECESSARILY JUST ONE OF THOSE, BUT MAYBE AT SOME POINT IN TIME, ALL THREE OF THOSE, UM, DR.
STOKES AND HER TEAM SAW THIS AS AN OPPORTUNITY, UH, TO REALLY TAKE ALL THE AMAZING THINGS THAT YOU'RE DOING IN HAMILTON SOUTHEASTERN, WHICH KIMBERLY AND I CAN SAY AFTER OUR VISIT HERE AND, AND SOME OF THE STAKEHOLDER GROUPS THAT WE WERE ABLE TO SPEAK WITH, WE REALLY DO THINK THERE ARE MANY AMAZING AND WONDERFUL THINGS TO DO HERE.
BUT NOW WE'RE GONNA TAKE WHAT YOU'RE ALL DOING HERE AND KIND OF TURN THAT UP A NOTCH AND GET IT A LITTLE BIT, UH, SUPPORT YOU IN GETTING, UM, Y THE WORK A LITTLE MORE STRATEGICALLY ALIGNED WITH HOW AT THE SAME TIME THAT YOU'RE PREPARING STUDENTS IN VERY HIGHLY, UM, TO BE HIGHLY ACADEMICALLY CAPABLE AND THINKING ABOUT FUTURE, TO REALLY HELPING THEM THINK ABOUT WHAT ARE THEY PREPARING THEMSELVES FOR, WHETHER IT IS, UH, TWO OR FOUR YEAR COLLEGE IMMEDIATELY AFTER GRADUATION, WHETHER IT'S AN APPRENTICESHIP OR INTERNSHIP OPPORTUNITY, WHETHER IT'S DIRECTLY INTO THE WORLD OF WORK.
WE WANT STUDENTS TO WALK ACROSS THAT STAGE IN GRADUATION DAY AND HAVE DIPLOMA IN ONE HAND AND THAT GOOD NEXT, UH, STEP IN THEIR CAREER IN THIS HAND.
AND WE AS PARENTS, WE AS COMMUNITY MEMBERS, WE OFTEN TALK ABOUT CAREER, UH, COLLEGE AS A DESTINATION, AND COLLEGE IS ACTUALLY STILL ONE MORE STEP IN THAT PROCESS TO ULTIMATELY FINDING A CAREER.
SO EVEN IF THEY KNOW COLLEGE IS THAT NEXT STEP, WE WANT THEM TO SEE WHAT'S ON THE OTHER SIDE OF THAT.
WHAT ARE THEY GOING TO COLLEGE FOR? WE DON'T WANT ALL OF OUR GRADUATES TO BE UNDECIDED WHEN YAKIN WHAT THEY'RE GOING TO COLLEGE FOR.
WE WANT HELP THEM HAVE SOME GLIMPSES OR SOME IDEAS OF WHAT THEY WANT TO DO.
AND THE SAME THING, EVEN IF THEY GO INTO THE WORLD OF EMPLOYMENT INITIALLY OUT OF HIGH SCHOOL, WE DON'T WANT THEM ACCEPTING THAT FIRST JOB.
WE WANT THEM UNDERSTANDING THAT THAT FIRST JOB CAN BE A STEP TO SOMETHING ELSE AND TO A LIFELONG CAREER IN WHICH THEY CAN GROW AND DEVELOP.
SO, UH, WE PUT ON HERE, AND YOU MAY HAVE SEEN THIS, UM, VISUAL BEFORE, BUT THIS IS WHAT WE CALL THE FORD NGL ROADMAP.
UM, YOUR WORK WITH US CERTAINLY CONTINUES THROUGH PHASE THREE.
SO WE JUST COMPLETED THE, THE EXPLORER REPORT, THAT'S PHASE ONE.
WE'RE SHARING THOSE FINDINGS NOW, AND WE'RE WORKING WITH DR.
STOKES AND HER TEAM TO START MOVING NOW TOWARD THINKING ABOUT PHASE TWO, WHICH
[00:05:01]
WE CALL THE ENVISION PHASE.AND WE KNOW THAT YOU HAVE A PORTRAIT OF A GRADUATE HERE IN THE DISTRICT.
WE KNOW THAT YOU DID THAT WORK RIGHT BEFORE C O V, AND SO IT DIDN'T REALLY LAUNCH AND TAKE, UM, THE WAY I'M SURE EVERYONE INVOLVED IN THAT WORK HOPED IT WOULD.
SO OUR CONVERSATION NOW WITH DR.
STOKES AND HER TEAM IS HOW DO YOU WANNA MOVE FORWARD WITH THAT PORTRAIT OF A GRADUATE? UH, ARE WE RELAUNCHING IT? ARE WE REIMAGINING IT? ARE WE STARTING OVER? HOW DO YOU WANNA DO THAT FOR US AT FORD NGL? THAT'S A PIVOTAL QUESTION TO REALLY ASK BECAUSE IT IS YOUR PORTRAIT AND THE DESIRE OF WHAT YOU WANT TO SEE FOR YOUR GRADUATES THAT REALLY GUIDES THE WORK K-12 GOING FORWARD.
SO WE TAKE THAT INFORMATION IN THE EXPLORER REPORT, WHICH WE'LL I'LL TALK ABOUT IN A MINUTE, IN TERMS OF STRENGTHS AND OPPORTUNITIES, AND YOU USE THAT ALONG WITH YOUR PORTRAIT OF A GRADUATE TO REALLY THINK ABOUT AS A DISTRICT STRATEGICALLY AND OVER THE LONG TERM, HOW DO WE PLAN TO REALLY ENSURE THAT WE'RE CREATING THAT GRADUATE THAT YOUR COMMUNITY HAS ENVISIONED? SO I'VE MENTIONED THIS, UH, BRIEFLY ALREADY, BUT WE'VE TALKED ABOUT THE IDEA OF ENROLLMENT ENLISTMENT AND EMPLOYMENT.
AND FOR US, THAT'S NOT A HIGH SCHOOL ENDEAVOR.
FOUR YEARS IS AN AWFULLY SHORT TIME TO PREPARE SOMEONE FOR POTENTIALLY THE REMAINDER OF THEIR LIVES.
THAT MIGHT BE A BIT OF AN EXAGGERATION, BUT AGAIN, FOR THAT WELL LAUNCHED NEXT STEP.
SO WE THINK YOU GOTTA BACKUP AND THAT WE NEED TO BE THINKING ABOUT ALL THE WAY BACK TO ELEMENTARY SCHOOL.
HOW DO WE START BY BUILDING SOME AWARENESS OF THE OPPORTUNITIES THAT ARE OUT THERE? WE OFTEN TALK ABOUT, UH, STUDENTS MIGHT NAME BE ABLE TO NAME FIVE CAREERS, WHATEVER MOM AND DAD DID, WHATEVER THEY SEE, UM, IN SOME CARING ADULTS AROUND THEM.
AND THEN PROBABLY SOMETHING LIKE SPORTS OR SOCIAL MEDIA INFLUENCER, THAT'S THE NEW BIG ONE THAT WE HEAR KIDS SAY, YOU PROVIDE A LOT OF OPPORTUNITIES, PARTICULARLY AT THE ELEMENTARY SCHOOL.
WE'RE VERY IMPRESSED WITH THOSE GUARANTEED, UM, EXPERIENCES THAT YOU HAVE WITH YOUR TEACHERS AND RESIDENTS, AND THOSE STUDY TRIPS THAT, THAT THE STUDENTS TAKE.
SO HOW CAN WE TAKE THOSE AMAZING EXPERIENCES? AND WHILE THEY'RE STRONGLY TIED TO CURRICULUM AND INSTRUCTION, HOW ARE WE ALSO HELPING THE, THE ELEMENTARY STUDENTS JUST BEGIN TO UNDERSTAND HOW SOME OF THOSE PEOPLE IN THOSE PLACES THAT THEY'RE VISITING AND THOSE PEOPLE THAT THEY'RE TALKING WITH, HOW DID THEY GET THEIR JOB? AND THAT'S ALL WE IN IN ELEMENTARY SCHOOL.
THAT'S WHAT WE'RE TALKING ABOUT, A CAREER AWARENESS, JUST OPENING UP STUDENTS TO IMAGINING THAT THERE ARE MORE THAN THOSE FIVE JOBS OUT THERE.
THERE ARE LOTS OF KINDS OF ENGINEERS.
THERE ARE, UH, LOTS OF KIND KINDS OF WAYS YOU CAN WORK WITH COMPUTERS.
THERE'S LOTS OF WAYS YOU CAN BE ENGAGED IN SOCIAL MEDIA.
THERE'S A LOT OF WAYS YOU CAN WORK FOR A COMPANY LIKE FORD MOTOR COMPANY.
SO HOW DO WE HELP STUDENTS MOVE BEYOND SORT OF THOSE MARQUEE CAREER IDEAS, YOU KNOW, SAY FOR EXAMPLE, IN THE HEALTH FIELD, DOCTOR NURSE, TO UNDERSTAND THAT THERE'S A WHOLE LOT OF OTHER WAYS YOU COULD BE INVOLVED IN THE HEALTH FIELD.
AND SO THAT'S REALLY WHAT WE'RE TALKING ABOUT AT THE ELEMENTARY LEVEL.
JUST STARTING TO OPEN UP THEIR WORLD ABOUT THE OPPORTUNITIES CAREER-WISE, MIDDLE SCHOOL, THEN WE UP THE INTENTIONALITY AND, AND CHANGE IT A LITTLE BIT AND GIVE THEM THAT OPPORTUNITY TO BEGIN TO ENGAGE IN THEIR COMMUNITY, UH, IN SOME OF THE AREAS THAT THEY MIGHT BE INTERESTED IN.
UM, IN MIDDLE SCHOOL, WE KNOW THAT THEY REALLY BECOME MORE AWARE OF THEIR WORLD.
THEY REALLY BECOME MORE ENGAGED AND VERY AWARE OF SORT OF WHAT'S HAPPENING AROUND THEM.
UM, AND, YOU KNOW, WANT TO HAVE A VOICE IN THAT, WANT TO PARTICIPATE IN THAT.
SO HOW CAN WE TAKE THIS ENTHUSIASM THAT THEY HAVE AT THAT LEVEL TO, AGAIN, MAYBE HAVING A SOCIAL IMPACT IN THEIR COMMUNITY WHILE AT THE SAME TIME AS THEY'RE ENGAGING WITH THOSE COMMUNITY, UM, ORGANIZATIONS, AGAIN, EXPOSE THEM AND GIVE THEM THAT OPPORTUNITY TO LEARN MORE ABOUT ADDITIONAL KINDS OF CAREERS.
AND THEY'RE STARTING TO DEVELOP THEIR PASSION AND THEIR THOUGHTS ABOUT WHAT THEY LIKE AND MAYBE WHAT THEY DON'T LIKE AND WHAT THEY'RE GOOD AT, AND MAYBE WHAT THEY'RE NOT SO GOOD AT.
AND THAT WILL HELP THEM REALLY TAKE ADVANTAGE OF THE MYRIAD OF OPPORTUNITIES THAT YOU OFFER AT THE HIGH SCHOOL.
THERE'S AN AMAZING NUMBER OF OPPORTUNITIES TO SOME AT SOME POINT, SOMETIMES OVERWHELMING NUMBER OF OPPORTUNITIES.
AND SO HOW USING THAT EXPERIENCE IN MIDDLE SCHOOL AND HIGH SCHOOL, CAN WE HELP THOSE STUDENTS FEEL AT EIGHTH GRADE THAT THEY AND THEIR PARENTS ARE MAKING A REALLY GOOD INFORMED DECISION ABOUT SOME OF THOSE FRESHMAN YEAR CHOICES AND MAYBE SOME OF THOSE PATHWAYS THROUGH HIGH SCHOOL.
WHAT WE REALLY DON'T WANNA SEE AS A KID
[00:10:01]
WHO WAKES UP IN 10TH GRADE AND REALIZES THEY'VE MISSED OUT ON ONE OF YOUR, YOUR PATHWAYS OR SETS OF OPPORTUNITIES BECAUSE THEY DIDN'T KNOW ABOUT IT AS A FRESHMAN OR MAYBE DIDN'T KNOW ABOUT IT AS AN EIGHTH GRADER.THE OTHER THING THEN TOO, IS WHEN THEY GET INTO HIGH SCHOOL, NOW THEY HAVE A LITTLE BIT BETTER IDEA OF WHAT THEY MIGHT WANNA DO.
SO YEAH, THEY, WE HEARD WHEN WE WERE HERE FOR THE EXPLORER VISIT VISIT, LOTS OF YOUR STUDENTS SAY, I WANNA BE AN ENGINEER.
BUT I GO BACK TO THAT IDEA THAT THERE'S LOTS OF KINDS OF ENGINEERING.
UM, I LIVE IN ANN ARBOR, MICHIGAN, UNIVERSITY OF MICHIGAN, RIGHT? IS RIGHT THERE.
GOOD ENGINEERING SCHOOL, 14 SUBSPECIALTIES OF ENGINEERING.
SO HOW DO WE, IF SOMEONE, A STUDENT IS INTERESTED IN ENGINEERING, HOW DO THEY BEGIN TO NARROW THOSE POTENTIALLY 14 PLUS SUB FIELDS DOWN TO ONE OR TWO THAT THEY'RE INTERESTED IN EXPLORING? AND WE DO THAT AGAIN AT THE HIGH SCHOOL THROUGH INTENTIONAL WORK-BASED LEARNING OPPORTUNITIES, OPPORTUNITIES TO JOB SHADOW, DO INDUSTRY TOURS BE IN A PLACE WHERE THEY'RE EXPOSED TO SOME DIFFERENT KINDS OF ENGINEERS, SO MAYBE THEY CAN MAKE THAT DECISION.
SAME THING WITH THE HEALTH FIELD OR THE CAREER FIELD, OR IN HEALTH AND HUMAN SERVICE FIELDS LIKE, UH, YOU KNOW, PUBLIC SAFETY, FIRE EDUCATION, ET CETERA.
IF THEY HAVE THOSE OPPORTUNITIES, WE'D LIKE TO THINK THAT THEY WILL BOTH RULE IN AND MAYBE EVEN RULE OUT SOME OPPORTUNITIES.
AND WE'RE OKAY WITH RULING OUT, ESPECIALLY AS A PARENT, I'M OKAY IF THEY'VE DECIDED IN HIGH SCHOOL THAT THEY WANNA RULE OUT SOMETHING AND THAT I DON'T HAVE TO SPEND COLLEGE TUITION FOR THEM TO FIGURE THAT OUT.
SO THAT'S REALLY WHAT WE'RE, WE'RE, UM, HOPING TO SUPPORT THE DISTRICT IN DOING AS IT GOES FORWARD, IS TO THINK ABOUT CREATING THAT K-12 CONTINUUM OF THAT AWARENESS, UM, ENGAGEMENT AND EXPLORATION SO THAT THEY ARE REALLY TRULY, AS I'VE SAID, PREPARED FOR ENROLLMENT ENLISTMENT, UM, OR EMPLOYMENT AFTER HIGH SCHOOL.
SO THIS IS, UM, IS THIS WHERE YOU'RE JUMPING IN
OKAY,
UM, HI, I'M KIMBERLY PFEIFFER, AND I'VE SEEN EACH OF YOU A COUPLE OF TIMES, UH, SPEAKING TO YOU AT BOARD MEETINGS.
UH, IT'S GREAT TO SEE YOU AGAIN.
I JUST WANNA TAKE YOU QUICKLY DOWN MEMORY LANE SO THAT WE CAN GET TO YOUR EXPLORER REPORT AND MEMORY LANE FOR US.
DOESN'T LA LAST TOO LONG AGO, BUT, UM, IN AUGUST OF 22 LAST YEAR IS WHEN THE ACTUAL CONVERSATION STARTED TO GET A LITTLE DEEPER BETWEEN C I E S C, DR.
STOKES, HER TEAM, UM, JUST TO TALK ABOUT WHAT THIS OPPORTUNITY LOOKS LIKE FOR YOU.
MELLON AND I ALSO CAME AND PRESENTED HERE AT YOUR BOARD MEETING, UM, IN AUGUST OF LAST YEAR.
FAST FORWARD INTO SEPTEMBER, UM, SARAH AND DR.
STOKES AND THE TEAM WENT TO THE AKRON IN ACTION VISIT, THAT THEY CAME BACK AND TOLD YOU A LITTLE BIT ABOUT, JUST TO BE ABLE TO GET A FURTHER LOOK OF ANOTHER COMMUNITY THAT HAS DONE A K-12 TRANSFORMATION.
IN JANUARY, MANY OF YOUR ADMINISTRATORS AND YOUR LEADERSHIP TEAM PARTICIPATED IN A VIRTUAL LEADERSHIP DAY, ABLE TO JUST UNDERSTAND A LITTLE BIT MORE AND DO SOME BREAKOUT SESSIONS VIRTUALLY TO LEARN A LITTLE BIT MORE ABOUT THE FORD NGL MODEL.
AND THEN ALSO PIECES WITHIN THE STATE OF INDIANA AND I D O E THAT REALLY ARE IMPORTANT THAT FIT INTO THIS AS WE ALIGN AND STRATEGICALLY LOOK TOWARD, UM, THAT K-12 INTENTIONALITY.
AND THEN IN MARCH, UM, DON AND DR.
STOKES AND SOME OF THE TEAM WENT TO NASHVILLE TO SEE ANOTHER IMPLEMENTATION.
AND THIS ONE HAPPENED TO BE SPECIFICALLY HIGH SCHOOL.
UM, THE MAJORITY OF THE WORK THAT WE DO DOES TRANSFORMATION LOOK LIKE AT THE HIGH SCHOOL, RIGHT? LIKE THAT'S WHAT WE WORK THE HARDEST ON, BECAUSE CLEARLY THEY'RE REARING THEMSELVES MUCH MORE INTENTIONALLY AT THE HIGH SCHOOL ABOUT WHAT'S NEXT FOR THEM, BOTH CREDIT-WISE AND EXPERIENCE-WISE.
UM, AND NASHVILLE IS ONE THAT'S BEEN DOING THAT FOR ABOUT 17 YEARS IN THEIR HIGH SCHOOLS.
SO WE WENT THERE AND THEN I'M SURE YOU HEARD A LITTLE BIT OF INFORMATION AS THEY CAME BACK FROM THAT VISIT IN, UH, MID-MARCH.
MELLON AND I CAME AND PRESENTED AGAIN BECAUSE YOU HAVE SEVERAL BOARD MEMBERS THAT WERE NEW TO THE SCENE AND WE WANTED TO MAKE SURE AND BRING YOU UP TO SPEED ON WHAT THAT LOOKED LIKE.
AND THEN IN LATE MARCH, WE DID YOUR EXPLORER VISIT.
AND AS BETH SAID, YOUR EXPLORER VISIT, JUST MAKE SURE THAT WE GET AN OPPORTUNITY TO COME ON CAMPUS, MEET WITH FOCUS GROUPS, AND UNDERSTAND A LITTLE BIT MORE ABOUT WHAT'S HAPPENING HERE, SO THAT WE HAVE THAT GOOD BACKGROUND KNOWLEDGE TO SEE YOUR STRENGTHS AND OPPORTUNITIES AS WE GET READY TO MOVE INTO PHASE TWO.
AND NOW I'M GONNA LET BETH SHARE WITH YOU THE STRENGTH AND OPPORTUNITIES WE FOUND IN THE EXPLORER, UM, OPPORTUNITY WHILE WE WERE HERE.
UM, SO AS KIMBERLY SAID, WE WERE HERE IN LATE MARCH.
OUR GOAL WHEN WE COME IN AS A FORD NGL TEAM, UM, IN DOING AN EXPLORER VISIT, REALLY, AS SHE SAID, IS FOR
[00:15:01]
US AS COACHES, IF WE'RE GOING TO WORK WITH YOU OVER A PERIOD OF TIME, WE WANNA KNOW A LITTLE BIT MORE ABOUT YOUR DISTRICT, UM, YOUR STUDENTS, WHAT YOUR BUILDINGS LOOK LIKE, WHO ARE SOME OF YOUR STAFF AND LEADERS, GET TO TALK WITH SOME OF YOUR COMMUNITY MEMBERS.UM, AND SO IT'S ALWAYS A REALLY, UH, ENJOYABLE AND EXCITING, UH, TIME FOR US.
SO WE WERE HERE FOR A PERIOD OF ABOUT FOUR AND A HALF DAYS HERE AT THE END OF MARCH.
UH, WE SPOKE WITH SOME PARENTS, WE SPOKE WITH SOME STUDENTS.
UH, WE VISITED A NUMBER OF YOUR SCHOOLS.
UM, BUT, UH, WE, WE SAW A SUBSET OF, OF YOUR SCHOOLS.
WE TALKED WITH DISTRICT LEADERSHIP, BUILDING LEADERSHIP, WE TALKED WITH SOME OF YOU.
UM, AND OUT OF THAT WORK CAME THE REPORT, UM, THAT I BELIEVE YOU HAVE, UH, YOU, YOU HAVE THE FULL REPORT IN YOUR PACKET.
SO WHAT I'M GOING TO DO IS JUST SHARE, UH, A FEW KEY HIGHLIGHTS OR RECOMMENDATIONS FROM THAT REPORT.
SO WHAT I JUST, UH, REFERENCED IS, AS YOU WORK WITH FORD NGL, UM, WE TAKE A VERY, WHAT WE CALL A COMMUNITY CONNECTED LEARNING APPROACH.
AND SO THAT WAS THE, THAT'S THE IDEA BEHIND THE EXPLORER VISIT.
WE BELIEVE THAT IF WE'RE GOING TO GET THE KIND OF GRADUATE THAT I'VE DESCRIBED TO YOU WHO HAS REALLY BEEN PREPARED FROM KINDERGARTEN ONWARD TO UNDERSTAND THEIR INTERESTS AND THEIR PASSIONS AND EXPLORE CAREER OPPORTUNITIES AND MAKE THOSE QUALITY AND GOOD DECISIONS FOR THEMSELVES ABOUT ENROLLMENT, ENLISTMENT EMPLOYMENT, THAT THAT TAKES MORE THAN THE DISTRICT, THAT TAKES THE COMMUNITY, THAT TAKES BUSINESS PARTNERS, COMMUNITY ORGANIZATIONS, UM, COMMUNITY LEADERS, AS WELL AS ALL OF YOU WITHIN THE DISTRICT.
AND SO, UH, YOU WILL SEE AS WE MOVE FORWARD, UM, INTO THIS NEXT PHASE, AND WE THINK ABOUT YOUR PORTRAIT OF A GRADUATE AND HOW YOU WANT TO, TO MOVE FORWARD WITH THAT, WE'LL BRING IN THOSE STAKEHOLDERS AGAIN IN DIFFERENT KINDS OF WAYS.
AND THAT JUST, UM, REFERENCES BACK OR GOES TO THAT STRONG FOUNDATION THAT WE HAVE OF COMMUNITY CONNECTED LEARNING.
SO I'M GONNA TALK ABOUT WHAT WE, UH, AGAIN, WHAT WE SAW, UM, AND OUR RECOMMENDATIONS WERE AGAIN, AND I WANNA PREFACE THIS BY SAYING, PLEASE REMEMBER WE DID ONLY SEE A SMALL NUMBER OF YOUR SCHOOLS.
SO, UM, WE'RE TALKING, UM, AND BASING OUR RECOMMENDATIONS ON WHAT WE SAW WHEN WE WERE PRESENT IN THOSE SCHOOLS, TALKING WITH STUDENTS IN THOSE SCHOOLS, TALKING WITH STAFF AND LEADERS.
BUT ALSO, YOU KNOW, WE WERE LEARNING MORE GENERALLY ABOUT THE DISTRICT AS WELL FROM PARENTS, BUSINESS, COMMUNITY ORGANIZATIONS AND OTHERS.
SO, AS I ALREADY MENTIONED, FOR US, KEY STRENGTHS.
YOU HAVE AMAZING OPPORTUNITIES FOR YOUR, YOUR ELEMENTARY STUDENTS WITH THE MAKER SPACE AND, UM, THE FARM SPACE AND ALL OF THAT, YOU KNOW, THAT, UM, NOT ONLY DO THEY HAVE THOSE EXPERIENCES, BUT I TALKED WITH YOUR, UH, SOME OF YOUR TEACHERS AND RESIDENTS, AND THAT IS AN AMAZING ROLE AND AN AMAZING POSITION, AND JUST THE KIND OF ROLE WE WOULD HOPE TO SEE IN A DISTRICT, UM, DOING THIS KIND OF WORK.
SO KUDOS TO THE, FOR, TO THE DISTRICT, IN THE COMMUNITY FOR HAVING THE FORESIGHT TO BUILD OUT THESE OPPORTUNITIES.
UH, WE UNDERSTAND THE THIRD GRADE ONE IS COMING ON, UH, IN THIS FALL.
UM, AND WHAT WE ALSO APPRECIATED IS THAT NOT ONLY WERE THESE OPPORTUNITIES FOR STUDENTS TO HAVE LEARNING OUTSIDE OF THEIR BUILDING, BUT THERE WAS STILL THOSE VERY STRONG INTENTIONAL CONNECTIONS TO THE CURRICULUM, WHICH IS ALWAYS IMPORTANT.
WE LIKE THE IDEA OF FIELD TRIPS.
UM, FIELD TRIPS ARE FUN, BUT WE DON'T HAVE ENOUGH TIME IN THE SCHOOL DAY ALWAYS JUST TO HAVE FUN.
SO WE, THIS IS WHAT I LIKE TO CALL SNEAKY LEARNING.
IT'S COUCHED AS FUN, BUT WE KNOW THAT THEY'RE STILL REALLY INTENTIONALLY FOCUSED ON THOSE MATH, LITERACY AND OTHER SKILLS, UH, AND CONTENT STANDARDS.
SO FOR US, UM, OUR, WHAT WE SEE AS YOUR OPPORTUNITY THERE IS TO JUST REALLY CONTINUE TO INTENTIONALLY AND EXPLICITLY LIFT UP THE CAREER COMPONENT OF THOSE STUDY VISITS.
YOU KNOW, EVEN IF YOU'RE TALKING WITH THE FARMER, UM, THE WHO'S MANAGING, UM, THE, THE, THE FARM SPACE, HOW DID THEY GET THERE? WHAT'S THEIR BACKGROUND? UH, DID THEY GO TO COLLEGE FOR AG? DID THEY GROW UP ON A FARM? WHATEVER IT MIGHT BE.
SO IT'S, IT'S NOT A, A HOPEFULLY TOO MUCH OF A BURDEN OR AN ADD-ON.
IT'S JUST TALKING WITH THE STUDENTS A LITTLE BIT ABOUT WHAT THAT MIGHT LOOK LIKE.
UM, AND, AND AGAIN, I'M PULLING OUT SOME OF THE KEY RECOMMENDATIONS.
THERE ARE OTHER RECOMMENDATIONS FOR EACH OF THESE AREAS IN THE REPORT, BUT WE FELT THESE WERE THE ONES THAT KIND OF MIGHT BE REPRESENTATIVE MOST FULLY OF, UM, ALL THE SCHOOLS IN THOSE PARTICULAR LEVELS.
[00:20:01]
MATH MUSEUM AND THE STEM LAB SPACES THAT WE SAW FOR YOUR INTERMEDIATE STUDENTS.UH, AGAIN, AMAZING OPPORTUNITIES.
UH, THE FACT THAT THOSE EXIST AND THAT YOU RESOURCE THOSE AND GIVE THEM SPACE IN SCHOOLS, UH, IS, UH, JUST SUCH A BONUS FOR THE STUDENTS.
SO THERE, WHAT WE WANT, OUR, UH, OUR, WHAT WE SEE AS YOUR OPPORTUNITIES IS TO ENSURE THAT THOSE EXIST IN EQUAL WAYS IN ALL OF YOUR INTERMEDIATE SCHOOLS.
UM, AND WHAT WE SEE HERE IS THE GREAT POTENTIAL CAREER CONNECTION IS, UM, WHEN WE WERE IN THE MATH LAB, WE KNOW THAT THEY'RE WORKING ON MATH PROBLEMS USING MANIPULATIVES AND OTHER THINGS THAT ARE IN THE ROOM.
WHAT IF SOMEONE FROM A CAREER FIELD CAME IN AND HELPED, UM, TEACHERS THINK ABOUT REAL WORLD PROBLEMS OR CHALLENGES THAT STUDENTS COULD ADDRESS, UM, IN THAT STEM LAB OR IN THAT, UM, MATH MUSEUM? UH, WE THINK THAT WOULD BE A GREAT, UH, WAY TO CONTINUE TO SAY, HEY, NOT ONLY ARE YOU FOCUSING ON A MATH IN HERE, BUT THIS IS THE MATH THAT THEY USE AT FORD MOTOR COMPANY OR IN THIS PLACE DOWN THE STREET, UM, TO AGAIN, CONTINUE TO BUILD THAT AWARENESS AND UNDERSTANDING.
UM, I REMEMBER KIMBERLY REFERENCED NASHVILLE, AND I REMEMBER A STUDENT SAYING THERE, YOU KNOW, I WANT TO, UH, BE INVOLVED IN CIVIL ENGINEERING.
MATH IS NOT MY FAVORITE SUBJECT.
PHYSICS ISN'T AREN'T MY FAVORITE SUBJECT, BUT NOW I KNOW WHY I NEED TO DO THEM AND HOW THEY'RE GONNA HELP ME FORWARD MY, MY CAREER.
AND SO WE DON'T NEED STUDENTS TO FALL IN LOVE, BUT WE NEED THEM TO UNDERSTAND WHY IT CAN HELP THEM GET TO WHERE THEY WANT TO GO.
SO WHEN THEY SEE THOSE REAL WORLD CONNECTIONS, THAT REALLY HELPS.
SO MAYBE WHEN YOU INTRODUCE A NEW, UM, REAL WORLD CHALLENGE INTO THE STEM LAB OR INTO THE MATH MUSEUM, HAVE THAT REAL WORLD PARTNER FROM THE COMMUNITY OR BUSINESS THERE TO SAY, THIS IS, YOU KNOW, THIS PROBLEM IS GONNA BE AVAILABLE TO YOU THIS YEAR OR THIS SEMESTER, AND HERE'S WHY IT'S IMPORTANT TO THE WORK THAT I DO.
AND HERE IS WHO I AM AND HOW I GOT TO BE, UH, WHERE I AM.
SO AT THE JUNIOR HIGH, WE SAW THE INTRODUCTION OF NAVIANCE, WHICH IS YOUR CAREER EXPLORATION, UH, NAVIGATOR.
WE ENCOURAGE COMMUNITIES TO THINK ABOUT USING THESE KIND OF TOOLS.
SO WE WERE PLEASED TO SEE, UH, THAT YOU'RE USING THAT.
AND STUDENTS MENTIONED IT AND TALKED ABOUT IT AS A WAY OF SUPPORTING THEIR CAREER EXPLORATION AND DEVELOPMENT.
THEY ALSO FELT THAT THEY HAD THE OPPORTUNITY TO REALLY ENGAGE AND, UM, ENHANCE AND BUILD THEIR EMPLOYABILITY AND LIFE SKILLS.
WE'RE TALKING ABOUT THINGS LIKE PROBLEM SOLVING AND CREATIVITY AND COLLABORATION AND COMMUNICATION.
BUT ON THE FLIP SIDE, THEY FELT LIKE MOST OF THOSE SKILL DEVELOPMENT OPPORTUNITIES, PARTICULARLY THE ONES THAT THEY NAMED OR THAT THEY COULD RECALL, WERE COMING FROM YOUR AFTERSCHOOL CLUBS AND SOME OF THE EXTRACURRICULAR ACTIVITIES THAT THEY WERE ENGAGING IN.
SO IT WAS THINGS LIKE MATH CLUB AND SCIENCE OLYMPIAD AND, YOU KNOW, ROBOTICS TEAM AND THINGS LIKE THAT.
NOT NECESSARILY WHAT WE WERE SEEING IN THE CORE, UH, ACADEMIC OR CORE CURRICULUM CLASSROOMS AT THE HIGH SCHOOL.
AND I'VE MENTIONED THIS ALREADY, THERE IS SUCH A WEALTH OF OPPORTUNITY FOR STUDENTS, UM, AT YOUR SCHOOLS.
AND SO, UH, WHATEVER STUDENT WANTS TO DO, YOU ARE GIVING THEM IN SOME WAY THAT OPPORTUNITY TO PURSUE THAT PASSION OR INTEREST.
WE WERE PARTICULARLY INTRIGUED BY THIS, UM, MODEL THAT WE SAW OF YOUR PROGRAMS IN LAW AND GOVERNMENT AND FINANCE AS MODELS FOR WHAT SOME OF YOUR CAREER CONNECT AND LEARNING COULD LOOK LIKE FOR ALL OF YOUR HIGH SCHOOL STUDENTS.
SO WITHIN THOSE, THOSE LEARNING COMMUNITIES, WE WERE SEEING NOT ONLY CURRICULUM THAT CONNECTED TO FIELDS THAT THEY WERE INTERESTED IN, BUT THEY WERE ALSO GAINING THAT REAL WORLD EXPERIENCE THROUGH JOB SHADOWS AND INTERNSHIPS THAT THEY TALKED WITH US ABOUT.
SO FOR US, THE OPPORTUNITY THERE IS TO REALLY BUILD OUT THOSE KINDS OF LEARNING COMMUNITIES AND THOSE KINDS OF INTENTIONALLY SCAFFOLDED, UH, CAREER FOCUSED AREAS FOR ALL STUDENTS.
BECAUSE AS WE UNDERSTAND PRESENTLY, A SMALL NUMBER OF STUDENTS CAN BE ACCEPTED INTO THOSE OPPORTUNITIES AND THEREBY APPLICATION, AND THEY'RE LOOKING FOR PARTICULAR THINGS IN THAT APPLICATION.
SO HOW DO WE OPEN UP THE SAME OR SIMILAR KINDS OF OPPORTUNITIES FOR ALL OF YOUR STUDENTS OR ENSURE THAT THEY HAVE AND CAN CLEARLY SEE, UM, VERY, UM, WELL-DEFINED PATHWAYS THAT INCLUDE JOB SHADOWS, INTERNSHIPS, APPRENTICESHIPS, SIMILAR TO WHAT'S HAPPENING IN THESE EXISTING LEARNING COMMUNITIES.
[00:25:01]
AND OUR LAST SET OF, UM, UH, RECOMMENDATIONS, STRENGTHS AND OPPORTUNITIES THAT WE SAW, JUST KIND OF OVERALL, WE ARE VERY IMPRESSED WITH THE PERSONNEL, UM, AND THE, UH, OTHER RESOURCES, UH, THAT YOU HAVE PROVIDED HERE TO THE STUDENTS IN THE DISTRICT.THE MEGA LAB WAS AN AMAZING SPACE THAT WE SAW AT FISHER'S HIGH SCHOOL.
AND THE FACT THAT YOU HAVE SOMEONE DEDICATED TO JUST MAKING SURE THAT SPACE FUNCTIONS WELL, AND, YOU KNOW, JUST TALKS ABOUT THE, THE SOPHISTICATION AND THE LEVEL OF USE OF A SPACE LIKE THAT.
WE SAW LOTS OF SPACES LIKE THAT ACROSS YOUR BUILDING.
AND WE ALSO SAW THE PERSONNEL THAT WERE DEDICATED TO THAT KIND OF WORK.
WE HEARD PROFESSIONAL LEARNING TALKED ABOUT BY YOUR TEACHERS AND SO ON.
SO AGAIN, THANK YOU FOR THE SUPPORT THAT YOU'RE PROVIDING TO YOUR STUDENTS AND TO YOUR STAFF.
WE ALSO SAW STRONG COMMUNITY, UH, PARTNERS AND BUSINESS PARTNERS, ENTHUSIASM FOR WHAT'S HAPPENING HERE IN THE DISTRICT, AND ENTHUSIASM IN WANTING TO CONTINUE TO SUPPORT, UH, THE DISTRICT AS IT BUILDS OUT THIS, THIS TRANSFORMATION EXPERIENCE.
WE ALSO COULD SEE IN YOUR, UM, INSTRUCTIONAL FRAMEWORK, LOTS OF WORDS THAT SHOWED YOU WERE ALREADY THINKING IN THIS SPACE.
YOU TALKED ABOUT THINGS LIKE INQUIRY-BASED LEARNING, CROSS-CURRICULAR CONNECTIONS IN REAL WORLD EXPERIENCES.
AND THAT'S EXACTLY THE KINDS OF THINGS THAT WE WOULD HOPE ALL STUDENTS WOULD HAVE THE OPPORTUNITY TO EXPERIENCE THROUGH, UH, HOPEFULLY A, A A CAREER LENS.
SO YOU'RE, YOU'RE RIGHT THERE WITH ALL OF THIS, I THINK OPPORTUNITIES WE SAW IS JUST TO CONTINUE TO BUILD OUT AND DEVELOP THAT STRATEGY.
THE STATE PROVIDES, UH, ALL KINDS OF DATA ABOUT GRADUATES, THOSE WHO HAVE DIFFERENT KINDS OF CERTIFICATION, THOSE WHO ARE GETTING THAT NEXT LEVEL PRO, UH, NEXT LEVEL PROGRAM OF STUDY COMPLETIONS.
BUT UNDERSTANDING AS A DISTRICT WHAT YOUR DATA TRULY IS AND WHAT IT, WE'LL SEE A NUMBER, UH, THAT SAYS WE HAVE A VERY HIGH COLLEGE GOING RATE.
THAT'S AMAZING AND THAT'S WONDERFUL, BUT WHAT DOES THAT LOOK LIKE IN YEAR TWO OF A COLLEGE PROGRAM OR UNIVERSITY PROGRAM? HOW MANY OF THOSE STUDENTS ARE WHAT WE WOULD CALL PERSISTING? HOW MANY OF THOSE ACTUALLY GRADUATE? SO WE HAVE SEVERAL COMMUNITIES THAT WE WORK WITH THAT HAVE VERY HIGH COLLEGE ACCEPTANCE RATES.
BUT WHEN YOU LOOK AT WHO ACTUALLY GRADUATES FOUR YEARS LATER, WHO, OR WHO EVEN PERSISTS INTO THAT SECOND YEAR, IT DROPS OFF PRECIPITOUSLY.
I, WE DON'T KNOW IF THAT'S TRUE IN HSE, BUT THAT MIGHT BE ONE OF THE THINGS THAT WE WOULD ENCOURAGE YOU TO CONSIDER, BECAUSE THEN WHAT ARE WE MISSING AS A COMMUNITY? WHAT ARE WE NOT DOING, UM, THAT IS CAUSING THOSE FOLKS TO DROP OUT OF MAYBE NOT ONLY A SECOND OR THIRD OR, OR NOT FINISH COLLEGE, BUT WHAT ARE THEY DOING EMPLOYMENT WISE OR ENLISTMENT WISE, A YEAR AFTER GRADUATION, TWO YEARS AFTER GRADUATION, FOUR YEARS AFTER GRADUATION? HOW DO WE REALLY BUILD OUT THAT PICTURE SO THAT WE ARE UNDERSTANDING OF WHAT WE'RE DOING HERE IN THE DISTRICT IS REALLY THE STUFF THAT'S PREPARING THEM FOR THAT GOOD NEXT STEP AFTER GRADUATION.
AND THEN I THINK FOR, FOR THE DISTRICT, A BIG QUESTION TOO IS HOW DO YOU WANT TO PROCEED? UM, WITH THE WORK THAT YOU'VE DONE AROUND PORTRAIT OF A GRADUATE? IS IT JUST TAKING WHAT YOU DID AND SAYING, YEAH, WE'RE JUST GONNA KEEP THAT AND RELAUNCH IT.
WE WANT TO REIMAGINE IT, WE WANNA START WITH IT AS A CORE, BUT WE'RE GONNA BUILD SOME STUFF UP AROUND IT OR WE GONNA JUST SAY, HEY, THAT WAS A GREAT START, BUT WE'RE POST PANDEMIC.
WE'VE LEARNED SOME THINGS ABOUT STUDENTS.
UM, WE HAVE THIS OPPORTUNITY, UH, WITH OUR WORK WITH FORD TO SAY, HEY, LET'S JUST BLOW IT UP AND START ALL OVER AGAIN.
WE TYPICALLY, IN A PORTRAIT OF A GRADUATE, ENCOURAGE COMMUNITIES TO THINK ABOUT FOUR AREAS.
WHAT IS THE ACADEMIC AND CONTENT SPECIFIC SKILLS WE WANT YOUR GRADUATE TO HAVE? WHAT ARE THE EMPLOYABILITY, LIFE SUCCESS, 21ST CENTURY, WHATEVER WE MIGHT CALL THEM, SOFT SKILLS.
UM, WHAT ARE THOSE KINDS OF SKILLS THAT WE WANT OUR GRADUATE TO HAVE WHEN THEY LEAVE? WHAT ARE THE IN AND OUT OF SCHOOL EXPERIENCES THAT WE WANT THEM TO HAVE HAD DURING THEIR SCHOOLING EXPERIENCE? AND WHAT ARE THE CHARACTERISTICS OR ATTRIBUTES THAT WE WANT THEM TO HAVE AS PEOPLE SO THEY'RE READY TO BE ENGAGED IN FORM GLOBAL CITIZENS? AND SO THOSE ARE THE QUESTIONS THAT WE USUALLY WILL FRAME THE WILL FRAME PORTRAIT OF A GRADUATE WORK AROUND.
SO AS YOU THINK ABOUT HOW YOU WANNA MOVE FORWARD WITH THAT, KIND OF KEEP THOSE THINGS IN MIND.
WE HAVE ABOUT THREE MINUTES, WHY DON'T WE JUST OPEN THIS UP FOR QUESTIONS.
SO DO WE HAVE SOME QUESTIONS FROM THE BOARD?
[00:30:01]
SO ONE OF THE THINGS YOU TOUCHED ON, WHICH I THOUGHT WAS REALLY INTERESTING, IS TALKING ABOUT, UM, ENSURING PERSISTENCE.SO, AND THAT'S POST GRADUATION FROM HIGH SCHOOL, RIGHT? UM, AND SO WHILE I THINK ABOUT WHAT ARE WE DOING AS A DISTRICT AND THERE'S ARE QUESTIONS WHERE I LEAN INTO MY ADMINISTRATION TO, TO HELP US DEFINE AND HOW WE'RE TRACKING THAT.
I KNOW IT'S BEING TRACKED BY THE STATE.
UM, AND WITH REGARD TO THE DASHBOARD, UM, EMPLOYMENT AND ENROLLMENT, UM, WITHIN INDIANA, ONE YEAR AFTER THEIR EXPECTED, AFTER THEIR EXPECTED GRADUATION RATE IS A METRIC NOW THAT WE HAVE TO TRACK.
WHAT ARE YOU SEEING THAT OTHER STATES ARE DOING IN THIS TO BE SUCCESSFUL IN TRACKING THAT AND THEN FINDING THOSE, THE STICKINESS, THE PATHWAYS IN CA IN HIGH SCHOOL TO ENSURE THAT THERE IS THAT SUCCESSFUL COMPLETION.
CUZ THAT WOULD HELP INFORM MAYBE SOME THINGS WE COULD BE LOOKING AT DIFFERENTLY OR DOING DIFFERENTLY, UM, OR TO SAY, NOPE, WE'RE ON TRACK.
SO ANY INSIGHTS ON THAT? I THINK THAT'S A GREAT QUESTION.
UM, BELIEVE IT OR NOT, UH, IN, IN MY WORK, UM, AND IN THE COMMUNITIES THAT I'M WORKING IN, IN THE D IN VARIOUS STATES, NENNA IS ACTUALLY ON THE, ON THE FOREFRONT OF REALLY TRYING TO TRACK SOME OF THIS INFORMATION.
I LIVE IN MICHIGAN, I'LL TELL YOU, WE'RE NOT ANYWHERE CLOSE TO HAVING A DASHBOARD.
THE WAY THAT INDIANA, UM, IS BEGINNING TO PUT TOGETHER AND, AND, AND TRY AND USE THAT INFORMATION, TENNESSEE IS ANOTHER STATE THAT, UM, THEY HAVE, YOU'RE, YOU'RE, THE STUDENTS ARE ASSIGNED, UH, A NUMBER FROM THE TIME THEY ENTER SCHOOL AND THAT ALLOWS THEM TO CONTINUE TO TRACK THEM OUT POST-SECONDARY.
UM, BUT I HAVEN'T SEEN A LOT OF DATA FROM THEM YET ABOUT WHAT THAT REALLY LOOKS LIKE.
SO WHAT I WOULD SAY IS ON, ON SOME LEVEL YOU'RE LIKE, GREAT, NOW WHAT DOES THAT MEAN? HOW DO WE MOVE FORWARD? ON THE OTHER HAND, BECAUSE NOT ONLY IS YOUR STATE, I THINK SORT OF OUT IN FRONT WITH SOME OF THIS, UH, INFORMATION, THEY'RE TRYING TO TRACK YOU BECAUSE OF THE NATURE OF THE THIS WORK AND THIS TRANSFORMATION EFFORT THAT YOU'RE UNDER UNDERTAKING, YOU HAVE AN OPPORTUNITY TO INFLUENCE EVEN THE STATE CONVERSATION AROUND THAT.
AND SO WE KNOW THEY'RE JUST BUILDING OUT THE, THE GPS DASHBOARD.
SO WHAT DO AS A, AS A LARGE DISTRICT IN THE STATE, WHAT DO YOU WANT TO SEE? WHAT WOULD HELP YOU? THOSE ARE SOME GREAT CONVERSATIONS TO HAVE WITH YOUR STATE AND TRY AND INFLUENCE THAT.
YEAH, I WOULD LIKE TO ADD TO THAT JUST A LITTLE BIT, UM, AS A PART OF THE COACHING PROCESS THAT YOU'LL BE ENTERING INTO, UM, IN PHASE TWO, WE OBVIOUSLY ARE BUILDING OUT THAT PORTRAIT OF A GRADUATE, THE SKILLS, THE ATTRIBUTES, EXPERIENCES AND KNOWLEDGE, ACADEMIC KNOWLEDGE, WHICH WOULD BE YOUR MATH AND YOUR LITERACY, ET CETERA.
WHEN WE TAKE THOSE PIECES INTO A MASTER PLANNING PROCESS, ONE OF THE PARTICULAR FOCUS AREAS WE CALL TACTICS IS CALLED DATA USAGE.
AND THAT'S WHERE YOU WILL CHOOSE WHAT DOES YOUR DISTRICT, WHAT DOES YOUR STATE LOOK FOR IN DATA USAGE AND WHAT'S GONNA HELP GUIDE YOUR PRACTICE AS FAR AS DATA-DRIVEN DECISION MAKING AND BE ABLE TO CENTER THAT WITHIN, UM, THE SYSTEMS AND PROCESSES TO BE ABLE TO PULL THAT INFORMATION AND TRACK THAT INFORMATION.
AND SO YOU WILL BE SETTING UP YOUR OWN SYSTEMS AND STRUCTURES AND PROCESSES TO BE ABLE TO IDENTIFY THAT.
AND DON YOU'RE RIGHT, THE STATE IS ASKING US TO BE ABLE TO FIND A WAY TO HAVE THAT METRIC AND WE'LL BE WORKING ON IT THERE.
AND I'M AS SURE AS YOU'RE WORKING WITH THE OTHER SEVEN OR THE OTHER SIX DISTRICTS IN THE STATE IN ADDITION TO OURS, THEY'RE PROBABLY LOOKING THROUGH THE SAME LENS AND PROBABLY ASKING THE SAME QUESTIONS.
AND ONE OF THE, UM, I DUNNO IF YOU CALL IT A PERK OR NOT
AND I ALSO HAVE A FULL INDIANA BACKGROUND, WHICH MEANS BEING AN PREVIOUS ASSISTANT SUPERINTENDENT.
I DO FOLLOW ALL THOSE PIECES AND HAVE HELPED GUIDE DISTRICTS AND STAY IN ALIGNED WITH WHAT THE STATE IS LOOKING FOR.
AND THEN OUR, OUR OTHER COACHES ARE ALL EXTERNAL FROM OUTSIDE OF INDIANA, WHICH ALSO BRINGS US THAT NATIONAL PERSPECTIVE INTO INDIANA.
SO IN MY OPINION, YOU HAVE THE BEST OF BOTH WORLDS, UM, TO BE ABLE TO MAKE SURE YOU GET THE MOST OUT OF THIS EXPERIENCE POSSIBLE.
FIRST OFF, THANKS FOR COMING IN TODAY.
THIS IS A FANTASTIC PRESENTATION.
WE'RE VERY EXCITED FOR ALL OF THIS.
ONE, ONLY ONE, UH, COUPLE OF 'EM ACTUALLY.
THE IDEA OF KIND OF CONSISTENCY, YOU TALKED ABOUT IT A LITTLE BIT ACROSS THE DISTRICT.
WE HAVE SO MANY BUILDINGS AND SO MANY DIFFERENT SCHOOLS AND CLASSROOMS AND ALL THAT.
UM, WHAT DO YOU SEE AS FAR AS WHERE WE ARE RIGHT NOW AND SOME OF THE WORK YOU'VE ALREADY LOOKED AT? HOW CLOSE ARE WE TO BE CONSISTENT? CUZ THOSE, THOSE ARE SOME OF THE THINGS WE HEAR AS, AS BOARD MEMBERS AND GET FEEDBACK THAT, YOU KNOW, THIS, THIS SCHOOL OVER HERE, DID THIS SCHOOL OVER HERE, DID THIS, WHY IS MY KID NOT READING THIS BOOK, THIS KID OVER HERE IS READING THIS.
[00:35:01]
UM, AND OF COURSE THERE'LL BE VARIATIONS OBVIOUSLY THERE'RE ALL DIFFERENT CLASSES, DIFFERENT TEACHERS, DIFFERENT KIDS.BUT UH, I THINK THE OPPORTUNITY SHOULD BE CONSISTENT FOR EVERYBODY.
SO IF THEY, IF THEY WANT THAT INFORMATION, IF THEY LIKE THAT, UM, I'D LIKE TO MAKE SURE IT'S KIND OF CONSISTENT ACROSS ALL THE DISTRICTS SCHOOLS.
HOW CLOSE DO YOU FEEL LIKE WE ARE RIGHT NOW? WHAT'S KIND OF YOUR PLAN TO GET US THERE? SURE.
SO WE DID HEAR WHILE WE WERE HERE, FOR EXAMPLE, I THINK, UM, YOUR INTERMEDIATE SCHOOL PRINCIPALS TALKED ABOUT THE FACT THAT THEY WORK VERY CLOSELY TOGETHER, THAT WHEN THEY MEET THEY REALLY DO TALK.
AND SO THEY SAW THAT AS A STRENGTH AND THEY SAW THAT AS A PLACE WHERE THEY COULD BUILD OUT THAT CONSISTENCY.
SO I KNOW YOU HAVE A MUCH LARGER NUMBER OF ELEMENTARY SCHOOLS, 13 I THINK.
BUT UM, YOU KNOW, THAT WE WANNA TRY AND GET OTHER SYSTEMS AND STRUCTURES LIKE THAT IN PLACE.
UM, SO YOU KNOW, WE, THOSE MEETINGS EXIST.
UM, AND WE KNOW IN THE DISTRICT, YOU KNOW, FINDING ADDITIONAL TIME IS NOT ALWAYS POSSIBLE.
BUT PART OF OUR, OUR FORD NGO FRAMEWORK, WE HAVE THREE KIND OF WHAT WE CALL STRANDS.
THE FIRST ONE FOCUSES ON TEACHING AND LEARNING, WHICH IS A LOT OF TIMES THE STUFF THAT'S HAPPENING IN THE CLASSROOM.
THEN WE'VE GOT STRAND THREE, WHICH IS THE COMMUNITY AND BUSINESS, UM, UH, PARTNERSHIPS AND RELATIONSHIPS.
BUT IN THE CENTER, STRAND TWO IS ABOUT THE SYSTEMS, THE STRUCTURES, AND THE CULTURE.
SO AS COACHES IN YOUR COMMUNITY, WHAT WE'RE LOOKING AT IS WHAT ARE THE EXISTING STRUCTURES AND SYSTEMS? WHAT IS THE EXISTING TIME? HOW MIGHT WE REFRAME THAT TIME? SO IT MIGHT BE THINGS LIKE, YOU KNOW, IF YOU HAVE DISTRICT LEVEL LEADERSHIP TEAM MEETINGS, IT'S NOT ALWAYS SORT OF THE PROFORMA LOGISTICS BUSINESS.
WE SAY, ALL RIGHT, YOU KNOW, INSTEAD OF DOING THAT EVERY MEETING, WE'RE GONNA DEDICATE ONE MEETING A MONTH TO THAT.
AND THE OTHER MEETING IS GONNA BE THE DEEP DIVE MEETING WHERE MAYBE, YOU KNOW, WE GET TOGETHER AS GRADE OR UH, BUILDING LEVEL LEADERS AND TALK ABOUT HOW ARE, YOU KNOW, WHAT ARE WE DOING THAT'S CREATING SOME OF THAT CONSISTENCY.
SO IT'S, THAT'S ON A HIGH LEVEL WHERE WE'LL FOCUS ON THAT IS THAT STRAND TWO IS ABOUT THOSE PIECES OF WORK THAT ALSO COULD POTENTIALLY BECOME PART OF WHAT WE CALL YOUR MASTER PLAN.
THERE ARE TACTICS THAT ARE FOCUSED ON THAT.
AND SO BUILDING OUT A TEAM THAT WILL REALLY FOCUS ON HOW ARE WE UTILIZING EXISTING STRUCTURES AND TIME AND ET CETERA AND WHERE MIGHT WE NEED TO SHIFT CHANGE OR ADD TO THOSE.
BUT YOU KNOW, UM, AS YOU SAID, EVERYTHING THAT WE DO IN EVERY BUILDING WON'T BE CONSISTENT.
BUT IF WE CAN SAY ACROSS THOSE 13 ELEMENTARIES, THEY ALL HAVE THOSE GUARANTEED STUDY TRIPS.
ESPECIALLY ACROSS 13 BUILDINGS.
UM, IF YOU'VE GOT THE MATH LAB AND THE, UH, THE MATH MUSEUM AND THE STEM LAB IN EACH OF THOSE FOUR OR FIVE BUILDINGS, UM, THAT'S AMAZING.
SO THEN THAT YOU WANNA POINT TO AND BE ABLE TO SAY, MAYBE NOT EVERYTHING, BUT WE KNOW ACROSS.
SO WHAT THAT ALLOWS THEN IS THE TEACHERS THAT COME AFTER TO SAY, WHEREVER MY STUDENTS ARE COMING FROM, I KNOW THAT THEY'VE HAD THESE CONSISTENT GUARANTEED EXPERIENCES.
THAT'S AN AMAZING PLACE TO START.
AND YOU CERTAINLY ARE WELL DOWN THE PATH WITH THAT.
RIGHT? I THINK, I THINK THAT'S EXACTLY WHAT WE'RE LOOKING FOR IS IN SOME OF THE FEEDBACK WE'VE HEARD AS IT'S ALL KIND OF A FUNNEL, RIGHT? THAT THERE'S MORE ELEMENTARY SCHOOLS, THEY FUNNEL INTO, LET'S SEE, AN INTERMEDIATE, THEN IT GETS EVEN SMALLER.
AND, AND WE DO HEAR FROM TIME TO TIME, SOME OF THE TEACHERS SAY, WELL, THE KIDS COME FROM THIS SCHOOL, HAVE THIS KNOWLEDGE, BUT OVER HERE THEY ONLY HAVE THIS KNOWLEDGE KIND OF EVEN IT OUT AGAIN.
IT'LL NEVER BE PERFECT RIGHT THERE.
THEY'RE DIFFERENT PHYSICAL LOCATIONS, YOU CAN'T BE PERFECT.
BUT, UM, CAN I JUST ADD ON RIGHT THERE? YEAH, I THINK WE HAVE TO ALSO REMEMBER I SAW IN THE REPORT TOO THAT SOME OF OUR BUILDINGS HAVE PHYSICAL BARRIERS.
AND SO THINKING ABOUT H I J H IN PARTICULAR WAS ONE THAT WAS BROUGHT UP, THEY'RE, THEY CAN'T REALLY HAVE LIKE A PHYSICAL STEM LAB RIGHT NOW.
AND SO WE AS A BOARD ARE GONNA HAVE TO TAKE THAT IN CON CONSIDERATION.
WE'VE BEEN TALKING ABOUT FOR OVER A YEAR, THE NEED OR POSSIBILITY FOR A NEED OF A ADDITIONAL, UH, INTERMEDIATE OUT THERE CUZ THAT WAS BUILT AS A JUNIOR HIGH.
SO THINKING ABOUT THOSE, UM, INEQUITIES AND HOW WE CAN FIX THAT AS WELL.
THAT'S PART OF THAT WHOLE KIND OF COMMUNITY APPROACH TO THE WORK IS IT'S NOT JUST CURRICULUM AND INSTRUCTION OR PARTNERSHIPS THAT STRAND TWO SYSTEMS, STRUCTURES CULTURE.
IT IS THINKING ABOUT THINGS LIKE PHYSICAL SPACE.
IT IS THINKING ABOUT OBVIOUSLY THEN THAT HAS A FINANCIAL COMPONENT.
HOW DOES THAT IMPACT? SO WHEN WE'RE TALKING ABOUT A COMMUNITY CONNECTED APPROACH, WE INVITE, UM, DISTRICTS IN THE COMMUNITY TO BRING PEOPLE INTO THE CONVERSATION THAT YOU MIGHT NOT TYPICALLY BRING INTO A CONVERSATION.
WE ALWAYS GO TO OUR CURRICULUM LEADERS AND FOLKS THAT REALLY IMPACT CLASSROOM INSTRUCTION, BUT HONESTLY IN A CONVERSATION AROUND WHAT YOU JUST TALKED ABOUT, WE HAVE TO BRING IN THE FACILITIES FOLKS, WE HAVE TO BRING IN
[00:40:01]
THE FINANCE FOLKS BECAUSE THO THOSE FOLKS AND THEIR WORK IS IMPACTED BY ANY DECISION THAT WE MIGHT MAKE, UM, TO ENHANCE INSTRUCTION IN THIS CASE.SO EXPANDING ON THAT JUST A LITTLE BIT MORE, UM, I NOTICED ON THE RESULTS THAT WE GOT, LIKE WITH ALL THE INPUT, UM, THERE'S ONLY, FOR EXAMPLE, TWO ELEMENTARIES, ONE INTERMEDIATE, ONE JUNIOR HIGH.
SO THE FIRST QUESTION IS HOW, HOW DID YOU GUYS PICK WHICH SCHOOLS TO GO TO? WAS THAT THE, LIKE DR.
STOKES AND THE TEAM SUGGESTED WHICH ONES TO GO TO? OR DID YOU GUYS SELECT WHICH ONES TO GO TO? AND THEN HOW DID WE BRING IN OTHER TEACHER VOICES OR STAFF VOICES OR INPUT FROM THOSE OTHER SCHOOLS INTO SOME OF THAT INFORMATION AND THAT AND IF, UH, YEAH, IT MIGHT BE BETTER IF OTHER.
YEAH, WE, UH, SO WE MET WITH THE DIRECTORS OF ELEMENTARY AND SECONDARY TO SELECT SOME OF THOSE SCHOOLS.
TRIED TO LOOK AT PLACES, UM, WHERE THEY'D GET A DIVERSE PICTURE OF INSTRUCTION IN EACH OF THOSE LEVELS.
UH, AND IT WAS JUST A LOGISTICAL PIECE THAT WE COULDN'T GO SEE THEM ALL AT THAT POINT.
UM, SO THAT'S HOW THOSE BUILDINGS WERE SELECTED IN TERMS OF CAPACITY BUILDING.
UM, THIS NEXT PHASE IS WHERE WE BROADEN THAT GROUP TO BE THE COMMUNITY CONVENING ORGANIZATIONS AND TO BRING THOSE VOICES IN.
WE HAVEN'T QUITE REACHED A PLACE OF STRATEGIC KIND OF HOW WE'RE GONNA DO THAT.
I THINK WE'RE AT THE REPORT RIGHT NOW TO GET THERE, BUT TO BROADEN THOSE VOICES AND ENSURE, YOU KNOW, I, I LIKE THE IDEA THAT ALL OF THIS NEXT PHASE OF ENVISION DOESN'T EVEN HIT PLANNING YET.
SO WE'RE GONNA MAKE SURE WE HAVE THOSE VOICES IN PLACE BEFORE WE START TO MAYBE SHIFT STRUCTURES AND CHANGE OR USE THAT SOMETIMES SCARY WORD OF TRANSFORMATION, UM, THAT, THAT'S ENSURE IN THAT WAY.
CUZ IF WE DO THAT WORK WITHOUT TEACHER VOICES, COMMUNITY VOICES IN THAT IT'S NOT GONNA STICK, RIGHT? IT'S NOT GONNA BE SUSTAINABLE.
UM, IT'S JUST ANOTHER DYING INITIATIVE AT THAT POINT.
SO, AND I WOULD SAY IN MOST PROJECTS LIKE THIS AND SUPPORTS, ESPECIALLY WHEN THERE'S 22 SCHOOLS, IT, IT IS STRATEGICALLY IMPOSSIBLE FOR THEM TO COME IN AND HERE.
SO THEY JUST TAKE A SLICE OF THE PIE.
AND SO YOU'RE RIGHT, WE, THEY DIDN'T HEAR FROM EVERYBODY, BUT FROM THE COLLECTIVE VOICES OF THE SCHOOLS THAT THEY WERE IN, THESE ARE SOME OF THE THINGS THEY GLEANED.
WELL AND, AND I'M GLAD TO HEAR THAT WE'LL BE EXPANDING OUT MORE BECAUSE IN LOOKING AT THE REPORT, UM, IT ONLY SHOWED, IT DIDN'T SHOW ANY SCHOOLS FROM FALL CREEK TOWNSHIP WHEN YOU TALK ABOUT THE ELEMENTARY LEVEL.
SO I WAS JUST A LITTLE CURIOUS MAKING SURE THAT THOSE TEACHER VOICES AND STAFF VOICES GET SOME INPUT.
NOW OBVIOUSLY WE HAVE FALL CREEK IN, UH, JUNIOR HIGH THAT HAD SOME INPUT, BUT AS, UM, MS. PARK REESE WAS SAYING YOU HAVE H I J H FOR EXAMPLE, THAT DOES HAVE SOME HINDRANCES.
I WOULD HOPE THAT WE GET SOME GOOD VOICE INFORMATION FROM THEM AS WELL.
SO JUST JUST POINTING THAT OUT THAT I KNOW WE ARE SUCH A BIG DISTRICT.
THAT EVEN IF IT'S ONLY SMALL AREAS THAT WE'RE HEARING FROM THAT WE MAKE SURE THAT HEY, THIS IS WHAT WE FOUND IN THESE SCHOOLS AND THEN ARE WE SENDING THAT DATA OVER TO THOSE OTHER SCHOOLS TO SAY, DO YOU WANT TO ADD TO IT? IS THERE ANYTHING HERE THAT'S MISSING THAT YOU WANT TO ADD TO IT? BUT, YOU KNOW, WE ONLY HAVE THESE DAYS TO COME IN.
SUZANNE, I WOULD LIKE TO, TO SPEAK TO THAT JUST A LITTLE BIT.
UM, WE ARE DOING OR WE DO VIRTUAL CALLS WITH SOME OF YOUR LEADERSHIP TEAM TO TALK ABOUT HOW TO PREP FOR THAT EXPLORER VISIT AND UM, MAKING SURE THAT WE, LIKE YOU SAID, A REPRESENTATION.
UM, AND WHEN WE SPEAK TO THOSE FOCUS GROUPS, THE THINGS THAT WE PUT IN THE EXPLORER REPORT ARE THINGS THAT WE FOUND CONSISTENT, SPOKEN WITH MORE THAN ONE FOCUS GROUP WE MEET WITH.
SO WE MEET WITH STUDENTS AND PARENTS, TEACHERS, ADMINISTRATORS, THE COMMUNITY FOLKS, INDUSTRY PARTNERS.
AND WHEN WE HEAR SOMETHING THAT'S KIND OF A REPETITION THROUGH LIKE ELEMENTARY STUDENTS, ELEMENTARY STAFF, THEN ELEMENTARY PARENTS AND ELEMENTARY ADMINISTRATORS, THEN WE ENTER IT INTO THE EXPLORE REPORT.
WE DO GIVE A DRAFT EXPLORER REPORT BACK TO YOUR LEADERSHIP GROUP.
WE HAVE THEM LOOK OVER IT BEFORE WE MAKE ANYTHING FINAL TO SEE IF, IF WE'VE CAPTURED SOMETHING THAT JUST DOESN'T SEEM ACCURATE OR SPOT ON.
SO WE DO THAT EXTRA GLEANING BEFORE WE MAKE ANYTHING IN FINAL FORM.
SO WHAT YOU'RE SPEAKING TO NEXT, THAT EXPLORER REPORT JUST SIMPLY TRIES TO PICK OUT SOME STRENGTHS.
MY GOODNESS, WE COULD GO ON AND ON.
THIS IS AN AMAZING DISTRICT SO WE KNOW WE DIDN'T CAPTURE ALL OF THEM, UM, NOR DID WE CAPTURE ALL OF YOUR OPPORTUNITIES EITHER.
UM, BUT WE DID DO A SMALL SUBSET OF THAT ON THINGS WE HEARD THAT WERE REPEATED FROM THAT REPORT.
NOW WE GO TO COACHING YOUR GROUP, YOUR LEADERSHIP GROUP, INTO HOW TO CHOOSE THOSE JUST RIGHT PARTNERS TO COME TOGETHER TO VISION AND LOOK AT YOUR PORTRAIT OF A GRADUATE.
THAT'S WHERE YOU WON'T HAVE A BUILDING THAT IS NOT REPRESENTED.
SO WE PROMISE YOU THAT IN THE NEXT STEP BECAUSE THAT'S WHERE WE ARE IN PERSON.
[00:45:01]
TOGETHER, WE'RE GAINING THAT FEEDBACK TO HELP SET YOUR VISION AND YOUR WHY AND YOUR PORTRAIT OF A GRADUATE AND THAT SAME SUBSET OF PEOPLE THAT'S REPRESENTATIVE FROM ALL OF YOUR BUILDINGS AND YOUR STAKEHOLDERS STAY TOGETHER THEN TO MAKE YOUR PLAN FROM THE EXPLORER REPORT AND YOUR PORTRAIT OF A GRADUATE.AND THEN THEY FOLLOW THAT SO THAT IT'S ONE CONTINUOUS PIECE AND YOU'RE NOT LEAVING OUT SOMETHING THAT WE LEARNED DURING THE EXPLORER REPORT, THAT IT TRULY DOES BECOME REALITY IN THE PLANS THAT WE'RE MAKING MOVING FORWARD.
SO TO TO, TO EXPAND ON THAT AND JUST HIT ONE OF THE POINTS YOU JUST SAID.
SO GOING THROUGHOUT THE WHOLE DISTRICT, IS THAT ON AN EDUCATIONAL LEVEL OR IS THAT ON A PARENT LEVEL? LIKE WHEN YOU SAY OUTSIDE GOING THROUGH THE WHOLE DISTRICT, IS THAT PULLING PARENTS AND AND STAKEHOLDERS INTO THAT MEETING OR IS THAT GOING THROUGHOUT THE WHOLE DISTRICT HEARING FROM OUR TEACHERS AND EDUCATORS? CORRECT.
SO THE COMMUNITY CONNECTED SLIDE THAT BETH SHOWED YOU EARLIER, UM, WE DO WORK WITH YOUR LEADERSHIP TEAM.
WE HAVE, UM, PROFESSIONAL LEARNING, UH, THAT WE DO WITH THEM ON HOW TO CHOOSE THAT JUST RIGHT REPRESENTATION.
AND THAT REPRESENTATION IS STUDENT BASED, IT IS STAFF, IT IS ADMINISTRATION, IT IS YOUR COMMUNITY, YOUR NOT-FOR-PROFITS, YOUR POST-SECONDARY, THE WHOLE PIECE BECAUSE GOOD.
ONE PIECE THAT BETH BUILT OUT FOR YOU ON OPPORTUNITY IS TO LOOK AT HOW CAN WE BETTER ALIGN WHAT'S HAPPENING AT THE HIGH SCHOOL TO PREP THOSE KIDS FOR YOUR DUAL CREDIT APS THAT AREN'T JUST RANDOM BUT THEY'RE MORE STRATEGIC.
AND IF WE DON'T HAVE OUR POST-SECONDARY PARTNERS THERE, THEN WE CAN'T REALLY BUILD THAT INTO THE PLAN.
SO THE ALL THOSE PARTNERS WILL BE THERE AND WE BUILD THAT OUT BASED ON YOUR DATA AND WHAT IS EXISTING CURRENTLY.
SO WE'LL MAKE SURE THAT YOU HAVE A GREAT REPRESENTATION.
AS YOU, AS YOU CAN IMAGINE, TRANSFORMATION, UM, TAKES OWNERSHIP BY FOLKS, NOT JUST BUY-IN BY FOLKS.
AND SO ONE OF THE KEY COMPONENTS IN ADDRESSING WHAT YOU SAID MS. THOMAS, IS UM, ALSO, UH, GOOD COMMUNICATION.
AND EVEN WHEN WE BRING TOGETHER AND IN THE DISTRICT YOUR SIZE, IT WILL PROBABLY BE 200 PEOPLE TOGETHER, UM, AROUND THE, YOUR PORTRAIT OF THE GRADUATE.
WE STILL KNOW THAT'S NOT EVERYONE IN THE ROOM.
SO THE OTHER PIECE OF THAT THAT'S GOING ALONG WITH AND WE'RE STARTING TO TALK WITH YOUR, YOUR LEADERSHIP TEAM ABOUT IS ALRIGHT THEN HOW ARE THE FOLKS THAT ARE IN THE ROOM REPRESENTING THOSE OTHER VOICES? AND THERE ARE MECHANISMS, UM, YOU KNOW, A BUILDING LEADER CAN TAKE THEIR TEACHER TEAM AND PULL TOGETHER AND SAY, OKAY, THESE ARE THE FOUR QUESTIONS.
WHAT KINDS OF ACADEMIC KNOWLEDGE, WHAT KINDS OF SKILLS, WHAT KINDS OF EXPERIENCES, WHAT KIND OF ATTRIBUTES, LET'S PULL TOGETHER AT LEAST FROM OUR SCHOOL, WHAT THAT MIGHT LOOK LIKE.
SO THE TWO OR THREE PEOPLE FROM OUR SCHOOL WHO ARE REPRESENTING US IN THAT LARGER GROUP, AND WE WILL, UM, WORK WITH THE DISTRICT TO THINK ABOUT HOW TO REACH THE BROADEST SET OF PARENTS AND SO ON.
SO THAT'S ALL IT HA THIS WORK, LIKE SHE SAID, WILL ONLY STICK IF IT HAS BROAD OWNERSHIP.
SO THIS IS A KEY PART OF WHAT WE'RE TRYING TO DO.
THANK YOU VERY MUCH FOR SHARING.
I HAVE A QUICK QUESTION, UM, REGARDING YOUR PARTNERSHIP WITH C I S C AND I WANTED TO SEE, I WAS LOOKING ON THEIR WEBSITE.
CAN YOU EXPLAIN HOW YOUR GUYS' RELATIONSHIP IS WITH DISCIPLINARY IMAGINATIVE RESTORATIVE READINESS TRAINING? I CAN TELL YOU THAT C I E S C IS THE ONE WHO WROTE THE GRANT THAT IS HELPING SUPPORT YOU FINANCIALLY THROUGH PHASES ONE, TWO, AND THREE.
UM, SO THAT IS THE ONLY CONNECTION THAT IS WITH C I E S C.
WITHIN THAT GRANT, THE ORGANIZATION THAT BEST HELPED SUPPORT THE INDICATORS OR OBJECTIVES TO MEET THAT GRANT WITH PRE-K THROUGH 12 COLLEGE AND CAREER AWARENESS IN THAT WAY WAS FORD NEXT GENERATION LEARNING.
AND SO OTHER THAN THE FACT THAT THEY ARE CONTRACTED TO DO THIS WORK WITH YOU, UM, C I S C SIMPLY AUTHORED THE GRANT FOR THE SEVEN DISTRICTS.
UM, SO ANYTIME YOU WANNA LOOK AT, UM, THE RESEARCH, THE PREMISE, ET CETERA, UM, FORD NEXT GENERATION LEARNINGS CORE VALUES AND THOSE PIECES ARE WHAT YOU WOULD WOULD WANT TO LOOK INTO.
AND AGAIN, UM, KIMBERLY AND I ARE THE CONSISTENT FACES OF THAT FORD N G L WORK AS THE COACHES IN YOUR COMMUNITY.
WE ARE HERE, UH, FOR THE LONG TERM AND, AND WE WANT TO HAVE A A, A TRUSTING AND DEEP RELATIONSHIP WITH EVERYONE THAT WE'RE ENGAGED WITH.
SO WE ALWAYS WELCOME THAT OPPORTUNITY FOR QUESTIONS AND CONVERSATION ABOUT THIS AS YOU LEARN MORE AND AS YOU'RE THINKING ABOUT YOUR ROLES IN THIS WORK.
UH, WE SAY THAT TO ANY STAKEHOLDER GROUP.
UM, WE'RE HERE TO, TO SUPPORT AND, AND ANSWER QUESTIONS SO THAT PEOPLE CAN FEEL CONFIDENT AND GOOD IN SUPPORTING THE WORK AND MOVING FORWARD.
I DO WANT TO POINT OUT SOMETHING ELSE THAT WAS PR I I ENJOYED READING OR I THOUGHT WAS VERY PLEASANT IS, IS ALL THE POSITIVES OF THE, THE LARGE EXPANSION OF ALL THE THINGS THAT AGENCY OFFERS OUR SCHOOL DISTRICT.
[00:50:01]
IT'S NOT JUST, I MEAN WE OFTEN YOU HEAR FROM ALL OF US HERE, BUT THE BOARD EXCELLENCE IN ACADEMICS OR EXCELLENCE IN EDUCATION AND THAT IS FOUND IN SO MANY DIFFERENT WAYS ACROSS OUR DISTRICT IN SOME PROGRAMS. FOR EXAMPLE, UM, I KNOW I ENJOYED BECK WHEN IT WAS OUT WHERE THERE WAS THE CURIOSITY PROGRAM, HOW WE PARTNERED THERE AND THERE WAS A LOT OF TALK ABOUT TRYING TO BRING THAT BACK INTO OUR SCHOOL DISTRICT, HOW GREAT WE'RE DOING WITH THE PURSUIT INSTITUTE AND GROWING THINGS IN THAT WAY.ALL THE EXPLORATORY LEARNING, THE ACADEMICS AND HONORS PROGRAMS. I MEAN, JUST ALL OF THE DIFFERENT THINGS THAT HSC REALLY STANDS FOR.
WHEN YOU LOOK UP AT THAT, UM, EMBLEM THERE IS NICE TO HEAR IN YOUR FEEDBACK THAT YOU'RE GETTING THAT THE DISTRICT AND THE TEACHERS AND THE PEOPLE ARE ALL BUYING INTO ALL OF THAT AS WELL.
AND HOW WE CAN NOW WITH FORD'S HELP BRING IT ALL TOGETHER ON ANOTHER LEVEL.
SO I WANT TO COMMEND THAT IN, IN WHAT WE'RE DOING AND SEEING.
AND I LOOK VERY, I'M VERY EXCITED ABOUT WHAT PORTRAIT OF GRADUATE DOES LOOK LIKE, WHETHER WE CALL IT THAT OR SOMETHING ELSE OR WHAT, WHAT HAVE YOU, THAT VISION GOING FORWARD.
UM, THAT TO ME IS VERY EXCITING TO SEE HOW WE WE DO THAT ALTOGETHER.
AND IN, IN YOUR CASE, IN, IN THE CASE OF THIS COMMUNITY, WHICH IS NOT TRUE IN SOME OF THE COMMUNITIES THAT WE WORK IN, YOU HAVE SUCH A STRONG FOUNDATION OF EXCELLENCE FOR US.
UM, WHAT YOUR DISTRICT TEAM WILL PROBABLY GET TIRED OF HEARING US SAY IS YOU HAVE LOTS OF GREAT WORK.
ALL WE'RE TRYING TO DO NOW, REALLY ONE OF THE KEY FOCUSES IS ALIGNING IT ALL AND ENSURING THAT WE'RE NOT LEAVING ANY ONE STUDENT BEHIND THAT WE REALLY ARE ENSURING THAT ALL STUDENTS HAVE ACCESS TO THE SAME OR SIMILAR OPPORTUNITIES.
I I'M GLAD THAT YOU SAW THAT BECAUSE OUR, OUR DINNER TABLE CONVERSATIONS, UH, AFTER BEING IN YOUR COMMUNITY WERE DIFFERENT THAN THEY ARE IN SOME OF OUR OTHER COMMUNITIES.
THERE WAS SO MUCH, YOU KNOW, I ALWAYS LIVE VICARIOUSLY MY PAST TEACHING LIFE WHEN I COME INTO COMMUNITIES AND AGAIN, THERE WERE JUST SO MANY THINGS TO BE EXCITED ABOUT WHILE WE WERE HERE.
THE ONLY ONE THING I WOULD ADD TO THAT IS, UM, IN HEARING ALL THAT POSITIVITY WAS HOW DO WE START SOONER? LIKE, UM, SOME PEOPLE OR EARN THE INFORMATION IS, I DIDN'T GET THAT UNTIL I WAS IN EIGHTH GRADER.
I DIDN'T EVEN KNOW ABOUT THAT.
WE'RE NOT SAYING WE DIDN'T SHARE IT IN OUR DISTRICT, BUT HAD I KNOWN IN THIRD GRADE OR HAD I KNOWN IN INTERMEDIATE.
SO I DON'T KNOW WHERE THAT FIX IS OR WHERE THAT COMMUNICATION GRAB IS FOR OUR STUDENTS AND FAMILIES.
BUT JUST TO KNOW THAT LIKE YOU SAID, IT ALL COMES TOGETHER AND THEY KNOW COMING IN THAT IT'S CON CONTINUOUSLY COMMUNICATED AS THEY GROW UP THE CHAIN IN GRADES FOR OUR PARENTS AND TEACHERS TO KNOW, HERE'S ALL THE DIFFERENT PATHWAYS, HERE'S ALL THE DIFFERENT THINGS HSC OFFERS YOU INSTEAD OF JUST FINDING OUT IN JUNIOR HIGH WHEN THEY GET TO HIGH SCHOOL, PICK A PROGRAM.
RIGHT? SO I'M NOT SURE WHAT THAT LOOKS LIKE, BUT KNOWING THAT IT STARTS EARLY, THAT'S THAT CULTURE SYSTEM STRUCTURES PIECE THAT IS REALLY THAT ALIGNMENT.
WHAT ARE THE THROUGH THREADS, WHAT ARE THE THEMES THAT ARE GONNA BE CONSISTENT FROM PRE-K ONWARDS THAT HELPS BUILD AND DEEPEN THAT UNDERSTANDING NOT ONLY FOR STUDENTS BUT FOR THEIR PARENTS AND FOR THE COMMUNITIES, ALL THE PEOPLE THAT ARE INVOLVED IN THOSE KEY DECISION POINTS IN A STUDENT'S LIFE.
I WANNA MAKE SURE THAT WE ARE RESPECTFUL OF YOUR TIME BECAUSE THERE'S MANY PEOPLE AFTER US.
UM, SO IF YOU HAVE FURTHER QUESTIONS, UM, YOU CAN ABSOLUTELY SHARE ALL THIS WITH STEVE AND DR.
STOKES AND MICHELLE AND WE MEET WITH THEM WEEKLY AND WE'LL MAKE SURE TO ADDRESS THOSE AND GET THOSE BACK TO YOU.
I APPRECIATE THE UPDATES AND ALSO KEEPING CONSISTENCY AND UNDERSTANDING WHERE OUR STRENGTHS ARE, WHERE OUR GAPS AND OPPORTUNITIES CUZ IT'S REALLY HELPFUL.
THERE'S A LOT OF COMMUNITY OFFERS AND OUR DISTRICT IS DOING WELL, SO IT REALLY KIND OF HELPS ENSURE THAT WE STAY IN THAT SAME FRAMEWORK AND STRUCTURE AND BUILD UPON THAT.
SO TAKE TWO MORE, TWO MINUTES CURRENTLY AS WE TRANSITION AND BRING THE NEXT CROP.
[00:57:51]
WE'RE GONNA GO AHEAD AND GET STARTED.SARAH SAID TO GO AHEAD WITHOUT HER.
SO MOVING ON TO OUR NEXT ITEM, UM, ON HANDBOOKS.
LET'S HOLD ON A SECOND CAUSE WE GOT TWO THAT HAVE LEFT, SO SORRY.
MY NAME'S KYLE GOODWIN, UH, ASSISTANT PRINCIPAL AT FISHERS HIGH SCHOOL.
[01:00:01]
YOU KNOW, I CAN'T SAY THAT HANDBOOK REVIEW IS ANYONE'S FAVORITE JOB, UM, BUT IT'SIT'S, IT'S THE RIGHT THING TO DO.
UH, I ALWAYS FEEL LIKE WE LAND ON A PRODUCT THAT'S BETTER THAN, THAN WHEN WE STARTED.
SO APPRECIATE YOUR TIME THIS MORNING.
UM, WHAT YOU'RE GONNA SEE HERE ARE RECOMMENDED CHANGES FROM THE BUILDING LEVEL.
UM, I'VE DONE THIS PROCESS, UH, NOW THIS IS MY FIFTH YEAR.
UH, ERICA COLLINS FROM THE OTHER HIGH SCHOOL IS JOINING US AS WELL AS OUR, UH, REPRESENTATIVES FROM THE ATHLETIC DEPARTMENT, ROB SEYMOUR AT FISHERS, AND JIM SELF FROM HAMILTON SOUTHEASTERN.
UH, IF YOU HAVE QUESTIONS, JUST STOP ME, UH, AS WE GO OR WE CAN DO QUESTIONS AT THE END.
UH, I DON'T CARE HOW WE DO THAT, BUT I'LL JUST RIP THROUGH THESE.
SO THE FIRST ONE, UH, IS NOT A PROCEDURAL CHANGE.
UH, IT'S JUST CORRECTED LANGUAGE TO, UH, REFLECT OUR CURRENT BELL SCHEDULE.
SO WE HAVE A DIFFERENT PROCEDURE FOR STUDENTS WHO ARE LATE TO FIRST PERIOD OF THE DAY VERSUS THE REST OF THE PERIOD.
SO IF THEY'RE ALREADY IN SCHOOL AND THEY'RE LATE BETWEEN CLASSES, UM, THERE'S A LITTLE LESS LENIENCY IN TERMS OF WHAT'S AN UNEXCUSED ABSENCE VERSUS AT TARDY AS OPPOSED TO LATE GETTING TO SCHOOL.
WELL, SINCE WE MOVED TO A BLOCK SCHEDULE, WE NOW HAVE TWO FIRST PERIODS, IF THAT MAKES SENSE, PERIOD.
SO IT'S JUST EDITING THAT LANGUAGE TO MAKE SURE IT'S CONSISTENT WITH OUR CURRENT BELL SCHEDULE.
WE HAVE SEEN AT THE HIGH SCHOOL LEVEL, UM, MAYBE ALL LEVELS AN AN UPTICK OF REQUESTS FOR EXTENDED ABSENCES.
AND IT COULD BE IT'S TYPICALLY FAMILY RELATED ISSUES, UM, THAT I'M SURE ARE LEGITIMATE.
BUT, UM, YOU KNOW, WE HAVE A FUNERAL, UM, IN ANOTHER COUNTRY AND WE'RE GONNA BE OUT OF THE COUNTRY FOR THREE WEEKS.
UM, CAN MY STUDENT GET ALL OF THEIR ASSIGNMENTS OR, UM, WE'VE GOT, UH, A WEDDING THAT WE'RE GOING FAMILY WEDDING THAT WE'RE GOING TO, SAME THING.
WE'RE GONNA BE GONE FOR TWO WEEKS.
AND SO WE LOOKED AT OTHER, UH, WE LOOKED AT THE DOE GUIDANCE FIRST JUST ABOUT WHETHER OR NOT THIS IS A LOCAL DECISION OR NOT.
AND IT IS, WE LOOKED AT OTHER SCHOOLS AROUND US, UH, SURROUNDING AREAS.
WESTFIELD CARMEL TALKED THEIR ADMINISTRATORS ABOUT WHAT THEY WERE DOING.
AND WE'VE DECIDED TO, UH, OR WE'D LIKE TO PROPOSING TO ADD THIS LANGUAGE HERE ABOUT EXTENDED ABSENCES THAT STUDENTS WHO ARE ABSENT FROM SCHOOL FOR AN EXCESS OF 10 CONSECUTIVE DAYS, WHETHER FOR VACATION OR FAMILY EMERGENCY, UM, WILL BE ASKED TO UNENROLL FROM THE SCHOOL.
THE STUDENT WILL THEN BE EXITED AS A TRANSFER TO HOMESCHOOLING.
AND THEN WHEN THE STUDENT RETURNS, UH, THE STUDENT WILL NEED TO BE RE-ENROLLED IF THEY COME BACK.
UM, TO BE HONEST WITH YOU, WE'RE JUST TRYING TO CURB THE AMOUNT OF EXTENDED ABSENCES FROM SCHOOL.
UM, WE BELIEVE THAT STUDENT SHOULD BE IN SCHOOL.
UM, YOU KNOW, WE KNOW THAT DISTANCE LEARNING IS NOT SOMETHING THAT WE'RE, YOU KNOW, EMBRACING OR ENDORSING FOR ALL OF OUR STUDENTS.
AND SO, UM, YOU KNOW, THIS IS JUST A, A LANGUAGE THAT ALLOWS US TO SAY, HEY, WE, WE REALLY WANT YOU TO, TO BE IN SCHOOL HERE.
UM, ANYWAY, THAT'S THE, THE WHY BEHIND THAT.
I, I JUST WANNA ASK, CAN YOU KIND OF, I'M JUST GONNA ASK YOU TO EXPAND A LITTLE BIT MORE.
SO YOU'RE SAYING IF SOMEONE IS LEAVING FOR WHATEVER IT IS, A FUNERAL, A VACATION, UM, NOW THIS IS NOT INCLUDING LIKE MONO, LIKE YOU'RE HOME FROM SCHOOL FOR THREE WEEKS FOR AN ILLNESS OR SOMETHING, RIGHT? MM-HMM.
SO IF THEY'RE LE, SO THEY'RE, YOU'RE SAYING IF THEY HAD TO LEAVE FOR MORE THAN 10 DAYS, 10 CONSECUTIVE DAYS.
IS THAT WHAT THAT'S SAYING? THAT'S RIGHT.
AND HOW DID WE COME UP WITH THE 10 DAYS? THAT'S WHAT IT'S CONSISTENT WITH WHAT OTHER SCHOOLS ARE DOING.
FIVE WEEKS IN CONSISTENT WITH THE DOE GUIDANCE.
THEY JUST, THEY USE EX THE TERM EXTENDED ABSENCE.
UM, WE LANDED ON 10 DAYS BECAUSE IT'S TWO WEEKS OF SCHOOL.
AND THAT ALSO PROTECTS OUR DISTRICT-WIDE ATTENDANCE, UM, RATE AS WELL WITH THE I D OE AND NOT, I'M SORRY, I DON'T UNDERSTAND WHY IS THAT IMPORTANT? BECAUSE WE HAVE TO REPORT ATTENDANCE TO THE STATE AND THEY MONITOR THAT.
I KNOW, BUT I MEAN, IT'S A, ASIDE FROM THAT, IS IT A MONETARY THING? IS IT JUST MAKING SURE THEY GET THEIR 180 DAYS IN? CORRECT.
I'LL BE TRANSPARENT TOO, THAT THERE IS A, UH, IT DOES PUT A, A PRETTY SIGNIFICANT BURDEN ON TEACHERS AS WELL, TRYING TO MANAGE, UM, EXTENDED ABSENCES, TRYING TO FACILITATE WORK.
YOU CAN'T REALLY DO THIS WORK WHILE YOU'RE GONE, YOU KNOW WHAT I MEAN? SO THE UNENROLLING PROCESS JUST SAYS FOR THE TEACHER, YOU KNOW, YOU DON'T HAVE TO MANAGE MAKEUPS WHEN THE STUDENT RETURNS.
YOU DON'T HAVE TO TRY TO FACILITATE KIND OF DUAL PLATFORMS, KIND OF VIRTUAL LEARNING AND, YOU KNOW, IN CLASSROOM LEARNING AT THE SAME TIME, UM, YOU KNOW, JUST ALLOWS TEACHERS TO FOCUS ON THE KIDS IN THE ROOM.
AND I, I'D LIKE TO COMPLIMENT THIS CHANGE.
UM, I THINK IT'S IMPORTANT TOO THAT WE START
[01:05:01]
TO INSTILL KIND OF THIS, THIS IDEA THAT YOU SHOULD BE THERE, THAT YOU SHOULD BE IN SCHOOL.THAT'S NO DIFFERENT THAN WHEN YOU GET INTO THE WORKFORCE.
YOU'RE GONNA BE EXPECTED TO BE THERE.
YOU CAN'T, YOU KNOW, COME UP WITH YOUR OWN VACATION DAYS BEYOND A CERTAIN PERIOD.
YOU GET, YOU KNOW, SHORT OF 10, YOU DO WHAT YOU NEED TO DO AS A, A FAMILY.
BUT I THINK IT'S FAIR TO EXPECT KIDS TO BE IN SCHOOL.
HAS THIS CHANGE NOT JUST FOR HIGH SCHOOLS, OR IS THIS K-12 ALL THE WAY? IT'S A REALLY GOOD QUESTION.
I'M NOT SURE IF WE ADDED THIS AT THE OTHER LEVELS OR NOT.
I DON'T THINK WE, I DON'T THINK WE DID, BUT WE WILL.
AND THEN ONE LAST QUESTION, AT LEAST FOR ME ANYWAYS.
UM, LET'S SAY WE GET INTO A SCENARIO, HEAVEN FORBID, WHERE WE SEE THE COVID TRAIN COME BACK AND WE, A CHILD IS OUT FOR 10 DAYS WITH COVID.
DOES THIS, ARE WE GONNA MAKE AN EXCEPTION OR WRITE AN EXCEPTION INTO THIS FOR A SITUATION? THIS, THIS DOESN'T COVER ILLNESS.
I THINK THAT WE MIGHT WANT TO MAKE THAT A LITTLE MORE CLEAR, CUZ IT JUST SAYS, STUDENTS WHO ARE ABSENT FROM SCHOOL, SO MAYBE STUDENTS THAT REQUEST TO BE ABSENT FROM SCHOOL OR SOMETHING TO CLARIFY THAT.
AND I WOULD SAY THE OTHER THING WOULD MAYBE LIKE UNEX IS THAT CONSIDERED UNEXCUSED OR EXCUSED, I GUESS.
RIGHT? CUZ IF A PARENT DOES PULL THEM OUT, THAT WOULD BE EXCUSED ALSO.
SO IN SOMETHING THAT SAYS ANYTHING UNRELATED TO ILLNESS, I GUESS, OR HOWEVER YOU WORD THAT BETTER THAN THAT.
IS IT 2023 OR WHAT? SO, UM, WE, UH, UNDER ACADEMIC DISHONESTY, WE DON'T HAVE ANY, UH, EXPLICIT LANGUAGE ABOUT, UH, ARTIFICIAL INTELLIGENCE, UH, GENERATED WORK.
UM, THE WAY WE'VE RUN UP TO THIS, THIS, UH, UP AGAINST THIS, THIS YEAR, UM, AND STUDENT, WE, WE HAD A STUDENT WHO CAME BACK AND SAID, I DIDN'T COPY ANYBODY ELSE'S WORK.
UM, AND SO KINDA LIKE, WOW, YOU'RE RIGHT.
UM, SO, UH, WE ADDED UNDER ACADEMIC DISHONESTY.
EVERYTHING THAT'S NOT HIGHLIGHT IS WHAT'S CURRENTLY IN THE HANDBOOK.
BUT WE HAVE ADDED OR USING AI GENERATED WORK WITHOUT THE EXPRESS CONSENT OF A TEACHER, WE ADDED THAT CONSENT PIECE BECAUSE THERE ARE LEGITIMATE USES FOR ARTIFICIAL INTELLIGENCE.
UM, BUT USING AI TO JUST DO YOUR WORK FOR YOU IS NOT TYPICALLY ONE OF THOSE REASONS.
SO WE WANT STUDENTS TO THINK FOR THEMSELVES.
UM, SO WE'RE ADDING THAT UNDER ACADEMIC DISHONESTY.
ONE, ONE QUICK QUESTION, AND THIS'LL BE KIND OF RELATED.
AS YOU MOVE THROUGH ALL THE DISCIPLINE THINGS, I'VE NOTICED THAT NOT A LOT OF 'EM GIVE ANY SPECIFIC CONSEQUENCE TO THEM.
THEY JUST SAY WE LOOK AT THEM, UH, AS A SERIOUS OFFENSE.
IS THAT BECAUSE DO WE, DO WE LEAVE THAT UP TO INDIVIDUAL TEACHERS BUILDING PROFESSIONALS TO HANDLE 'EM DIFFERENTLY? AND, AND MY ONLY QUESTION SAYING THAT IS AGAIN, WHAT WE TALKED ABOUT WITH THE PREVIOUS GROUP KIND OF CONSISTENCY, UM, THIS HAS HAPPENED EVEN IN MY OWN KIDS' CLASS.
UH, THERE WERE, YOU KNOW, CAN'T TALK ABOUT ALL THE DIFFERENT THINGS.
LET'S SAY THERE WERE EXAMPLES OF USING THIS AI STUFF ALREADY.
UM, WE ALL KNOW THAT, UM, SOME ARE ALLOWED TO REDO THE ASSIGNMENT.
SOME GET 50% CREDIT, SOME GET ZEROS.
IS THERE AN EFFORT TO TRY AND MAKE THAT, THAT CONSISTENT ACROSS THE, THE GRADES, THE DISTRICT, THE SCHOOLS? UM, AGAIN, MY BIGGEST PROBLEM WITH, WITH A LOT OF THESE THINGS AS FAR AS CHEATING DISCIPLINE ISSUES, IS CONSISTENCY.
NOT EXACTLY A COMPETITION, RIGHT? BUT THEY ARE ALL AT THE END GONNA TRY TO GET INTO SCHOOLS AND AP CLASSES AND ALL THESE DIFFERENT THINGS.
IF ONE HAS THE OPPORTUNITY TO REDO WORK THAT THEY'VE CHEATED ON AND THE OTHER DOES NOT CREATE A, A DISPARITY THERE.
UH, THIS IS ONLY THE FIRST SENTENCE FROM THIS SECTION.
UM, I'LL READ YOU THE, WHAT'S THIS? WE'RE LOOKING AT MAKING SURE THAT WE ARE SUPER CONSISTENT IN CLARIFYING THE, UM, PROGRESSIVE DISCIPLINE FOR, UH, OFFENSES OR, OR, YOU KNOW, TRANSGRESSIONS HERE.
WHAT WE CURRENTLY HAVE IS ANY STUDENT WHO COMMITS ACADEMIC DISHONESTY FOR THE FIRST TIME MAY LOSE ALL CREDIT FOR THE ASSIGNMENT, AND PARENTS AND GUARDIANS WILL BE NOTIFIED BY THE TEACHER.
A STUDENT COMMITTING ACADEMIC DISHONESTY FOR A SECOND TIME IN THE SAME CLASS WILL BE NOTIFIED BY THE TEACHER, SEEN BY THE DEAN AND MAY BE WITHDRAWN FOR THAT CLASS WITH A FAILING GRADE.
WE ARE LOOKING AT THAT WITHDRAWAL PIECE.
IS THAT THE RIGHT SECOND STEP OR NOT? THAT'S WHAT WE'RE CURRENTLY EVALUATING, BUT WE DO FOR THIS ONE, LAY THOSE OUT, UH, SPECIFICALLY.
IS THIS CONSISTENT WITH WHAT YOU'RE HEARING WITH OTHER SCHOOLS ACROSS THE DISTRICT? I MEAN, WE'RE NOT SCHOOLS, EXCUSE ME, OTHER DISTRICTS ACROSS THE STATE SPECIFIC TO AI WITH THIS? YES, YOU BET.
WE HAVE DISTRICTS THAT ARE, I THINK, SEEING THIS AT VARYING LEVELS.
WE'VE HAD, UH, PROBABLY A DOZEN OR SO INSTANCES THIS YEAR AT LEAST, THAT HAVE COME ACROSS MY DESK, UH, WITH STUDENTS UTILIZING AI, UM, AND THEIR MIND TO WORK SMARTER, NOT HARDER.
[01:10:01]
UM, BUT WE WANT THEM TO DO THE WORK.SO, UM, CAN I, CAN I BRING UP ANOTHER PROGRAM? I KNOW, UH, NOW MY OLDEST IS 29, SO THIS WAS LIKE A LONG TIME AGO, BUT I'VE KNOW IT'S STILL IN THE SCHOOLS THAT KIDS CAN WRITE PAPERS AND THEY USE A, A PROGRAM CALLED GRAMMARLY TO GO BACK AND HELP THEM RESEARCH AND MAKE SURE THEY'RE NOT PLAGIARIZING AND CHANGE, HELP THEM WITH LANGUAGE.
ARE WE STILL USING THAT OR ALLOWING, BECAUSE I KNOW, UM, IT'S BEEN SAID THAT IT HAS AN, AN AI SEARCH IN THERE OF SOME SORTS.
AND SOME, SOME PAPERS ARE SAYING, DID YOU DO AI? AND THEY'RE LIKE, NO, I USED GRAMMARLY.
SO I MEAN, I KNOW MY KIDS USED THEM IN COLLEGE TOO, AND IT'S, IT'S A GOOD PROGRAM.
BUT AS, IS THAT AFFECTED ON THIS AT ALL? OR CAN THEY CONTINUE TO USE IT? I THINK OUR STUDENTS ARE THE AUTHOR OF THE WORK, UM, AND THEY'RE USING, YOU KNOW, EXTERNAL TOOLS, UM, YOU KNOW, JUST TO HELP CHECK THEMSELVES OR SUPPORT, YOU KNOW, THEIR THINKING.
THAT'S WHERE I WOULD DRAW THAT LINE AND THAT IT MAY BE A SUPER MUDDY LINE, BUT WE WANT THE KID TO DO THE WORK.
AS OPPOSED TO SOME OF OUR NEWEST DEVELOPMENTS IN ARTIFICIAL INTELLIGENCE, WHICH IS CHANGING BY THE HOUR, YOU KNOW, UM, YOU KNOW, IT'S, IT'S A COMPUTER OR MACHINE DOING THE WORK, UH, AS OPPOSED TO THE KIT.
AND I, THIS GETS A CHAT, G P T, IF YOU'VE NEVER USED IT, YOU COULD SAY YOU COULD TYPE IT IN AND IT COMPLETES A WHOLE ARTICLE FOR YOU IN THREE MINUTES OR LESS.
I MEAN, THAT'S, THAT'S ESSENTIALLY WHERE THIS IS.
I JUST KNOW THAT GRAMMARLY HAS A TINY LITTLE THING IN THERE THAT SAYS, WHERE DID YOU GET THIS INFORMATION FROM? AND I THINK IT'S A HELPFUL TOOL FOR THE STUDENTS TO BE ABLE TO USE IT.
I DID NOT WANT TO SEE US GET RID OF GRAMMARLY.
THAT'S WHY I WAS BRINGING IT UP.
THIS WILL BE AN EVER-EVOLVING THING FOR SCHOOLS.
UM, IT'S A NEW CHALLENGE FOR SURE.
UM, LIKE I SAID, THERE ARE LEGITIMATE USES FOR AI.
UM, AND, AND PART OF OUR ROLE AS EDUCATORS IS TO TRY TO TEACH STUDENTS WHEN THAT'S APPROPRIATE AND WHEN IT'S NOT.
I THINK IT'S, IT'S WORTH POINTING OUT HERE TOO, THAT, UM, KIND OF THE REASON I ASK ABOUT THE CONSISTENCY AND, AND THE PROTOCOLS FOR WHAT HAPPENS AND WHAT MY HOPE WOULD BE, UM, PERSONALLY SPEAKING FOR MYSELF, IS TO TRY AND KEEP THAT AS CLOSE TO THE CLASSROOM LEVEL AS POSSIBLE.
BECAUSE AS WE ALL KNOW, WITH ANY KIND OF BIG POLICY, WHETHER IT'S SCHOOL BOARD OR GOVERNMENT, VERY, VERY DIFFICULT TO LEGISLATE ETHICS, MORALITY, THOSE KIND OF THINGS.
THERE WILL ALWAYS BE WHATEVER'S NEXT, THERE'LL BE, AS SOON AS WE FIGURE OUT THIS VERSION OF AI, THERE'LL BE ANOTHER ONE.
SO, UM, I THINK THE TEACHER IN THE CLASSROOM REVIEWING THE WORK, LOOKING AT IT, I'D LOVE TO GIVE THEM KIND OF MAKE SURE THAT THEY HAVE FINAL, FINAL CONTROL TO UNDERSTAND WHAT IS AND ISN'T CHEATING ACADEMIC DISHONESTY.
RIGHT? UM, WE DON'T WANNA PUT TOO MANY THINGS IN PLACE TO, TO HINDER THEM WITH THAT FREEDOM TO, TO DECIDE ON THEIR OWN.
UM, BUT AGAIN, WE GOTTA BALANCE THAT WITH CONSISTENCY.
UH, AND IT'S WORTH SAYING SINCE WE'RE WE STREAM ALL THESE THINGS NOW, THIS IS WHERE I THINK THAT THE PARTNERSHIP WITH OUR PARENTS AND OUR COMMUNITY IS ABSOLUTELY CRITICAL.
UM, WE WHAT, REGARDLESS OF WHATEVER WE DO WITH THESE HANDBOOKS OR RULES WE MAKE, IF THAT'S NOT REINFORCED AT HOME AND WE'RE KIND OF FIGHTING ON THE SAME SIDE, YOU KNOW, PARENTS, PLEASE HELP US OUT.
KIDS SHOULDN'T BE USING AI TO WRITE PAPERS.
IT'S VERY DIFFERENT THEN CAN YOU, UM, HELP ME PROOFREAD THIS? RIGHT? SO I THINK WE JUST ALWAYS HAVE TO BE OPEN AND HONEST AND TALK ABOUT THAT.
THIS IS NOT A CHANGE IN PROCEDURE AS WELL.
IT'S TAKING BOARD POLICY AND JUST PLACING IT INTO OUR HANDBOOK, UH, ABOUT ANIMALS NOT BEING PERMITTED ON SCHOOL GROUNDS WITHOUT EXPRESS CONSENT.
UM, THIS IS ALSO NOT REALLY A CHANGE IN PROCEDURE.
UM, WE'RE ADDING TRANSPARENCY, UM, AND CLARITY TO OUR COMMUNITY.
SO, UM, FOR SERIOUS OFFENSES SUCH AS DRUGS, FIGHTING AND CAUSING HARM, UM, IT IS POSSIBLE THAT WE WILL, UH, CONSULT LOCAL AUTHORITIES, UM, AND, UM, YOU KNOW, FILE BATTERY CHARGES.
THIS IS, AGAIN, IT'S NOT A CHANGE IN PRACTICE THAT'S HAPPENING NOW.
UM, BUT PUTTING THAT LANGUAGE IN THERE JUST FOR TRANSPARENCY FOR THE COMMUNITY, JUST SO THEY KNOW THAT FOR SOME OF THOSE SERIOUS OFFENSES, WE MAY ENGAGE LOCAL LAW ENFORCEMENT.
THE SECOND PART HERE, THIS IS SEPARATE, BUT IT'S UNDER THE SAME SECTION.
UM, UH, 29 UNDER INAPPROPRIATE CONDUCT, WE ADDED THE LANGUAGE, ANY BEHAVIOR, VERBAL, WRITTEN, DIGITAL COMMITTED WITH THE INTENT TO HARASS, RIDICULE, HUMILIATE, UH, INTIMIDATE OR HARM ANOTHER STUDENT.
WE ADDED THAT BECAUSE, UM, TECHNICALLY IF THOSE THINGS HAPPEN ONLY ONCE, THEY DON'T, UH, FIT THE DEFINITION OF BULLYING, WHICH HAS TO BE REPEATED, UH, BEHAVIOR.
AND SO THIS IS A ONE TIME OFFENSE, UM, BUT ALLOWS US TO DO THAT.
WE HAD A SITUATION AT OUR SCHOOL THIS YEAR, STUDENT POSTED SOMETHING TARGETING ANOTHER STUDENT ONLINE.
UM, BUT IT DIDN'T REALLY FIT ANY PROVISION IN OUR
[01:15:01]
HANDBOOK, AND IT DIDN'T FIT THE DEFINITION OF BULLYING BECAUSE IT WASN'T REPEATED.UH, SO WE'RE SIMPLY ADDING THAT TO PROTECT OUR STUDENTS.
UM, I GUESS IT'S NOT, THIS IS NOT A HUGE ONE.
UM, SOME DURING THE KIND OF PANDEMIC, THE HEART OF THE PANDEMIC, WE DIDN'T, UM, ISSUE LIKE PHYSICAL PASSES TO KIDS.
SO WE INSTITUTED A PROCEDURE FOR STUDENTS BEING OUTTA THE CLASSROOM WHERE THEY HAD TO SIGN OUT A TEACHER'S SIGNOUT SHEET.
SOME OF OUR TEACHERS HAVE NOT REQUESTED NEW, LIKE, PASS PASS BOOKS OR THINGS LIKE THAT, AND THEY'RE STILL USING THE SIGNOUT SHEET PROCEDURE, UM, TO BE IN THE HALLWAY, UH, DURING WHETHER THEY HAVE TO USE THE RESTROOM OR SOMETHING LIKE THAT.
SO THIS JUST REFLECTS OUR CURRENT PRACTICE IN THE BUILDING THAT WE MAY NOT HAVE PHYSICAL HALL PASSES, BUT WE MAY HAVE STUDENTS JUST SIGNING OUT WHEN THEY NEED TO USE THE RESTROOM OR THINGS LIKE THAT.
CAN YOU, CAN YOU ELABORATE REAL QUICK? AS WHAT IS THE CURRENT POLICY FOR LEAVING A CLASSROOM TO USE THE RESTROOM, ISN'T IT, TECHNICALLY THEY'RE NOT SUPPOSED TO BE LEAVING CLASSROOMS. WE, IT'S ONE OF THOSE THINGS THAT'S TOUGH.
WE, WE TRY TO ENCOURAGE OUR STUDENTS, LIKE, YOU NEED TO BE IN, IN THE CLASSROOM DURING CLASS TIME AND USE PASSING PERIODS FOR RESTROOMS AND THINGS LIKE THAT.
EMERGENCIES HAPPEN AND WE KNOW THAT SOMETIMES STUDENTS HAVE TO STEP OUT.
AND SO THAT'S WHY WE DO REQUIRE TEACHERS TO DO ONE OF TWO THINGS, ISSUE A PHYSICAL HALL PASS TO THE KID SO THAT WE KNOW KIDS WHO ARE IN THE HALLWAY ARE THERE WITH THE TEACHER PERMISSION, OR THAT THEY HAVE PHYSICALLY SIGNED OUT OF A SIGN OUT SHEET IN THE TEACHER'S CLASSROOM, JUST SO THAT THEY KNOW.
AND SO IT'S, I THINK IT WOULD BE REALLY TOUGH FOR US TO SAY ABSOLUTELY NO STUDENTS IN THE HALLWAY.
THAT COULD BE A SLIPPERY SLOPE, BUT WE, WE STRONGLY ENCOURAGE KIDS TO BE THERE.
UM, AND THEN, YOU KNOW, EMERGENCIES HAPPEN.
THIS ONE IS, UH, A, A COMPLICATED SERIES OF CHANGES, TYPICALLY.
WELL, WHAT WE CURRENTLY HAVE IN OUR HANDBOOK IS WHAT YOU SEE IN THE MIDDLE THAT IS NOT HIGHLIGHTED.
AND THIS SECTION OF OUR HANDBOOK IS UNDER ENROLLMENT, UM, UNDER THE SUBSECTION COURSE AUDITING TO IMPROVE A GRADE.
I'M GONNA ZOOM IN ON THAT SECTION FIRST AND THEN, UH, WE'LL KIND OF LOOK AT THE WHOLE PICTURE RIGHT NOW.
EVERYTHING IN THIS SECTION IS SPECIFIC TO STUDENTS PURSUING THE ACADEMIC HONORS DIPLOMA.
SO WHAT OUR CURRENTLY CURRENT PRACTICE IS, IS YOU HAVE TO, YOU CAN'T HAVE NO GRADE LOWER THAN A C MINUS ON YOUR TRANSCRIPT.
IF YOU WANT TO QUALIFY FOR THE ACADEMIC HONORS DIPLOMA, WHAT WE'VE SEEN IN THE PAST IS, LET'S SAY A STUDENT CHALLENGES, YOU KNOW, HERSELF AND SHE WANTS TO TAKE AP WORLD HISTORY AND SHE GETS A D PLUS, BUT SHE, SHE'S A FRESHMAN AND SHE REALLY IS, WANTS TO QUALIFY WITH THE GRAD, UH, ACADEMIC HONORS DIPLOMA.
WHAT OUR CURRENT POLICY SAYS IS WE HAVE ALLOWED THAT STUDENT TO PROGRESS THROUGH THE NATURAL SEQUENCE OF COURSES, BUT THEN INSTEAD OF RETAKING AP WORLD HISTORY TO TAKE WORLD HISTORY, RIGHT, BOTH GRADES ARE RECORDED ON THE TRANSCRIPT, BUT THEY'RE THE SAME DOE CODE.
SO ONLY IF SHE TAKES WORLD HISTORY AND GETS A B MINUS.
THE B MINUS IS WHAT'S CALCULATING INTO THE STUDENT'S GPA.
BUT BOTH THOSE GRADES SHOW UP ON THE TRANSCRIPT AS JUST A RECORD OF THE STUDENT'S, YOU KNOW, ACADEMIC HISTORY, IF THAT MAKES SENSE.
THAT'S WHAT'S CURRENTLY IN THE HANDBOOK SPECIFIC ONLY TO ACADEMIC HONORS DIPLOMA.
SO THERE'S TWO CHANGES THAT WE'RE LOOKING TO MAKE WITH THIS POLICY.
THAT'S WHY I TRY TO GO THROUGH A HISTORY HERE.
THE FIRST ONE IS ADDING SOME JUST GENERAL LANGUAGE ABOUT COURSE AUDITING.
UM, THAT'S OUTSIDE OF THE, THE REALM OF ACADEMIC HONORS DIPLOMA.
STUDENTS WHO WISH TO RETAKE A COURSE IN ORDER TO IMPROVE A GRADE MAY DO SO TO REPLACE A GRADE LOWER THAN A C MINUS STUDENTS MUST DO SO IN CONSULTATION WITH THEIR COUNSELOR, AND MAY BE REFERRED TO EVALUATION BY OUR ACADEMIC DEPARTMENTS OR APPROVAL OF THE PRINCIPAL.
HERE'S WHY THIS PROVISION WE THINK IS NECESSARY.
WE HAVE SOME VERY HIGH ACHIEVING STUDENTS, UM, IN OUR SCHOOL, AND A LOT OF THEM, SOME STUDENTS ARE LOOKING TO RETAKE CLASSES THAT THEY GOT AN A IN BECAUSE THEY WANNA TRY TO GET AN A PLUS.
WE, WE CERTAINLY APPLAUD THE INITIATIVE, UH, AND WE APPLAUD THE, THE GUMPTION, BUT THEY CAN ONLY GET ONE CREDIT.
THEY'RE ONLY GETTING ONE CREDIT FOR IT.
WE WANT STUDENTS TO TAKE NEW CLASSES WITH NEW CREDITS.
UM, WE ALSO KNOW THAT IT, IT'S LIKE A, IT CREATES LIKE A, A STAFFING ISSUE.
YOU KNOW, LIKE WE, WE WANT STUDENTS TO JUST KIND OF KEEP TAKING THE CLASSES THAT THEY'RE SUPPOSED TO TAKE PROGRESS THROUGH THE NATURAL SEQUENCE OF CLASSES AND BE PROUD OF YOUR A I USE THAT, THAT'S A REALLY EXTREME EXAMPLE, BUT WE SEE IT.
SO WHAT WE ARE SAYING IS, IF YOU HAVE A GRADE LOWER THAN A C MINUS, WE WOULD SUPPORT A STUDENT SAYING, I DON'T KNOW THAT I LEARNED WHAT I WAS SUPPOSED TO LEARN IN THAT CLASS.
I WANNA RETAKE IT FOR A CLASS OUTSIDE OF EVEN THE CONVERSATION OF ACADEMIC HONORS DIPLOMA.
THAT'S WHY WE'VE ADDED THIS, UH, KIND OF PROVISION BEYOND THAT.
WHAT YOU CURRENTLY SEE IN THAT RED STRIKE THROUGH IN THE CURRENT LANGUAGE IS THAT BOTH GRADES ARE RECORDED ON THE TRANSCRIPT.
NOW, I WANNA BE CLEAR THAT THIS NEW LANGUAGE THAT WE'RE ADDING AT THE BOTTOM IS NOT A PROCEDURAL CHANGE IN TERMS OF HOW STUDENTS GPA IS CALCULATED, BUT IT'S A LITTLE SOMETHING FOR OUR PARENTS BECAUSE WE GET A LOT OF QUESTIONS WHEN A KID RETAKES A CLASS AND THEY SEE PARENTS
[01:20:01]
SEE BOTH GRADES ON THE TRANSCRIPT.WE GET A LOT OF QUESTIONS FROM PARENTS SAYING, WAIT, WAIT, WAIT, WAIT.
THEY RETOOK IT, THAT OTHER GRADE SHOULDN'T SHOW UP.
AND WE TELL THEM IT'S NOT FACTORING INTO THEIR GPA, IT'S JUST AN ACADEMIC, IT'S AN ACADEMIC RECORD, RIGHT? IT'S JUST A, THEIR ACADEMIC HISTORY.
PARENTS HAVE REQUESTED THAT THEY REMOVE THE GRADE ALTOGETHER.
IT'S A DOE MAKES IT VERY CLEAR IT'S A LOCAL DECISION.
SO WE'VE THOUGHT ABOUT, WE LOOKED AT OTHER THINGS.
THIS LANGUAGE IS TAKEN DIRECTLY FROM CARMEL HIGH SCHOOL'S, UH, HANDBOOK.
UM, AND SO THE, WE ARE LOOKING TO ADD THIS PROVISION.
WHEN A STUDENT RETAKES A COURSE, THE TRANSCRIPT WILL INDICATE THAT THE STUDENT TOOK THE COURSE TWICE BECAUSE WE HAVE TO KEEP AN AC, YOU KNOW, AN ACCURATE RECORD OF THEIR ACADEMIC PERFORMANCE WITH THE HIGHER ACADEMIC GRADE APPEARING ON THE TRANSCRIPT.
AND THEN AN R, WHICH STANDS FOR RETAKE, REPLACING THE LOWER GRADE.
THE R THERE IS LESS CONFUSING FOR PARENTS, I THINK.
THEY DON'T THINK, WAIT, WAIT, WAIT, I SEE THAT D PLUS ON THERE.
I'M SKEPTICAL ABOUT THAT D PLUS, RIGHT? THEY KNOW THAT R HAS NO VALUE POINT VALUE IN TERMS OF GPA CALCULATION.
SO WE'RE STILL DOING THE SAME THING, BUT THAT'S, THAT'S THE PURPOSE FOR THIS CHANGE.
SO KIND OF TWO CHANGES WITHIN THE SAME CURRENT PROCEDURE IN OUR HANDBOOK.
SO I HAVE A QUICK QUESTION REGARDING THE R.
IF A STUDENT IS APPLYING FOR COLLEGE AND A COLLEGE SEES R ON THE TRANSCRIPT, DO YOU THINK THAT DOES A DISSERVICE TO THEM? WE HAD OUR, I'M GLAD YOU ASKED.
WE HAD OUR COLLEGE AND CAREER COUNSELOR, UH, LINDA BROWN ASK JUST A COUPLE OF OUR LOCAL REPS, IU, PURDUE, AND BALL STATE, AND THEY ALL SAID NO, BECAUSE WHEN WE SEE IT, WE'RE LOOKING AT THE GPA, WE SEE THE ACADEMIC HISTORY.
R IS VERY CLEARLY STANDS FOR RETAKE.
THAT'S WHAT OTHER SCHOOLS USE.
SO IT'S NOT AN R BY THE, BY THE CLASS, IT'S AN R TAKING OFF THAT D MINUS OR WHATEVER.
SO IN THE PREVIOUS EXAMPLE, I SAID IT WOULD SAY LIKE, AP WORLD HISTORY, R WORLD HISTORY OR AP WORLD HISTORY, IF THEY TOOK THE SAME CLASS, YOU KNOW, B MINUS OR WHATEVER.
LET'S SAY INVERSELY, THIS HAPPENS IN A CHILD IS NOT MEETING STANDARDS AND HAS TO BECOME IN A PROGRAM TO HELP GET CORE CURRICULUM.
LET'S USE MATH FOR AN EXAMPLE.
HOW DOES THAT LOOK LIKE ON THE TRANSCRIPT, IF THEY PASS OUT OF THAT PROGRAM TO HELP ELEVATE 'EM BACK TO THE FUNDAMENTALS AS OPPOSED TO JUST PASSING THE CLASS? I NEED A LITTLE CLARIFICATION.
SO, SO FOR EXAMPLE, LET'S SAY I'M A STUDENT AND I FLUNK MATH, AND YOU REALIZE THAT I NEED HELP AND UNDERSTANDING THE FUNDAMENTALS.
SO YOU BECOME IN THE REMEDIAL PROGRAM, AND THEN YOU PASS OUT THE REMEDIAL PROGRAM.
THEN WHAT, WHAT DOES THAT LOOK LIKE ON A TRANSCRIPT? DO YOU GO BACK INTO A REGULAR MATH CLASS TO PASS, OR DOES, DO YOU GET A PASSING GRADE WITHIN THAT REMEDIAL PROGRAM? WELL, WE, UM, THIS IS ONLY FOR THOSE STUDENTS PURSUING THE HONORS, THE ACADEMIC HONORS DIPLOMA.
SO STUDENTS THAT ARE IN REMEDIAL MATH MM-HMM.
SO HOW ABOUT IF WE'RE TALKING IN A SCENARIO THEN THAT ISN'T JUST ON HONORS? HOW DOES THAT LOOK? YEAH, IT, GO AHEAD WHAT YOU'RE ASKING.
SO YOU'RE SAYING DOES I THINK SO WILL THE STUDENT HAVE AN OPPORTUNITY TO RETAKE A COURSE THAT THEY FAILED? RIGHT? WELL, THAT, IS THAT HOW IT WILL SHOW ON, ON A TRANSCRIPT? WELL, IF YOU GO BACK UP TO THE TOP PORTION OF IT WHERE WE WERE TALKING ABOUT THEIR REGULAR CLASSES, ONLY IF THEY GET A C MINUS OR LOWER, AND THEY WANT TO TAKE THE OTHER CL NOT TAKE THAT COURSE AGAIN TO REPLACE THAT C MINUS.
SO THEY STILL HAVE TO GO BACK ON THAT SAME TRACK.
SO IF I, IF I CLARIFY, I THINK WHAT I WANNA PIGGYBACK ON WHAT SHE'S SAYING.
SO LET'S SAY I WAS AN ALGEBRA ONE AND I GOT A D PLUS OR A D MINUS MM-HMM.
SO THAT'S VERY, THAT'S VERY RARE.
WHAT THE TEACHER WOULD PROBABLY DO IS JUST PROVIDE THAT STUDENT SOME ADDITIONAL SUPPORT.
OR PERHAPS THE SCHOOL WOULD ASSIGN THAT STUDENT FOR A MATH LAB COURSE WHERE THEY WOULD HEIGHTEN AND WORK ON THOSE SKILLS OKAY.
THAT THEY MIGHT BE A LITTLE, UH, DEFICIENT IN.
UM, AND PROVIDE THEM ADDITIONAL PERIOD TO GET SOME, UM, UM, ASSISTANCE.
TO MOVE FORWARD FOR THE NEXT LEVEL.
YEAH, THAT DOESN'T HAPPEN OUTSIDE OF FAILURES, BECAUSE EVEN IF A STUDENT GETS A D MINUS, THEY GET A CREDIT FOR THE CLASS.
AND SO WHAT WE WOULDN'T SAY IS, YOU NEED TO RETAKE THE CLASS.
IF I WERE A STUDENT OR A PARENT, I'D SAY, I, I GOT THE CREDIT, YOU KNOW, LIKE I'M, I'M, I'M MOVING ON, YOU KNOW, TO THE NEXT ONE.
SO OUTSIDE OF FAILURES, YOU KNOW, THAT DOESN'T HAPPEN.
UM, ATHLETICS, SO THIS WAS A COUPLE YEARS AGO, I THINK, UH, WE INSTITUTED A THREE-STEP PROCEDURE FOR DETERMINING CONSEQUENCES FOR, UH, ATHLETES.
UM, WHEN THEY MAKE TRANSGRESSIONS, WHAT WE'D LIKE TO DO IS MOVE THAT THREE-STEP PROCESS TO A TWO-STEP PROCESS.
UM, WHAT WE CURRENTLY HAVE IS STEP ONE, WHICH IS UNCHANGED IN OUR RECOMMENDED CHANGES, IS JUST DUE PROCESS.
[01:25:01]
UH, AND THE PARENTS HAS AN OPPORTUNITY TO SIT DOWN WITH AN ATHLETIC DIRECTOR STUDENT HAS AN OPPORTUNITY TO SHARE THEIR SIDE OF THE STORY, SO TO SPEAK.UM, AND LIKE I SAID, IT'S JUST AN OPPORTUNITY TO BE HEARD BEFORE THEY'RE HANDED A CONSEQUENCE, NO CHANGES.
RECOMMENDED OBVIOUSLY TO, TO DUE PROCESS.
CURRENTLY WRITTEN IN OUR HANDBOOK IS STEP TWO, WHICH IS A COMMITTEE, UH, OF FIVE PEOPLE THAT DETERMINES AN ATHLETIC CONSEQUENCE.
UM, THAT COMMITTEE IS THE ATHLETIC DIRECTOR, THE PRINCIPAL, A SCHOOL COUNSELOR, UM, BUILDING LEVEL EQUITY COACH, UH, HEAD COACH FROM A PROGRAM, NOT AFFILIATED WITH THE ATHLETE.
WE HAD A SITUATION THIS YEAR, UH, HAMILTON SOUTHEASTERN HIGH SCHOOL THAT MR. SELF SHARED WHERE THIS COMMITTEE CONVENED BECAUSE, UM, STUDENT NEEDED TO RECEIVE A CONSEQUENCE FOR AN ACTION
AND SO WE LOOKED AT, YOU KNOW, WHAT DO WE DO IN OTHER SITUATIONS, LIKE FOR SCHOOLS LIKE OUR DEANS, FOR EXAMPLE, YOU KNOW, DEAL WITH A LOT OF OUR STUDENT, UH, CONSEQUENCES IN STUDENT DISCIPLINE.
THERE'S NO COMMITTEE THAT CONVENES TO ADMINISTER THOSE CONSEQUENCES FOR ANY SORT OF STUDENT TRANSGRESSIONS.
SO, UH, INSTEAD WHAT WE'RE LOOKING TO DO, AND, AND I WILL SAY OUR ATHLETIC DIRECTORS DON'T MAKE THESE, UH, DECISIONS ABOUT STUDENT DISCIPLINE IN ISOLATION.
I MEAN, ROB AND JIM, THEY'RE AT DIFFERENT BUILDINGS.
THEY ALWAYS LOOP IN OUR PRINCIPLE.
FOR SOMETHING SERIOUS LIKE THIS, THERE'S ALWAYS CONSULTATION BETWEEN ADULTS.
REALLY WHAT WE'RE SAYING IS WE WOULD LIKE STEP TWO, UH, TO JUST BE, OUR ADMINISTRATORS ARE GONNA MAKE A DECISION AFTER DUE PROCESS.
OUR, OUR ADMINISTRATORS ARE GONNA LOOK AT BOTH, YOU KNOW, SIMILAR SITUATIONS THAT HAVE HAPPENED IN THE PAST SO THAT WE STAY CONSISTENT, RIGHT? IT'S NOT KIND OF LIKE WILLY-NILLY, BUT THAT OUR ADMINISTRATORS WILL MAKE DECISIONS ABOUT WHAT STUDENT CONSEQUENCE LOOKS LIKE.
THEN WE HAVE AN APPEALS PROCESS THAT'S WRITTEN ALREADY INTO OUR HANDBOOK.
WHAT WE DO IS WE JUST MOVE THAT COM THAT, UH, THE COMMITTEE TO THE APPEALS PROCESS.
SO IN THE EVENT THAT THE STUDENT SAYS, I'M NOT REALLY COMFORTABLE WITH THE CONSEQUENCE THAT WAS ADMINISTERED TO ME BY OUR, UM, ATHLETIC DIRECTORS OR ON APPEAL, THAT IS A BOARD APPROVED PROCESS.
AND SO WE'RE JUST TAKING THAT COMMITTEE AND MOVING IT DOWN TO THE APPEALS PROCESS.
SO IT'S NOT REMOVING THE COMMITTEE ALTOGETHER, UM, BUT JUST ALLOWING OUR ADMINISTRATORS TO DO THEIR JOB, UM, AND MAKE THE, THE PROCESS OF ADMINISTERING CONSEQUENCES A LITTLE MORE STREAMLINED.
SO IT STAY STEP ONE STAYS THE SAME.
AND THEN STEP TWO, THEY STILL IS, IS BASICALLY THE SAME AS STEP ONE.
BUT YOU'RE BASICALLY MEETING AGAIN WITH YOUR ATHLETIC DIRECTOR, STUDENT PARENT, AND JUST SAY, HEY, HERE'S WHAT WE FEEL THE CONSEQUENCES ARE FOR THIS ACTION HERE.
STEP TWO IS THE DETERMINATION OF THE CONSEQUENCE AND ADMINISTERING THAT CONSEQUENCE, THE STUDENT.
I, AND I KNOW WE'RE ONLY ON ATHLETIC RIGHT NOW, SO IT MAY SURE.
YOU MAY GET TO IT FURTHER DOWN.
DOES THIS, DOES THIS A SIMILAR PROCEDURE APPLY TO ALL EXTRACURRICULARS? OR IS THIS ONLY ATHLETICS? YEAH, IT WOULD BE EXTRA O OTHER EXTRACURRICULARS AS WELL.
SO, SEMESTER GRADE CALCULATION.
CURRENTLY OUR FINAL GRADE, FINAL SEMESTER GRADES ARE CALCULATED, UH, 80 20, 80% THE BODY OF WORK FOR THE SEMESTER 20%.
UM, FINAL EXAM GRADE, THIS CAME UP FROM STUDENTS, OUR STUDENT GOVERNMENT, UM, THEY ENGAGED THEIR STAKEHOLDERS.
I WANT TO, I WANNA WALK YOU THROUGH KIND OF THE, THE PROCESS AND THE TIMELINE HERE.
UM, STUDENTS INITIALLY HAD REQUESTED AFTER, YOU KNOW, SURVEYING THEIR CONSTITUENTS, UH, THEY SAID, WE WANNA ABOLISH FINAL EXAMS.
UM, WE TALKED, OBVIOUSLY, WE, WE TAKE STUDENT FEEDBACK PRETTY SERIOUSLY, OTHERWISE WE WOULDN'T ASK FOR IT.
UM, AND WE ENGAGED AS A GROUP OF BUILDING ADMINISTRATORS AND WE SAID, LOOK, DO WE SEE VALUE? AND IN A SUMMATIVE END, OF COURSE, UM, CUMULATIVE EXAM.
AND THE ANSWER TO THAT QUESTION WAS EMPHATICALLY, YES, WE DO.
UM, SO WE WENT BACK, WE BROUGHT THAT FORWARD TO STUDENTS AND WE SAID, HEY, DON'T THINK THAT THIS IS SOMETHING, A CHANGE THAT WE CAN MAKE.
AND THEY SAID, HOW ABOUT A COMPROMISE
AND SO WE WENT BACK AS ADULTS AND WE SAID, 10%.
IS THAT CUMULATIVE? IS IT? WE SAID, I DON'T KNOW.
IT'S, IT'S, I KNOW THAT WE'VE GOT 15 YEAR OLDS IN OUR BUILDING, SO IT'S TOUGH TO SAY IN COLLEGE YOU'RE GONNA GET, CUZ SOME OF OUR KIDS ARE 15, BUT, UH, WE SAID 10% IS NOT ENOUGH.
WE LOOKED, STARTED PLAYING WITH, THERE'S A SAMPLE GRADE CALCULATION CHART THAT WE JUST PUT TOGETHER.
WE SAID IF WE WENT TO 15, WOULD WE SEE SIGNIFICANT CHANGES IN KIDS' GRADES AS A RESULT? NO.
I'M GONNA BE SUPER TRANSPARENT AS AN ADULT.
I DON'T SEE THIS AS A GIGANTIC CHANGE, TO BE HONEST.
MOVING FROM 20 TO 15, I DO THINK IT HONORS A LITTLE BIT OF OUR STUDENT VOICE,
[01:30:01]
UM, WHICH WE DO SEE AS SOMETHING THAT'S PRETTY IMPORTANT IN THIS PROCESS.UM, THEY'RE ONE OF THE KEY STAKEHOLDERS THAT WE TALK TO.
UM, BUT IT ALSO I THINK HONORS THE, UM, IT HONORS THE, OUR POINT THAT WE SEE VALUE IN A SUMMATIVE ASSESSMENT.
I WILL SAY AT THE BUILDING LEVEL TWO, YOU KNOW, SPECIFIC TO OUR PROFESSIONAL LEARNING COMMUNITY OR PLC PROCESS IN OUR CONVERSATION WITH TEACHERS ABOUT THIS.
SO OF COURSE WE BROUGHT OUR STUDENT FEEDBACK TO TEACHERS AND SAID, WHAT DO YOU THINK ABOUT THIS? WE, WE GOT FEEDBACK ALL OVER THE BOARD.
WE THOUGHT TEACHERS WHO THOUGHT OUR FINAL EXAM PERCENTAGE SHOULD GO UP.
AND WE THOUGHT SOME TEACHERS WHO THOUGHT, I DON'T CARE IF YOU GET RID OF FINAL, I MEAN, IT WAS ALL OVER.
SO I WILL SAY, YOU KNOW, WHAT WE HAVE SEEN THAT'S BEEN PRETTY UNANIMOUS IS IN OUR INVESTMENT IN THE PLC PROCESS, ONE OF THE KEY TENETS OF PLC IS A REAL FOCUS ON FORMATIVE ASSESSMENT.
YOU KNOW, WE USE THIS ANALOGY MAYBE A, A LITTLE CRASS, BUT WE, WE, WE USE THIS ANALOGY AT SCHOOL THAT SUMMATIVE ASSESSMENTS ARE LIKE AUTOPSIES AND FORMATIVE ASSESSMENTS ARE LIKE PHYSICALS, RIGHT? YOU CAN DO SOMETHING AFTER THE PHYSICAL EXAM.
THERE'S NOT MUCH TO DO AFTER THE AUTOPSY.
AND SO THIS DOESN'T JUST GIVE KIDS 5%.
IF WE MOVE FROM 20 TO 15%, IT JUST SHIFTS SOME OF THAT.
UM, MORE OF THE, YOU KNOW, 5% MORE OF THE SEMESTER GRADE CALCULATION ONTO MORE OF THE, THE, THE, THE FORMATIVE ASSESSMENTS THAT ALLOWS OUR TEACHERS TO INTERVENE PRIOR TO, YOU KNOW, THE, THE SUMMATIVE ASSESSMENT AT THE END OF THE SEMESTER.
IS THAT LOCKED IN IN OTHER WORDS? I HONESTLY, I KNOW MIGHT BE A SURPRISE, BUT I, I SEE SO MANY, EVEN I HAVE A JUNIOR AND I HAD KIDS THAT WENT THROUGH SCHOOL AND SOMETIMES I THINK THERE IS SUCH A EMPHASIS ON FINALS WHERE THEY DID EXCELLENT WITH THESE PROJECTS AND DID GREAT IN THIS GROUP REVIEW, OR DID, YOU KNOW, WORKED REALLY HARD DURING THE YEAR AND THEY'RE JUST NOT A GREAT STUDY PERSON AND THEN THEY GET A C MINUS ON THE FINAL OR A D ON THE FINAL.
AND THAT REALLY DIDN'T REALLY ACCUMULATE ALL THE HARD WORK THEY DID.
AND SO WHEN I SAY IS IT LOCKED IN AT 15, WHAT ARE THE COMMENTS ABOUT, I DON'T ALL FALL OFF YOUR CHAIRS, BUT ABOUT THE 10 AND 90 INSTEAD.
I MEAN, IS THIS LOCKED IN AT 85 15 OR HAS IT GONE BACK AND ANYBODY ABOUT 90? NO, THIS IS ALWAYS A COLLABORATIVE PROCESS, HANDBOOK REVIEW.
UH, IT'S THE GIFT THAT KEEPS ON GIVING.
SO, YOU KNOW, I THINK, UH, IT'S NOT LOCKED IN.
UM, THAT'S THE, WHERE WE LANDED AT 15.
WHAT WE THINK IT, IT BEST REFLECTS KIND OF THE, IF YOU CAN HAVE CONSENSUS IN A HANDBOOK PROCESS, I THINK IT BEST REFLECTS, UH, OUR, IT HONORS A LITTLE BIT OF OUR STUDENT VOICE.
UM, THEY STARTED AT 0%, RIGHT? BUT, YOU KNOW, WE'RE WE, WE HONOR THEM BY REDUCING IT.
IT HONORS I THINK A SUMMARY OF OUR TEACHER POINT.
UM, AND WE GET, LIKE I SAID, WE HAD TEACHER FEEDBACK THAT WAS ALL OVER THE BOARD, YOU KNOW, SO I, I THINK FOR SOME TEACHERS WHO FEEL LIKE, WE HAD SOME TEACHERS WHO SAID, KEEP IT AT 20%.
WE HAD SOME TEACHERS WHO I SAID, YOU NEED TO GO UP.
WE HAD SOME TEACHERS WHO SAID, I DON'T CARE IF YOU GET RID OF'EM, ALL THE, YOU KNOW, SO IT WAS, WE KIND OF FEEL LIKE THIS IS A CHANGE THAT HONORS THE STUDENT VOICE THAT IS SOMEWHERE IN THE MIDDLE BETWEEN SOME OF THE FEEDBACK WE GOT FROM TEACHERS 15 IS A NUMBER THAT WE FELT PRETTY GOOD ABOUT AS BUILDING ADMINISTRATORS.
WE THOUGHT, OKAY, 50% IS STILL, IT'S A SUBSTANTIAL ASSESSMENT, BUT, UM, THAT'S WHY WE LANDED ON 15%.
IT'S ALWAYS, IT'S, IT'S YOUR, I LIKE THIS BECAUSE I'VE HEARD ABOUT THIS AT HOME.
I GOT A TEXT AT WORK ONE DAY SAYING, UM, I HEARD HEAR FROM REPUTABLE SOURCES THAT YOU ARE AGAINST LOWERING.
AND I WAS LIKE, I HAVEN'T EVEN HEARD ABOUT THIS.
SO I'M NOT SURE WHAT THE, WHAT YOUR REPUTABLE SOURCE IS.
BUT I LIKE IT BECAUSE I THINK STUDENTS WILL FEEL HEARD.
AND, UM, I THINK THAT'S A GOOD THING BECAUSE I THINK YOU BET THAT'S JUST IMPORTANT AND THEY'VE LEARNED THE NEGOTIATION PROCESS.
AND WE'LL BE HEROES AT MY HOUSE.
SO THAT'S KIND OF A GOOD THING TOO.
BUT IT'S JUST INTERESTING HOW THAT ALL PLAYED OUT.
AND I THINK, I DON'T THINK GETTING RID OF FINALS ALTOGETHER IS PROBABLY A GREAT IDEA, BUT YEAH, WE DON'T EITHER.
I'D, I'D, I'D AGREE WITH BOTH OF YOU THAT, UH, FIRST OFF, I GOTTA COMPLIMENT THESE STUDENTS, UM, BRING THEM WITH ME NEXT TIME.
I GOTTA RENEGOTIATE MY CONTRACTS
UM, BUT JUST AS I POINTED OUT WITH THE, THE ABSENCE POLICY, THAT THERE DOES COME A TIME WHERE, WHERE STUDENTS NEED TO KNOW THAT, UM, YOU KNOW, YOUR, YOUR EFFORTS COME DOWN TO ONE MOMENT.
UM, I THINK WE ALL HAVE THAT IN OUR JOBS WHERE THERE IS NO REDO.
YOU STUDY, YOU DO THE BEST YOU CAN.
SO I THINK THE IDEA OF A ENTIRELY CUMULATIVE PROCESS WHERE YOU HAVE CHANCES TO RECOVER EVERY TIME, IT DOES HAVE TO END AT SOME POINT.
SO TO YOUR POINT, ZERO IS NEVER GONNA BE AN OPTION.
UM, THERE DOES HAVE TO BE THAT MOMENT WHERE YOU STUDY AND IT IS WHAT IT IS.
I THINK THAT'S A GOOD COMPROMISE.
UM, FROM THE OTHER SIDE, I HAVE HEARD PROBABLY SOME OF THE SAME FEEDBACK THAT, THAT DR.
ALBRIGHT HAS FROM MY KIDS AND THEIR FRIENDS THROUGHOUT THE SEMESTER.
THERE ARE SOME MAJOR PROJECTS AND IF YOU SCREW UP ON ONE MM-HMM.
UM, AND A LOT OF 'EM I KNOW ARE VERY GOOD STUDENTS, BUT IF THERE'S ONLY SO FEW OPPORTUNITIES, IF YOU MISS ONE, YOU, YOU HAVE A PROBLEM.
[01:35:01]
THIS, UH, KIND OF THE, THE NEGOTIATION HERE.I THINK THIS IS PROBABLY PRETTY GOOD.
AND I WOULD JUST THROW IN REAL QUICK, CUZ I KNOW WE GOT LOTS TO GO THROUGH THAT.
UM, HEARING A LOT ABOUT OUR STUDENTS WITH ANXIETY THAT THIS'LL, YOU KNOW, HELP MAYBE ALLEVIATE SOME OF THAT.
LAST THING WE HAVE, UH, I THINK JIMMY'S GONNA COME UP, UM, AND TALK ABOUT K COUPONS.
SO WE, WE ADDED THIS LANGUAGE AND STATEMENT TO THE HANDBOOK TO BRING AWARENESS TO THE FAMILIES THAT FOLLOW THIS, THE RE THIS RELIGION AND ALSO THE ORIGINAL ACCOMMODATIONS THAT COME ALONGSIDE US.
SO YOU WERE PROBABLY WONDERING WHAT IS A CAPON? AND I WANTED TO SEE IF I COULD SHOW A PICTURE HERE.
UM, AS A MANDATORY SIKH ARTICLE OF FAITH, IT'S LIKE SOME THAT WE'RE ACROSS, IT'S CARRIED BY SIKHS ALL THE TIME.
IT RESEMBLES A KNIFE OR SWORD.
IF YOU LOOK AT IT, IT DOES RESEMBLE IT.
HOWEVER, IT'S WORNED UNDERNEATH THE CLOTHES.
HOW THIS CAME ABOUT, UM, I BELIEVE THIS WAS ABOUT SIX MONTHS AGO.
THERE WAS A YOUNG STUDENT WHO SHOWED HER TEACHER HERS AND THEREFORE IT LOOKED LIKE A KNIFE AND DISCIPLINE WAS APPLIED.
UM, AS I MENTIONED, IT'S USUALLY UNDERNEATH THE CLOTHES.
UM, THEY'RE NOT ALLOWED TO SHOW IT.
IS IT LEGAL TO WEAR IT UPON? YES, IT IS LEGAL.
THERE'S PUBLIC SCHOOL DISTRICTS, NATION NATIONWIDE THAT ROUTINELY PROVIDE ACCOMMODATIONS FOR STUDENTS FROM ELEMENTARY TO HIGH SCHOOL.
I ALSO WANTED TO SHARE, I MET WITH LOCAL LEADER AND BUSINESSMEN, UM, GURINDER SINGH.
AND I HAD HIM LOOK AT OUR ACCOMMODATIONS AND HE SHARED SOME DATA WITH ME.
HE SAID OVER THE LAST TWO YEARS, A THOUSAND FAMILIES THAT FOLLOWED THIS FAITH HAVE MOVED TO FISHERS.
AND ALSO, I LOOKED AT OUR DATA AS WELL.
PUNJABI IS THE LANGUAGE SPOKEN, AND THAT'S THE FOURTH MOST SPOKEN LANGUAGE IN OUR SCHOOL SYSTEM.
SO THEREFORE, I WANTED TO PUT SOME STRUCTURE, SOME CONTEXT AROUND THIS AND PUT SOME GUIDELINES SO THAT THERE'S NO MISTAKE MADE.
SO PART OF THE ACCOMMODATIONS IS THAT NUMBER ONE, THE PRINCIPAL AND FAMILY WILL DEVELOP APPROPRIATE ACCOMMODATION TO INCLUDE THE CAPON CANNOT BE MORE THAN SIX INCHES AS BE SIX INCHES OR LESS.
THE CAPON WILL BE SUFFICIENTLY SECURE WITH THE STITCH FLAP.
UM, IT WILL NOT BE WORN VISIBLY.
UM, AND CONFIRMATION OF THE SEEK FAITH VIA PARENTS TO THE WORSHIP CENTER.
SO NOT ANYBODY JUST SAY, I I I FOLLOW THIS RELIGION SO THAT WE EXECUTE THAT ON OUR SIDE.
AND THEN STUDENTS UNDER AGE OF 18 WILL BE ACCOMPANIED BY THEIR PARENTS WHEN DEVELOPING THESE ACCOMMODATIONS.
UM, SO I WANTED TO MAKE SURE WE CAPTURED THIS IN A, IN ALL HANDBOOKS SO THAT THERE'S NO ERRORS GOING FORWARD.
I JUST, I JUST, THIS IS NEW INFORMATION FOR ME, SO I'M GLAD TO, TO SEE THIS, BUT I JUST GOOGLED IT.
SO IT'S THE ACTUAL KNIFE IN THE CASE AND WE'RE SAYING THAT'S OKAY.
WELL, THEY'RE JUST ALLOWED TO HAVE THE CASE OR THE NECKLACE OR SOMETHING.
IT'S LIKE, UM, SUSPENDERS UNDERNEATH FIRST YOU WOULDN'T SEE IT.
AND IT'S DULL BLADE AND IT'S UNDERNEATH AND IT'S IN THE CASE STITCHED IN, SO YOU CAN'T EASILY REMOVE IT.
BUT WE'RE SAYING THE KNIFE ITSELF IS ALLOWED.
IT'S A KNIFE AND IT'S NOT A KNIFE.
IT'S, IT'S A BLUNT OR SHARP OBJECT BETWEEN THREE INCHES AND NINE INCHES LONG AND MADE OF STEEL OR IRON.
AND WE'RE SAYING AS LONG AS IT'S SIX INCHES OR LESS.
AND THAT'S FROM TOP TO BOTTOM.
SO THE TOP TO BOTTOM, THE HANDLE AND THE TIP OF THE, OKAY.
DID WE CORRECT THE DISCIPLINE THAT WAS TAKEN ON IN THAT SCENARIO? UM, INITIALLY WE DID NOT, BECAUSE WE DIDN'T KNOW MUCH ABOUT THE ARTICLE, FAITH AT THE TIME.
UM, SO IT WAS, IT WAS SEEN AS A WEAPON AT THE TIME.
UM, BUT I WENT BACK AND I BELIEVE THE PRINCIPAL DID LOOK INTO IT.
UM, WE'RE GONNA HAVE TO GO BACK AND VERIFY THAT, BUT, UM, IT WAS ABOUT SIX MONTHS AGO AND THAT'S TRIGGERED ALL THIS.
SO WE HAVE TO GO BACK AND LOOK AT THAT.
I HOPE THAT WE MAKE THAT RIGHT.
I, I JUST THINK IT, IT'S ACTUALLY KIND OF A, A COOL OPPORTUNITY FOR, FOR THE OTHER STUDENTS TO LEARN SOMETHING ABOUT ANOTHER TRADITION AND CULTURE.
[01:40:01]
UM, I'VE LOOKED AT IT A LITTLE BIT AND IT, IT'S REALLY INTERESTING AND GOING BACK THOUSANDS OF YEARS.AND, UM, YOU KNOW, WHY IT EXISTS AND WHY THEY HAVE THEM.
SO I ENCOURAGE PEOPLE TO LOOK THAT UP.
BUT, UM, OF COURSE, WITH ALL THAT SAID, STUDENT SAFETY'S ALWAYS TOP OF MIND FOR EVERYBODY.
SO I'D, I'D ALSO LIKE TO SEE US MAKE THESE ACCOMMODATIONS.
OF COURSE, IF THERE WERE EVER ANY INCIDENT WE'D NEED TO REEVALUATE IMMEDIATELY.
I'D HATE TO BE REACTIVE INSTEAD OF PROACTIVE IN THAT SITUATION, BUT WE WANNA BALANCE SOMEBODY'S ABILITY TO REPRESENT THEIR FAITH AND CULTURE AND ALL THAT STUFF.
SO I THINK THIS SEEMS LIKE A FAIR COMPROMISE.
AND I WANNA COMMEND YOU TOO BY REACHING OUT AND, AND TALKING TO, TO COMMUNITY MEMBERS THAT ARE AWARE AND DOING THE RESEARCH.
WHO'S NEXT? I WILL, I WANNA MAKE A COMMENT ON THIS.
I APPRECIATE THE RELI RELIGIOUS ACCOMMODATION FOR THIS.
MY CONCERN HARKENS BACK TO SCHOOL SAFETY, UM, IN LIGHT OF, UM, UH, RECENT EVENT, UM, WITHIN ONE OF OUR SCHOOLS AND A KNIFE.
UM, AND JUST A LACK OF AWARENESS AND UNDERSTANDING ACROSS THE SCHOOL DISTRICT AMONG STUDENTS.
UM, AND DOES THIS REALLY OPEN A DOOR FOR OTHER RELIGIOUS FAITH NOW TO BRING FORWARD THEIR ARTIFACTS AND SEEK THE SAME ACCOMMODATIONS? AND SO DO WE NOW HAVE TO HAVE LAYERS WITHIN OUR SCHOOL SAFETY POLICY ACROSS THE DISTRICT ABOUT ALL OF THESE ACCOMMODATIONS AND WHAT IT MEANS? SO WHERE MY CONCERN GETS AT IS, IS THIS ABSOLUTELY NECESSARY TO BE WORN ON THE GARMENT IN SCHOOL SINCE IT IS NOT CURRENTLY.
SO JUST MY CONCERN IS OPENING A DOOR AND A SLIPPERY SLOPE FOR OTHER RELIGIONS TO NOW BRING FORWARD THEIR RELIGIOUS ACCOMMODATIONS IN A SIMILAR FASHION AND PUTTING SCHOOL SAFETY AS, AS A POINT OF CONCERN.
WELL, THIS IS LAW, RIGHT? SO WE'RE, WE'RE FOLLOWING THE LAW.
UM, WE HAVE TO TAKE EACH ISSUE OR SITUATION AND REVIEW IT.
THAT'S WHY WE INCLUDED, UM, REACHING OUT TO THE FAITH CENTER, THE WORSHIP CENTER TO VERIFY, UM, BECAUSE THERE'S ONLY A SUBSECTION OF A POPULATION THAT WE COULD VERIFY.
DOES JIMMY LAKE BELONG TO THIS, UM, WORSHIP CENTER? IS HE FOLLOWING HIS FACE? SO WE HAVE TO DO SOME DUE DILIGENCE.
UM, YEAH, I THOUGHT ABOUT THAT.
DOES OPEN IT UP, BUT WE HAVE TO FOLLOW THE LAW AS WELL.
UM, WE CAN'T DETER AND THEN WE'RE GONNA OPEN OURSELF UP TO OTHER THINGS.
UM, SO, UM, WE'RE JUST GONNA HAVE TO TAKE EACH SITUATION ONE AT A TIME.
I'D ALSO LIKE TO, UM, RESPOND TO THAT AS WELL AND DEFEND WHAT WE'RE DOING.
THIS IS SO MUCH OF A, A RESPECT TO THEIR CULTURE, THAT EVEN GOING THROUGH THE AIRPORT, IT, THERE'S A RULE THAT THEY CANNOT EVEN TAKE THEIR GARMENTS OFF TO DISCLOSE OR SHOW, UM, THEIR CAPON AS WELL.
SO THAT'S HOW WELL IT'S RESPECTED.
SO I THINK THERE HAS TO BE LAYERS OF EDUCATION AND UNDERSTANDING ACROSS THE DISTRICT SO THAT OTHER STUDENTS WHO ARE NOT AWARE OF THIS RELIGION, NOT AWARE OF THE RELIGIOUS NATURE OF THIS, HAVE TO FULLY UNDERSTAND WHAT THIS IS SO THAT THERE'S CLEAR UNDERSTANDING AND EXPECTATION.
DOES THAT MAKE SENSE? ABSOLUTELY.
SO, BECAUSE WHILE WE AS ADULTS CAN UNDERSTAND IT, AND EVEN PROBABLY IN HIGH SCHOOL, IF STUDENTS IN THE ELEMENTARY LEVEL START TO WEAR THIS RELIGIOUS, UM, UH, EMBLEM, EMBLEM AND CROON, UM, THAT THEY FULLY UNDERSTAND WHAT IT MEANS AND WHY.
SO THAT'S WHERE MY CONCERN COMES IN TOO, IS JUST THE UNDERSTANDING, THE AWARENESS AND THE EDUCATION DISTRICT WIDE NOW, SO THAT THERE IS THAT LEVEL OF RESPECT AND CLARITY.
CAN I, CAN I ADD DON, THAT THE, THIS ISN'T A NEW, THIS ISN'T NEW IN TERMS OF WHAT STUDENTS AWARENESS? SO THEY ARE CURRENTLY, THEY CURRENTLY WEAR THE CAPON.
SO THERE'S STUDENTS IN OUR DISTRICT THAT CURRENTLY WEAR THE CAPON.
IT JUST BECAUSE OF THIS INCIDENT THAT JIMMY REFERENCED THAT WE KNEW WE NEEDED TO HAVE STRONG LANGUAGE IN OUR HANDBOOK TO PROTECT THE DISTRICT AND OUR STUDENTS.
BUT I MEAN, I, YOU PROBABLY HAVE NOT SEEN ANY ISSUES OF A CAPON, BUT THERE ARE HIGH SCHOOL KIDS THAT WEAR THE CAPON.
THEY ARE ALREADY WEARING THE CAPON.
AND I I, AND SHE'S EXACTLY RIGHT.
THEY'VE ALWAYS BEEN WEARING THEM.
WE JUST NEVER KNEW AND NOT MANY PEOPLE EVEN USED TO BE.
AND AN ENERGETIC CHILD JUST WAS WANTING TO SHOW HER TEACHER.
NOW WE WILL TRANSITION TO, UM, HSC HIGH SCHOOL.
DID YOURS WERE PRETTY CON YOUR CORRECTIONS WERE THE SAME? CORRECT.
SO NOW WE CAN TRANSITION TO JUNIOR HIGH BACK.
AND YOU GUYS CAN GO BACK TO YOUR BUILDINGS IF YOU'D LIKE OR STAY WITH US A LITTLE LONGER.
NOW MIND IF I DO
WE IN AN ATTEMPT, UH, TO UNIFORM LANGUAGE ACROSS, YOU KNOW, ALL LEVELS.
[01:45:01]
AT, AT ALL LEVELS.SO YOU MIGHT HEAR LITTLE REPETITIVE INFORMATION FOR THE DIFFERENT LEVELS, BUT, UM, THERE'S A FEW ADDITIONS.
I'M TY BUTTS, THE ASSISTANT PRINCIPAL OF FISHERS JUNIOR HIGH SCHOOL.
SORRY TO REPRESENT THE, THE FORG JUNIOR.
YOUR HIGHS OR THREE AND A HALF, HOWEVER YOU WANNA LOOK AT IT.
TY, CAN YOU BLOW THAT UP SOME? I'M SORRY.
CAN YOU MAKE THAT BIGGER? THANK YOU.
UH, IT IS ALL THE SAME EXCEPT FOR THIS, UM, AS FAR AS JUNIOR HIGHS, UM, WITH THE MEDIA CENTER, UM, THIS IS JUST TO REFLECT CURRENT PRACTICES.
THE FOUR, THREE AND A HALF, UM, MEDIA CENTER SPECIALIST, MEDIA SPECIALISTS, UH, JUST ASKED TO DO A LITTLE BIT OF EDITING TO THE CURRENT POLICY, WHICH HAD THINGS LIKE TIMES EIGHT 50 TO FOUR 15 AND TAKE THAT OUT AND SAY DURING THE SCHOOL DAY, JUST SOME GENERAL CHANGES THAT COULD BE CONSISTENT THROUGHOUT, UH, THE, THE BUILDINGS, THE THREE, THE FOUR BUILDINGS REALLY.
UM, SO, UH, THAT'S WHERE THAT COMES FROM.
SO BASICALLY YOU JUST CONDENSED IT.
AND TOOK OUT SOME OF THE, SOME OF THE NO LONGER FOLLOWED POLICIES FROM THE, THE MEDIA CENTER, STILL OPEN ALL DAY.
STUDENTS CAN STILL COME IN DURING PASSING PERIODS OR WITH PASSES.
UH, A LOT OF THE, ALL THE SAME PROCESSES THERE, ATTENDANCE, SAME AS THE HIGH SCHOOL.
WE WANTED TO MAKE SURE WE'RE CONSISTENT ACROSS THE DISTRICT.
AS FAR AS THE 10 DAYS OUT, UH, WE HAVE THE SAME SITUATION OFTEN, NOT OFTEN, BUT UH, MORE THAN WE'D LIKE AT THE JUNIOR HIGH LEVEL, UH, WHERE PARENTS, UH, OR KIDS ARE, ARE REQUESTING TO BE OUT FOR MULTIPLE WEEKS, UH, MUL.
UH, AND SO WE WANTED TO DO THE SAME AS THE HIGH SCHOOL AS FAR AS WITHDRAWAL AND THEN RE-ENROLL AGAIN, THE ANIMAL POLICY, SAME, MAKE SURE THAT'S WITHIN OUR HANDBOOKS, UH, STUDENT CONDUCT.
ONCE AGAIN, THE SAME WE FELT AS, UH, SINCE THE HIGH SCHOOL, WANTED TO ADD SOME VERBIAGE.
UM, THAT IS ALSO, YOU KNOW, WE, WE KIND WORK THROUGH THE SAME SITUATIONS.
WE WANNA MAKE IT CONSISTENT, UH, THROUGH THE, THROUGH OUR LEVEL AS WELL AS FAR AS THE, UH, SUPPORTING THINGS THAT HAPPEN WITH OUTSIDE, OUTSIDE OF THE BUILDING.
MAKE SURE THAT WE CAN ADDRESS THOSE AND THAT FOLKS ARE AWARE THAT WE'LL BE ADDRESSING THOSE AS WELL.
AI, WE HAVE HAD SOME OF THAT THIS YEAR.
UM, AND YOU CAN IMAGINE AT THE, AT THE JUNIOR HIGH LEVEL AS WELL, UH, THERE'S A STARK DIFFERENCE BETWEEN STUDENT CREATED WORK AND SOME OF THE WORK THAT AI CREATES.
UM, JUST READING THROUGH THE VERBIAGE MAKES IT PRETTY, PRETTY EASY TO TELL THAT IT'S, IT'S NOT THEIR WORK.
UM, BUT AGAIN, WE'LL, WE'LL WORK WITH FAMILIES AND, AND STUDENTS AND STAFF AND FIGURE OUT THE BEST WAYS TO ADDRESS THAT.
AND, UM, MR OR TO ADDRESS YOUR QUESTION, UH, AS FAR AS CONSISTENCY, WE DO, UH, AT THE JUNIOR HIGH LEVEL, WE GIVE STUDENTS THE OPPORTUNITY TO REDO WORK.
I THINK THERE'S AN IMPORTANCE PLACED UPON, UM, IF WHAT YOU'RE ASSIGNING IS IMPORTANT, THEN YOU WANT THEM TO DO THE WORK.
UM, SO WE REALLY TRY TO FOCUS ON FIRST GO AROUND.
WE WANNA MAKE SURE THAT THEY HAVE THE OPPORTUNITY TO, AND I WANNA CHIME IN FOR A SECOND.
AND IT IS IMPORTANT, ESPECIALLY AT THAT LEVEL, THAT THEY ACTUALLY DO THE WORK BECAUSE THAT'S HOW YOU HAVE GAPS IN THE LEARNING.
IF THEY GET TO OPT OUT, THEY NOW HAVE MATERIAL THAT THEY'RE NOT KNOWLEDGEABLE ABOUT AND THEY HAVE A GAP IN THEIR LEARNING AS THEY MOVE TO THOSE NEXT LEVELS.
WE ACTUALLY, EVERY NOW AND AGAIN, WE'LL GET A PARENT THAT SAYS, NO, GIVE 'EM THE ZERO.
NO, WE WANT THEM TO DO THE WORK.
YOU'LL PLEASE HELP US OUT IN, IN INSTILLING THAT, UH, THAT BELIEF AS WELL.
SO COULD YOU, COULD YOU TALK ABOUT A LITTLE BIT THE, THE SPECIFIC POLICY AS FAR AS, UM, HOW MUCH CREDIT THEY GET, THOSE KIND OF THINGS? BECAUSE I THINK WHAT'S, WHAT'S HAPPENED, AND AGAIN, I GIVE A LOT OF CREDIT TO THESE KIDS FOR COMING UP WITH IT AND I'VE HEARD IT FROM MY OWN.
IF YOU'RE GONNA GIVE SOMEBODY, IF, IF THEY DON'T GET A 70%, THEN THEY CAN COME BACK AND RETAKE THE THING, RIGHT.
SO IF SOMEBODY GETS A 71, THEY'RE ACTUALLY IN A WORSE SPOT THAN SOMEBODY WHO GOT A 69.
CUZ THAT GUY CAN COME IN AND REDO IT, RIGHT? SO THERE ARE KIDS THAT HAVE FIGURED THIS OUT, I'LL JUST TANK THE FIRST EFFORT, I'LL SEE ALL THE QUESTIONS, COME BACK AND GET A BETTER GRADE.
SO CAN YOU SPEAK TO HOW MUCH CREDIT THEY GET ON THE MAKEUP? WHAT ARE KIND OF IN PLACE TO TRY AND STAY AHEAD? THAT'S A REALLY GOOD, WE'RE NEVER GONNA GET COMPLETELY AHEAD, BUT YEAH.
HOW DO YOU, HOW DO YOU TRY TO, SO WE, I HAVE, I'M SORRY, I'VE NEVER HEARD OF, OF THAT BEING A COMPLAINT FROM ANY STUDENT, UM, TANKING AND THEN GETTING A, A REDO.
UM, ESPECIALLY WHEN IT COMES TO PLAGIARISM OR SOMETHING OF THAT EFFECT, OR CHEATING OF SOME SORT.
UM, SO I CANNOT SPEAK TO THAT TO BE REALLY HONEST WITH YOU.
UH, BUT WE DO TRY TO ALLOW THE TEACHERS, THIS IS A CLASSROOM SITUATION, THE FIRST GO ROUND.
UH, AND, AND USUALLY IT IS A, THE, THE, THE NUMBER I SEE OFTENTIMES IS 30% OFF,
[01:50:01]
30% OFF, 30% OFF.UM, I THINK THEY FEEL THAT THAT IS, IT SENDS THE MESSAGE, BUT ALSO ALLOWS THEM TO REDO THE WORK WHILE ALSO FEELING A LITTLE BIT OF THE, I SHOULDN'T DO THIS AGAIN.
I, I THINK THAT'S, THAT'S EXACTLY RIGHT.
I APPRECIATE THAT SENTIMENT, THAT YOU WANT THEM TO STILL HAVE SOME INCENTIVE TO COMPLETE THE WORK AND COMPLETE IT.
BUT THEY'RE, THEY SHOULD NOT GET NEARLY AS MUCH CREDIT AS SOMEBODY WHO DID IT CORRECTLY THE FIRST TIME.
SO I THINK AS LONG AS WE ENCAPSULATE THAT IN OUR POLICY, THAT'S GREAT.
AND AGAIN, MAKE THAT CONSISTENT ACROSS ALL THE SCHOOLS, ALL THE GRADES, YOU KNOW, SO EVERYBODY HAS THE SAME OPPORTUNITY.
NO, I WAS JUST GONNA SAY THAT, YOU KNOW, WHEN WE'RE DEALING WITH THIS, IT HAS TO BE AGE APPROPRIATE AS WELL.
THE CONSEQUENCE HAS TO BE AGE APPROPRIATE.
SO 30% AT JUNIOR HIGH MAY NOT BE APPROPRIATE AT ELEMENTARY LEVEL.
SO I THINK THE TEACHERS, UM, DO A GREAT JOB IN, UM, YOU KNOW, DETERMINING WHAT THAT LOOKS LIKE FOR THEIR CLASSROOMS. AND I THINK IF WE, UM, TRY TO QUANTIFY THAT, UM, IT WILL CREATE MORE ISSUES THAN WHAT WE'RE CURRENTLY SEEING RIGHT NOW.
SO I THINK MOST OF OUR TEACHERS DO A GREAT JOB IN COMING UP WITH HOW THEY'D LIKE TO, UM, YOU KNOW, ADDRESS THAT IN THEIR, IN THEIR BUILDINGS.
YEAH, I WOULD, I TOTALLY AGREE.
I THINK, LIKE I'VE SAID BEFORE, KEEP THAT DECISION AS CLOSE TO THE, THE INDIVIDUAL TEACHER IN HER CLASSROOM OR HIS CLASSROOM AS POSSIBLE BECAUSE YOU CAN'T, YOU CAN'T LEGISLATE IT OUT BROAD.
IT, IT DOESN'T WORK THE SAME FOR EVERYBODY.
WITH THAT SAID, I THINK AT THOSE LEVELS IT SHOULD BE CONSISTENT.
SO, YOU KNOW, SECOND GRADE MAY BE DIFFERENT THAN THIRD GRADE, BUT ALL THE SECOND GRADE SHOULD BE, HAVE A SIMILAR PROCESS IN POLICY.
SO EVEN THOUGH IT'S, IT'S DIFFERENT A LITTLE BIT CLASS TO CLASS AND WHAT CONSTITUTES CHEATING OR WHAT CONSTITUTES LATE WORK, ALL THOSE KIND OF THINGS ARE GONNA HAVE TO BE DECIDED BY A TEACHER WHEN THAT INFRACTION DOES OCCUR.
I THINK EACH SECOND GRADE CLASS SHOULD HANDLE IT THE SAME, WHICH MAY BE DIFFERENT THAN HOW A FOURTH GRADE CLASS HANDLES IT, BUT EACH FOURTH GRADE CLASS SHOULD HANDLE IT THE SAME.
SO AGAIN, YOU'RE NOT CREATING KIND OF A DISPARITY.
WELL, I GO TO, YOU KNOW, I GO TO FALL CREEK ELEMENTARY AND WE GET TO REDO OUR ASSIGNMENTS AND, BUT I GO TO SAND CREEK AND THERE'S ZEROS EVERY TIME.
I THINK THE, THE POLICY CONSISTENCY GOES CONSISTENT THROUGHOUT THE WHOLE SCHOOL DISTRICT.
BUT, UM, I, I WOULD HAVE TO SAY, AND CORRECT ME IF I'M WRONG, IT'S HAS TO BE A CASE BY CASE, ESPECIALLY IN THE INTERMEDIATE AND IN ELEMENTARY SCHOOLS WHEN KIDS LEARN A LITTLE BIT DIFFERENTLY AND HAVE LEARNING DISABILITIES OR STRUGGLES OR THINGS THAT IT HAS TO BE, I WOULD ASSUME, CASE BY CASE PER TEACHER AND STUDENT.
BUT AS A WHOLE, WE HAVE THE POLICY THAT'S CONSISTENT ACROSS, CORRECT.
AND THEN LASTLY, WE WILL ALSO ADD THE KON INFORMATION WITHIN OUR HANDBOOKS, AND THAT IS THE JUNIOR HIGH PROPOSED CHANGES.
I I HAVE ONE REAL QUICK QUESTION ON THE LIBRARY.
ONE ON THE VERY BOTTOM OF THE LIBRARY, THERE WAS A, IN THE LAST PARAGRAPH IT SAID SOMETHING ABOUT, UM, THERE CAN BE A LINK FOUND ON THE SCHOOL WEBSITE, SELECTING RESOURCES, THEN CHOOSING MEDIA.
ARE WE REMOVING THE LINK FROM THE WEBSITE OR IS IT STILL GONNA BE THERE FOR PEOPLE TO CLICK ON? I'LL LOOK INTO THAT.
I, I THINK THAT'S SOMETHING WE TRY TO MAKE SURE ALL THE LINKS ARE ON OUR HANDBOOK.
SO IT JUST MAKES IT SIMPLER THAT WAY.
SO I'LL LOOK INTO THAT AND MAKE SURE IT'S ADDED IF IT'S NOT IN THERE.
UM, WELL I GOT YOUR ATTENTION ANYWAY.
UM, I'M JEFF LE GOEY, I'M THE ASSISTANT PRINCIPAL OVER AT H I J H, SO IT'S KIND OF UNIQUE CUZ WE'RE HALF OF JUNIOR HIGH, HALF AN INTERMEDIATE, UH, WHICH Y'ALL KNOW THAT ALREADY.
UM, SO IT'S KIND OF INTERESTING BUT FUN BECAUSE WHEN I'M ON THIS COMMITTEE, HALF MY BRAIN'S THINKING, WELL THAT'S A 10 YEAR OLD, WE CAN'T DO THAT TO A 10 YEAR OLD.
AND THE OTHER HALF'S THINKING, OH, THE 13 YEAR OLDS NEED THIS.
SO, UM, WE DO HAVE TWO HANDBOOKS IN OUR, UM, IN OUR BUILDING.
I'M JUST GONNA KIND OF SPEAK TO HOW IT MAYBE LOOKS A LITTLE DIFFERENT IN FIVE SIX.
UM, SO THE, UM, EXTENDED ABSENCES, THAT'S, THAT'S EXACTLY THE, THE SAME.
UM, THERE'S NOTHING WITH THAT.
UM, SORRY, THEY'RE NOT, WELL THAT'S SECTION.
I'M NOT, I'M TELLING THE TRUTH.
THERE'S NOTHING, EVERYTHING WITH THE EXTENDED ABSENCES, WHAT I PROMISE.
UM, AND THE SAME THING WITH THE ANIMAL POLICY.
UM, I DO WANT TO SPEAK TO, UM, THERE WE GO.
[01:55:01]
RIGHT.SO THE FIRST ONE, OBVIOUSLY THAT ONE'S THE SAME.
UM, NOTHING CHANGED WITH THAT.
UM, SAME THING WITH THE, THE ANIMAL POLICY.
WE DO SEE THAT SOMETIMES WITH SERVICE ANIMALS COMING IN, BUT OBVIOUSLY WE'VE, WE'VE FOLLOWED THAT POLICY, UH, TO MAKE SURE STUDENTS ARE SAFE.
UH, UNLESS YOU COME OUT THE RECESS AND SOMETIMES SOME DOGS WANDER OVER FROM CYNTHIA PARK AND THEN WE HAVE TO KIND OF GO A DIFFERENT ROUTE.
BUT, UM, AND THEN THE STUDENT CONDUCT SECTION HERE, THE ONLY DIFFERENCE THAT, THAT WE HAVE WITH THIS IS WE'VE NOTICED THAT, YOU KNOW, AS STUDENTS, UM, SPEND A LOT OF TIME ON DEVICES WITH COVID, SOMETIMES THERE'S NOT A LOT OF FILTER.
AND SO WHEN THEY WOULD GET HOME AND THEY WOULD POST SOMETHING, A COMMENT ABOUT ANOTHER STUDENT OR MAYBE A STAFF MEMBER, THAT GETS BROUGHT INTO THE BUILDING AS FAR AS HAVING AN EDUCATIONAL IMPACT.
AND SO, UM, THE LAST PART HERE, WE MADE SURE THAT WE ADDED, UH, ANOTHER STUDENT OR STAFF BECAUSE WE'VE HAD SOME STUDENTS THIS YEAR MAKE SOME COMMENTS ABOUT STAFF MEMBERS, UM, ON PLATFORMS. AND IT WASN'T NECESSARILY THAT THEY WERE THREATS OR ANYTHING LIKE THAT, BUT IT'S HAD THE POINT WHERE WE'VE HAD TO HAVE STUDENTS AND THE STAFF MEMBERS SIT DOWN BECAUSE IT WAS AN OPPORTUNITY FOR A STAFF MEMBER TO SAY, HEY, I KNOW YOU WERE FRUSTRATED ABOUT THIS SITUATION, BUT LET'S SIT DOWN AND TALK THROUGH IT VERSUS GOING TO SOME PLATFORM.
AND SO THAT'S JUST A CONVERSATION THAT'S NECESSARILY ANYTHING DISCIPLINE ORIENTED.
UM, WITH THE AI GENERATED WORK, OBVIOUSLY WE DON'T SEE THAT AS MUCH IN FIFTH AND SIXTH GRADE.
UM, BUT UM, IT'S STILL A COMPONENT, UH, ESPECIALLY IN OUR ENGLISH CLASSES.
I, I AM NOT FINDING THAT LANGUAGE THAT YOU JUST TALKED ABOUT, ABOUT THE ADDING THE TEACHER ON THERE.
I'M LOOKING, IT SAYS VIOLATION, SUBJECT REASONABLE.
IT JUST SAYS, I DON'T KNOW HOW TO UNDERLINE ON THIS.
IT SAYS IT SO I SEE THE SAFETY ANIMALS.
AND THEN IT WAS RIGHT AFTER THAT STUDENT CONDUCT.
IS THAT CORRECT? YEAH, TOP OF, I'M NOT SURE ANY BEHAVIOR COMMITTED WITH THE INTENT TO HARASS ME TO COATE STAFF.
SO IS CONSIDERED A SERIOUS OFFENSE BY THE FACULTY AND STAFF.
SO THAT WAS, THAT'S NOT HIGHLIGHTED YELLOW.
DOES THAT MEAN IT WAS ALREADY IN THERE? NOW THAT'S THE AI WORK I'M LOOKING AT.
SO AGAIN, I DON'T SEE WHERE WE'RE, UM, CAN YOU MAYBE SCROLL UP JUST A LITTLE BIT? STUDENTS ARE REFRAINED FROM CHEATING, PLAGIARIZING AND ANY OTHER DISHONEST, SORRY, NEXT SECTION UP OR HARM ANOTHER STUDENT OR STAFF.
UM, OKAY, SO THERE WAS A, THE AI COMPONENT, UM, ONE OTHER ASPECT I GUESS, I'M SORRY, I'M RETRACTING NOW BECAUSE YOU SAID THAT THEY REMINDED ME WHEN IT TALKS ABOUT THE LAW ENFORCEMENT IN THE STUDENT CONDUCT SEVEN SECTION SEVEN, WE DO HAVE A SCHOOL RESOURCE OFFICER.
AND SO OBVIOUSLY THERE'S HOPEFULLY NEVER A SITUATION WHERE IT GETS TO THAT LEVEL WHERE FIFTH OR SIXTH GRADER IS HAVING TO BE INVOLVED WITH THAT ASPECT.
BUT OUR SCHOOL RESOURCE OFFICER DOES A REALLY GOOD JOB OF WHEN WE DO HAVE A SAFETY SITUATION, AT LEAST MEETING WITH A STUDENT AND THE PARENTS TO JUST TALK ABOUT, I KNOW YOU'RE 10, BUT IF FOR SOME REASON THIS HAPPENED WHEN YOU WERE OLDER, THIS IS WHAT IT MIGHT LOOK LIKE KIND OF SITUATION, OBVIOUSLY.
UM, THAT, THAT'S A GREAT RESOURCE.
UM, AND THEN YES, WE WILL BE ADDING THE, UM, SECTION ON THE CAP COUPONS AS WELL.
SO THAT IS REALLY NOTHING NEW.
UM, JUST CONSISTENCY K-12 AND MS. BRENTON WATTS, WHEN THEY SAID THAT ON ALL OF THE STUDENT HA BECAUSE OBVIOUSLY SITTING HERE, WE'RE NOT READING IT ALL THE WAY THROUGH, BUT WHEN THEY SAID, FOR EXAMPLE, THE IA IS, IS THAT LANGUAGE THE SAME ON ALL OF THE HANDBOOKS SO WE CORRECT.
WE KNOW IF WE READ IT ON ONE, IT'S SAME ON, IT SHOULD BE THE SAME ON ALL.
SO THEY'RE READ THE SAME? YES.
THEY'RE NOT READ FOR CONSISTENCY.
I'M THE ASSISTANT PRINCIPAL AT FALL CREEK ELEMENTARY AND I'M REPRESENTING OUR 13 ELEMENTARIES.
SO THE BENEFIT OF GOING LAST IS MOST OF IT'S ALREADY BEEN DISCUSSED, SO THIS SHOULD GO QUICKLY.
THE FIRST ONE WE HAD WAS ABOUT THE ANIMALS AND THAT'S JUST CONSISTENT LANGUAGE ACROSS ALL OUR SCHOOLS.
SO THAT IS UNIQUE TO ELEMENTARY.
UM, WE ARE JUST CHANGING THE LANGUAGE HERE TO BE CONSISTENT WITH WHAT OUR PROCEDURES ARE.
SINCE COVID, WE HAVE NOT HAD PARENTS COMING IN TO VISIT AND HAVE LUNCH WITH THEIR STUDENTS.
SO WE'RE JUST MAKING THE LANGUAGE IN THE HANDBOOK MATCH OUR PRACTICE.
[02:00:01]
IT THEY, THEY ARE NOW ALLOWED OR NOT ALLOWED NOW? WE ARE NOT SINCE COVID.UM, WE HAVE STOPPED HAVING PARENTS COME IN OR GRANDPARENTS COME IN TO HAVE LUNCH.
UM, THAT'S DUE TO SAFETY AND ALSO DUE TO SPACE THAT WE HAVE.
SO THEY CAN'T EVEN CALL IN FOR A SPECIAL REQUEST OR SAY, I'D LIKE TO COME IN.
WE'RE NOT EVEN TALK, WE'RE NOT TALKING ABOUT BRINGING IN FOOD.
YOU'RE JUST TALKING ABOUT THE PARENT IN GENERAL ARE NOT ALLOWED TO COME ANYMORE FOR LUNCH.
WE DO HAVE PARENT VOLUNTEERS THAT COME IN THROUGHOUT THE DAY.
UM, SO WE DO STILL OFFER THAT.
SO THEY STILL HAVE AN OPPORTUNITY TO INTERACT WITH THEIR STUDENTS WHEN IN, WITHIN OUR BUILDINGS AND VOLUNTEER.
IT'S JUST NOT DURING THE LUNCHTIME.
UM, I THINK ALSO WITHIN THIS LAST YEAR WE'VE HAD A SHORTAGE IN OUR LUNCH MONITORS AND STAFFING AS WELL THAT HAS CONTRIBUTED TO THE SAFETY AS WELL.
IS THERE EXPECTATION OR IDEA TO EVENTUALLY CHANGE THAT? I KNOW I WENT IN AT LEAST ONCE A MONTH WITH MY KID WHO WAS BACK IN THE DAY AND IT WAS A GREAT OPPORTUNITY TO SEE THEIR FRIENDS SAY HELLO, JUST BE WITH MY STUDENTS.
SO I'M CURIOUS, ARE WE EVER GOING TO LOOK AT BRINGING THAT BACK IN? NOW GRANTED, I'M NOT SAYING WE WANT A BUNCH OF PARENTS COMING IN, BUT I KNOW IT WAS, IT WAS A GREAT EXPERIENCE AND I KNOW MY CHILD LIKED IT AS WELL.
SO HAS THERE BEEN PARENTS THAT HAVE CALLED IN OR ASKED OR HAD CONCERNS? HAVE WE FELT THAT THAT LOSS AT ALL FROM ANYBODY? I, I COULD SPEAK TO THAT.
UM, AS YOU ALL KNOW, OUR POPULATION AND THE REASON FOR DOING THIS WAS LACK OF STAFF OR OVERSIGHT CONGESTION.
AND THEN SOME OF THE REASONS THAT THE PARENTS GAVE ME THAT I DIDN'T FEEL COMFORTABLE WITH, AT LEAST THOSE SUBSET.
BUT WE DO NOT HAVE THE STAFFING.
THE TABLES ARE TIGHTLY PUT TOGETHER.
UM, IT JUST DIDN'T MAKE SENSE AT THE TIME TO DO IT.
WE COULD LOOK BACK AT IT, BUT YOU KNOW, WE DON'T HAVE THE SUPERVISION IN THE CAFETERIAS AND THE MONITORING TO ENSURE THAT EVERYTHING IS BEING, I MEAN THE PARENTS ARE BEING LOOKED AT CUZ ONE PARENT WAS TELLING ME THAT SHE WANTED TO TALK TO OTHER KIDS AND THEY CAN'T DO THAT.
AND THAT REALLY, IT WAS JUST NOW ONE PARENT WAS A COUPLE PARENTS THAT TOLD ME THAT TALKING TO OTHER KIDS AND I WANNA SEE WHAT THEIR FRIENDS, WHO THEIR FRIENDS ARE.
UM, THEY WERE AT ONE POINT TAKING PICTURES AT, I GOT AN EXAMPLE OF TAKING PICTURES AND IT, IT JUST, WE JUST PUT A STOP TO IT IF I COULD.
UM, THAT I THINK THERE MAY BE AN OPPORTUNITY HERE WITH SOME OF OUR, OUR ISSUES AND WHAT SOME PARENTS WANT.
IF WE'RE, IF WE'RE SHORT ON THINGS LIKE JUST MONITORS, UM, IS THAT AN OPPORTUNITY FOR PARENTS TO GO THROUGH A BACKGROUND CHECK PROCESS, A SCREENING PROCESS, VOLUNTEER HELP OUT IN THE CAFETERIA, THEY GET TO SEE THEIR KID, THEY GET TO SPEND SOME TIME IN THERE AND THEY MAY SOLVE A PROBLEM FOR US AS FAR AS KIND OF BEING A CHAPERONE OR HELPING OUT.
IS THAT AN OPTION FOR PARENTS? YES.
AND I, I, I SPOKE TO THAT WITH A COUPLE PARENTS AS WELL, UM, AND FOR A CERTAIN AMOUNT OF SCHOOL SO THERE'S OPPORTUNITY FOR THAT AS WELL.
AND MOST OF THE PARENTS, WHEN THIS WAS BEING DONE, THEY HAD TO HAVE A BACKGROUND CHECK ANYWAY, SO THAT'S ALREADY I SET.
YEAH, I THINK, I THINK THAT COULD BE SOMETHING.
AND AGAIN, SINCE WE STREAM THIS, UM, PARENTS, IF YOU'RE LISTENING OUT THERE, THERE, THERE IS AN OPPORTUNITY TO GET IN THE SCHOOL, SEE YOUR KID, BUT AT THE SAME TIME HELP OUT WITH SOME NEEDS THAT WE MAY HAVE.
SO A LITTLE COMPROMISE THERE THAT COULD WORK OUT FOR SOMETHING THAT HELPS EVERYBODY.
I WOULD LIKE TO ADD TO THAT, UH, BEEN SENTIMENTS ON THAT.
BUT WE'VE ALSO HAD SCENARIOS WHERE PARENTS WHO ARE MAYBE PART OF THE PTO OR HAVE PASSED THE BACKGROUND CHECKS, STILL WERE TOLD THAT THEY COULDN'T PARTICIPATE IN ANYTHING RELATED TO LUNCH.
SO I WOULD LIKE TO UM, MAYBE READDRESS THAT AT SOME POINT TO MAKE SURE THAT THEY CAN HELP OUT AND VOLUNTEER WHERE IS NEEDED AS WELL.
WELL LET, LET ME ADDRESS THAT.
SO AS WE ALL KNOW, COVID, WE RESTRICTED AN ANY PERSON FROM COMING IN LAST YEAR.
UH, WE WERE STILL UNDERNEATH THAT, THAT PROTOCOL.
AND AS YOU KNOW, I WAS A PRINCIPAL IN THE, IN THE DISTRICT AT THAT POINT.
UM, WE DID NOT HEAR AT THE BUILDINGS AND SPEAKING WITH MY COLLEAGUES AT THE TIME, WE DID NOT HEAR OF PARENTS HAVING CONCERN.
UM, WHEN WE SHIFTED THIS YEAR AND MADE THAT INITIAL, UM, DEFINITE, WE ARE NOT MOVING BACK TO LUNCHTIME VISITORS FOR ALL OF THE REASONS THAT MR. LAKE SAID.
UM, WE DID NOT HAVE A LOT OF PUSHBACK AT THE BUILDINGS.
AND IF YOU HAVE TO THINK OF THE, OUR COVID YEARS, UM, THOSE THAT BACK IN THE DAY WERE ABLE TO DO THAT ARE WELL BEYOND ELEMENTARY AT THIS POINT.
SO, UM, IT'S NOT AS, AS BIG OF AN ISSUE AS WHAT YOU MIGHT UM, THINK.
UM, THERE'S ALSO A LITTLE BIT OF EQUITY THERE TOO.
UM, BECAUSE WE HAVE TO THINK ABOUT OUR FAMILIES THAT HAVE, UM, EITHER SINGLE PARENT OR TWO WORKING PARENTS AND KIDS DON'T GET TO HAVE THEIR FAMILY COME IN, BUT ANOTHER STUDENT DOES.
SO WE HAVE TO THINK ABOUT THAT.
BUT THE MOST IMPORTANT PART IS THE SAFETY FOR OUR STUDENTS.
[02:05:01]
THERE WERE OFTENTIMES MY COLLEAGUES AND I WOULD HAVE TO POLICE PHONES AND TAKING PICTURES AND VIDEOING AND THOSE TYPES OF THINGS.UM, CAUSE THOSE PARENTS DON'T KNOW WHO HAS THOSE RESTRICTIONS ON FILE.
SO IT'S A BIG OVERARCHING, UM, ISSUE THAT, UM, JUST SEEMS TO KEEP OUR STUDENTS SAFER BY JUST SAYING NO.
BUT AGAIN, THERE ARE OPPORTUNITIES TO COME IN AND VOLUNTEER AS THE TWO OF YOU HAD TALKED ABOUT IN THE CLASSROOM SETTING, UM, OR IN THE LIBRARY OR AT PTO FUNCTIONS.
IT'S JUST NOT AT LUNCH WHERE WE DON'T HAVE THE MANPOWER TO OVERSEE THOSE SPECIFIC THINGS.
HAVE WE RETURNED TO, UM, SO I WAS A ROOM PARENT COORDINATOR FOR THE INTERMEDIATE SCHOOL FOR SEVEN YEARS IN A ROW.
AND WE HAD WINTER AND SPRING PARTIES AND PARENTS CAME IN AND HELPED AND VOLUNTEERED AND WERE, ARE WE BACK TO THOSE YET? WE'RE WE'RE INVOLVING, WE OFFER CELEBRATIONS.
WE OFFER ACTIVITIES FOR CELEBRATIONS.
SOME BUILDINGS STILL DO WHAT YOU REFERRED TO AS PARTIES.
OTHERS DO BIG CELEBRATIONS IN THE SPRING, LIKE WITH EARTH DAY AND SUCH.
BUT PARENTS ARE, BUT WE DO ARE ALLOWING PARENTS TO COME IN, UM, AND BE IN THE SCHOOL AND TO VOLUNTEER WITH THAT ONE STRICT RULE OF HAVING TO PASS THAT BACKGROUND CHECK.
SO I WANNA SAY SOMETHING ABOUT LUNCH THOUGH.
REMEMBER TOO, THE PURPOSE OF A LAUNCH IS FOR CHILDREN TO NOURISH THEIR BODIES.
AND WE'RE TRYING TO DO SO MUCH MORE WITH AWARENESS AND FOOD CHOICES AND IT'S A FINITE AMOUNT OF TIME.
YOU KNOW, WE ALREADY STRUGGLE WITH TRYING TO EAT YOUR FOOD, EAT YOUR FOOD, YOU KNOW, WE WANNA MAKE SURE THAT STUDENTS AREN'T DISTRACTED VIA THEIR PARENTS OR THEIR NEIGHBOR OR WHOEVER MIGHT BE THERE.
WE NEED THEM TO EAT, NOURISH THEIR BODIES AND GO OUT AND PLAY AND GET BACK TO CLASS.
I WANTED TO ADD ALSO, THERE'S MANY OPPORTUNITIES.
UM, I'VE DONE IT TWICE FOR MY DAUGHTERS AT THORPE CREEK.
I'VE, I'VE BEEN A MYSTERY READER, YOU KNOW, AND I, I'VE DONE IT TWICE AND IT, IT'S A JOY.
SO THERE'S A LOT OF OPPORTUNITIES, UH, OUTSIDE OF LUNCH.
LUNCH IS LIKE 15 MINUTES, BUT THE MYSTERY READER THAT TURNED INTO 30 MINUTES, THAT WAS GREAT.
SO, SO WE HAVE A LOT OF OPPORTUNITIES OBVIOUSLY FOR OUR PARENTS TO HELP AND BE ENGAGED IN THE SCHOOL WHEN, AS A WORKING PARENT, I KNOW WHEN MY BOYS WERE IN ELEMENTARY, I WANTED TO BE THAT GOOD MOM AND SHOW UP AND IT'S STRESSFUL.
SO I THINK TO YOUR POINT, TO MAKE IT EVEN ACROSS THE BOARD, THAT'S PROBABLY A GOOD IDEA.
AND YOU'RE RIGHT, THE KIDS WHO ARE IN ELEMENTARY NOW, THEIR PARENTS DON'T KNOW ANY DIFFERENT AND YOU KNOW, WE ALL LIKE WHAT WE HAD IN THE PAST, BUT IT DOESN'T ALWAYS LAST.
AND I THINK WE OFFER A LOT OF, OF ELEMENTARY ALL GRADE LEVELS CHANCES FOR PARENTS, FAMILIES TO COME IN DURING THE SCHOOL DAY AND IN THE EVENINGS, UM, AND AFTER SCHOOL.
SO IF YOU'RE A WORKING PARENT THAT YOU ALSO HAVE OPPORTUNITIES LATER IN THE EVENING OR AFTER SCHOOL FOR VARIOUS ACTIVITIES THROUGHOUT THE YEAR.
I THINK MAKING SURE WE COMMUNICATE THAT OUT IS IMPORTANT BECAUSE FOR MY KIDS AND ALSO THEIR GRANDPARENTS ALSO CAME IN AND HAD LUNCH WITH THEM TOO.
SO IT WAS AN OPPORTUNITY FOR THE GRANDPARENTS TO ALSO BE INVOLVED IN THEIR, IN THEIR GRANDKIDS, UM, SCHOOL AND ACTIVITIES.
AND, UM, IF THERE IS A WAY TO, TO PUSH THAT OUT MORE, UM, THAT WOULD BE FANTASTIC BECAUSE I'VE HEARD A LOT FROM GRANDPARENTS THAT THEY MISS COMING INTO THE SCHOOLS AND SEEING THEIR GRANDKIDS.
SO, UM, I THINK THAT THERE'S AN OPPORTUNITY THERE, IF NOT THE PARENTS AND THE GRANDPARENTS WE JUST HAD LAST WEEK, GRANDPARENTS DAY AND THEY CAME.
I THINK MY LAST POINT ON THIS, I THINK WE'RE, WE'RE COMING TO A, A KIND OF NICE CONSENSUS HERE THAT UM, WE LOVE ALL THE INVOLVEMENT FROM OUR PARENTS AND GRANDPARENTS AND BOY WE, WE NEED THAT.
UM, KIND OF FAMILY FRIENDLY ATMOSPHERE.
EVERYBODY KNOWS EACH OTHER AT THE SAME TIME.
STOKS POINT, UM, SOMETIMES YOU DO HAVE TO ALSO LOOK AT THIS AS A BUSINESS.
THE KIDS ARE ESSENTIALLY AT WORK.
UM, THE TEACHERS ARE AT WORK, SO WE DON'T WANT TO DISTRACT FROM THEIR ACTUAL WORK DAY, BUT HAVE SOME INVOLVEMENT WITH THE PARENTS.
SO I THINK THIS IS A GOOD BALANCE.
MAYBE WE COULD LEAN ON SOME OF OUR COMMUNICATIONS TEAM TO PUT OUT SOME MORE OPPORTUNITIES FOR HOW THE PARENTS COULD GET INVOLVED.
THINK A LOT OF PEOPLE MAYBE JUST NOT EVEN KNOW THAT EXISTS.
OR IF IT DOES, HOW DO I VOLUNTEER? DO I CALL THE FRONT DESK? DO I CALL MY PRINCIPAL DANIELLE? IS THAT AT ALL OF THE SCHOOLS? SCHOOLS TO MAYBE HAVE AN INITIATIVE TO, I THINK ADVERTISE SOME OF THOSE OPPORTUNITIES.
IF YOU HAVE A CHILD IN A K FOUR BUILDING, UM, YOUR TEACHER IS VERY COMMUNICATIVE ABOUT WHAT OPPORTUNITIES ARE AVAILABLE.
SO I DON'T KNOW THAT ANY OF US HAVE THAT AT THIS POINT WHERE OUR OWN CHILD IS IN THE K FOUR, BUT THEIR TEACHER IS COMMUNICATING OUT AS MR. LAKE'S CH CHILDREN'S TEACHERS DID.
HEY, WE HAVE MYSTERY READER IF YOU WANNA BE A MYSTERY READER.
SO HE, HE JUMPED IN AND, AND WE WOULD MUCH PREFER THAT IT BE OUR PARENTS OF THE STUDENTS THAT ARE COMING INTO THE CLASSROOMS. SO THEY ARE VERY WELL AWARE OF IT.
THE NEXT ONE IS, WE JUST ADDED THE PART IN YELLOW
[02:10:01]
THAT TO MATCH ON THE TECHNOLOGY USAGE.UM, IT TALKED ABOUT ELECTRONIC DEVICES UP AT THE TOP OF, UM, THE TECHNOLOGY USES IT, BUT THEN AT THE BOTTOM IT JUST DIRECTED ABOUT CELL PHONES.
AND SO WE WANTED JUST TO ADD THAT CELL PHONES AND ELECTRONIC DEVICES USED ARE POSSESSED INAPPROPRIATELY DURING THE SCHOOL DAY THAT WE COULD DISCUSS THAT AND UM, TAKE WHATEVER ACTIONS ARE NEEDED.
UM, JUST CUZ WE'VE SEEN AN INCREASE OF STUDENTS WITH THEIR IPADS, TEXTING PARENTS IN THE MIDDLE OF THE DAY AND THE PARENTS COME RUSHING INTO, HEY, THEY NEED THIS.
I'M LIKE, OH MY GOSH, YOU DIDN'T NEED TO TAKE OFF WORK TO COME IN AND DROP THAT OFF.
SO TWO HOUR DELAY IN SCHOOL CLOSING IN EARLY RELEASE, WE JUST CROSSED OFF.
UM, SINCE ELEMENTARY HAS MOVED TO THE BEGINNING OF, UM, STARTING AT SEVEN 40 NOW, WE DON'T HAVE BEFORE CARE WITH THE Y SO WE JUST CHANGED, UM, THE LANGUAGE TO MATCH WHAT OUR PROCEDURES ARE, THE BEHAVIOR AND EXPECTATION RULES.
THAT WAS, UM, WHAT THE OTHER SCHOOLS HAVE DISCUSSED.
AND THE THEON IS WHAT OTHER SCHOOLS HAVE DISCUSSED.
WE WILL ADD THE ATTENDANCE ON TO THE ELEMENTARY.
IT WAS, UM, SOMETHING THAT WE HAD ALREADY BEEN DOING.
UH, BUT TO BE TRANSPARENT, WE'LL GO AHEAD AND HAND IT, ADD IT TO OUR HANDBOOK AS WELL.
A NUMBER 14, UNDER THE STUDENT EXPECTATION, A BEHAVIOR EXPECTATION, STUDENT RULES.
WILL YOU ADD, UM, AND STAFF, STAFF TO THAT ONE? MM-HMM.
I WAS GONNA ADD THAT, THAT EXACT SAME POINT, SARAH.
UM, IS THAT ON ALL THE HANDBOOKS AT EVERY LEVEL? OKAY.
I'D LIKE TO MAKE SURE THAT WE PROTECT BOTH STUDENTS AND OUR STAFF IN THE SAME WAY.
AND REAL QUICK, WHEN YOU SAID THE ATTENDANCE ONE, WAS THAT REFERRING BACK TO WHAT THE HIGH SCHOOL SAID ABOUT THE 10 CONSECUTIVE DAYS? OKAY.
I THINK AT THE ELEMENTARY LEVEL, PARENTS JUST TALK PROBABLY MORE FREQUENTLY TO US AND LET US KNOW EARLY IN ADVANCE.
SO THAT HAS BEEN PRACTICED WITH US, BUT WE'LL HAND IT, PUT IT IN THE HANDBOOK FOR TRANSPARENCY.
SO CAN CAN, JUST REAL QUICK, CAN WE CON WELL WITH OUR CONCLUSION, WHAT IS THE NEXT STEPS THAT WE, WE CAN STILL TAKE THIS BACK AND REVIEW SOME OF IT IN CASE WE SAW ANYTHING AND MAKE A SUGGESTION.
AND DO WE JUST TURN THAT BACK INTO YOU IF WE HAPPEN TO SEE AN EXTRA SENTENCE OR SOMETHING WE WANTED TO LOOK AT? WE'RE HAPPY JUST TO, TO LOOK THROUGH THAT.
IF YOU SEE ANYTHING, I DON'T KNOW.
IF I SAY I'M JUST ASKING THE DOCUMENTS, WE ALSO KNOW YES, PLEASE SEND IT TO DR.
WE ALSO KNOW THAT WITH THE CHANGE IN LEGISLATION FOR THE BULLYING MM-HMM.
WE WANNA GET, UM, INFORMATION FROM LEGAL FIRST BEFORE WE ACTUALLY PUT IT IN THERE.
HOPEFULLY THAT WILL BE BEFORE THE BOARD MEETING FOR APPROVAL.
AND THIS IS NOT TO REVIEW ALL THE QUOTE FINAL CHANGES YOU GUYS ARE ASKING.
THAT'S NOT UNTIL LIKE JUNE, CORRECT? CORRECT.