001being with us today. Um we are first going to start with our pledge of allegiance. If you'll please join me. I >> pledge algiance to the flag >> of the United States of America and to the republic for it for which it stands. One nation under God, >> indivisible, with liberty and justice for all >> for all. >> And due to the forecast and the weather, we are keeping this meeting to business only at this time. Do we have any blue cards? >> Not at this time, Madam President. Thank you, Miss Triplet. We are now going to move on to the consent agenda, which has approval of minutes, financial claim forms, special um financials, human resources, trip requests, permission to accept accept gifts and grants, um change orders, if I'm reading, contract, special use of
002school property, special events, conflict of interest. At this time, may I get a motion? So moved. >> Thank you, Miss French. >> Alashana triple. Second. >> Thank you, Miss Triplet. Any discussion? >> Yeah, I I I I did have something. I'm trying to find it now. I'm sorry I'm behind, but with a couple things that I was was concerned about as it relates to the uh an agenda uh contracts with as a AASA and train. >> Yes, go back to me. Go to train. That's what I'm reading there. >> Okay. Train were the folks that we had contract with for the roof issue. Is that correct? >> For the Raymond Park uh chillers. >> Yeah. This is for the lease of those until we determine a permanent solution. >> Okay. and just the price of
003it. I think that was one of the concern. Now, the other contract was with uh with me here. >> ASA and then one is train. >> Oh, yeah. Yeah. The AASA. Could you could we could we talk about that one a little bit because uh that was that's completely unknown to me. I just was curious as to what this was all about because we're talking about a pretty hefty fee for one and also a bunch of Anyway, if if we could go through this one real quick here. I wish I told you earlier. >> AASA is formerly Battel for Kids. Battel for Kids. Um it's the same individuals. They just are now under the AASA umbrella. The AASA is the National Superintendent Association. They are providing professional development curriculum development for us. This was written
004into the Lily grant centered around the journey of a graduate skills. Uh if you remember the jog centers that will be at the middle schools, this contract will help us develop the curriculum for those courses as well as embedding jog skills into our K12 curriculum. All this is being funded through Lily. >> Yeah. Uh now I would I notice we got some we got three or four phases here and each one of the phases has about five different things that they do. Um explore, prepare, deliver and sustain. Uh I guess my question was how how are we doing that? How's that how's that actually happening? >> Yeah, they're going to work. It's a um trying to think of the the term limit on it. Yeah, I mean it's a pretty extensive pretty extensive work and
005like I said it's K12 curriculum and >> extensive or expensive. >> Extensive. >> Okay. I'm sorry sir. Go ahead. >> So you know that's the reason they're phasing it out so that we can make sure that it's a successful implementation. Some of it's planning behind the scenes work. Some of it is going to be engaging with our staff um in training and then the implementation. >> Let me let's get down to the dollars here that we're putting on this thing. something here. Show mounts. >> Page 20. >> Yes. Okay, here we go. Um while he's looking for that, it was saying that um is is this designed uh this is designed not just to look at test scores but to include other factors with that. Um the other factors even though we take in these
006other factors it's still going to be important that those test scores stay high also. Oh, absolutely. Yeah. >> Okay. If we could get down to dollars because it looked like there was a lot of money for some one one individual that was going to be a part of this. Okay, here we go. Cost of services. Am I the only one that is having a problem with this and not not understanding what this whole thing is about? Then why we're we're we're putting here we are >> the understanding is that it's part of the Lily grant that was written into us being or to into the grant for us to provide this for the jog centers. So the Lily dollars that we received this is fulfilling what we would put on our grant request. So this
007these dollar amounts that are for the the price of the AASA member breaks it down stakeholders in insight and narrative discovery technique components $79,000 and we uh renew membership event includes one participant attendance of the there's nine extra participants or approximately $899 per early regist ations for we got no now it says it says a new ELP membership so we are doing that who's who's who are we paying for the member Would that be >> the district? >> Would it be the district? >> Yeah, the district. The district will be a member. Yeah. >> So, as a member, so in order for the the district to get this service that they're giving us in reference to these uh five or six objectives, you go all the way to the top again. We're paying these guys
008to come in and facilitate this activ all this activity for us. >> Yeah. Shane Hagerty and Shannon King are the two leads on it. So you'll see them written in there quite a bit on the work. >> We've worked with Shannon King before when we when we first developed the journey of a graduate back in 2019. That came about after the board visited the NSBA conference in Philadelphia. >> I I went I went back to two or three different two or three two or three months to see if this was brought up and and I just the one that's based on it. Howard, I can I can share with you the Lily grant where this is written in as part of the scope. >> Could you uh discuss um this h what they're doing, you
009know, in a you know, I've I've read it, but can you go over it a little bit about what what the money is going to take care of and how it's going to help our district? >> Yeah, the primary driver of this is the curriculum for the jog centers. So what Mr. Russell shared maybe two meetings ago around the modules that we're going to be creating at the middle schools ASA is going this team is going to help us develop that curriculum. >> Okay. Uh project goals intended outcomes. Uh I think one is is is pretty interesting. uh coherent that project and the work from fragmentation. We will support the district and bring the cohesion for five focus areas of the grant. The journey uh college and career readiness uh learning and progression guaranteeing progression
010progresses and the micro credentials. Okay. As I was reading through this whole thing and I I read it, I I didn't understand the I guess I didn't understand the purpose. Maybe I'm the only one that that doesn't understand. So you could anybody else could help me kind of understand why we're where I'm getting these contractors or correction consultants. it appears to come in and do this for us and what's the outcome? >> Yeah. What's the final outcome here? >> Yeah. So the in that page nine at the top there, the journey of a graduate narrative framework. This is where we will connect the five focus areas, the jog centers, the college and career readiness frameworks. So what we're doing there is we're taking those six jog skills. Mr. Dorsy, are you familiar with them? >>
011Community contributor, critical thinking, resilient leader. >> Yep. I got them. understand >> and we're identifying what that looks like at each grade level band. So K4 when you see learning progressions we want to introduce those six skills at the appropriate um pace and space in K4 58 and 912. Ultimately we want to build that out. The guaranteed experiences is how are we putting students in um those experiences that that connect them to college and career readiness and exposure. The micro credentials, if you remember, part of the Lily grant is that is professional development for our teachers. Once they complete that micro credentiing, they are eligible for a $1,500 stipen funded through the Lily grant. I do remember that and I think that was also included in the uh appendix for HR and all of that.
012Okay. So that's where that money is coming from to help take that. >> Now does this include uh the training? I remember talking to him about the students will learn you know different trades and things like that. They will gain that experience uh prior to high school. I my understanding was they're going to get all of this training in middle school which is going to prepare them for high school. So is is this uh program supporting that and the programs that we're going to uh >> this is helping us build the foundation for that. So what curriculum we're going to use they're going to help us develop. >> So this is just trying to develop that program. It's not implementing it. >> No, we we are going to implement it. >> Okay. So, I'm just
013saying um I'm sort of confused about they're developing this program, but my understanding was we already had it planned where we were going to implement it with the students. Am I correct about that? >> Yes. >> Okay. >> Dr. Hansen. >> Yes. >> Um did you did we get a a binder not a binder but a a booklet about this I think. Right. >> Um, spiralbound. >> Yeah. >> Yes. >> Yeah, that's what I thought. Okay, that's that's where it's Yeah. Okay. I was remembering a lot of this stuff and I just wanted to make sure that's what I thought. >> Okay. >> Now, was that the same binder? It was and I don't have the binder with me and I don't recall this, but uh it's probably was there and I just didn't read
014it at that time, but I read it this time. But you have here these two couple links right at the bottom here. And I open up this one. Is that what the binder looks like? >> No. >> Uh, I'm sorry, that's not that's not it. Okay. the binder that it's not a binder. The spiral notebook >> spiral >> Julie is referring to was the overall Lily phase three grant application >> and and when did we get that? Just curious because >> in the spring April I think >> in the spring and April or so >> March or April. >> Didn't see that. >> So it madame president um and superintendent it may be beneficial. I know the Lindley grant has a lot of different components and getting pieces and getting the information. It may be
015beneficial to have a work session and have the superintendent and his team come and go over the grant and what's in it and the implementation process and all of that. Um because it does have a lot of moving pieces in it. um some things have had to be amended. So that may be beneficial because it's a large grant and it's a huge project. So for the board to have a clear understanding on theus, the different partners that are coming in that's also going to affect our renaissance um you know um students as well. So I recommend we do a work session to kind of go over it. I'm I'm glad you brought that up because I that's that's one of the things that I was as I was reading through this. I'm saying, you know,
016ma'am, I am missing out on something here and this is just to say yes, approved, I'd be confused, right? And I have some kind of I don't know how to say it. Uh just in the back of my mind, I'm saying I don't understand this thing. So, what am I approving? >> Um and I and I know that's probably been submitted and I know this ring binder is out there and people have that. I don't know where mine is, but I'll look for it. Uh my concern is I don't want to be confused by this from what I read and it not makes sense to me and then it's an action item for us right now as as I can see. I I think there was something that we needed to have like a refresher
017of some sort just to bring us up to speed again on this. I know it's a little redundant or it may be redundant but I think that's necessary for for clear understanding. >> So I'm hearing Miss Lip Triplet and you Mr. Dorsy, we probably need to have a work session because we're going to see these pieces come through at different times throughout the year. So, if we have a work session, we can like kind of look at the timeline of how those things are going to be pushed out and understand the components of it. >> And so, are we pulling for so what >> I'm hearing? Are we pulling out of the consent agenda? and tableing it. Is that >> Yes. 709 has two contract. Are >> is that what you're wanting? Are we >>
018Yes, I would say let's do that. >> Can we can we can we answer any questions tonight? Because it's imperative that we get the work started especially for the jog centers. We're wanting to get those opened at the start of the 2728 school year. Maybe we can have a work section, you know, ASAP as soon as we can um where everybody can come together, but you know, we still need clarification. >> I'd be happy to answer any questions right now. >> We need like a discussion discussion like she said and bring people in and really talk. It seems >> I think um what we're going to right now I know what we're seeing is pieces of the Lily Grant things coming through and I know that there's going to be a lot of components that
019come through. This is one of the first ones that we're seeing that's going to help those jo centers. So my question is with us having all these moving pieces that are going to be coming to us month after month after month, could we go with our this one have a work session for the remaining ones? Because if we do want to have our jog centers up and working, there is a lot of back work that this company needs to provide to get what we're asking them to do ready. My only concern, Madame President, is I've mentioned this once before. Sometimes we come to the meeting and we say we have to hurry up and do this because I I mentioned before, I don't want that to happen again. Anytime we have a project or anything,
020it should be uh a session where we all talk about it as a board. It should never come to the meeting where we will have questions like this before anything like this come to be voted on. I suggested the last time that we need to have a board meeting with a discussion with clarification and then when we come we won't have this kind of conflict. you know because you know it's very frustrating. >> Yes. And also um we get the agenda early so if we have questions we also can talk to Dr. Hansen prior to our meeting. >> Um I will ask Kevin would do you support pulling this item or where is your thought as well? >> If the confusion is there I think it we have to pull it out. Could we um
021I know we have a lot of moving parts of people going out. Is there a way that we can schedule a meeting for this within the next seven days? >> I'm sure a work session. >> A work session that you should be able to get a quorum. >> You should be able to get a corn, >> right? If it's getting pulled and it's important enough to pull, then I think um the obligation is to move some things around to get it on the um >> two is two in the >> I'm sorry. Go ahead, Madam President. >> My question is in looking at a calendar, could we do um next Tuesday as a work session? And if we do a next Tuesday work session and then um put this into a vote after the work
022session. >> You can um it's two items there. The um >> the train is clear to go. >> It is clear. >> The train is clear to go. So, we will be just be pulling the AASA out of the um consent agenda on 7.09, Madame President, if my notes are accurate. >> So, can we set a set date for next Tuesday? Um, is 5:30 work for everyone? >> 23rd. 23rd. Is that the 23rd? >> Yes. >> Next Tuesday is the 23rd. I'm clear. I go virtual. >> Could we do 22nd? >> You're out the whole week. >> We be virtual. That's what I'm saying. Kevin, maybe we can >> Are you able to be there? >> Miss Julie, would you be available on the 23rd? >> I have something scheduled that day, but I can
023cancel it. >> And we're going to meet at the end of the day, like 6:30, 6 o'clock, something like that. >> We could do six o'clock. Julie, would that give you enough time for your obligation? >> No, it starts at 6:30. >> Oh, I'm sorry. >> For we beh if we weren't able to attend in person, can I go virtual? >> I be able to go. There's a tech people. Could I? Okay, great. Kevin, he the two of us would be virtual. >> Well, no, you just won't be available. >> Okay. Um, Madame President, I do have a clarification for the record. >> Yes. >> When we pulled um when Miss Kim when we pull items from our regular agenda, it changed the numbers. And so, actually, the item that on our consent agenda is
0243.09. It is not 7.09. 7.09 was in our original agenda. >> All right. Thank you. Miss Kim, are we allowed to pull this? I know we are. Are we allowed to have discussion on this on Tuesday and then come to a vote on Tuesday during a work session? Are we allowed to have an action item? All right. So, next Tuesday the 23rd at 6 o'clock. Um, I would like to ask uh Tim, you be able to to explain this and maybe have some of the people that is going to be involved >> Ryan's invocation that we all fill in >> and have somebody involved. I mean, that's going to be involved in this, >> you know, whoever's involved in that program if they could be there. >> Yeah. R I will be the one being
025there. Ryan Ryan's leading this, but he's on vacation next week. So, I I will I will lead it. Any other discussion for anything else? >> I would just ask that if we're um pulling this from the consent agenda, which it's being done, that we all look over the documents and look over what we have from the Lily Grant so we can come to the meeting prepared. It's going to be a little complicated with us having virtual and in person. So, if we come prepared with our questions, read over the Lily Grand to see what questions we have, it may even be beneficial if we could get those to the superintendent where he may have a chance to kind of have some form of agenda. Um, that may be a little um beneficial just for the
026time and we can get the most out of our um meeting as well. >> Absolutely. So, if everybody can find their Lily 3 phase book um and kind of flip over that, that would be a great idea before the meeting. >> Any other discussion as this item is being pulled? >> Just have one other question and and then that comment maybe goes to Kevin more than anything else because he signed off on the contract and that is in reference to the field trip that 77 thing. I guess my can't call it up right now, but >> are you participating in a chaperon or of sorts >> to Cincinnati >> to Champagne, Illinois on the 10th? >> No. No, I'm sorry. I'm sorry. I'm sorry. It's Champagne, Illinois. >> No, that's the girls flag. Which which
027one we talking? >> Well, one of one of them is a the cheer. And I'm not too worried about the cheer. I think we got that under control. We won't have anybody with blisters and all and anybody hurting themselves as I read through that person. But you got another one where you got a seven on seven somewhere, >> right? >> Okay. Okay. >> Yeah, that's that's flat. That's a seven on seven. >> High school football. >> Who's participating in that? It look like you had 40 people. >> That was high school football. Seven. Yeah. >> Just those guys. >> Yeah. >> 40 of those of those players. >> Yes. Skilled players. Seven on seven. The big camp was cancelled today. >> Okay. Okay. Okay. So, so, so there are some players that will not be
028participating who are members of the team right now. >> Correct. >> So, the 40 are >> skilled players. >> I don't know what 77 is and who participates >> receivers, DBs, linebackers, running backs, >> quarterbacks. >> Okay. >> Guys who throw or run the football. >> Understand? Understand. And that's how they're playing. They're preparing ma mainly to the for the air game. >> Yeah. >> More than anything else. I just thought that was strange when I saw seven on seven and for the for the length of time you've got it that whole day. >> It's a tournament. It's >> and it's a tournament you compete with >> schools from around the country. >> Okay. >> Now, do we have just one day or >> that was our day but somebody else has got other days?
029>> No, it generally set up you would have three games. we will see the uh single elimination tournament. >> Okay. So, >> it's generally like a 12 12 schools or something that will show up. >> So, you you'll be able to complete all of those those tournaments in that one day and have a winner >> champion whoever at the end of the day. >> Okay. >> They're only 20 minutes long. They're in and out and 20 minutes. >> Okay. Okay. Thanks. That that was the only other comment question I had in reference to the consent agenda. I I didn't see the amendment in in there personnel amendment and I was just wondering why it's not in there or am I missing something. See, we pulled the financial report. Okay. But >> if you click on
030the link, it's there. >> Because that amendment was pretty large. I mean, long. And it has a lot of stuff in there. And I just thought maybe it'd be nice to go over some of that. And since we've got the I think we've got the time. Uh because there's what we just need we just need to Has everybody read that thing? >> I mean I think it's a good I mean it's nothing I don't have any push back on anything. It it's it's wonderful that we're able to give administration what they that those bonuses and those stipens and and and roll in some other monies too for support people and all of that. But uh uh I just thought we'd take this time with we haven't voted to approve the agenda that if that amendment
031is stuck in there somewhere that we uh we at least chat a little bit about it because it's a laundry list and I just want to make sure everybody's clear on all of those things that we're going to be given. >> Yeah, Howard, I met with everybody. We went over it. Do you have any questions on any of them? >> Uh I have to look at it again. I I did as they were coming through, but as I read through them and uh I just been kind of >> I'm okay. >> I think One of the questions too u Mr. Hower has is it's not specifically listed. So which one of these line items is it? >> Well, one that comes to mind right now is the high school in the HR. >> We got
032the business manager now that position is being removed and then you've got uh >> so D >> team leader coming in to pick up the the fun. I'm I'm just curious as how all those funds are going and >> it looks like a promotion for the team leader. Yeah. >> And FMLA FMLA >> just >> also involved in that mashup in that mixup >> that mashup rather and I just thought it was a lot of stuff >> that I thought we need to be talking about. >> Yeah. Dberto Toledo is the building manager at the high school. He's being promoted to facilities manager. He'll oversee uh custodians throughout the district. Dberto is one of our um incredible uh leaders, employees. Axel, who's the team lead at Raymond Park, will be reassigned, promoted to the high
033school. We've not filled his position yet. >> Fals are separate. Um through the Lily grant, we were able to extend their contract from 190 days to 200 days. So, they'll work the last uh the the 10 days after the school year each year. >> I think they would like that. >> Uh they were phenomenal. They they made personal contacts with all of their families um during those 10 days to encourage them to fill out their registration. and if they weren't coming back to Warren for us to then reach out to them to see if there's something we can do um to help them if they're able to stay or there was a decision that we could have an influence on >> the business manager position that was eliminated was was there an office in the
034in in the high school where this person worked out of that office is being taken over by this team leader who >> by by Axel Axel is being promoted to that position >> and he'll he'll go to there and take over that space that's available for him to to do his job. >> Correct. >> There was one other one there that >> I wanted to ask I know that I think it's good to uh giving sentence to our district leaders, but it says uh $1,250 every July and January. Is that every year? >> Yes. >> I thought this was a one-time thing. >> No, this will be ongoing. Um the source for this is the the um referendum. So as long as we have the funding available in the referendum, this will be an ongoing
035retention. See if I >> Okay, we get just a handful of those other things coming later. Okay. Okay. U I'm I'm I don't have any more comments. >> Are you good? >> Yeah. Yeah, I'm done. I promise for now your phone >> for the consent agenda. >> Does anyone else have any other questions? >> It is my thought since we have Miss Julie Virtual today that we have to do an oral vote. >> That is correct. Julie, >> yes. Gloria. >> Howard? >> Yes. >> Terry, >> yes. >> Kevin, >> yes. >> Lanna is a yes. >> Thank you. So, that passes. We'll now move on to um an item pulled from the consent agent, the financial report. May I have a motion on that? >> So moved. Thank you, Miss Julie. May I have
036a second? >> Second. >> Thank you, Mr. Howard. Any discussion? We'll move on to a vote. >> Julie, >> yes. >> Gloria, >> yes. >> Howard, >> yes. >> Terry, >> yes. >> Kevin, >> yes. Sha abstain. >> Thank you. That passes. We'll now move on to our action items where Miss Dr. Hansen will be providing um the information for us. >> Good evening, board. The first item up for action uh is our food service adult lunch meal price. Per USDA requirements, meals served to adults under the school nutrition programs must be priced so that the adult payment is sufficient to cover the overall cost of the meal, including the value of any USDA entitlement in bonus donated foods used to prepare the meal. Since the nonprofit food service account cannot pay or for or
037subsidize adult meals, school food authorities, FSAs, must set the adult meal prices accordingly. currently is it at $ five dollar. We request the board's approval tonight to raise that to $5.20 to cover the total cost. >> Thank you, Dr. Hansen. May I have a motion? >> I'll make the motion. >> Thank you, Mr. Kevin, and anyone else for a second. >> Howard second. >> Thank you, Howard. It's really hard to uh go anywhere and get a lunch for under $5 or 520, so Any discussion? Anyone? All right, we'll move on to a vote. >> Julie, >> yes. >> Gloria, >> yes. >> Howard, >> yes. >> Terry, >> yes. >> Kevin, >> yes. >> Lanna, yes. That motion passes. Uh, second item, the student success handbook. Allison brought to us last month um revisions for
038the student success handbook. I did check with her and Ryan um if any um suggestions or feedback have been given. Um that being said, if you have any questions, we ask for your approval tonight so we can get this ready for the next school year. >> May I have a motion, please? >> I'll make a motion. >> So moved. >> Second. Thank you, Gloria, for your motion. Thank you, Julie, for seconding. Any discussion? >> Yes. Uh, if we could go to the handbook. I think it's the red line. Mr. Howard, could you use your microphone for us, please? ended. There were people who are out were not a part of the uh area >> for out of district >> for expulsion. >> Yeah. Expulsion. >> Yeah. So >> I'm trying to >> that that was
039one of the changes >> that that I the the the Indiana code uh I mean it just like waved it just wiped it out. So that I mean we know that on occasion folks who are out of district uh do uh drive to a bus station a bus a bus stop and jump out their car and the kids jump on the bus and they go to school. Now now we kind of like poo poo that or how you say take a blind eye to that but we have many people like that. It looks like they took all of that IC out but >> the the Indiana code that >> it's no longer an issue. It's no longer an issue. it's okay if they go to if they do that. And so we got we're like
040sort of like authorizing folks to be outside the district, come on in. Did I read that right? >> Yeah. So yeah, we do accept out of district students. The Indiana code that changed that is the most impactful on this when an out of district student um broke or violated our rules that violate their out of district um standing or status. So, for example, if you have 10 or more days of suspension or if you have excessive uh attendance, those are grounds for expulsion, the Indiana code changed that we don't have to go through the expulsion process. We can simply withdraw them from the district. >> Now, they did it. Also, I think I remember can't find it right now. Geez, I should have wrote all this down. I apologize for not being prepared because as
041I was reading it, it was coming to me and I wrote it down. I just didn't bring it. Um I don't know No, I went out when we were coming in. >> Okay. You know what's going to happen? Close my journ. I'm going to find this. I'm going be upset. But uh do >> while he's looking at that. Um I noticed that you all included uh with the counselors that they will for the 9th through 12th grade that they will provide individual academic planning but you add annual. >> So are you saying that? >> Moria could you repeat that please? >> Uh the counselors grades 9 through 12 college and career readiness. Uh you added annual instead of just individualized uh planning. Does that mean that they're only responsible for just one time, you know,
042going over that with them and then they met that requirement or is >> Well, what page are you on? >> 17 >> something to do with expulsions. >> Yeah. So, we added annual. So that means they're going to do it every year. >> But um does that mean they only have to do it that one time? >> Every year. Four years. >> Every year. So for the high school, it'll be a four-year. They'll do it four times. >> Okay. So uh individ individualized academic planning. So once they do it for that year, that's all they're responsible for. >> Four times, but they'll do it one their freshman year, sophomore, junior, and senior. Um because you know the reason I was asking is because we were talking about starting in middle school uh trying to get
043the kids you know. >> Yeah. This is just for high school. This is just we we were going to meet with them and they have to have a graduation plan leaving 8th grade. >> Okay. Okay. >> So this is this is just for high school. >> Okay. Now the thing is when they leave eighth grade and they have a graduation plan, >> are they able to change that? >> Yes. >> Go into a different direction. >> Yeah. So if you look above that um the third bullet, in fact we started this this year um completing a post-secary graduation plan in seventh grade followed by a four-year high school course plan in eighth grade. So that that did change in this last session. Um, and as part of the new high school diploma, we will get
044credit for having a seventh grade graduation plan. And then the eighth grade counselor will match that with what's available in high school. >> So, they'll have a much better awareness and idea of what is available and what they want to do going into for Central High School. >> Now, uh, with our plans, uh, are the parents involved? Yes, the parent the parent has to sign off on the seventh grade plan. >> Right. Okay. That's what I wanted to make sure that the parents are involved. That was page 85. >> See here's there's no red line in this. >> There's no more than just taking that out. >> I'm good. >> Okay. Well, if you find it, please share with us. >> What was the reference? >> Explosions. >> That's on page 85. >> Page 85.
045>> But he said he understood that one being taken out, but it's something else. I don't see any else to help with. >> I'm all right. Any other discussion? All right. All right, we'll move on to a vote. >> We are for the record on >> 5 >> 02. Julie Julie, can you hear me? Yes. >> Gloria. >> Yes. >> Howard? >> Yes. >> Terry? >> Yes. >> Kevin? >> Yes. >> Lanna? >> Yes. That P that motion passes. >> Thank you. We'll now move on to action item 503. 5.03. >> Board. Last month, uh, Ryan brought to us the draft for the 2728 school year calendar. And at this time, we would ask for your approval. >> Lanna Triplet, approve the um 2027 through 2028 school calendar. >> Thank you, Miss Lanna. Do I
046have a second? >> I'll second it. >> Thank you, Miss Julie. Any discussion? All right, we'll move on to our vote. >> Julie, >> yes. >> Gloria, >> yes. >> Howard, >> yes. >> Terry, >> yes. >> Kevin, >> yes. >> And Lana is a yes. That motion passes. >> Thank you. Um, our last action item this evening is policy 5136. This is a replacement policy based on change in Indiana law. The policy is being updated as a result of significant changes to communication devices. Specifically, the law amends definitions, requirements, restrictions, and exceptions regarding wireless communication devices adopted and implemented by the school corporation. We had a choice whether to decide on node devices or a storage policy. We are recommending a storage policy for 91 really K8 for communication devices. It also bans devices
047during the school day unless an exception applies. It provides several exceptions including for emergencies, students with disabilities and translation services. This policy only includes the before stated instructional time but belltobell board. It is our um recommendation that um particularly at the middle school and high school that our devices are powered down um inaccessible and out of sight. um you know that would translate. At the middle school, we're using our lockers for students to store their um communication devices. At the high school, we believe primarily the students will be using their backpacks. >> All right. Thank you. Do I have May I have a motion? >> So moved. >> Thank you, Miss Julie. May I have a second? >> Second. >> Thank you, Miss Gloria. Any discussion? I know um that we've looked into the devices
048at conferences. We've looked into storage devices and things like that um where they have locks and things. Um I just really approve like the idea that we're just having them in their lockers put away safe. That way there's no chance of accidental somebody grabbing the wrong pouch with somebody's phone in it and things like that. So, thank you. Um, so we'll go to a vote. >> Um, I would like to ask, um, in this, um, without them having their phones on them in case of, you know, an emergency or something like that, are they they have to just go to the office? Are they allowed to get their phones to make a call? You know, we could have a lot of kids running to the office. The first exception there says imu e e e
049e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e emergency use to report a situation that presents an imminent risk to health, life, or property. >> Okay. So, how would they have access to their phone? >> It'll be in their backpack. >> Okay. They can keep them in their backpack. They just can't bring them out. >> The high school can have them in their backpack. >> Okay. Okay. >> All right. How do we handle how do we handle if if if a kid alleges it's an emergency and we come to find out later on that it was nothing to get on. >> What happens to that kid? anything
050in here that talks about how we have to now go to another area of the handbook to go ahead and take >> Yeah, this is going to be a significant change in practice and kids are going to have to, you know, adjust to this new reality. I think I shared with some of you in our one-on- ons, they're going to come off of a summer where they've had their phone attached to them 247. So, you know, we know the addiction that that the phone can have. So, we recognize that we're going to have to continually remind them of the expectations. There are going to be rule breakers and we will have, you know, appropriate consequences to that. Um, but that's going to have to be a progressive plan and a supportive plan knowing kind of
051what we've allowed up to this point for a 15, 16, 17 year old to cut them off like the law is asking us to do. We we we know we're going to have to be supportive through that process, too. So really we're focusing into in the gray area we are allowing to some degree kids who are not actually like for example a kid who has diabetes and they have the monitor and the monitor is tied to their cell phones >> that person is allowed to use cell phone measurements and things of that nature. So we're going to have some folks that are like that. I'm concerned about how how do we really and give me help me understand this and that is how how do we deal with a kid who has an IEP what
052emergency could that child be have for that >> well it could it could be a health IEP it could be a uh translation ILP there could be academic um resources or supports to that >> now as it relates to the translation thing. I understand we have translators that are available for kids, but there's also pieces pieces of software that are in apps, if you will, that are in cell phone that allow for translations. Are we allowing the kids to use that particular one or the ones we have? >> We we have we have some students who speak no English >> when when they come. So, we we will rely on technology to support them through that process. If if we don't have something else available, >> will we give those kids who we recognize do
053not speak English some aid for them or are we allowing them just to use their phone? >> There are resources available, both human and technology. Those students have an ILP, an individualized learning plan, because they're multilingual. So they would be documented in that plan that they would have access to their technology >> to their technology. A cell phone or >> could be. Yes. >> We have what is this called? A pip pocket pocket. >> They may have a translator too. They may have something. >> Yeah. I'm sorry. >> One of those pocket translators. >> Yeah. Yeah. I mean I thought we had something on that that that was that was under our that was ours that districts that belong to the district that was available to kids. Yeah. translators that would be given to kids
054for that. >> Now, I guess we're getting we're really down into the weeds and we should probably should I shouldn't be focusing on that or but how do we go about >> Yeah, it it's a it's a law. We we're following the law. The law says that if they need it for medical reason or for communication reason that they can use their personal device. Um so we're just basically writing this to follow the law. >> Yeah, I I know that. I understand that fully. I'm just concerned about how do we then uh >> enforce it? >> Enforce that. Yes. Do we have a sheet of paper the kid says I not don't have a I'm not going to use this for anything else other than what I'm told to use for >> uh No, I'm
055not going to use my cell phone. I'm going to use the your district document or your district artware to to to interpret back and forth. I mean, >> yeah. So, this is new for all of us. Yeah, Mr. Dorsey. This is new for all of us. I will ask our our teams to provide some updates and you know come to the board and community because this is a huge change for society and you know so what we're asking we're going to learn through this process some students will have their own devices some students will not have their own devices to to do that translation so um your questions are good questions we're asking those same questions I I do want to say although there will be consequences we're really trying to approach this from um
056a supportive stance. Um you know, power down so that we can power the learning up, really focus on the learning and and um you know, getting kids to be more engaged and social with with each other. So, the consequences will come. We we know that that there going to be kids who will test us because that's what kids are supposed to do, but we we haven't flushed that out yet. And it's going to be specific to different scenarios and situations. >> I I I was with some kids today who were involved in activities, military activities, and one of the requirements was that they had to give up all their cell phones as they went through this leadership leaders reaction course, if you will. They go from one course, one one one uh site in in
057a roundrobin sort of an affair where they had to do things as a group and had to actually talk to one another. Couldn't, you know, so they took all the cell phones and they had on the little thing and had a guard on them and the cell phones were not be to be used for this whole period of time that they were there together. What they recognized was that now the kids had to talk to each other. They couldn't bring up Google and say, "Oh, I got an answer, so let's do this." They had to actually do problem solving and they had folks who were leaders and had to coordinate that kind of a thing. And what they found out was that they they got more done without their cell phones than they would have
058had they had the cell phones. >> Now, that was pretty much a closed environment. Uh you can do that readily by taking all cell phones, shake them down, make sure nobody's got something. You're not cheating. And so that happened again. The the reality was that now they had a chance to socialize with each other. They had a chance to problem solve with each other and was all verbal one-on-one, no other sources, no other tools but their minds. And uh I just thought that was revolutionary. Now, I'm I'm hoping our our cell phone policy, which which which is pretty strict. I mean, they've changed a lot of things, you know, and when people wake up on the 1 of July and find out that they really can't have cell phones and we're for real, then I
059think that's when we're going to get a do deluge, I think, of people or parents saying, "Wait a minute. Wait a minute. Why is this why is this happening to me? I need to have my I need to get a hold of my kid." And so, we're going to be dealing with those kinds of reactions from parents, of course, as we get further along. But I believe that uh the 1 of July when the word goes out and we actually start doing this thing as kids start showing into school, we're going to have a big big impact. So >> yeah. So um kudos to the high school team. They put signage out. They're using summer school to already implement this rule. So kids are not allowed to have cell phones right now during summer school.
060So I think that's a great opportunity for them to learn, you know, what do we need to be thinking about? but it's also great practice for our kids. And so again, I think we're the way we're trying to approach it, the benefits we saw last year at the middle school level because at the middle level, K8, we we banned them. Um you know, kids weren't taking video, they weren't feeling like they had to put a show on where kids were taking out their phones and and you know, trying to video stuff for social media um viral, you know, posts. Um yeah and the states that have already done this they are reporting increase in engagement increase in participation increase in social interaction um it's an addictive device and and you know it it locks our
061kids in. So, we're looking forward to those positive benefits, too. >> And you know, uh, when we put something in place, kids are like this. If you let some people do it, they know, everybody was like, "Well, why are you able to use your phone and I'm not able to do it?" You can run into some conflict. So, if there's any way like um Howard was saying for the translators, we have translators in the district. Maybe those students that really need it, they can do the translators instead of using their cell phones. And then that way, you know, because I know how kids are, >> it's a great way too um for students who are dual language and someone comes in that speaks a language that they speak to be the translator and to give
062that peer interaction between the two students. So there's a great benefit there. >> All right, any other discussion? >> We'll move on to voting. >> Julie Yes, >> Gloria. >> Yes, >> Terry. >> Yes, >> Kevin. >> Yes, >> Lana is a yes. That motion passes. >> All right. Well, thank you. So, that is the end of our meeting today. Um, we will meet again for a work session on Tuesday at 6 o'clock. Um, everyone will have >> You say 6 or 6:30? >> Um, 6 o' >> 6 o' >> and make sure that you bring your binder um or your >> That's 23 June. >> Yes. >> Glad you uh told me that time because I had 6:30. >> All right. Well, thank you. All right. With that, that concludes our meeting. Thank you.
063We are adjourned.