>> It's going to change. So, we're kind of holding around that eight bus mark right now. And that could go up or down about 80 80,000 depending on how many buses she puts in. >> Thank you. >> That's a great question. >> Okay. >> Thank you. >> Sorry, I was muted. Anybody else with questions? I don't see anybody's hand up. Okay. Well, if you do have questions and um you think of something after we adjourn for the evening, please, you know, reach out, send in your questions. Um if you think of something in the morning, send in your questions. We're here, you know, Carol will be able to um get the answers for you uh before our meeting tomorrow night. So, um, Cara, do you have anything else to add or Mike or anybody else before we >> No, that's that's really it. >> Okay.
Is it the people that attend the meetings or >> everyone? Everyone. We're going to get it out there in in the public. We will u social media hit it. Facebook um you know uh the website um through Skyward. What else Craig? Am I missing? >> We do it through. Yeah, we'll do it through Parents Square. >> I say Skyward Parent Square. Um, you know, I I don't know how quick of a turnaround you want. You could do it into the newspaper. >> We could. >> Um, I don't know whether the county would put something through their information system or not. >> We could ask them. Yeah. >> Old Everbridge um their main I could ask them. >> Put them on the table. Are we assuming they have >> honestly? Yeah. >> Are we assuming that they have >> Yeah. Yeah. There you go. QR code.
KM talks about visitors to the school. This language was added to allow school personnel to request to see identification required by an offduty law enforcement agency to verify the individual is a law enforcement officer before letting them into the school. So, those were the new policies for the second read. Um, I would recommend moving forward with those policies with the exception of IHS graduation requirements just because we know we're going to have to update those in the coming months.
Under the handbook recommendations noted our um eligibility recommendations. Specifying 10 to 12 only um as the recommendation on page six. and recommendation to specify Indian Oasis High School grades 10 to 12 uh 10 to 12 on page 10 and the recommendation to do away with carryovers uh for the course completions on page 28. And the last one was a recommendation to specify Indian Oasis High School grades 101 12 on page 54 for the behavior matrix which is also um the recommendation. Would you like me to read in into detail what those changes are? Okay. I'm not seeing the I'm not able to bring up the changes the notes the one with the notes. I think it would be really helpful um when we it comes back again if you could highlight or um >> oh >> put a different color on the changes so that way we'll know >> she did but it's not showing here >> but I don't know how to >> she submitted it but the PDF is not showing the changes that she submitted it for whatever reason >> I'm showing um >> but I do have them way that I can >> give me one second Okay.
So that gives extra time for weather delays or whatever might happen during construction. So it's exciting. Um and then I uh also we'll hear a little bit more tonight about the budget and u we're continuing to work admin staff, director staff, um John Heidi, we are continuing to work on creating a budget for next year that we believe is fiscally responsible and we believe that will allow us to present um small raises for staff that remain which will be encouraging because a lot of people who will be taking on a little bit extra work next year. So, those are things that we'll look forward to for the March meeting. And then I just listed some um important upcoming dates and graduation, the fun stuff, right? Um and tomorrow I get to go around and do employee of the quarter. That's really fun. And honor our brand ambassadors, people who represent us well.
This student in particular, I wanted to highlight, they earned a C first semester and coming back second semester to start off this strong is really impressive to me. And they really have seen the values in our level up strategies and that particularly that seeing that meeting with the tutors or doing those extra checks for understanding have been particular behaviors to that student. So this piece of reflection is one thing that's coming up next. We're also looking at goal setting. So again, as we're trying to think, how is this moving forward? How are we informing students what they need to know for the class, but also how are we giving them opportunities to reflect? How am I progressing through this particular unit? Am I am I mastering the skills that I need uh by the time that I take this summitive? So, one of the ways that we're attempting to answer that is with a mastery tracker.
Total grades >> all the grades every because we're trying to identify you got one D or one F and we want to highlight you as opposed to Okay, that's what I was trying to ask. >> So it's unique. So this is unique students. >> Y okay students the other is measuring kids. >> Yep. Okay. So what percentage of students in this case obviously >> so for the the previous graph it would be if a student had >> uh three A's or three Bs or something but then they had one D that would be represented on the >> the one D would be represented on the second graph the three would be on this okay okay >> yes >> but the D is still represented the 90 in the >> grades of C or better >> 6.29% 29%. >> Right. So if you flip it right in that percent exactly >> and the student would be also listed on here as a unique student.
You can see we're placing one block on the other and we're getting there. So um and during the lunch and learn event, we really want to capture like what's going on, what the interactions are looking like. So um our one of our student ambassadors on the and also on the board meeting um I mean on the SSC board man she actually had the idea and also Sahara had the idea to have um to incorporate Coco no AI it's an AI tool that we can use that will record the conversations and then create summaries create a podcast maybe create some other form of um writing that will be used for feedback and reflection. So, you know, being able to capture and convert like any sort of source into like summaries and organized notes, that's that's really an effective way to um you know, provide future reflection and to also like see what it will be like next year.
The scenarios are different. There are um outside of school ones, there are school-based ones, there's relationship ones. So I think that gives more people the opportunity to respond to those different scenarios. The other thing that we do with behaviormies that might get a little bit closer to what you're asking here is when our counselors are looking at who is eligible, who could be nominated for a behavior academy based on the number of discipline pieces that have come in. What we do is we don't just say, "Oh, these four fourth graders are all having inappropriate physical contact. We're just going to put them in a in an academy together." Not a good idea. We want to look at the student and the need. And if we need to break that into two twoperson groups or a three-person group and a one person individual one, we make sure that we're responding so that we can always make sure that what we're using is relevant to the students.
So that's combined what is eligible and what's not. we would be $60. >> Yeah. And and this essentially helps save us from having to hire a full-time network systems admin, which would be at least three times as expensive. All in favor of eight I supporting integrity network solutions for the internal broadband services and IT admin and engineering for non- rate support say I [clears throat] >> motion carries getting close here 8J make a motion discuss electric service uh for parking lot lights service covered fixtures. >> All right. So, we had a bunch of lights go out all regularly at the same time. Um we had a miscommunication discussion about our warranty. Um they won't recover it because the supplier went out of business. Talk to them more. Talk to them. Um [laughter] They came back and said, "We're going to cover a warranty after we already went through and had service done." So, they already reimbursed us for all the fixtures that we purchased services.
>> Dr. Hoover, if you could for you know the listening and and viewing audience, can you talk about explain those modalities? You said synchronous asynchronous. I don't know that everybody knows what that means. >> Yeah. So when we're on an asynchronous day, what that means is there's no the teacher and students are not live together. Um so a teacher posts an assignment for students and students do have their devices at home. So many students will get on and start to work on their assignment and they're due usually a week from when they're posted. Teachers are of course available if a student wants to email or reach out to to ask questions. Teachers are available for that. Synchronous is really when there's a set schedule and at that time the teacher pops in and the student joins and they are actually communicating through using their devices.
Um, they are doing some interviews for social studies. Monty R is retiring. They're working on weighted testing like everyone. um they were lucky enough to be selected by the Department of Homeland Security to do a safety audit. So that's thrilling. And then um they have a guest speaker that's going to be coming later this month to talk about inspiration to share his inspirational story of perseverance. And then also um in terms of music, the Indiana State School Music Contest, the junior high students received 37 gold ratings, six silver ratings, and eight students even had perfect scores. And then moving on to the high school, continuing with music, um 10 LHS choir students were recognized with goal ratings and their vocal solos at the solo and ensemble contest with nine of those students advancing to state. And then Ellison Kitell was selected as a semi- finalist for Butler's Butler University's vocal competition, which takes place on February 14th.
um the WGI World Championship indoor color guard for April 1st through 6 in Dayton, Ohio. And the um WGI World Championships indoor percussion April 18th to 13th. >> Yeah. >> Uh this is 20 Okay. In Dayton, Ohio. >> Madam Chair. >> Yes. >> Yeah. Those uh the the winter guide is in Bethlehem, Pennsylvania. It's the power regional. >> Where am I? >> On March 20th to the 22nd. >> I'm just noticing as I look at the brief, I think those are last year's dates. >> Yeah, they are. So, >> they are. So, what we're looking at now for the consent agenda is the trip to the indoor percussion team uh to attend the field trip to Tom's River, New Jersey. That's March 7th and 8th. And then the second one is the winter guard as Mr. >> I know um we were just saying so sorry about that.
Um, well, if nobody has any other questions, then I will ask for a motion to adjurnn. >> So, moved. >> Thank you, Kate. Do I hear a second? >> Sorry, Sher. >> I hear a second. I'll second it. >> Thanks, Cindy. Okay.
>> Yes. >> I mean, are we assuming that they understand what the information is? >> Well, that's what we're here to doing this. Well, that's what the >> fall we had. We're going to want responses with not that many people actually being formally introduced to that. >> We'll probably try to because the when we were trying to pass the bond issue, we created a connection back to for more information, look at the website for additional information on the project. We put the flyer on there and any other additional and just information So we'll try to we can look at doing something like that. >> Hopefully we get one too the next week recently. >> Yes. But I I think this goes along with the same thing what we're trying to do. We're trying to listen to what the wants and this is the second step of listening to what the public wants.
Any questions? >> That was a lot. Sorry, I threw a lot at you there. So, I would entertain a motion to approve all the KBF updated policies as presented with the exception of a motion by Alison. >> Second by Josh. All those in favor say I. >> I. Any oppos? Same sign. Motion passes 6. And item number 13 is our facilities walkthroughs. So, Miss Shei is going to lead us on a tour of the school a little bit around. Um, so if you want to follow her, we'll kind of take a look at the facilities and let you guys have a chance to ask questions or concerns moving forward. >> That way, if I break it, So, this is the library here. We have Evan's office, our tech guy. He's over here in the corner. And then our speech language services through um Salina are back here in this other corner.
>> I I have the live room as well. Um >> should I share it with Erin or with Ben? >> I'm the one showing it on my screen. Give me one second. >> Thank you. Um, so highlighted while we looked that up is on page six. Uh, an enrollment packet for the Indian Oasis Middle High School Accelerated Campus can be accessed can be accessed on the Indian Oasis Middle School Indian Oasis High School website. Um that is a recommendation that we change it to for 10th through 12th grade. An enrollment packet for the Indian Oasis Middle School accelerated campus can be accessed on Indian Oasis Middle Indian Oasis High School website. Along with um the addition to that would be Indian Oasis Middle High School staff with collaborate uh will collaborate with JDC to enroll students. Students with exceptional needs must have an IEP prior to enrolling the students to determine if Indoasis Middle High School has the resources to meet FAPE FAP stipulated on the IEP.
And we have some gifts for them in partnership with Jed's sandwich shop, which provides a goodie and um a certificate for free lunch for them. So, we get to go do that tomorrow morning. And I purposely did not look at the list, so I would not do what I did last quarter and say the names the night before. So, we'll pause on that one.
This would be something that students would be given maybe in their packet if if teachers use a packet or certainly at the beginning of a unit so that students can see like this is kind of the map. These are all the things that we need to know by the end of this unit. Um and gives them a place to kind of reflect maybe after the lesson. Hey, I understand. How do I how do I do a double displacement reaction and model that? Like I'm feeling really solid about that. Or maybe after the formative, maybe after a lab when we feel like you should have practiced um you know, analyzing data or modeling modeling your results. Um and then it gives them a place to say to themselves, I think I need to review this. And the hope would be that by this point in the year, we've given them so many strategies that now they have this tool belt like this really that concept map really worked for me the last time I used it or those note cards or meeting with the teacher that really helped bridge that gap.
>> Okay. >> Absolutely. >> And as you can see we're down about five and a half% almost 6%. At South School and so remember as we went to that goal the goal is grades of C or better or to be supported. And of course what we mean by supported here and there's multiple supports that students receive on on in many cases on a daily basis but we looked specifically at when our counseling and student support services has reached out to families teacher contacts as they will reach out to families when students are earning a D or F grade and combine those. So whether it's a counseling and in many case it might be both right for an individual student counts as a parent contact and the next two slides in my opinion show tremendous amount of growth um and really I credit that to our teachers and to our counselors.