May 13, 2026 Board Meeting

[1. Meeting Opening]

[00:00:08]

>> PLEASE STAND FOR THE PLEDGE.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH I STANDS, ONE NATION UNDER GOD INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

>> THAT MIGHT BE THE BEST PLEDG OF ALLEGIANCE I'VE HEARD IN A

[2. Academic Excellence Recognition]

EXCELLENCE RECOGNITION. >> GOOD EVENING, I AM AARON MOORE AND ONE OF OUR ROLES IN OUR DISTRICT IS SUPPORTING OUR HIGH ABILITY PROGRAMMING AND MAKING SURE THAT ALL OF OUR STUDENTS HAVE ACCESS TO ADVANCE LEARNING OPPORTUNITIES.

THERE IS A NEW PARTNERSHIP THIS YEAR BETWEEN THE INDIANA DEPARTMENT OF EDUCATION AND A NONPROFIT ORGANIZATION CALLED NATIONAL MATH STARS. WHAT HAPPENED THIS YEAR AS THE DEPARTMENT OF EDUCATION REVIEWE THE PERFORMANCE OF ALL THIRD-GRADERS IN THE ENTIRE STATE ON THE THREE I LEARN MATH CHECKPOINTS THIS YEAR. THEY SELECTED AS NOMINEES THOSE WHO SCORED IN THE TOP 2 PERCENT OF THE ENTIRE STATE ON MATH DEMONSTRATING EXCEPTIONAL ACHIEVEMENT.

WE ARE SO EXCITED. THEY HAVE HAD 23 THIRD-GRADERS.

[APPLAUSE] WE HAD 23 THIRD-GRADERS WHO SCORED IN THE TOP 2 PERCENT OF THE ENTIRE STATE NOW NOMINEES FOR THE NATIONAL MATH STARS PROGRAM WHICH THEY CAN APPLY FO AND GET ASSISTANCE WITH ADVANCE MASK MATH COURSEWORK, ENRICH AN OPPORTUNITIES IN JUST GENERAL COMMUNITY AROUND MATHEMATICS.

WE WANT TO SAY THIS RECOGNITION NOT ONLY REFLECTS THE HARD WORK OF OUR STUDENTS, BUT IT ALSO SPEAKS TO THE SUPPORT OF THEIR FAMILIES AS YOU CAN SAY. AND ESPECIALLY TO THE DEDICATIO OF OUR ELEMENTARY TEACHERS.

[APPLAUSE] TO GET OUR ELEMENTARY TEACHERS INSTRUCTING BRO OUR YOUNG MATHEMATICIANS DURING THE YEARS WHEN STRONG ACADEMIC FOUNDATION ARE BUILT SO WE APPRECIATE THE WORK THAT THEY HAVE POURED INTO THE STUDENT'S.

WE ALSO KNOW THAT MATH IS CRITICALLY IMPORTANT TO OUR STUDENTS FUTURE OPPORTUNITIES. WE ARE REALLY CONSIDERED TO MAKING SURE THAT EVERY LEARNER IS CHALLENGED INCLUDING OUR HIGHEST PERFORMING FOR STUDENTS SO THEY ALL PARTICIPATE IN ACCELERATED MATH THROUGH OUR HIGH ABILITY PROGRAM.

WE ARE CONSTANTLY STRIVING TO SUPPORT STUDENT GROWTH AND PROMOTE ELEVATION EVERY GRADE LEVEL.

TONIGHT THEY WILL ALL BE WITH THE CERTIFICATE AND HAVE MEDALS OF THEIR OUTSTANDING ACHIEVEMENT .

OVER LIKE TO INVITE THE FOLLOWING STUDENTS TO STAND AS READ THEIR NAMES. FROM DEER CREEK ELEMENTARY, WE HAVE ALEXANDER ABROAD, CONGRATULATE THESE EXCEPTIONAL STUDENTS.

THEM?

[00:05:57]

>> THANK YOU, PARENTS. >> GOOD JOB, EVERYBODY.

>> THAT WAS GOOD. >> IT WAS AMAZING.

>> DO YOU KNOW HOW MANY OF THE OTHER SCHOOLS HAD? [APPLAUSE]

[3. Public Comment]

>> MOVING ON TO 3.01, ON POST O AGENDA ITEMS. WE HAVE ONE PUBLIC COMMENT SPEAKING ON 603, YOU HAVE THREE MINUTES. PLEASE DO NOT DIRECTLY NAME IN THE INDIVIDUALS. THANK YOU.

>> CAN I NAME MYSELF? I AM LAURA GOETZ, FISHER'S RESIDENCE, TEACHER IN PARENT OF TWO FORMER FISHERS GRADS.

THIS YEAR WAS MY 33RD YEAR OF TEACHING.

I WANT TO START WITH JUST A QUESTION, IF TITLE II FUNDS CAN LEGALLY BE USED TO RETAIN EFFECTIVE TEACHERS AND REDUCE CLASS SIZES, WHY ARE WE LAYING OFF EFFECTIVE TEACHERS WHILE CONTINUING TO EXPAND PROGRAMS LIKE NIE T? ACCORDING TO THE INDIANA DEPARTMENT OF THE FUNDS WILL BE USED FOR FUTURE RECRUITMENT AND RETENTION, PROFESSIONAL DEVELOPMENT AND CLASS-SIZE REDUCTION.

YET, DURING THESE RIFFS, WE ARE USING LOSING EXPERIENCED EFFECTIVE EDUCATORS. JUST ONE OF MANY EXAMPLES IN TH DISTRICT AS A FIRST GRADE TEACHER WITH SEVEN YEARS OF EXPERIENCE OUTSTANDING STUDENT TEST SCORES, AND EFFECTIVE EVALUATION RATING WHO HAS BEEN SHE WAS CALLED DOWN DURING THE SCHOOL DAY, ESCORTED THROUGH TH BUILDING INTO THE MEETING, WHER SHE WAS ASKED DO YOU KNOW WHY YOU'RE HERE? SHE WAS THEN TOLD THAT HOPEFULL SHE WOULD BE RECALLED WITHIN TH

[00:10:02]

IT RAISES SERIOUS QUESTIONS ABOUT PRIORITIES, TRANSPARENCY, AND CONSISTENCY IN THIS PROCESS. PARENTS AND TEACHERS DESERVE TO UNDERSTAND HOW DECISIONS ARE MADE, HOW CRITERIA WERE APPLIED ACROSS SCHOOLS, AND WHY RETAINING AND REDUCING CLASS SIZES WE'RE NOT PRIORITIZED MOR HEAVILY THOUGH AVAILABLE THROUG AVAILABLE TITLE TITLE II FUNDING .

PROGRAMS DO NOT BUILD RELATIONSHIPS WITH STUDENTS.

TEACHERS DO. STUDENTS ARE DIRECTLY IMPACTED WHEN EXPERIENCED EDUCATORS ARE REMOVED FROM CLASSROOMS. CLASS SIZES INCREASE, THEY WILL INCREASE, AND REMAINING STAFF ARE STRETCHED EVEN THINNER. I URGE THE BOARD TO REEVALUATE BOTH THE HANDLING OF THIS PROCESS AND THE CURRENT FUNDING PRIORITIES BEHIND IT. THANK YOU.

[APPLAUSE] TO KEEP MOVING ON TO NUMBER FOUR

[4. Consent Agenda]

I HAVE A MOTION TO APPROVE THE ENTIRE CONSENT OF PROJECT.

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

>> SECOND. >> CALLING FOR THE QUESTION WE WILL DO ROLLCALL SINCE WE HAVE ONE BOARD MEMBER.

SUZANNE THOMAS. PARKS-REESE.

>> YES. >> DOCTOR ALBRIGHT IS.

>> AND WE PASS IT, SUCCESSFULLY 0.

NEXT, DANIEL FETTERS THOMPSON WITH THE NEW PRINCIPAL AT

RIVERSIDE. >> GOOD EVENING, MEMBERS OF THE BOARDS, WITH THE PASSAGE OF THE CONSENT AGENDA YOU EVER EVER.

THE PROVE PRINCIPAL FOR RIVERSIDE INTERMEDIATE SCHOOL.

IT IS AN HONOR TO INTRODUCE MR. BRENT FARRELL.

HE IS A GRADUATE OF HAMILTON SOUTHEASTERN HIGH SCHOOL HE EARNED HIS BACHELORS DEGREE FRO TAYLOR UNIVERSITY AND WAS IMMEDIATELY HIRED AS A SEVENTH GRADE SCIENCE TEACHER AT FISHER JUNIOR HIGH SCHOOL. DURING HIS TIME IN THE CLASSROO HE COACHED SEVERAL FOOTBALL, WRESTLING AND TRACK TEAMS INCLUDING A STINT AS THE VARSIT WRESTLING COACH.

HE LATER EARNED HIS MASTER'S DEGREE FROM BALL STATE UNIVERSITY AND WENT ON TO HOLD ADMINISTRATIVE POSITIONS AT BOT SAND CREEK IN ROMANIA AND RIVERSIDE INTERMEDIATE AND MOST RECENTLY SERVING AS THE INTERIM PRINCIPAL AT RIVERSIDE INTERMEDIATE. MR. FARRELL IS A LIFETIME LEARNER, PUBLISHED JOURNAL FOCUSED ON STEM LEARNING IN APPRENTICESHIPS, BUT HE'S ALSO CLOSE TO COMPLETING HIS PHD THROUGH THE FOR YOU DO YOU UNIVERSITY LEADERSHIP AND INNOVATION WITH A POSSIBLE DISSERTATION DEFENSE LATER THIS SUMMER, NO PRESSURE. MR. FARRELL AND HIS WIFE, WHO I ALSO AN HSE ALUMNA, HAVE FOUR CHILDREN ALL FOUR CHILDREN ATTENDED THE SCHOOLS WITH TWO GRADUATING FROM FISHERS HIGH SCHOOL AND ONE FROM HAMILTON SOUTHEASTERN HIGH SCHOOL.

MR. FARRELL HAS PROVEN TO BE A STUDENT CENTERED INSTRUCTIONAL LEADER WHO BUILD STRONG RELATIONSHIPS WITH STUDENTS, STAFF, AND FAMILY SPIRIT HIS COLLABORATIVE APPROACH, COMMITMENT TO ACADEMIC EXCELLENCE AND ABILITY TO INSPIRE THOSE AROUND HIM HAVE MADE A POSITIVE IMPACT THROUGHOUT HIS CAREER. IS FOCUS ON INNOVATION AND GROWTH AND HIS PASSION FOR SERVING THE RIVERSIDE COMMUNITY MAKE THEM WELL PREPARED TO LEAD RIVERSIDE INTERMEDIATE SCHOOL INTO THEIR FUTURE. JOINED ME AND RECOMMEND HIM AS THE NEW PRINCIPAL OF RIVERSIDE INTERMEDIATE SCHOOL.

>> I AM OVERWHELMED BY THE SUPPORT.

THANK YOU. I HAVE A FEW WORDS TO SHARE AND THANKS. GOOD EVENING, MEMBERS OF THE BOARD, DOCTOR KEGLEY, I WANT TO BEGIN BY EXPRESSING MY SINCERE GRATITUDE TO YOU, THE SCHOOL BOARD DISTRICT LEADERSHIP COMMITTEE AND THE RIVERSIDE INTERMEDIATE COMMUNITY.

THE TEACHERS AND STAFF HAVE AFFORDED ME THIS OPPORTUNITY TO BE THE PRINCIPLE OF AN INCREDIBLE SCHOOL.

RIVERSIDE IS A SPECIAL PLACE BECAUSE OF THE PEOPLE.

THE STUDENTS, THE STAFF, THE FAMILIES, I AM DEEPLY HONORED T

[00:15:03]

TO HELP THEM ACHIEVE THEIR ACADEMIC GOALS, AND CREATE MEANINGFUL AND MEMORABLE LEARNING EXPERIENCES ALONG THE WAY PART I ASSUME YOU'VE BEEN T THE RIVER IN SEEING OUR OUTDOOR LEARNING WHICH IS OUTSTANDING. I WANT TO RECOGNIZE MY FAMILY WHO HAVE SUPPORTED ME IN EVERY STEP OF THIS JOURNEY.

EDUCATION LEADERSHIP IS NEVER A INDIVIDUAL EFFORT.

I COULDN'T DO IT WITHOUT THEM. VERY SPECIAL THANK YOU TO MY WONDERFUL WIFE, BRANDI. SHE IS A SECOND-GRADE TEACHER A FALL CREEK ELEMENTARY SCHOOL. I MAY BE A LITTLE BIASED, BUT I BELIEVE SHE IS THE BEST TEACHER IN THE DISTRICT.

THESE GUYS ARE A CLOSE SECOND. I WILL SAY THAT.

OVER THE YEARS I'VE LEARNED SO MUCH ABOUT LITERACY, INSTRUCTION , AND WHAT IT MEANS TO MEET THE NEEDS OF EVERY CHIL BY SIMPLY WATCHING HER PASSION AND DEDICATION TO HER STUDENTS.

I ALSO PICKED UP A LITTLE BIT THROUGH PODCASTS AND HELPING DECORATE HER CLASSROOM. I WANT TO RECOGNIZE THE IMPACT OF HSE TEACHERS AND STAFF AND COACHES WHO HAVE HAD HUGE IMPAC ON MY OWN CHILDREN, AS THE DOCTOR SAID, WE HAVE THREE YOUN ADULT CHILDREN, AND ONE WHO IS STILL IN HIGH SCHOOL.

WE WE WERE HOUSE DIVIDED, WE HAVE TO FISHERS GRADUATES AND ONE HSE GRADUATE THAT FOLLOWED ALONG WITH HIS PARENTS, BUT THE GENUINE LOVE AND COMMITMENT FRO THE SCHOOL DISTRICT HAS HELPED HIM THEM THROUGHOUT THEIR JOURNEY INTO BE SUCCESSFUL ADULTS. I WILL BRAG ON MY OLDEST SON, H JUST PASSED THE LATTER CLIMB, H MAY BE THAT NEXT FISHERS FIREME WITH THE NEW PROCESS. CONGRATULATIONS TO HIM.

I'M GRATEFUL FOR THIS OPPORTUNITY IN EXCITED FOR WHAT LIES AHEAD AT RIVERSIDE INTERMEDIATE.

I LOOK FORWARD TO CONTINUING TH OUTSTANDING WORK THESE TEACHERS HAVE DONE AND I'M VERY PROUD OF THEM.

THANK YOU FOR ENTRUSTING ME WIT THIS POSITION.

>> CONGRATULATIONS. THANK YOU.

>> I JUST WANTED, MR. FARRELL, JUST WANTED TO SAY ONE THING ROWE CLICK. I HAD THE OPPORTUNITY TO SUBSTITUTE YEARS AGO WHEN YOU WERE THERE AND IT IS A PLEASURE TO WORK WITH YOU AND IT SAYS I TEND TO SEE THE STAFF YOU'RE SUPPORTING YOU AND I'VE HEARD ONLY GREAT THINGS ABOUT YOU IN OUR DISTRICT. THANK YOU SO MUCH FOR STEPPING UP AND TAKING ON THIS ROLE.

[APPLAUSE] >> CONGRATULATIONS.

[5. Action Items]

ACTION ITEMS, EVALUATIONS BY JASON HERMIT.

>> MEMBERS OF THE BOARD, I AM I FRONT OF YOU THIS EVENING ASKIN FOR APPROVAL OF OUR NEW CERTIFIED STAFF AND TEACHER EVALUATION PLAN AND APPROPRIATE RUBRICS.

THEY ARE PRETTY EXCITED ABOUT THAT EVALUATION PLAN.

JEFF, DO YOU HAVE THE PDF CRACKS PROCESS WAS IMPORTANT ON THIS BECAUSE IT WAS A LONG LONG PROCESS. OUR COMMITTEE MET FOR TWO YEARS.

WE LOOKED BACK AT OUR NOTES AND WE COULD DOCUMENT AT LEAST TOLD 12 DIFFERENT MEETINGS WITH THE COMMITTEE TO COME UP WITH THE PLAN THAT WE ARE PRESENTING THI EVENING.

PART OF HOW WE'D LEAD THAT COMMITTEE IS HE TOOK BASICALLY THE LAST 20 YEARS WE HAVE HAD A COUPLE OF DIFFERENT TYPES OF EVALUATION INSTRUMENTS IN IN THOSE INSTRUMENTS HAVE THE COMMITTEE LOOK AT HIM AND SAY WHAT DO WE LIKE ABOUT THE DIFFERENT COMPONENTS OF WHAT WE'VE EXPERIENCED.

HE ALSO TOOK NEIGHBORING SCHOOL AND LIKE SCHOOLS EVALUATION INSTRUMENTS AND HAD THE COMMITTEE SYNTHESIZE WHAT WE LIKE, WHICH WE THINK AND GET INTO A COMMITTEE OVER TIME PEOPLE HAVE DIFFERENT OPINIONS ABOUT EVALUATION BUT OVER THAT LONG PROCESS, WE WERE ABLE TO LAND ON SOME THINGS THAT I FEEL LIKE THE COMMITTEE ALL KIND OF ENDORSED AS COMPONENTS THEY WOULD SUPPORT AND AN EVALUATION PLAN.

[00:20:01]

RIGHT THERE. YOU WILL SEE THIS LIFE RIGHT HERE OUTLINES SOME CHANGES IN INDIANA CODE.

BASICALLY, WE USED TO HAVE TO USE EITHER OUT OUT OF SCHOOL GRADE OR THERE WAS SOMETHING CALLED GROWTH MODEL DATA OR I LEARNED DATED THAT WOULD IMPACT TEACHERS EVALUATION SCORES.

THAT IS NO LONGER A REQUIREMENT OF SCHOOLS NOW.

WE ALSO IN THE LAW IS TO HAVE T READ TEACHERS BY FOUR DIFFERENT CATEGORIES AND ASSIGN A NUMBER TO THAT.

HIGHLY EFFECTIVE FOR EFFECTIVE THREE, IMPROVEMENT NECESSARY TO AN EFFECTIVE ONE. WE NO LONGER NEED TO DO THAT.

IN THE INDIANA CODE RIGHT NOW, WHAT IS REQUIRED IS THAT WE HAV AN ANNUAL EVALUATION OF EVERY CERTIFIED STAFF MEMBER THAT EVALUATION INSTRUMENT IS PUBLISHED AND THE BOARD APPROVE IT. THAT'S WHY I AM IN FRONT OF YOU THIS EVENING. IF WE COULD GO TO THE NEXT SLIDE . WHAT DID THE COMMITTEE AGREE UPON? A COUPLE OF ITEMS THAT THEY INTEREST. ENDORSED.

IN OUR CURRENT EVALUATION SYSTE WE HAVE THREE DIFFERENT DOMAINS FOR A DIVERSE DOMAIN HAS TO DO WITH YOUR ENGAGEMENT AND PROFESSIONAL DEVELOPMENT AND PROFESSIONAL GROWTH RATE THE SECOND DOMAIN IS ABOUT INSTRUCTION AND THE THIRD DOMAI IS ALL ABOUT PROFESSIONALISM. GOOD HEALTHY CONVERSATION WITH MEMBERS OF THE COMMITTEE. THIS IS ADMINISTRATORS, TEACHER REPS. WE KIND OF LANDED ON ENGAGING I PROFESSIONAL DEVELOPMENT IN YOU PROFESSIONAL RESPONSIBILITIES, THOSE ARE CONDITIONS OF EMPLOYMENT.

THOSE AREN'T EXPECTATIONS OF HAVING A JOB HERE.

IF YOU'RE NOT MEETING THOSE EXPECTATIONS WE HAVE A PROCESS TO DEAL WITH THAT. IT SHOULDN'T REALLY JUST BE PAR OF YOUR EVALUATION SCORE. SO THE COMMITTEE LANDED ON, WE WOULD WANT THIS COURT TO BE 100 PERCENT REFLECTIVE OF TEACHING AND LEARNING IN THE RUBRIC.

ADDITIONALLY, IT FELT LIKE WE HAVE HAD A LOT OF DIFFERENCE EVALUATION TYPES OVER THE LAST COUPLE OF YEARS FOR THE IMPORTANCE OF FEEDBACK AFTER EVERY OFFICIAL OBSERVATION, RIGHT NOW WE HAVE A NARRATIVE FEEDBACK, THAT WE WILL SEE IN THIS RUBRIC, IT IS A BIT MORE TARGETED FEEDBACK FROM EVERY OBSERVATION. SCHOOL LETTER GRADE EVEN THOUGH ALL OF OUR SCHOOLS WILL BE ASSIGNED A LETTER GRADE THIS YEAR, THE COMMITTEE INTEREST, W DON'T THINK THAT SHOULD HAVE TO FACTOR INTO OUR EVALUATION. AND THEN, INSTEAD OF THOSE FOUR DIFFERENT CATEGORIES WE CURRENTLY HAVE, LANDING ON THRE CATEGORIES, THOSE CATEGORIES BEING EXEMPLARY, PROFICIENT, OR INEFFECTIVE. SO MOVING FROM FOUR TO THREE.

SOME MORE OF THE ENDORSED OPPONENTS, A CONVERSATION LANDE ON MAYBE WE JUST DON'T HAVE A MINIMUM NUMBER OF VISITS, WE HAVE A MINIMUM NUMBER OF MINUTE FOR THAT EVALUATOR TO VISIT THE CLASSROOM. SO OBSERVATIONS WILL CONSIST OF MINUTES, NOT NECESSARILY VISITS. SOMETHING BRAND-NEW WE HAVEN'T HAD IN THE LAST 20 YEARS OF EVALUATION IS A TEACHERS OBSERVATION PLAN WILL FALL INTO CATEGORIES BASED ON THEIR EXPERIENCE IN THE DISTRICT. THERE WAS A LOT OF CONVERSATION TEACHERS AND ADMINISTRATORS GREEN THOSE NEW TO THE DISTRICT PROBABLY NEED BAR FEEDBACK, MOR VISITS TO THE CLASSROOM WHERE W ARE CALLING THOSE TEACHERS PROFESSIONAL, WE'RE ACCOMPLISHE TEACHERS WHO HAVE BEEN HERE LONGER MEET NOT NEED AS MANY VISITS TO THE CLASSROOM. WE CAN GO TO THE NEXT SLIDE.

WHAT IS A PROVISIONAL TEACHER? WE'RE TALKING ABOUT A TEACHER I THEIR FIRST TO YEARS IN HSE SCHOOLS, OR RECEIVED AN INEFFECTIVE SCORE OF THE PREVIOUS YEAR'S EVALUATION.

IF WE REALLY FEEL LIKE THOSE TEACHERS IN THOSE CATEGORIES OF CERTIFIED STAFF IN THOSE CATEGORIES NEED EXTRA VISITS FO IT RIGHT NOW THE STANDARD IS ON LONG OBSERVATION IN ONE SHORT OBSERVATION FOR ALL STAFF. WE ARE DOUBLING THAT, THEY NEED TO HAVE TWO LONG OBSERVATIONS INTO SHORT OBSERVATIONS IN THIS PROPOSAL. OBSERVATIONS TOTALING 120 MINUTES. FOR PROVISIONAL STAFF.

YOU CAN GO TO THE NEXT ONE, JEFF .

THEN ACCOMPLISHED WOULD BE THOS TEACHERS THAT ARE IN THEIR THIR

[00:25:01]

IT IS THE EXACT SAME AS THEY HAVE RIGHT NOW.

ONE LONG OBSERVATION AND ONE SHORT OBSERVATION.

GO TO THE NEXT SLIDE. I AND GIVING YOU THE VESSEL RATION RUBRIC IS IN THE EVALUATION PLAN THAT'S IN THE FOUR DOCUMENTS PER JUST WALKING YOU THROUGH SOME ELEMENTS IN TH PLAN. IF I'M IN EVALUATOR, IF I'M GOING TO HAVE THIS RUBRIC IN FRONT OF ME.

THE BLUE IS A DISCIPLINE THE RE IS DOMAIN.

AND THOSE ARE INDICATORS. UNDER DISCIPLINE WILL BE PLANNING AS OUR FIRST DISCIPLIN AND THERE IS A COUPLE OF DIFFERENT DOMAINS. IF I'M IN THERE AND I AM OBSERVING A CLASS, I'M GOING TO RATES, IF I SEE THAT INDICATOR IN A CLASS, I'M GOING TO RATED EITHER EXEMPLARY, PROFICIENT, O INEFFECTIVE. THAT TEACHER WILL GET FEEDBACK ON THAT SPECIFIC INDICATOR. FIGHT DON'T SEE IT, NOT SCORED, OR IF I DON'T SEE IT AND IT'S A DEFICIENCY, THEN I MAY SCORE THAT AS WELL. DISCIPLINE ONE IS ALL ABOUT PLANNING, WHICH OBVIOUSLY IS AN ESSENTIAL PART OF BEING A SUCCESSFUL TEACHER AND STUDENT ACHIEVEMENT.

THE LARGEST WITH THE MOST INDICATORS IS INSTRUCTION, THAT IS DISCIPLINED WHO. IT IS BROKEN UP INTO DIFFERENT DOMAINS OF ENGAGING. IF YOU CONTINUE ON, LEARNING FOCUSED FEEDBACK AND TRANSFER LEARNING, TRANSFER LEARNING IS THIS IS MY LEARNING OBJECTIVE, DO I SEE THE STUDENTS DOING WHA WE ARE TARGETING FOR THAT LESSON .

AND THEN GOING ONTO THE VERY LAST DOMAIN, OR JUST A PLAN IS CLASSROOM ENVIRONMENT IN WE KNO THERE ARE CERTAIN CLASSROOM CONDITIONS THAT HAVE TO BE MET FOR STUDENTS TO LEARN AND REALL GIVE FEEDBACK ON THOUGHT. THAT WALKS YOU THROUGH THE RUBRIC. WE GO TO THE NEXT ONE.

IS HELPFUL PROBABLY TO COMPARE WHAT WE'RE DEALING WITH NOW AND THE NEW EVALUATION INSTRUMENT. CURRENTLY WE UPLOAD OUR IN VALUATION READ SALTS AND IN A SOFTWARE SYSTEM STANDARDS FOR SUCCESS. WITH THIS NEW SYSTEM, WITH THIS NEW RUBRIC, WE WOULD BE MOVING TO A NEW SYSTEM CALLED BOOST.

NO COST DIFFERENCE BETWEEN THOS TWO SYSTEMS, JUST THAT STANDARD FOR SUCCESS IS A LITTLE BIT MOR TIED TO WHAT WAS CALLED THE RIS RUBRIC WHICH WAS KIND OF THE MODEL EVALUATION THAT THE STATE PUT OUT WAY BACK WHEN THEY CHANGE THE EVALUATION LAW.

THIS RUBRIC MOVES A LITTLE BIT MORE AWAY FROM THAT AND IS MUCH MORE CUSTOMIZABLE. WE FEEL THAT WE CAN BETTER ACCOMMODATE THAT PLATFORM. THAT PLATFORM CAN BETTER ACCOMMODATE THAT. THE NEXT THING I WANT TO POINT OUT AND THIS WAS A BIG PART OF THE COMMITTEE.

PART OF THE VALUATION IS YOU AR BASICALLY ARTICULATING THE INSTRUCTIONAL LANGUAGE AS A DISTRICT YOU ARE SAYING THESE ARE THE IDEAL CONDITIONS FOR STUDENTS TO LEARN.

THESE ARE BEST PRACTICE CONDITIONS FOR STUDENTS TO LEARN . EVERYONE IS TALKING ABOUT THE SAME THINGS. SOMETIMES WHEN YOU WRITE OUT AL THESE THINGS, IT CAN GET CONFUSING YOU DON'T HAVE A GREA LANGUAGE BECAUSE THE RUBRIC IS TOO BIG.

THAT WAS A BIG PART OF THE COMMITTEE.

IS THERE A WAY TO CONDENSE IT DOWN SO WE REALLY CAN HAVE AN UNDERSTANDABLE INSTRUCTIONAL LANGUAGE.

WE MOVED FROM 50 INDICATORS DOW TO 37 PERCH OF LITTLE BIT DIFFERENT SOMEHOW FINAL READING RATINGS WILL BE DETERMINED.

CURRENTLY, WE HAVE TWO THINGS FOR TEACHERS RATING.

THERE IS A CATEGORY COMMITS A HIGHLY EFFECTIVE AND THERE IS A SCORE THAT GOES WITH THAT. WITH OUR NEW ONE, THERE WILL NO BE A NUMERICAL RATING, IT'S JUS CATEGORY, EXEMPLARY.

AND THAT IS A DIFFERENCE. NOTES OF THE NEXT ONE, A COUPLE OF OTHER COMPARISON DIFFERENCES. AGAIN, WE TALKED ABOUT THIS ALREADY, BUT CURRENTLY WE HAVE FOUR DIFFERENT LEVELS OF PROFICIENCY. WE MOVED TO THREE LEVELS OF PROFICIENCY WITH THIS RUBRIC. IN THE CURRENT SYSTEM THOSE CATEGORIES ARE WEIGHTED WITH DIFFERENT WEIGHTS.

DISCIPLINE TO IS 75 PERCENT, TH CATEGORIES ARE NOT WEIGHTED IN THIS ONE, BUT INSTRUCTION IS TH BIGGEST ONE AND IT WILL PROBABL HAVE THE LARGEST IMPACT OR SHOULD HAVE THE LARGEST IMPACT ON THE TEACHER SCORE. OUR CURRENT ONE MAKES OF 5 PERCENT OF EVERY CERTIFIED STAFF EVALUATION.

[00:30:04]

ALSO, IN BOARD DOCS AND WHAT YOU'RE APPROVING THIS EVENING I NOT ONLY THE EVALUATION PLANT THAT INCLUDES THE TEACHER RUBRICS, BUT THERE ARE ALSO ADDITIONAL RUBRICS FOR THOSE CERTIFIED STAFF THAT HAVE UNIQU JOB RESPONSIBILITIES.

TEACHER LIBRARIANS, SPECIAL EDUCATION TEACHERS.

THE COUNSELOR RUBRIC WAS DEVELOPED BY MOLLY AND HER TEAM.

IT IS UNIQUE, BUT IF THERE'S A SIMILAR KIND OF FORMAT.

TEACHER LIBRARIAN, SPECIAL EDUCATION TEACHER, TEACHER RESIDENCE. THERE WAS OBVIOUSLY SOME COMPLIANCE COMPONENTS TO BE IN SPECIAL EDUCATION TEACHER THAT WE NEED TO PROVIDE FEEDBACK ON, THAT WILL BE IN ADDITION.

ALL OF THOSE ARE INCLUDED IN TH BOARD MATERIALS FOR YOU TO APPROVE. YOUR APPROVAL IS IMPORTANT.

OR UNDER A TIGHT BLAME, WE CAN BE READY TO GO JUST ARE THE SCHOOL YEAR, BUT IF WE GET APPROVAL THIS EVENING, THEN WE HAVE. THAT THE PLAN IS APPROVED, AND THE COMPONENTS OF THE PLAN, OUR ADMINISTRATIVE STAFF HAS TRAINING ON JUNE 12TH, AND WE PLAN TO TRAIN THEM ON THE EVALUATION RUBRIC THAT MEANS IF I GET APPROVAL TONIGHT, BOOST WILL LOAD THAT INTO THEIR SOFTWARE, THE SOFTWARE WILL BE READY TO GO FOR OUR JUNE TRAINING AND THEN WE WILL BRING ADMINISTRATORS. ONE THING ADMINISTRATORS DO, THEY PLAY THEIR SUMMER WITH THE ASSISTANCE PRINCIPLES, IT'S IMPORTANT TO KNOW THAT HOW ARE WE GOING TO EVALUATE STAFF, WHA IS THAT INSTRUCTIONAL LANGUAGE. WE'RE REINFORCING THAT FOR THE NEXT YEAR. WE WILL TRAIN THEM IN JUNE, COM BACK IN JULY, REVISIT THAT SCUM MAY DO MORE TRAINING WITH THEM AND THEN THE MONTH OF AUGUST, THAT FIRST TEACHER DAY, THEN EVERY PRINCIPAL WILL PRESENT THAT TO STAFF, GO THROUGH IT WITH ALL OF THE STAFF AND THEN IN AUGUST, ALL THE VALUATORS IN THE BUILDING, THE WORKING TOGETHER TO DO PRACTICE EVALUATIONS. PRACTICE SCRIPTING, PRACTICE EVALUATING. GOING BACK AND CONFERENCING WHA DID YOU GET, THE MORE THAT WE PRACTICE THAT'S, THE BETTER THE RELIABILITY THAT WE HAVE. THAT'S WHAT WE NEED TO DO ALL THROUGH AUGUST, SO THAT WHEN WE COME BACK FROM LABOR DAY, WE START VISITING CLASSROOMS OFFICIALLY FOR EVALUATION AND THAT CONTINUES THE REST OF THE SCHOOL YEAR.

UNTIL LATE APRIL INTO MAY. >> DO I HAVE A MOTION TO APPROV THE RUBRICS AS PRESENTED PERKY MOTION.

>> DO I HAVE A SECOND? >> ANY QUESTIONS OR COMMENTS

FROM THE BOARD? >> I DO HAVE SOME QUESTIONS.

FIRST OF ALL, THAT IS A LOT OF INFORMATION IN WE DON'T GET INT THE WEEDS TO THE OPERATIONAL STUFF.

THIS IS STUFF THAT ADVENTIST WITH THE TEACHERS.

TYPICALLY WE HAVE INFORMATION NIGHTS, WE WILL HAVE OUR INFORMATION WHERE WE ARE PRESENTED THE INFORMATION, WE GET THIS TYPE OF REPRESENTATION WE CAN ASK A BUNCH OF QUESTIONS TAKE IT BACK TO SITE IF THERE'S ANYTHING WE NEED MORE CLEAR ON SO TONIGHT IS BEING ASKED FOR A ACTION SO I JUST WANT TO ASK A FEW EXTRA QUESTIONS BEFORE I CA DECIDE HOW I WOULD LIKE TO VOTE FORWARD. SEVEN OF THIS HAS BEEN ADDRESSE IN YOUR VALUE PRESENTATION I APPRECIATE ALL THE DETAILS, BUT JUST FOR MY OWN UNDERSTANDING, TELL ME A LITTLE BIT AGAIN ABOU THE LENGTH OF TIME THAT HAS BEE INVOLVED IN THIS.

THIS HAS BEEN TWO YEARS FIRST. >> AT LEAST 12 MEETINGS WITH TH COMMITTEE OF TEACHERS AND ADMINISTRATORS.

IN MULTIPLE DISTRICT DISCUSSION AS WELL.

>> AND HAS THAT INVOLVED A VARIETY OF THE SAME GROUP OF TEACHERS WITH THE SAME GROUP OF ADMIN CRACKS TAKE IT THERE HAS BEEN PEOPLE ROLL OFF THE COMMITTEE AND COME BACK ON THE

COMMITTEE. >> SO YOU GET PLENTY OF INPUT FROM THE TEACHERS ASSOCIATION T GET THEIR INPUT OF HOW THAT WIL

WORK GREAT TO GET THEY APPOINT. >> OKAY.

CAN YOU SUMMARIZE AGAIN, THIS MOST SIGNIFICANT CHANGES THAT YOU FEEL A REVISIONS THAT WERE MADE COMPARED TO THE PREVIOUS

[00:35:04]

WHAT IS THE BIGGEST CHANGE AND WHY DID YOU FILIGREE NEEDED TO

HAVE THAT IN THERE? >> IT CAME FROM THE COMMITTEE AND THE FEEDBACK. I THINK THAT THE BIG CHANGE I THINK IS LIKE THERE IS NOT A NUMBER.

THERE IS A CATEGORY READING THA THEY ARE GOING TO BE ASSIGNED S THAT WILL BE DIFFERENT. INSTEAD OF YOU KNOW 4-3 OR SOMETHING LIKE THAT THAT WILL B DIFFERENT SO WE NEED TO HAVE SOME EDUCATION BUT THAT WAS A SUGGESTION FROM THE COMMITTEE.

AND THEN MOVING FROM FOUR CATEGORIES TO THREE CATEGORIES AS WELL. I THINK THE BIGGEST CHANGE AND THINK WHAT PEOPLE WILL LIKE, IT IS SMALLER, IT'S CLEAR, AND THE FEEDBACK IS GOING TO BE BETTER AFTER EACH OBSERVATION.

>> WHEN YOU SAY EVALUATES, IS I JUST THE PRINCIPLES OR WHO IS DOING THIS ACTUAL EVALUATION OF THE TEACHERS? IS THE ADMINISTRATOR AND THE PRINCIPAL? FOR EXAMPLE, WHERE DANIELLE AND HER STAFF, HER PRINCIPLES IN YO

END YOUR PRINCIPLES? >> FOR A TEACHER EVALUATION?

>> YES, FOR THE ACTUAL EVALUATION.

LIKE IN THE UPPER GRADES, THEY HAVE ENGINEERING OR FINANCE, IS

THAT DIFFERENT? >> DEPARTMENT CHAIRS ARE NO LONGER A PART OF THE EVALUATION. IT IS TYPICALLY THE BUILDING LEVEL ADMINISTRATION TYPICALLY PRINCIPAL, ASSISTANT PRINCIPAL

WHO ARE TRAINED TO VALUATORS. >> I KNOW PROFESSIONAL DEVELOPMENT CHANGED A LITTLE BI AND WE EXPECT OUR TEACHERS TO D DIFFERENT DEVELOPMENTS, SO DOES ANY OF THAT TYPE OF WORK THAT THEY HAVE BEEN DOING IN THEIR PROFESSIONAL DELVE ELEMENTS, JUST THAT ROLL INTO WHAT THEY D IN THEIR DAILY WORK AND IS THAT

BEING EVALUATED AS WELL? >> TAKEN THE STRUCTURES THAT WE HAVE SUCH, THAT'S ONLY GOING TO HELP THEM.

LET ME BE CLEAR, THEY ARE NOT EVALUATED ON THEIR ENGAGEMENT I THAT. THAT IS A CONDITION OF EMPLOYMENT. THAT'S AN EXPECTATION OF ALL OF OUR EMPLOYEES THAT YOU AND GAUG GAGE AND OUR PROFESSIONAL DEVELOPMENT. EXPLAINED TO ME, THE DIFFERENCE FROM INDICATORS FOR IT IS A BETTER TO HAVE 37 OR 50.

AND MIGHT LEHMAN BRAIN, I'M THINKING IF I EVALUATE.

>> BECAUSE, ONE OF THE PURPOSE, NOT ONLY IS THE PURPOSE OF EVALUATION TO ALL INSTITUTIONS HAVE TO RATE THEIR EMPLOYEES.

THAT IS THE PURPOSE. THE OTHER PURPOSES GROWTH AND DEVELOPMENT. ONE OF THE WAYS WE GROW OUR STAFF IS TO HAVE BECOME COMMON INSTRUCTIONAL LANGUAGE.

THAT THEY CAN GO TO THE TARGET FOR GROWTH FURTHERMORE INDICATORS YOU HAVE, THE LESS CLEAR THAT THAT INSTRUCTIONAL

LANGUAGES. >> OKAY.

AND THAT LET ME SEE. CAN YOU CLARIFY A LITTLE CLEARE FOR ME AND JIM IN THE REST OF THE BOARD, HOW THE RUBRICS ACTUALLY CONNECT THE TEACHER EVALUATION.

AND HAVE THE FEEDBACK WAS COLLABORATED THROUGH THE PROCESS . SO JUST HOW IT GOES WITH THEIR

COMPENSATION. >> THEY ARE NO LONGER TIED TO COMPENSATION BECAUSE I REPLACED THAT.

SO THERE'S NO EXTRA STIPEND FOR HARDLY EFFECTIVE.

IT'S ALL THROUGH TAG NOW. >> SO WHAT IS THE PURPOSE.

OBVIOUSLY WE WANT TO KNOW HOW THEY'RE DOING.

IS THAT BASICALLY WHAT IT'S FOR THEM.

WHERE DOING THE EVALUATION SO A TEACHER KNOWS WHERE THEY STAND AND WHERE THEY NEED TO IMPROVE? IT'S NOT RELATED TO COMPENSATION

. >> IT IS AN INSTRUMENT TO GROW YOUR STAFF, RATES, YOU HAVE COMMON EXPECTATIONS TO COACH AN GROW AROUND, ALSO TO RATE YOUR STAFF AS WELL.

>> SO NOTHING AT ALL HAVING TO DO WITH COMPENSATION BECAUSE WE

HAVE TAGGED. >> CORRECT, THERE IS NO

ADDITIONAL BONUS TIED TO IT. >> THAT IS ALL THE QUESTIONS I HAVE RIGHT NOW. THANK YOU.

>> BEN. DID YOU HAVE A QUESTION?

>> I HAVE A COUPLE OF BRIEF QUESTIONS FOR THANK YOU FOR ALL THE TIME FOR GUN INTO THIS. THE E-MAIL BACK TO US IN THE COMMITTEE WORK AND ALL OF THAT, IT'S AN INCREDIBLE PROCESS TO G THROUGH ALL OF THIS, SOMETHING THAT I'VE STRUGGLED WITH LONG BEFORE I WAS OVER ON THE BOARD IS HOW DO YOU JUDGE A TEACHER.

[00:40:01]

IT IS MUCH MORE LIKE COACHING A GUESS WOULD BE THE CLOSEST I'VE HAD TO WAIT. IT'S A DIFFICULT THING TO JUDGE SO THANK YOU FOR TRYING TO COME UP WITH A FAIR PROCESS.

A COUPLE OF THINGS I NOTICED AN I APPRECIATE THE ADDITIONAL FEEDBACK THAT THERE IS REAL FEEDBACK AFTER AN OBSERVATION PERIOD, AGAIN, I GET THOSE AND MY WORK ONCE A QUARTER MY BOSS WRITES ALONG WITH ME AND TELLS ME WHAT I'M DOING RIGHT AND WRONG. SOMETIMES I TELL HIM SOME THINGS , IT GOES BOTH WAYS. BUT IT REALLY DOES BENEFIT YOU TO HAVE SOMEBODY EVEN APPEAR OR A FURTHER EXPERIENCE FIRST AND GIVE YOU SOME FEEDBACK. THE ONLY CONCERN I HAD WAS THE NO NUMERIC SCORE AND REDUCING CATEGORIES FROM 4-3.

YOU FEEL THERE IS ENOUGH DIFFERENTIATION IN 30 REALLY

GIVE SOMEBODY REAL FEEDBACK? >> I DO.

>> THEY ARE GETTING FEEDBACK FROM EVERYONE OF THOSE OBSERVATIONS, ESPECIALLY WITH FOUR DIFFERENT FORMAL OBSERVATIONS. IT CERTAINLY EVALUATE JUST CAN GO IN MORE THAN THAT, BUT THAT IS THE MINIMUM.

AT THAT TIME, YOU HAVE ACCUMULATED A LOT OF EVIDENCE T

JUSTIFY THAT READING. >> AS LONG AS YOU ARE COMFORTABLE WITH IT. THAT THERE'S ONLY THESE THREE CATEGORIES AND THERE IS NO NUMBER TWO IT.

THAT WAS MY ONLY REAL CONCERN I WE JUST THROUGH WENT THROUGH A DIFFICULT PROCESS IT CAME DOWN TO A POINT WHEN ENDPOINT 02, SO IF WE HAVE ALL VETTED AND THERE'S BEEN TEACHERS INVOLVED IN THE PROCESS, THEN I APPRECIATE IT.

>> THANKS. >> I APPRECIATE, THIS GOES BACK TO THE FLOOR. EXPERIENCE THAT WE DID IN A LOT OF PLANNING THAT WE DID ESPECIALLY WITH THE BREAKOUTS BETWEEN OTHER GROUPS. THERE A IS STRONG TETHERS AND TIES ACROSS THE THAT WE STARTED BACK AND 2023 TO BE HONEST WITH YOU. WAS IN THE BREAKOUT WITH ABBY TAYLOR AND WE HAD ONE THAT REALLY HONED AND FOR PROFESSIONAL TEACHERS ACROSS TH DISTRICT.

I WENT BACK THROUGH MY BINDER, AND SO THERE IS A LOT OF STRONG TIES AND WHAT IS BEING ADDRESSE HERE.

IN EVEN WITH ME AS WELL, SO A LOT OF THE THINGS THAT TEACHERS IN THE DISTRICT WE'RE ASKING FO HAS REALLY TIGHT THROUGH AND FOLLOW THROUGH GREAT I APPRECIATE THAT.

>> ANY QUESTIONS OR COMMENTS FROM THE BOARD?

>> I HAVE ONE. >> SARAH FACE FM.

>> I APOLOGIZE IF I'VE MISSED ANY OF THIS, BUT CAN YOU TELL U HOW THEY INDICATORS WERE DEVELOPED.

ARE THEY ALIGNED TO THEIR JOB DESCRIPTION?

>> THE INDICATORS ARE IN OUR LINE TO THE SKIN INSTRUCTIONAL TECHNIQUES THAT HAVE A POSITIVE IMPACT ON STUDENT ACHIEVEMENT.

SO SOME OF THOSE ARE SIMILAR TO WHAT ARE IN THE RUBRIC AND SOME ARE IN WITH THE PROCESS WE WENT THROUGH, WHAT DO WE LIKE ABOUT THE RUBRICS THAT WE HAVE HAD OVER THE LAST 20 YEARS, WHAT WE LIKE ABOUT NEIGHBORING, SO WE'V KIND OF SYNTHESIZED THAT WITH THE COMMITTEE. WE HAVE HAD NUMEROUS DRAFTS OF THOSE DIFFERENT INDICATORS. THE COMMITTEE WENT AROUND, ELIMINATED THEM, TO FINALLY GET TO WHAT WE HAVE NOW.

>> AND WHO MADE UP THE COMMITTEE ?

>> DO YOU WANT TO HELP WITH THA ONE?

>> WE HAD TEACHER REPRESENTATIVES FROM EVERY GREA BAND IF YOU WILL,, EVERY LEVEL AND ALSO ADMINISTRATIVE REPRESENTATION FROM THOSE SEEN GREAT BANDS.

WE HAD SPECIAL EDUCATION TEACHERS, WE HAD AS MR. BEEN HIGHLIGHTED WITH THE TEACHERS LIBRARIAN AND OUR SPECIAL ED RUBRIC AND ERROR COUNSELOR RUBRIC COME OUT WE WENT AND HAD SPECIFIC CONVERSATIONS WITH THOSE GROUPS AFTER THE GENERAL CLASSROOM TEACHER EVALUATION WA CREATED AND THEN TALKED ABOUT HOW THEIR ROLE IS ALIKE OR DIFFERENT FROM THE ROLE THAT IS REPRESENTED THERE AND WHAT NEEDED TO BE ADDED OR NOT ADDED SO THERE VOICE WAS DEFINITELY VERY.

THERE WERE SOME SPECIAL ED FOLK THAT WORK, BUT NOT AS MANY OTHE FOLKS AS REGARDS INPUT FROM AT THE END.

THAT'S THE GENERAL SYNOPSIS OF WHO WAS IN THE ROOM.

>> THANK YOU. I HEARD YOU SAY THAT THE EVALUATORS ARE TYPICALLY PRINCIPLES OR ASSISTANT

[00:45:05]

>> ON THE CURRENT MODEL, THE COACHES, COACHING CYCLE FEEDBAC COUNTS AS A SHORT IN THAT PROCESS, BUT IT DOESN'T NECESSARILY COUNT TOWARDS THE EVALUATION IT'S JUST THEY COMPLETED A COACHING CYCLE WITH THEIR COACH.

>> ANY OTHER QUESTIONS, SARAH? >> AND THE NEW PROCESS, THAT WA THE CURRENT ONE, WHAT ABOUT THE DUE PROCESS?

>> THAT NEW PROCESS, THERE IS A COMPONENT OF BOOST THAT WILL HAVE COACHES GIVING FEEDBACK TO TEACHERS.

IT DOES NOT COUNT AS SHORT AND THE NEW PROCESS SO IT IS A

SEPARATE ENTITY. >> THINK THAT'S AN IMPORTANT POINT BECAUSE WE RECOGNIZE THAT THERE ARE CONVERSATIONS THAT OU COACHES ARE GOING TO HAVE AS PART OF THEIR ROLE THAT IS DIVORCED FROM THE VIEWPOINT THA THE PRINCIPAL AND ASSISTANT PRINCIPAL ARE GOING TO HAVE. THERE WILL BE AN OPPORTUNITY DEFINITELY THROUGH THEIR SYSTEM FOR COACHES TO PROVIDE FEEDBACK BUT AS THE DOCTOR POINTED OUT, IT WOULD BE SEPARATE FROM THE BUT PRINCIPALS AND ASSISTANT PRINCIPALS WOULD PROVIDE.

>> THANK YOU. I THINK THAT'S IMPORTANT.

>> ANY OTHER QUESTIONS OR COMMENTS FROM THE BOARD?

>> ONE QUICK CLARIFICATION. OTHER TEACHERS INVOLVED OF THES COMMITTEES? I THINK I HEARD YOU SAY THEY AR APPOINTED BY THE ASSOCIATION. SO SOME ARE, SOME ARE NOT, SO IT'S A BROAD VIEW OF ALL DIFFERENT TEACHERS.

>> AND AROUND ALONG THE WAY, MULTIPLE DISCUSSION UPDATES ON

THE COMMITTEE. >> THANK YOU.

>> SINCE THIS IS NEW INFORMATIO FOR US, AND THAT'S A LOT OF INFORMATION I WOULD LIKE US TO BE ABLE TO VOTE AS MX AND IDEM.

CAN WE HEAR FROM THE ASSOCIATIO PRESIDENT ABOUT HOW THEY FELT THE END THAT THEY ARE IN SPORT OF IT AS WELL.

>> HI. >> NO MAJOR CRESCENTS, JUST ASKING YOU, YOU GUYS HAVE BEEN WORKING ON THIS FOR TWO YEARS, ARE YOU COMFORTABLE WITH IT, YO PLEASED WITH IT, I'D LIKE TO HEAR FROM YOU AND MAY MAYBE GET A SMALL STATEMENT OF HOW YOU TH

FELT THE COLLABORATION WAS. >> I ACTUALLY WAS ONLY PART OF THE COMMITTEE FOR THIS LAST YEA WHEN I ASSUMED THE ROLE AS PRESIDENT, BUT WE DID HAVE SEVERAL TEACHERS AS THE DOCTOR SAID FROM ALL OF THE DIFFERENT LEVELS, ELEMENTARY, INTERMEDIATE , AND YOUR HIGH AND HIGH SCHOOL WHO WERE PRESENT FO THE COMMITTEE FOR TWO YEARS. THE COMMITTEE WAS EXTREMELY COLLABORATIVE. WE BED FOR AN HOUR AND A HALF ONCE EVERY MONTH OR TWO MONTHS TO DISCUSS AND TO CONTINUE TO WORK ON WHAT IS PRESENTED TONIGHT AS THE RUBRIC.

I FELT LIKE THE PROCESS WENT VERY WELL.

I FELT LIKE WE HAD REALLY GOOD CONVERSATION, PHILOSOPHICAL CONVERSATION ABOUT WHAT IS THE PURPOSE OF THE EVALUATION, WHAT IS THE PURPOSE OF THE JEWEL. HOW DO WE ENSURE THAT PRINCIPLE ARE ABLE TO USE THE TOOL EQUITABLY AMONG THE BUILDING, HOW DO WE CONTINUE TO ENSURE TH RELIABILITY AMONGST ALL THE DIFFERENT LEVELS AND PRINCIPLES TO.

THAT IS OBVIOUSLY SOMETHING THA HAS TO BE WORKED UP AND PRACTICE , BUT WE DID HAVE THOSE CONVERSATIONS IN I ALWAYS FELT LIKE THOSE CONVERSATIONS WE'RE DISCUSSED REALLY WELL.

THE RUBRIC AS IT'S PRESENTED TONIGHT HAS BEEN PRESENTED TO U AS WELL IN DISCUSSION OVER THE LAST FEW MONTHS.

I WILL SAY THAT ONE THING IS THAT WE DID NOT SEE THE TEACHER LIBRARIAN RUBRICS UNTIL THIS PAST DISCUSSION.

THAT IS BECAUSE THEY WERE MEETING WITH THEM TO A FIRST REFINEMENT THAT RUBRIC WOULD LOOK LIKE FOR THIS PARTICULAR FIELDS, BUT THEY DID PRESENT PRESENTED TO US IN APRIL.

AS TO HEAR EVERYTHING WENT WELL. I JUST LOST MY TRAIN OF THOUGHT.

[00:50:01]

>> IT HAPPENS TO THE BEST OF US. >> IT WILL COME BACK.

MY TRAIN OF THOUGHT TO LEAVE ME FOR THE LAST HOWEVER MANY MONTH NOW. IT'S GOOD.

>> I'M SURE OF THINK OF IT AFTE YOU LEAVE FOR IT.

>> A BLOCK AWAY AND IT WILL HAPPEN.

THANK YOU, GUYS. >> CLOSING DISCUSSION?

>> THE ONLY CONCERN I HAVE IS THIS HAS BEEN GOING ON FOR TWO YEARS, AT LEAST QUARTERLY WE NEED TO GET SOME KIND OF INPUT BEFORE WE HAVE TO COME IN AND VOTE ON AN ACTION ITEM, JUST AN UPDATE, ONE PAGER I HAVE A, THAT'S ALL.

THAT'S IT. >> ANY FURTHER QUESTIONS OR COMMENTS FROM THE BOARD? CLOSING DISCUSSION CALLING THE QUESTION? SUZANNE THOMAS BRETT GIGUERE WA GOING TO READ A STATEMENT, BUT I'M PLEASED WITH WHAT I'VE HEAR TONIGHT AND I JUST WANT TO SAY THANK YOU FOR THE DETAILS BECAUSE I WAS ORIGINALLY GOING TO ABSTAIN BUT BECAUSE WE HAD SUCH GREAT COLLABORATION I JUST WANT TO ECHO WHAT WAS JUST SAID AND JUST IF THIS HAS BEEN A TWO-YEAR PROCESS THAT HOPEFULLY OUR SUPERINTENDENT OR OUR ADMIN WE GET UPDATES ONCE EVERY SAYIN THIS IS COMING UP THIS IS A LOT OF INFORMATION, BUT WE SHOULD HAVE HAD SOME TYPE OF THIS LITTLE WHILE AGO SO WE KNEW IT WAS COMING. THANK YOU AND I APPRECIATE THE COLLABORATION ON THAT. I'M GOING TO VOTE YES.

>> 367. >> .

>> LATRICA SCHOOLEY. >> YES.

>> DON LANGE. >> IT PASSES 6-0.

>> THE POLICY COMMITTEE MET LAS WEDNESDAY TO REVIEW THE FIVE POLICIES ON THE AGENDA FOR US I CAN.

NO CHANGES WERE RECOMMENDED SO PRESENT THESE NOW FOR YOUR

APPROVAL. >> DO I HAVE A MOTION TO APPROV

THESE POLICIES AS PRESENTED? >> MOTION TO APPROVE POLICIES A

PRESENTED. >> DRAVIS I CAN?

>> SECOND. >> ANY QUESTIONS OR COMMENTS FROM THE BOARD? SEEING THAT THERE IS NONE, SUZANNE THOMAS? SARAH PARKS-REESE?

>> YES. LATRICA SCHOOLEY?

>> . >> 'S BEN, ORR.

>> IT PASSES 6-0. MOVING ON.

[6. Information Items ]

TWO INFORMATION IDEM 6.01. >> THE FIRST POLICY PRESENTED FOR INFORMATION FIRST READ IS JAY 0505, INTERROGATION AND ARREST OF STUDENTS. A COUPLE OF THINGS TO HIGHLIGHT ON THIS POLICY, THE POLICY HAS ALWAYS HAD BOTH POLICE AND DEPARTMENT OF CHILD SERVICES AS PART OF ITS, JUST ADDED THAT TO THE TITLE SINCE IT DID INVOLVE BOTH OF THEM.

JUST SOME, I'VE BEEN WORKING WITH MIKE JOHNSON ON THIS AND H HAS HELPED BRING IT TOGETHER WITH INDIANA CODE.

ONE THING THAT WE DID IS A REQUIREMENT TO ADD BILL 76 DID REQUIRE OF THE PORTION ABOUT IMMIGRATION LAWS IN THE SCHOOL' ROLE IN THAT, SO THAT IS INCLUDED IN THIS AS WELL.

>> [INDISCERNIBLE] >> YES.

>> ANY QUESTIONS OR COMMENTS FROM THE BOARD? DO YOU WANT TO DO ALL FOUR AT ONCE?

>> THIS IS MY FIRST TIME DOING IT.

>> DO YOU HAVE A PREFERENCE? >> I JUST HAD A COMMENT OR WE CAN WAIT UNTIL ALL OF THEM. NO QUESTIONS, JUST A COMMENT AFTER READING THROUGH THIS I WANT TO SAY I APPRECIATE SPECIFIC PART OF THIS THAT THE PRINCIPAL WOULD MAKE SURE THE STUDENTS ARE INFORMATIVE TO PROCESS AND THE RIGHTS AND ALL OF THAT KIND OF THING. AS ALWAYS, WE'VE SAID MANY TIME HOW MANY HOW MUCH WE APPRECIATE OUR COOPERATION WITH LAW ENFORCEMENT. THAT ALSO MEANS THAT WE ALL RESPECT EACH OTHER'S RIGHTS AND EVERYTHING, SO THAT IS ALL IN HERE, I APPRECIATE THAT. EVERYBODY HAS A PART TO PLAY.

I THINK THIS WILL MAKE US COMPLIANT, SO THANK YOU.

>> MOVING ONTO THE NEXT? >> J 05.06, DRUG PREVENTION AND RANDOM DRUG TESTING BIRD NO MAJOR CHANGES TO THAT LONG-STANDING POLICY FOR OUR DISTRICT.

>> ANY QUESTIONS OR COMMENTS FROM THE BOARD?

>> I HAVE A QUICK QUESTION. >> SARAH PARKS-REESE?

>> FROM YOUR EXPERIENCE AS A PRINCIPAL OR JUST IN GENERAL, I HAVE HEARD SOME FEEDBACK QUESTIONING WHETHER OR NOT WE SHOULD BE NOTIFYING PARENTS BEFORE ADMINISTERING THE DRUG

[00:55:01]

>> IT HAS NOT BEEN THE PRACTICE IN THE PAST TO NOTIFY PARENTS.

WE FEEL LIKE THAT NOTIFICATION COMES WHEN THEY ENTER INTO THAT.

REMEMBER THIS IS FOR DRIVERS AN THIS IS FOR STUDENTS PARTICIPATING IN EXTRACURRICULA SO THERE IS A PARENT SIGN UP ON THAT THAT THEY ARE SUBMITTING T THE RANDOM DRUG TESTING.

I FEEL THAT IS APPARENT NOTIFICATION PER.

>> IS ABOUT DONE AT THE START O THE SCHOOL YEAR WHEN THEY HAVE THOSE FORMS AND THEN IT IS SPECIFICALLY SAYS THAT OUR STUDENTS ARE SUBJECT TO A RANDO TESTING, IS THAT CORRECT? AND THEN THE STUDENT SIGNS IT A WELL, NOT JUST APPARENT, CORRECT

? >> THERE'S ALSO CONSIDERATIONS OF TIMING AND TIMEFRAME. SOMETHING TIMES THESE THINGS HAVE TO BE HANDLED QUICKLY. I APPRECIATE THAT WHAT YOU SAID THAT ESSENTIALLY PARENTS ARE NOTIFIED WHEN YOUR STUDENT TAKE ON ONE OF THESE VOLUNTARY ROLES IN THEN IF SOMETHING CAUSES CONCERN, THIS IS FOR SAFETY. WE NEED TO DEAL WITH IT

IMMEDIATELY. >> MOVING ON?

>> SOME OTHER THINGS, IS IT JUS GRAMMAR THAT I'VE SEEN MOSTLY?

>> YES. >> THANK YOU.

>> THE NEXT ONE IS J 0509, STUDENT CONCERNS AND COMPLAINTS

NO REAL CHANGES TO THE POLICY. >> MOVING ON.

>> J 0511, CRIMINAL ORGANIZATIO ACTIVITY.

I TALKED TO MIKE A LITTLE BIT ABOUT THIS.

THERE IS SOME INDIANA CODE THAT HE BROUGHT IN THEIR PREY HE HAS

JUST UPDATED THE POLICY. >> THANK YOU.

LEIGH ALTMAN: 3-00. WIRELESS EXCLUSIONS DURING THE SCHOOL DAY. THIS IS A NEW ONE.

WE'VE BEEN WORKING WITH CHRISTI THOMAS ABOUT THAT.

YOU WILL HEAR MORE ABOUT THAT WITH THE HANDBOOKS COMING IN FO INTERVIEW. IN ESSENCE THE LAW REQUIRES THA STUDENTS CAN BRING AN ELECTRONI DEVICE TO SCHOOL AS LONG AS IT IS STOWED AND TURNED OFF DURING THE SCHOOL DAY.

THERE ARE SOME EXCEPTIONS DURIN THE SCHOOL DAY OF COURSE, OUR DEVICE SPECIFICATIONS ARE I PADS CAN BE USED DURING SCHOOL DAY, AND IN THE POLICY IT DESIGNATE CERTAIN EXCEPTIONS TO THE RULE, EMERGENCY AS PART OF FIRE OPAL FOR IE I.E. PLEA PEELING OR IF IT IS OUTSIDE THE INSTRUCTIONAL DAY, THEN THE DEVICES CAN BE USED. WE SPEND QUITE A BIT OF TIME DEVELOPING THIS INFIELD LAKE IT DEFINITELY CAPTURES ALL THE

SPIRIT OF THE NEW LEGISLATION. >> THANK YOU.

>> A QUICK COMMENT. WIRELESS DEVICES, I SAW THE NEW TODAY. IS COMING OUR WAY LIKE IT OR NOT , BUT I WANTED TO COMPLEMENT THE JUST RIGHT AND ADMINISTRATION. WE HAVE BEEN AHEAD OF THAT PRAYER WE'VE HAD POLICIES FOR A LONG TIME.

HOPEFULLY NOT A TON OF CHANGE FOR US OR OUR STUDENTS TO ADJUS TO. IT SOMETHING I SUPPORT, BUT AGAIN, JUST FROM A COMPLIANCE ASPECT, THANK YOU TOOK THE DISTRICT IN I WAS REMISS EARLIE NOT TO THINK MIKE JOHNSON FOR THE INCREDIBLE WORK HE DOES. THANK YOU TO MAKE.

>> ABSOLUTELY. >> CLOSING DISCUSSION PURRED STUDENT HANDBOOKS.

>> GOOD EVENING, BOARD MEMBERS PRAY THANK YOU FOR LETTING ME COME AND SHARE THE WORK WE'VE BEEN DOING OVER THE LAST SIX MONTHS TO NIGHTS ITEM IS JUST FOR INFORMATION ONLY AND THEN I WILL COME BACK IN JUNE. I WILL COME BACK IN JUNE WITH THE DETAILS FROM THAT DISCUSSION .

UP ON THE BOARD, ON THE SCREEN, IT WILL KIND OF JUST SEE A THAT WE HAVE DONE. WE HAVE PRIMARY GOALS.

ARE BUILDING LEADERS REVIEW THE HANDBOOK IN OUR COMMITTEE DOES AS WELL. WE WORK TO FACILITATE CONVERSATION WITH OUR STAKEHOLDERS BUT WITH PARENTS, STUDENTS, AND OUR TEACHERS IN THE ASSOCIATION.

LASTLY WE TAKEN THAT INFORMATIO FOR GIVE US AND DECIDE TO PLAY

[01:00:02]

[APPLAUSE] >> IT'S DEFINITELY IN EVERYTHIN TO THEIR LIST TO JOIN THE HANDBOOK COMMITTEE IN AS A LOT OF EXTRA EFFORT ON THEIR PART. I WANT TO TALK OVER THE BIT ABOUT LAST YEAR'S HANDBOOK WHEN I CAME BEFORE YOU LAST YEAR I PRESENTED TWO MAJOR CHANGES WE WOULD BE MAKING AND THAT WAS MAKING THE HANDBOOK NATIVE TO THE WEBSITE SO IT CAN BE TRANSLATED. SO IT'S LITERALLY ON THE WEBSIT YOU CAN GO IN PICK ANY LANGUAGE IN THEN IT WILL TRANSLATE IT FO YOU. THAT WAS A WORK OF NATALIE NEW LINT AND I'M THANKFUL FOR HER HARD WORK.

THEN WE TOOK FROM FIVE HANDBOOK TO FOUR HANDBOOKS COMBINING THE TWO HIGH SCHOOLS INTO ONE TO ALLOW FOR THAT CONSISTENCY.

THERE WEREN'T A LOT OF CHANGES BETWEEN THE TWO, BUT NOW IT'S VERY UNIFIED. WE ARE THANKFUL FOR THAT PER TH PROCESS ITSELF IS LISTED THERE FOR YOU IN TERMS OF US WE GET THE HANDBOOK OUT TO OUR STAKEHOLDERS AND SAY REVIEW THE HANDBOOK AND GIVE US FEEDBACK IT'S ON THE WEBSITE, IT GOES OU THROUGH NEWSLETTERS AND THE FRO THERE WE COLLECT INFORMATION.

WITH THAT INFORMATION THEN, AND EVEN BEFORE WE COLLECT THE INFORMATION, OUR PRINCIPLES ARE OUT TALKING WITH STAKEHOLDERS SAYING HERE IS THE HANDBOOK, TAKE A LOOK AT IT AND SEE IF YO HAVE ANY FEEDBACK. ASKING STUDENT GOVERNMENT, IS THEIR ANYTHING IN THE HANDBOOK YOU FEEL ISN'T WHERE IT NEEDS T BE THAT WE COULD MAKE AN ADJUSTMENT? THEN MAY COLLECT THAT INFORMATION THAT THEY DO GIVE U AND THEN WE TAKE IT BACK OUT TO THEM AND SAY HEY, THESE ARE THE RECOMMENDED CHANGES, YOU HAVE ANY FEEDBACK FOR US REGARDING THE RECOMMENDED CHANGES? I WANT TO MAKE YOU AWARE AS MR. URBAN STATED, WE ARE WORKING WITH LEGISLATION ON THE CELL PHONE THE WIRELESS EXCLUSION THAT WE ARE DEALING WITH AND WE WILL TAKE ANY ADVICE THAT THE DOE HAS HAD TO GIVE US.

WE GOT FROM INFORMATION BUT THE DOE BACK PUT MORE INFORMATION A WELL AS OUR LEGAL COUNSEL AND W WILL TAKE THE DIRECTIVE IF ANYTHING ELSE COMES FROM THE STUFF THAT CAME OUT OF LEGISLATION. AT THE BOTTOM THERE IS A TIMELINE. I STARTED IN NOVEMBER ON THIS PROJECT AND WORK ALL THE WAY THROUGH OUR COMMITTEE MEETS MULTIPLE TIMES, PRINCIPLES, OUR COMMUNICATION GOES OUT MULTIPLE TIMES AND WE PUT IT ON THE WEBSITE AS I MENTIONED.

THE LEGAL TEAM DID A REVIEW OF OUR HANDBOOK SUGGESTIONS AND HERE I AM TONIGHT. I'M GOING TO GO THROUGH AND START WITH THE ELEMENTARY HANDBOOK.

I WILL GO THROUGH EACH HANDBOOK PORTION.

I WOULD ASK IF YOU'RE OKAY WITH IT, LET ME DO ALL OF ELEMENTARY THEN I WILL ANSWER YOUR QUESTIONS ABOUT ELEMENTARY.

THAT WE WILL GO INTERMEDIATE AN I THINK THAT MIGHT MAKE IT FLOW.

ONE THING I WILL TELL YOU IN ADVANCE AS YOU WILL SEE SOME REPEATS BECAUSE WE ARE GETTING THAT CONSISTENCY AMONG ALL OF THE HANDBOOKS. LET'S START WITH THE ELEMENTARY HANDBOOK IN MR. HARRISON WAS SO GRACIOUS AND WILLING TO DRIVE FOR ME UP THERE, SO WE WILL START ON PAGE SEVEN.

SOME OF THIS IS JUST CLEAN UP, WE ALLOW VISITORS IN WE WANTED TO MAKE CORRECTIONS THAT VISITORS ARE ALLOWED.

ON PAGE EIGHT YOU WILL SEE BEHAVIORAL THREAT ASSESSMENT, I WILL SEE THIS IN ALL THE HANDBOOKS.

WE DO BEHAVIORAL THREAT ASSESSMENT THROUGHOUT OUR SCHOO SPIRIT APPEARANCE OFTEN HAVE QUESTIONS ABOUT THAT SO WE WANT TO BE ABLE TO REFER THEM BACK T THE HANDBOOK, BACK TO POLICY AN PROCEDURE AND ALSO MIKE JOHNSON HAS DONE A WONDERFUL JOB OF PUTTING INFORMATION ON THE WEBSITE AS WELL.

THIS IS JUST TO HELP INFORM OUR COMMUNITY OF WHEN THEY DO HAVE QUESTIONS ABOUT THE THREAT ASSESSMENT PROCESS.

THE NEXT PART ON SECTION TEN, A LOT OF QUESTIONS COME UP ABOUT RECESS AND HOW DOES SOMEONE DETERMINE WHAT TEMPERATURE THE KIDS CAN GO OUTSIDE? THAT INFORMATION COMES STRAIGHT OUT OF THE ACADEMY OF PEDIATRIC AS WELL AS THE INDIANA DEPARTMENT OF HEALTH SO JUST CLARIFYING THE ORGANIZATION THA WE CONNECT WITH. UNPAID STAND THAT SECTION NEEDE TO BE REWRITTEN IT WAS EXTREMEL WORDY ALL THE CONTENT WE FEEL HAS BEEN KEPT IN THE NEXT PARAGRAPH ADJUSTED THE MUCH MOR CONCISE MANNER. LUNCHTIME ON PAGE 11, WE DO NOT WANT PHOTOS IN VIDEOS TAKEN DURING LUNCH FOR THE PRIVACY AN ALSO SIBLINGS HAS ALWAYS BEEN UNWRITTEN, BUT WE WANTED IT STATED THAT SIBLINGS AT LUNCHES IS NOT RECOMMENDED.

SO THAT IS STATED. ON PAGE 11 WE WENT INFORMATION COMING IN REGARDING ALLERGIES, MEDICAL CONCERNS GO DIRECTLY TO

[01:05:02]

ON PAGE 14, IF YOU'VE EVER BEEN IN AN ELEMENTARY SCHOOL, ALL OF HER LITTLE FRIENDS TODAY AND THEIR BACKPACKS, ON THE BACK OF THEIR BACKPACKS IT'S OFTEN A TAG .

IS NOT REQUIRED WE WANTED TO REMOVE THE WORK WORD REQUIRED INPUT THAT IT WAS ENCOURAGED THAT IT HELPS WHEN THEY ARE HEADED IN THE WRONG DIRECTION I I COULD LOOK DOWN AND SEE THEIR NAME AND GET THEM COMING BACK THE OTHER DIRECTION.

ON PAGE 16 YOU WILL SEE THE DEPARTMENT OF CHILD SERVICES IN ALL FOUR HANDBOOKS NOW A LOT OF TIMES THERE WILL BE QUESTIONS FROM PARENTS AS TO WHY WE WOULD MAKE A REPORT TO DCS.

WE ARE MANDATORY REPORTERS. EVERYBODY IN THIS ROOM IS A MANDATORY REPORTER BECAUSE THAT IS WHAT, INDIANA REQUIRES OF AN ADULT IN THE STATE. WE WANT TO MAKE IT SURE THAT IT IS WE ARE FOLLOWING THE LOT IN WE CAN REFER A PARENT MAY BE UPSET TO THIS INFORMATION. ON PAGE 19 WE WANTED TO CLARIFY THE TIMES AND CLEANED THAT UP A LITTLE BIT.

WE ALSO ON THE NEXT PART, ATTENDANCE WILL BE NOTED APPARENT CAN SUBMIT ATTENDANCE IN SKYWARD AND THEY DON'T NECESSARILY HAVE TO COLLEGE. THAT IS KIND OF AN IMPROVED PROCESS, SOME SCHOOLS HAVE DONE BUT THAT IS ACROSS THE DISTRICT IN WE ARE ADDING THAT TO ALL HANDBOOKS.

ON PAGE 20 WE WANT TO MAKE SURE THE DOCTORS NOTES OF CUMIN ARE JUST CLEAR, CONCISE, MAKE SURE THEY ARE GIVEN TO THE RIGHT PEOPLE. ON PAGE 21, ELEMENTARY HOURS, W WANTED THAT ADDED FOR CLARITY. ON PAGE 24, THIS FOLLOWING STATEMENT IS A STATEMENT YOU WILL SEE AND ALL HANDBOOKS REGARDING THE CELL PHONES. CELL PHONES MUST BE TURNED OFF, AND STORED AWAY, PUT AWAY FOR THAT DAY FROM BELL TO BELL.

CONSEQUENCES WILL BE PROGRESSIV IN NATURE RANGING FROM CONFISCATION OF THE PHONE, DETENTION, SUSPENSION, AND ONWARD. IT IS A STATE LAW IN WE WILL TREAT IT LIKE A STATE WHILE. THERE WILL BE CONSEQUENCES FOR THE ACTION OF HAVING A CELL PHONE.

THE BUILDINGS FEEL LIKE IT NEED TO BE TAKEN SERIOUSLY FROM THE GET-GO AND MY PERSPECTIVE, JUST LIKE WE TREAT OTHER DIRECT LOSS FROM THE STATE OF INDIANA, THEY DO HAVE CONSEQUENCES IN WE WILL START IN THOSE REGARDS WITH THOSE CONSEQUENCES.

THE LAST ONE, PAGE 24, AT THAT STATEMENT WAS A STATEMENT THAT WAS IN THE HANDBOOK BEFORE, BUT LAST YEAR WHEN WE MADE THE CHANGE COULD TO CONNECT SOME POLICY, DIRECT POLICIES, RE- REMOVED A SECTION IN THIS PARAGRAPH WAS STUCK INSIDE THAT SECTION WE REMOVED SO WE WANTED TO ADD THAT BACK IN AS IT IS IMPORTANT TO MAKE SURE KIDS ARE NOT AND OUR PARENTS DO PARENT-TEACHER CONFERENCES, THA WAS A CLEANUP.

ARE THERE ANY QUESTIONS REGARDING THE ELEMENTARY HANDBOOK? COULD GET THEM EITHER ONLY ONE? I HAVE THE ELEMENTARY HANDBOOK HERE NEXT TO ME,, THE ONE THAT' EXISTING. IT LOOKS CUTE, WHEN DID WE CHANGE THE COVER? EVERY MEMBER OF THE COVERS WERE ALL THE NOT THE LOGOS, BUT THE MASCOTS, DID WE CHANGE THAT FRO

LAST YEAR? >> THINK BECAUSE WE HAVE HIT STANDARD TO THE ENTIRE DISTRICT THAT MIGHT HAVE BEEN WHEN WE MADE THE CHANGE FOR IT I DON'T HAVE AN EXACT DATE.

I LOOKED AT A COUPLE OF YEARS AGO.

>> I JUST NOTICED IT WAS DIFFERENT THAN THE ONES THAT

WERE UP THERE ABOUT YOUR. >> WE DON'T HAVE INDIVIDUAL SCHOOL HANDBOOKS AT ALL, THERE IS JUST ONE STANDARD ONE FOR TH

WHOLE ELEMENTARY. >> AGAIN, I DON'T WANT TO KEEP GOING, WHAT I'M SAYING IS THE ELEMENTARY HAD ALL THE MASCOTS ON ONE AND THE INTERMEDIATE HAD ALL, AND I'M JUST SAYING I DIDN'T KNOW WHEN THAT MOVED OFF. AND THEN, ON PAGE SEVEN, IT SAY VISITORS IN CAFÉ BUT ON PAGE 11 IT SAYS NO VISITORS AT LUNCH.

I WAS A LITTLE CONFUSED. ARE WE ALLOWING PARENTS TO COME AT LUNCH OR WE ARE NOT ALLOWING PARENTS?

>> THEY ARE ALLOWED. >> WENT FAST SO I WAS TRYING TO LOOK AT IT AND YOUR CORRECTIONS ARE IN THE STATEMENT SO PAGE 11 IT SAYS IF A CHILD, NO, RUN ONE. IF YOU WERE A TODDLER, YOU COULDN'T COME WITH A PARENT OR GO TO LUNCH, IT'S JUST THE PARENT. THAT'S WHAT WE'RE CLARIFYING.

I JUST MISSED UNDERSTOOD. AND THEN, THE SKYWARD ATTENDANCE , CAN YOU CLARIFY A LITTLE BIT ON THAT BECAUSE I CA GO THROUGH THE WHOLE DISTRICT NOT JUST ELEMENTARY.

OF MY CHILD IS HOMESICK AND I DIDN'T GET A CHANCE TO CALL IN AT 7:00 A.M., I COULD JUST PUT IT IN THIS SYSTEM AT 11:00 A.M.

OR EIGHT AND YOU'RE SAYING IT WILL REPORT INTO THE SCHOOL AND

I DON'T HAVE TO CALL IN AT ALL. >> SOME SCHOOLS CURRENTLY DO

[01:10:03]

THAT THIS IS AVAILABLE. >> IT WAS NEW TO ME, SO I WANTE CLARIFICATION. THAT WILL BE AT ALL LEVELS.

>> THAT IS CORRECT. >> THANK YOU.

ONE LAST THING. IN ALL OF THESE HANDBOOKS, YOU KNOW HOW WE HAVE AT THE HIGH SCHOOL LEVEL, I KNOW FOR SURE, WE HAVE THEM ALL SIGN LIKE MR. OR BIT WAS TALKING ABOUT THE PARENTS AND EVERYONE THEY SIGN ALL THE DOCUMENTS AT THE BEGINNING OF THE YEAR, IS ONE O THEM THAT THEY HAVE RECEIVED AN READ THE HANDBOOK? DO WE HAVE WHEN THAT PARENT

SIGNED THAT TOO? >> YES, IT'S BEEN INVOLVED IT'S MEANT THAT THE HANDBOOK IS AVAILABLE TO THEM AND WE PUT THAT ON THE WEBSITE AS OF JULY SO IT IS AVAILABLE.

AND THEN ALSO, MANY OF OUR SCHOOLS 5-12, I WOULD SAY 5-12 LEVEL THEY TAKE A GREAT DEAL OF TIME TO GO OVER THE RULES IN TH SCHOOL AS WELL SO THAT THE KIDS UNDERSTAND THE HANDBOOK AS WELL.

>> THE REASON I SAY THAT AS WE HAVE HAD SOME LAW CHANGES AND W ARE ADAPTING TO THOSE LAWS AND THAT'S WHY I WANTED TO MAKE SUR THAT WE ARE NOT JUST MAKING THESE CHANGES, BUT IT IS GOING OUT TO OUR PARENTS IN THEY ARE ACTUALLY SEEING THAT AS WELL.

>> THANK YOU. >> ABSOLUTELY.

>> I HAVE A QUESTION, BUT I WAN TO SEE FIRST IF SARAH HAS A

QUESTION. >> ON PAGE 19, THIS IS ACTUALLY FOR SOME PARENTS WHO EXPRESSED CONCERNS ABOUT THE ATTENDANCE AND THE HALF-DAY SPIRIT IF THEY ARE IN CLASS ALL DAY IN THEY GO THERE AT 8:20 A.M. THEY ARE MISSING A HALF-DAY, IS THAT A STATE LAW, OR IS THAT JUST OUR POLICY?

>> TARDY TIME IS BETWEEN THE 74 AND 8:10 A.M.

AFTER 8:10 A.M. IT WOULD BE AN ABSENCE AFTER THE HALF-DAY.

>> IS THAT OUR POLICY? >> THAT IS OUR PROCEDURE.

>> IT IS A GREAT QUESTION. LAST YEAR, IT USED TO BE AN HOU WHERE KIDS COULD BE AND I BROUGHT THAT TO THE BOARD THAT STUDENTS COULD BE ABSENT FOR AN HOUR AND ONLY RECEIVE A TARDY AND TARDY IS BECOME EXTREMELY EXCESSIVE AND THIS HAS HELPED I TERMS OF SAYING I NEED YOU HERE AT SCHOOL SO YOU ARE NOT MISSIN INSTRUCTIONAL TIME. INSTRUCTIONAL TIME IS BEGINNING AS SOON AS THOSE KIDS MOVE IN AND WE MIGHT BE DOING RTI, THE TSS WORK AND DOING SMALL GROUP INSTRUCTION AND THEY'VE ALREADY MISSED 30 MINUTES OF THAT SO WE ARE COUNTING IT AS A HALF-DAY I THEY COME IN AFTER THAT TIME. ANY OTHER QUESTIONS ABOUT

ELEMENTARY? >> THE NEXT SECTION WOULD BE INTERMEDIATE SCHOOL. AT THE INTERMEDIATE SCHOOL ON PAGE SEVEN YOU WILL SEE THE SAM STATEMENT FROM BEFORE WHICH IS BEHAVIORAL THREAT ASSESSMENT. YOU ALSO SEE THE DCS REPORT THA WERE MANDATORY REPORTERS, ON PAGE 13, SAME THING WITH RECESS AND THE INDIANA DEPARTMENT OF HEALTH.

ON PAGE 21, IT WILL BE THEIR CELL PHONE INFORMATION IN THEN ON PAGE 21, PAGE 22, YOU WILL SEE SOMETHING YOU WILL SEE IN THE NEXT FEW HANDBOOKS REGARDIN AI GENERATED WORK OR DIGITAL DEVICES AND THE CLASSES. GLASSES ARE BECOMING A CONCERN WHERE IF I WAS STANDING BEFORE YOU AND I HAD THAT META- GLASSE ON OUR SMART GLASSES, I COULD B TAPING OUR CONVERSATION, RECORDING AND SO FORTH. WE NEED TO NOT HAVE THOSE.

>> DO THEY COME IN GLASSES OR JUST SUNGLASSES?

>> REGULAR CLASSES. >> 'S SORRY, I'VE ONLY SEEN THE

LENGTH OF HER SUNGLASSES PRESS. >> THE STUDENT TAKING THE TEST, FINAL, SAT, YOU NAME IT AND IF THEY HAVE GLASSES ON THAT WERE METACLASSES, THAT WOULD NOT BE APPROPRIATE.

AND THE QUESTIONS AT THE INTERMEDIATE LEVEL? JUNIOR HIGH. AT THE JUNIOR HIGH TO START, IT IS REALLY JUST A CLEANUP THE CLINIC IS AVAILABLE TO OUR ALL DAY LONG BRAID WE WOULD LIKE THEM TO HAVE A PASTORING THE SCHOOL DAY. ON SECTION EIGHT, REMOVING CELL PHONE. SCHOOL PHONES ARE AVAILABLE TO OUR STUDENTS, WE WANTED TO KEEP THAT FIRST SENTENCE.

BEHAVIORAL THREAT ASSESSMENT ON PAGE 14 AS WELL, DCS.

ON PAGE 15, SKYWARD ENTRY. ONE BLURB ON NUMBER 15, PAGE 15 YOU WILL SEE OUR PERSONAL ELECTRIC VEHICLES PEP IS, THESE ARE THE ELECTRONIC BIKES YOU SE GOING ON SOCIAL MEDIA REGARDING THESE AND WE DO NOT WANT THOSE ROAD TO SCHOOL.

ON PAGE 15 AS WELL, JUST CLARIFYING LATE TO SCHOOL AND TARDY IS THAT WHEN THERE IS THREE OR MORE, THEN THERE IS PROGRESSION INTERMISSION PUT IN PLACE.

[01:15:02]

ON PAGE 27, THAT IS THE CELL PHONE PROCEDURE THAT WE HAVE TALKED ABOUT. YOU WILL NOTICE AND SOME OF THE HANDBOOKS, THERE IS SOMETHING WHICH WE KEPT FROM THE ORIGINAL HANDBOOK AND HOW THAT LEVEL HAD IT COMMUNICATED SO SOME LANGUAG JUST REMAIN, BUT THE STATEMENT ITSELF IS EXACTLY THE SAME IN ALL FOUR HANDBOOKS. ON PAGE 28, WE TOOK THE DISHONESTY STATEMENT FROM THE HIGH SCHOOL AND MOVED IT DOWN T THE JUNIOR HIGH IN IN THIS DISHONESTY STATEMENT YOU WILL ALSO NOTE DGN SMART GLASSES. YET AGAIN, NEEDING TO INCLUDE THAT. ON PAGE 35, M TSS, OUR TIME OF WORKING WITH STUDENTS INDIVIDUALLY, SMALL GROUP, WITH SOME FOCUSED INSTRUCTION, WE WANTED THAT TO BE DEFINED FOR ITS ON PAGE 39 AND THE LAST FEW PAGES HAS TO DO WITH SPORTS AND IH AA'S RULES, SOME PEOPLE SAY WHY IS THAT IN THE HANDBOOK? IT'S REALLY RELATED TO THE ALSO ORGANIZE PRACTICES WENT FROM A MANDATORY OF TEN DOWN TO EIGHT, IT USED TO BE TEN PRACTICES WER REQUIRED AND ON PAGE 41, IT DOE PINPOINT OUT OR PULLS OUT THE WORD, CHEERLEADER BIRD CHEERLEADERS OR ATHLETES WE WANTED TO KEEP THAT AS ATHLETE AND REMOVE THAT SO MAKE IT THE WAY IT SHOULD BE. ANY QUESTIONS ON THE JUNIOR HIG

HANDBOOK? >> WHEN YOU JUST SAID THAT EIGH PRACTICES FROM TEN, IS THAT OURS ? WE HAVE THE BEHAVIORAL PART ON ALL OF THESE WITH THAT NEW SECTION IS SAID, COULD GET THE BEHAVIORAL THREAT ASSESSMENT.

WHEN I GO TO THE OLD HANDBOOKS, WHEN AM JUST TRYING TO UNDERSTAND HOW IT FITS, YES I UNDERSTAND IT GOES IN THERE, BU WHEN YOU SAY PAGE EIGHT FOR EXAMPLE, WHEN I WENT TO PAGE EIGHT, THAT PAGE IS FULL. DID EVERYTHING ON THAT PAGE GET BUMPED UP AND THEN THIS GOT PUT IN THERE?

>> IT WILL JUST MOVE INTO THAT AREA SO OTHER PAGES MAY CHANGE,

BUT NOTHING IS BEING DELETED. >> SO IT JUST FITS IN UNDERNEAT

WHATEVER CAME BEFORE IT. >> HOWEVER IT WOULD APPROPRIATE FLOW, I'M GOING TO LET COMMUNICATIONS AND MARKETING KNOW THAT IT FLOWS APPROPRIATEL PER.

>> WE'VE GONE THROUGH THESE AND I KEEP LOOKING AT THEM IN THE MENU THE SAFE IMPINGED NUMBER I KEEP THINKING THAT'S NOT GOING TO FIT SO YOU'RE FEINT SAYING I FITS RIGHT UNDERNEATH.

THANK YOU. >> ABSOLUTELY.

IN THE HIGH SCHOOL. WE START UNPAID SEVEN, BEHAVIORAL THREAT ASSESSMENT. WE'RE JUST REMOVING THAT LANGUAGE. UNDER SECTION 19 OF THE NEXT AREA, YOU WILL SEE WHEN STUDENT REPEATS A CLASS FOR PERHAPS A BETTER GRADE, IT DOES NEED TO B STATED THAT THE STUDENTS ARE TAKING THE CLASS AND THERE WILL BE AN ASTERIX NEXT TO THE OLD GRADE. THAT IS JUST IN LINE WITH WHAT THE DOE IS EXPECTING. ON PAGE 24, STUDY HALL INFORMATION DID NOT MEAN TO BE IN THE HANDBOOK, WE DON'T LIST OTHER COURSES PER SE SO STUDY HALL DOESN'T NEED TO BE IN THER EITHER. ON PAGE 24, THE WRONG LINK WAS LISTED SO WE WANT TO CORRECT THAT.

PAGE 25 IS A SKYWARD ENTRY. PAGE 30 WHEN WE TALKED ABOUT HABITUALLY TRUANT STUDENTS NOT ATTENDING EXTRACURRICULAR ACTIVITIES. ON PAGE 33, STUDENTS ARE NOT ALLOWED TO HAVE A DIGITAL DEVIC AT DETENTION.

JUST MAKING SURE THAT'S CLEAR BECAUSE IT IS AFTER THE BELL.

FOR NEXT SECTION DOES REALLY KIND OF SPELL OUT WHAT HAPPENS IN THE ISS RIM, THAT'S NOT NEEDED AT THIS POINT IN TIME AS TO WHERE WE'RE AT, WE WERE LOOKING TO REMOVE THAT LANGUAGE.

ON PAGE 36, INDIANA CODE, I WANTED THE TWO INDIANA CODE FOR DUE PROCESS AND PEOPLE DISCIPLINE LISTED THERE AS WE REFER TO THOSE OFTEN WHEN WE AR REFERRING TO DISCIPLINE.

ELECTRONIC DISCIPLINE. FOR NEXT YEAR, STUDENTS IN NINTH

[01:20:02]

THE ONLY GRADE THAT WILL BE ELIGIBLE WOULD BE 12 GRADE.

WE WANTED TO BE VERY CLEAR ABOU IT WOULD ONLY BE 12 GREAT IN THERE WILL NOT BE BE WHITE OD FOR THE OTHER CLASSES, YOU NEED TO USE THE SCHOOL ISSUE DEVICE. NEXT ON PAGE 36 AND 37 IS THE CELL PHONE PROCEDURE. IT IS LISTED THERE.

ON PAGE 37 AND DISHONESTY POLIC BE ADDED THE SMART GLASSES.

ON PAGE 39, THERE IS NO SENIOR THAT WE NEEDED TO REMOVE THAT SECTION. ON PAGE 55, AND THE RULES, PERSONAL ELECTRONIC DEVICES WE TALKED ABOUT THAT EARLIER, PER AGE 55, THAT IS OUR RECOMMENDATION IN I MENTIONED THAT THEY WANTED TO GET THAT INCLUDED.

ON PAGE 58, JUST CLEANING UP HALL PASSES.

HALL PASSES ARE NOW ELECTRONIC AND YOU DON'T SIGN OUT IN THE CLASSROOM SO WE WANTED TO CLEAN UP THAT LANGUAGE GREAT ON PAGE 59, WE WANTED TO ADD THE TIGER TIMES AND OTHER STUDENT MEDIA OUTLETS AS LONG AS THEY WERE APPROVED, SO REALLY JUST CLEANING UP THE LANGUAGE. AND THEN MOVING INTO EXTRACURRICULAR ACTIVITIES, WE WANTED TO ADD THE BOARD POLICY.

MOVING INTO ATHLETICS. THERE IS A SECTION ABOUT THE RINGS. WE'LL TRY TO GET AS CREATIVE AS WE CAN THERE MIGHT BE AN OUTDOO SPONSOR.

JUST TO SAY IT AUTOMATICALLY WOULD BE THE ATHLETE OF THE PROGRAM IS NOT NECESSARILY THE CASE.

IT MAY BE A COMBINATION. MOVING INTO THE APPEALS PROCESS CURRENTLY WITH DISCIPLINE, THE APPEALS PROCESS GOES FROM K-04 WHICH IS WHERE IF THERE IS A CONCERN, THE APPEALS PROCESS GOES THROUGH THE INITIAL PERSON THAT ISSUED THAT CONCERN, THAT DISCIPLINE, AND THEN AFTER THAT IT WOULD GO ON TO THE PRINCIPAL THE PRINCIPAL SUPERVISOR AND SO FORTH.

WE WOULD LIKE THE ATHLETICS TO FOLLOW THE SAME PROCESS FOR PUBLIC CONCERNS AND COMPLAINTS. YOU WILL SEE THAN IF YOU MOVE INTO THE NEXT SECTION, WE HAVE SOME ADJUSTMENTS TO OUR ATHLETI PENALTIES AND RULES AND CONSEQUENCES.

THE FIRST ONE BEING FOR UNAUTHORIZED POSSESSION OF ATHLETIC PROPERTY. FOR SOMEBODY ELSE HAS THAT, WE WANTED TO ADD RESTITUTION IS PROVIDED IF SOMETHING HAS BEEN DAMAGED RESTITUTION IS A COMMON OCCURRENCE THAT IF SOMEONE HAS DAMAGE PROPERTY, THAT RESTITUTION HAS BEEN PART OF THAT CONSEQUENCE. THE NEXT SECTION WE WILL BREAK INTO TWO PARTS, THE FIRST ONE HAS TO DO WITH NICOTINE OR TOBACCO AND THE SECOND ONE HAS TO DO WITH ALCOHOL OR CONTROLLE SUBSTANCE. ALL WE NEEDED TO DO IN THE FIRS PART IS NO SET TESTING POSITIVE IN A RANDOM DRUG SCREEN AS MISTER URBAN ALLUDED TO EARLIER PARENT SIGNOFF IN ADVANCE THAT STUDENTS CAN BE TESTED AND WE TEST A HANDFUL EACH MONTH AS A RANDOM DRUG TEST FREIGHT WE ADDED THAT.

AND THE SECOND PORTION WHERE IT TALKS ABOUT ALCOHOL IN CONTROLLED SUBSTANCES, WE WANTE TO MAKE NOTE THAT WE WOULD LIKE TO GIVE THE OPTION FOR OUR ATHLETES TO DECREASE FROM 50 PERCENT-25 PERCENT IF THEY WOULD BE WILLING TO GO TO A QUEST TO LEARN MORE ABOUT DRUG AND ALCOHOL CONCERNS AND GO TO THE. THAT IS THE SECOND PORTION THAT IS LISTED THERE THAT THEY COULD REDUCE THEIR SUSPENSION TO 25 PERCENT AS LONG AS THEY SPEND THIS DAY GOING TO THIS COURSE.

I'M SORRY. >> WEBPAGE FOR YOU ON?

>> I AM JUST UNDER THE ATHLETIC PORTION, THE PAGE ITSELF IF YOU'RE LOOKING AT THE OLD ONE I PAGE 73.

YOU MAY HAVE TO GO RIGHT AFTER THAT SECTION BECAUSE IT'S A LITTLE HARD, SO KEEP FLOWING AN YOU SHOULD SEE IT'S KIND OF IN THE MATRIX, A LITTLE GRAPH. WE DID NOTE A THIRD OFFENSE, IF A STUDENT IS AN OFFENDER THE FIRST YEAR, THERE IS A CONSEQUENCE, SOFTWARE YOUR LEAD SAY, THEN YOU ARE UP TO SAY 365 DAYS, IF THIS HAPPENS AGAIN YOU JUNIOR YEAR, YOU'RE THIRD OFFENSE WOULD MEAN YOU ARE REMOVED FROM YOUR HIGH SCHOOL A THAT POINT. AND THE LAST ONE IS FELONIES, MISDEMEANORS AND OUT OF SCHOOL SUSPENSIONS.

AS WE DO AND A LOT OF THESE CASES WHEN IT REACHES THAT HIGH OF A LEVEL, IT'S A COLLABORATIV DECISION IN IN THIS CASE WE'D

[01:25:03]

WHAT QUESTIONS TO BE HAVE FOR THE HIGH SCHOOL?

>> QUESTIONS AND COMMENTS. >> EXPLAINED THE ATHLETIC.

NOT ALL, I DON'T EAT A WHOLE ENTIRE ONE OTHER THING I KNOW W WORKED ON ATHLETICS MAYBE IT WA TWO YEARS AGO, SO WHAT IS THE CHANGE THAT MAKES IT DIFFERENT, WHY ARE WE MAKING THE CHANGE? CURRENTLY THE WAY THE ADJUSTABL AND TAKES PLACE, WE WOULD FOLLO THE K-04 POLICY AND THAT HAS TO DO WITH, IT HAS A PROCEDURE AND ITS PUBLIC POLICY COMPLAINTS AN CONCERNS PROCEDURE.

WE FEEL LIKE IT SHOULD BE IN ALIGNMENT WITH ANYTHING ELSE WERE DOING THAT A PARENT WOULD HAVE A CONCERN ABOUT, WHERE WE' HAVE SOMETHING DIFFERENT FROM ATHLETICS LET'S USE THE SAME PROCEDURE THAT THE BOARD ADOPTE ACROSS THE BOARD.

>> WITH THAT PROCEDURE, THESE ARE THE VIOLATIONS THAT WHEN YO GO TO THE CHART NOW, THESE ARE THE VIOLATIONS THAT THEY FOLLOW

THAT PROCEDURE IS FOR THESE. >> LET ME TRY TO WORK THROUGH THIS AND SEE IF I CAN ANSWER YOUR QUESTION.

WHAT'S LISTED THERE ARE THE INFRACTIONS THAT WILL OCCUR IF THE CHILD VIOLATES. IF A FAMILY MEMBER HAS AN ISSUE WITH WHAT THE CONSEQUENCE IS, THEN THEY WOULD FOLLOW THE POLICY AND PROCEDURE OF K 04 TO CHALLENGE IT.

>> CORRECTS. INSTEAD OF HAVING A WHOLE DIFFERENT POLICY FOR A CHALLENGING SOMETHING, YOU HAVE

A POLICY IN PLACE ALREADY. >> OKAY.

AND THEN CAN YOU ELABORATE AGAI OR JUST RESTATE IT AGAIN BECAUS THAT'S A LOT OF INFORMATION, WHEN AND WHERE THE 25 PERCENT GOES FROM 50 PERCENT TO 25 PERCENT IF THEY TAKE THE CLASS. IS THAT IS ON THE FIRST, SECOND THIRD VIOLATION, WHERE DOES THA TURN INTO PLAY?

>> IF YOU LOOK AT WHERE IT SAYS POSSESSING ADMISSION OF USE, TEST POSITIVE ARE BEING UNDER THE INFLUENCE OF ALCOHOL OR CONTROLLED SUBSTANCE, SO THIS COULD BE THC.

THE FIRST OFFENSE IS GOING TO B 50 PERCENT.

HOWEVER, A STUDENT COULD REDUCE THEIR SUSPENSION TO 25 PERCENT OF THE SEASON IF THEY ARE WILLING TO GO TO A COURSE COMPLETION ON DRUG AND ALCOHOL EDUCATION.

IT SAYS THERE THAT IF THEY COMPLETE THE APPROVED COURSE, I THEY CHOOSE TO DO SO THE ATHLETIC PROBATION FOR TWO SEMESTERS, AND WILL BE SUBJECT TO INCREASED RANDOM DRUG TESTING . IF YOU DON'T DO WHAT IT IS WE'V ASKED YOU TO DO, AND WHAT WE AGREED UPON, THEN WE WILL STAY

AT THE 50 PERCENT. >> I AM LOOKING AT, AND I APOLOGIZE IF I'M WRONG THE WRON AREA, I AM ON PAGE SEVEN OF THE HANDOUT YOU GAVE US THAT I'M LOOKING AT HERE, IT IS PAGE SEVEN IN GREEN ON THE TOP IT SAYS ATHLETIC RULES AND CONSEQUENCES IN THEN RIGHT UNDERNEATH THAT THE FIRST ONE SAYS UNAUTHORIZED POSSESSION OF HSS AND SAG ATHLETIC PROPERTY.

I DON'T SEE THE 50 PERCENT ANYWHERE IN THEIR PART I ONLY SAW THE 25 PERCENT SO I WAS TRYING TO UNDERSTAND THE FIRST

AND THE SECOND. >> KEEP SCROLLING DOWN.

THE NEXT SECTION SAYS POSSESSIN TESTING POSITIVE FOR TOBACCO.

DO YOU SEE THE TOBACCO SECTION? IN THE NEXT EVENT TOBACCO SECTION IS A 25 PERCENT PENALTY FOR TOBACCO FOR FIRST OFFENSE AND THE SECOND OFFENSE IS 365. NOW KEEP GOING DOWN.

THE NEXT ONE HAS TO DO WITH ALCOHOL OR CONTROLLED SUBSTANCE.

>> OKAY. AND THAT IS AUTOMATICALLY 50 PERCENT UNLESS THEY CHOOSE TO TAKE THAT CLASS.

>> IF GOT IT. AND THEN IT WILL GO TO 25 PLUS THAT CLASS FOR IT BUT NONE OF THE OTHERS OR ARE FOR THAT IT'S JUST TEST POSITIVE FOR RANDOM DRUG TESTING.

>> THE DECREASE IN PENALTY IS FOR CONTROLLED SUBSTANCES OR

ALCOHOL. >> OKAY.

THANK YOU. >> YOU'RE WELCOME.

>> ANY OTHER QUESTIONS OR COMMENTS FROM THE BOARD? SEEING THAT THERE IS NONE, THAN YOU VERY MUCH.

MOVING ONTO THE NEXT ITEM, AND IT UPDATE BY DOCTOR MCDANIEL

FEATHERS THOMPSON. >> THANK YOU.

[01:30:05]

TONIGHT WE'RE JUST GOING TO TAL ABOUT THE TIMELINE OF THE PARTNERSHIP AND SOME IMPORTANT TAKEAWAYS THAT I REALLY DON'T THINK WE NEED TO--WE NEED TO KEEP IN THE FOREFRONT.

THE 24-25 SCHOOL YEAR WAS OUR FIRST YEAR PARTNERING WITH AN IETF. THAT WAS WITH HARKIE JUST RACK FOR BUILDING. ALL 13 BUILDINGS WE HAD A SPECIALIST WORK WITH OUR BUILDINGS IN OUR DISTRICT ADMINISTRATORS SEVERAL TIMES THROUGHOUT THE YEAR APPEARED THOSE MEETINGS WERE TO IN A HAL HOUR LONG MEETINGS DIGGING INTO STANDARDS, WORKING ON WHAT THAT CLUSTER OF PROFESSIONAL DEVELOPMENT WOULD LOOK LIKE. THAT WAS OUR FIRST YEAR.

I WILL SAY THAT WE ATTENDED A LOT OF CLUSTERS, HE WOULD OFTEN SEE AT THE MEETINGS AT THE BUILDING LEVEL TWO, REALLY EMBRACING THE WORK IN SHOWING THE IMPORTANCE OF IT.

WE ALSO HAD OUR SPECIALIST ATTEND THOSE CLUSTER MEETINGS A WELL, IF YOU'RE IN THE PLANNING PROCESS WHEN YOU ARE MEETING AN THEN THEY COME TO THAT CLUSTER TO SEE HOW THAT WORK HAS COME T FRUITION IN THEN GIVE FEEDBACK TO OUR INSTRUCTIONAL LEADERSHIP TEAM, AS TO HOW THAT PROFESSIONAL DEVELOPMENT WENT, WORK CLOSER WITH OUR INTERMEDIATE BUILDINGS IN OUR DISTRICT LEVEL ADMINISTRATORS WORKED WITH THE K-FOR BUILDINGS.

AGAIN, CLUSTER MEETINGS WERE ATTENDED AND THAT IS WHERE THE PROFESSIONAL DEVELOPMENT MODEL IS DELIVERED TO OUR TEACHERS.

AND OUR SPECIALIST ATTENDED THA AS WELL AS OUR DISTRICT.

REALLY IMPORTANT TO HAVE THAT FEEDBACK AS TO THE PROCESS OF THE PROFESSIONAL DEVELOPMENT AN WHAT IT LOOKS LIKE.

THAT WOULD BE YEAR TO. WE ARE CURRENTLY IN YEAR TWO WITH K FOR AND WE ARE IN YEAR ONE WITH 5-6.

THIS WEEK IS THE FINAL WEEK FOR THAT YEAR, SO THEY ARE WRAPPING THAT UP WITH SOME GREAT CELEBRATIONS.

AS WE LOOK INTO NEXT YEAR, YEAR THREE, THAT WILL END UP BEING YEAR TWO FOR OUR INTERMEDIATE BUILDINGS.

THAT AN IT SPECIALIST WILL BE PULLING BACK ON THE SUPPORT AND OUR BUILDING PRINCIPALS, ASSISTANT PRINCIPALS AND COACHE WILL SEE MORE OF OUR DISTRICT LEVEL COMING IN TO SUPPORT THE WORK MULTIPLE MEETINGS, WORKING THROUGH PLANNING AT THAT PROFESSIONAL DEVELOPMENT THROUG THAT CLUSTER OF WORK.

AGAIN THOSE CLUSTER MEETINGS AN ATTENDANCE BY DISTRICT LEVEL ADMINISTRATORS IS REALLY IMPORTANT.

THE BIG PIECE TO THINK ABOUT WITH THAT IS AS WE GO INTO THOS CLUSTER MEETINGS IN WE ARE AT DIFFERENT SCHOOLS ON THOSE TUESDAYS AND THURSDAYS, WE CAN SEE THAT BIGGER PICTURE OF HOW WE CAN PROFESSIONALLY DEVELOP THROUGH A CLUSTER CYCLE ARE PRINCIPAL, ASSISTANT PRINCIPAL AND WHICH WE DO WITH THEM ON A MONTHLY BASIS. IS NOT ONLY PROFESSIONALLY DEVELOPING OUR TEACHERS, BUT ALSO OUR ADMINISTRATORS.

CAN YOU GO TO THE NEXT LIGHT, JEFF? I THINK IT IS IMPORTANT BEFORE TALK ABOUT THE TAKEAWAYS TO KNO THAT WE HAVE NOT OUTSOURCED OUR PROFESSIONAL DEVELOPMENT.

WORKING WITH AN IETF IS SIMILAR TO ONE MAY GO THROUGH A TEXTBOO ADOPTION IN WE WORK WITH THE PROFESSIONALS THROUGH THE PUBLISHING COMPANY. THEY HAVE MEMBERS ON STAFF THAT WALK US THROUGH ALL OF THAT. WE DID THAT WITH HMA AND SCHOLASTIC WHEN WE ADOPTED THAT FOR LITERACY.

WE DID THAT WITH SCIENCE MCGRAW-HILL, WE ALSO DID THAT WITH ENVISION WITH MATH. THIS IS NO DIFFERENT THAN THAT PIECE OF IT IS. I HAVE BEEN IN THE DISTRICT FOR 20 TO YEARS SO I HAVE SEEN A LO OF THINGS HAPPEN, BUT WE HAVE HAD MULTIPLE CONSULTANTS IN OVE THE YEARS.

WITH HEAD CONSULTANTS FOR RTI, WE FED CONSULTANTS FOR MATH, LITERACY, WRITING, SO THIS IS A CONSULTANT COMING ALONGSIDE AND WORKING WITH US GREAT OUR TEACHERS IN OUR PRINCIPALS AND

[01:35:08]

WE SEE DIFFERENT SITE KINDERGARTEN, WITH THE EXPECTATIONS AND WHAT MASTERY LOOKS LIKE THERE MAY DO ITS SECOND GRADE AND WHAT WE DO AT FIFTH-GRADE.

ALL OF OUR TEACHERS AT THAT K- FOR OUR UNDERSTANDING THAT PROCESS TO KNOW WHAT TO EXPECT AND WHAT THOSE INSTRUCTIONAL PRACTICES CAN BEAT TO MEET MASTERY.

THAT IS THE FIRST BIG TEAK WEIGHT IS THE UNDERSTANDING OF OUR ACADEMIC STANDARDS. THE NEXT ONE I THINK IS THE MOS IMPORTANT. THAT IS THE COLLABORATION OF EVERY TEACHERS GROWING CLUSTER. COLLABORATING EFFECTIVELY IS TH BIGGEST PIECE TO GET OUR STUDENTS TO INCREASE THEIR ACHIEVEMENT. IF YOU ARE IN EDUCATION YOU'VE HEARD THAT NAME JOHN HEAVY, AND HE TALKS ABOUT COLLECTIVE TEACHER EFFICACY. THAT JUST MEANS A TEACHER KNOWS THAT THEY ARE MAKING AN IMPACT AND THAT GOES THROUGH WITH COLLABORATION WITH THEIR COLLEAGUES AND TEACHERS.

THAT IS REALLY IMPORTANT WHICH IS WHAT WE ARE SEEING IN OUR CLUSTER WORK. THOSE TEACHERS AND FOR GRADE LEVELS OR THE CONTENT LEVEL, THEY ARE WORKING TOGETHER, THEY ARE SEEING WHAT WORKS IN THEIR CLASSROOM, WE ARE TAKING THE INFORMATION FROM FIELD TESTING, WE ARE ADJUSTING IT AND WORKING WITH THE STUDENTS ON A REGULAR BASIS.

THE IMPORTANT PART TO KEEP IN MIND ABOUT THIS IS IT IS WORK THAT IS BASED ON OUR STUDENTS I OUR BUILDING.

IT'S NOT A TOP-DOWN MODEL. IT IS NOT A ONE-SIZE-FITS-ALL.

THIS IS WHAT THIS ELEMENTARY SCHOOL NEEDS BASED ON THE DATA IN THAN THERE IS THAT COLLABORATION.

I CAN SPEAK TO THAT HAVING BEEN AN SPILL IN THE DISTRICT FOR 18 YEARS, I PROVIDE HAVE THE SUPPORT AS A BUILDING PRINCIPAL I DID NOT HAVE THE TOOLS THAT A IT SYSTEMS PROCESS IS GIVING OU CURRENT PRINCIPALS PRINCIPLES. THEY KNOW SPECIFICALLY WHAT TO WORK FOR A. THEY ARE INVOLVED IN THE PROFESSIONAL DEVELOPMENT STANDING UP THERE AND WORKING WITH THEIR TEACHERS. IT'S NOT OTHER TEACHERS LEAVING IT ON THE COACH'S SHOULDERS, THEY ARE TRULY BEING THE INSTRUCTIONAL LEADERS IN THE BUILDING AND THAT IS WHAT WE WANT TO DO. THAT'S WHAT WE WANT OUR PRINCIPALS AND ASSISTANT PRINCIPALS TO DO.

THE FINAL TAKE AWAY IS THAT INTERACTIVE DATA DRIVEN PD.

I KIND OF ALLUDED TO IT A FEW MINUTES AGO, BUT WE STARTS LOOKING AT OUR DATA AND THAT DRIVES OUR SCHOOL IMPROVEMENT PLANS. WE REVIEW THOSE EVERY YEAR IN W REWRITE THEM EVERY YEAR. IT IS REALLY IMPORTANT THAT WE KNOW WE ARE LOOKING AT SPECIFICS .

LIDS HE IS FOR EXAMPLE VOCABULARY.

LET'S SAY ONE OF OUR INTERMEDIATE ARIES IS SEEING A DIFFERENCE IN THE VOCABULARY. YOU MIGHT HAVE ANOTHER THAT IS SEEING THEIR STUDENTS MEET THOS BENCHMARKS AND RISE ABOVE.

WE WILL NOT TELL THEM WE BOTH NEED TO WORK ON VOCABULARY INSTRUCTION. WE'LL WORK WITH THE SCHOOL THAT HAS THAT DEFICIT AND WHAT I'M HEARING AND I HEARD IT THIS MORNING FROM ONE OF HER INTERMEDIATE COACHES IS THAT THEY HAD TEACHER COME UP TO THE AND SAY THIS IS REALLY JUST ABOUT ERA SCHOOL BECAUSE MY COLLEAGUE AT THE OTHER INTERMEDIATE SCHOOL DIGIT TO AN OF THE CLUSTER CYCLES THAT WE WORKED ON. THAT COACH WAS ABLE TO SAY THAT'S BECAUSE OUR DATA WAS SHOWING WE NEED THIS WORK ON TH SPECIFIC STANDARDS IN THEY NEEDED SOMETHING ELSE.

HAPPENS IN OUR DISTRICT IS FUNDED THROUGH A GRANT, FEDERAL GRANT CALLED TITLE TO. THE STATE ACTS AS AN INTERMEDIARY OF THOSE FUNDS AND THEN THAT AMOUNT IS DISTRIBUTED TO OTHER SCHOOLS IN THE STATE. THERE ARE VARIOUS USES TO TITLE II FUNDS. IN MY TIME YOU CAN GO AHEAD, AN MY TIME IN THE DISTRICT. THAT HAS BEEN USED FOR PROFESSIONAL DEVELOPMENT. THE REASON FOR THAT IS IN THE

[01:40:02]

SO WHILE WE USE CONSULTANTS AND HAVE USED CONSULTANTS FROM TIME TO TIME, THE REALITY IS WHEN WE CAN, IT IS ALWAYS BEST TO DO AS MUCH IN-HOUSE AS WE CAN BECAUSE WE KNOW THAT'S ALSO MOTOR COST-EFFECTIVE FREIGHT IN THE NIT MODEL, IN PARTICULAR, BUT W ALREADY TALKED ABOUT HIM HE MENTIONS IN FEBRUARY COME OUT W ARE WORKING TOWARDS THIS GRADUA RELEASE MODEL WHERE OUR STAFF WILL BE SITTING IN PLACE OF THE NIE TEA STAFF AND THEY WILL MERELY BE FOLKS THAT WE COULD CALL ON FOR SPECIFIC QUESTIONS ABOUT SOME THINGS OR DIFFICULTIES WE ARE HAVING RATHER THAN ON-SITE WORK WITH OUR FOLKS.

BUDGETED AMOUNTS ARE ON A TWO-YEAR ROLLING CYCLE FOR TITL TO. WHEN YOU GET AN AMOUNT ROUGHLY EVERY FALL, WE ARE TOLD ABOUT HOW MUCH MONEY WE ARE GOING TO HAVE BUDGETED OR GIVEN IN OUR BUDGET.

WE HAVE TO THEN CREATE A BUDGET. THIS IS NOT HAPHAZARD IN NATURE.

WE HAVE TO DO WHAT'S CALLED A PRE- HAPPEN THIS SUMMER THAT IS ESSENTIALLY, IN REAL LAYMAN'S TERMS, IT'S KIND OF A SCHOOL IMPROVEMENT PLAN FOR DISTRICTS. THAT'S HOW I INTERPRETED AS SOMEONE WHO HAS COMPLETED A FEW OF THOSE WHERE WE HAVE TO INCLUDE DATA, WE HAVE TO LISTEN GOALS IN WE HAVE TO TALK ABOUT HOW WE'RE GOING TO HELP ACHIEVE THOSE GOALS.

ONCE A GETS APPROVAL IN IT USUALLY DUE JULY 1ST OF EVERY SUMMER, ONCE IT GETS APPROVAL, THEN WE ARE PROVIDING OUR BUDGETS FOR OUR DIFFERENT BRANDS , TITLE II IS ONE, WE GET FUNDS FOR TITLE I, TITLE III, AND TITLE IV AS WELL.

THEY ALL SERVE DIFFERENT PURPOSES.

WE THEN CREATE A BUDGET, THAT BUDGET, BEFORE WE CAN MOVE FORWARD WITH EXECUTION OF THE THINGS WE WANT TO DO HAS TO BE APPROVED BY THE STATE. ONCE WE GET THAT APPROVAL, WE START NOW. MAKING PROCEED FORWARD THAT THA WILL BE APPROVED IN THE NEXT YEAR.

ONE BUDGET IS ON TOP OF THE OTHER AS YOU MOVE OVER TIME SO FOR EXAMPLE IN 2021 THEY DO A BUDGET FOR 20 TO JUST MAKE 24 S IT'S KIND OF LIKE A STAIRSTEP AND BUDGET AMOUNTS VARY OVER TIME. THEY ARE INFLUENCED BY ENROLLMENT IN THEY ARE INFLUENCED BY POVERTY FACTORS I YOUR DISTRICT. I JUST WENT BACK AS AN EXAMPLE FOR THIS LIGHT AND LOOKED AT TH LAST FIVE CYCLES BECAUSE THOSE HAVE BEEN CYCLES THAT I HAVE BEEN OVERSEEING AND OUR AVERAGE HAS BEEN 328,537 OVERT THOSE FIVE, THE RANGES NEXT TO THAT I PARENTHESES. I TALKED ABOUT WHEN THEY'RE WRITTEN AND THEY FLUCTUATE AND APPROVED BY THE DOE, GO AHEAD, JEFF, OR TOM, OR WHOEVER JEFF I GOING.

OH MY GOSH. BUDGET SPECIFICALLY FOR NIE T OUT OF TITLE II. YOU CAN SEE IN THE THESE ARE NO BY SCHOOL YEAR BECAUSE WE ENTER EVERY YEAR AND AGREEMENT WITH NIE T TO FUND THE WORK FOR THAT SCHOOL YEAR.

THESE DOLLAR AMOUNTS ARE COMING OUT OF ONE OR TWO TITLE II BUDGETS FURTHER IS OFTEN TIMES PIECE MILLING THAT HAS TO OCCUR DURING THE OVERLAPPING BUDGET I ORDER TO ACHIEVE WHATEVER THE YOU WANT TO ACHIEVE. YOU CAN SEE WHAT WE SPENT IN YEAR ONE,--THAT WAS OUR YOU ONE K JUST MY FOUR BUILDINGS, SO 13 BUILDINGS THERE IN YEAR TWO WHICH IS THIS SCHOOL YEAR, IT ADDED ON OUR INTERMEDIATE SCHOOLS IN THE NEXT YEAR, OUR ELEMENTARIES ROLLOFF AND JUICY YEAR OR TWO FOR OUR INTERMEDIAT SCHOOLS. THAT IS THE 63 TO 50 IS WHAT WE

[01:45:03]

WE DON'T KNOW WHAT HER TITLE II DOLLARS ARE GOING TO BE IN THE FALL YET. THE FOLKS THAT WORK IN THE GRAN OFFICE HONESTLY CHANGE FROM TIM TO TIME AND WHERE AND WHEN YOU GET FOR EXAMPLE I THINK IT WAS FEBRUARY OF THIS YEAR, SO A COUPLE OF MONTHS AGO BEFORE WE ACTUALLY GOT HER TITLE II BUDGE APPROVED WASN'T BECAUSE WE DIDN'T HAVE IT ON TIME OR BACK TO THEM, BUT SOMETIMES THEY SUGGEST ADJUSTMENTS IN WE MAKE THOSE IN THEN YOU KIND OF GO TO THE BACK OF THE LINE FROM THE APPROVAL STANDPOINT. I WANTED TO LIST, BECAUSE NIE T IS JUST ONE OF MANY WHEN YOU LOOK OVER THE COURSE OF PARTICULARLY, I JUST PULLED OUT SOME HIGH POINTS OVER THE LAST FIVE YEARS. BUT PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT WE HAVE FUNDED AS A DISTRICT THROUGH TITLE II DOLLARS IN ORDER TO PROVIDE PROFESSIONAL DEVELOPMEN AND TRAINING FOR OUR STAFF. WHILE NIE T MIGHT BE IMPORTANT TO SOME PEOPLE, THERE ARE OTHER PEOPLE AT OTHER LEVELS THAT ARE NOT INVOLVED, THEY ARE DOING PLCS OR THEY ARE TEACHING IN AN EP COURSE OR THEY NEEDED TO GET LETTERS TRAINING OR FOLKS NEEDE TO GO TO A CONFERENCE, SO ALL O THESE THINGS, WE HAVE TO GIVE PRIORITY TO, WE HAVE TO DETERMINE DOLLAR AMOUNTS FOR AN WE HAVE TO CREATE A BUDGET FOR. THAT IS A SYNOPSIS OF WHAT TITL II DOES AND CERTAINLY WE ARE OPEN ANY QUESTIONS YOU MIGHT

HAVE. >> ANY QUESTIONS OR COMMENTS FROM THE BOARD? SUZANNE THOMAS?

>> I ALWAYS GO FIRST. SO FIRST OF ALL I WANTED TO COMMEND THE STAFF, BUT YOU AND MET THE OTHER DAY AND THANK YOU VERY MUCH FOR EXPLAINING THIS MORE THOROUGHLY FOR ME, BUT I'M GOING TO KIND OF REPEAT SOME OF THESE QUESTIONS SO EVERYBODY CA HEAR IT BECAUSE I FOUND IT TO B INFORMATIVE.

FIRST OF ALL, ONE OF THE COMMENTS YOU HAVE MADE AS AN IT IS NOT SOMETHING WE DO, WE DON' DO NIE T, I FOUND THAT TO BE VERY IMPORTANT BECAUSE THERE'S LOT OF PEOPLE SAYING WHY DO YOU KEEP DOING IT? SO I WANTED,, IF YOU WOULD EXPLAIN A LITTLE BIT, WHEN WE HAVE OUR TEACHER DEVELOPMENTS, YOU WERE TELLING ME THAT PD IS ON TUESDAYS AND THURSDAYS AND THEN THERE'S A 30 MINUTE AND A 60 MINUTE OR SOMETHING LIKE THAT , IS THAT CORRECT WORKS ARE ALL OF THAT WHILE THEY ARE GIVING INSTRUCTION, OR IS THERE OTHER TYPE GOING ON AND THAT

TIME AS WELL? >> JUST TO REITERATE WHAT THE ABOUT NOT DOING NIE T. AND EXAMPLE IS THE PROFESSIONAL DEVELOPMENT IS WITHIN THE CLUSTER WORK.

THERE ARE FIVE STEPS OF EFFECTIVE LEARNING DURING THAT.

THAT WOULD FEEL LIKE A SAYING THAT OUR SECONDARIES DO SOLUTIO TREE BECAUSE THAT IS THE COMPAN THAT PRESENTS PROFESSIONAL LEARNING. SO, WITHIN OUR CLUSTER WORK, WE HAVE BEEN IDENTIFYING LITERACY AT THE K-FOR BECAUSE WE'VE BEEN APART OF THE COUNTRY FOR THE LAST FOUR YEARS, SO A VAST MAJORITY OF THE DATA WE ARE LOOKING AT HAS TO DO WITH LANGUAGE ARTS AND LITERACY AND THEN WORKING AT THOSE DEFICIT PIECES OF DATA OF WHERE EACH OF SCHOOLS HAVE TO GROW.

NEXT YEAR BECAUSE WE'RE NO LONGER A PART OF THE QUADRATE, WE CAN GRADUALLY GO INTO MATH I WE CAN START TALKING ABOUT THAT PIECE OF IT. IT IS ANY CONTENT AREA, BUT IT' ALWAYS ABOUT BEST INSTRUCTIONAL PRACTICE.

>> SO IT'S LIKE A FRAMEWORK. >> CORRECT, IT IS A SYSTEM OF

PROFESSIONAL DEVELOPMENT. >> AND THEN GOING ONTO MY OTHER QUESTIONS HERE, HAVE WE HAD IN THE MEASURABLE MEASURABLE OUTCOMES OR DATA TRENDS TIED TO THE IMPLEMENTATION? SINCE IT'S RELATIVELY NEW, WILL THERE BE ANY RUBRIC TYPE OF SET UP THAT WE WILL BE ABLE TO GATHER DATA TO SAY IT'S WORKING?

>> WE ARE IN A BIT OF A QUANDAR AND IT'S A GOOD QUANDARY BECAUS WE IMPLEMENTED THE RESEARCH BEHIND SCIENCE OF READING WHICH HAS BEEN TREMENDOUS. WE HAVE BEEN A MEMBER OF THE QUADRATE, WE HAVE BROUGHT ON NIET WITH ART CLUSTER WORK, SO WE CAN'T REALLY POINT TO ONE PARTICULAR THING THAT IS WORKING , BUT THE GROUP OF EIGHT TO TOGETHER AND THE

[01:50:03]

OUR DATA IS IMPROVING, BUT WE CAN'T SAY IT'S BECAUSE OF THE QUADRATE, IT'S BECAUSE OF A COACH, WE HAVE TO GIVE THAT CREDIT TO OUR STUDENTS FOR WORKING VERY HARD, BUT CERTAINL ALL OF THOSE THINGS TOGETHER CA MAKE A SHIFT.

>> AND I APPRECIATE THAT AND I DEFINITELY BELIEVE IT IS A COMBINATION OF THINGS AT WORK, PARENT SUPPORT, TEACHER SUPPORT AND WHAT WE'RE DOING TO SUPPORT OUR TEACHERS.

EVEN THOUGH THIS IS A FRAMEWORK IN CORRECT ME IF I'M WRONG THAT IS FOR A TEACHER DEVELOPMENTS, IT IS TO HELP AFTER OUR STUDENT SUCCESS BECAUSE WE ARE BETTERIN OUR TEACHERS AND HOW THEY ARE INSTRUCTING AND HOW WE ARE MOVING THROUGH WHATEVER PROGRAMS

. >> TEACHER MOVES INFLUENCE STUDENT OUTCOME. USING THE PROFESSIONAL DEVELOPMENT TO IMPROVE OUR TEACHER MOVES OF WHERE WE SEE WHEN THE LIGHT BULBS GOES OFF WITH OUR FIELD TESTING WHEN WER WORKING WITH OUR STUDENTS, WHEN WE SAY THIS PARTICULAR MOVE IS WHAT WE NEED EVERY TEACHER TO D WITH THEY ARE TEACHING ABOUT VOCABULARY, THAT IS WHAT'S GOIN TO PUSH THE STUDENT OUTCOME TO

BE IMPROVED. >> BEING A SUBSTITUTE TEACHER FOR NINE AND HALF YEARS. IT WOULD COVER CLASS OR DO WHATEVER WHEN TEACHER, IT'S NOT NEW, WE'VE WITH OVARIES BEEN DOING UPRIGHT AND MY I HAVE CONTINUING EDUCATION SO I UNDERSTAND, WHETHER IT IS NIET, IT DOESN'T MATTER IF IT'S THIS PROGRAM, IT DOESN'T MATTER IF THIS WAS TO DISAPPEAR FOR ANY REASON, WE WOULD STILL BE DOING SOMETHING ELSE SO IT'S NOT LIKE WE WOULDN'T HAVE SOMETHING FOR PROFESSIONAL DEVELOPMENT.

IT WAS REQUIRED THAT WE HAVE IT CORRECT?

>> YES. AS WE KNOW BETTER AND THE RESEARCH SHOWS US BETTER, THEN WE WILL DO BETTER AND THAT IS WHERE THIS FIVE STEPS OF EFFECTIVE LEARNING COMES INTO PLAY. I THINK ANOTHER PIECE TO KEEP I MIND WITH PROFESSIONAL DEVELOPMENT IS AS THE TEACHERS ARE SIFTING THROUGH THESE MEETINGS, THEY RECEIVE PROFESSIONAL GROWTH POINTS AND THOSE ARE USED TO RENEWS THEIR LICENSE SO ALL OF THAT CONTINUE TO MAKE OUR TEACHERS GROW AND B

BETTER AT THEIR CRAFT. >> THE REASON I BRING THAT POIN TO HEAD IS THERE IS A LOT OF CHATTER THAT YOU HEAR IN DIFFERENT PLACES OF LET'S GET RID OF IT AND EVEN IF WE WERE T GET RID OF IT, IT DOESN'T MEAN PROFESSIONAL DEVELOPMENT GOES AWAY, THERE WILL ALWAYS BE SOMETHING WE WOULD HAVE IN PLAC TO SUPPORT OUR TEACHERS IN OUR DISTRICT.

THAT'S WHAT I'M TRYING TO CLARIFY.

>> GETTING RID OF ITS, WE WOULD NOT GET RID OF PROFESSIONAL

DEVELOPMENT. >> THANK YOU.

LESLIE, NO, ACTUALLY I'M GOING TO PAUSE ON FAT.

, ARE WE DOING ANY OF THE PROFESSIONAL DEVELOPMENT OR NIE TRAINING IS IT DONE ANY OTHER TIME OTHER THAN THE 30 OR 60 MINUTE TIME? IT'S NOT OUT AND IN A CONTRACT

TIME. >> AT THE CLUSTER TIME AT THE K-6 LEVEL AND THE PLC TIME AT THE 7-12 IS ALL WITHIN TEACHER

CONTRACT TIME. >> THANK YOU FOR SAYING THAT OU

LOUD. >> LATRICA SCHOOLEY?

SARAH PARKS-REESE? >> THANK YOU.

I HAVE SEVERAL QUESTIONS. FIRST, THERE IS DEFINITELY OF A LONG LIST OF HOW TITLE II FUNDS CAN BE USED.

I KNOW, AND THE COMMUNITY THERE WAS AN OLDER VERSION THAT WAS CIRCULATING AND I SHARED WITH THE BOARD THEY UPDATED U.S.

DEPARTMENT OF ED VERSION, BUT SPECIFICALLY, AND I THINK OUR PUBLIC SPEAKER MENTIONED JETS, WANTED TO ASK IF SOMEONE COULD SPEAK TO THE ONE ABOUT AN EARLY BEING ABLE TO USE TITLE II FUND TO SUPPORT CLASS-SIZE REDUCTIONS .

AND WATCH, THE HSE STANCE IS ON THAT?

>> AS I MENTIONED, AND MY TIME IN THE DISTRICT, IT HAS BEEN PREDOMINANTLY USED FOR PROFESSIONAL DEVELOPMENT, WE HAVE EARMARKED FUNDS FROM TIME TO TIME FOR EXAMPLE NEW TEACHER ORIENTATION KIND OF THINGS THAT IS TECHNICALLY TAUGHT OF IS TEACHER RETENTION BECAUSE OF HOS REPAIR FOLKS FOR THE JOB IN THE PROFESSION. WE HAVE NOT, I HAVE NOT BEEN A PART OF CONVERSATION THAT LOOKE AT SMALLER CLASS SIZE REDUCTION OUT OF IN JUICING TITLE II FUND PREVIOUSLY PERIODS THAT IS NOT TO SAY THAT THAT MONEY CAN'T BE USED FOR THAT, BUT AGAIN, I

[01:55:01]

IF THE CONVERSATION--AND I KNOW THIS ISN'T ALL OF WHAT YOU ASKE NORMA AND I APOLOGIZE, BUT IF THE CONVERSATION IS WE DON'T LIKE NIET OR THE CONVERSATION I COULD REUSE IT TO REDUCE CLASS SIZE, BECAUSE THOSE ARE TWO DIFFERENT QUESTIONS.

THE FUNDS THAT WE HAVE AVAILABLE , WE HAVE EARMARKED FOR PROFESSIONAL DEVELOPMENT IN NIE AND OUR CLUSTER WORK IS ONE OF THOSE THINGS THAT WE HAVE BUDGETED FOR IN THAT PROCESS, S ONE COULD SAY YES, WE COULD GO AHEAD AND SPEND, GET THREE MORE TEACHERS AND PUT THEM AND REDUC SOME CLASS SIZES, BUT THEN WERE EITHER GOING TO HAVE NO PROFESSIONAL DEVELOPMENT IN THI DISTRICT OR I'M GOING TO GO TO MR. BROWN AND ASK HIM IF HE CAN PROVIDE ME SOME MONEY OUT OF TH EDUCATION FUND WHICH IS ALSO WHERE WE PAY TEACHERS. SO THAT IS THE QUANDARY WE ARE IN WHEN WE LOOK AT THE TITLE II FUNDS.

IF WE WERE DISTRICT LIKE--AND I KNOW WE ARE ALMOST AS BIG AS IPS , BUT I USE THEM AS AN EXAMPLE BECAUSE THERE TITLE II BUDGET IS MILLION DOLLARS MORE THAN OURS.

YEAH, I COULD PROBABLY EARMARK GOOD AMOUNT OF MONEY FOR PROFESSIONAL DEVELOPMENT AND STILL PROVIDE SOME SMALLER CLASS-SIZE REDUCTION AT CERTAIN LEVEL.

SO BASED ON THE DOLLARS WE RECEIVE, THAT IS THE WE HAVE

TAKEN. >> I ALSO WANTED TO TALK A LITTLE BIT ABOUT THE PLANT VERSUS SUPPLEMENTS.

THE WAY I READ THAT SECTION, AN HOWEVER USING IT FOR NIET JUST FOR EXAMPLE, SO IF HSE HAD BEEN USING NIET CONTRACTING WITH NIE AND FUNDING IT OUT OF OUR OWN BUDGETS, EQUIPMENT JUST SWITCH TO SUDDENLY DO IT THROUGH TITLE II FUNDING, SO THIN THAT LEADS TO MY NEXT QUESTION THAN I GUESS , WE HAVE SEVERAL INSTRUCTIONAL COACHES OR TEACHE LEADERS OR WHATEVER WE ARE CALLING THEM THESE DAYS IN BASE ON FACTS, WE COULDN'T JUST SWITCH TO SUPPORTING THOSE POSITIONS OUT OF TITLE 20 EITHER

, IS THAT CORRECT? >> THAT IS HOW I UNDERSTAND IT AS WELL. WE HAVE NOT USED THESE FUNDS A LOT FOR STAFFING, SO WE TRY TO BE VERY MINDFUL OF THE SUPPORT VERSUS SUPPLIANT LANGUAGE. THERE IS A BIG ISSUE WITH TITLE I FUNDING. I HAVEN'T GONE DOWN THAT ROAD T FULLY BUT YOUR QUESTION THERE, BUT I DON'T BELIEVE WE CAN DO

THAT. >> CAN YOU SPEAK TO, I THINK DR LIBERAL TO THIS A LITTLE BIT, PICK AND YOU SPEAK TO HOW WE AR REQUIRED TO USE DATA THEN TO CONTINUALLY UPDATE AND IMPROVE THE ACTIVITIES WITH TITLE II FUNDS, HOW WE REPORT ON THEM? MY CONCERN IS THAT WHAT WAS SAI WAS THAT WE STARTED THE NEW LITERACY CURRICULUM, WE ADDED MORE LITERACY COACHES, WE STARTED TESTING SECOND GRADERS, ALL OF THESE THINGS ALL AROUND THE SAME TIME SO IT'S DIFFICULT TO DETERMINE THE CAUSE VERSUS

CORRELATION? >> THAT'S A GOOD QUESTION.

I WOULD GO BACK TO THEIR PRE- APPLICATION WE HAVE TO COMPLETE EVERY SUMMER. BEFORE WE ARE PROVIDED A BUDGET FOR TITLE II. AND THAT PRE- APPLICATION IS WHERE WE CREATE SMART GOALS AROUND THINGS THAT WE WANT TO ACCOMPLISH AS A DISTRICT FROM A ACADEMIC STANDPOINT.

THEY MIGHT BE IMPROVING A CERTAIN SUBGROUP PERFORMANCE ON EITHER LEARN OR ON I READ OR SOMETHING TO THAT EFFECT AND

[02:00:03]

WE'VE KEPT OUR SMART GOALS IN FREE UP PRETTY CONSTANT FOR THE LAST FOUR OR FIVE YEARS BECAUSE YOU'RE NOT GOING TO TURN THE SHIP ON A DIME, SO AREAS WHERE WE WANT TO IMPROVE, WE CREATE THE GOALS THAT WE CAN STAND BEHIND OVER SEVERAL YEARS AND WORK TOWARDS THOSE. WHEN IT COMES TO ONCE THE PRE- APP GETS APPROVED IT COMES TO THE RELEASE OF THE BUDGET FOR TITLE II, THE STATE DOES PROVID US I THINK A PRETTY GOOD AMOUNT OF LATITUDE TO DECIDE HOW DO WE WANT TO HELP ACHIEVE THE GOALS THAT WE HAVE RODE OUT AND THAT IS WHERE WE ARE MAKING THAT LOCAL DECISIO TO SAY WE ARE GOING TO USE WHETHER IT IS OR WHATEVER OTHER PROGRAM OR OTHER TYPE OF PROFESSIONAL DEVELOPMEN IN ORDER TO ACHIEVE THE GOALS W HAVE LAID OUT.

AND SOMEWHAT RELATED TO THIS DISCUSSION, DURING BARGAINING I THINK LESS ASKED ABOUT THE TIME THAT TEACHERS WERE SPENDING IN PLCS AND CLUSTERS AND I THINK I WAS SAID THAT WE COULDN'T DO THAT DURING BARGAINING AND IT MEANS TO COME TO DISCUSSION.

HAS I COME TO DISCUSSION ABOUT THE TIME THAT THEY SPEND IN THESE MEETINGS BEFORE AND AFTER SCHOOL?

>> IT WAS BROUGHT UP IN BARGAINING AND WE TALKED ABOUT THAT OCCURRING WHEN WE REVISED THE TEACHER HANDBOOK, SO THAT I AN ACTION WE HAVE GOTTEN ON A CADENCE OF REVIEWING THE TEACHE HANDBOOK EVERY SPRING AS WE AND ONE SCHOOL YEAR AND GET READY T PLAN FOR THE NEXT. WE ARE IN THE CONVERSATION RIGH NOW, WE STARTED THAT AN EARNEST AT OUR LAST DISCUSSION MEETING AND WILL HOPEFULLY FOR BISHOP A OUR NEXT ONE WHICH IS AT THE EN OF A. OUR GOAL IS TO HAVE A HANDBOOK THAT IS EDITED AND HAS DECISION AND CALENDARS AND EVERYTHING FO THE NEXT SCHOOL YEAR BEFORE WE GET INTO THE SUMMER SO THAT EVERYBODY KNOWS WHERE WE ARE GOING TO BE WHEN AUGUST COMES AND WE ARE HAVING JUST TODAY I HAD SOME SPECIFIC CONVERSATION ABOUT THE TIMING OF PROFESSIONA DEVELOPMENT DURING THE DAY NEXT

YEAR. >> CAN I CLARIFY ONE COMMENT THAT MS. PARKS-REESE MADE. IT IS TIME IN THE MORNING CLUSTER IN THE MORNING OR CLUSTER IN THE AFTERNOON, IT IS AFTER EXCUSE ME AFTER SCHOOL AN BEFORE SCHOOL, BUT IT IS DURING THEIR CONTRACT TIME SO IT IS AFTER STUDENTS LEAVE OR BEFORE STUDENTS ARRIVE, BUT THAT IS PART OF THE CONTRACT, I JUST WANT TO MAKE SURE WE ARE CLEAR ON THAT.

>> THANK YOU. >> AND THEN, MY LAST THING IS JUST MORE OF A COMMENT AS YOU'R GETTING READY TO FILL OUT YOUR PRE- APPLICATION THAT IF YOU JUST HAD ANY EXTRA TITLE II MONEY LAYING AROUND, THAT I WANTED TO HIGHLIGHT THE ABILITY TO SUPPORT THE JOINT PROFESSIONAL DEVELOPMENT BETWEE COMMUNITY PRESCHOOLS, HEADSTART AND AS I WAS READING THROUGH THAT WHOLE SECTION, THAT WAS TH LAST ONE ON THERE, SO SUPPORTIN THE CHILDREN AND FAMILIES IN TRANSITION TO KINDERGARTEN AND FROM WHAT I'VE SEEN, HSE DOESN' DO A SUPER GREAT JOB AT THAT AN I THINK THERE IS A LOT OF ROOM TO IMPROVE THAT AND CONNECT MOR WITH THE COMMUNITY PRESCHOOLS THAN HAMILTON COUNTY HEAD START AND JUST DO A LOT MORE WORK AROUND THAT.

I KNOW GIRL WHO HAS SOME NEW RESOURCES THERE IF YOU ARE

INTERESTED IN THAT. >> THANK YOU.

>> I HAVE QUESTIONS. HISTORICALLY, MODELS LIKE NIET REQUIRED A LOT OF COMPLIANCE IN STRUCTURED LIKE IPS WHICH WERE VERY DIFFERENT OTHER THAN SIZE, GIVEN THE HIGH EDUCATIVE IS IT POSSIBLE WE ARE PAYING FOR A BASIC TRAINING TYPE OF SYSTEM AND HAVE WE EVALUATED IF OUR TEACHERS ARE READY FOR MORE PROFESSIONAL AUTONOMY LIKE SOME OF THE OTHER DISTRICTS?

>> AS IT RELATES TO NIET, I CAN'T WEIGH IN ON THIS BELIEF O DECISION THAT IT'S ONLY RIGHT FOR DISTRICTS THAT AREN'T

[02:05:01]

SUCCESS. >> IF I CAN ADD TO THAT.

OUR DISTRICT ADMINISTRATIVE STAFF HOLDS CLUSTER CYCLES FOR RK-6 WHICH INCLUDES OUR PRINCIPAL, ASSISTANT PRINCIPAL INSTRUCTIONAL COACHES AND OUR FIRST CYCLE FOR THE YEAR WAS ON FEEDBACK AND THE CYCLE FOR THE SECOND SEMESTER IS ON STRENGTHENING WHAT OUR CLUSTER LOOKS LIKE WITH THE PROCESS FRO THE BEGINNING TO THE END. I WILL TELL YOU AT THE END OF EACH MONTH WE MEET WITH THEM FO AN HOUR AND A HALF EVERY MONTH, AT THE END OF THAT MONTH, THEY ARE LOOKING AT EACH OTHER AND I'M GOING TOWARDS WHAT DR. KEGLEY JUST SAID, MY BRAIN HURTS, THIS IS HEAVY WORK. I THINK WE OFTEN HEAR THAT IN THE BUILDINGS DURING CLUSTER BECAUSE IT REALLY TRULY IS DIGGING IN AND DOING THE HEAVY WORK.

>> I WAS CLEAR WHEN I SAID HISTORICALLY.

HISTORICALLY THAT'S WHAT IT'S BEEN, AS FAR AS THE TEACHERS, HOW ARE YOU MEASURING THE IMPAC ON THE PREP TIME IN REGARDS TO DOING THIS TYPE OF BENEFITS AND RV DOING ANY KIND OF SURVEYS THAT ARE PLAINTIVE THEY DON'T FEEL LIKE THEY HAVE TO HOLD BAC WHEN THEY ARE ASSESSING OR SERVING.

IT IS JUST WORD-OF-MOUTH FROM TEACHERS TO PRINCIPALS AND THEN WHAT WE ARE HEARING DISTRICT ADMINISTRATORS WERE IN THAT CLUSTER WORK. AS FAR AS THEIR PREP TIME, THIS DOESN'T TAKE AWAY FROM ANY OF THEIR PREP TIME.

OUR ELEMENTARY STILL AVERAGED 250 MINUTES A WEEK, SO THIS IS THE CONTRACT TIME ON TOP OF THAT .

>> ONE MORE QUESTION. CAN YOU CLARIFY IF ANY CURRENT STAFF FINANCIALLY BENEFITS FROM OUR.

>> I DO NOT HAVE KNOWLEDGE. >> I KNOW THE ANSWER.

I THINK PROBABLY WHAT YOU'RE REFERRING TO IS A FELLOW.

WE JUST NEED TO BE CLEAR ON THAT .

ANYWAY, THAT MAY ACTUALLY GET T MY EXACT POINT.

I AM REALLY HAVING DIFFICULTY UNDERSTANDING WHAT THE ISSUE IS WITH NIE T AND WHY THE SUDDEN FOCUS OF IT.

CAN WE CLARIFY AGAIN FOR THE PUBLIC RECORD THAT FOR YEARS, DECADES, YOU GIVE ME PAUSE IN DECADES.

ORGANIZATION SUCH AS CHILD ADVOCATES, RESTORATIVE PRACTICES . MOSTLY TRAIN THE TRAINER MODELS WHICH SOMEBODY, THEY GET BACK HERE.

IN SOME AREAS THE CONSULTANT CAME HERE.

[02:10:11]

EVALUATING? >> IT'S NOT A PROGRAM.

IT'S A FRAMEWORK END OF THE STRUCTURE.

IT IS HOW WE WORK WITH OUR BUILDING ADMINISTRATORS WHO THE DO THEIR FIELD TESTING WITH THE CLASSROOM TEACHERS TO DETERMINE WHICH INSTRUCTIONAL PRACTICES AND STRATEGIES ARE SHOWING THE BIGGEST SHIFT WITH OUR STUDENT ACHIEVEMENT.

IS THAT SOMETHING THAT WE WOULD DO AWAY WITH? I THINK IF YOU WERE TO TALK WIT OUR DISTRICT LEVEL PEOPLE ENTER BUILDING PRINCIPLES, GETTING IN THE TITLE II MONEY PARTS, YOU HAVE POINTED OUT EARLIER, THERE ARE TWO QUESTIONS HERE.

DO WE WANT PROFESSIONAL DEVELOPMENT AT ALL? I THINK WE ALL DO. I THINK EVERYONE WOULD SAY THAT WE HAVE USED PROFESSIONAL DEVELOPMENT FOR YEARS, REAL ESTATE, INSURANCE, EXTREMELY COMMON, AND IN MY INDUSTRY, JUS LIKE YOURS, WE USE OUTSIDE PEOPLE.

I THINK WE KNOW WE NEED AND WAN PROFESSIONAL DEVELOPMENTS, FRAMEWORKS, GROUPS, TRAINING, EXPERT ADVICE.

>> BEFORE U.S. THE REST OF YOUR QUESTION, CAN I SAY THAT WE ARE A HIGH-PERFORMING DISTRICT IN W ARE ABSOLUTELY PROUD OF THAT.

WE WANT TO CONTINUE TO SUSTAIN THAT.

EVEN HIGH-PERFORMING DISTRICTS DESERVE, THEY DESERVE TO BE PROFESSIONALLY DEVELOPED, OUR PRINCIPLES DESERVE BEING APHIS TURF DESERVE THAT. WE NEED TO CONTINUE TO DO THAT SO WE CAN CONTINUE TO RAISE FIV BAR FOR STUDENTS JUST LIKE REES ARE OUR MATH STARS THIS EVENING EARLIER, THEY ARE HIGH ACHIEVERS , BUT WE STILL OWE THEM TO GROW.

>> ABSOLUTELY. IN YOU IS THAT IN YOUR INITIAL PRESENTATION GROWTH. ITS PROFESSIONAL IT'S PROFESSIONAL DEVELOPMENT AND GROWTH.

THE TEACHERS THAT YOURSELF MENTIONS THAT ARE NOW 20 OR 30 OR TEACHERS. FEARS, MENTOR, COACHES, CATCHIN A MINISTRY JUST. WE HAVE BUT IN THE INDUSTRY.

WE HAVE HELPED MENTOR OTHER PEOPLE.

IF WE AGREE, WE WANT SOME KIND OF PROFESSIONAL DEVELOPMENT.

THE TITLE II FUNDING, IF IT IS THERE WERE VERY FEW OTHER CATEGORIES ON THERE, LIKE MISS PARKS-REESE I READ WROTE THIS EIGHTH INCOME AT THAT LANGUAGE IS PRETTY CLEAR TO ME.

IF WE WERE NOT IN A SITUATION WITH DECREASING ENROLLMENT AND OVER FUNDING AND MOVING FROM WHERE WE HAD A CERTAIN AMOUNT O STAFF AND A COMBINATION OF FACTORS TO WHERE WE HAD TO LOWE THAT NUMBER. IF WE WERE TRULY JUST SUPPLEMENTING, I THINK THERE MA BE AN ARGUMENT YOU WOULD HAVE T WALK A TIGHT ROPE AND WE WOULD HAVE TO PAY LAWYERS TO REALLY MAKE THAT ARGUMENT FOR IS PROBABLY.

CAN I ASK YOU CLEARLY, DO YOU FEEL THAT OUR DISTRICT RIGHT NO COULD USE TITLE II FUNDING TO HAVE AVOIDED ANY OF THIS PROCESS

? >> I WOULD HAVE HAD TO LOOK INT IT A LITTLE BIT MORE BECAUSE THIS IS NOT BEEN THE DIRECTION WE HAVE GONE AND REALLY DIG INT IT.

I KNOW THERE ARE GENERALLY WITH AGAINST, THERE ARE THREE CATEGORIES THE BUDGET PROPOSAL ACTIVITY HAS TO FALL IN.

ONE OF THOSE IS REDUCTION OF CLASS-SIZE.

AGAIN, NOT AN AVENUE WE HAVE PROCEED IN THE PAST.

[02:15:03]

>> AND DAGEN, A COUPLE OTHER POINTS AND THAT'S, LET'S SAY THROUGH EXTREMELY CREATIVE WRITING PROCESS, FREE APPLICATION OR WORK IN LEGAL WORK THAT SOMEHOW YOU COULD SHOEHORN THIS INTO PAY FOR A TEACHER THE SALARY IS ONE PART.

THERE ARE BENEFITS, THERE ARE CLASSROOMS, THERE ARE ADDITIONA RESOURCES TO OPEN UP A NEGATIVE SECTION IS NOT JUST WHAT YOU SE ON THAT TEACHER PAY SCALE. THERE IS A LOT MORE BEHIND IT.

THESE FUNDS ARE NOT CONSISTENT. WE DON'T KNOW WHAT WE'RE GOING

TO HAVE EVEN YEAR I BELIEVE. >> WE DON'T KNOW WHAT OUR NUMBERS ARE GOING TO BE IN THE FALL AND I DON'T WANT TO IMPLY THAT WE ARE COMPLETELY IN THE DARK.

I WATCH THE AMOUNTS TREND, WE TRY AND UP THE LAST FIVE YEARS, BUT TO KNOW WHAT EXACTLY THAT NUMBER IS GOING TO BE, I DON'T.

>> I SUPPOSE FOR EVERYONE, IF THE LONG-TERM GOAL IS TO REDUCE BUREAUCRACY AND REDUCE DEPENDENCE ON OUTSIDE PROFESSIONAL DEVELOPMENT, IS IT MODEL LIKE NIET THAT IS A TRAIN THE TRAINER MODEL WHERE WE BECOME OUR OWN EXPERTS AND BEGI IMPLEMENTING THIS ON HER OWN WE SEE IT DECREASING OVER TIME TO EVENTUALLY EXIT? I THINK IT'S SIMILAR, WE USE THEM FOR A WHILE, WE PUT THE SYSTEM IN PLACE AND THEN WE DISMISS THEM. IS THAT WHAT WE WANT TO HEAR? IS THAT WE WERE GOING FOR? I THINK IF OUR FOLKS ARE RUNNIN DEVELOPMENT CERTAINLY, I WOULD COME, BUT THERE IS A TIME AND PLACE WHERE YOU NEED SOME OUTSIDE FOLKS TO COME IN AND INJECT INTO YOUR ORGANIZATION, BUT WHEN OUR FOLKS CAN DO IT, THE PEOPLE THAT ARE TEACHERS KNOW, OUR PRINCIPLES NO, YES

THAT WOULD BE THE ULTIMATE. >> FANTASTIC.

JUST TO RECAP. WE HAVE ALWAYS HAD OUTSIDE CONSULTANTS BE. THIS IS NOT NEW, THIS HAS BEEN TO HISTORICALLY. THIS IS A TRAIN THE TRAINER MODEL WHERE IT REDUCES ITSELF OVER TIME AND WE DO EMPOWER OUR OWN TEACHERS IN OUR OWN PEOPLE HERE.

I THINK THIS IS A POSITIVE SITUATION.

IT'S A STRUCTURED SITUATION. I AM STILL AT A LOSS FOR WHY WE ARE IN OUR THIRD MEETING ABOUT IT THERE ARE EXTENUATING FACTOR DRIVING ON WITH THIS AND I WOUL HOPE THE COMMUNITY WOULD UNDERSTAND THIS IS PROFESSIONAL DEVELOPMENT FRAMEWORK IT'S PAID BY TITLE II FUNDS. SAYING, FIND US MORE FUNDS FOR THE EDUCATION FUND. OR, WE JUST DO AWAY WITH PROFESSIONAL DEVELOPMENT ALTOGETHER WHICH I DON'T THINK ANY OF US WANT. THANK YOU, BOTH OF YOU FOR PRESENTING THIS AGAIN. I APPRECIATED.

I THINK OUR TEACHERS APPRECIATED .

I KNOW OUR STUDENTS APPRECIATE IT.

THANK YOU. DAWN LANG?

>> ONE OF THE THINGS I WANTED T SUSS OUT IS HOW DO WE DETERMINE WHICH PROFESSIONAL THE PROGRAMS ARE SELECTED AND USED.

TO GET AS FAR AS PER PROFESSIONAL DEVELOPMENTS?

>> HOW IS IT DETERMINED THE PROGRAM THAT WE NEEDED TO

IMPLEMENT. >> WHEN WE ROLLED OUT SCIENCE O READING RESEARCH AND WHAT THAT LOOKED LIKE.

THAT WAS THE GOLD STANDARD OF HOW TO TEACH TEACHERS HOW TO TEACH PHONICS AND PHONEMIC AWARENESS IN WE INVESTED IN THA TRAINING FOR A NUMBER OF OUR PRINCIPALS, ASSISTANT PRINCIPALS , RESORTS TEACHERS. REALLY DOING THE RESEARCH TO SE

WHAT IS THAT GOLD STANDARD. >> THAT ONE WAS REALLY MANDATED BY THE STATE WITH THE SCIENCE O READING, SO WE HAD TO TURN THE SHIP AROUND ON THAT PRETTY SIGNIFICANTLY.

SO THERE WE'RE EXPENSES THERE THAT WE INCURRED BECAUSE WE NEEDED TO RAMP UP TO ENSURE THA EVERYONE WAS TRAINED IN THE

[02:20:01]

THERE HAS BEEN SOME QUESTIONS ABOUT HIRING AND SOME OF THAT WAS DIRECTLY TIED TO THE STATE REQUIREMENT FOR SIGNS OF BRIDGING TO ENSURE ALL THIRD-GRADERS HAD TO READ BY TH END OF THIRD GRADE. WITH THAT'S, THAT WAS KIND OF THE IN THE GROUPS WE BROKE OUT WITH WITH NEXT-GENERATION LEARNING, WE HAD THE FORMER REPRESENTATIVE.

THEY DIDN'T WANT PROFESSIONAL DEVELOPMENT, THAT WAS PARAMOUNT.

SO SOME OF THOSE KEY THINGS, AS WE LOOK AT WHAT THEIR PRIORITIE WERE, EVEN ACROSS GRADE LEVELS, IT IS VERY SPECIFIC AND EVEN AL THE FRAMEWORKS THAT COME OUT OF IT WAS VERY SPECIFIC IN WHAT THEY ASKED. I JUST WANT TO REITERATE BASED ON THEIR FEEDBACK AND WHAT WAS DISCUSSED BACK IN 2023, ALL OF THIS THAT YOU HAVE BEEN IMPLEMENTING EVEN WITH THE NEED EVEN WITH THE SCIENCE OF READIN IS CONSISTENT WITH WHAT THE TEACHERS HAVE BEEN ASKING FOR. AT QUANTIFIED IT QUANTIFIED EVE

MORE STRONGLY. >> I WAS ON THE COMMITTEE WITH YOU AND WITH I HEARD EXACTLY WHAT YOU HEARD AND THAT IS THE

DIRECTION THAT WE TRIED TO GO. >> OLIVET EVEN TRYING THIS INTO THE EVALUATIONS. HOW IS THAT TYING INTO THEIR EVALUATIONS TO? THERE IS A NICE FRAMEWORK THERETO. I LOVE THAT THIS THE MONEY THAT WE INVESTED IN TITLE II FUNDS. WE FRUSTRATE OUR TEACHERS.

AND THAT WE FRUSTRATE THE STUDENT.

WE CONTINUE TO HAVE THE CONSISTENCY, THE FRAMEWORK AND THE EFFORT THAT WAS PUT INTO THIS DEVELOPMENT WITH IT WAS WA NOT FOR NOTHING. I THINK THAT IT IS CRITICALLY IMPORTANT WE AS A DISTRICT DIDN'T WE SUPPORT TAKE THIS INT CONSIDERATION BECAUSE THE KEY STAKEHOLDERS WERE BROUGHT TO THE . BUT COMMUNITYWIDE IN THIS WORK THAT WAS HUNDREDS OF THOUSANDS OF DOLLARS, THIS COMMUNITY INVESTED IN, NOT ONLY FINANCIALLY, BUT THROUGH OURS AND THEIR KNOWLEDGE AND SKILLS. I THINK IT IS CRITICAL THAT WE CONTINUE TO USE THIS KNOWLEDGE IN UNDERSTANDING.

TO GET ANY OTHER FURTHER QUESTIONS OR COMMENTS FROM THE

BOARD? >> LET ME CLARIFY.

I THINK THINGS HAVE BEEN OVERSIMPLIFIED.

IT'S NOT SAYING THAT WE WANT TO GET RID OF NIET.

I KNOW A LOT OF THE COMMUNITY HAS BEEN ASKING FOR EIGHT DISTRESS 12 MONTHS. THERE WAS A LACK OF TRANSPARENC WHICH BROUGHT THE SUPPORT. I AM MARRIED TO AN EDUCATOR THERE HAS ALWAYS BEEN PROFESSIONAL DEVELOPMENT.

SAYING THAT WE AREN'T GOING TO DO PROFESSIONAL DEVELOPMENT OR MAYBE THEY DON'T NEED IT, WHAT THEY ARE ASKING IS DO WE NEED THIS PROGRAM. I THINK THAT DR. KEGLEY DID A GOOD JOB OF ITS LEADING THE PROGRAM AND SAYING WHERE WE ARE WITH IT SO THAT I UNDERSTAND BETTER AND THE OTHER FURTHER QUESTIONS OR COMMENTS FROM THE BOARD? THANK YOU. MOVING ON TO 6.04, KATE-TO

TECHNOLOGY USAGE. >> GIVEN THEIR RECENT CONCERNS LOCALLY AND NATIONALLY REGARDIN TECHNOLOGY USE OF OUR YOUNG CHILDREN IN OUR YOUNG STUDENTS, WE DECIDED WE WANTED TO DO A TIME ON TASK AT EACH OF OUR BUILDINGS WHERE KATE-TO STUDENT ARE EDUCATED. AND THE RECOMMENDATIONS I'M MAKING AS WE MOVE FORWARD. THE TIMELINE LIST TWO DIFFERENT ONE WEEK SECTIONS, WE DID ONE I NOVEMBER, IT WAS A WEEK I BELIEVE IT WAS THE SECOND WEEK IN NOVEMBER AND THEN WE DID ONE JUST RECENTLY IN MARCH. WE'RE TRYING TO DO A CHARMER WE

[02:25:05]

AND THAT IT WOULD BE REALLY APPROPRIATE I WILL GET TO THAT MOMENT. WE HAD ALL 13 OF OUR BUILDINGS AT THE MINISTRY JUST SHARED THE LINK TO THE FORM THEY SHOWED THAT WITH THE STAFF. OF THE FAVORITE RESOURCE OR PROGRAM CLASSES, THEY ALSO RESPONDED SOME RELATED ARTS TEACHERS RESPONDED. ENL TEACHERS IN THEY DIDN'T RESPOND, IT WASN'T NECESSARILY THAT THEY WERE IGNORING IT, IT WAS JUST A THERE WAS AN TRACE OVER THOSE TEN DAYS.

SO WHAT WAS REPORTED RANGED FRO 0 MINUTES, ALL THE WAY UP TO 75 MINUTES FROM ONE PARTICULAR TEACHER.

THE REASON THEY DID ASK THEM A REASON AFTERWARDS IT WAS JUST W DIDN'T USE THE IPAD TODAY. 10-15 MINUTES WHEN IT WAS REPORTED IN THAT INCREMENT OF TIME IT WAS FOR RTI INTERVENTIONS. WE HAD A LOT OF THE YOU FLY LENDING BOARDS, FOR THOSE OF YO NOT AWARE OF THAT, IT IS TAKING THE ACTUAL LETTERS, WE DO HAVE SOME PHYSICAL IN THE CLASSROOM.

THEN COME AT THE 60-75 MINUTE ENTRIES WERE RESEARCHED, WE DID A LOT OF ANIMAL RESEARCH IN NOVEMBER MAJOR HAVE THE HOUR OF CODE PURGE ONE OF THOSE WAS THE HOUR OF CODE WHICH IS A NATIONA REVIEW OF COMPUTER SCIENCE STANDARDS.

SOME ACTIVITIES FOR IT WE ASK THEM WHEN YOU WERE USING THE I PAD, THE AMOUNT OF TIME, BUT WE ALSO ASKED WHAT THOSE ACTIVITIES WERE. THEY RANGED ANYWHERE FROM READING OR LISTENING TO BOOKS AND THAT WOULD HAVE BEEN THE BOOKS READ ALOUD TO THEM. DOCUMENTING THEIR WORK, TAKING PICTURES OF THEIR WORK AND UPLOADING IT TO SEESAW, WACKO, WHICH IS A COMPONENT OF OUR LITERACY ADOPTION IT'S A TECHNOLOGY PIECE WITHOUT. THOSE LENDING BOARDS THAT I TALKED ABOUT. FACT FLUENCY PRACTICE WHICH IS VERY TO GET THEIR MATH FACTS, RESEARCH, WHICH IS REALLY EXCITING AT THE KATE-1-2 LEVEL. HOUR OF CODE, PHONICS, AND PHONEMIC PRACTICE AWARENESS, WRITING NARRATIVE PIECES, AND THEN EXIT TICKETS FREIGHT EXIT TICKETS ARE SIMPLY A STRATEGY O ASSESSMENT JUST TO SEE IF THE STUDENTS LEARNED THE OBJECTIVE OF THE LESSON. TO KEEP MY RECOMMENDATION IS THAT WE MOVE FORWARD WITH LIMITING RK-1-2 STUDENTS WITH U TO 30 MINUTES OF IPAD USE DAILY.

THAT ENDS UP BEING LESS THAN 10 PERCENT OF THE STUDENT DAY.

KEEP IN MIND, IF A STUDENT IS I RTI FOR READING SUPPORTS, THEY WILL HAVE 15 MINUTES OF THAT WITH THE LOOKSEE'S SUPPORT WHIC WOULD BE ON THEIR IPAD. OUR TEACHERS WOULD JUST REALLY HAVE TO BE COGNIZANT OF THAT. THIS WOULD EXEMPT ANY STATE OR LOCAL ASSESSMENTS. THAT IS THE DYSLEXIA SCREENER THAT IS REQUIRED IN OVER ABINGTON MATH SCREENER WHICH WILL BE ALSO ON THE IPAD, SO THAT WILL INCREASE THEIR MINUTES . WE ARE TALKING ABOUT JUST 30 MINUTES A DAY ON AVERAGE. WE WILL NOTATE THAT TO FAMILIES AND THEIR BACK-TO-SCHOOL FORMS. WE WILL SPELL THAT OUT, BUT THEIR STUDENTS WILL NOT BE ON AN IPAD FOR ANY MORE THAN UP TO 30 MINUTES ON A REGULAR BASIS .

>> I'M DONE, YOU CAN ASK QUESTIONS.

>> WELL THEY HAVING THE OPPORTUNITY TO TAKE THEM HOME

AND WORK WITH FAMILY FAMILY. >> WE ARE STILL 1-1 SO THOSE I PADS CAN GO HOME THEY HAVE ALL THIS PROTECTIONS THAT MR. HARRISON HAS TALKED ABOUT BEFORE.

>> SO THEY CAN STILL DO EXTRA WORK.

>> S. ANY OTHER QUESTIONS OR COMMENTS?

[02:30:03]

>> THANK YOU. WE HAVE HAD A LOT OF PEOPLE COM UP AND EXPRESSED CONCERNS ABOUT THE YOUNGER KIDS HAVING TOO MUCH IPAD TIME. THANK YOU FOR DOING THE SURVEY AND THANK YOU FOR DOING THIS WORK.

>> SARAH PARKS-REESE. BEN ORR?

>> THIS HAS BEEN A LONG TIME COMING.

WE TOOK WE ASKED FOR THE LONG TIME AGO AND IT TOOK A LOT OF TIME TO EVALUATE, THANK YOU FOR BRINGING THIS ON.

I'M SURE WE WILL CONTINUE TO EVALUATE AND TIME TO GRAB SOME MORE POLICY AROUND TOO. I THINK WERE ON THE RIGHT TRACK

SO THANK YOU. >> THANK YOU VERY MUCH, MOVING

ON. >> THANK YOU, DANIEL.

6.05, THE UPDATE BY TIM BROWN. >> GOOD EVENING PRAYER AT THE ELEMENTARY TEACHER IN ME SAYS W NEED A BRAIN BREAK, BUT WE'RE GOING TO KEEP PUSHING ON. I HAVE BEFORE YOU A COUPLE OF TASKS TONIGHT,, ONE ETHICIST OF ETHICIST TO GO OVER IN-DEPTH TH WORK OF THE BUDGET TASK FORCE. I THINK IT'S IMPORTANT TO LEVEL SET. IT WAS TIME TO WORK ON THE BUDGET TASK FORCE. OUR WORK IS ONGOING IN TERMS OF BEING FISCALLY RESPONSIBLE INTERVENED THE THINGS THAT ARE NECESSARY TO APPROPRIATELY SPEN ALL OF OUR FINANCES.

THIS IS NOT A TURN THIS WITCHIN GETS STARTED NOW, WE ARE WATCHING OUR DOLLARS, PRIOR TO ANY WORK OF THE BUDGET TASK FORCE, WE WERE REVIEWING CONTRACTS REGULARLY, WE HAD THE SALARY HOLD FOR THE 526 SCHOOL YEAR, DEPARTMENT EFFICIENCY THROUGHOUT THE DISTRICT, A FULL TELECOM AUDIT.

THERE IS JUST SO MUCH WORK THAT GOES ON.

OUR EXPENDITURES RECEDED OUR REVENUE WHEN YOU ADD ENCUMBRANCES. THIS IS THE WAY, EVEN WHILE WE WERE DOING ALL THOSE EFFORTS TO MAKE SMART FINANCIAL DECISIONS IN 2025, THIS IS WHAT TOOK PLACE .

SAYING THIS IN A SLIGHTLY DIFFERENT WAY, YOU CANNOT CONTINUE TO SPEND YOUR SAVINGS ACCOUNT BEFORE YOU EVENTUALLY RUN OUT OF MONEY. OBVIOUSLY WE ARE A LITTLE BIT AWAY FROM THAT. WE CANNOT CONTINUE WITH EXPENDITURES EXCEEDING REVENUE. IN 2026, AS WE DEVELOP THE BUDGET, THE SAME THING PROJECTE TO TAKE PLACE MANY OF THESE THINGS ARE CONTINUED COSTS AND THESE ARE NOT ONE-TIME EXPENSES SO THAT COST CONTINUES FROM ONE YEAR TO THE NEXT.

EVEN WITHOUT THE EFFORTS WE WIL TALK ABOUT TODAY AND THE RECOMMENDATIONS WE WILL HAVE AT A FUTURE BOARD FOR ACTION, THE EDUCATION OPERATIONS AND REFERENDUM IN 2026.

THAT LEVEL SETS, LET'S INSERT THE BUDGET TASK FORCE.

THE BUDGET TASK FORCE GOT TOGETHER ABOUT THREE MONTHS AGO AND THEY FOCUS ON THREE KEY PRINCIPLES.

AT THE FOREFRONT OF OUR WORK AT THE FOCUS ON STUDENT LEARNING.

ALL THE CONVERSATIONS WE HAVE, ALL THE WORK WE DO THE NUMBER ONE PRIORITY STUDENTS LEARNING. WE WILL DO THAT FOR DATA-DRIVEN AND INFORMED. WE WILL HAVE PROFESSIONALISM IN THE. IT IS CHALLENGING WORK, NOAH WANTS TO SIT ON YOUR OWN BUDGET. ON WHAT NEEDS TO GO, SO WORKING TOGETHER THE COMMITTEE HAS MADE SOME RECOMMENDATIONS TO IMPROVE THE FINANCIAL STABILITY OF THE DISTRICT.

HERE ARE THE MEMBERS OF THE FISCAL TASK FORCE, THEY ARE BUILDING TEACHER REPRESENTATION ON ALL GROUPS FREIGHT THERE WAS LEADERSHIP IN ALL OF OUR DEPARTMENTS AND OUR CENTRAL OFFICE CORE EXECUTIVE TEAM WAS ALSO PRESENT AS WELL.

YOU ALSO SEE THERE WAS BOARD REPRESENTATION MENTIONED HERE A WELL. THE TIMELINE WAS, WE DEVELOP TH COMMITTEE, WE MET FIRST ON MARC SURVEY WEAVER GOING TO SEND TO ALL EMPLOYEES. I WILL SAY THAT AGAIN TO EMPHASIZE, A LITTLE BIT OF SCHOOL BUDGETING 101 AND 102, AND THEN ASKED ALL STAFF MEMBER TO COMPLETE THE SURVEY.

281 RESPONSES WERE RECEIVED AFTER A COUPLE OF DIFFERENT REQUESTS ALONG WITH SEVEN BOARD MEMBER RESPONSES AS WELL ON TOP OF THAT TO BE 81. AFTER THAT SURVEY WERE SENT OUT

[02:35:02]

WE TOOK A LOOK AT THE SURVEY AN WE BROUGHT THAT BACK TO COMMITTEE ON MARCH 30TH. WE SIMPLY SAID WHAT WERE THE TO 15, TOP ITEMS THAT WERE MENTIONED IN THE SURVEY CORRECT SOME OF THOSE WERE WORTHY OF CONVERSATION, OTHERS WERE JUST NOT A FEASIBLE OPTION. WE ARE STILL PRESENTED AND DISCUSSED AT THE MEETING. THE TOP TEN ITEMS WE SAID HERE WAS A FISCAL ANALYSIS OF THIS BRIDGE LET'S SEE IF THAT WILL HAVE A REAL IMPACT ON THE DISTRICT OR ARE THESE MAY BE SMALL DOLLAR ITEMS OR IS THIS SOMETHING WE CAN ATTACH A FISCA DOLLAR AMOUNT TO. THEN WE WENT THROUGH ALL OF THOSE WHICH ULTIMATELY LED TO OUR LIST OF RECOMMENDED STRATEGIES ENTER PRESENT THOSE BEFORE THE BOARD TODAY.

JUST TO CLARIFY THE TWO QUESTIONS THAT WERE ASKED FROM THE SURVEY, WE ASKED FOR NONPERSONNEL COST-SAVING MEASURES. WE DID NOT WANT THE TASK FORCE TO FOCUS ON STAFFING DECISIONS. WE FELT THAT WAS THE RESPONSIBILITY. AND THEN WHEN YOU SEE SOMETHING IN YOUR BUILDING OR YOUR AREA UPWARD, THAT WE PUT OUT WIDESPREAD FOR THE ENTIRE DISTRICT.

I THINK WE CAN APPLY THAT. THOSE WITH THE TWO QUESTIONS VERY OPEN ENDED, COMPLETELY ANONYMOUS THAT THEY WERE ABLE T

COMPLETE. >> ETHICAL OF THE TASK FORCE WA TO CUT A MINIMUM OF $5 MILLION TO SLOW.

THIS DOES NOT SOLVE OUR BUDGET DEFICIT CHALLENGE.

FOR THIS IS A FIRST OF MANY STEPS, MULTIYEAR, MULTISTEP PROCESS. AS I MENTIONED, WE CERTAINLY RECOMMEND WILL BE THE OVERWHELMING DOLLAR ABOUT TO GE TO THE $5 MILLION THRESHOLD. $5 MILLION IS NOT MAGIC.

IS NOT LIKE IF WE SAY 5 MILLION BUDGET ISSUES ARE GONE AND WE ARE DOING GREAT. THAT IS NOT THE CASE.

WHAT I PRESENT AND THE NEXT COUPLE OF SLIDES I'M GOING TO PUT SOME PHYSICAL DOLLARS TO THIS.

THAT'S ALWAYS A SCARY ENDEAVOR FOR A CFO.

HERE IS MY LEGAL QUALIFIER, THE CFO.

THE FACTORS I'M GOING TO GIVE YOU IN THE DOLLAR AMOUNTS OF GOING TO GIVE YOU ARE OUR BEST OPPORTUNITY TO PUT THE DOLLAR AMOUNT TO THIS. IT'S ABSOLUTELY POSSIBLE IN THE BUDGET WE DEAL WITH IN THE GRAVITY THAT'S INVOLVED THAT THIS MIGHT BE A LITTLE HIGHER AND A LITTLE OVER A.

CERTAINLY I TRIED TO BE AS CONSERVATIVE AS POSSIBLE, JUST UNDERSTAND THIS FLEXIBILITY IN THIS.

SPECIFICALLY, THE RECOMMENDATIONS YOU WILL SEE THAT WASN'T A PORTION THRESHOLD OF WHAT WE WILL SHARE WITH YOU TODAY. AGAIN, NOT REALLY A FOCUS ON PERSONNEL, BUT WE ARE GOING TO TALK ABOUT THAT.

THE FIRST SITE THEY CAME OVER O THE RECOGNITION THAT THE GROUP AS THE EFFICIENCIES IN OUR BUS ROUTES.

THIS WAS PERFECTLY SET UP FOR THE REDISTRICTING POSSIBLE ONCE REDISTRICTING HAPPENED, THE DISTRICT TEAM WITH THE LEADERSHIP TEAM OF MR. RASH HAS GONE THROUGH AND CONTINUE TO LOOK AT EFFICIENCIES. HE WOULD TELL YOU IF YOU'VE IS UP YOUR THIS IS A START IN THE PROCESS, THERE ARE ABSOLUTELY MORE OPPORTUNITIES IN THIS SPACE , BUT INITIALLY, SOME EFFICIENCIES IN THEIR DEPARTMEN WE WE COULD SAY OVER $5,000.

YOU HEARD ME SAY EARLIER THAT ANY KIND OF FISCAL DOLLAR IMPAC HERE IS FLEXIBLE. MR. OR IT MENTIONED, THERE IS A LOT MORE TO ANY PERSONNEL, THIS IS PERSONNEL, THIS IS BENEFITS, THIS IS FICA, THIS IS ALL THIS STUFF SO WE ARE TRYING TO GET A DETAILED AS POSSIBLE. THIS WAS THE ONE I DREAMT THAT WHAT BLED OVER INTO PERSONNEL, BUT IT WAS MORE ABOUT ATTRITION IN THIS SPACE THAT AS WE WERE ABLE TO MAKE ROUTES MORE EFFICIENT AND MAY BE A DRIVER HAD LEFT US, THAT WAS OUR POSITION WE DIDN'T NECESSARILY REPLACE.

THIS IS NOT ABOUT ELIMINATING POSITIONS AS FAR AS ATTRITION AND NOT REPLACING. VENDOR CONTRACTS, I MENTIONED THIS AT MANY OF OUR PRESENTATIONS.

NO REAL DOLLAR AMOUNT TO CONNEC WITH BUT TO SAY THERE'S NOT GOING TO BE FISCAL SAVINGS HERE OR A FISCAL IMPACT IS NOT TRUE.

IT'S JUST PART OF THAT ONGOING PROCESS.

ONE EXAMPLE THAT ISN'T GOING TO MAKE THE PRESENTATION TODAY, BU IS WORTHY OF NOTE, WE ARE IN TH PROCESS OR IF IT'S NOT ALREADY BEEN DONE, HIRING CONSTRUCTION TRADES TEACHER AT THE HIGH SCHOOL. THAT WILL BE OF OUR SERVICES THAT WE'RE ONCE OUTSIDE OF OUR DISTRICT IN-HOUSE IN THE 25-26 YEAR IT WAS ALMOST TO HUNDRED THOUSAND DOLLARS PLAYED TO ABC

[02:40:02]

SO THAT IS CONSTANTLY GOING ON. THAT IS ONE EXAMPLE.

THE DOLLAR AMOUNT DOESN'T SHOW UP ON THAT PARTICULAR ONE, BUT IT GIVES YOU AN IDEA. THIS IS A BIG ONE THAT IS GOING TO COME BACK TO THE BOARD IN JUNE.

YOU WILL REMEMBER THAT THE BEEN FLOW OF TEXTBOOK RENTAL AS WE KNEW IT ONCE BEFORE HAS CHANGED FROM A TIME WHERE FAMILIES WERE CHARGED FOR ALL TEXTBOOKS AND THAT THAT PROCESS WENT AWAY AND THE STATE STARTED FUNDING THAT. WHEN THAT WENT AWAY, WHAT DIDN' GO AWAY WAS THE ABILITY TO CHARGE FOR CONSUMABLE MATERIALS.

THOSE ARE THOSE ONE USE OR IS I NP FINISHED KIND OF PRODUCT THA IS NOT MAY BE A REQUIREMENT OF THE CHORUS BUT A SUPPLEMENTAL THE COURSE. THERE ARE DISTRICTS THAT NEVER STOPPED STOP CHARGING IN THIS CASE.

I WANT TO DRAW A DISTINCTION BETWEEN A TEXTBOOK, WHICH WE AR NOT ALLOWED TO CHARGE FOR. IT'S NOT THE ART TEXTBOOK OF TH WORKBOOK THAT'S A PART OF THE COURSE.

THE COMMITTEE THROUGH OUR DISCUSSION DECIDED THAT NOW WAS THE RIGHT TIME TO BRING THIS BACK.

WHAT YOU ARE GOING TO HAVE COME BEFORE YOU IN JUNE IS A MORE DETAILED PRESENTATION ABOUT WHA THIS MIGHT LOOK LIKE.

HIGH LEVEL WE ANTICIPATE A FEE THAT WOULD BE CONSISTENT AT K-6.

A LITTLE LARGER FEE AT 78, AND LITTLE HIGHER FEE AT THE HIGH SCHOOL LEVEL. EACH OF THOSE HAVING A CAP.

IF A STUDENT HAPPENS TO TAKE A LOT OF CTE COURSES AND HAVE SOM ADDITIONAL CONSUMER FEES THEY WILL BE CAPPED OR A CIRCUIT BREAKER TO ENSURE A MAXIMUM AMOUNT IS PAID.

MORE ON THAT IN JUNE. ANOTHER ITEM THAT WAS BROUGHT BEFORE THE COMMITTEE THAT THE COMMITTEE HAS ENDORSED WAS THE CHARGING UP AND ATHLETIC PARTICIPATION FEE FOR OUR JUNIO HIGH AT A SMALLER RATE AND A HIGH SCHOOL AT THE SMALLER RATE.

THIS HIGHLIGHTS MANY MISCONCEPTIONS.

THIS OFFSETS MANY DIFFERENT THA THE DISTRICT PLAYS, OUR CONFERENCE PARTNERS IN OUR ATHLETIC CONFERENCE, I BELIEVE ALL BUT ONE CURRENTLY HAVE THIS IN PLACE.

ALL OF THESE COME WITH MANY CHALLENGES, BUT AN OPPORTUNITY.

>> A LITTLE BIT OF REVENUE. OF PARALLEL WOULD BE THE PERFORMING ARTS PARTICIPATION FEES.

THIS WOULD BE A LITTLE BIT OF A SMALLER AMOUNT.

TO GAIN A LITTLE BIT OF REVENUE AND REALLY SUPPLEMENT THE DOLLARS THAT WE ARE SPENDING IN MOST CASES OUT OF THE EDUCATION FUND TO PROVIDE THESE AMAZING PROGRAMS. AT NO POINT WAS ANYONE ON THE COMMITTEE SUGGESTING THESE TYPE OF PROGRAMS NEED TO GO AWAY. THEY ARE SIMPLY SAYING THEY ARE COSTLY AND IF HE WE CAN GET A LITTLE SUPPORT AGAIN, THIS IS NOT THE RECOMMENDATION FOR BOAR ACTION, THAT WOULD COME BACK BEFORE THE BOARD IN A MUCH MORE IN-DEPTH CONVERSATION ABOUT THI

TOPIC IN JUNE. >> THIS CAME UP DURING OUR DISCUSSION AND EVERYBODY RECOGNIZES THAT MAYBE THERE ARE SOME OPPORTUNITIES I WILL SAY T OUR FACILITIES TEAM, ONE OF THE THINGS I WILL CALL OUT AS PART OF OUR STRATEGY IS BRINGING MOR ENERGY EFFICIENT APPLIANCES. BOILERS, CHILLERS, THOSE TYPES OF THINGS INTO OUR BUILDINGS FREIGHT DOLLAR AMOUNT YOU'RE NO GOING TO SEE HER IS THROUGH THE REBATE PROCESS OF JUST INSTALLING THIS, RECENTLY GOT NOTIFICATIONS OF OVER 30 TO THOUSAND DOLLARS IN REBATES, LE ALONE THE ENERGY EFFICIENCY THA THOSE UNITS ARE GOING TO CREATE. THAT IS AN INVESTMENT THAT IS GOING TO PRODUCE POTENTIAL SAVINGS IN THE FUTURE.

THE IDEA OF START AND STOP TIME HAS BEEN EXPLORED BY OUR FACILITIES TEAM, WE THINK THIS CAN HAVE SAVINGS IN THE MULTIPL HUNDREDS OF THOUSANDS OF DOLLARS .

THE REALITY IS THIS. IT WILL PROBABLY NEGATE THE INCREASING COST OF THOSE IMPORTANT UTILITIES.

IT MAY ALLOW US TO STAY COST NEUTRAL HERE.

WE PRINTED ABOUT 31 MILLION PAGES OF BLACK AND WHITE AND ABOUT 4 MILLION PAGES OF COLOR IN YOUR PURGE THOSE ARE REAL NUMBERS. WE THINK WITHHOLD PRINTED

[02:45:02]

I WILL PAUSE THERE BECAUSE THIS IS A NATURAL BREAK FROM THE COMMITTEE WORK TO THE CENTRAL OFFICE WORK.

>> I HAVE A COMMENT ROW QUICK. THE ATHLETIC FEE THAT YOU WERE TALKING ABOUT EARLIER, I THINK IT WAS NUMBER THREE WHEN YOU WERE TALKING ABOUT THE DIFFEREN FEES AND STUFF.

I JUST REMEMBER PAYING $180.201 OR WHATEVER IT WAS.

IT MAKES SENSE TO ME THAT WE HAVE IT.

MY QUESTION ON THAT, DOES THAT COVER UNIFORMS, OR ART UNIFORM STILL ARE WE GIVING OUR ATHLETE UNIFORMS. OUR BAND UNIFORMS, OUR THEATER COSTUMES OR IS THAT GOING TO BE AN ADDITIONAL FEE ON TOP OF THE ATHLETIC FEE.

>> IT GETS COMPLICATED LIKE ALL THINGS DO HERE.

IF YOU'RE TALKING FOR OUR UNIFORMS, STUDENTS PAY FOR PRACTICE PECKS, BUT THEY'RE NOT NECESSARILY PAYING FOR UNIFORMS. I WOULD LIKE TO MAKE COLLEAGUES IF THAT'S NOT ACCURATE.

>> THE ATHLETIC DEPARTMENT WOUL PROVIDE THE UNIFORM.

ANYTHING BEYOND THAT IS PAID BY BOOSTER CLUBS OR FEES.

>> I HAVE SEEN THAT ACROSS WHER THEY DO THEIR FUNDRAISERS AND THAT PAYS FOR THEIR EXTRA PACKS OF FUN STUFF THAT THEY CAN GET, BUT THE SCHOOL DISTRICT WILL PA FOR THE JERSEY AND THE SHORTS ARE THE TOP AND THE PANTS OR WHATEVER.

IS THAT CORRECT CRACKS. >> THEY WILL PAY FOR THE BASE UNIFORM, BUT SOMETIMES PARENTS WANT A MORE ELABORATE UNIFORM O SPECIAL UNIFORM, OTHERS THINGS WOULD BE EXTRA.

>> HOW DOES THAT WORK WE HAVE PERFORMING ARTS CRACKS.

>> THAT'S WHAT I SAID IT'S A LITTLE MORE COMPLICATED.

OF PARTNERSHIP PARTICULARLY IN THE BAND SPACE, IT IS A PARTNERSHIP WITH THE BOOSTERS A WELL AS THE DISTRICT ITSELF RIGHT AS WE ALL KNOW THOSE UNIFORMS ARE INCREDIBLY EXPENSIVE SO IT IS A MUTUAL PARTNERSHIP WITH BOTH GROUPS, S THAT IS A SPACE THE DISTRICT IS CURRENTLY NOT CERTAINLY ALL, BU

DOES CURRENTLY HELP SUPPORT. >> WHAT ABOUT EQUIPMENT CRACKS FOR EXAMPLE, DO THESE FEES HERE HELP COVER ANY OF THE EQUIPMENT FOR THE HELMETS, LACROSSE STICK CRACKS KNEEPADS, THOSE KIND OF

THINGS. >> THE ATHLETIC DEPARTMENT IS HELPING OUT WITH MOST OF THAT. OF NEVER BEEN AN ATHLETIC DIRECTOR, BUT I WOULD SAY FOOTBALL PROBABLY ISN'T GOING T BE COVERED AT ONE OF HER HIGH SCHOOL WITH THOSE DOLLAR AMOUNT IF I HAD TO GUESS. THAT WILL BE FUNDED, WHERE THAT HELPS IS COACHES TO TRANSPORTATIONS TO SUPPLIES, WE DO HAVE THE ATHLETIC VERMIN ARE SOME OF THE SPACES.

>> AS PART OF THAT BUDGET. >> AND THAT IS AT ALL LEVELS.

JUNIOR HIGH, INTERMEDIATE, AND HIGH SCHOOL.

THEY ALL HAVE EQUIPMENTS IN THEIR ATHLETIC BUDGET.

>> THAT WAS ONLY QUESTION SO FAR .

>> SARAH PARKS-REESE CRACKS. >> THANK YOU.

JUST TO CLARIFY, ONLY REALLY TH TOP TEN IDEAS WE'RE TAKEN FROM THE SURVEY AND REALLY THE BOARD 'S INPUT CRACKS.

>> KNOW, SOME OF THE ONES I WEN THROUGH KIND OF QUICKLY WERE A PART OF THE TOP TEN. SO WE WENT THROUGH EACH OF THE TOP TEN ITEMS AT THEIR MEETING, BUT WE ABSOLUTELY HAD, AND I THINK ALL THE SLIDES WERE SHARE WITH THE BOARD YOU MAY REMEMBER THAT SITE THAT HAD SIX OR EIGHT BULLET POINTS ON IT, THOSE WERE NOT A PART OF THE TOP TEN, BUT WE WERE ALSO DISCUSSED CERTAINL THE SURVEY HELP TO DRIVE THE EMPHASIS OF OUR CONVERSATION, BUT IT WAS NOT ALL-INCLUSIVE IN THAT WAY.

WE WENT BEYOND THE TOP TEN. IF THERE WAS A ONE-OFF YEAR OR

[02:50:03]

WE WOULD PROBABLY NOT BRING A ONE OFF TO THE COMMITTEE.

WE DID MOVE BEYOND THE TOP TEN. >> I JUST WANTED TO MAKE SURE BECAUSE I DON'T FEEL LIKE THE POPULARITY OF AN IDEA SHOULD HAVE BEEN FACTOR, BUT IT SAID THE FEASIBILITY OF THE IDEA.

I ALSO FEEL LIKE THE HCFC ARE OBVIOUS AND WE'VE DISCUSSED THE BEFORE, SO I'M A LITTLE CONCERNED IF WE HAVEN'T ALREADY BEEN DOING HVAC BECAUSE WE'VE TALKED ABOUT IT BEFORE SINCE I'VE BEEN ON THE BOARD AND WE HAVE BEEN ENERGY DIRECTOR.

>> CAN YOU GIVE A FOR INSTANCE? >> WHEN WE TALKED ABOUT HAVING HVAC. WHAT WAS MISSING?

>> FOR INSTANCE OF WHAT. WHAT DID THEY NOT COVER.

>> I DIDN'T NECESSARILY SAY SOMETHING WAS MISSING I SET THE POPULARITY OF AN IDEA SHOULD NO BE OVERWEIGHT AND FACTOR, BUT INSTEAD THE FEASIBILITY OF AN IDEA.

>> THAT'S WHAT I'M ASKING, CAN YOU GIVE AN EXAMPLE OF WHAT IS NOT POPULAR THAT THEY DIDN'T CONSIDER? THAT YOU WOULD HAVE LIKE TO SEE CONSIDERED?

>> I DIDN'T SEE ALL OF THE SURVEY DATA.

I DON'T KNOW. >> THANK YOU, SORRY.

ADDITIONALLY I HAVE A QUESTION, I HAVE PROVIDED OUR CONSULTANT AND I DON'T KNOW HOW FAR THAT WENT BEYOND OUR CONSULTANT THAT REPRESENTED THE BOARD ON THE COMMITTEE.

I PROVIDED COST SAVINGS IDEAS BESIDES PROVIDING COST SAVINGS IDEAS, I PROVIDED IDEAS THAT WOULD INCREASE REVENUE STREAMS FOR THE DISTRICT AS WELL. I DON'T THINK THOSE WERE DISCUSSED DURING THE COMMITTEE MEETINGS BECAUSE THE COMMITTEE MAYBE WASN'T THE FOCUS, BUT IS THAT SOMETHING WERE GOING TO CONSIDER IN THE FUTURE AS WELL? HE GET THE SITUATION WRITTEN, W NEED TO CONSIDER ALL THINGS. THOSE SURVEYS WERE FORWARDED TO ME AND OUTSIDE OF THE FIGURE OUTSIDE OF THE 281 SURVEYS, THE DATA OF THE BOARD WAS INCORPORATED INTO WHAT WAS BROUGHT TO THE COMMITTEE. JUST LIKE THE PROCESS WITH THE TEACHERS, ALL OF THAT DATA CAME IN AS ONE CHUNK.

WE DID NOT SAY THIS PARTICULAR IDEA WAS A BORED IDEA, THIS WAS TEACHER IDEA BECAUSE WE DIDN'T NECESSARILY HAVE THAT DATA BUT

ALL OF THIS IS MY POINT. >> OKAY.

I DON'T KNOW, AGAIN, I STRUGGLE TO UNDERSTAND HOW MONITORING TH NUMBERS OF COPIES TEACHERS OR PRINTING IS GOING TO HAVE MUCH OF A FINANCIAL IMPACT AS SOME O THE OTHER CONSIDERATIONS.

FOR WHAT OUR CONSULTANT TOLD US WE ARE ONLY REVIEWING THOSE CONTRACTS AS THEY COME DUE AND FEEL LIKE WE NEED TO REVIEW THE NOW SO THAT WE KNOW IF THEY HAV AN EXIT CLAUSE OR INABILITY TO NEGOTIATE. I THINK WE ABSOLUTELY ARE EVALUATING ALL CONTRACTS. IF THERE IS SOMETHING WE DON'T THINK IS BEING UTILIZED, WE ARE HAVING CONVERSATIONS WITH THOSE VENDORS. WHEN WE SEE SOMETHING HARDLY UTILIZED, WE'RE HAVING CONVERSATIONS WITH THOSE VENDOR WELL IN ADVANCE TO SAVE WHAT DOES THIS LOOK LIKE THERE'S NO CONTRACT IN THE COUNTRY THAT DOESN'T HAVE AN ESCALATOR IN WERE TRYING TO NEGOTIATE THAT DOWN.

ALL OF THAT AS A PART OF OUR NORMAL CADENCE AND CONVERSATION.

I DON'T THINK IT MATTERS WHAT THE CONTRACT IS.

>> I WOULD JUST SAY THAT WE ARE EVALUATING FOR THE OTHER THING WOULD SAY TO YOUR COMMENT ABOUT THE COPIES, I TOTALLY AGREE WIT YOU, BUT THAT IS A VERY SMALL DOLLAR AMOUNTS.

[02:55:09]

WHEN YOU LOOK AT THE BUDGET NUMBER GOING TO ROLL OUT THAT FISCAL WEBSITE HERE IN JUST A MINUTE, THERE IS SUCH A HEAVY AMOUNT OF SALARIES AND PERSONNEL .

EMOTIONAL AND VERY DRAINING FOR ALL OF US, THAT IS THE REAL SAVINGS AS HARD AS THAT PROCESSES.

THERE IS NOT MUCH LEFT WHEN YOU LOOK AT THAT BUDGET BUT THAT IS AN ESSENTIAL IN THIS PROCESS. I THINK IT SPEAKS TO THE LEVEL OF D2 AND THE FACT THAT WE ARE LOOKING AT THOSE SMALL DOLLARS BECAUSE THERE'S NOT A LOT OF STONES LEFT UNTURNED.

>> I COMPLETELY UNDERSTAND. I RAN A PRESCHOOL AND PERSONNEL IS ALWAYS YOUR BIGGEST. THAT IS ALL MY QUESTIONS FOR NOW

. >> THANK YOU.

LATRICA SCHOOLEY? BEN ORR.

FOR MYSELF I WANT TO READ THE RATE WE HAD A QUESTION COME UP PREVIOUSLY ON HOW THE PEOPLE WERE PICKED ARE CHOSEN FROM THE BUDGET TEST TO BE A PART OF THE BUDGET TASK FORCE AND PREVIOUSL WHEN I WAS ASKED THE QUESTION H BASICALLY REESTABLISHED THAT WA DONE THE LAST TIME WE DID A BUDGET TASK FORCE SO I WANT TO MAKE SURE THAT IS CLEAR FOR THE COMMITTEE AS WELL.

>> MOVING INTO THE SECOND HALF, THE PERSONNEL CUTS.

AS I MENTIONED, THERE IS A LOT OF CHALLENGES WITH THIS A LOT O DIFFICULTY AND THERE IS A LOT O PERSONAL EMOTION FOR ALL OF HIS.

LET'S START WITH CENTRAL OFFICE. THESE OTHER POSITIONS THROUGH ATTRITION THAT HAVE BEEN CUT. THAT HAVE RESULTED IN SAVINGS, WILL SAY YOU CAN KINDA SEE EACH OF THOSE POSITIONED THERE FROM DEPUTY SUPERINTENDENT DOWN TO TELECOM SPECIALIST RATE ONE OF THOSE IS A BUILDING INSTRUCTIONAL COACH, WE HAVE A BUILDING THAT HAD TO INSTRUCTIONAL COACHES THAT WILL BE GOING DOWN TO ONE PAIR THAT IS ENTIRELY ENROLLMENT DEPENDEN AND THAT REDISTRICTING THE DISTRICT WAS ABLE TO ACHIEVE PERTINENT THE CENTRAL OFFICE WE THINK THERE IS AN OPPORTUNITY HERE. AGAIN, MOST OF THESE THINGS HAV NOT ALL OF THEM HAVE ALREADY HAPPENED.

THERE IS A LATE MAINTENANCE POSITION LISTED THERE THAT IS PART OF THE DISTRICT IN WE LUMP THAT INTO CENTRAL OFFICE.

FROM OTHER DEPARTMENT STANDPOINT , TECHNOLOGY, WE THINK THERE IS SOME BUILDING TECH EFFICIENCY.

TRANSPORTATION, WE'VE MENTIONED THIS IS A REGURGITATION OF THAT SAME NUMBER YOU SAW EARLIER. AND THEN THERE IS A SIGNIFICANT SAVINGS FROM SUPPORT IA'S AND OFFICE STAFF, WANT TO EMPHASIZE THIS IS NOT A SPECIAL EDUCATION THIS IS THAT SEMI A CONNECTION WITH GLOBAL STUDIES AND THEN ALSO THE PIECE OF REDISTRICTING.

WE HAVE A METRICALLY USED FOR EACH OUR BUILDINGS ABOUT THE OFFICE STAFF NEEDED AND STRICTL TIED TO THE NUMBER OF STUDENTS IN THE BUILDING AS OFFICE STAFF HAVE LEFT, WE HAVE EITHER NOT REPLACED OR REPLACED WITH A HALF-TIME PERSON OFFICE RIGHTSIZING IF YOU WILL. CERTIFIED TEACHERS, WE UNDERSTAND THAT THIS IS AN ITEM THAT HAS BEEN THE MOST IMPACTFU AND AGAIN VERY DIFFICULT FOR AL OF HIS.

CERTIFIED TEACHING POSITIONS, W SEE THIS ABOUT A $4.4 MILLION SAVINGS ALL AND FROM A SALARY AND BENEFITS STANDPOINT IN THEN HIGH SCHOOL POSITIONS, WE HAVE BEEN ABLE TO SAVE A LITTLE BIT IN THAT SPACE, BUT YOU HEARD ME MENTION EARLIER AS WE'VE MAY BE LOST IF YOU, THEN WE FLICKED TO ADD A CONSTRUCTION TRADES TEACHER, BUT THE IMPACT OF THAT IS GOING TO HAVE SIGNIFICANT SAVINGS IN THEIR FUTURE AND HOW MUCH MORE VALUABLE TO HAVE IT IN-HOUSE. EACH ONE OF THESE THINGS COMES WITH TENTACLES AND A STORY, BUT I THINK FROM A BLACK-AND-WHITE STANDPOINT, THESE ARE THE DOLLA AMOUNTS THAT WE CAN ATTRIBUTE T IT. A COUPLE METRICS HERE, I WOULDN'T BE A CFO IF I DIDN'T BRING A COUPLE OF METRICS FOR YOU TODAY. COPILOT IS WANTING TO HELP.

I THINK THIS IS IMPORTANT. WHEN WE LOOK AT THE 2026 SALARY AND BENEFITS, THIS IS THE DOLLA AMOUNTS BUDGETED ACROSS THE ENTIRE DISTRICT FOR ANY PERSONNEL IN-HOUSE.

SALARY AND BENEFITS. OF THAT 2026 BUDGET, 65 PERCENT IS TIED TO TEACHER SALARIES AND BENEFITS.

SO 65 PERCENT OF THE $214 MILLION FOR EIGHT OF THE PERSONNEL CUTS THAT I JUST WENT THROUGH, 66 PERCENT OF THOSE AR K-6 TEACHERS, SO AS DIFFICULT A THIS PROCESS HAS BEEN, THERE IS

[03:00:05]

SAID IN A DIFFERENT WAY, THOSE OTHER CUTS ARE NOT K-6 TEACHERS SO THE OTHER 34 PERCENT YEAR AR REPRESENTED BY THE OTHER GROUPS I HAD MENTIONED ON THE SCREEN. ANOTHER METRIC I MENTIONED IS IMPORTANT, WE SEE A DROP IN THE FALL, OF OVER INCREMENT 60 STUDENTS A HUNDRED 63 TO BE EXACT FREIGHT THAT IS A DROP OF 4.1 PERCENT OUR STUDENT POPULATION.

OUR DEMOGRAPHER SUGGESTED WE WOULDN'T SEE THIS SORT OF CLIFF THAT WE HAVE SEEN, BUT UNFORTUNATELY IT IS HERE.

IT HAS BEEN IN EXISTENCE AT LEAST FOR THE LAST THREE YEARS AS NOTED. TEACHING POSITION CUTS AT THE K JUST MAKE SIX LEVEL REPRESENTED FOUR-POINT 1 PERCENT OF OUR TEACHING STAFF. SAID IN A DIFFERENT WAY, THE PROPORTION OF TEACHERS CUTS AT K-6 ALIGNS TO THE PROPORTION OF STUDENTS LOST OVER THE LAST THREE YEARS.

REMEMBER, AS DIFFICULT AS THIS IS, WE ARE CUTTING FOR NEXT YEAR . THIS IS NOT INCLUDED JUST DROP IN STUDENT SPIRIT I HOPE THAT NUMBER IS NOT LARGE, BUT IF YOU HAVE 1700 SENIORS AND WE'RE BRINGING IN AN AVERAGE OF 1100 KINDERGARTNERS WE ARE GOING TO DROP STUDENTS TEXTURE UNFORTUNATELY. THIS DOESN'T EVEN REFLECT THAT.

THERE IS BETWEEN THE DOLLARS AN THE STUDENTS CONNECTED TO THIS.

PUT ALTOGETHER, WHEN YOU LOOK A PERSONNEL, CONSUMABLE FEES, BUT MORE WORK TO DO ON PETS, ATHLETIC AND PERFORMING ARTS FEES OR WORK TO DO AND KNOW IT' A SMALL DOLLAR AMOUNT, BUT CONTROLLED PRINTING IS IN THERE. THIS COMES IN AT A PROJECTED CU SAVINGS. WHEN OTHER THINGS I WANT TO ADDRESS RIGHT AWAY IS THE GOAL WAS FIVE FOR A THIRD GOAL WAS FIVE WAS A VERY LOW HURDLE WE SPENT OUR EXPENDITURES JUST LAS YEAR OVER REVENUE IT WAS OVER $8 MILLION FREIGHT THIS HAS THE OPPORTUNITY AS DIFFICULT AS IT WAS.

THERE ARE MORE THINGS TO DO, ON OF THOSE AS WE HAVE SOME OPPORTUNITIES THAT WE NEED TO SUPPORT OUR EXCEPTIONAL LEARNER DUE TO THE SPECIFIC NEEDS OF STUDENTS.

THERE IS A POTENTIAL TO ADD A FEW POSITIONS THERE BECAUSE THE NEEDS DICTATE THAT. GOING TO ADD TO ALL OF THIS WIT THE RAISING COST AND SUPPLIES, UTILITIES, ALL OF THOSE COME TO PLAY. WHAT ARE OUR NEXT STEPS? NEXT STEPS ARE RECOMMENDATIONS TO THE BOARD FOR POTENTIAL ASSIGNED FEES. WE WILL SPEND SOMETIME DURING THAT. AND PROBABLY THE NEW NORM FOR QUITE SOME TIME. EVERY OPPORTUNITY V HAVE TO ANALYZE OPPORTUNITIES WE'RE GOING TO DO THAT.

>> BEFORE WE TAKE OTHER QUESTIONS, I WANTED TO SHARE WITH THE BOARD THAT MENTIONED PREVIOUSLY WHEN NOTICES WERE DELIVERED LAST MONDAY, THERE IS A VERY FLUID PROCESS AND WE HAV AN OPPORTUNITY AS WE CONTINUE T SEE RETIREMENTS AND RESIGNATION COME INTO USE THE RECALL LANGUAGE WE HAVE TO BRING THIS TO SOME OF THE 18 BACK INTO POSITIONS IN A I WOULD TELL YOU THAT AS OF TODAY I HAVE NOTIFIED SIX TEACHERS AND NOTIFIED THEY HAVE A JOB WITH US AND ARE OFF ABOUT LIST BEARD AND AGAIN, AS WE GET THE RESIGNATIONS MOVING FORWARD CONTINUE TO GO TO THAT LIST IN THE MANNER IN WHICH IT IS INTENDED AND CONTINUED YOU ASKE PEOPLE TO COME BACK TO AND SOMETIMES IT CHANGES LITERALLY BY THE HOUR AND AS QUICKLY AS W ARE ABLE TO PROCESS A RESIGNATION OR RETIREMENT AND

[03:05:03]

>> I WOULD REITERATE THAT MUCH MAKE THAT EVERY TIME IT HAPPENS THERE IS A NORSE THAT COMES FRO TEACHING AND THE FISCAL ANALYSI CHANGES BY THE MINUTE. WE WERE CALCULATING TO THE DOLLAR AMOUNT EVERY SINGLE PENN THAT IS CONNECTED TO A PERSON'S POSITION SO AS SOMEONE COMES OF OF THE LIST AND NOW SOMEONE ELS DEPARTS DUE TO RESIGNATION, THA DOLLAR ABOUT CHANGES SO IT'S ONLY AS GOOD AS THE SNAPSHOT RIGHT NOW AND I THINK THAT IS IMPORTANT TO INSPECT ANY OTHER QUESTIONS OR COMMENTS FROM THE

BOARD? >> NO QUESTIONS I'M JUST GOING TO SAY THANK YOU SO MUCH FOR AL THE HARD WORK AND GETTING THE PARTICULAR INFORMATION FINANCIALLY.

THIS IS SO IMPORTANT FOR OUR DISTRICT AND FOR COMMUNITY AND TAXPAYERS THE LAST COUPLE OF YEARS.

I APPRECIATE IT THANK YOU. >> I ALSO REALLY HAVE A COMMENT THAT I WANT TO CLARIFY FOR THE COMMUNITY THAT THE BOARD DOESN' APPROVE THE TEACHER HANDBOOK, WHICH IS WHERE THE RISK LANGUAGES BUT HOPEFULLY AFTER LIVING THROUGH A BRISK, THE TEACHERS ASSOCIATION AND ADMINISTRATION CAN FINE-TUNE SOME OF THAT LANGUAGE WORKING TOGETHER FOR THE LESSONS LEARNE THERE AND MAYBE EVEN AT THE BARGAINING TABLE SO THEY'LL HAV

SOME ADDITIONAL CONVERSATION. >> THANK YOU.

>> I'M GOING TO ECHO WHATEVER SHE SAID.

IT IS KIND OF A CATCH-22 PARADIGM GLAD THAT WE FOUND THA AMOUNT OF MONEY BUT I'M NOT THRILLED WITH AN WHERE IT HAS T COME FROM. WE RUN AN ORGANIZATION LIKE ANY OTHER COMPANY THAT HAS BUDGETS AND CONSTRAINTS TO THAT AND IT IS NO FUN. WE HAVE FEWER STUDENTS.

WE HAVE FEWER FUNDS AND WE ARE DOING THE BEST WE CAN BUT I KNO A LOT OF PEOPLE WERE TOUCHED DIRECTLY BY SOME OF THESE CUTS AND I WAS NO DIFFERENT. I HAD A VERY CLOSE FRIEND AFFECTED DIRECTLY AND IT IS TOUGH BUT AT THE SAME TIME WE SIT UP HERE FOR THE JOB TO DO AND YOU AND YOUR STAFF DO AND I'VE PERSONALLY BEEN THROUGH TO MANY OF THESE SITUATIONS AT TWO DIFFERENT SITUATIONS. HOME DEPOT BOUGHT OUR COMPANY AND CLOSE MY BRANCH. AND THEN TEN YEARS LATER I WORKED FOR AN INSURANCE COMPANY AND I WAS ON THE SECOND:THE FIRST CALL EVERYONE GOT FIRED. REALLY DIFFICULT INFINITELY PERSONAL AND WE DO TAKE IT SERIOUSLY AND I HOPE THE COMMUNITY KNOWS THAT. THIS IS PART OF WHAT WE HAVE TO DO AS AN ORGANIZATION SO THANK YOU I APPRECIATE YOU ALL TAKING THIS SO SERIOUSLY AND UNDERSTANDING.

>> I WANT TO THANK YOU FOR ADJUSTING THE MEMBERS CONSISTENTLY. I TRULY APPRECIATE THAT.

I TRULY APPRECIATE ALL THE WORK THAT YOU DO.

AND WE ARE HERE TO SUPPORT YOU HOWEVER WE CAN.

THANK YOU. >> MOVING ON TO SIX POINTS ZERO

SIX, FINANCE WEBSITE UPDATE. >> SO MAYBE WE WILL END WITH A LITTLE BIT OF POSITIVE NEWS. SO THE WORK OF OUR TEAM FOR THE LAST 2-3-4 MONTHS HAS BEEN TO UPDATE A FINANCIAL WEBSITE THAT PROVIDES EDUCATION ON THE COMPLEX RESPONSIBILITIES OF A SCHOOL BUDGET AND I WOULD BE REMISS IF I DIDN'T START BY THANKING NATALIE ABBOTT FOR THEIR ABILITY TO BE CREATIVE AN FOCUS ON DESIGN IT HAS REALLY BEEN TREMENDOUS.

I'M GOING TO TAKE A VERY HIGH LEVEL FOR HUNDRED 55 AROUND THE WEBSITE. SO SO OPENING THE WEBSITE WE HAVE A FINANCIAL PAGE AND THIS IS NOT NEW.

OUR 2026 BUDGET IS THERE SO MAN OF THE THINGS THAT I MENTIONED THE PRESENTATION TODAY ALONG WITH KEY HIGHLIGHTS, WHAT I AM MOST PROUD OF IS THE WORK WE'VE DONE BEYOND THAT.

WE ARE TALKING ABOUT UNDERSTANDING SCHOOL FINANCE AN

[03:10:01]

REMEMBER THERE'S ABOUT 14 MILLION IN THAT SPACE.

IN APRIL 30 OF 2025 THERE WAS $23 MILLION SO WE ARE DOWN ABOU 2 MILLION YEAR-OVER-YEAR AND IF WE FULLY EXTEND THE BUDGET, THE CALENDAR YEAR WILL BE A LITTLE BIT OVER 11 MAINE DOLLARS ON THIS LITTLE DESCRIPTION ON EACH OF THOSE FUNDS AND THIS WAS MEANT TO BE A QUICK SNAPSHOT AN IF YOU WANT TO LOOK AT THIS AND THAT'S ALL YOU GLEAN FROM IT, YOU CAN SEE THE OPERATIONS FUND.

IF YOU WANT A LITTLE BIT MORE DETAIL, THE SAME INFORMATION IS INCLUDED WITH EACH OF THE THREE FUNDS BELOW.

I'LL TALK THROUGH JUST EDUCATIO IN THE SAME THING APPLIES TO REFERENDUM AND OPERATIONS. SO USING THAT SAME INFORMATION AT THE START OF THE CALENDAR YEAR, THE BALANCE OR THE CASH BALANCE AND EDUCATION MISCIBLE OVER $22.6 MILLION.

OUR REVENUE IN THAT SAME FOUR MONTH PERIOD, JANUARY THROUGH APRIL 30 -- OUR EXPENDITURES WERE 54 BUT WE ALSO HAVE THAT TRANSFER AND YOU NOTICE HERE THAT WE SIGNIFICANTLY DROP THAT TRANSFER .

THIS IS THE AMOUNT THAT GETS TRANSFERRED ON A MONTHLY BASIS FROM EDUCATION TO OPERATIONS AN THERE'S A WHOLE PAGE DEDICATED TO THAT AND THEN WE END THE CAS BALANCE HAS WHAT IS AVAILABLE AND WERE USING THE TERM AVAILABLE BECAUSE THERE ARE ENCUMBRANCES THEY ARE, PURCHASE ORDERS.

SO IF WE DON'T LIKE AT THOSE, W ARE NOT FACTORING IN THE IMPACT OF WHEN THE PURCHASES ARE ACTUALLY MADE SO THAT IS WHY US THE TERM AVAILABLE CASH WHEN YO SEE THE STAR THEY ARE.

SO YEAR AGO AT THIS TIME AVAILABLE CASH WAS 20 3-POINT NINE, THE SAME NUMBER FROM UP TOP AND THAT WAS JUST DETAIL BU I WOULD HIGHLIGHT A COUPLE THINGS, ONE AS WE STARTED WITH MORE CASH BALANCE AT THE START OF 2025 AND THE OTHER WE WERE TRANSFERRING MORE AND THAT IS A TEETER TOTTER.

TRANSFER MORE MONEY AND OPERATIONS HAS TO SUSTAIN THAT AS WELL TRANSFER LESS MONEY AND THEN OPERATIONS HAS TO SUSTAIN THAT. YOU LOOK AT THE DIFFERENCES LIKELY MENTIONED THAT THERE IS THE 2026 CALENDAR YEAR BUDGET WHERE WE START WITH THE BEGINNING CASH AND WHAT WE THIN REVENUE WILL BE AN EXTENSION TO YOURS WILL BE ON THE TRANSFER S YOU TAKE A LOOK AT THAT AND IF WE LOOK AT -- SPEND THE BUDGET COME OR GOING TO SPEND 11 MILLION IN CASH BALANCE IN THE EDUCATION FIND AND THIS IS WHY THE CUTS THAT W MADE OUR SO CRITICALLY IMPORTANT .

BECAUSE NOT BE AT $11 MILLION I CASH BALANCE AT THE END OF 2026 WE ARE BUDGETED TO BE ABLE TO B THERE BUT THAT PUTS US AT LESS THAN ONE MONTH EXPENSES AND THA IS DANGEROUS TERRITORY.

I WOULD GO DOWN TO REFERENDUM AND HIGHLIGHT A COUPLE OF THINGS . ONE THING THAT THE EDUCATION FUND HAS COME OF THE REFERENDUM FUND DOESN'T HAVE IS MONTHLY PAYMENTS. WE GET TUITION SUPPORT OF THE EDUCATION FUND EVERY MONTH FROM THE STATE OF INDIANA AND THE MAJORITY OF FUNDING FOR THE REFERENDUM AND BEYOND THE PROPERTY TAX DOLLARS, THOSE DRAWS DON'T COME IN UNTIL MAY AND JUNE. SO IF YOU LOOK AT THE CASH BALANCE OF THE REFERENDUM FUND, IT IS THAT THEY CAN HAVE $578,000 BECAUSE MAY AND JUNE ARE GETTING READY TO HAVE A DISBURSEMENT FROM THE PROPERTY TAX AND AS THAT IS WHY WE DO A TEMPORARY LOAN AT BEGINNING OF THE YEARS THAT WE DON'T HAVE THIS HAPPEN. THOSE TEMPERATE ZONES ARE NOT A FACTOR BECAUSE THEY ARE NOT REA CASH FOR IT THAT WE CALLED BACK THE FUNDS THAT THEY BELONG TO, WHETHER THEY BE RAINY DAY OR DEBT SERVICE BID SO THAT'S IMPORTANT TO KNOW THE REASON THAT'S WHY WE DO IT. IF WE DON'T HAVE THAT TEMPORARY REVENUE, THERE IS SOME REVENUE, THERE ARE SOME RENTALS HERE AND THERE IS OTHER INFORMATION THAT GOES INTO THAT BUT THE MAJORITY WHEN YOU LOOK AT, YOU KNOW, EXPECTED PROFIT OF $41 MILLION THAT WE'VE GOT SEVEN PICKED 2,000 COMES IN MAY AND JUNE, THIS WILL BE PART OF OUR NORMAL CONVERSATION MOVING FORWARD.

WE CERTAINLY WON'T GO INTO THIS DETAIL BUT WE WILL QUICKLY GO

OVER IT AT EACH MEETING. >> CAN I ASK YOU A SUPER QUESTION. THIS RIGHT HERE THAT YOU ARE SHOWING US RIGHT HERE, THIS IS PHENOMENAL THAT YOU GAVE A HARD COPY SO I JUST WENT TO OUR DISTRICT WEBSITE AND I CLICKED

[03:15:01]

>> IT IS SO FRESH. IT IS UNDERSTANDING SCHOOL FIND EGGS, THE RIGHT AND THEN MONTHL FINANCIAL SUMMARY, THIS LINK

RIGHT HERE. >> ALL MINE DOESN'T HAVE THAT.

MINE SAYS 2026 BUDGET. YOU ARE ONE PAGE OFF.

SO THAT IS WHERE THEY WOULD FIN THIS SHE EVERY MONTH.

>> THANK YOU SO MUCH. >> MOVING FORWARD WE WILL HAVE LINK TO APRIL AND JUNE AND SO ON .

>> HAVE YOU ESTABLISHED A CADENCE FIVE HOW YOU WOULD LIKE

TO UPDATE THAT EACH MONTH? >> ESPN GREAT QUESTION.

>> THANK YOU. >> IT'S BEEN A LONG DAY, DR.

KEGLEY. WERE GETTING THEIR.

BUT I WOULD SAY IS THIS, RECONCILING AT THE END OF THE MONTH SOMETIMES GOES PERFECTLY SMOOTH AND CAN BE DONE IN A DAY.

SOMETIMES THERE IS $127 AND MULTIMILLION DOLLAR FUND FUND THAT IS OFF AND SO GENERALLY BY THE MIDDLE OF THE MONTH, 15TH, WE SHOULD HIT THAT TARGET. THE CHALLENGE TO THAT AS THAT MAY NOT ALWAYS HIT OUR BOARD MEETING, DEPENDING ON WHEN IT HAPPENS IN THE MONTH, WERE GOIN TO DO OUR BEST AND THE TEAM THA DOESN'T WORK HERE IS THAT CALLOUS RESPONSIBILITY AND I THINK THE 15TH IS A GOOD TARGET FOR THE MONTH WE WOULD SEND THE MONTHLY FINANCES LIKE THEY'RE GETTING NOW AND THIS WOULD STILL HIT THE WEBSITE EVE BEFORE IT CAME TO A FORMAL BOAR MEETING SO THEY DON'T HAVE TO WAIT ON IT.

UNDERSTANDING SCHOOL FINANCE, ADDITIONAL FUNDS, HERE IS A WHOLE SECTION ON TRANSFERS AND WHY THAT HAPPENS.

I WILL GET INTO THAT IN A MINUT AND WE HAVE OUR AUDIT AND THE DETAILS WE GO THROUGH IN THE AUDIT IS AVAILABLE THERE IF THE COMMUNITY FUNDS TO GO TO SLEEP AT NIGHT AND READ THAT, THERE I A LOT OF INFORMATION THERE AND THERE'S A WHOLE SITUATION WE GE VERY LITTLE AND MOST OF IT IS STATE WE WILL TALK ABOUT HISTOR AT THAT AND THEN THERE IS LOCAL PROPERTY TAX AND ONE THING I WOULD HIGHLIGHT, NOT TO GET TOO FAR IN THE WEEDS, BUT THIS IS THE DOLLAR AMOUNT FOR EACH STUDENT THAT EVERY SCHOOL GUESS THAT IS BASED ON A BASE AMOUNT AND COMPLEXITY AND THERE WE ARE AT 370TH OUT OF 376 IN THE STATE OF INDIANA SO THE DOLLAR FOR EVERY STUDENT THAT HSC IS SIGNIFICANTLY DIFFERENT THAN THOSE THIS IS A CHALLENGE FOR US .

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

WE TALKED ABOUT THIS, SALARY AN BENEFITS OF WHEN YOU PUT THOSE TOGETHER, WE ARE PRETTY HIGH PERCENTAGE OF THE EDUCATION FUN AND THAT IS WHAT THE DIFFICULT PIECES RELATED PEOPLE.

TO THOMAS' POINT, THIS IS A LITTLE BIT MORE DETAIL ON JUST THE EDUCATION FUND AND THE SAME KIND OF REPORT THAT YOU SAW FOR ALL THREE NOW WE CAN GET A LITTLE BIT MORE IN THE WEEDS IN THE EDUCATION FUND AND THIS IS THE MONTHLY REPORT THAT BOARD MEMBERS ARE USED TO RECEIVING AND THIS ALIGNS EXACTLY TO THE CATEGORIES OF EXPENDITURES THAT ARE CAPTURED IN THE EDUCATION FUND. AND THEN WE GO PRO QUICK TO THE REFERENDUM FUND. SAME KIND OF THING, BUDGET, YOU GO TO THE BOTTOM AND THEN THERE'S FUNDS AND HOW WE'RE DOING ON APRIL 26 ON THE REFERENDUM FUND AND OPERATIONS FUND. REVENUE SOURCES, TALKING ABOUT THE TRANSFERS AND HERE IS THE TRANSFER REPORT THAT SHOWS THE% THAT EVERY SCHOOL DISTRICT IN THE STATE OF INDIANA -- AND REMEMBER 15 IS THE MAX THAT THEY'RE HOLDING TO TRANSFER.

AND THAT IS ALL THERE AND WERE ANTICIPATED TO DO 10 MILLION THIS YEAR AND THIS CLOSE TO 6% AND HERE'S THE OPERATIONS FUND AND THE OPERATIONS FUND SUMMARY PAGE AND THEN THERE'S THE DEDICATED LEGISLATIVE UPDATES. THERE'S ALL THAT STUFF THAT AND WHAT DOES THAT REALLY MEAN FOR US.

IT DECREASES THE NET AV AND THE IT BRINGS UP THE HOMESTEAD CREDIT ON THESE THINGS HAVE REA FINANCIAL IMPACT TO THE SCHOOL DISTRICT. DETAILS TALKING ABOUT THAT AND LAST BUT NOT LEAST, SOME FREQUENTLY ASKED QUESTIONS,

[03:20:02]

WORKING DOCUMENT FOR US. >> I'LL TELL YOU IT'S BEEN A BE ON THE BOARD FOR FIVE YEARS AND SEVERAL BOARD MEMBERS OVER THIS PROCESS OFTEN AND FREQUENTLY AS FOR THIS WORK AND I COMMEND PRESIDENT PASCOE WORKING BUT YOUR TEAM AND DEMONSTRATION TEA FOR PUTTING THIS ALTOGETHER BUT I KNOW WE HAVE ALL REQUESTED THIS OVER TIME AND TO SEE IT COME TO FRUITION, I AM BLOWN AWAY EVEN THAT IT IS WORKING. IT'S A WORK IN PROGRESS, WE UNDERSTAND THAT, THIS STARTED OUT, PHENOMENAL.

I REALLY APPRECIATE THE HARD WORK OF EVERYONE.

THANK YOU. >> ANY OTHER QUESTIONS OR

COMMENTS FROM THE BOARD. >> THANK YOU.

LOOKS GREAT. >> THANK YOU.

>> REALLY FANTASTIC JOB TO THE WHOLE TEAM EVERYBODY THAT PUT THIS THING TOGETHER, EVERYONE I GOING TO APPRECIATE THIS PRAYER

THANK YOU. >> I FAILED TO MENTION OUR FINANCE BEHIND-THE-SCENES AND I WOULD BE REMISS TO NOT NOT

MENTION SICILY. >> YOU SAID IT WAS ALL HUGH.

[LAUGHTER] >> ABSOLUTELY NOT.

THE WHOLE TEAM, THANK YOU. >> THANK YOU.

APPRECIATE IT. IT'S ITS BEAUTIFUL.

THANK YOU SO MUCH FOR YOUR HARD WORK AND DEDICATION PAID WE HAD SEVERAL THE CASH -- DISCUSSIONS ON THANK YOU FOR HANGING IN THERE WITH THAT AND FOR COLLABORATING WITH MARKETIN AND MAKING SURE THAT EVERYBODY PERCEIVED THE CREDIT THAT THEY DESERVE. THANK YOU SO MUCH.

[7. Superintendent's Report ]

>> MOVING ALONG THE SUPERINTENDENT REPORT.

>> THANK YOU. JUST A FEW THINGS TO WRAP UP TH NIGHT. LAST NIGHT OUR K BUILDINGS HELD AN OPEN HOUSE FOR STUDENTS THAT WOULD BE NEW TO THEIR BUILDINGS.

THERE MAY BE A VARIETY OF REASONS WHY THEY ARE NEW TO THE BUILDING. IT MAY BE REDISTRICTING OR A NE TRANSFER OR STUDENTS COMING TO US IN 2026-2027.

THOSE BUILDINGS HAVE AN OPEN HOUSE IN GREAT RECEPTION WITH THAT. SO I COMMEND THOSE LEADERS FOR PULLING THAT OFF. WE ARE IN THE CELEBRATION TIME OF THE YEAR AND ARE TEACHERS OF THE YEAR ARE BEING RECOGNIZED I THE INDIVIDUAL BUILDINGS OR HAV BEEN SO WE ARE IN THE PROCESS O WORKING TO DETERMINE OUR LEVEL TEACHER OF THE YEAR WINNERS AND ULTIMATELY THE DISTRICT AND THERE IS MORE TO COME THEY.

WE WON'T HAVE A BRIGHT SUMMER BOARD MEETING UNTIL WE GRADUATE -- UNTIL AFTER WE GRADUATE.

AS A REMINDER JUNE 3 AND 4, AND THE HIGH SCHOOL ON THE FOURTH.

NEXT FRIDAY, LAST STUDENT DAY S WE WANT TO PUSH ALL OF OUR STUDENTS A SAFE AND ENJOYABLE SUMMER.

AND WE PURCHASED REMINDED BY TH BOARD AND THE COMMUNITY TWO WEEKS FROM TODAY, MAY 27, WE WILL HAVE A SESSION WE WILL BE DIVING A LITTLE DEEPER INTO FINANCES AS THEY RELATE TO POTENTIAL REFERENDUM HAPPENING IN OUR DISTRICT.

THIS BUT A LOT OF NEWS IN OTHER DISTRICTS AND WE ARE GOING TO B WORKING WITH THE BOARD TO SHOW AND DEMONSTRATE WHERE WE ARE RIGHT NOW AND WHAT WILL BE THE EFFECTS, THE FULL EFFECTS AS IT COMES ABOUT IN 2027 AND BEYOND. AND SO WE INVITED ANYBODY TO COME OUT OR LISTEN TO THE LIVE STREAM 6:00 ON MAY 27 AND THAT

[8. Board Members ]

>> MOVING ONTO BOARD MEMBER REPORTS.

>> I KNOW IT'S BEEN A LONG NIGH SO I'M GOING TO TRY TO GO THROUGH THIS THIS QUICKLY PRE- JUNE 4 IS THE FINANCE FACILITY COMMITTEE MEETING AND SERVED IN THE AGENCY FOUNDATION BOARD FOR THE LAST THREE YEARS AND I NEEDED TO SHARE THIS.

THIS TIME OF YEAR RIGHT NOW IS WHEN THEY GIVE OUT THEIR SCHOLARSHIPS AND I HAVE TO SAY GOT TO WORK ON THE SCHOLARSHIPS AND REVIEW THEM AND IT IS AN AMAZING, AMAZING TASK TO BE A PART OF AND THE AMOUNT OF STUDENTS THAT APPLY FOR THOSE SCHOLARSHIPS IS JUST PHENOMENAL. SO HARD TO CHOOSE JUST ONE BUT I'M HONORED TO SERVE ON THAT COMMITTEE AND I WANT TO JUST TAKE IT ONE STEP FURTHER AND REMIND THE CLASS OF 2027 TO COM OUT IN NOVEMBER TO MAKE SURE THAT LIKE THAT BECAUSE PERSONALLY MY SON WAS ABLE TO PERCEIVE HAMILTON SOUTHEASTERN FOUNDATION SCHOLARSHIPS AND JUS RECENTLY AT PURDUE UNIVERSITY PUZZLE BOARDED THE GOLDEN CARPE GALA AWARD FOR HIS AWARD-WINNIN

[03:25:01]

IT IS SO IMPORTANT AND WE HAVE THOSE TOOLS AND THE SCHOLARSHIP FOR STUDENTS TO APPLY FOR, SO CLASS OF 2027, PLEASE BE SURE T VISIT THE AGENCY FOUNDATION AND TAKE A LOOK AT THAT AND ONE LES THING, GO TO SPOTIFY NC HOOK LIGHT AND HISTORY FOR HIS SERIES

. >> SARAH PARKS-REESE

[INDISCERNIBLE] >> SATURDAY, MAY 16, THIS IS NO FUN RUN AND IS OPEN TO ALL FAMILIES ACROSS THE SCHOOL OF REGISTRATION IS LIMITED WITH LESS THAN 100 SPOTS REMAINING.

SO TO REGISTER-YOU CAN ALSO -- WISH TO THINKS-MEMBERS ACROSS -- STAFF MEMBERS ACROSS THE SCHOOL THROUGH THE THINKING EDUCATOR PROGRAM. MORE THAN 500 FORGET I PACKET THIS WEEK WITH PERSONALIZED NOTES FROM THE STUDENTS AND FAMILIES. THANK YOU.

BEN ORR. >> NO PURPORT AS FAR AS COMMITTEES OR ANYTHING. I JUST WANTED TO MENTION INSERT AN ALL-TIME RECORD. I THINK THE MENTAL HEALTH DEBATES OF 2023 SURPASS VEST BU WE GOT CLOSE BUT SO THANKS, EVERYBODY, FOR HANGING IN THERE WITH US ON THANK YOU TO OUR

AUDIENCE. >> DON'T SAY IT.

DID WE SET A RECORD TONIGHT? HOLD ON, I CAN KEEP GOING.

THANK YOU COME EVERYBODY FOR JOINING IT.

WE HAVE HAD A LONG DAY. EVERYBODY STARTED BRIGHT AND EARLY THIS MORNING SO SINCERELY THANK YOU.

>> THE OTHER THING I HAVE TO SA IS WE HAVE OUR NEXT COMMITTEE MEETING ON JUNE 3. WE WILL BE HERE BRIGHT AND EARLY . NOTHING FURTHER TO REPORT.

AND SAFE TRAVELS HOME AND

* This transcript was compiled from uncorrected Closed Captioning.