Jun 14, 2023 Board Meeting

[1. Meeting Opening]

[00:00:08]

>> 7 7:04. CALLING THIS MEETING TO ORDER.

PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.

[2. Snapshots of Success]

>>MEMBER LANG: WELCOME, EVERYONE.

THANK YOU FOR BEING HERE. WE WILL START WITH THE SNAPSHOTS OF SUCCESS. MISS EMILY E BEVITS.

>> GOOD EVENING,S YOU KNOW WE ARE BLESSED AT HAMILTON SOUTHEASTERN SCHOOLS TO HAVE A TALENTED TEACHER AND SUPPORT STAFF. EACH YEAR EACH BUILDING CHOOSE AS TEACHER OF THE YEAR AND SUPPORT STAFF PERSON OF THE YEAR THAT WE CALL HONOR AND EXCELLENCE RECIPIENTS.

THOSE FOLKS ARE THEN NARROWED DOWN INTO OUR DISTRICT TIMIST TO REPRESENT EACH LEVEL, ELEMENTARY, MIDDLE AND THE HIGH SCHOOL. AND THEN A COMMITTEE CHOOSES OUR TOP-LEVEL WINNERS. OUR TEACHER OF THE YEAR THAT WILL RUN FOR TEACHE OF THE YEAR FOR THE STATE OF INDIANA AND OUR HONOR AND EXCELLENCE. LAURA HULSEY.

SHE IS THE IA AT NEW BRITTON. AND JOHANNA KITCHELL, THE ORCHESTRA TEACHER AND OUR TEACHER OF THE YEAR.

SO ROUND OF APPLAUSE.

THEY WERE ALL RECOGNIZED FOR OUR STAFF AT THE END OF THE YEAR CELEBRATION AND INTRODUCE THEM TO THE BOARD AND THE SCHOOL COMMUNITY. WE WILL PLAY A QUICK VIDEO BIO ON EACH OF THEM AND CALL THEM UP TO THE PODIUM TO ANSWER ANY

QUESTIONS THAT YOU MAY HAVE. >> STUDENTS AT NEW BRITON ELEMENTARY. HULSEY IS AN CONSTITUTIONAL ASSISTANT AND HULSEY FULLY ENGAGES WITH STUDENTS.

>> LUCAS, WHAT ABOUT UP HERE? >> REPORTER: SHOWING GREAT PATIENCE AND KINDNESS AND INSTILLING A LOVE OF LEARNING AND CONFIDENCE TO SHARE THEIR VOICE.

>> ALL WE ARE GOING TO DO FOR TODAY.

>>REPORTER: IF THE LESSON IS NOT WORKING FOR SOME, HULSEY WILL FIND NEW RESOURCES AND MATERIALS TO MEET EACH LEARNER WHERE THEY

ARE. >> DID YOU SEE OF A RABBIT WHERE

YOU ARE. >>REPORTER: HULSEY IS MULTILINGUAL STUDENTS LET HER TAKE RISKS AND MAKE MISTAKES WHEN SPEAKING ENGLISH. HULSEY HAVE THEM INTO STRONG READERS, WRITERS, LISTENERS AND SPEAKERS.

IMPORTANT SKILLS TO ENSURE THEIR FUTURE SUCCESS.

>> CAN YOU SAY ROBIN? >> ROBIN!

♪ >>> LITTLE MORE.

>>REPORTER: WHEN IT COMES TO MUSIC EDUCATION AND TEACHING, JOHANNA KITCHELL HAS HER OWN UNIQUE STYLE AND TUNE.

SHE MIXES IT WITH PASSION, CONNECTION AND INSPIRATION.

>> 3, 4 AND 1. >>REPORTER: BEGAN HER CAREER AT HSE SCHOOLS 15 YEARS AGO AND HAVEN'T STOPPED PLAYING YET.

KITCHELL IS THE ORIGINAL STRAW DIRECTOR AND LEADING ELEMENTARY AND JUNIOR HIGH STUDENTS. ONE OF THE BEST ORCHESTRA DIRECTORERS IN INDIANA. WON NUMEROUS STATE ACCOLADES FOR HER TEACHING. MOST RECENTLY A YAMAHA 40 UNDER 40 MUSIC EDUCATOR. HER STUDENTS HAVE EARNED INVITATIONS TO PLAY ON SOME OF THE BIGGEST STAGES.

WHAT MATTERS MOST TO KITCHELL IS HELPING OTHERS ACHIEVE GREATNESS BY FINDING THEIR RHYTHM IN LIFE AND GOES WELL BEYOND HER CLASSROOM. KITCHELL SPONSORRS MULTIPLE STUDENT CLUBS AT RIVERSIDE, SERVES AS A CONDUCTOR FOR THE INDIANAPOLIS YOUTH ORCHESTRA AND THE INDIANA STRING TEACHERS ASSOCIATION. REGARDLESS OF HER ACTIVITIES, KITCHELL CONTINUES TO STRIVE TO HIT A HIGH NOTE EACH AND EVERY DAY LEAVING HER STUDENTS AND COLLEAGUES WITH AN UPLIFTING AND UNFORGETTABLE PLAYLIST FOR SUCCESS.

♪ ♪ . [APPLAUSE]

>> GOOD EVENING. >> I JUST WANT TO SAY

[00:05:08]

SOMETHING AND SHOWING THROUGH. >> THANK YOU.

>> I LOVE THE FACT THAT ORCHESTRA IS NEAR AND DEAR TO MY HEART. I PLAYED ORCHESTRA GROWING UP.

I PLAYED THE VIOLIN AND MY DAUGHTER, NICOLE, PLAYED T THE VIOLA. ALL THE WAY INTO HER FRESHMAN YEAR OF HIGH SCHOOL AT HSE. THANK YOU FOR INSPIRING MUSIC IN THE LIVES OF CHILDREN, BECAUSE I THINK IT IS CRITICALLY IMPORTANT, ESPECIALLY WITH DEVELOPMENTAL SKILLS AND KEEPABILITIES. I APPRECIATE WHAT HAD YOU DO.

THANK YOU SO MUCH. >> YOU CAN BRING UP YOUR FAMILY.

>> YEAH. >> DO YOU NEED TO COME TO MAMA?

DO YOU WANT TO COME HERE? >> YEAH.

>> YEAH. >> COME HERE.

>> SO BOTH OF THESE SCHOOLS ARE EXTREMELY SPECIAL TO ME, BECAUSE ALL OF MY KIDS WENT TO NEW BRITON.

AND SO TO SEE HOW THE EXCELLENCE IS STILL JUST EXPLODING FROM THAT BUILDING IS -- IS JUST SO ENDEARING TO SEE AS MY KIDS ALL SADLY MOVED ON. AND MOVED ON IT TO RIVERSIDE WHERE MY DAUGHTER IS ONE OF MISS KITCHELL'S STUDENTS AND I GET TO EXPERIENCE HER INCREDIBLE TALENT ON A DAILY BASIS.

MY DAUGHTER STARTED PLAYING VIOLIN AND NEVER PICKED IT UP BEFORE EVER UNTIL THIS YEAR AND I AM LIKE, ARE YOU KIDDING ME.

YOU ARE GOING TO PLAY THE VIOLIN? AND WITHIN JUST A FEW SHORT WEEKS, I WAS NOT CRINGING LISTENING TO HER PLAY. AT THE END OF THE YEAR NOW, I ACTUALLY ASK HER TO PLAY FOR ME. BECAUSE IT IS JUST AMAZING THE THINGS THAT YOU CAN DO. AND I REMEMBER YOU BEING HERE -- I DON'T KNOW IF IT WAS LAST YEAR OR THE YEAR BEFORE WHEN THE RIVERSIDE ORCHESTRA WENT TO NATIONALS AND DID EXTREMELY

WELL. >> YES.

>> I REMEMBER THE STORY OF YOU TELLING ME THAT THESE STUDENTS THAT MADE IT TO COMPETE IN NATIONALS, YOU TAUGHT THEM HOW TO PLAY THEIR INSTRUMENTS VIA ZOOM FROM HOME DURING THE PANDEMIC. AND HOW INCREDIBLY DIFFICULT THAT IS WITH DELAYS IN ZOOM, IF YOU CAN IMAGINE TRYING TO CONDUCT ORCHESTRA STUDENTS ON A DELAY ON ZOOM WHILE AT HOME.

YOU WERE ABLE TO DO THAT AND THAT WAS JUST INCREDIBLE.

I WANTED TO MAKE SURE THAT THOSE THAT HAVEN'T HEARD THAT STORY BEFORE ABOUT YOU KNEW JUST THE EXPANSE OF YOUR INCREDIBLE TALENT AND HOW LUCKY WE ARE TO HAVE YOU HERE.

THANK YOU. >> THANK YOU.

>>MEMBER ORR: I WANT TO THANK BOTH OF YOU TWO.

AND EXPERIENCES IN BOTH THESE AREAS.

MUSIC HAS BEEN A HUGE PART OF MY LIFE FOREVER.

I STARTED WITH PIANO AND THEN I WILL SAY SAXOPHONE IN THE SCHOOL BAND. ALL THE WAY UP TO MY FAMILY MOVED ONE YEAR AND I DIDN'T KNOW ANYBODY, BUT I FOUND MY DAD'S OLD GUITAR AND PICKED IT UP AND I LEARNED GUITAR FOR THE WHOLE SUMMER AND I PLAY ALL THE TIME AND PASS IT ON TO MY KIDS.

AND A GREAT WAY FOR KIDS THAT MAY STRUGGLE WITH OTHER OUTLETS TO FIND A WAY TO EXPRESS THEMSELVES.

I LOVE THAT. ON THE LANGUAGE NOTE.

I TRAVELED A LOT. MY DAD DID A LOT OF INTERNATIONAL TRAVEL AND YOU FOUND YOURSELF IN A PLACE WHERE YOU CAN'T COMMUNICATE. AND IT IS DIFFICULT.

SO TO HELP THOSE KIDS BE ABLE TO HAVE AN OPPORTUNITY TO LEARN AND INTERPRET THEIR SURROUNDINGS AND EXPRESS THEMSELVES AND ALL THAT IS SO IMPORTANT. SOME THANK YOU BOTH FOR WHAT YOU

DO. >> THANK YOU.

>> THANK YOU. >> I WANTED TO JUST CHIME IN.

YEARS AGO, I TAUGHT -- IT WAS ESL, ENGLISH AS A SECOND LANGUAGE. IT HAS NOW TRANSFORM AND INTO ELL, ENGLISH LANGUAGE LEARNERS.

I KNOW HOW IMPORTANT IT IS FOR CHILDREN TO MAKE A CONNECTION AND FEEL LIKE THEY CAN MAKE MISTAKES AND NOT BE JUDGED.

I CAN TELL YOU I HAVE SEEN YOU IN ACTION AND YOU HAVE DONE A WONDERFUL JOB HELPING OUR STUDENTS.

WE ARE SO PRIVILEGED TO HAVE YOU IN OUR DISTRICT.

WHEN WE RAN THE GRADUATION, IF YOU RECALL, TIFFANY, WE MET ONE OF THE OFFICERS IN FISHERS AND HE TOLD US THIS STORY HOW HE CAME TO THE COUNTRY AND HE DID NOT SPEAK THE LANGUAGE AND PEOPLE LIKE YOU, THROUGH THE PROGRAM THAT HELPED HIM GET TO WHERE HE IS. HE IS NOW A FISHERS POLICE OFFICER. HE SAID HIS BROTHER WAS A SRO IN CARMEL. YOU MAKE A DIFFERENCE IN THE LIVES OF OUR STUDENTS. I TOLD HIM YOU NEED TO GO INTO YOUR CLASSROOMS AND TALK TO THEM ABOUT THAT HE IS AN EXAMPLE THAT THEY CAN DO IT. WITH REGARDS TO MUSIC.

YOU KNOW I AM ALL ABOUT MUSIC. I PLAY PIANO AND I SING AS WELL.

I WAS IN YOUR BACKING ORCHESTRA.

>> WE LOVE WHAT YOU DO. YOU ARE WONDERFUL WITH THE STUDENTS. WE APPRECIATE YOU BOTH AND YOU DESERVE THE ACCOLADES THAT YOU ARE GETTING.

>> I ALSO JUST WANT TO COMMEND YOU BOTH ON THE HARD WORK AND THE GREAT CONTRIBUTIONS YOU GIVE TO OUR STUDENTS IN HELPING THEM.

[00:10:01]

>> WELL, THE SUMMER WHEN WE CAN'T TAKE A VACATION MUCH TO MY CHILDREN'S CHAGRIN. WE ARE STAYING HOME.

TRYING TO MAKE IT REALLY FUN WHILE WE WAIT FOR BABY NUMBER 4 TO COME ALONG. THAT IS KEEPING ME BUSY ENOUGH

AS IT IS. >> WAIT, ARE YOU PREGNANT?

>> I AM. >> WE NEVER ASKED.

>> WAIT UNTIL YOU TOLD, RIGHT. >> MY SUMMER IS WITH MY LITTLE ONE. SO HE TURNS TWO RIGHT BEFORE SCHOOL STARTS AGAIN. HE IS STAYING HOME WITH ME A COUPLE OF DAYS A WEEK. I HEARD I HAVE A PRETTY BIG PORTFOLIO I HAVE TO WORK ON. I THINK THAT WILL TAKE SOME OF MY TIME AS WELL. I HELP OUT.

WE DO A STRING CAMP IN JUNIOR HIGH GOODS.

ANY OF THE FOUR JUNIOR HIGH SETS GOING INTO TH AND 8TH GRADE.

I AM HELPING OUT WITH A RUNNING CAMP THAT JIM, WHO HAS BEEN INVOLVED IN MANY OF OUR SCHOOLS IS DOING NOW.

I HELP OUT WITH HIS RUNNING CAMPS IN THE MORNING AND HANGING

OUT WITH THIS GUY. >> AGAIN, THANK YOU VERY MUCH.

YOU GUYS ARE VERY AMAZING. CONGRATULATIONS.

>> THANK YOU SO MUCH. >> I JUST WANT TO SAY THANK YOU

AND CONGRATULATIONS. >> THANK YOU.

>> THANK YOU VERY MUCH. >> ONE LAST THING, I WANT TO THANK YOUR FAMILIES AND YOUR SUPPORT.

BECAUSE IT IS NOT JUST YOU GUY DOING IT.

IT IS THE TEAM. THANK YOU FOR BEING AS WONDERFUL

FOR THE CHILDREN. >> I SAID THIS AT THE DISTRICT MEETING AT THE LAST DAY OF SCHOOL.

IT IS EASY TO WORK HARD AND DONE GREAT THINGS AND TO WORK HARD AND DO GREAT THINGS. AND MY HUSBAND WHO DOES SO MUCH FOR OUR FAMILY AND FOR OUR SON, WHILE I HAVE BUSY DAYS OR CONVERT NIGHTS, I MISSED FIVE BEDTIMES IN THE LAST TWO WEEKS OF SCHOOL WITH THE PARENT MEETINGS AND CONCERTS.

OTHER TEACHER, INSTRUCTIONAL ASSISTANTS, ADMINISTRATORS, ALL OF IT. I KNOW I SAID THAT AT THE MEETING AND A COUPLE OF BOARD MEMBERS THERE.

BUT I WANTED TO SAY THAT IT IS REALLY EASY WHEN YOU ARE SURROUNDED WITH PEOPLE WORKING HARD AND DOING GREAT THINGS

[APPLAUSE] >>MEMBER LANG: THANK YOU VERY MUCH. SO WE ARE MOVING TO THE PUBLIC

[3. Public Comment]

WITH THIS SECTION, WE ARE GOING TO CALL YOU UP BY NAME.

AND AS YOU COME UP, PLEASE MAKE SURE YOU STATE YOUR NAME.

ALSO, JUST TO REMIND YOU THAT THE PURPOSE OF PUBLIC COMMENT IS TO GIVE THE BOARD MEMBERS AS MUCH INFORMATION AS POSSIBLE AND NOT NECESSARILY ENGAGE IN DEBATE.

WE WILL ALLOW YOU THREE MINUTES EACH TO SPEAK ON YOUR PARTICULAR SUBJECT AND TOPIC THAT IS RELATED TO THE AGENDA.

AND PLEASE FOCUS ON THE AGENDA ITEM AT HAND.

AND NO MORE THAN ONE AGENDA ITEM AT A TIME.

SO WITH THAT, THE FIRST PERSON COMING UP IS LAURA COLE SPEAKING

ON CONTRACT APPROVAL 4.06. >> HEY THERE, GOOD EVENING.

[00:15:03]

OUR WORKERS WERE NOTIFIED THAT THEIR TWO-YEAR CONTRACT WILL NOT BE RENEWED. EVERY PRINCIPAL AND BUILDING PRINCIPAL. THEY ARE THE GLUE OF OUR DISTRICT. I AM THRILLED TO KNOW THAT THE CONTRACTS ARE BACK UP FOR APPROVAL TONIGHT AND I ENCOURAGE YOU TO APPROVE THEM. SEEMS TO BE GLARING OMISSIONS AND I HOPE MISTAKES AND THINGS CAN BE EXPLAINED BUT LEAVE THAT FOR OTHERS TO ADDRESS TONIGHT. THE FRUSTRATION CAUSED IN THE LAST 36 HOURS IS INEXCUSABLE. HIGHLY EDUCATED, TALENTED INDIVIDUALS, MANY OF WHOM WHO COULD EASILY LEAVE HSE AND GET A JOB IN ANY OF OUR NEIGHBORING DISTRICTS WHO WILL TREAT THEM BETTER THAN THIS. SINCE JANUARY, THERE HAVE BEEN A NUMBER OF LAST-MINUTE DECISIONS AND CURVEBALLS THROWN AT DISTRICT LEADERSHIP. THE STAFF AT HSE SCHOOLS FOUND THEMSELVES WORKING THROUGH A TIME OF UNCERTAINTY.

YOU, THE SCHOOL BOARD, ARE THEIR LEADERSHIP AND YOUR RESPONSIBILITY TO BALANCE GOOD PUBLIC EDUCATION BUSINESS PRACTICES WITH CULTIVATING A HEALTHY WORK CULTURE.

I APPRECIATE YOUR WORK -- YOUR WORK TO ASK QUESTIONS AND CHALLENGE THE STATUS QUO. PREVIOUS DECISIONS FROM VARIOUS SCHOOL BOARDS THAT I DISAGREED WITH.

THE MANNER OF WHICH YOU ARE DOING THIS WORK IS DOING MORE HARM THAN GOOD. I ASK THAT YOU STEP BACK AND RECONSIDER THE METHODS TO LEAD OUR SCHOOL.

BEFORE EACH DECISION YOU MAKE, YOU NEED TO ASK YOURSELF HOW IT IMPACTS OUR KIDS, ALL OF OUR KIDS.

THINK ALL THE WAY THROUGH. OUR LEADERSHIP -- IF OUR LEADERSHIP IS UNSETTLED, IT IS GOING TO IMPACT OUR TEACHING STAFF AND OUR KIDS. YOUR COMMITMENT TO THESE ADMINISTRATORS MATTERS. ASK THE QUESTIONS.

BUT DO IT IN A PRODUCTIVE, TRANSPARENT AND TIMELY WAY.

COMMUNICATE WITH THE PUBLIC AND HELP US UNDERSTAND WHERE YOUR DECISIONS ARE COMING FROM. MY PERSONAL INFORMATION IS IN SKYWARD. I AM GLAD TO HELP YOU ON THAT EFFORT. IF YOU ARE MAKING DECISIONS OR DOING WORK THAT YOU DON'T WANT TO BE OUT IN THE PUBLIC, THEN MAYBE THAT IS A SIGN YOU SHOULDN'T BE DOING IT.

OUR DISTRICT DESERVES BETTER THAN THIS.

THANK YOU.

>>MEMBER LANG: NEXT UP IS STEPHANIE HUNT ON 4.6, CONTRACT

APPROVAL. >> HELLO.

I LIKE AND PREFER DIVERSITY OF THOUGHT FOR OUR SCHOOLS TO IMPROVE THE EDUCATION FOR ALL OUR KIDS.

I REALIZE AND ACCEPT THAT EVERY ORGANIZATION HAS ROOM FOR IMPROVEMENT ALSO. SEVERAL OF YOU MADE IT CLEAR WHAT AREAS YOU HAD CONCERNS ABOUT IN OUR SCHOOLS BEFORE YOU EVER SAT IN THOSE SEATS. YOU HAVE ALREADY WHIPLASHED THE ADMINISTRATION WITH YOUR MICROAGGRESSION CHANGES SPECIFICALLY BECAUSE THE WHITE KIDS NEEDED TO BE PROTECTED FROM POSSIBLE REPRIMAND OF THE INAPPROPRIATE THINGS THEY MIGHT SAY. NOW IT APPEARS OUR ADMINISTRATORS AND EDUCATORS ARE BEING USED AS PAWNS IN SOME GAME THAT WILL RESULT IN THE STUDENTS LOSING.

THE WORD "TRANSPARENCY" USED IN SEVERAL CAMPAIGNS AND ACTIONS YOU HAVE TAKEN SO FAR IS ANYTHING BUT TRANSPARENT.

E-MAILS SHOW WE ARE NOT PRIVY OF EVERYTHING WE SHOULD BE.

AS A PARENT WHO HAVE CHILDREN THAT ATTEND HSE SCHOOLS.

ADDRESS THE POSITIONS DIRECTLY RATHER THAN CREATING INSECURITY AND DOUBT OF OUR TOP EDUCATORS ON THE SCHOOL.

HOWEVER, I WANT TO BE CLEAR I FIND VALUE IN BROOK LAWSON AND DR. PETTIGREW. ./* I HOPE IT IS NOT TOO LATE TO LET DR. PETTIGREW KNOW THAT THEY ARE WANTED.

AND WE WANT TO YOU STAY RIGHT WHERE YOU ARE.

THANK YOU. WANTED. AND WE WANT TO YOU STAY RIGHT WHERE YOU ARE. THANK YOU.

>>MEMBER LANG: ABBY TAYLOR ON 4.6, CONTRACT APPROVAL.

>> GOOD EVENING, BOARD. ABBY TAYLOR, HAMILTON SOUTHEASTERN SCHOOLS ASSOCIATION VOICE OF THE TEACHERS AND PRESIDENT. I WANT TO SPEAK TO YOU MUCH THE CONTRACT OF THE ADMINISTRATION AND LACK OF TRANSPARENCY THAT FOUR OF YOU PROMISED DURING YOUR ELECTION JUST A FEW MONTHS AGO AND HAVEN'T TRANSPIRED SINCE YOU WERE ELECTED AND EVEN MORE IN THE LAST 36 HOURS. DURING MANY OF THE OTHER DECISIONS THAT YOU HAVE MADE THIS YEAR.

SINCE THE AGENDA WAS POSTED, MULTIPLE TIMES OVER THE LAST 36 HOURS, IT HAS CAUSED UNNECESSARY ANXIETY FOR OUR TEACHING STAFF.

I HAVE APPROXIMATELY 100 E-MAILS AND TEXTS FROM TEACHERS THROUGHOUT THE DISTRICT WORRIED ABOUT HOW THIS WILL IMPACT THEIR

[00:20:01]

IN CASE YOU DIDN'T KNOW, MANY TEACHERS WORK IN HSE PAUSE OF THEIR EXCELLENT -- THE EXCELLENT STAFF AND UNCERTAINTY OF NOT HAVING THE ADMINISTRATOR IN THEIR BUILDING CAUSING TEACHERS TO BE VERY UNEASY. AND CAUSES THEM TO LEAVE.

I SAT IN A REFERENDUM MEETING A MONTH OR SO AGO WHERE MR. CLINK CLEARLY STATED THAT THE BOARD WOULDN'T TAKE ANY ACTIONS THAT WILL DISRUPT THE DISTRICT. THAT EXACTLY HAPPENED THIS WEEK, UNNECESSARILY. IT IS UNCLEAR IF THE ACTIONS CAN CAUSE THAT SIGNIFICANT UNREST, BUT I CAN TELL YOU FROM WHAT I HAVE SEEN ONLINE AND IN SOCIAL MEDIA, YOU HAVE DEFINITELY CAUSED THAT. AGAIN, YOU ARE WAFFLING ON THE AGENDA TODAY DOESN'T INCREASE THE TRUST IN OUR SCHOOLS, TEACHERS AND ADMINISTRATORS AND MORE IMPORTANTLY YOU.

YOU NEED AS OUR BOARD OF TRUSTEES TO DO BETTER FOR OUR SCHOOLS AND COMMUNITIES. WE DEPEND ON YOU.

PLEASE, DO THE RIGHT THING.

>>MEMBER LANG: STAYING WITH SAME ITEM 4.06, CONTRACT APPROVAL.

ABBY WINTERS. >> SO I'M HERE TO REMIND THE CACHE BOARD AND HSE THAT THEY ARE PEOPLE LEADERS.

BEING A PEOPLE LEADER IS A VERY JOB BE IN ANY ORGANIZATION AND CAN MAKE OR BREAK ITS EFFECTIVENESS AND WAY TO IMPACT RESULTS WITHOUT NEGATIVELY IMPACTING THE PEOPLE.

THIS COMES WITH EXPERIENCE AND SOMETIMES TRAINING, BUT IN MY EXPERIENCES ABOUT PARTNERSHIP, TRUST AND TRANSPARENCY.

AND ALL OF THOSE SEEM LACKING RIGHT NOW WITH HOW THE BOARD TREATS THE EMPLOYEES WITHIN THE DISTRICT.

EVEN WORSE IS IF YOU, AS PEOPLE LEADERS, TREAT OUR ADMINISTRATION AND TEACHERS SO BADLY THAT THEY LEAVE AND WE HAVE GAPS IN AN A STRESSED SYSTEM AND TO BE FRANK, I WOULD NOT BLAME THEM FOR LEAVING. THE LAST COUPLE OF DAYS WE SAW YOU MESS AROUND WITH PEOPLE'S LIVELIHOODS.

I MEAN THEIR JOBS. LIKE, HOW THEY PAY THE BILLS.

BY CONTINUALLY MAKING CHANGES TO BOARD DOCS, TO WHICH CONTRACTS YOU WILL RENEW WITH SEVERAL STILL IN LIMBO.

THE LAST MEETING YOU COULDN'T TRUST THE EXPERTISE OF TEACHERS THAT DID A PILOT ON DELTA MATH AND RECOMMENDED IT.

THESE OPTICS ARE HORRIBLE FOR OUR DISTRICT, PARENTS, OUR CITY, OUR TEACHERS AND ADMIN WHO ONLY WANT THE BEST FOR OUR KIDS.

DESPITE WHATEVER EMPTY WORDS YOU SAY WITH YOUR ACTIONS MEETING AFTER MEETING, YOU ARE TELLING THE EMPLOYEES IN THE DISYOU DON'T CARE ABOUT THEM OR THEIR EXPERTISE.

WHETHER SOMEONE STAYS HERE HAS NOTHING TO DO WITH THEIR TALENT, EDUCATION AND PERFORMANCE. BUT INSTEAD COMES AS JUST A GAME AND REFERENCING THEIR NAME OFF A WORD DOCUMENT THAT GETS PUBLISHED LAST MINUTE. DOES IT HELP OR HURT RETENTION? I THINK YOU KNOW THE ANSWER TO THAT.

WORKING WITH THIS TREAT ANY OF THEIR EMPLOYEES THIS WAY, A BOSS? I WOULDN'T.

THANK YOU. >>MEMBER LANG: STAYING WITH THE SAME ITEM, 4.06, CONTRACT APPROVAL, JOSLYN BEAR.

>> HI, GOOD EVENING BOARD OF TRUSTEES, DR. STOKES, I AM JOSLYN BEAR. MEMBER OF THE COUNCIL.

TWO KIDS GRADUATE FROM HSE MANY YEARS AGO.

I AM A DAUGHTER OF AN ADMINISTRATOR.

AND THE LAST FEW HOURS, DAY AND A HALF, HAS JUST REMINDED ME WHAT IT WAS LIKE AS A DAUGHTER OF AN ADMINISTRATOR WHEN CONTRACT RENEW NEW /* ANNUALS WERE UP AND TURNED MY HOUSE HOLD UPSIDE DOWN. A STRESSFUL TIME.

I SHARE THAT ON A PERSONAL NOTE TO REMEMBER THAT AS WE LOOK AT CONTRACT RENEWALS AND OUR ADMINISTRATORS THAT DO THE GREAT WORK OF HSE SCHOOLS AND SUPPORT OUR STUDENTS THAT DISRUPTIONS ALSO HARM THE HOUSEHOLDS. AND I CAN TELL YOU THIS.

ADMINISTRATORS WANT THEIR HOMES AND LIVELIHOODS PROTECTED AND CALM AND AT PEACE. THAT IS WHAT WE WANT IN OUR COMMUNITY TOO. QUICKLY, I NEED TO TELL YOU THIS. I MOVED THROUGH HALF MY DAY TODAY, MANY MEETINGS AND MEETING PEOPLE.

AND I HAD THIS INK MARK OVER MY NOSE.

I DON'T KNOW HOW I GOT PEN ACROSS MY NOSE.

THE TIP OF THE NOSE AND I MOVED THROUGH THE DAY AND EVERYBODY WHO SAW ME SAW THAT. FINALLY SOME VERY KIND SOUL SAYS JOSLYN, YOU MIGHT JUST WANT TO CHECK IN THE MIRROR AND FIX

[00:25:03]

CHECK YOURSELF. AND JUST TIDY UP.

AND THEN LET'S ALL WORK TOGETHER.

WE ALL WANT THE SAME THING. THAT IS TO HELP OUR KIDS.

HELP OUR STUDENTS BE THE BEST THEY CAN BE AND THAT IS SUPPORTING HSE SCHOOLS AND OUR ADMINISTRATORS.

THANK YOU.

>>MEMBER LANG: MOVING TO ITEM 5.01 ACADEMIC WHY UP DATE.

THIS IS NOT SINGLING YOU OUT MIKE, BUT NOT TO NAME ANY

SPECIFIC NAMES OF STAFF MEMBERS. >> THANK YOU, I WON'T.

GOOD MORNING, MY NAME IS MIKE JAMISON.

I'M HERE TO TALK OF ACADEMIC LITERACY UPDATE, THAT AGENDA ITEM. THE POWERPOINT PRESENTATION INCLUDED IN THE POSTED AGENDA ITEM HAS LIMITED INFORMATION.

IT DOES SO -- I AM SURE WE WILL GET MORE AS THEY SPEAK.

IT MENTIONS INCREASED FOCUS ON PHONICS AND DAILY WRITING.

THE SCIENCE OF READING IS MENTIONED AS WELL, AS WELL AS PROFESSIONAL DEVELOPMENT FOR TEACHING STAFF.

SO I BELIEVE IT WAS MISSISSIPPI -- DO I HAVE THE RIGHT STATE? I DON'T KNOW. YOU CAN'T RESPOND TO ME.

BUT THERE WAS A STATE IN PRESIDENT SOUTH RECENTLY THAT -- IN THE IN US THAT SHOWED PROMISING RESULTS AFTER THE SCHOOLS FOLLOWED THAT -- THE SCIENCE OF READING.

AND THAT WAS VERY PROMISING AND I THINK IT COULD BE A PRODUCTIVE PURSUIT. ALSO THE OMISSION OF ANYTHING NOT RELATED TO LITERACY IS ALSO PROMISING.

IT WAS FOCUSED STRICTLY ON LITERACY.

I THINK THAT WAS -- THAT WAS GREAT.

SO LEARNING TO READ IS NOT EASY. REQUIRES STUDENTS AND TEACHERS COMPLETE AND UNDIVIDED ATTENTION.

MY KIDS ARE GOING THROUGH THIS PROCESS RIGHT NOW.

THEY ARE VERY YOUNG. SO -- SO WITH THAT, ALSO CONSIDER BRINGING PARENTS INTO THE PROCESS TOO.

I KNOW THAT IS NOT NECESSARILY THE PURPOSE OF THIS PRESENTATION, BUT I WANTED TO SAY THAT.

ANYWAYS. NOW THE RELIANCE OF TABLETS IN THE CLASSROOM, AND ESPECIALLY IN THE YOUNGER CLASSROOM IS CONCERNING TO ME. I HAVE SEEN IT IN MY OWN SON.

HE JUST RECENTLY GRADUATED FROM THE FIRST GRADE.

WHEN HE IS IN FRONT OF A TABLET, HE TURNS INTO A ZOMBIE.

YOU PROBABLY EXPERIENCED THAT BEFORE.

ESPECIALLY YOUNGER KIDS YOU GET THEM IN FRONT OF A TV OR SCREEN, THEY JUST ZONE OUT. AND IF I WANT TO GET HIS ATTENTION, SO ENGROSSING, I HAVE TO STICK MY HAND IN FRONT OF THE SCREEN, DISRUPT HIS LINE OF VISION AND SAY HEY, LOOK, BUDDY.

I DON'T WANT TO SAY HIS NAME -- BUT ANYS, LOOK, BUDDY, I AM ASKING YOU A QUESTION RIGHT NOW. I SUSPECT THAT TABLETS HAVE A SIMILAR EFFECT ON TEACHING STAFF.

I AM NOT A TEACHER. SO -- THEY DON'T LET YOU IN THE CLASSROOM. SO I DON'T KNOW.

BUT IT ALLOWS FOR MORE EFFICIENT GRADING AND ASSIGNMENT -- GRADING OF ASSIGNMENTS. AND OFTEN PRE-- PRERECORDED INSTRUCTIONAL ASSIGNMENTS ARE AVAILABLE AND ITS EASY ARE FOR STAFF, I AM SURE, BUT I THINK THAT COULD GET INTO THE WAY OF ACADEMIC CONVERSATIONS BETWEEN STUDENTS AND THE TEACHER.

I THINK IT CAN CREATE A BARRIER TO THAT LEARNING.

SO KEEP THAT IN MIND WHEN YOU GET TO THE VOTE ON DELTA MATH WHICH IS ANOTHER AGENDA ITEM THAT I AM NOT GOING TO TALK ABOUT TODAY. SO IT IS YOUR JOB, YOUR ONLY JOB, TO ENSURE THAT STUDENTS EXCEL AT READING AND ACADEMICS AND HOPEFULLY GAIN GAIN A JOY OF THAT.

>>MEMBER LANG: MIKE, YOUR TIME IS OFF.

>> OKAY. THANK YOU FOR YOUR TIME.

>>MEMBER LANG: THANK YOU. APPRECIATE IT.

WE HAVE ONE OTHER PERSON THAT IS GOING TO SPEAK TO THE SAME TOPIC. GO AHEAD AND HAVE A SEAT.

WE WILL BRING YOU BACK UP IN A MINUTE.

DIANE EATEN. YOU ARE UP NEXT ON 5.03, DISCIPLINE DATA. ACTUALLY -- MIKE, I COULD HAVE HAD YOU STAY UP. NOW THAT DIANE IS HERE, DIANE WILL START THE NEXT ONE. WE WILL CHECK YOU NEXT.

DIANE, 5.03. >> GOOD EVENING, MADAM PRESIDENT, BOARD MEMBERS AND DR. STOKES.

I'M HERE TO TALK ABOUT THE DISCIPLINE DATA UPDATE.

IT IS JUST AN OBSERVATION KIND OF WHAT I AM SHARING BECAUSE IT DIDN'T REALLY DIRECT WHERE WE ARE GOING TO GO WITH THAT.

A DATA DECISION DECISION-MAKERS I THINK YOU CAN ONLY MAKE DECISIONS BASED ON THE QUALITY OF THE DATA PROVIDED TO YOU.

[00:30:04]

FIRST HAD DISCIPLINE WITH THE CYCLENESSES GRANT.

SECOND APRIL 12 ON STUDENT SAFETY.

BOTH OF THESE -- THE THIRD TIME YOU WILL BE COVERING SOME ASPECT OF STUDENT ISSUES. I QUESTION ARE THESE ALL SEPARATE? WHY ISN'T THERE A COMPREHENSIVE APPROACH IF YOU WERE COVERING IT THREE DIFFERENT WAYS.

THE OTHER ISSUE I OBSERVED NO TREND WILLING IN THE DATA YOU ARE LOOKING AT. THE ONLY TREND SOMETHING SUSPENSIONS AND EXPULSIONS. SO I ASK YOUR NOT RECEIVING AND LOOKING AT TRENDING DATAS TO MAKE BETTER DECISION IT IS THINGS ARE CHANGING. ALSO A DISCREPANCY IN THE DATA THAT TEAMS TO BE BETWEEN THE TOP OFFENSES FOR ALL GRADES, WHICH IS 5195. AND THEN THERE IS A SLIDE THAT SAYS THE OFFENSES ARE 9600. IT WILL BE INTERESTING TO SEE WHERE IS THAT DISCREPANCY. WHILE THE PRESIDENT IS JUST SINGLE DATA POINTS, IT IS INTERESTING TO NOTE SOME BIG AREAS OF THAT I WILL PROBABLY RUN OUT OF TIME TO TELL YOU ABOUT. I WILL SKIP OVER THAT AND SAY WHAT IS MISSING FROM THIS PRESENTATION? ROOT CAUSES AND BARRIERS THAT ARE IMPACTING -- ISSUES THAT ARE NOT BEING ADDRESSED. OUTCOMES FROM STUDENT DISCIPLINE PROGRAMS, TRENDING DATA PROGRAMS. ARE THEY WORKING? ARE THEY NOT? IF STUDENTS AREN'T IN SCHOOL, THEY CAN'T LEARN.

I HAVE A COUPLE OF THINGS TO RECOMMEND AND URGE YOU TO BE MORE STRATEGIC AND COMPREHENSIVE TO DO A DEEPER DIVE INTO YOUR DATA AND YOUR INFORMATION SYSTEM SO YOU CAN GET CAUSES AND BARRIERS. EVALUATE YOUR PRACTICES.

ASK THE BIG QUESTION. WHAT IS WORKING ON PROBLEMS -- ON YOUR DISCIPLINE. AND, YOU KNOW, LOOK AT OTHER PROGRAMS AND REPLACE THEM IN PRACTICES IF THINGS ARE NOT WORKING. BECAUSE OUR STUDENTS IF THEY ARE NOT IN SCHOOL ARE NOT LEARNING. THANK YOU.

>>MEMBER LANG: THANK YOU, DIANE. MIKE, YOU ARE NEXT.

COME ON UP. >> THANK YOU, I WILL TRY TO MAKE IT QUICK. I AM MIKE JAMISON.

HOME HERE TO TALK OF THE DISCIPLINE DATA UPDATE.

THE AGENDA HAD SUMMARIZED DATA INCLUDING THE ACCOUNT OF OFFENSE BUSINESS CATEGORY, FIVE-YEAR TREND DATA FOR SUSPENSION AND EXPULSION, FIVE CATEGORIES AS REASONS FOR EXPULSION AND SUSPENSION OVER FIVE YEARS, 5%. AND DEMOGRAPHIC DATA SHOWING PERCENTAGE OF POPULATION AND PERCENTAGE OF OFFENSES.

SO, I BELIEVE THE RESTORATIVE JUSTICE, WHICH WAS THEN LATER RENAMED "RESTORATIVE PRACTICE" WAS IMPLEMENTED IN THE 2020-2021 SCHOOL YEAR. THE PROPONENTS OF THIS APPROACH TO DISCIPLINE ARGUE IT WOULD CORRECT THE PERCEIVED DISPARITY OF HOW STUDENTS ARE DISCIPLINED. THE DATA PRESENTED GIVE DEMOGRAPHIC DATA FOR ONE YEAR MAKING IT IMPOSSIBLE TO EVALUATE THOSE CLAIMS. SO THE FIVE-YEAR TREND DATA FOR EXPULSIONS, SUSPENSIONS, UNDERSTANDABLY TAKES A DIP WHEN STUDENTS WERE REMOVED FROM THE CLASSROOM FOR COVID.

YOU REALLY ONLY HAVE TREND DATA FOR ABOUT THREE YEARS BECAUSE OF THAT DISRUPTION. SO IN ORDER TO GET A FULL PICTURE A SEVEN-YEAR TREND DATA TO GET A FULL EFFECTIVE FIVE YEARS, IF THAT MAKES SENSE. IN ADDITION TO THAT ALL FOUR OF THOSE CATEGORIES. ALL OF THE CATEGORIES, HAVE TREND DATA. I WON'T LIST IT AGAIN.

I DID HERE. BUT DON'T WANT TO BORE YOU.

AND STUDENT PRESENTATIONS O OF ADMIN SNAPSHOT OF SUCCESS SEGMENT AT THE BEGINNING OF THE SCHOOL BOARD -- AT EACH SCHOOL BOARD MEETING. AND BASED ON PRIVATE CONVERSATIONS I HAD, I HAVEN'T SEEN THE RESTORATIVE PRACTICES BEEN PARTICULARLY EFFECTIVE. AND IT MAY EVEN -- MADE THE DIVISION IN OUR SCHOOLS WORSE. IT IS JUST -- I DON'T HAVE DATA THAT SHOWS THAT, BUT THAT IS WHAT MY PERCEPTION IS BASED ON WHAT I HEARD AND SEEN. SO -- SO, I HOPE THAT YOU USE THIS DATA FOR GOOD AND HELP TO IMPROVE THE SCHOOL DISCIPLINE IN SCHOOL. THANK YOU FOR YOUR TIME.

AND FOR THOSE OF YOU ON RELENDA AND TWITTER.

MY NAME IS MAKE JAMISON. SPELL IT RIGHT.

[00:35:03]

THANK YOU. >>MEMBER LANG: THANK YOU, MIKE.

UP NEXT KIRK GREEN ON ITEM 6.6. SSE CONTRACT AGREEMENT.

YOU ARE PASSING? OKAY.

WE ARE DONE. THAT CONCLUDES THE PUBLIC

[4. Consent Agenda]

4.01. BOARD MINUTES.

DO I HAVE A MOTION TO PRESENT OR TO -- OF CONSENT.

ITEM 4.01 ON BOARD MINUTES AS PRESENTED.

>>MEMBER ORR: MOTION TO APPROVE AS PRESENTED.

>> SECOND. >>MEMBER LANG: CALL FOR VOTE.

>>MEMBER ORR: >>MEMBER DONSBACH: YES.

>>MEMBER PASCOE: YES. >>MEMBER PARKS-REESE: YES.

>>MEMBER THOMAS: YES LAS VEGAS AND I AM A YES.

MO OFFING TO ITEM 4.02, MOU FOR CTE POSITIONS.

DO I HAVE A MOTION TO APPROVE THE MOU FOR PURSUIT INSTITUTE

STAFF AS PRESENTED. >> I MOVE TO APPROVE ITEM 4.02

MOU FOR CTE AS PRESENTED. >> SECOND.

>>MEMBER LANG: CALL FOR VOTE. >>MEMBER ORR: YES.

>>MEMBER DONSBACH: YES. >>MEMBER PASCOE: YES.

>>MEMBER ALBRIGHT: YES. >>MEMBER PARKS-REESE: YES.

>>MEMBER THOMAS: YES. >>MEMBER LANG: I AM A YES.

PASSES -0. ITEM 4.03, CERTIFIED AND SUPPORT STAFF REPORTS. MOTION TO APPROVE THE CONSENT

AGENDA AS PRESENTED. >> I MOVE APPROVE 4.03, CERTIFIED AND STAFF REPORT AS PRESENTED.

>>MEMBER ORR: SECOND. >>MEMBER LANG: CALL FOR VOTE.

>>MEMBER ORR: YES. >>MEMBER DONSBACH: YES.

>>MEMBER PASCOE: YES. >>MEMBER ALBRIGHT: YES.

>>MEMBER PARKS-REESE: YES. >>MEMBER THOMAS: YES.

>>MEMBER LANG: I AM A YES. 7-0, PASSES.

ITEM 4.04, CLAIMS, PAYROLLS, 4.0B MOTION TO APPROVE CONSENT

AGENDA AS PRESENTED. >> I MOVE TO APPROVE 4.04 CLAIMS, PAY ROLL, 4.0B REDUCTION AGREEMENTS AS PRESENTED.

CALL FOR A VOTE. >>MEMBER ORR: YES.

>>MEMBER DONSBACH: YES. >>MEMBER PASCOE: YES.

>>MEMBER ALBRIGHT: YES. >>MEMBER PARKS-REESE: YES.

>>MEMBER THOMAS: YES. >>MEMBER LANG: I AM A YES.

7-0 PASSES. ITEM 4.05, PUBLIC OFFICIAL BOND AND POSITION BOND RENEWALS.

>> I MOVE TO APPROVE 4.05, PUBLIC OFFICIAL BOND AND POSITION BOND RENEWALS AS PRESENTED.

>> SECOND. >>MEMBER LANG: CALL FOR VOTE.

>>MEMBER ORR: YES. >>MEMBER DONSBACH: YES.

>>MEMBER PASCOE: YES. >>MEMBER ALBRIGHT: YES.

>>MEMBER PARKS-REESE: YES. >>MEMBER THOMAS: YES.

>>MEMBER LANG: I AM A YES. PASSES 7-0.

MOVING TO ITEM 4.06, CONTRACT APPROVAL.

MOTION TO APPROVE THE ADMINISTRATIVE CONTRACTS AS PRESENTED. ONE-YEAR ADMINISTRATORS CURRENTLY EXPIRE JUNE 30. WE RECOMMEND THE APPROVAL OF ALL ONE-YEAR CONTRACTS AS INCLUDED IN THE ATTACHED ONE-YEAR DOCUMENT. SELECT TWO-YEAR ADMINISTRATOR CONTRACTS CURRENTLY EXPIRE JUNE 30, 2024.

WE RECOMMEND EXTENDING THESE SELECT CONTRACTS THROUGH JUNE 30, 2025 AS INCLUDED IN THE ATTACHED SELECT TWO-YEAR DOCUMENT. THESE APPROVALS EXTEND THE EXPIRATION DATE OF EACH PRESENTED CONTRACT, BUT DOES NOT EFFECT THE CALENDAR YEAR 2023 SALARIES OF ADMINISTRATORS THAT WERE PREVIOUS LEAVE APPROVED. MOTION -- DO I HAVE A MOTION TO APPROVE THE ONE-YEAR ADMINISTRATOR CONTRACTS AND SELECT TWO-YEAR ADMINISTRATOR CONTRACTS AS PRESENTED.

>> MADAM PRESIDENT, I WOULD LIKE TO MAKE A MOTION TO AMEND 4.06 TO INCLUDE THE FIVE ADMINISTRATOR CONTRATS AND THE TWO-YEAR APPROVAL OF CONTRACT EXTENSIONS AS THEY WERE

ORIGINALLY POSTED ON BOARD DOCS. >> SECOND.

>>MEMBER LANG: I WOULD LIKE TO OPEN THIS UP FOR DISCUSSION.

>>MEMBER ORR: I CAN GO AHEAD WITH DISCUSSION.

>>MEMBER LANG: ANY DISCUSSION, YES.

BEN ORR. >>MEMBER ORR: THIS IS DIFFICULT ME DOING THIS ON THE FLY. BUT I WOULD LIKE TO AT LEAST GIVE EXPLANATION AND CLARITY AROUND MY THOUGHTS WHAT HAPPENED OVER AS MANY SPEAKERS SAID OVER THE LAST 24 HOURS, 36 HOURS.

[00:40:03]

WE ARE STILL ONLY FIVE MONTHS IN.

I CAN'T CONTINUE TO USE THAT FOR AN EXCUSE FOR MUCH LONGER, BUT WE ARE STARTING TO LEARN ABOUT THIS.

I WILL SAY THAT WHEN INITIALLY PRESENTED THE DOCUMENTS THAT ACCOMPANIED BOARD DOCS LATE LAST WEEK, I OPENED UP THAT DOCUMENT AND SAW CONTRACT APPROVALS. AND THERE IS A LIST OF ALL THE CONTRACTS. AND EXPIRATION DATES.

MANY OF THOSE HAD EXPIRATION DATES OF 2024.

I IMMEDIATELY RESPONDED BACK TO DR. STOKES AND ASKED FOR CLARIFICATION. I DIDN'T UNDERSTAND WHY WE WOULD BE RENEWING A CONTRACT THAT WAS MIDTERM.

I NEVER SEEN THAT BEFORE. I NEVER WORKED IN EDUCATION.

AS FAR AS I KNOW, THAT DOESN'T OCCUR IN ANY OTHER INDUSTRY.

I COULD BE WRONG WITH THAT. I AM SURE SOMEONE WILL CORRECT ME ONLINE SHORTLY, BUT I WAS NOT AWARE OF THAT.

SO I SAID, LET'S MAKE SURE WE TAKE CARE OF ALL THE CONTRACTS THAT ARE ACTUALLY EXPIRING, THE ONE-YEAR CONTRACTS.

THOSE PEOPLE WILL BE WITHOUT JOBS AS MANY PEOPLE POINTED OUT.

I WANT TO KEEP EVERYBODY. WE WANT TO KEEP ALL THESE PEOPLE. WE SHOULD RENEW ALL THE CONTRACTS THAT ARE UP FOR RENEWAL.

WE CAN WAIT TO LOOK AT ONES THAT ARE FURTHER DOWN THE ROAD WITHOUT, AS I SAID, UNDERSTANDING THAT THIS IS APPARENTLY COMMON PRACTICE IN THE EDUCATION WORLD THAT THERE IS A THING CALLED THE ROLLING TWO-YEAR CYCLE.

SO AS YOU GET TO THE HALFWAY POINT OF A CONTRACT, THE BOARD COMES AND AUTOMATICALLY -- NOT AUTOMATICALLY, THEY WILL VOTE FOR IT, BUT CONTINUES EXTENDING IT.

ESSENTIALLY PEOPLE ALWAYS HAVE TWO FULL YEARS OF GUARANTEED JOB. THAT IS NOT SOMETHING I AM ACCUSTOMED TO. TO BE TOTALLY HONEST, I AM FAIRLY UNCOMFORTABLE WITH IT. NOT IN ANY BUSINESS I HAVE DONE.

I WORKED WITH FORTUNE 500 COMPANIES.

I DO BUSINESS WITH ALL OF THEM. I AM NOT THRILLED WITH THE IDEA OF GUARANTEEING PEOPLE TWO YEARS OUT.

I DON'T KNOW WHAT OUR FUTURE HOLDS.

THERE IS A LOT OF UNCERTAINTY NOW, BUT I DO VALUE ALL OF OUR ADMINISTRATORS. ONE OF THE THINGS I DID ONCE HE GOT SOME CLARIFICATION ON THAT AND SEVERAL OTHER BOARD MEMBERS SUPPORTED SOME OF IT TOO NOT ALL OF THEM BUT I AM SPEAKING FOR MYSELF. HOW IMPORTANT OUR PRINCIPALLESS ARE, WE CAN'T FUNCTION WITHOUT THEM.

LET'S ADD THEM ALL BACK. IF THIS IS COMMON PRACTICE, MAKE SURE ALL THE PRINCIPALS. AND WE CONTINUED ON THIS TRYING TO ADD PEOPLE IN. AGAIN, I AM STILL NOT 100% SOLD ON THE IDEA OF TWO-YEAR ROLLING GUARANTEES OF EMPLOYMENT.

I DON'T KNOW WHERE ELSE THAT EXISTS IN THE WORLD.

BUT I AM COMING AROUND. I AM LEARNING.

SO I THINK THERE IS ROOM FOR DISCUSSION.

I DON'T KNOW. I AM GOING TO HAVE TO THINK ABOUT IT MORE AS FAR AS THIS CHANGE RIGHT NOW THAT IS ON THE TABLE. BUT THAT'S WHERE -- THOSE ARE MY

THOUGHTS. >>MEMBER LANG: SARAH DONSBACH.

>>MEMBER DONSBACH: YEAH, I MADE THE MOTION, JUST THE FIVE ADMINISTRATORS THAT WERE REMOVED.

FOUR OF WHICH ARE CRUCIAL TO WORKING FOR A REFERENDUM.

IT IS NO SECRET I AM IN SUPPORT OF OUR REFERENDUM AND I DON'T BELIEVE IT SENDS THE RIGHT MESSAGE THAT WE EXCLUDE THEM OUT OF THESE CONTRACT EXTENSION RENEWALS AND THEN TURN AROUND AND ASK THEM TO WORK ABOVE AND BEYOND THEIR NORMAL CONTRACTED HOURS, NORMAL JOB TO HELP US PASS THIS REFERENDUM TO KEEP OUR CLASS SIZES THE WAY WE WANT AND DO THE INCREDIBLE, GREAT THINGS THAT THIS DISTRICT IS KNOWN FOR. SO I -- I BELIEVE THAT WE SHOULD ADD THEM BACK IN AND TREAT ALL OF OUR ADMINISTRATORS THE SAME AND NOT SINGLE ANY ONE SPECIFIC GROUP OUT WITHOUT CAUSE.

>>MEMBER LANG: TIFFANY PASCOE. >>MEMBER PASCOE: MY SENTIMENTS ALIGN WITH BEN. AS STATED PREVIOUSLY BEFORE, I WANTED MORE TIME TO LOOK AT MORE INFORMATION.

I ALSO INTERNALLY HAD QUESTIONS, YOU KNOW, WHERE -- WHERE IS THE CONTRACT LIE ON PERFORMANCE REVIEWS.

WHERE ARE WE AT. IF WE PASS A REFERENDUM, DON'T PASS A REFERENDUM. WHAT IS THE BIG SCOPE PICTURE LOOK LIKE INSTEAD OF JUST PUSHING SOMETHING THROUGH BECAUSE WE ARE IN A TIME CRUNCH AND DELIVERED X AMOUNT OF TIME AND DELIVERED THE PROCESS. I STILL AM -- I DO VALUE THE STAFF AND SUPPORT. I AM NOT QUITE SURE WE CROSS THE BRIDGE OF HOW MANY TIMES THE AGENDA CHANGED TO US SAYING THAT WE ARE NOT SUPPORTING OUR STAFF. THERE IS DEFINITELY E-MAILS BACK

[00:45:02]

IF NOT, WE HAVE E-MAILS EXPLAINING THE PROCESS AND GOING THROUGH THAT JOURNEY WITH A WEEK AND A HALF, IF YOU WILL, SO THAT'S WHERE I STAND ON MY THOUGHTS AND OPINIONS.

THANK YOU. >>MEMBER LANG: DR. JUANITA

ALBRIGHT. >>MEMBER ALBRIGHT:: I DON'T HAVE

ANY COMMENT. >>MEMBER LANG: SARAH

PARKS-REESE. >>MEMBER PARKS-REESE: I SECONDED THE MOTION BECAUSE I BELIEVE THEY SHOULD ALL BE INCLUDED.

MY COMMENT IS THAT WE NEED TO GET AS MANY ADMINISTRATORS BACK ON THE AGENDA AS POSSIBLE. I WAS GLAD TO SEE LEAST EVERYONE BUT THOSE FIVE WERE ADDED BUT I WANT THOSE FIVE ADDED BACK ECHOING SARAH DONSBACH'S COMMENT.

WE ARE ASKING THEM TO WORK ON THE REFERENDUM AND NOT RENEWING THEIR CONTRACTS TODAY. I THINK IT SENDS THE WRONG MESSAGE. WE HAD THIS DRAFT AGENDA A MONTH IN ADVANCE. SO IF WE DIDN'T UNDERSTAND WHAT THESE CONTRACTS WERE GOING TO LOOK LIKE, I THINK THE REST OF THE BOARD SHOULD HAVE DONE THEIR DUE DILIGENCE TO LOOK AT HISTORICAL DOCUMENTS ON BO BOARD DOCS VIDEO.

AND WHAT WAS DONE LAST YEAR AND THE YEAR BEFORE AND ASK YOUR VETERAN BOARD MEMBERS OF THE PROCESS AND REITERATING OUR COMMENT WHERE HAVING A VETERAN BOARD MEMBER ON BOARD LEADERSHIP WOULD HAVE BEEN A GOOD IDEA [APPLAUSE]

>>MEMBER LANG: SUZANNE THOMAS. >>MEMBER THOMAS: I AM TRYING TO FIGURE OUT EXACTLY WHERE TO START.

SO, YOU KNOW, UNFORTUNATELY, WE HAVE NO CONTROL RIGHT NOW KNOWING WHAT YOUR FINANCE AND BUDGET IS.

WE DON'T HAVE THAT DATA AND INFORMATION.

SO -- AND WHERE WE ARE WITH THE UNCERTAINTY WITH OUR BUDGET, OUR FINANCE AND REFERENDUM, INITIALLY, MY THOUGHT WOULD BE FISCALLY -- TO BE FISCALLY PRUDENT.

BUT I VALUE OUR ADMINISTRATORS OR OUR STAFF, OUR PRINCIPALS, OUR ADMINISTRATORS AND TEACHERS AND PEOPLE WHO WORK IN OUR DISTRICT. WE HAVE A PHENOMENAL SCHOOL DISTRICT AND IT IS PHENOMENAL BECAUSE OF THE PEOPLE WORKING FOR OUR DISTRICT. I CANNOT BE BEHIND LEAVING A CERTAIN GROUP OUT THAT IS NOT BEING APPROVED.

IT WOULD MAKE SENSE IF WE WERE DOING ALL BECAUSE WE ARE RESEARCHING DATA AND INFORMATION AND FINANCIAL INFORMATION, BUT AT THIS POINT, I FEEL THAT IT MAKES SENSE TO -- TO ADD ALL.

[APPLAUSE] >>MEMBER LANG: THERE ARE THREE KEY RESPONSIBILITIES OF THE BOARD OF TRUSTEES THAT WE ARE COLLECTED INTO THESE POSITIONS. ONE IS BUDGET AND FISCAL OVERSIGHT OF THE SCHOOL DISTRICT.

THE NAMES ON THIS LIST THAT REPRESENT THE EMPLOYEES FOR BOTH ONE-YEAR AND TWO-YEAR CONTRACTS TOTAL 118 TOTAL CONTRACTS, TOTALING OVER $20 MILLION TO THIS DISTRICT.

WE DON'T TAKE THAT LIGHTLY. IN FACT, WE ASKED A LOT OF QUESTIONS. THE INFORMATION THAT WE RECEIVED SPECIFICALLY TO THE LIST THAT WAS POSTED TO THE PUBLIC WAS WHEN WE RECEIVED THE INFORMATION ON WHO COMPACTLY WAS RECEIVING THE CONTRACT EXTENSIONS, THE TERM OF THE CONTRACT, AND THE DETAILS, THE SPECIFIC DETAILS ABOUT THE DATES OF THOSE CONTRACTS. NOW THE CONTRACTS, PER SE, OF EACH INDIVIDUAL PROFESSOR IS POSTED ONLINE, BUT THE SPECIFIC NAMES FOR RENEWALS WE DID NOT RECEIVE UNTIL YOU, THE PUBLIC, HAD ACCESS TO IT ON FRIDAY. WITH THAT WE HAD FIVE DAYS PREPARATION. WE RECEIVED THIS ON JUNE 8.

LAST FRIDAY UNTIL TODAY IS OUR PREP TIME TO GO THROUGH EVERY CONTRACT TO SEEK TO UNDERSTAND THE IMPACT TO OUR DISTRICT, WHAT THE PROCESS IS. AND THE REQUEST HE IS THAT WE HAVE AS IT PERTAINS TO THE FISCAL RESPONSIBILITY AND OVERSIGHT OF OUR DISTRICT. IT IS NOT UNREASONABLE FOR US AS A BOARD OF ELECTED TRUSTEES TO ASK QUESTIONS.

A LOT OF THOSE QUESTIONS ELEVATED QUICKLY AND BECAME QUITE EVIDENT BASED ON THE FEEDBACK AMONGST THE BOARD MEMBERS THAT WE NEEDED TO HAVE MORE DIALOGUE AND DISCUSSION.

UNFORTUNATELY THE PERCEPTION RELAYED TO THE PUBLIC THAT WE WERE NOT RENEWING CONTRACTS WHICH IN FACT THAT IS NOT THE CASE. SEEKING TO POSTPONE IT AND TABLE IT. HOWEVER, THE MESSAGING THAT GOT RELAYED TO THE COMMUNITY, THE PUBLIC AND THE EMPLOYEES WAS THAT IT WAS NOT BEING RENEWED AND THAT IS, IN IN FACT, FALSE.

WE ARE ASKING TO TABLE THIS TO PUSH THIS OUT.

THE ONLY DEMANDING CONTRACTS THAT NEED APPROVAL IMMEDIATELY ARE THE ONE-YEAR CONTRACTS, BECAUSE THOSE EMPLOYEE CONTRACTS EXPIRE IN 16 DAYS. 16 DAYS.

WE WERE ALL ON BOARD WITH VOTING THROUGH FOR THE ONE-YEAR CONTRACTS WITHOUT DISPUTE AT ALL.

WE WANTED MORE DISCUSSION AND TIME TO DELIBERATE AND TO ASK

[00:50:02]

AND IT HAS PUT US IN A POSITION TO BE ON DEFENSE WHICH IS NOT RIGHT FOR THE PAYING PUBLIC WHO WE ARE NOW GOING TO ASK FOR A REFERENDUM WHICH IS NOW ASKING YOU TO CONTINUE PAYING FINANCIAL MONEY TO OUR PUBLIC SCHOOL DISTRICT.

SO WE ARE TRYING TO BE GOOD TAX STEWARDS OF OUR COMMUNITY, OF OUR CITIZENS WHICH IS ONE OF THE KEY RESPONSIBILITIES OF OUR JOB.

YOU MAY OR MAY NOT DISAGREE WITH IT.

AND I CAN SAY WE COULD HAVE DONE THIS MUCH BETTER.

OKAY. SO WITHOUT A DOUBT, COULD -- LOOKING BACK, THERE COULD HAVE BEEN DIFFERENT WAYS TO APPROACH THIS. KNOW WITHOUT A DOUBT WE VALUE ALL THE EMPLOYEES. NO QUESTION ABOUT THAT.

WHAT GOT MISUNDERSTOOD WAS THE MESSAGING WHAT THIS IS ABOUT.

THE QUESTIONS AND CONCERNS WE HAD ABOUT THE MONEY THAT WE ARE ASKING THE DISTRICT TO PAY OVER $20 MILLION.

OVER $20 MILLION. AND STOP AND CONSIDER OUR REFERENDUM IS CURRENTLY AROUND $26 MILLION.

SO THAT IS NOT UNREASONABLE FOR US TO ASK THOSE QUESTIONS.

SO WITH THAT, I JUST WANTED TO PUT WHERE WE STAND ON THIS.

ASO, THE -- THE CURRENT INDIVIDUALS THAT HAVE THE TWO-YEAR CONTRACTS, THEY STILL HAVE GUARANTEED JOBS.

THEIR CONTRACTS DO NOT EXPIRE UNTIL THIS TIME NEXT YEAR.

SO THEY HAVE ONE YEAR AND 16 DAYS LEFT ON THEIR JOB.

SO THEY HAVE GUARANTEED JOBS UNTIL THAT TIME.

THAT DOESN'T MEAN WE ARE DELAYING THAT.

I JUST WANT PEOPLE TO UNDERSTAND BETWEEN THE LANGUAGE THAT WAS STIPULATED AND THE INFORMATION PROVIDED AND THE INFORMATION PRESENTED ONLINE, WE HAD QUESTIONS AND WE HAVE RIGHTS TO ASK THOSE QUESTIONS. SO WITH THAT, I REST.

>> I JUST WANTED TO AUTO ADD ONE THING.

WHILE WE CAN'T CONTROL SOCIAL MEDIA, WHAT I CAN TELL -- AND I WANT TO MAKE THIS CLEAR ON THE RECORD, THE INFORMATION PROVIDED TO IT THE INTERNAL STAFF, WHICH WAS THE PRINCIPALS WAS GIVEN DIRECTLY AND ACCURATE. NO MISINFORMATION GIVEN TO THE PRINCIPALS. THEY WERE TOLD THAT THE BOARD WANTED TO REVIEW CONTRACTS AFTER THE REFERENDUM.

THAT IS WHAT WAS SHARED. HAND THIS IS ACCURATE.

I CAN'T SPEAK ON WHAT HAPPENED ON SOCIAL MEDIA, BUT I DO WANT IT TO BE KNOWN THAT WE DID NOT GIVE MISINFORMATION INTERNALLY.

SO THAT IS WHAT I WANTED TO SHA

SHARE. >> ALL RIGHT, WE HAVE AN AMENDMENT ON THE TABLE. CAN WE TAKE A VOTE ON THAT

AMENDMENT FIRST, PLEASE. >>MEMBER LANG: SO DO I HAVE A

MOTION ON THE AMENDMENT? >> YOU HAVE A MOTION.

YOU JUST NEED TO VOTE ON IT. >>MEMBER LANG: LET'S MAKE A

VOTE. >>MEMBER ORR: -- LAS VEGAS

MOTION TO APPROVE THE AMENDMENT. >>MEMBER ORR: UNDERSTANDING BECAUSE WE WORKED THROUGH MOST OF THESE AND GIVES THE APPEARANCE OF SINGLING PEOPLE OUT.

I WANT TO KNOW PEOPLE THAT WE SUPPORT YOU, BUT I -- I STILL -- I AM STILL TROUBLE WITH THIS IDEA OF TWO-YEAR GUARANTEED CONTRACT. THESE PEOPLE ARE NOT AT RISK OF LOSING THEIR JOBS. A WHOLE ANOTHER YEAR LEFT.

I WILL -- I WILL VOTE NO. >>MEMBER DONSBACH: YES.

>>MEMBER PASCOE: NO. >>MEMBER ALBRIGHT: NO.

>>MEMBER PARKS-REESE: YES. >>MEMBER THOMAS: YES.

[APPLAUSE] >>MEMBER LANG: I AM A NO.

AND IT IS FOR THE REASON THAT THIS IS BEING TABLED.

THIS IS NOT BEING TURNED DOWN. THIS IS FOR FURTHER DISCUSSION.

AND THIS WILL VERY LIKELY COME BACK IN A FUTURE CONSENT AGENDA.

>> OKAY, SO THE AMENDMENT FAILINGS.

CAN WE GET A MOTION ON THE -- ON THE BASELINE AGENDA ITEM 4.06.

>> I MOVE TO APPROVE 4.06, CONTRACT APPROVAL.

>>MEMBER ORR: SECOND. >>MEMBER LANG: ALL RIGHT.

MOTION TO APPROVE. SO WE ARE VOTING.

>>MEMBER ORR: YES. >>MEMBER DONSBACH: YES.

[00:55:02]

>>MEMBER PASCOE: ABSTAIN. >>MEMBER ALBRIGHT: YES.

>>MEMBER PARKS-REESE: YES. >>MEMBER THOMAS: YES.

>>MEMBER LANG: AND I AM A YES. MOTION APPROVED.

[5. Information Items]

ACADEMIC UPDATE. K-6 LITERACY PROGRAM.

MISS DANIEL THOMPSON. >> HOWEVER, BEFORE WE MOVE ON TO THAT, IF I MAY -- IF I MAY, WITH THE APPROVAL OF THE CERTIFIED STAFF REPORT THIS EVENING, WE WELCOME TWO NEW PRINCIPALS TO LEAD TWO OF OUR BUILDINGS. I WOULD LIKE TO FORMALLY INTRODUCE BOTH OF THEM TO THE BOARD.

REBECCA LANDIS IS NO STRANGER TO HARRISON PARKWAY.

SHE PROUDLY SERVED FOR THE LAST EIGHT YEARS.

TEACHER, INSTRUCTIONAL COAST AND ASSISTANT PRINCIPAL.

REBECCA IS MARRIED TO HER HUSBAND, TONY AND TOGETHER THEY HAVE SIX CHILDREN. LONG-TIME FISHERS RESIDENTS AND ATTENDED HSE SCHOOLS. SHE BELIEVES THAT GRA FRID SCHOOLS ARE THE RESULT OF GREAT TEACHERS, STAFF, PARENTS AND COMMUNITY MEMBERS. HER GOAL TO CONTINUE TO GROW THE WONDERFUL COMMUNITY THAT IS HARRISON PARKWAY, BY WORKING WITH ALL MEMBERS TO CONTINUE FOSTERING THE AMAZING CULTURE THERE. I INTRODUCE TO YOU MISS REBECCA LANDIS.

>>MEMBER LANG: WELCOME. >> I APPRECIATE YOUR TIME.

>> CONGRATULATIONS ON YOUR POSITION.

ARE YOU EXCITED? >> SUPER EXCITED.

>> WHEN DO YOU GET STARTED? >> RIGHT NOW.

>> YOU GET A LITTLE BIT OF A SUMMER BREAK.

>> RIGHT NOW. WE WILL START THE WORK AND CONTINUE WHAT -- WHAT WE BEGAN AT HARRISON PARKWAY.

>> CONGRATULATIONS. >>MEMBER LANG: THAT IS AWESOME.

WE APPRECIATE YOU BEING HERE AND WORKING WITH THE CHILDREN OF THE DISTRICT. WE APPRECIATE YOU.

>> MY PRIVILEGE. >> I WOULD LIKE TO SAY THANK YOU ALSO AND WE ARE EXCITED TO HAVE YOU AND MAY GET SOME GROANS FROM THE AUDIENCE HERE, BUT I THINK WE ARE UNDERSTANDING MORE AND MORE HOW IMPORTANT CONTINUITY IS.

WE WANT THE RIGHT PEOPLE IN PLACE.

AND CONTINUITY ABSOLUTELY MATTERS.

TO FIND AN INTERNAL PERSON THAT IS FAMILIAR WITH THE DISTRICT AND HAS EXPERIENCE. THANK YOU.

>> THANK YOU. >>MEMBER LANG: WELCOME.

>> THANK YOU, DR. STOKES. >> I DID NEGLECT -- BEFORE WE MOVE ON, I DID NEGLECT TO JUST SUMMARIZE VERY QUICKLY THE PROCESS WE WENT THROUGH IN SELECTING OUR NEW PRINCIPALS.

ACTIONS WERE SCREENED AFTER THOSE POSITIONS WERE OPEN FOR CERTAIN PERIOD OF TIME. USUALLY A WEEK, SOMETIMES LONGER. THEN A COMMITTEE OF DISTRICT LEVEL ADMINISTRATORS WERE FORMED.

AND WE SELECTED A GROUP OF APPLICANTS TO INTERVIEW.

THAT GROUP WAS WHITTLED DOWN, IF YOU WILL, TO -- AND TO A BUILDING BASE TEAM. SO EACH OF THE SCHOOLS GOT THEIR OWN TEAM TOGETHER OF TEACHERS AND SUPPORT STAFF IN THIS CASE AND PARENTS. THEY ARE ALL PART OF THE INTERVIEW TEAM AT BOTH BUILDINGS.

WHO THEN SENT FOLKS TO DR. STOKES FOR A FINAL SELECTION.

SO I JUST WANTED TO GIVE YOU AN UPDATE OF HOW THAT PROCESS WORKED. JANA ALLEN HAS BEEN AN EDUCATOR IN SHE SCHOOLS SINCE 1998. HARRISON PARKWAY, FALL CREEK IMMEDIATE. SAND CREEK IMMEDIATE AND ASSISTANT PRINCIPAL TALL AT THORT CREEK ELEMENTARY.

SERVED ON LEADERSHIP TEAMS IN THE BUILDING AND DISTRICT LEVELS. A LEADER IN TWO HSE NATIONALLY RECOGNIZED BLUE RIBBON SCHOOLS. JANA DESCRIBES HERSELF AS A COLLABORATIVE AND SERVANT LEADER SERVING THE STAFF, STUDENTS, SCHOOL DISTRICT AND COMMUNITY. JANA IS HONORED AND GRATEFUL OF THE OPPORTUNITY OF THORT CREEK ELEMENTARY.

INTRODUCE YOU MISSJANA ALLEN. >> THANK YOU.

>> SAME COMMENT, ARE YOU EXCITED?

>> VERY. >> ARE YOU GETTING STARTED RIGHT

OFF THE BAT? >> RIGHT AWAY.

WE ARE ANXIOUS TO GET TO WORK -- CONTINUE OUR WOULD.

I WANT TO ACKNOWLEDGE MY FAMILY, HUSBAND, SCOTT, AND MY SON, SAM,

[01:00:03]

SEVERAL STAFF MEMBERS AND TEACHERS WHO ARE HERE IN SUPPORT AS WELL. I REALLY APPRECIATE THE SUPPORT I HAD ALONG THE WAY FROM OUR SCHOOL AND THE DISTRICT LEVEL.

AND FELLOW ADMINISTRATORS AS WELL.

BUT REALLY LOOKING FORWARD TO CONTINUING TO SERVE AND GRATEFUL

TO BE CONTINUING MY WORK IN HSE. >> CONGRATULATIONS.

>>MEMBER LANG: THANK YOU VERY MU MUCH.

NOW DANIEL THOMPSON FOR THE ACADEMIC UPDATE.

>> ARE YOU DOING THIS OR DO YOU WANT ME TO?

>> DR. STOKES, MADAM PRESIDENT, MEMBERS OF THE BOARD OF TRUSTEES. LITERACY UPDATE FOK-6.

I LEARNED FROM JENNY ALDERMAN IN MY SPEECH CLASS THAT YOU USE YOUR VISUAL AID -- WE CALLED THEM VISUAL AIDS BACK THEN SPARINGLY AND YOU SPEAK FROM YOUR NOTES.

SO I WILL BEGIN. SO IMPLEMENTATION FOR OUR RESOURCES THIS YEAR FOR K-4, WE AADOPTED INTO READING AND HAGGERTY FOR PROGRAMMING FOR K-1.

AND AT THE 5-6 LEVEL SCHOLASTIC LITERACY.

ACROSS THE BOARD K-6, A PROGRAM CALLED JUNIOR GREAT BOOKS.

TEACHERS WERE EN STRUCKED TO UTILIZE THESE AS -- INSTRUCTED TO UTILIZE THESE AS THEIR PRIMARY RESOURCES FOR READING INSTRUCTION. THE START OF THE SCHOOL YEAR A FRAMEWORK OF LITERACY BEST PRACTICES AND HOW THEY WILL SUPPORT OUR INSTRUCTION. A K-4 FRAMEWORK AND CREATED A 5-6 FRAMEWORK. PROFESSIONAL DEVELOPMENT WAS VERY SPECIFIC THIS SCHOOL YEAR WITH THE RESOURCES.

THE AUGUST AND SPENT -- SO DURING THOSE ENTIRE TWO MONTHS, THE TWO DAY AS WEEK WERE DEDICATED TO LITERACY PROFESSIONAL DEVELOPMENT. OUR TDSS RAN THOSE AS WELL AS OUR ADMINISTRATORS. THE SEPTEMBER E-LEARNING DAY WAS DEDICATED TO HMH TRAINING. WE HAD THE VENDOR WORK WITH OUR K-4 TEACHERS IN PERSON. AND WE HAD SCHOLASTIC VIRTUALLY THAT DAY. IN FEBRUARY, I WAS INVEST EXCITED BECAUSE WE WERE ABLE TO OFFER THE OPPORTUNITY OF AN INTRODUCTORY SCIENCE AND READING PRESENTATION FOR ALL K-6 TEACHERS. WHEN I SAY "ALL" I MEAN RELATED ARTS. I MEAN EVERYONE WAS THERE.

SO THEY ALL LEARNED OF SCIENCE OF READING.

THE PRESENTER WAS MELISSA ABERNATHY AND ONE OF THE FOUNDING MEMBERS OF THE READING LEAGUE OF INDIANA AND ALSO THEIR PAST PRESIDENT. SO WE HAD AN EXPERT SHARING THIS WITH OUR TEACHERS. WE HAD OTHER VARIOUS PD OPPORTUNITIES THROUGHOUT THE YEAR FROM OUR VENDORS AND OUR TDSS. WE HAD SOME VENDOR PD IN PERSON AND SOME THAT WERE OFFERED VIRTUALLY.

SO THIS SPRING, RERECONVENED THE LITERACY COMMITTEE AND ALL STAKEHOLDERS WERE A PART OF. INCLUDING OUR COMMUNITY AND PARENTS. THIS COMMITTEE WAS TASKED TO REVIEW THE FRAMEWORK THAT WE UTILIZED AND TO GIVE US BOTH POSITIVE AND IMPROVEMENT FEEDBACK FOR WHAT THOSE RESOURCES DID FOR US AND WHERE WE MIGHT SEE SOME GAPS.

AS WITH ANY RESOURCE ADOPTION, THERE ARE ADJUSTMENTS IN ADAPTATIONS THAT TAKE PLACE THROUGHOUT THE ENTIRE FIRST YEAR, AND THIS YEAR WAS NO DIFFERENT.

OUR TEACHERS WORKED THROUGHOUT RESOURCES AND WE IDENTIFIED SOME GAPS. BUT THE FEEDBACK FROM TEACHERS ON THE POSITIVE SIDE. IT WAS VERY STRUCTURED AND EXPLICIT. THE DIGITAL ACCESS ACROSS ALL GRADE LEVELS, SO OUR FOURTH-GRADE TEACHERS CAN ACCESS FIFTH GRADE INTO READING AND FIFTH GRADE AND SIXTH GRADE SCHOLASTIC CAN IMPACT LEVELS AT EITHER SIDE WAS VERY APPROPRIATE AND NECESSARY AND ENRICHING AND REMEDIATING OUR STUDENTS.

[01:05:03]

SO FINALLY, THE STRONG STUDENT INTEREST BOOKS FOR READING PASSAGES AND MENTOR TEXTS. WE NEED TO HAVE OUR STUDENT ENGAGED AND ENJOYING WHAT THEY ARE LEARNING AND TEACHING DIFFERENT SKILLS AND THE TEACHERS WERE VERY HAPPY WITH THAT AS WELL. SO THEN THE ADJUSTMENTS THAT WE RECOGNIZE FROM YEAR ONE. OUR TEACHER DID WANT TO SEE RESOURCE THAT IS STRONGER WITH PHONICS.

THEY WEREN'T VERY COMFORTABLE WHAT WE WERE SEEING WITH HMH AND SUPPLEMENT GOING ON. HAGGERTY AT K-1 WAS SO LOVED.

AND THERE HAS TO BE A STRONGER WORD THAN "LOVED" THAT OUR SECOND-GRADE TEACHER WANTED THE HAGGERTY GRADE TWO.

AND THIRD AND FOURTH-GRADE TEACHERS BRIDGE THE GAP THE THIRD AND FOURTH GRADE WHICH WOULD BE AN INTERVENTION AND WANT THAT AS WELL BECAUSE THEY SAW WHAT HAPPENED IN THE K-1 CLASSROOMS AND VERY, VERY POSITIVE.

THAT SAN ADJUSTMENT. ALSO WE WANT TO INCREASE THE DAILY WRITING. AS I SAID, WE ASKED TEACHERS TO USE RESOURCES AS THEIR PRIMARY RESOURCES.

AS WE WERE GOING THROUGH THAT PROCESS, THE WRITING RESOURCE THAT WE USED IN THE PAST WAS VERY STRONG AND SYSTEMIC WRITING PROTOCOLS AND REALLY BUILT THE WRITING STAMINA.

AND WE SHIFTED THAT TO FLEXIBLE TO USE HMH AS OUR PRIMARY IMPLEMENTATION. A.

THE TEACHERS WERE NOT THRILLED WITH WHAT WE SAW.

WHEN YOU GET DOWN AND DEEP YOU CAN'T SEE THAT AT THE PILOT OR OVERVIEW LEVEL. WHEN YOU ARE REALLY IN THE STRETCHES AND TEACHING, THAT IS WHERE WE SAW IT REALLY WASN'T THE STRONG WRITING THAT WE WANTED AND THAT THERE WAS SUPPLEMENTING GOING ON. THE TEAM IS WORKING ON A PLAN IN THE FALL THAT WILL INCREASE THE DAILY WRITING AND DOVETAIL NICELY WITH THE WRITE WILLING ROPE RESEARCH TO TALK ABOUT.

5-6 TEACHERS LOVED SCHOLASTIC FOR THE WRITING.

THEY THOUGHT IT WAS VERY, VERY STRONG.

SCIENCE AND READING. I KNOW THAT WAS MENTIONED EARLIER. I DO WANT TO NOTE THAT SCIENCE OF READING IS NOW LAW. STATE LEGISLATION WAS PASSED IN THE SPRING, AND WE ARE REQUIRED TO USE THE SCIENCE OF READING IN OUR LITERACY. AND IT IS NOT AN OPTION.

WHAT IS THE SCIENCE OF READING. I WILL NOW NOT DO WHAT I WAS TOLD NOT TO DO AND READ A SLIDE. A VAST INTERDISCIPLINARY BODY OF SCIENTIFICALLY-BASED RESEARCH OPINIONED RESEARCHERS AND DIFFERENT GENRES ARE COGNITIVE SCIENTISTS, NEUROSCIENTISTS, EDUCATIONAL RESEARCHERS, PSYCHOLOGISTS, LINGUISTS, ALL OF THAT GENIUS HAS WORKED TOGETHER OVER THE LAST FIVE DECADES, THOUSANDS OF STUDIES. SO SCIENCE OF READING IS ROOTED IN EMPIRICAL DAY THAT THAT SHOWS THAT IT -- DATA THAT SHOWS THAT IT WORKS. VERY, VERY IMPORTANT TO NOTE.

AND WE REFER TO SCIENCE OF LEADING AND THE COMMUNITY IS HELP US WITH THIS AS WELL. IT IS NOT A PROGRAM.

IT IS A BODY OF RESEARCH OF HOW READING INSTRUCTIONS SHOULD BE APPROACHED. WE ARE NOT CALLING IT CURRICULUM. WE ARE NOT CALLING IT SPA PROGRAM. THE RESEARCH BEHIND HOW WE INSTRUCT. ANOTHER SMALL PIECE -- THIS WAS MORE OF A LITERACY UPDATE SO NOT NECESSARILY A SCIENCE OF READING PD AND WANTED TO GIVE A QUICK OVERVIEW.

THE NATIONAL READING PANEL REPORT OF 2000 CAME OUT OBVIOUSLY 23 YEARS AGO. AND SHOWED THAT STUDENTS NEED EXPLICIT INSTRUCTION IN THE ESSENTIAL COMPONENTS OF READING AND THE FIVE PILLARS OF LITERACY W BORN FROM THIS REPORT. WHAT WE HAVE BEEN FOLLOWING FOR READING INSTRUCTION FOR THE LAST 20-PLUS YEARS.

SCIENCE OF READING IS IN THIS. THE PILLARS, WE CALL THEM THE FIVE. 1986, GOW AND TEMER WITH A SIMPLE READING. AND WORD RECOGNITION CREATES READING COMPREHENSION AND A VERY OVERVIEW HIGH 30,000 FEET DISCUSSION OF WHAT THE SIMPLE VIEW OF READING IS, BUT THAT'S RESEARCH FROM 198. THINK -- 1986 AND THINK HOW LONG. SCARBOROUGH IN THIS EARLY '90S THAT TOOK THAT SIMPLE VIEW OF READING AND DUG DOWN DEEP WHAT

[01:10:03]

BUT HEAR IT AS SCARBOROUGH'S ROPE, THAT WAS NAMED IN 2001 BASED ON OUR RESEARCH. THE MOST RECENT RESEARCH THAT REALLY HAD A TENET IN THE SCIENCE OF READING IS IN 019.

SERITA. THIS RESEARCHER LOOKED AT THE SKILLS OF WHAT A GOOD WRITER IS. THAT IS CALLED THE WRITING ROPE THAT I ALLUDED TO EARLIER WHICH IS CRITICAL THINKING, SYNTAX, TEXT STRUCTURE, WORD CRAFT, ALL OF THOSE PIECES.

SO ALL OF THAT MAKES UP THE SCIENCE OF READING AND ALSO IMPORTANT TO NOTE THAT READING IS NOT NATURAL.

YOU DON'T LEARN TO READ NTURALLY.

IT DOES REQUIRE EXPLICIT SYSTEMATIC, SEQUENTIAL, CUMULATIVE AND MULTISENSORY INSTRUCTION.

WE NEED TO KEEP THAT IN MIND WHEN WE ARE TEACHING OUR STUDENTS AND WHEN YOU ARE WORKING WITH YOUR CHILD AT HOME.

IT IS ALSO IMPORTANT -- I KNOW THIS IS NOT SCIENCE OF READING BUT I THINK IT IS IMPORTANT. THAT SOME THINGS THAT IT IS.

AND SOME THINGS THAT IT IS NOT. I WILL TELL YOU THAT I BORROWED THIS TABLE WITH PERMISSION FROM THE IDOE AT A CONFERENCE WE ATTENDED -- A TEAM OF US ATTENDED IN APRIL AND THE SCIENCE OF READING IS BASED ON SCIENCE AND RESEARCH.

ABOUT WORD RECOGNITION AND LANGUAGE COMPREHENSION SKILLS AND GOOD FOR ANY STUDENT, REGARDLESS OF WHERE THEY ARE.

SCIENCE OF READING IS NOT, AS I SAID EARLIER A CURRICULUM OR A PROGRAM. IT IS NOT PHONICS ONLY.

SCIENCE OF READING AND IN-DEPTH WITH COMPREHENSION, FLUENCY, BACKGROUND KNOWLEDGE WITH VOCABULARY AND WRITING .IT IS NOT PHONICS ONLY. AND NOT A ONE SIZE FITS ALL APPROACH WHICH IS WHAT OUR TEACHERS ARE USED TO DO DIFFERENTIATING IN THE CLASSROOM WHERE THE SCIENCE OF READING DEALS NICELY. I WILL HAND OUT IN PURPLE BOOKLET. I ENCOURAGE TO YOU INVESTIGATE THE SCIENCE OF READING AND EDUCATE YOURSELF ON THAT.

THIS BOOKLED FROM THE READING LEAGUE.

THE NATIONAL CHAPTER, THE NATIONAL GROUP.

SO WE LOOK AT PROFESSIONAL DEVELOPMENT FOR YEAR TWO.

WE HAVE GOT EXCITING THINGS HAPPENING.

AND I AM EXCITED TO SHARE THAT IN CONJUNCTION WITH THE DYSLEXIA ASSOCIATION, OUR K-4 PRINCIPALS WILL GO THROUGH LETTERS TRAINING STARTING IN THE FALL OVER A TWO-YEAR TIME PERIOD.

A TWO-YEAR COMMITMENT. LETTERS STANDS FOR LANGUAGE ESSENTIALS FOR READING, SPELLING.

THE ESSENTIALS OF HOW WE ARE TEACHING READING AND SPELLING.

WE ARE ADDING LITERACY COACHES THROUGH A GRANT FROM THE I IRKDOEE AT FISH IRARE ELEMENTARY AND SAND CREEK ELEMENTARY.

AND WORK SIDE BY SIDE AT THOSE TWO BUILDINGS.

THEY WILL BE GOING THROUGH A WEEK OF PD WITH THE UNIVERSITY OF INDIANAPOLIS INDIANAPOLIS CELL CENTER.

AND THEY WILL HAVE BIMONTHLY PD THEY WILL BE GOING THROUGH WORKING WITH THOSE TEACH EFFORTS AT THAT BUILDING AND THEY WILL BE COLLABORATING WITH THEIR TDSS SO THAT KNOWLEDGE WILL BE CROSSED OVER TO ALL OF OUR BUILDINGS.

WE ARE ALSO WORKING TO SECURE LETTERS TRAINING FOR FACILITATORS. THAT IS KEY FOR OUR TDSS STARTING IN THE FALL AND WILL ALSO BE A TWO-YEAR PROCESS.

THE GREAT THING IS WILL BE TRAINING OUR NINE TDSS OF HOW TO -- TRAINING OUR TEACHERS ON LETTERS.

ONLY BE ABLE TO TRAIN HAMILTON SOUTHEASTERN SCHOOLS TEACHERS.

WE WILL BE WORKING ON THAT AS WE GET THEM TRAINED.

THAT IS VERY EXCITING AS WELL. BUILDING LEVEL PD AN EXTENSION NOT ONLY THAT HER SCHOOL IMPROVEMENT PLAN AND PRINCIPALS AND TDSS GOING THROUGH WITH THE LETTER TRAINING AND DIFFERENT DATA POINTS WHERE THEY NEED TO BE IN THEIR SCHOOL IMPROVEMENT PLAN. AND THE TIME THING WE HAVE PLANNED TODAY -- WE MIGHT HAVE OTHER THINGS PLANNED ON ANOTHER DAY, BUT THE FINAL THING IS SENDING A TEAM OF TEACHERS -- WELL, A TEAM, TO THE ANNUAL NATIONAL CONFERENCE OF THE READING LEAGUE IN OCTOBER 2023. THE SEVENTH ANNUAL AND THRILLED TO BE ABLE TO SEND A TEAM THERE TO GLEAN MORE INFORMATION AND BRING IT BACK TO THE DISTRICT. AND THAT'S THE END OF MY PRESENTATION. AND I WILL HAND YOU THESE

BEAUTIFUL PURPLE BOOKLET'S. >> CAN I ASK A QUICK QUESTION.

[01:15:01]

PEN YOU SAY YEAR ONE AND YEAR TWO, YOU ARE TALKING SCHOOL YEAR, RIGHT? PROFESSIONAL DEVELOPMENT THROUGHOUT THE SCHOOL YEAR. DOES THAT ALIGN WITH WHAT IS ON THE CALENDAR PROFESSIONAL DEVELOPMENT? OR ADDITIONAL? SORRY -- THANK YOU FOR MY BOOK.

>> SORRY, THERE WERE TALKING TO ME WHEN I WAS HANDING THEM OUT.

THE TRAINING WILL BE OVER TWO SCHOOL YEARS.

>> OKAY. >> WE CAN BEGIN THAT PD PROCESS.

YEAR ONE FOR OUR TDSS FOR THE FACIL FACILITATOR. TRAINING FOR VOLUME 1.

AND TRAINING FOR VOLUME 1 AND START TRAINING WITH OUR TEACH ERSZ. SHARE LITTLE BY LITTLE GOING THROUGH THE WHOES PAY-- WHOLE PROCESS.

AND THE SECOND SCHOOL YEAR, VOLUME 2 PARTICIPANT AND VOLUME 2 FACILITATOR AND WILL BE CERTIFIED THROUGH LETTERS

BY ALEXIA TO TEACH OUR TEACHERS. >> I DON'T KNOW AN ELEPHANT IN THE ROOM. AS A PARENT WITH A KID IN THIRD GRADE, SECOND GRADE OR K-6. WHAT ARE WE DOING FOR THEM CURRENTLY? ARE WE BLENDING THIS IN, OR WAIT

TWO YEARS AND THEN THEY GET IT? >> NO, IT WILL BE BLENDED IN.

AS THE PRINCIPALS GO THROUGH TRAINING THEY WILL BRING BACK TO PD. THE TWO PD TIMES, THEY WILL BRING IT BACK LITTLE BY LITTLE. THE ACTUAL -- BEING ABLE TO SAY WE ARE TEACHING OUR TEACHERS WAIT UNTIL TDSS GET THAT

TRAINING IN PLACE. >> OKAY.

THANK YOU. >> I AM GOING TO HAVE A RIDICULOUS AMOUNT OF QUESTIONS AND I WILL ONLY ASK ONES THAT ARE REALLY IMPORTANT BECAUSE YOU HAVE DONE A GREAT JOB OF ANSWERING THEM ALREADY. WE TALK OF HAGGERTY AND THE GREAT OUTCOMES WE HAD WITH OUR K-1 TEACHERS.

I KNOW YOU HAD SAID BEFORE THAT OUR TDSS AT EACH BUILDING ARE ABLE TO WORK WITH ANY TEACHER ON THE SKILLS SINCE WE ONLY TRAIN OUR K-1 TEACHERS. ARE WE GOING TO TRY TO ENCOURAGE SOME OF THE TWO THROUGH FOUR TEACH TO GO AND SORT OF GET SOME OF THAT TRAINING. BECAUSE I KNOW OUR TDSS ARE RESOURCES IN THE BUILDING TO BE ABLE TO HELP TEACH EFFORTS KINDS OF ONE-OFF GET A LITTLE BIT MORE EXTRA -- SOME MORE SUPPORT ON THAT. AND THEN IS THERE A PLAN THERE AS WE ARE DOING THE LETR STUFF WHICH I AM SO EXCITED ABOUT.

AND MY APPLE WATCH KEEPS GOING UP AND IT IS ELEVATED BECAUSE I

AM SO EXCITED. >> I DON'T DISAGREE WITH YOU.

>> BUT ARE WE GOING TO -- DO WE HAVE A PLAN IN PLACE SPECIFICALLY AGAIN FOR HAGGERTY SINCE IT IS WORK SO WELL TO HAVE OUR TDSS AND PD TO BRIDGE THE GAP THAT SOME OF OUR SPECIFICALLY TWO THROUGH FOUR WHO K-1 IS THE FOUNDATION AND EVERYONE IN THE COUNTRY IS CHANGING THE WAY THEY ARE TEACHING READING BECAUSE EVERYBODY FIGURED IT OUT CLOSING THE GAP FOR THE KIDS THAT DID NOT GET THE SKILLS.

READING IS NOT NATURAL. YOU HAVE TO WORK FOR IT.

I WILL USE THE EXAMPLE OF MY OWN DAUGHTER.

I WAS TAUGHT TO READ WI WITH ORTON GILIHAM WHEN I WAS YOUNGER AND DYSLEXIC. EVEN THOUGH I AM NOT TRAINED.

I HAVE THE FLASH CARDS. .

THEY SEE THE BOX AND SAY GET AWAY FROM ME.

8TH GRADE AND GAPS OF HOW SHE CAN SOUND OUT WORDS AND OTHER THINGS THAT ARE BECOMING MORE. AND HOW TO FILL THE GAPS AND OLDER KIDS AND MAKING SURE THEY ARE FILLING IN THE HOLES IN THE FOUNDATIONAL SKILLS BY THE TIME THEY LEAVE OUR GRADUATE HERE THEY HAVE GIVEN THEM THE BASIS OF READING THAT THEY NEED TO H HAVE.

>> AS I ALLUDED EARLIER TO HAVE IT AS CORE CURRICULUM.

WORK ON THAT PIECE OF THAT. FOURTH AND FIFTH GRADE HAVE THE GAP WITH HAGGERTY AND AN INTERVENTION AND LOOKING INTO THE PIECE OF IT AS WELL AND THE SCREENING AND STUDENTS THANKFULLY WERE ABLE TO PICK UP THE READING VERY, VERY QUICKLY AND LOST THE DECODE ING ALONG T WAY.

[01:20:01]

>> I WANT TOP SAY EXCITED BY LETR TRAINING AND DOE'S SECOND YEAR FOR THE COACHES. AND LAST YEAR HSE WAS NOT ELIGIBLE. THEY HANDPICKED AND SELECT WHO HAD WAS ELIGIBLE. I AM EXCITED THAT WE ARE ABLE TO PARTICIPATE WITH OUR SCHOOLS THAT ARE MOST IN NEED.

>> THANK YOU. I KNOW WE WERE VERY EXCITED THAT WE WERE ELIGIBLE AND APPROVED. IT IS EXCITING.

THANK YOU. >>MEMBER ORR: I WANT TO COMPLIMENT YOU ON ALL OF THIS WORK AND SO MUCH GOES INTO THIS CHANGE AND THROUGH LEGISLATION, A LOT OF THIS IS REQUIRED NOW.

I WANT TO POINT OUT THAT OUR DISTRICT WAS WORKING ON THIS LONG IN ADVANCE OF THAT, CORRECT.

AND MY COLLEAGUE IS VERY PASSIONATE ABOUT IT AND EXCITED.

WE ALL ARE. A DEGTESTAMENT TO OUR BOARD ANDR PREVIOUS BOARD AND OUR ADMINISTRATORS.

AND WE TALKED A LOT ABOUT IT. AND TO DO ALL OF THIS BEHIND THE SCENES AND GETTING THIS READY TO ROLL, MAKING SURE OUR TEACHERS HAVE THE PROFESSIONAL DEVELOPMENT THEY NEED.

IT IS A BIG CHANGE SO THANK YOU. >> YOU ARE WELCOME.

I WOULD BE REMISS IF I DIDN'T AT THIS POINT MY HAT TO OUR TDS AND THE TEACHERS AND PD ON CONTRACT HOURS ON THEIR OWN WITH VIDEOS AND THOSE TYPE OF THINGS. I AM JUST PRESENTING IT TO YOU.

THEY ARE THE BOOTS ON THE GROUND.

>>MEMBER LANG: THANK YOU. MOVING TO 5.02.

RETURN TO INSTRUCTION REVIEW. DR. QUIGLEY.

>> SO FOR THE LAST FEW YEARS, EVERY SIX MONTHS, WE HAVE BEEN REQUIRED TO COME BEFORE THE BOARD AND HAVE AN OPPORTUNITY FOR PUBLIC COMMENT FOR CHANGES TO WHAT WAS ORIGINALLY THE RETURN TO INSTRUCTION PLAN BUT HAVE MORPHED INTO AN IN-PERSON INSTRUCTION PLAN. THIS IS -- AT LEAST I AM GLAD THIS IS THE LAST TIME WE HAVE TO DO THIS TO MIDEAST THIS REQUIREMENT. BUT WE HAVE TO REVIEW IT EVERY SIX MONTHS PER THE ESSER GUIDELINES.

THIS IS OUR FINAL REVIEW. WE HAD AN UPDATED VERSION ONLINE, I BELIEVE. AND WE REALLY SCALED THIS BACK FOR THOSE OF YOU WHO REMEMBER. THIS WAS MANY, MANY PAGES -- DOCUMENT. AND NOW WE ARE DOWN TO FIVE.

THE MOST RECENT REVISIONS ARE REALLY JUST LANGUAGE INFORMATION ABOUT SIGNAGE AND BARRIERS AND THINGS WE NO LONGER HAVE IN PLACE. CHANGE SOME LANGUAGE THAT THE CDC HAD RECOMMENDED AND CHANGES THAT THEY MADE.

AND THEN JUST PUT IN SCHEDULE DATA FOR THE '23-'24 SCHOOL YEAR. SO IF THERE ARE NO QUESTIONS ON THIS TOPIC, WE WILL BE GLAD THAT WE DON'T HAVE TO DO THAT AGAIN.

>>MEMBER LANG: I THINK WE ARE ALL GLAD, DOCTOR.

[LAUGHTER] ARE WE GOOD? OKAY. MOVING ON.

I AM UP HERE FOR -- >>MEMBER LANG: 5.03, DISCIPLINE

DATA UPDATE. >> OKAY, MAN.

THAT IS THE NEXT ONE. SO TONIGHT I WILL LIKE TO PRESENT TO YOU SOME OVERVIEW DATA REGARDING SCHOOL DISCIPLINE FOR THE 2022-'23 SCHOOL YEAR. WHAT I HAVE FOR YOU ON THE SCREEN RIGHT NOW IS THE TOP OFFENSES FOR ALL GRADES FOR THE PAST SCHOOL YEAR. A COUPLE OF NOEFTS I WOULD LIKE -- NOTES WHAT I WOULD LIKE. OFFENSES IS THE SAME THING AS DISCIPLINE ACTION. FOR EXAMPLE BE, A STUDENT MIGHT HAVE BEEN SENT TO THE PRINCIPAL'S OFFICE OR RECEIVED A

[01:25:05]

SO WHAT -- WHAT I MEAN TO SAY HERE IS WHAT WAS REPRESENTED ON THE SCREEN WAS STUDENTS THAT RECEIVED A DISCIPLINE CONSEQUENCE FOR THE ACT COMPLETED.

>> FOR CLARITY R, DOESN'T MEAN THAT KIDS WEREN'T BROUGHT TO THE DEAN OR HAVE SITUATIONS. THESE WERE CONSEQUENCES.

>> CORRECT. WE HAVE A FIELD WHERE WE CAN OUR ASSISTANT PRINCIPALS OR DEANS CAN MARK THINGS AS "FOR RECORD ONLY" IF IT IS A SITUATION WHERE THEY FEEL LIKE IT NEEDS TO BE DOCUMENTED AND A CONSEQUENCE DOES NOT NEED TO BE GIVEN.

>> LIKE A TALKING TO. >> CORRECT.

AN ACTUAL CONSEQUENCE IT APPEARS AS AN OFFENSE.

THESE NUMBERS ARE OFFENSES, NOT STUDENTS.

AS I WILL SHARE LATER, THERE ARE MULTIPLE STUDENTS -- STUDENTS THAT CREATE -- DO AN OFFENSE MULTIPLE TIMES OR DISCIPLINED MULTIPLE TIMES. THESE THESE ARE JUST THE TOP FIVE. MANY HER IN THE LIST THEY GO IN DESCENDING ORDER AND THE TOP FIVE FOR ALL GRADES.

>> FOR LAYMAN'S PURPOSES. SORRY I BRING THIS UP ALL THE TIME. WHEN WE SAY "DISRUPTIVE BEHAVIOR" ANYTHING THAT STOPS INSTRUCTIONAL TIME OR ANYTHING THAT DISRUPTS ANYTHING IN THE DAY.

>> YES AND YES. MANY OF THESE CATEGORIES ARE UMBRELLAS FOR A LOT OF THINGS THAT COULD OCCUR IT IS UP TO THE ADULT WITH THE CHILD TO DETERMINE IF THIS ACT AFFECTED THIS CATEGORY. COULD BE A CLASSROOM OCCURRENCE.

SOMETHING THAT OCCURS IN THE HALLWAY.

IT COULD BE ON THE BUS. AGAIN, MANY OF THESE THINGS ARE AN UMBRELLA AREA OF A LOT OF INTERPRETATION OF WHAT THE STUDENT COMES TO THE OFFICE FOR WHAT THEY SEE.

THE PHYSICAL ALTERCATION OFFENSE IS NOT THE SAME THING AS FIGHTING. THERE IS A DIFFERENT CATEGORY FOR FIGHTING THAT, AGAIN, IF TERMED BY THE ASSISTANT PRINCIPAL AND DEAN BECAUSE I USE THAT BECAUSE THOSE ARE THE STUDENTS THEY SEE ARE BEING DISCIPLINED.

THEY WOULD DETERMINE BASED ON WHAT HAPPENED WHICH CATEGORY THEY WOULD FALL INTO. THESE ARE THE TOP OFFENSES FOR GRADES K-6. I TOOK THE BIGGER NUMBER ON THE PREVIOUS SLIDE AND I PROBING IT DOWN INTO UNTIL OUR GRADE LEVEL SPANS. AND YOU CAN SEE THE FIVE CATEGORIES THERE FOR GRADES K-6. AND THESE ARE OUR TOP FIVE OFFENSES FOR OUR SECONDARY STUDENTS.

SO CLEARLY GETTING TO CLASS AND STAYING IN CLASS IS AN AREA WHERE WE MIGHT NEED SOME WORK. BUT THE OTHER THING TO NOTE ON THIS IS THOSE ARE -- THOSE ARE IMPORTANT SKILLS THAT WE ARE -- WE ARE REALLY WORKING TO INGRAIN WITH OUR SECONDARY STUDENTS AND WE ALL KNOW THAT THE STUDENTS AT THAT LEVEL ARE STARTING TO HAVE AUTONOMY THAT THEY HAVEN'T HAD PREVIOUSLY IN SCHOOL.

SO GETTING TO CLASS ON TIME AND MAKING SURE THEY GO TO CLASS ARE THINGS THAT THEY ARE CONTINUALLY BEING REINFORCED WITH AS IMPORTANT SKILLS. BUT I WOULD ALSO SAY IN THE BROAD SPECTRUM OF DISCIPLINE, I WOULD ALSO CONSIDER MANY OF THESE TO BE MINOR THINGS, NOT TO BE IGNORED BUT I THINK WE CAN LOOK AT THIS LIST AND SAY, YOU KNOW, IF -- IF OUR KIDS ARE GOING TO GET DISCIPLINE FOR SOMETHING, I WOULD MUCH PREFER THIS MANY THINGS ON THIS LIST THAN THE ALTERNATIVE.

>> CAN I ASK ONE QUESTION? >> SURE.

>> WOULD SOMETHING LIKE, I DON'T KNOW, A SENIOR IN HIGH SCHOOL LEAVING THE CAMPUS TO GET LUNCH OTHER THAN THE CAFETERIA AND WOULD THAT BE SKIPPING AND CUTTING CLASS IN THAT CATEGORY.

>> I THINK THAT IS A FAIR AREA. >> JUST WONDERED.

>> JUST HYPOTHETICALLY. >> HYPOTHETICALLY.

I DON'T KNOW IN INWHOEVER DID THAT IN HIGH SCHOOL.

>> I DON'T HAVE IS CARMEL'S DATA.

>> THAT DATA WILL BE PRETTY OLD. >> FROM 1990.

[01:30:01]

>> I GRADUATED IN 2000. I AM NOT THAT OLD.

>> OH, GOODNESS. >> MOVING ON.

THIS GRAPH DEPICTS A TREND LINE OF FIVE YEARS FOR OUR MOST SERIOUS DISCIPLINE CONSEQUENCES WHICH ARE SUSPENSION EITHER IN PERSON OR OUT -- OR IN SCHOOL OR OUT OF SCHOOL OR EXPULSIONS WHICH IS OBVIOUSLY THE MOST SEVERE CONSEQUENCE THAT OUR STUDENTS WOULD RECEIVE. OUR GOAL -- KIDS CAN'T LEARN WHEN THEY ARE NOT IN CLASS, WE CERTAINLY SEE THESE THREE OPTIONS AT LAST RESORTS, BUT SOMETIMES THEY ARE NEEDED.

AND SO WHAT -- WHAT I WANTED TO SHOW IS NOTHING THAT COVID AND OUR -- NOT BEING IN SESSION PHYSICALLY WAS GOING TO BE A DETRIMENT TO THIS DATA, I WANTED TO GO BACK FAR ENOUGH SO YOU CAN SEE WHERE WE WERE PRECOVID. THESE YEARS THAT ARE ALONG THE BOTTOM ARE THE ENDING SCHOOL YEAR NUMBER.

SO THE FIRST LINE TO THE FAR LEFT IS THE 2018-2019 SCHOOL YEAR. AND TO THE FAR RIGHT IS THE --

IS THIS PAST YEAR 2022-'23. >> SO WHEN I LOOK AT THE TOP TWO CHARTS THAT YOU WERE SHOWIN US, THE -- BEFORE YOU DID THE TREND.

AND YOU ARE TALKING ABOUT, LIKE, SEVEN TO 12 OFFENSES, K-6 OFFENSES. SO ARE WE -- AM I INTERPRETING THIS CORRECTLY THAT WE ARE SEEING MORE OF THAT CONTACT DISRUPTIVE TYPE BEHAVIOR OF -- OH, JUST ACTING UP IF WE WILL IN OUR YOUNGER YEARS -- YOU ARE SAYING ON HERE WE ARE NOT SEEING IT AS.MUCH IN OUR HIGH SCHOOL YE

YEARS? >> CORRECT.

IT DOESN'T REACH OF THE TOP FIVE.

>> NOT THAT IT IS NOT HAPPENING OBVIOUSLY.

YOU ARE SAYING FOR THE HIGH NUMBERS.

WHEN YOU SAY THAT, BOTH HIGH SCHOOLS, CORRECT.

7-12. AND --

>> AND THE OTHER THING I WOULD TELL YOU IS THAT JUST LIKE OF THE AUTONOMY TO GET TO CLASS ON TIME HAPPENINGS IN THE SECOND AIRY AT THE YOUNGER GRAZED, BUT AN EXPECTATION BEHAVIOR AS WELL.

AND SOME OF THE BEHAVIOR MOLDED IN THE YOUNGER GRADES THINGS WE LOOK LIKE INAPPROPRIATE BEHAVIOR AND PHYSICAL ALTERCATION FOR A SECOND-GRADER IS A LOT DIFFERENT THAN WHAT WE MIGHT SEE THAN A 10TH GRADER. STUDENTS ARE LEARNING THROUGH THEIR YEARS TO LEARN WHAT IS APPROPRIATE AND WHAT IS NOT FOR SCHOOL. DID YOU HAVE AN ADDITIONAL

QUESTION ON -- >> WELL -- NO.

I KNOW WHEN WE DID THE MENTAL HEALTH GRANT AND GATHERING ALL THAT DATA. IT SHOWED QUITE A BIT IN OUR HIGH SCHOOL YEARS. AND I WANTED TO SEE IF WE IMPROVED AND DONE BETTER THAT IT IS NOT SHOWING UP AS.MUCH?

>> I WILL TELL YOU THAT ANECDOTELY AND WHAT THIS DATA DOES A LITTLE BIT IS THAT THIS YEAR HAS -- AND I HAVE THINK NATIONALLY YOU HAVE HEARD MAYBE SOME OF THIS AS WELL.

THAT SINCE COVID, IT HAS BEEN A STRUGGLE FOR OUR EDUCATORS AT TIMES TO -- THE EXPECTATIONS THAT THEY HAVE FOR STUDENTS IN SCHOOL. AND THEIR ABILITY TO ADJUST AND SOME OF THEM CHANGE -- YOU KNOW, CHANGED -- WERE OUT OF SCHOOL DURING KEY TRANSITION TIMES FROM ONE GRADE LEVEL TO THE NEXT.

AND MAYBE NOT BEING IN SCHOOL TO -- TO REALLY HELP THEM UNDERSTAND WHAT THE EXPECTATION IS AT THAT GRADE LEVEL.

I KNOW THAT OUR PRINCIPALS HAVE SAID TO ME THAT -- THAT, YOU KNOW, THEY HAVE SEEN BEHAVIORS THAT MAYBE THEY HAVEN'T SEEN IN PREVIOUS YEARS HAVE COME TO LIFE IN THE LAST YEAR BECAUSE STUDENTS JUST WEREN'T AS INTUNE IN THE EXPECTATIONS AS THEY SHOULD BE. BUT HOPEFULLY THAT WILL BE

IMPROVING AS WE MOVE FORWARD. >> OKAY, THANK YOU.

>> THIS WAS THE PERCENTAGE OF ACTIONS JUST RELATIVE TO -- SO YOU CAN SEE THE CATEGORIES FOR WHY OUR STUDENTS WOULD BE SUSPENDED OR EXPELLED. NONE OF THESE NECESSARILY ARE INDICATIONS OF EXPULSION AND A ONE-TIME ACT BEFORE BUT MIGHT BE SOMETHING THAT HAPPENS OVER TIME AND LEADS TO AN EXPULSION.

VERY FEW BEHAVIORS THAT OCCUR THAT ARE AN AUTOMATIC WITH A

ONE-TIME OCCURRENCE. >> IF I CAN ASK YOU A QUICK QUESTION AND SOMETHING YOU MAYBE NOT HAVE NOW AND TO NUT IN CONTEXT WITH GENERAL INFORMATION.

IF YOU SCROLL BACK UP TO THE PART WHERE SUZANNE WAS TALKING

[01:35:03]

THOUSAND STUDENTS, 7-12. >> YOU HAVE 10,000 TO 11,000.

>> 10,000 TO 11,000. THE POINT -- WHILE I WOULD LOVE

TO SEE THAT CUT DOWN TO ZERO -- >> SURE.

>> -- SKIPPING CLASS OR A TARDY. IF YOU HAVE 11,000 STUDENTS AND 1100 INFRACTIONS. THEY HAVE THE OPPORTUNITY TO IT BE TARDY FOR SEVEN PERIODS, EIGHT PERIODS A DAY TIMES 180

DAYS. >> CORRECT.

>> I AM NOT -- I AM NO MATH MAGICIAN HERE BUT IT SEEMS LIKE A FAIRLY LOW PERCENTAGE OF THE POSSIBLE TOTAL OCCURRENCES.

>> AGREED. >> VERY HIGH PERCENTAGE OF OUR KIDS ARE MAKING IT TO CLASS ON TIME AND DOING THE RIGHT THING.

FAIR TO SAY? >> FAIR TO SAY.

>>MEMBER LANG: THESE ARE ALL UNIQUE.

ONE INSTANT PER STUDENT. IT COULD BE ONE STUDENT

REPEATING MULTIPLE BEHAVIORS. >>MEMBER ORR: IS THAT HOW IT IS CLEATED. ONE TARDY.

IF I MISSED FIRST PERIOD AND THIRD PERIOD, TWO TARDYRS ON THAT CHART, RIGHT? THESE WILL BE THE ACTUAL CONSEQUENCE WAS GIVEN FOR -- FOR SKIPPING CLASS.

IT MAY BE THAT, FOR EXAMPLE, YOU GET THREE TARDIES TO CLASS.

AND ON THE THIRD THERE IS A CONSEQUENCE.

>>MEMBER ORR: IT COULD BE -- ONLY USE.

>> CORRECT. >>MEMBER ORR: WE TRACK IT AS FAR

AS, THERE IS SOME REPORT ONLY? >> YES.

>> TALKING TO SOMETHING LIKE THAT.

NO CONSEQUENCE GIVEN. I THINK THAT DATA MIGHT BE INTERESTING TOO. OF COURSE WITH ANYTHING YOU GIVE US, PLEASE REMOVE STUDENT DATA. GET IT -- BIG PICTURE, YOU KNOW, PER SCHOOL OR PER GRADE LEVEL. BUT I THINK THAT WOULD BE INTERESTING TO SEE IT HOW MANY HOW MANY KIND OF INITIAL INFRACTIONS THERE ARE AND HOW OFTEN THEY TURN INTO SOMETHING WITH THE CONSEQUENCE AND I WILL TALK MORE ABOUT IT IN A LITTLE BIT. BUT ONE OF OUR BIG POINTS IS, ARE OUR KIDS GETTING CONSEQUENCES FOR THEIR ACTIONS.

I LIKE TO THINK THEY ARE, BUT I KIND OF WANT TO HIP TRACK AND MAKE SURE THAT THE TEACHER FEEL SUPPORTED THAT WHEN THEY REPORTING IS, DOES IT STICK. YOU KNOW, DOES THE KID GET TALKED TO AND SENT BACK TO CLASS AND THE TEACHER IS FRUSTRATED.

I THOUGHT YOU WERE IN THE PRINCIPAL'S OFFICE AND NOW BACK IN THE ROOM TAKING CARE OF THOSE THINGS.

>> I AM GOING TO PIGGYBACK ON THIS TOO.

I HIKE THIS DATA AND I APPRECIATE IT, I AM THINKING OF THE INFRACTIONS THEMSELVES. 2100 -- KIDS WILL GET IN TROUBLING. GOOD KIDS MAKE POOR CHOICES AND THINGS HAPPEN. REALLY UP TO THE TEACHERS' DISCRETION, PERHAPS. ONE CLASSROOM WHERE NOT QUITE MUCH ACTING UP AND ANOTHER CLASSROOM, THEY ARE LIKE I AM NOT TOLERATING THAT AND IT IS DIFFERENT.

TO JUST KIND OF GET AN IDEA OF -- THE OTHER PART IS IF WE HAVE IT AND EVER REPORTED HOW MUCH WE HAVE AS FAR AS INFRACTIONS LIKE PEOPLE COMING IN AND GETTING TO THE OFFICE, NOT JUST THE CONSEQUENCE ONES, BUT OUT OF -- IF YOU ARE GIVING ME NUMBERS THAT SAY 12,000 OAR 1200, EXCUSE ME.

REALLY 1600 AND REALLY ONLY 1200 HAD A CONSEQUENCE OR LOOKING AT 2,000. AND 1200 HAD A CONSEQUENCE.

>> TO FOLLOW-UP ON THAT. I WANT TO MAKE CLEAR IT IS UP THE TEACHERS DISCRETION. I AM NOT GOING TO ASK FOR A REPORT OR ANYTHING LIKE THAT. BUT MY CONCERN IS MAKING SURE THAT TEACHERS FEEL SUPPORTED. IF THEY TAKE SOME ACTION, WHATEVER IT IS, GO TO THE PRINCIPAL'S OFFICE.

IF THEY WANT TO, THAT THAT'S NOTED TO MISS THOMAS'S POINT.

IF IT IS NOT NOTED ANYWHERE AND HAPPENS IN A SEPARATE CLASS AND MAYBE ON A THIRD CLASS. ALL OF A SUDDEN YOU HAVE YOUR THREE STRIKES AND THEY ARE NOT COMMUNICATING.

>> THAT IS SOMEWHAT THE UNIQUE FUNCTION OF -- OF A NOTATION OF -- THAT IT IS IN THERE. BUT IT MIGHT NOT BE A CONSEQUENCE GIVEN SO THAT IF -- IF YOU GO TO SOMEBODY ELSE'S CLASS. AND YOU ARE REFERRED TO FOR THE SAME THING, WHEN YOU ARE SEEN BY AN ADMINISTRATOR, THEY CAN OPEN UP THAT SYSTEM AND SAY -- OH, I CAN SEE THAT YESTERDAY, WHEN YOU WERE IN THIS TEACHER'S CLASS, YOU DID THE EXACT SAME THING.

NOW I THINK MAYBE THERE NEEDS TO BE A CONSEQUENCE HERE.

SO WHEN WE DO THE FOR RECORD ONLY, IT IS -- IT IS TO MAKE SURE THAT WE CAN TRY TO CONNECT THE DOTS THROUGHOUT A DAY OR A

WEEK OR WHAT HAVE YOU. >> PERFECT, THANK YOU.

>> YES, THANK YOU. >> SO NEARLY 9600 DISCIPLINE

[01:40:03]

AND TO YOUR POINT, SOMETIMES THINGS HAPPEN.

BUT THE IMPORTANT PIECE OF THE TAKEAWAY IS OF THOSE 9600 DISCIPLINE OFFENSES, 15.6% OF OUR STUDENTS COMMITTED THOSE, WHICH MEANS, A, ABOUT 85% OF OUR STUDENTS NEVER GOT ANY KIND OF CONSEQUENCE FOR ANYTHING. .

WHICH I THINK WE SHOULD CELEBRATE.

IT MEANS A HUGE MAJORITY OF OUR STUDENTS ARE DOING THE RIGHT THING, BUT THE OTHER THING THAT IT -- THAT IT TELLS US -- AND UP WANT TO MAKE SURE I SHARE THIS DATA WITH YOU, BECAUSE I DON'T THINK I HAVE IT ON THE LAST SLIDE.

YEAH. IS THAT WHAT THAT MEANS IS, THAT WE HAVE A GOOD NUMBER OF STUDENTS THAT OUR -- THAT ARE COMMITTING OFFENSES MULTIPLE TIMES.

AND SO OF THE 9600, THOSE WERE COMMITTED BY A LITTLE UNDER 3300 KIDS. IT COMES DOWN WE HAVE 3300 KIDS THAT ARE ON AVERAGE COMMITTING OR RECEIVING CONSEQUENCES THREE TIMES OUT OF THE COURSE OF THE SCHOOL YEAR.

SO THE -- THE IMPORTANT PIECE THAT I THINK WE NEED TO LOOK AT AND WORK TOWARD IS MAKING SURE THAT WE HAVE MEASURES IN PLACE -- I MEAN DISCIPLINE IS DESIGNED TO HELP CURB FUTURE ACTIONS AND YET WE HAVE A GOOD NUMBER OF STUDENTS THAT ARE REPEATING AND RECEIVING MULTIPE OFFENSES OR CONSEQUENCES.

OUR DISCIPLINE DATA SHOW THE DISPROPORTION AT BETWEEN OUR DEMOGRAPHIC GROUPS. THIS IS A FILTER WE LOOK AT A LOT. YOU PROBABLY HAVE HEARD ME SHARE OR AT LEAST PREVIOUS BOARDS HAVE WE DO THE SAME THING FOR ACADEMICS. WE LOOK AT REPRESENTATION OF OUR STUDENTS AND HOW THEY PERFORM ON OUR METRICS TO DETERMINE IS THAT IN LINE WITH REPRESENTATION IN SCHOOL AND WE CAN SEE SOME AREAS OF DISPARITY THAT WE NEED TO CONTINUE TO MONITOR.

>> ARE THOSE TWO COLUMNS THE REPRESENTATION AND THE

DISCIPLINE? >> YES, THE FIRST COLUMN IS THE ACTUAL REPRESENTATION OF THOSE GROUPS OF OUR OVERALL POPULATION WITH THE SECOND COLUMN BEING THE PERCENT OF THOSE STUDENT.

RACE AND ETHNICITY THAT RECEIVED A CONSEQUENCE.

YES, YOU HAVE A QUESTION. >> WITH OUR INFORMATION AND REPORTING. ARE WE ABLE TO TRACK IF THERE IS DISPARITY ON HOW THEY ARE DISCIPLINED?

>> SO WE CAN AND HAVE MR.FARIS DO WORK FOR ME IN THAT REALM.

IF YOU ARE SPEAKING -- DID WE HAVE STUDENTS RECEIVE -- DID ONE OF THESE GROUP RECEIVE MORE SUSPENSIONS THAN ANOTHER GROUP.

ARE YOU SPEAKING OF THE TYPE OF CONSEQUENCE?

>> YEAH, THE TYPE OF CONSEQUENCE FOR THE SAME BEHAVIOR.

WE WOULD HAVE TO BECAUSE THE BEHAVIORS ARE CATEGORIZED THE WAY IT IS. WE WILL TRY TO COMPARE THAT BEHAVIOR CATEGORY BY WHAT THE OUTCOME WAS OR WHAT THE CONSEQUENCE WAS. THAT IS SOMETHING WE COULD LOOK

INTO. >> I WE WEEK COTHOSE COMMENTS - -- WOULD E COTHOSE COMMENTS. IF SOMEONE WAS TARDY THREE TIMES AND THE CONSEQUENCE. IF THAT HAPPENS IN THIS IMMEDIATE SCHOOL AND THAT IMMEDIATE SCHOOL, EQUALLY APPLIED OUT TO EVERYBODY. THERE IS NO ONE -- AND THE LOWER PART OF THAT, THE REPORT ONLY IS WHERE IT IS GRAY AREA.

AND IT IS -- EVERYBODY'S DECISION AND I SAID MANY TIMES THAT TEACHER DISCRETION IS FINE ON THAT.

BUT WHEN IT RISE TODAY A LEVEL OF WE WANT -- RISES TO A LEVEL THAT WE WANT CONSEQUENCES. SARAH'S POINT IS WELL TAKEN.

TO BE VERY CONSISTENT -- >> SO BEN, YOU ARE SAYING, FOR EXAMPLE, A STUDENT MAY HAVE BEEN TARDY FOR A PARTICULAR TEACHER'S CLASS THREE TIMES BUT NEVER GOTTEN A CONSEQUENCE.

YOU CAN SEE IT IN THERE. ANOTHER KID MAY HAVE BEEN TARDY ONCE AND THEY GOT A CONSEQUENCE. THOSE ARE DISPARITIES AND THOSE

ARE THE THINGS WE CAN SEE. >>MEMBER ORR: THAT IS EXACTLY WHAT I MEAN AND TARDY IS AN EXAMPLE.

ANYTHING FOR FIGHTING, USE OF FOUL LANGUAGE.

[01:45:01]

COMPLY. >> CORRECT.

>> AND THAT'S KIND OF IT. WHERE WE ALLOW THAT GRAY AREA WAS THE INITIAL REPORT FROM THE TEACHER THAT IS HOW WE DEAL WITH THE -- WITH A HUGE AREA THIS IS GRAY AREA, RIGHT.

TARDY IS EASY EITHER YOU ARE ON TIME OR NOT.

DO WE EVER LOOK AT THE DATA LIKE WE DO WITH THE ACADEMIC DATA.

THIS SCHOOL IS PERFORMING WELL. HAVE NO TARDIES -- STICK WITH TARDY BECAUSE IT IS EASY AND DOESN'T OFFEND ANYBODY.

>> A GREAT OUR LAST TAKEAWAY THAT WE HAVE A DASHBOARD THAT EVERY BUILDING HAS ON THEIR BUILDING THAT THE ADMINISTRATION CAN LOOK AT. WE LOOK EVERY DAY AND IF WE LOOK AT TRENDS THAT ARE GOING ON THROUGH THE SCHOOL YEAR.

ABLE TO GO IN THERE AND SEE, DO WE HAVE -- DO WE HAVE AN INCREASE IN A CERTAIN TYPE OF -- OF DISCIPLINE BEHAVIOR.

AND WHY IS THAT. DO WE HAVE A HUGE NUMBER OF TARDIES THE FIRST QUARTER AND WE DON'T KNOW WHY THAT IS AND THEY CAN DIG INTO THAT. I HAVE PRINCIPALS THAT SHARE THAT WITH THEIR STAFF REGULARLY WHO HELP -- SO THEY CAN UNDERSTAND, THANK YOU, WE NEED YOUR HELP.

BECAUSE WE NOTICE THAT WE HAVE GOT A LOT OF KIDS SKIPPING CLASS AND OBVIOUSLY THAT MAY BE HAPPENING TOURING PASSING PERIOD AND WE NEED FOR YOU TO BE OUT IN THE HALLS AND MAKE SURE WE DON'T HAVE BEHAVIOR GOING ON. THOSE TYPES OF PREVENTIVE MEASURES CAN BE PUT INTO PLACE BECAUSE THE ADMINISTRATORS HAVE THAT -- THAT DATA AVAILABLE TO THEM THROUGHOUT THE SCHOOL YEAR.

>>MEMBER ORR: THAT ISSING -- SOMETHING I HEARD BEFORE OF STRATEGY AND ADULTS IN THE HALLWAYS IN PASSING PERIODS AND I KNOW WE ARE SHORT STAFFED IN ALL KINDS OF AREAS.

I KNOW THAT IS A ROLE THAT SOME OF OUR NONTEACHER ADMINISTRATORS CAN PLAY THAT SOMETHING WE ENCOURAGE AND ASK OUR TDSS AND IAS AND ALL THOSE PEOPLE. TOUGH TO ASK TEACHERS BECAUSE SO LITTLE TIME TO PREP BETWEEN CLASSES.

>> THE TRANSITIONS AT THE LOWER LEVEL ARE MUCH EASIER BECAUSE TYPICALLY THE TEACHER IS ACCOMPANYING -- IN THE ELEMENTARY BUILDING, ACCOMPANYING THEIR CHILDREN TO A

RELATED ARTS. >>MEMBER ORR: I GUESS I AM

THINKING THE HIGHER GRADES. >> THAT IS COMMON PRACTICE.

THAT BELL GOES OFF AND IT AS CHANGE OF CLASS THAT AS MANY

ADULTS CAN BE IN THE HALLWAY. >>MEMBER ORR: MY LAST POINT AND WITH THE PRESENTATION. WE ARE TRACKING THOSE WITHIN BUILDINGS, THE PRINCIPALS, SOME USE IT MORE THAN OTHERS.

IF ANY SYSTEM OR IN PLACE AND IF THIS SCHOOL IS LOW ON TARDIES AND THIS ONE IS HIGH. WOULD EXIST IN BRINGING THEM

TOGETHER AND TALK ABOUT WHY. >> WE QUARTERLY -- WE SHARE DATA WITH LEVELS AND WE CAN SAY, HEY, WE KNOW WHAT YOUR SCHOOL IS.

AND AND HOW YOUR LEVEL AND LOOK WITH THEIR DATA CONCERNED WITH THE REST OF THE SYSTEM. WE ALSO HAVE BEEN BRINGING TOGETHER THROUGHOUT THIS YEAR OUR ASSISTANT PRINCIPAL AND OUR DE DEANS NOT ONLY THE DATA BUT EXAMINE THE CATEGORIES TO MAKE SURE THAT EVERYBODY IS CONSISTENT. BECAUSE WE FOUND THAT OVER TIME, WE HAD OPPORTUNITIES WHERE ADMINISTRATORS WHO WERE ROUTINELY GIVEN GUESS PLAIN CONSEQUENCES MIGHT HAVE AN UNIQUE SITUATION AND THEY CREATE A DISCIPLINE CODE FOR THAT.

AND THEY MIGHT BE THE ONLY BUILDING THAT USES THAT CODE.

AND SO WHAT MAKES THIS DATA USEFUL FOR YOU ALL AND FOR US IS THAT WE HAVE COMMON CODES THAT WE ARE ALL USING.

SO THEY HAVE BEEN WORKING THROUGHOUT THE THIS YEAR TO REALLY PARE DOWN THESE OFFENSE CATEGORIES SO WE CAN SPEAK THE SAME LANGUAGE THROUGHOUT THE DISTRICT.

>> JUST -- I HAVE TWO THINGS TO TALK ABOUT REAL QUICK.

WHEN WE LOOK AT YOUR CHART, TALKING OF DEMOGRAPHIC DATA COMPARED TO DISCIPLINE. THAT IS FOR THE THINGS WE ARE TALKING ABOUT FOR INFRACTIONS AND THINGS.

THINGS THEY HAVE DONE. NOT EXPULSIONS OR --

>> THAT WOULD BE IN THERE TOO. IF THEY RECEIVED A CONSEQUENCE.

>> SO IT COULD HAVE BEEN AN EXPULSION.

>> COULD HAVE BEEN, YES. >> I WAS DOING RESEARCH AND LOOKING UP STUFF TOO. AND I NOTICED IN -- ACCORDING TO

[01:50:02]

BY MEANT THAT WE ARE AT A LOWER LEVEL OF EXPULSIONS COMPARED TO

OUT THERE. >> THAT IS GREAT.

>> I WOULD LIKE IT TO BE ZERO. >> SO WOULD WE.

LIKE I MENTIONED THAT IS THE LAST RESORT.

BECAUSE WE KNOW THAT IF A STUDENT IS EXPELLED FROM SCHOOL, WE DON'T KNOW WHAT THEY ARE GOING TO BE DOING AS FAR AS THEIR COOLING IS CONCERNED. AND WE ALSO KNOW THAT THEY WILL END UP IN MANY CASES WE WILL BE RIGHT BACK WITH US AT THE END OF THIS EXPULSION AND HUGE GAP IN THE LEARNING AND WE WANT THAT NUMBER TO BE AS SMALL TOO. AND IN THE CASE WHERE IS IT IS NEEDED, IT IS SOMETHING THAT WE PURSUE.

>> THANK YOU. >> I THINK WE ARE BLESSED EVERY DAY TO SEND -- WE HAVE PARENTS WHO SEND THEIR KIDS TO SCHOOL WITH THE EXPECTATION THAT THEY ARE GOING TO DO THE RIGHT THING

AND WE SEE THAT IN THE DATA. >> WORTH REPEATING.

WE ARE LIVESTREAMING, SO FOR THOSE OUT THERE, THE MOST IMPORTANT THING IS AS PARENTS TO SEND YOUR KID READY TO LEARN AND BE ATTENTIVE IN CLASS. IT REALLY HELPS EVERYBODY.

SO WE APPRECIATE THAT. >>MEMBER LANG: PIVOTING AND SHIFTING TO THE CALENDAR SURVEY RESULTS.

>> THE BOARD REQUESTED THAT WE SEND OUT A SURVEY SINCE IT HAS BEEN SEVERAL YEARS SINCE WE SURVEYED ON THE CALENDAR.

WE DID THAT THE LAST WEEK OF SCHOOL AND THE SURVEY CLOSED RIGHT AFTER MEMORIAL DAY. THE MEMORIAL DAY HOLIDAY.

THIS INFORMATION WOULD BE USED FOR OUR CALENDARS FOR '24, '25 AND BEYOND CONCEIVABLY. HERE IS DATA ON THE CORRESPONDENCE, 5800 RESPONSES TO THE SURVEY.

AGAIN IT WAS OPEN FOR A LITTLE OVER A WWEEK.

WE HAD RESPONSE TYPE CATEGORIES. NUMBERS DON'T GO TO 57-55 AND COULD HAVE FOLKS THAT FALL IN DIFFERENT CATEGORIES.

YOU CAN HAVE EMPLOYEES THAT ARE ALSO PARENTS.

WE DID HAVE STUDENTS -- THE GRADE LEVELS REPRESENTED INDICATE THE STUDENTS OF THE PARENTS WHO TOOK THE SURVEY OR THE EMPLOYEES AND STUDENTS THAT TOOK THE SURVEY IN THESE GRADES AND THOSE ARE THE NUMBERS THAT RESPONDED THERE.

JUST A NOTE WE DIDN'T ASK 11 OR 12TH GRADERS BECAUSE THEY WILL BE UNAFFECTED BY THIS DATA. THAT'S WHY THEY ARE EXCLUDED.

IMPORTANT NOTES WHEN I GO QUESTION BY QUESTION.

WHEN WE SEE THE PIE CHART, THE LIGHT BLUE OR BLUE COLOR IS REPRESENTATIVE OF OUR CURRENT CALENDAR OPTION AND THE QUESTION DENOTES OUR CURRENT CALENDAR OPTION.

WE ASKED OUR RESPONDENTS FOR A STRENGTH OF THEIR RESPONSE.

HOW MUCH DO THEY REALLY WANT THEIR CHOICE.

YOU WON'T SEE ANY OF THAT TONIGHT, BECAUSE THE MAJORITY OF OUR RESPONSES THAT WE -- THAT WE PUT THAT IN AS A WAY TO DISCRIMINATE BETWEEN RESPONSE THAT WERE REALLY CLOSE TOGETHER AND WE REALLY DIDN'T HAVE RESPONSES THAT ARE CLOSE TOGETHER. YOU WON'T SEE THE STRENGTH DATA THERE. WE BROUGHT IN THE QUESTIONS, CONTEXTUAL INFORMATION SO IT MADE SENSE TO HEN INFORM WHAT CHOICE THAT THEY SELECTED .SO, ASSOCIATION, WHEN WE ASKED THE QUESTION ON WHEN DO YOU WANT TO END FIRST SEMESTER? WE WANTED TO MAKE SURE THAT IF THEY SAID, WELL, I WANT TO MAKE SURE THAT I START SCHOOL AS LATE AS POSSIBLE.

MAYBE EVEN LATE, LATE AUGUST OR EARLY SEPTEMBER.

WELL, THAT MIGHT MEAN THAT THE SEMESTER ENDS IN JANUARY.

BECAUSE YOU CAN'T HAVE TWO OPPOSING THINGS HAPPENING AT THE SAME TIME. SO WE TRY TO ADD SOME CONTEXTUAL INFORMATION BEFORE THEY CHOSE THEIR RESPONSE.

QUESTION ONE, WHEN SHOULD THE SEMESTER END?

>> SURVEY SAYS, 81% SAY AT WINTER BREAK WHICH IS WHAT OUR CURRENT CALENDAR SUGGESTS. QUESTION TWO, WHAT IS THE PREFERENCE OF YOUR FALL BREAK? 64% SAY WHAT WE CURRENTLY DO.

[01:55:12]

THANK YOU. QUESTION THREE, WHAT IS YOUR PREFERENCE FOR THE LENGTH OF THANKSGIVING BREAK.

WE CURRENTLY DO A THREE-DAY THANKSGIVING BREAK AND THAT WAS THE OVERWHELMING CHOICE AT 68.5%.

QUESTION FOUR, THE LENGTH OF WINTER BREAK.

WE CURRENTLY DO TWO FULL WEEKS AND THREE WEEKENDS.

75.5% CHOSE THAT ANSWER QUESTION 5, YOUR QUESTION FOR THE LENGTH OF SPRING BREAK. OUR HIGHEST CHOICE AT 87.6% WAS THE FRIDAY THAT WE TRADITIONALLY DO AND ONE FULL WEEK OF SPRING BREAK. QUESTION SIX, QUESTION ON FLEX DAYS. WE CURRENTLY HAVE TWO ON OUR CALENDAR. HAD A COUPLE THIS YEAR.

OUR CLOSEST FIRST AND SECOND CHOICE.

YOU FACTOR IN THE NO PREFERENCE CATEGORY, IF YOU ADD THAT IN, ASSUMING THEY REALLY DON'T HAVE A PREFERENCE, THEN YOU ARE -- YOU ARE IN THE 60S IN TERMS OF RESPONSE FOR KEEPING THE TWO DAYS. SO THIS WAS OUR CLOSEST.

CLOSEST RESPONSE. QUESTION SEVEN, CONSIDER A POST LABOR DAY START DATE? 72.11% SAID NO.

WE WANT TO START IN AUGUST WHICH IS WHAT WE CURRENTLY DO.

SO, IN SUMMARY, THE RESULTS OF EACH QUESTION FAVORED THE RESPONSE THAT IS TIED MOST CLOSELY TO OUR CURREN CALENDAR.

FLEX DAYS WAS THE -- WAS THE CLOSEST IN THE RESULTS.

REGARDLESS, THIS IS NOT -- WE DIDN'T TEASE THIS OUT IN THE DATA I JUST SHARED WITH YOU, BUT REGARDLESS OF THE RESPONDENT TYPE, THE STILL OVERWHELMING RESPONSE WAS OUR CURRENT CALENDAR. AND THE ADDITIONAL QUESTION OF STARTING AFTER LABOR DAY, PEOPLE PREFER TO START IN AUGUST.

SO QUESTIONS ABOUT THE SURVEY? >> WELL, I WANT TO BE THE FIRST ONE TO SAY THANK YOU VERY MUCH FOR PUTTING OUT THE SURVEY.

BECAUSE, FOR ME, ONE HAD NOT BEEN DONE SINCE 2017.

AND I SEE TWO VERY POSITIVE THINGS HERE.

WE REACHED OUT TO OUR COMMUNITY, OUR STAFF, OUR TEACHERS AND STUDENTS AND GOT THEIR VOICE AND WANTED TO HEAR, ARE WHAT DO YOU THINK. SECOND THING IS, WE ARE DOING IT RIGHT AND WHICH HAVE A GREAT CALENDAR AND PEOPLE SUPPORT THAT. I THINK THAT IS WHAT IS SO VALUABLE TO ME AND WHY THAT WAS VERY IMPORTANT.

I APPRECIATE YOU DOING IT AND I APPRECIATE COMING AND PRESENTING IT TODAY. THANK YOU.

>> DR. CAGLEY, I HEARD RUMBLING IN THE COMMUNITIES THAT PEOPLE WERE ABLE TO TAKE THE SURVEY MULTIPLE TIMES.

DO YOU HAVE ANY CONCERNS OF THAT AND DATA TAMPERING BASED ON

THEIR RESULTS. >> OH, MAN.

SO THAT -- THAT WAS POSSIBLE, BUT WE DON'T HAVE ANY -- I MEAN, THERE IS NO OVERWHELMING EVIDENCE TO SUGGEST THAT WAS DONE. THERE ARE JUST PARAMETERS -- WE CURRENTLY DON'T HAVE A ROBUST ENOUGH SYSTEM IN ORDER TO ONLY GIVE PEOPLE A LINK THAT THEY CAN USE ONE TIME.

AND WE CAN'T JUST LOCK IT DOWN TO CERTAIN E-MAIL ADDRESSES BECAUSE THE MANUAL LABOR INVOLVED IN THAT WILL BE TOO INTENSIVE TO SEND THAT OUT TO SPECIFIC E-MAIL ADDRESSES.

SO, AGAIN, I -- I CAN'T CONFIRM OR DENY THAT PEOPLE TOOK IT

MULTIPLE TIMES. >> BUT WE HAVE 21,000 STUDENTS.

PRESUMABLY EACH ONE OF THEM HAS AT LEAST ONE GUARDIAN AND DON'T

HAVE NEARLY THAT MANY RESPONSES. >> CORRECT.

>> THANK YOU. >> SORE -- SORRY TO PUT THAT IN THERE, IT WAS DONE AT THE HOLIDAY.

ANY FUTURE THINGS TO DO IT AWAY FROM HOLIDAYS.

I AM NOT TALKING CALENDARS BUT ANYTHING TO REACH OUT FROM STAFF AND STUFF TO STAY AWAY FROM HOLIDAYS WHEN WE PRESENT THAT?

>> CERTAINLY WE CAN WORK TO AVOID THAT.

WE HAD -- INITIALLY OUR PLAN WAS TO NOT DO THE SURVEY UNTIL LATER IN THE FALL. UNDER THE BOARD'S DIRECTION, WE SENT IT. SO THE TIMING WAS -- WE DID NOT

CONTROL. >> OKAY.

SO, ALL RIGHT, THANK YOU. >> THANK YOU VERY MUCH.

>> THANK YOU. >>MEMBER LANG: MORE ON TO

[02:00:03]

MR. STEVE LOZER. >> AM I DRIVING THIS, TOM? OKAY. I WOULD LIKE TO START THANKSGIVING DR. CAGLEY FROM CRACKING LESS JOKES THAN HE TYPICALLY DOES FOR ME TO FOLLOW. ALL RIGHT, TOM, WHAT DID I DO? THEY DON'T WANT THAT ONE. WE WANT THIS ONE.

OKAY. GOOD EVENING, PRESIDENT LANG, DR. STOKES AND HSE BOARD OF TRUSTEES.

HERE TO PROVIDE AN UPDATE FOR THE PURSUIT INSTITUTE OR PTI.

EN ROLL IN PTI. AND CURRENT PROGRAMS. LEARNING OPPORTUNITIES AND FUTURE PROGRAMS IN THE WORKS FOR OUR STUDENTS. I AM GOING TO TAKE THIS OPPORTUNITY TO BROADEN THE UPDATE TO FOCUS ON SOME OF OUR CAREER TECHNICAL EDUCATION OFFERINGS NEXT YEAR IN OUR SCHOOL DISTRICT AND EXPLORE HOW THIS PURSUIT PARTNERSHIP AND PROVIDES A BROADER UPDATE ON THE CAREER TECHNICAL EDUCATION PROGRAMS. SO -- I WILL JUST DO THIS.

ALL RIGHT. SO THIS SLIDE A PARTICULAR RATES ALL OF THE SERVICES PROVIDED TO HSE SCHOOLS BY THE PURSUIT INSTITUTE. AND I WILL HIGHLIGHT A FEW OF THESE ON THE NEXT SLIDE. I MADE NOTES.

AND THE TPI HELPS DISTRICT PARTNER WITH THE COMMUNITY AND LOCAL STAKEHOLDERS FOR RELATIVE ENFORCEMENT WITH THE GOAL OF MINIMIZING COST TO FAMILY AND STUDENTS.

PROGRAMS START UP AND ANNUAL COSTS CAN REDUCED FOR SCHOOL DISTRICTS AS HAMILTON COUNTY SCHOOLS A CAREER COOPERATIVE FOR STAND UP THAT STUDENTS, PARENTS AND THE LOCAL COMMUNITY DEEM VALUABLE. WE HAVE MORE CONTROL AND AUTONOMY WITH THE INVESTMENT OF THE CTE FUNDING SOURCES WE HAVE IN THE PAST. AN EXAMPLE HERE IN THE RAPID DEVELOPMENT OF A CRIMINAL JUSTICE PROGRAM AT NOBLESVILLE HIGH SCHOOL. ENDED THEIR CRIMINAL JUSTICE PROGRAM AT THE END OF THE SCHOOL YEAR AND HAD A PROGRAM ESTABLISHED, STAFFED AND TO BE OFFERED TO HAMILTON COUNTY STUDENTS. TPI PRO ENSURED THAT WE ARE IN COMPLIANCE WITH A LICENSED INSTRUCTOR, DUAL PREPS AND LOCAL CAREER ADVISORY BOARDS. THEY ARE SUPPORTING USES IN THIS TRANSITION AS WE STAND UP SOME OF OUR OWN PROGRAMS. HERE WE HAVE THE ENROLLMENT NUMBERS FOR IN EX-SCHOOL YEAR TOTALING 34 STUDENTS. BOTTOM OF THE CHART OTHER TPI PROGRAMS OFFERED. CAUGHT IN CONTEXT OF THE BIG ORGANIZATION AND COMMUNITY SUCH AS CONNOR PRAIRIE AND VIRTUAL ENVIRONMENTS AS WELL. NOT IN THE TRADITIONAL CTE BUILDING AND CLASSROOM. BY DESIGN AND THROUGH THE PARTNERSHIP, STUDENTS ARE IMMERSED IN RELEVANT LEARNING EVERY DAY. A DEPARTURE TO ENSURE EX-PER EN SHALL LEARNING AND WILL EXPERIMENT SHALL LEARNING AND WILL AT THE TIME THEM APART FROM OTHER CTE PROGRAMS. HERE ARE SOME PROGRAMS THAT ARE IN THE WORKS.

THE GOAL IS FOR PROGRAMS TO BE FINALIZED BY THE END MUCH SEPTEMBER OF THIS YEAR TO PROVIDE AMPLE TIME TO MARKET FOR STUDENTS BEFORE THEY SCHEDULE IN SPRING.

EXCITED TO SEE HOW THEY TROUBLE SHOOT THE CRIMINAL JUSTICE CHALLENGE AND A THIRD COSMETOLOGY ACTION THAT EVERY STUDENT EXPRESSING INTEREST IN COSME TALT HAS AN AN OPPORTUNITY. NEXT MEETING.

LET'S TAKE A MINUTE AND LOOK AT THE BIGGER PICTURE.

ON THE SCREEN ISLE -- CAN I? >> KID IN THE CANDY STORE.

>> I WISH MY KIDS WERE HERE TO SEE THIS.

I WISH MY LITTLE TWO-YEAR-OLD WAS HERE TO SEE THAT.

SOME, JUST TO REMIND YOU OF THE ROAD MAP.

WE HAVE CONDUCTED A EXPLORER VISIT IN MAY AND MOVING IN THE FALLEN VISIONS WHAT THE TRANSFORMATION OF HSE SCHOOLS WOULD LOOK LIKE BEFORE THEY END OF PLANNING THAT IN THE SPRING AND FALL OF 2024. PARTICULARLY WITH THAT, WE WILL GET COMMUNITY VOICES IN ALL THE KIND OF CAREER AND COLLEGE EXPERIENCES THAT EACH HSE STUDENT SHOULD HAVE IN GR GRADES PK-12. LOCAL WORKERS WILL GUIDE THE PROGRAMS THAT WE SHOULD OFFER TO DEVELOP AND RETAIN TALENT RIGHT

[02:05:01]

THE FACT THAT IT COMES ALONGSIDE THE WORK, I WOULD LIKE TO SAY SUPER CHARGES WHAT WE DO FOR THE KINDS OF OPPORTUNITIES WE ARE BUILD IN THE HIGH SCHOOL FOR KIDS TO EXPLORE CAREER IN COLLEGE AND, AS WELL, GET SOME CREDENTIALS, CERTIFICATION AND COURSEWORK BEFORE THEY LEAVE THEIR SYSTEM THAT GOES RIGHT INTO PROFESSIONS, INDUSTRY AND COLLEGE.

SHRINK IT BACK DOWN. SO JUST A QUICK OVERALL CTE UPDATE. 24% INCREASE IN THE NUMBER OF STUDENTS ENGAGING WITH CTE PATHWAYS FROM LAST SCHOOL YEAR TO THIS SCHOOL YEAR AND TRANSITION PRETTY AS WELL.

INCREASED ENROLLMENT, CNA, MEDICAL ASSISTANT, WELDING AND SOUND PRODUCTION. THOSE NUMBERS ARE UP.

ABC PREP WHICH HAVE TRADES WILL INCREASE CAPACITY TO ALLOW 57 OF OUR STUDENTS TO ENROLL NEXT YEAR UP FROM 31 LAST YEAR.

11% OF JUNIORS AND SENIORS ENGAGED IN CTE PROGRAMS. 100 STUDENTS FOR NEXT YEAR. STILL AFFORDED US OPPORTUNITY TO PURSUE FIELDS IN THAT WAY. AND I THINK WE WILL BE ABLE TO STAND UP SOME MORE LOCAL PROGRAMS AND THINGS ARE CLOSER FOR OUR STUDENTS THAT WILL PROVIDE SOME OF THOSE.

QUICK UPDATE ON THE IN-HOUSE CTE UPDATES.

RECALL WHAT THOSE PROGRAMS ARE. THE TEACHERS HAVE BEEN HIRED.

YOU APPROVED THAT THIS EVENING. I DO WANT TO NOTE IN THE WAY YOU PURSUE THAT. SRT TEACHERS AND THEY WOULD WANT TO MAKE SURE I TELL YOU THAT. THESE ARE OUR TEACHING EMPLOYEES, OUR PROGRAMS. THEY COULD POTENTIALLY NEXT YEAR SHOULD THEY HAVE OPEN SEATS TO HAVE OPPORTUNITIES FOR HAMILTON STUDENTS TO ATTEND. OUR TEACHERS WORKING WITH OUR STUDENTS. JEL EQUIPMENT MOVED OUT LAST WEEK AND NEW EQUIPMENT IS MOVED IN.

FACILITY CLASS ROOM SPACES ARE BEING CERTIFIED BY INDIANA STATE ENTITIES. I AM LEARNING A LOT ABOUT THAT.

D DUAL STRUCTURE.

AND IMPORTANT TO NOTE THAT IN THE TRANSITION, THE DUAL CREDIT OPPORTUNITY WILL BE SUSTAINED AND STEPPING IN FOR STUDENTS INTO THAT. FINALLY RESOURCES, SUPPLIES AND INSTRUCTIONAL MATERIALS FOR TEACHER INPUTS SO THOSE ARE IN

PLACE BY AUGUST. >> JUST FOR CLARITY OF WHAT YOU JUST SAID. THOSE TEACHERS WERE ALREADY HERE

BUT EMPLOYED BY JEL. >> CORRECT.

>> I WANTED TO MAKE THAT CLARITY.

THESE ARE NOT NEW TEACHERS WITH YOU THROUGH JEL TEACHING AT THE SCHOOLS. NOW THEY ARE EMPLOYED BY HSE SCHOOLS STILL TEACHING AT THE SCHOOLS.

>> THEY ARE. I WILL NOTE THAT PRINCIPALS, MYSELF AND TEACHERS WENT THROUGH A RIGOROUS PROCESS.

A LOT OF TALENTED CANDIDATES AND WHERE WE LANDED AND TO SUSTAIN OUR PROGRAMS AND AS WELL AS -- THOSE TEACHERS HAVE YEARS AND YEARS OF PROFESSIONAL EXPERIENCE AS WELL AS EXPERIENCE STEVENING.

AND SO WE -- WE FELT LIKE THAT WAS THE BEST DECISION.

>> I WANT TO GO BACK TO SOME OF THE NOTES THAT YOU SAID AS YOU TALKED ABOUT THE PURSUIT INSTITUTE SEVERAL TIMES WITH DIFFERENT THINGS. TWO OF THE THINGS I HAVE THAT BEEN -- NOT CONCERNED WITH, BUT CONSIDER CONTINUE TO BE INTERESTED IN IS THE COSMETOLOGY AND THE AUTOMOTIVE STUFF.

I AM PLEASED TO SEE THE COSMETOLOGY AND THE POSSIBILITY OF COMING STRAIGHT OUT HERE T TO HSE.

I HAVE A LITTLE BIT OF A CONCERN.

WHEN YOU SAY THAT THE PLACE IS -- ISN'T THAT LOCATED IN

LEBANON. >> IT IS, YES.

>> ONLY HAVE TO THAT ARE CURRENTLY GOING TO THE PROGRAM.

>> I AM GLAD YOU BROUGHT THAT UP.

THOSE ARE SENIORS NEXT YEAR AND NOT ADMITTED INTO SENIORS THROUGH A COSMETOLOGY PROGRAM THROUGH JEL OR ANYONE ELSE.

THOSE STUDENTS -- RIGHT NOW UNTIL I MAKE SOMETHING ELSE HAPPEN, THE ONLY OPPORTUNITY THEY HAVE AND THEY COMMITTED TO DRIVE THAT TO START THAT PROGRAM THERE.

AND I THINK WE MAY HAVE ANOTHER OPTION VERY SOON.

>> THE NEXT PART OF THAT IS -- SINCE IT IS IN BOON COUNTY AND OUTSIDE OF OUR NEW LEA PURSUIT INSTITUTE.

HOW IS FUNDING FLOWING. DO WE DO THAT DIFFERENTLY.

SEND 20 STUDENTS WITH JEL. THE REASON THE LEBANON SPACE EXISTS BECAUSE OF A DEMAND IN THE PROING AND WILL BE ABLE TO STAND UP A PROGRAM AND SERVES -- I THOUGHT I SHARED THAT WITH YOU. SERVED SIX OTHER DISTRICTS INCLUDING FIVE OTHER COUNTIES AND I CAN'T LIST THEM IN MY

[02:10:04]

I THINK IT SAYS A LOT OF OUR MARKET TO DO OUR OWN THING TOO.

>> WE WILL LOOK FORWARD TO HEARING YOUR UPDATE.

THANK YOU SO MUCH. >>MEMBER ORR: ONE QUICK QUESTION AND MY ONLY REAL CONCERN. I LOVE THE PROGRAM AND EXCITED TO OFFER MORE OF THESE OPPORTUNITIES FOR OUR KIDS.

BECAUSE WE SHARE THIS WITH OTHER SCHOOL DISTRICTS.

HOW IS OUR CAPACITY LOOKING AND I GUESS RELATED TO THAT, HOW IS THE SELECTION PROCESS. ESSENTIAL GOING TO

NOBLESVILLE. >> TWO MODELS IN PRESIDENT PARTNERSHIP, AND SOMETHING WE WILL NEED TO STRATEGICALLY TOGETHER WHAT I NOTED AS AN EXAMPLE.

OUR HSE PROGRAMS AND TEACHERS AND OUR KIDS GET FIRST RIGHT OF REFUSAL FOR THOSE SPOTS. IF

OWN. >> AND HOWEVER THAT SHAKES OUT.

I DON'T KNOW WHAT THAT ALGORITHM IS YET.

STILL IN DEVELOPMENT BECAUSE NONE OF THOSE MODELS WILL, IMPLEMENTED FOR THE SCHOOL YEAR. WHAT IS KIND OF ENCOURAGING FOR ME IS SUDDENLY A NEED ARISES LIKE CRIMINAL JUSTICE AND FIGURE IT OUT AND TROUBLE SHOOT IT AND GIVE KIDS AN OPPORTUNITY.

AND REALLY GREAT. THAT CONTINUED COLLABORATION

AMONG OUR DISTRICTS. >> IF THERE IS SPACE, AND NEAR

CAPACITY OR CLOSE TO IT. >> JUST KNOW AS WE MAKE THAT ASK -- WE WILL BE ASKING FOR MORE INVESTMENT TO MAKE THAT AN OPPORTUNITY FOR OUR KIDS.

I WOULD LIKE TO FORMULATE AND THIS TRANSITION WHEN COUNSELORS MET WITH FAMILIES BACK IN THE -- IN THE BEGINNING OF THE SPRING.

SO I JUST HAD A GENERAL SURVEY. WHO KNOWS WHO FILLED IT OUT AND HOW MANY TIMES THEY DID IT. BUT CAN I GET A PULSE OF WHAT 7TH AND 8TH GRADERS ARE DOING RIGHT NOW.

A QUICK WAY FOR US TO SEE WHAT WE ARE CONSIDERING AND INTERESTED IN. AND SO THERE IS THAT PIECE.

THE OTHER COOL PART AND NOTED IN THERE.

LIKE PURSUIT. I AM WORKING WITH PURSUIT AS WELL. SO I WILL HAVE PEOPLE CONTACT ME. YOU BROUGHT UP AUTOMOTIVE.

EVERY SINGLE DEALERSHIP DOWN 37 WANT OUR KIDS.

THEY HAVE SOME JEL KIDS BUT NOT ALL OF THEM.

I HAD CONVERSATIONS WITH ALL OF THEM BUT OTHER CONVERSATION TO UNDERSTAND WHAT PURSUIT IS AND HOW THAT IS FOR THEIR OPPORTUNITY AND WORKS BOTH WAYS, CARRIE AND KURT AT PURSUIT.

SOMETIMES THEY ARE PITCHING IT TO ME AND I AM PITCHING IT BACK TO THEM. THROUGH THAT, I DIDN'T KNOW A OPHTHALMOLOGY NEED FOR SURGICAL TEXT AND SOMETHING PROVIDED.

AND EVEN COOL ONE OFF THINGS THAT I -- THAT I THINK IS REALLY NEAT. WHEN WE KNOW OUR KIDS BETTER OF WHAT THEIR INTEREST ARE, THE COOL ONE IS DISPATCH.

[02:15:05]

I ALREADY OFFERED THAT TO A STUDENT.

>>MEMBER LANG: FINANCE UPDATE IS UNTIL NEXT MONTH.

5.07 IS MOVING TABLED. 5.08.

FIRST PRELIMINARY HEARING FOR FISHERS ELEMENTARY SCHOOL.

WE HAVE IT SOMEWHERE. HOLD ON.

>>MEMBER LANG: THE NEXT ITEM ON THE AGENDA IS.

THIS FIRST PRELIMINARY -- THIS FIRST PRELIMINARY DETERMINATION HEARING FOR THE CONSTRUCTION, EXPANSION OF FISHER ELEMENTARY SCHOOL. ANY MEMBER WANTING TO SPEAK MAY DO SO AT THE END OF THIS PRESENTATION.

DURING PUBLIC COMMENT, LIMIT TO THREE MINUTES AND THE TOPIC LIMITED TO THE PROPOSED PROJECT UNDER CONSIDERATION.

I THINK WE ALREADY ACCOMPLISHED THAT.

AT THIS TIME OUR CHIEF FINANCIAL OFFICER KATIE DOWLING WILL LOOK AT THE HEARING AND THE EDUCATIONAL NEED.

THE DIRECTOR WILL PRESENT THE OVERVIEW OF THE PROJECT TO MEET THE OVERVIEW NEEDS OF THE DISTRICT, PRELIMINARY COSTS AND TIMING OF THE PROJECT. FINALLY MISS DOWLING WILL PRESENT THE FINANCIAL IMPACT OF THE PROJECT.

MISS DOWLING. >> THANK YOU.

GOOD EVENING, BOARD OF SCHOOL TRUSTEES, DR. STOKES AND THOSE TUNING IN, KATIE DOWLING, YOUR FINANCE OFFICER.

AND WHEN A SCHOOL CORPORATION PROPOSE TODAY ENTER INTO A LEASE AGREEMENT AND ISSUE BONDS FOR CONSTRUCTION OR RENOVATION OF A SCHOOL BUILDING RESULTING IN TOTAL COSTS IN EXCESS OF CERTAIN THRESHOLDS. THE SCHOOL CORPORATION IS REQUIRED TO HEAR TWO PUBLIC HEARINGS IN THE DETERMINATION OF SUCH BONDS AND ENTER INTO A LEASE AGREEMENT.

THIS MEETING REPRESENTS THE FIRST OF TWO HEARINGS.

FIRST WAS PUBLISHED MAY 22, 2023 AND THE NOBLESVILLE TIME IN 2023. AND MAILED TO THE HAMILTON COUNTY CLERK AND ANY ORGANIZATIONS PREVIOUSLY ASKING SUCH NOTED IN 6-1.1-20- .5. AT THIS HEARING, INTERESTED PEOPLE CAN GIVE TESTIMONY CONCERNING THE RENOVATION OF AND IMPROVEMENTS OF FISHER CA ELEMENTARY SCHOOL AND RECONSTRUCTION AND PORTIONS HERE IN.

TWO FOLD, TO INFORM THE PUBLIC AND INTERESTED PARTIES OF A TAXPAYERS AND PATRONS OF THE CORPORATION TO LOOK AT THE PROCESS AND ASK QUESTIONS. SECOND, THE EDUCATIONAL NEED FOR THE PROJECTS. THIS IS THE BROADER DESCRIPTION FOR ME AND HE WILL GO INTO MORE DETAIL THE SPECIFICS OF CONSTRUCTION. SO FISHERS ELEMENTARY I THINK IT GOES WITHOUT SAYING IS IN NEED OF UPDATES PROVIDNG THE BEST FOR OUR STUDENTS. FES HAS BEEN HAPPENING FOR TEN YEARS AND OUR COMMUNITY CANNOT WAIT ANY LONGER FOR US TO PROVIDE AN OPTIMAL ENVIRONMENT OF OUR STUDENTS IN THE MEETING.

WITH THAT I WILL DEFER TO MR. RAP TO -- I PROBABLY SCREWED UP YOUR PRESENTATION. THERE WE GO.

>> GOOD EVENING. I WILL GO OVER A LITTLE BIT WHERE WE ARE AT HERE. I CAME LAST MONTH AND GAVE THE BOARD AN UPDATE ON WHAT WE LIKE TO SEE FISHER ELEMENTARY TO BE.

WHAT WE WILL END UP DOING CURRENTLY HOLDS 442 STUDENTS AND ADD A PORTION ON THE BACK. AND THEN TEAR DOWN THE CURRICULUM SIDE WHICH WILL LET US HAVE 700 STUDENTS AT THIS PROPERTY. IT IS ON 8.8 ACRES AND THIS IS KIND OF THE LAYOUT OF WHAT WE HAVE.

IT WILL INCREASE THE PARKING FOR STAFF AND BUSES AND INCREASE THE SAFETY OF OUR CHILDREN BY SEPARATING THE BUS LOT AND THE

[02:20:01]

THIS IS KIND OF THE LAYOUT OF HOW IT IS RIGHT NOW WITH THE CURRENT -- THE DASHED LINE IS THE CURRENT BUILDING.

AND THE PURPLE SIDE IS WHAT WE WILL BE ADDING TO IT.

AND THEN WE WILL DEMOLISH THE CURRICULUM SIDE HERE.

WHAT WILL STAY IS THE GYMNASIUM THAT WILL INCREASE IN THE SIZE AND THE CAFETERIA THAT WILL ALSO INCREASE IN SIZE.

THE PURPLE AREA IS A TWO-STORY. IT IS BASED ON THE SAME LAYOUT AS SAND CREEK ELEMENTARY AND DEER CREEK ELEMENTARY.

WHAT WE WILL END UP DOING IS COMING BACK NEXT MONTH FOR THE SECOND PRELIMINARY HEARING. AND THEN BACK -- PROBABLY ABOUT DECEMBER WE WILL COME BACK AND WITH THE GMP ASK FOR APPROVAL OF BOARD AND WE WILL BREAK GROUND RIGHT AFTER THAT SOMEWHERE IN BETWEEN LATE DECEMBER AND EARLY JANUARY.

WITH THAT -- WITH THAT ESTIMATED TIME THAT WILL GIVE US ABOUT COMPLETION DATE DECEMBER 2025 AND JANUARY 2026.

WE ARE ASKING AT THIS POINT THAT WE ARE PROJECTING AT THIS POINT 45.2 MILLION DOLLARS FOR THIS PROJ PROJECT. WE WILL BE SAVING -- WE DON'T HAVE TO BUY THE HAND. SAVING ON DRAWING COST, ARCHITECTURAL NEEDS THERE. RIGHT NOW WE ALREADY TOOK TOURS WITH THE CURRENT STAFF FROM FISHERS ELEMENTARY.

THEY TOOK A TOUR OF DEER CREEK. WE GOT THEIR INPUT AND MADE CHANGES AS IT BEST ADDRESSES THEIR CURRICULUM NEEDS.

UNLESS YOU GUYS HAVE QUESTIONS. >> IF I CAN HAVE ONE COMMENT AND I APOLOGIZE TO THE BOARD. I HAVEN'T HAD A CHANCE TO TELL YOU YET, I HAD A COMMUNITY MEMBER E-MAIL ME OF THE QUESTION OF TRAFFIC FLOW. AND I AM NOT SURE IF THIS IS PART OF YOUR PROJECT OR FALLS ON THE CITY, BUT HOPEFULLY AN OPPORTUNITY TO WORK TOGETHER. SOME MEMBERS OF THE COMMUNITY ARE CONCERNED THAT THAT ROAD IN FRONT OF LANTERN ROAD GETS VERY BUSY AND TRAFFIC DOESN'T SLOW DOWN, NO STOP SIGN OR STOPLIGHT FROM 116TH TO 106 THE NEXT STOP. DO WE HAVE PLANS TO PUT A CROSSWALK, STOP SIGNS, ANYTHING TO SLOW AND HELP KIDS?

>> SO AS PART OF THIS PLAN, WE DO HAVE TO DO A TRAFFIC STUDY AND THE CITY WILL TAKE THAT AND MAKE ANY DETERMINATIONS ON THAT PROPERTY. BECAUSE THE LAND AND ROAD IS THEIRS. THEY WILL MAKE A DETERMINATION ON THE SPEED LIMIT AND WHERE CROSSWALKS WILL GO.

IF YOU GO SOUTH OF THAT BUILDING, THERE ARE NO SIDEWALKS AND WILL AFFORD THE CITY TO SEE IF -- AT THIS TIME PUT IN SIDEWALKS. ALL THE WAY THE NEW CONSTRUCTION TO THE WEST THERE. THAT IS ALL BRAND-NEW WITH SIDEWALKS. SO WILL WORK WITH THE CITY ON

THE CROSSWALKS THERE. >> GREAT.

THANK YOU. AND, OF COURSE, AS OUR REPRESENTATIVE ON THE REDEVELOPMENT COMMISSION, LET ME FORMALLY KNOW IF WE CAN HELP BRING IT TO THEM AND WE WILL LIKE TO SEE SOME SAFETY ACCOMMODATIONS FOR THE KIDS CROSSING THE STREETS TO OR THE SIDEWALKS.

>> WE MET WITH THE PLANNING COMMISSION OF THE ACCESS ROAD TO THE NORTH OF IT AND ARE LOOKING INTO HOW BETTER IMPROVED THAT

ROAD THERE WITH THE CITY. >> OKAY, THANK YOU.

>> I WILL JUST SAY I GOT TO TOUR -- WHAT IS IT, DEER CREEK.

I MUST SAYS IT BEAUTIFUL. I THINK THAT IS EXCITING THAT WILL BE ABLE TO FIT ON THAT SPACE.

>> THE OPENNESS. >> I LOVED IT.

IT WAS REALLY, REALLY COOL. >> ONE OF MY FAVORITES.

>> WE ALSO HAD SOME COMMUNITY MEMBERS THAT REACHED OUT ABOUT PRESERVING SOME AREAS IN THE BUILDING THAT MIGHT HAVE BEEN FORMER PROJECTS, PERMANENT STRUCTURES.

AND SO MR. RAPP, MISS FETTER-THOMPSON WORKED THAT IN THE DISCUSSION AND WHAT CAN BE INCORPORATED ONE WAY OR THE OTHER CAN BE PRESERVED. I THINK THE TREE ONE IS LITTLE DIFFICULT AND FIGURE OUT AS MUCH AS WE CAN.

YOU DON'T EVER, EVER, EVER PUT A TREE IN THE MIDDLE OF A BUILDING. NOT A GOOD IDEA.

I ALSO HAVE BAD NEWS FOR M MR. RAPP BECAUSE THE MAXIMUM AMOUNT ON THIS PROJECT IS $45 MILLION.

SO YOU WILL NEED TO CUT $200,000 JUST SO EVERYBODY KNOWS THAT WAS 45 WHAT WE ADVERTISED AND THAT IS WHAT WE ARE STUCK TO NOW.

TALK ABOUT THE MAXIMUM TERMS. THE MAXIMUM TURN OF THE BOND IS UP TO 20 YEARS. WE DON'T ANTICIPATE ISSUING FOR 20 YEARS AND SIGNIFICANTLY LESS IN THE SEVEN YEARISH RANGE.

WE DON'T PLAN TO ISSUE BONDS UNTIL JANUARY OF 2024.

[02:25:02]

>>

[6. Action Items]

IT'LL BE A PRIORITY IN THE SELECTION OF BUILDING PRINCIPALS AND ADMINISTRATORS DEPENDING ON THE LEVEL AND NEED AND OR URGENCY. IN THE SECOND PARAGRAPH, CHICKEN, WE TOOK TO THE POLICY COMMITTEE. AS A REFRESHER TO REMIND YOU, LIMITING THE DURATION OF THE ADVANCED HIRING AUTHORITY. IT INCLUDES CERTIFIED AND NONCERTIFIED STUFF AND EXCLUDES ADMINISTRATORS. AND BACKGROUND CHECKS AND REFERENCES WILL BE COMPLETED. OFFERS MAY BE SUBJECT TO BOARD APPROVAL. SO IF PRESENT, G0 2.10, THE HIRING AUTHORITY FOR A SECOND READ. I APOLOGIZE, IT MAY HAVE GONE OVER MY HEAD.

WE'RE ALSO LETTING THE COMP -- THE CROSS REFERENCE, THANK

YOU. >> SEVEN OF US APPEAR, I WAS REALLY PLEASED WITH THE DISCUSSION. AND PEOPLE TALKING AND COMMUNICATING TO WORK TOGETHER TO COME TO THE DRAFT.

GREAT HARD WORK ON EVERYBODY'S BEHALF.

[02:30:01]

>> COMING UP'S IS CALLING FOR A VOTE?

>> SOURCE ADOPTION. MATH THREE SOURCE ADOPTION.

>> GOOD EVENING. THIS EVENING, WE ARE REQUESTING ACTION FOR THE APPROVAL OF THE DELTA MATH RESOURCE.

IDENTIFIED HERE. WE PROVIDED THE QUALITATIVE DATA ABOUT THE PILOT FROM THE TEACHERS AND STUDENTS. AND ARE REQUESTING

SUPPORT FOR THE RESOURCE. >> I WANT TO COMMEND YOU. A MOTION TO APPROVE THESE RECOMMENDATIONS AS PRESENTED.

APPROVE THE MATH RESOURCE ADOPTION.

>> DO I HAVE A SECOND? >> SECOND.

>> I WANT TO COMMEND YOU FOR PROVIDING THE INFORMATION MOVING FORWARD. WE SAID THIS EARLIER BEING APPEAR ON THE BOARD. A PRIMARY ROLE IS OVERSIGHT AND DOING RESEARCH AND LOOKING UP INFORMATION. GOT THE INFORMATION. THE RESULTS GET SHARED SO THE COMMUNITY CAN SEE WHAT WE CAN SEE. IN DISCUSSING THIS AND TALKING TO DR. STOKES BECAUSE OF PERSONNL AND PERSONAL INFORMATION. WE DON'T WANT TO SHARE THIS. THERE WAS AN OVERWHELMING RESPONSE TO SAVE THIS PROGRAM, TRY TO 0 TO 5. IT WAS AT A 4.37. WHEN YOU SEE FIVE STARS, 110 K5 STORES. FOUR STARS WAS 85. NOTHING COMES THROUGH WITH NEGATIVE COMMENTS SO THEY WERE A FEW. I APPRECIATE IT. I'M GLAD WE HAVE THIS INFORMATION TO MAKE A

DECISION TODAY. SO THANK YOU. >> ANY OTHER DISCUSSIONS? ALL RIGHT. A MOTION AND MOVED TO VOTE.

>> BEN OR? TIFFANY PASCOE? JUANITA ALBRIGHT? SUZANNE THOMAS? SUZANNE THOMAS? AND MES. THE MOTION PASSES, 7-0.

MOVING TO ITEM NUMBER 6.03, ADDENDUM TO COMMUNITY HEALTH NETWORK AGREEMENT. MR. JIMMY --.

>> MADAM PRESIDENT, DR. STOKES AND BOARD MEMBERS, AS PART OF THE CONTINUOUS REVIEW OF SCHOOL SAFETY, WE ARE SEEKING TO IMPROVE . I BELIEVE IT IS IMPERATIVE TO PRIORITIZE THE SAFE THE AND PHYSICAL FITNESS OF JUNIOR HIGH SCHOOL ATHLETES BY ADDING TWO, DEDICATED FULL-TIME ATHLETIC TRAINERS TO THE CURRENT ATHLETIC HIGH SCHOOL TRAINERS. THIS'LL LET OUR JUNIOR HIGH SCHOOLS HAVE ONE ATHLETIC TRAINER FOR THEIR PROGRAMS. ATHLETICS PROMOTE PHYSICAL FITNESS, TEAMWORK, DISCIPLINE AND PERSEVERANCE. WITH THE INCREASING INTENSITY AND COMPETITIVENESS OF SPORTS, WE MUST PROVIDE ADEQUATE MEDICAL SUPPORT AND OVERSIGHT TO ENSURE THE SAFETY OF STUDENT ATHLETES. BY ADDING TO ATHLETIC TRAINERS , WE CAN ACHIEVE SEVERAL IMPORTANT GOALS. FIRST, ENHANCE THE SAFETY OF JUNIOR HIGH SCHOOL STUDENT ATHLETES DURING PRACTICES, GAMES AND ATHLETIC EVENTS. SECONDLY, ATHLETIC TRAINERS SERVE AS A RESOURCE TO PARENTS. STUDENTS AND COACHES. THEY PROVIDE GUIDANCE ON INJURY PREVENTION, TECHNIQUES AND EDUCATE COACHES ON PROPER TRAINING METHODS. AND ASSIST

[02:35:01]

ATHLETES. >> DO WE HAVE A MOTION -- I'M JUMPING AHEAD. DO WE HAVE A MOTION TO APPROVE ? ATHLETIC TRAINERS? TO MOTION TO APPROVE THE ADDENDUM FOR THE COMMUNITY HEALTH NETWORK AGREEMENT TO HIRE TWO ADDITIONAL TRAINERS

AT THE JUNIOR HIGH SCHOOL. >> SECOND.

>> ANY DISCUSSION? >> YES. I APPRECIATE YOU SUPPLYING THE DATA. YOU SUBMITTED CHARTS THAT COMPARED THE INFORMATION OF WHAT IS REQUESTED NATIONALLY. IT SHOWED, WHERE WE WERE SHORT. AND IN GAVE THE INFORMATION IN YOUR CHART AND TABLES THAT SAID THIS IS WHAT WE NEED. I GREATLY APPRECIATE. GETTING THIS INFORMATION MAKES IT REALLY VALUABLE TO US WHEN WE ARE MAKING THE VOTE. I APPRECIATE THE LETTER AND THE DATA HE SUPPLIED WITH IT WHEN HE PRESENTED THIS TO THE BOARD AND OUR EMAILS. AND THAT'S IT.

BUT I DO HAVE ONE MORE QUICK QUESTION, SORRY, I APOLOGIZE. I WANTED TO CONFIRM , AS YOU READ THE LETTER, THESE ARE GOING TO BE PAID BY THE COMMUNITY . AND THEN, WE WILL PAY THEM BACK TO THE COMMUNITY. IS THAT CORRECT?

>> THE INVOICE IS SENT MONTHLY.

>> THEY'RE BEING SENT BY THE COMMUNITY?

>> REIMBURSED. >> OKAY, THANK YOU SO MUCH.

>> APPRECIATE THE DATA AS WELL. MY TWO OLDER KIDS, CHECK IN THE COAL, BENEFIT FROM THE ATHLETIC TRAINERS HERE. IT HAS SAVED US THOUSANDS OF DOLLARS, ESPECIALLY IN THE PREVENTION AND REHABILITATION POST INJURY. A HUGE BENEFIT TO THE DISTRICT. I BELIEVE THEY ARE FANTASTIC AND THEY DEVELOPED A GROUP OF FANTASTIC RAPPORT WITH STUDENT ATHLETES. AND THEY'RE

WONDERFUL. >> I'M GOING TO ECHO THIS AS WELL. THEY WORK PHENOMENALLY WITH THE COACHES AND TEAMS AS

WELL. AGAIN, THANK YOU. >> AGREED, AGREED. MOVING FOR VOTES. BEN OR? SARAH DONSBACH? WHEN EDA ALBRIGHT? SUZANNE THOMAS? AND I AM A YES. THE PASS IS 7-0. ITEM NUMBER 6.4, YMCA CONTRACT EXTENSION. MRS. KATIE?

>> AS YOU MAY RECALL, THE MEETING ON THE SERVICES AGREEMENT WITH THE YMCA FOR A FIVE-YEAR EXTENSION. TO REFRESH EVERYBODY'S MEMORY, IT PROVIDES A REDUCTION IN REVENUE FROM 400,000 ANNALEE 250. THAT NUMBER IS UNDER 1000. THE REDUCTION OF REVENUE IS REFLECT THE CHANGE OF THE NUMBER OF STUDENTS SERVED BY THE PROGRAM. THE AGREEMENT CONTAINS PROVISIONS TO INCREASE THE REVENUE RECEIVED BY THE DISTRICT AND THE ROMANS INCREASES. THERE IS A PROCESS FOR TERMINATION BY EITHER PARTY IF IT NEEDS TO BE THE CASE. WE HAD SOMEBODY REVIEW THIS. THERE HAS BEEN LEGISLATIVE CHANGES RELATED TO BACKGROUND CHECKS. FOR CONTRACTORS. HE MADE CHANGES TO THAT. WHAT WE ASK IS FOR THE BOARD TO APPROVE THE CONTRACT IN A SUBSTANTIALLY SIMILAR FORM AS HE WORKS THROUGH THE LEGAL CHANGES TO MAKE SURE WE ARE CAPTURING IT. BECAUSE WE ARE STILL UNCOVERING THE CHANGES.

FOR THE BOARD'S BENEFIT, HERE WITH US THIS EVENING, AMY PANETTA IS THE EXECUTIVE DIRECTOR FOR BEFORE AND AFTER SCHOOL CARE. AND KATIE --, THE REGIONAL DIRECTOR AS WELL.

THEY CAME TO JOIN US TONIGHT BECAUSE THEY HAD NOTHING ELSE TO DO ON A WEDNESDAY EVENING. AT APPROXIMATELY A QUARTER TO

[02:40:01]

>> VOTED TO APPROVE THIS EXTENSION IS PRESENTED.

>> SECOND. >> ANY DISCUSSION? CALL FOR A VOTE. BEN OR. JUANITA ALBRIGHT. SUZANNE THOMAS.

SARAH DONSBACH. AND I AM A YES. THE MOTION PASSES, 7-0.

6.5, AND THE PREMIER SOCCER CLUB AGREEMENT.

>> THANK YOU, GOOD EVENING, AGAIN. THE DISTRICT HAS BEEN WORKING WITH THE PREMIER SOCCER CLUB ON A NEW AGREEMENT FOR THE 2023 AND 2024 SCHOOL YEAR. WE HAD SIMILAR AGREEMENTS SINCE 2014. WE DRAFTED A TENTATIVE ONE YEAR EXTENSION FOR YOUR CONSIDERATION. THE AMOUNT CHARGED FOR THE 20 -- SCHOOL YEAR BY INCREASING THE INSTALLMENT BY 3%. WE ARE ESSENTIALLY ASKING FOR YOUR APPROVAL FOR A ONE-YEAR EXTENSION OF THE AGREEMENT OF THE 23 -24 SCHOOL YEAR. IF I CAN ANSWER ANY QUESTIONS YOU MAY HAVE.

>> DO WE HAVE A MOTION TO APPROVE THIS ONE YEAR EXTENSION FOR NEW PREMIER SOCCER CLUB AGREEMENT?

>> MOTION TO APPROVE TO AMEND THE CONTRACT AS PRESENTED.

WHOOPS. I JUST WENT AHEAD, I'M SORRY. MOTION TO APPROVE THE ONE-YEAR EXTENSION OF THE INDY PREMIER SOCCER CLUB AGREEMENT TO THE 23-24 SCHOOL YEAR IS PRESENTED.

>> SECOND. ANY DISCUSSION? CALLING FOR A VOTE. BEN ORR.

SARAH DONSBACH. TIFFANY PASCOE. JUANITA ALBRIGHT.

SUZANNE THOMAS. AND I AM A YES, MOTION PASSES , 7-0.

GOOD-HUMORED THIS HOUR OF THE EVENING. ITEM 6106. SSC

CONTRACT AMENDMENT. >> GOOD EVENING. AGAIN. I'M HERE TO ASK THE BOARD TO APPROVE THE AMENDMENT TO THE SSC CUSTODIAL CONTRACT. THIS AMENDMENT WILL PUT A HEAD CUSTODIAN AT FALL CREEK AND IMMEDIATE. I WAS BACK A COUPLE MONTHS AGO ASKING FOR THE SAME THING FOR BROOKS SCHOOL

ELEMENTARY. >> MOTION TO APPROVE THE REQUEST TO AMEND THE SOUTHEASTERN CORPORATIZATION

CONTRACT AS PRESENTED. >> SECOND.

>> MOTION TO APPROVE TO AMEND THE SOUTH EAST SERVICE CORPORATION CUSTODIAN CONTRACT AS PRESENTED.

>> SECOND. >> ANY DISCUSSION? CALL FOR A VOTE. BEN ORR. SARAH DONSBACH. TIFFANY PASCOE.

SARAH PARKS-REESE. JUANITA ALBRIGHT. SUZANNE THOMAS. AND I AM A YES. THE MOTION PASSES, 7-0. ITEM NUMBER 6.07.

TABLED. INTERMEDIATE RENOVATION WILL COME UP AT THE

[7. Board Reports]

ORR. ANY UPDATES? >> NO UPDATES.

>> SARAH DONSBACH. >> IT FEELS LIKE YEARS AGO, BUT IT WAS LAST WEEK. THERE ARE MANY LEGISLATIVE CHANGES THAT WENT INTO EFFECT AND SOME THAT NEED TO BE MADE TO ACCOMMODATE THE CHANGES. MOST IMPORTANTLY, THE HIRING PRACTICES AND BACKGROUND CHECKS ARE THE FIRST THING THAT WE HAVE TO TACKLE. WHEN WE ARE WORKING THROUGH THOSE NOW.

AND, THAT IS IT. >>: RIGHT. TIFFANY PASCOE?

>> WE HAD A WELLNESS COMMITTEE MEETING TODAY. BASICALLY, WE WENT OVER THE UPDATE OF WHERE WE ARE AT WITH THE MENTAL HEALTH GRANT AND WHERE WE STAND AT THE PROJECTION . EVERYTHING IS UPDATED AND UPLOADED TO BOARD DOCS, INCLUDING THE PRESENTATION PRESENTED TO US. THANK YOU.

>> JUANITA ALBRIGHT? OKAY. SARAH PARKS-REESE?

>> -- MET ON MAY 11TH AND WILL MEET AGAIN TOMORROW. MAY 11TH, THEY WERE TALKING A LOT ABOUT THE EVENT CENTER THAT WAS ANNOUNCED IN MAY, FOR THE PACERS G WEEK. MY MAIN QUESTION TO THEM WAS ABOUT THE TRAFFIC FLOW IN THE EVENT CENTER AND WHAT IT'LL BRING TO THE AREA. FOR THE CAPACITY AND SAFETY FOR US TO HANDLE HAT. IN PARTICULAR, IN RELATION TO

[02:45:07]

DOCS. >> THANK YOU. SUZANNE THOMAS?

>> I HAVE THREE DIFFERENT ONES. FACILITY AND MAINTENANCE, AND REFERENDUM. THEY HAVE MINUTES ATTACHED TO BOARD DOCS. YOU CAN SEE HOW THE MEETING IS GOING. FACILITY AND MAINTENANCE, WE HAVE A PUBLIC MEETING TOMORROW, THURSDAY AT 9:30. UPDATE REGARDING THE FOUNDATION. THE TEACHERS -- FOR THE COMMUNITY OUT THERE, SAVE THE DATES FOR FRIDAY, SEPTEMBER 8TH. THE 2023 THE AP FUNDRAISER. AT FISHERS HIGH SCHOOL. THE HSC FOUNDATION, FALL 2023 STAFF GRANTS APPLICATIONS ARE DUE SEPTEMBER 20TH. CLICK ON THE LINK THAT IF THEY ARE, IF YOU ARE STAFF MEMBER THAT WANTS TO APPLY FOR THE APPLICATIONS. THE FOUNDATION IS PROUD OF THE AWARDS THINK ABOUT THIS YEAR. BOTH HSC AND FISHERS. TOTALING ABOUT $76,000 IN SCHOLARSHIPS TO THE CLASS OF 2023. WE WANT TO SAY CONGRATULATIONS TO THE SCHOLARSHIP WINNERS. ON AN ADDED NOTE, I'M GOING TO ADD TO MY RECORD HERE, IN CASE ANYBODY DOESN'T KNOW, TODAY IS FLEX DAY. SUMMERTIME IS THE TIME OF YEAR STUDENTS TAKE A BREAK FROM THEIR STUDIES AND SPEND TIME WITH FAMILY AND SUMMERS. AND A TIME FOR NATIONAL CELEBRATIONS. JUNE 14TH IS FLAG DAY IN THE UNITED STATES. NEXT MONTH, THE NATION CELEBRATES ITS INDEPENDENCE FROM GREAT BRITAIN ON JULY 4TH. SOME PEOPLE FLY A COLONIAL FLAG WITH 13 STORIES AND 13 STRIPES WITH INDEPENDENCE DAY.

JUNE 19TH IS JUNETEENTH , OR THE EMANCIPATION DAY WHICH IS A NATIONAL HOLIDAY. THE HISTORY OF JUNETEENTH WAS, DURING THE U.S. CIVIL WAR, ABRAHAM LINCOLN ISSUED THE EMANCIPATION PROCLAMATION ON JANUARY 1ST, 1863. MANY ENSLAVED AMERICANS DID NOT FIND OUT ABOUT THIS PROCLAMATION OF FREEDOM UNTIL AFTER THE CIVIL WAR HAD ENDED. ON 1865, JUNE 19TH, THE UNION ARMY INFORMED AMERICANS ENSLAVED IN TEXAS THAT THEY HAVE BEEN FREED. THIS CELEBRATION LED TO THE PASSING OF THE 13 AMENDMENT IN THE CONSTITUTION, ABOLISHING SLAVERY EVERYWHERE ON DECEMBER 6, 1865. IN CELEBRATION OF THIS, I'LL BE FLYING MY JUNETEENTH FLAG. I WANT TO INVITE THE FELLOW BOARD MEMBERS TO DO THE SAME. I HAVE FOUR FLAGS FOR THE BOARD MEMBERS, THEY RECEIVED THEIR FLAGS LAST YEAR. I ASKED THE PUBLIC TO RECOGNIZE BOTH FLAG DAY AND

JUNETEENTH. >> THANK YOU, SUZANNE. WHILE SHE'S PASSING THESE OUT, TOUCH BASE ON THE REFERENDUM COMMITTEE. I SERVE IN THE POLICY COMMITTEE WITH SARAH.

TOUCHING ON THE REFERENDUM, THERE IS A WORK SESSION NEXT TUESDAY, THE 20TH. AT 8:30 A.M. ENCOURAGE THE YOUTH TO COME AND ATTEND, IT'S OPEN TO THE PUBLIC. AND THEN, THE PENDING VOTE , COMING FROM BAD WILL HAPPEN ON JULY 12TH AT THE BOARD MEETING ON JULY 12TH. IT INCLUDES VOTING ON THE LANGUAGE GOING ON THE BALLOT AS WELL AS THE REFERENDUM RATE.

[8. Superintendent's Report]

SUPERINTENDENT'S REPORT. >> SUZANNE, YOU STOLE MY THUNDER. THAT IS OKAY, I'M GLAD YOU DID. ACTUALLY, I'M GOING TO BE REAL BRIEF. A COUPLE THINGS I WANTED TO MENTION. I WILL START WITH THE FOURTH ANNUAL JUNETEENTH JUBILEE . IT'S GOING TO BE HELD AT CONNER PRAIRIE. JUNE 19TH, AT 5:00 P.M. TO 8:00 P.M. IT'S AN EVENT OPEN TO THE PUBLIC.

[02:50:01]

IS IT? >> IT RUNS THROUGH AUGUST TO

APRIL. >> AUGUST OR APRIL. HOWEVER MANY MONTHS THAT IS. WHAT IT IS IS AN OPPORTUNITY FOR COMMUNITY MEMBERS TO COME AND LEARN ABOUT ALL FACETS OF RUNNING A SCHOOL DISTRICT. WHEN I SAY ALL FACETS, I MEAN ACADEMICS, TRANSPORTATION DEPARTMENT, FOOD SERVICES. ALL FACETS YOU CAN THINK OF. WHAT IS IMPORTANT ABOUT THIS, WHILE MANY OF US HAD EXPERIENCES IN K-12 OR PRE-K AND 12 SCHOOL, WE DON'T ALWAYS ENVISION EVERYTHING THAT IT TAKES TO RUN A SCHOOL DISTRICT. IT'S REALLY INFORMATIVE. EMILY, CAN YOU SHARE A COUPLE OF THINGS THE STAKEHOLDERS HAVE GONE THROUGH IN THE PROGRAM. WHAT THEY SAID WHEN THEY LEFT

ABOUT LEARNING. >> WE ALWAYS SERVER THE PARTICIPANTS AS THEY START WITH THE PROGRAM. AND WHEN THEY FINISH IT UP, WE CAN MEASURE GROWTH. THE MAJORITY OF THE PARTICIPANTS LEFT FEELING CONFIDENT, TALKING ABOUT TOPICS THEY LEARNED ABOUT. THIS COHORT I'M ESPECIALLY PROUD OF. MANY OF THEM GO ON TO VOLUNTEER A SUBSTITUTE TEACHERS, JOINING THE LOCAL PTO. LEARNING A LOT AND FEEL CONNECTED TO THEIR SCHOOLS. WHERE THEY WANT TO ACTUALLY STAY ENGAGED.

>> WHAT I WANT TO SAY IS REALLY IMPORTANT. WE TRY TO GET A CROSS-SECTION OF OUR COMMUNITY. WHAT DO I MEAN BY THAT? I HOPE THAT EVERYONE IN THE COMMUNITY ABSOLUTELY LOVES THIS. WE KNOW THERE ARE SOME MEMBERS IN THE COMMUNITY WHO DON'T KNOW ENOUGH ABOUT US. SO THEY'RE SKEPTICAL. WE LIKE TO GET A CROSS-SECTION OF THOSE WHO ARE IN LOVE WITH HSE SCHOOLS, THOSE WHO ARE NOT SURE AND THOSE WHO NEED TO KNOW MORE. MAYBE THOSE WHO ARE SKEPTICAL. BUT WE GET THE SECTION OF PARTICIPANTS, THEY COME IN, AND THEY LEARN AND BETTER UNDERSTAND THE SCHOOL DISTRICT. YOU KNOW, WE'RE BETTER TOGETHER IF WE DO THAT. LAST THING I WANT TO TALK ABOUT. THE DRAFT AGENDA. FOR JULY 12TH. IN MY TYPICAL FASHION, I WANT TO HIGHLIGHT A FEW THINGS. IF YOU CAN GO TO THE INFORMATION SECTION, PLEASE? YOU SEE WE HAVE TENTATIVELY, 2023 , 2024 STUDENT HANDBOOKS. WE HAVE AN ACADEMIC UPDATE REGARDING THE CLASS OF 2023 GRADUATION. WE WILL GIVE YOU INFORMATION THERE. WE HAVE A HIRING UPDATE FROM THE HR DEPARTMENT. IF YOU LOOK DOWN UNDER THE ACTION ITEMS, I WANTED TO BRING ATTENTION TO ONE THING AND TALK ABOUT A LITTLE BIT. 6.03. TENTATIVELY, K-12 STUDENT FEES. LEGISLATIVE CHANGES HAVE COME IN AND HAVE SHARED THERE ARE CERTAIN THINGS THAT PARENTS DON'T HAVE TO PAY FOR. WE HAVE SOME THINGS WE WILL BET WITH THE ATTORNEY HERE. HE WILL DECIDE IF IT IS SOMETHING WE CAN CHARGE PARENTS. THERE ARE THINGS WE MAY NEED TO CHARGE. I DON'T WANT PARENTS THINK THERE'S NOTHING YOU CAN PAY FOR. I WILL MAKE THIS CLEAR.

BECAUSE OF THE LEGISLATIVE CHANGES, A LOT OF THINGS YOU DON'T HAVE TO PAY FOR. WE WILL BET THAT. THAT'S WHY IT IS TENTATIVE. IT IS OUR NORMAL TIME TO HAVE K-12 STUDENT FEES.

IT'LL LOOK VERY DIFFERENT THIS YEAR. THE ONLY OTHER THING I WANT TO TALK ABOUT IS THE FACT THAT , BASED ON SURVEY DATA WE RECEIVED, ABOUT THE SCHOOL CALENDARS, WE HAVE THE 24-25 SCHOOL CALENDARS ON FOR ACTION. I YIELD THAT.

[9. Board President]

>> THANK YOU DR. STOKES. LAST ITEM I WANTED TO TOUCH ON, WITH ALL THE CHANGES THAT HAPPENED IN THE STATE LEGISLATURE, THANK YOU VERY MUCH FOR PULLING IT UP. THIS IS FROM THE DEPARTMENT OF EDUCATION. THIS IS SOMETHING SARAH PARKS-REESE SHARED WITH THE BOARD. THIS IS CONSISTENT WITH THE DISTRICT AND HOW WE ARE MAKING SURE WE ARE IN CADENCE WITH WHAT IS HAPPENING IN THE STATE. WE HAVE TO ALIGN WITH WHAT IS HAPPENING WITH THE D.O.E. A LOT OF THINKS THE

[02:55:01]