001All right, welcome. It's February, almost spring, 60°. >> Yay. Um, let's go ahead and start with our student of the month and we will do the learning center. So, our student of the month for the Early Learning Center is Trace Allen. Trace is actually in my classroom in the orange room. Trace is a great example of contributing to the classroom in positive ways. He is a very caring and protective young man. He's very caring and protective of of his friends and he often will come and advocate for his friends if he feels like they might need help with something or if he feels like they might be having a bad day. He really watches out for everyone in our classroom. Um he loves to help in the classroom and if you give him a job,
002you know that he's going to do his best and he takes great pride in doing his best. So Trace is just a wonderful friend to have in our classroom. I'm very grateful that I have him this year. Tracy's favorite colors are red and blue. And he said what he loves about school are his teachers and his friends. And he says he wants to be a police officer when he grows up. And what's your favorite food, Trace? >> Um, strawberries. >> Oh, well, okay. Strawberries and spaghetti. So, Trace is our student of the month. Congratulations. And go all the way around the table. Trace, can you come over here so I get a picture of you? Keep on going. Go around. Smile for all these people that want your picture. >> One more. Okay. All right.
003For the elementary this month, we have Miss Har here. She's a kindergartener at Nor Eastern, and she loves cats, dogs, and bunnies, slime, and playing with animals. She said her favorite things. Her favorite food is pizza, pepperoni, her favorite color is pink, and her favorite subject was math. She's in Mrs. Be's class who's in the back. She said, here's what she said. I didn't tell tell you this part yet. She says she's a hard worker with such a positive attitude. She's always willing to try something new, even if it's hard. She's the first to jump in to help a friend. She is such a great role model for our classroom. Good job, she said. The ways that she belongs, we talked about she's a good friend. that she cares about others and she is a
004good leader. I asked her how she knows that she's growing. She said she eats healthy, especially vegetables or false and getting good sleep. And then the way that she contributes to her classroom is that she plugs in iPads sometimes. She's willing to help and she'll help friends if they're hurt. So there's our student of the month. High five or fist bump all the way around. Everybody wants to Smile. >> Stay smiling. Go ahead. >> Makes sense though. Next up, All right. Hello. So, I'm Jeffrey Kelly and this is Corbin. And um so here's what we said about Corbin. He um Okay, so Corbin um adds to the belong part of our rubric here. He says um he is supportive of his peers. He participates in sports and extracurriculars. He is a great leader and is
005always willing to lend a helping hand is very true. Um he grows. He has high expectations for himself and works hard to meet those meet those expectations. He's willing to try new things even if it's hard. He has a growth mindset and is not afraid to work to do the work that it takes to be successful. And he contributes by working in the classroom to help others stay on task and do the right thing. He gives help helpful guidance to those who need it. He's not afraid to speak up and try in class. He will volunteer and participate during class and he works outside of the classroom to support um his basketball teammates. So, we kind of overall put that together. Corbin brings a consistently positive attitude to the classroom and sets a strong example
006for others. He supports his peers both academically and personally. Always willing to help and lead by example. Corbin actively participates, volunteers answers, and challenges himself to try new things even when they're difficult. He holds high expectations for himself and demonstrates a strong growth mindset in the classroom, athletics, and extracurricular activities. And it was unanimous when somebody suggested his name for our student of the month for seventh grade. And we're so proud of him. So, congratulations picture. Oh, you can go first. Sorry. Okay, the high school student of the month um is unfortunately not here. you think is probably working slinging pizza up up north there is David Renault. Um the be department selected David. Um just contagious positive energy no matter where he's at, whether he's in class, in the hallway, at track practice. Um
007he's just a super positive young man. Um and it and it's it's contagious as well. I've had him in um all the way from his freshman year in PE class and then every year in the weight room of his high school career. Um he's always excited to tackle the challenge of the day. He's always asking, you know, what we're what we're doing today and he's excited, which is a big change of pace from from some of the high school kids that that are rolling in every day. Um he's committed to getting his workout in um and draws other in others in with him and then goes above and beyond as well. Um he's willing to help the teacher out and other students in any way, whether it's with a lift or um anything that that
008is required. Um and David is um a member of the Nor Eastern track team. Very fast, very athletic young man. Um he grows at Nor Eastern by always being there for his friends. Um and one thing I've noticed in the hallways is you never see him walking or talking with the same kids. It's always he's got a very wide um social circle. um will talk to anybody, make anybody laugh. Um just again his his energy and and um his personality is contagious. Um he also carries a 3.54 GPA um and he's setting the foundation the classroom to continue his education at the collegiate level. He contributes at Nor Eastern um just again with his work ethic and and has a great sense of humor. Um he's a model for what it looks like to work
009and improve as a person and an athlete. Um it's great because my classroom the work you put in you you see direct results. Um so and you can see that when when he's um performing and with the track team and just his his results and and how much stronger and faster he's gotten and it's because he is a really hard worker. Um he also again great sense of humor connects with other kids in class and and in the school by making them laugh outside. Um he likes to play video games and uh very intense training for his track events. He's all about track and he hopes to attend any university east um study sociology and be on the track team there. David. >> All right, we're going to jump right into administrative reports and find
010out what's going on in all of our buildings. will be the superintendent. Yeah. >> Um I just want to thank Mr. Hinky and Mr. Tucker um just for their dedication and work during Mr. Smith Mr. Smith's leave. Um the staff has appreciated their communication and and for helping things uh run smoothly. So thank you to them. Um we celebrated National School Counselor Week. Um thank you to our school counselors and all that they do. Um, we would like to recognize Jen Gatis, May Kinky, Katie McNamera, and Alyssa Weisson. Um, also a thank you to Mr. Mark, um, and to IvyTech just for their creative thinking, um, in helping cover Carla Frank Franklin's math classes. Um, we're still in search of a math teacher. Um, if you know of anyone out there that is interested in
011a math position, um, but we are, um, able to cover the classes. Um we have some people that are coming out of retirement to help recover. Um but the main thing is to make sure that students are still learning and that they're receiving credit um including the dual credits. So thank you to all of them learning center. So we started off our month with a visit from Officer Davis. He came over and met with all of our students in the hallway and they just went bananas for his visit. He just did an amazing job. They were laughing and cracking up and he just did an amazing job. They even some even got to try out the handcuffs and they thought that was the neatest thing in the whole world. So, it was really fun. We
012we and the staff loved our loved visit too. So, um teachers have completed that Lena Lena grow training and um we're excited to start implementing it, but we're waiting on some materials to arrive before we can start that. I'm thinking maybe after spring break, just that might be more like along the timeline. Um Mrs. Curtis and I met to discuss plans for open house and enrollment night for next year um for our new families. So our open house will be on the 14th of April and then our enrollment night will be on the 21st. And uh we did have our Valentine's Day dance on the 6th and that was a lot of fun and really special to see all the little kiddos just dressed so so sweet, so cute. Um Lisa Cakes donated the cookies
013for them for the dance so I'm really appreciative to them for that. And for our PD PD PD day, teachers spent the day um looking at our new curriculum and just really breaking that down and discussing it, looking at all the materials and everything that came with it. And we are just all of us are just super excited about this new curriculum. Everyone is on board and really excited to um start it next year. So again, thank you to Officer Davis. He left, but for his visit and for Mr. Fox for his use of the gym and his speaker for our dance. Thank you. >> You're planning for next year. >> Hiro. >> Um at the elementary, um the big day coming up is next week. We have our makeup program for kindergarten through 2
014grade. It's a 60s groovy theme. So students have been working on that. Um so shout out also to all of the specials team because they do kind of shut down and um have Mr. They all push into the gym and they work on practicing, you know, a couple more times before the big performance. Um, so that's next Tuesday at the high school. Um, we're excited for that. We do have dates um that we'll announce and do some say the dates for the spring concert and art show. So, those are always on the same night. So, those are coming up um later on this spring. Um, we have right now we're just always I feel like in the middle or doing some type of testing. So, island checkpoints are finalized. um as of last week for
015the third round. Um the next thing we'll be gearing up for in March is um the ivory test. So second and third graders will take that. Um we're always looking for donations of snacks or mints um things like that. So if anybody wants to um donate, that's always appreciated. Um for PD day, we started looking at possible reading curriculum at the elementary and um had some conversations and looked at a few um resources and we'll be reaching out to get more um resources and and continue that conversation. Um Friday I'm going to the IU reading symposium. I'm excited to hear what um they have to share and we have so many students through IU East in our building. So, it's always nice to be able to sit and listen um and kind of see what
016they're doing and that we're on the same page. So, I'm looking forward to that. Um a big one in our building and the last one is um just the support for our fifth grader who um I think most of you are aware is fighting leukemia. Um she's amazing. Um her teacher is doing a great job. She zooms with her class almost every day. Um, and a lot of that is just she wants that interaction. Um, but we have sent so many things. I don't think they even knew what to expect when we sent the first couple of staff members to visit her. Um, and they went up and took just baskets of stuff. So, um, she's fighting hard and even Officer Davis, I think, sent a Batman figurine. Is that correct? No, it was a
017person made Ashley Davis action figure >> and that that action figure in her hospital room so that was very sweet. But we just we had we've done all the t-shirt sales and all of that. Um but it's been a really really nice show of support. I think I heard Mr. Fox say you saw her. >> I did. She um they were having lunch with a couple of her classmates. I got to peek by and I was like, "What are you guys doing?" Oh, we're talking to Grace now. I got got she was smiling and just having a good old time. So, it was really nice to see her face >> hard time, but it's been a good um show of support. >> Oh, I'm done. >> Um so, I'm going to read for the middle
018school today as well as the high school. Um on Thursday, February 12th, 28 Nor Eastern Middle School students were indented to the National Junior Honor Society. Um it now is up to 37 members. Former members uh and 2023 grad NHS graduated video congratulatory message due to being out of town and I use track. Uh Friday's PD was very productive as teachers continued MTSS training and started planning for next year. Um on Wednesday, February 17th, a group of cons a group consisting of two teachers and assistant principal and the principal of Franklin County Middle School will visit North Eastern Middle School to see MTSS in action, visit with Dr. Scales and others. Um today we have Reed Health Clinic. Uh here today's topic, excuse me, today's topic things physicians do and the different types of physicians.
019Reed does that once a month for the first Wednesday is for high school and then the second Wednesday is I think the second Wednesday is for the middle school as well. Um and also a shout out to Miss Deb Highway and CIS Haley Dingworth for bringing Valentine cheer to the building last week. So that's from Mr. In um high school. Thanks for the board to for allowing Mrs. Cox to attend the Indiana school safety conference. She very much enjoyed the conference and is excited to bring back great information. Uh we will have FFA week coming up February 23rd. FFA will be bringing back drive your tractor to school day. Um they will also be closing out the week with a battle with the buckle at the high school and middle school. So we're looking forward
020to that. And our academic team meets have started up and are in full swing. They've started competing. I look forward to sharing results uh with you for the upcoming meets. They had one on the last night and I think we were at Connor I think of the replacements either third or fourth depending on which category it was in. Um Mrs. Heather Smith our career coach is working on a career foundations expo. We'll host this for freshman sophomore on March 4th while the juniors are taking the SAT and then seniors will be out of the building. They got a list of activities that they'll be able to participate in. Um, some upcoming events. FFA breakfast is February 25th at the fairgrounds. We have a band and choir concert on February 26th. Um, a few extra crores
021just as the winter season wraps up. Congratulations Olivia Crow, Lucas Chambers, Jackson Wayland, and Vanden Miller. They all placed at sectional advanced to regionals and out of regionals. Olivia Croll placed second, Vanden Miller placed third and they went on to semiate which was this past weekend. Um, our girls basketball captured the TEC title this season. Um, they also recently completed competed in sectionals, unfortunately came up short against a very well coached Union County team. Uh, congratulations to the Damsels. They competed in their first winter guard contest and placed first. They again competed on the 14th and they placed fourth in that event. And also congratulations to senior Elena Webster. She was at soul and ensemble and she will be competing at state level in three events on February 28th. And then a quick shout out
022to Mr. Parsons and Mr. Hall. Um if you guys have been to any of the fall sports, but even the winter sports, all the girls basketball games, boys basketball games, uh they have brought the pep band and they have done an awesome job. Um I've gotten compliments from opposing fans and our own fans and you know we come to a you know, what might not be a big game and our bands in every one of them. And they even tried to split up into like an A&B band, but the kids did not want that. So, they've been at all the bands games and have uh sounded great and just a huge shout out to them. >> It's nice having them at the games. >> You can just tell I mean it just changes the whole
023dynamic for us. So, it's a good thing to have him. With that said, also give Mr. However, congratulations on youth night. That was huge. I mean, seeing all the students come out there getting one large picture. I just it's it's good to see for the students. So, so make sure you tell them job well done. >> And I did um hear some very great comments about Mr. Inky, the job that he's doing. >> He's doing a great job. All right. Um, next up is community comments. Do we have any sign in community comments? >> Once anybody signed twice, three times. Okay. All right. We will now move on to consent items. So, looking at our consent items, we have everything in there. Um, they're on our website as well as we've all received them here
024from the board. Um, be the approval and signing of regular board meeting on January 21st, executive board meeting on January 21st, um, approval of claims. We will also approve fundraisers. Um, I got all kinds of fundraisers. Looking for Chipotle. Um, we also have field trips in there along with new hires, resignations, transfers, all personnel items. So, looks like we have quite a few things in our consent. So, any questions on any of that? Any discussion? I make I make a motion to approve all consent items. I'll second motion made by Miss Clay to approve all consent items. Second by Miss Bartram. All in favor. All right. Next up is new business. Um new business. So, first on our new business is the calendar amendments and I'll let Mr. O'Brien speak on any of that. Um,
025I've shared all the comments um with you from staff. So, the re recommendation um from the board is to use President's Day, Martin Luther King Day, and the Friday before spring break as no makeup days. Um, I'd just like to say that I would really appreciate the feedback that that I I know many of you received too from a lot of our teachers who voiced into this. um those of you who are here is so much more helpful for us uh to gain a better understanding of how you guys work in the classroom every single day and and how these decisions really impact um day-to-day that that and some other things we have on the on the schedule today. So, thank you for voicing in uh we really do appreciate that and we do listen
026to that. Um, so I just wanted to make that comment. >> Um, so my comment kind of going from that, I've spoken to quite a few of the teachers and last month when we talked about this and even kind of some text here and there back and forth. My opinion was I'm going to defer to the to the admin, you know, kind of thing. But I've talked to so many people and I have switched. So, I want to vote to no tonight on amending the calendar. So, I would echo what Mr. Van Dying said. I think we've all received many emails. Um, but it's also not just from teachers. I've received many emails and phone call phone calls from parents as well. So, I think that should be also introduced that it's not just teachers
027that we're hearing from too. So, but I think it's great that everybody's taking an interest and are speaking up for what they want. So, with that said, do we have a motion? How would you guys like to move forward? I also want to just speak on that a minute because I guess I didn't realize how much Martin Luther King Day, President's Day, and that other day are used. So with that, I feel like I would vote no to amend this. Also, now I think I thought at first it was okay, but I didn't realize how much it was >> how important those days were too to teach from the students in this part. So I have to change to know also. >> So we never took a vote originally or decision on it. So it
028has to be voted on. It has this is just a discussion. >> I'm just saying what my votes going to be. >> I'm not going to make a motion. >> I think I think from the conversations I have had with staff. I think they would like a little more understanding of the thought process behind it and why um we're considering using snow makeup days. Um because I think the initial reaction is like are they doing something wrong you know on e-learning days and if you know if that's the case can we have time to relook at not only our expectations but the expectations for parents um so I think that was that was part of the conver conversation that we had um you know and also the fact that you know I think I heard
029some concerns like we were playing by the rules. We did everything that the state said that we should do. And you know, as a result, students at Nor Eastern are going to have more instruction than students at some of the other schools because they got waiverss and now they don't have to make up those days at all >> where we didn't have days that we needed to make up. So, um those were just some of the the concerns and and just trying to help people understand um kind of the why behind that and I think the original discussion was and and I don't think anyone would argue um just the um importance of in-person instruction and we don't disagree with that and I think we all agreed you know tacking days on at the end
030is probably even less productive than than any learning day. Um but also I think the conversation was the feedback that we hear from parents and and um kind of the burden that it puts on I think not just parents, grandparents and things to conduct those e-learning days. So there were lots of I think different thoughts that that went into those conversations. >> Yeah. Because there's a lot of them that they they don't want to lose those days off. You know, I heard that a lot that they don't want to lose those days off. the the heart of this discussion never came up because we questioned at all what our what what our teachers were doing or how they were performing in the classroom. It was more >> uh the value that we have in the
031face-toface time that we have with students and that that includes online too. uh that being weighed against how that might actually be playing out when we have students who for me real honestly um the way that we communicate sometimes the value of online learning uh comes off very negative to the community by simply saying things like oh you don't really have to show up that communicates to parents that this is not valuable And then that bleeds down to the students and what is a very valuable tool that that could be used for great things and becomes something that is not utilized as well as it can. So my opinion on this is that I've heard enough through emails and even some other decisions that other schools are making to try to shape a direction. We
032have a calendar that is officially in place. If we're at the point that we're ready to start making motions for a vote, I would motion that we table this, that we spend a little bit more time leaning into this a little bit, hearing from our teachers to say how this is actually working. Maybe it is simply a conversation around uh a few adjustments of communication or a little policy that's more school not state policy that says, "Hey, here's how we're going to approach e-learning days." Um I'm not eager to make a fast quick decision on this. I want to make a decision that's best for our teachers and for our students primarily because that's who we as a board are here serve. We we don't ever want to communicate that we are a board that
033wants to just make decisions without being in front of those who it impacts. So um so if we're at a point of ready to make motions, I would make a motion that we table this, spend some time exploring what it is that uh the teachers might see as the best way to move forward in this. See what some other schools are making in some of their decisions and um and revisit this at a later date. We have a calendar that's in place. So, I'm not um I know I know the sooner that we solidify what we're doing, it helps everybody. Um but I'd rather not make this decision and then come back on it later and um and then just confuse everybody because we don't know what our schedules look like. So, that's my motion.
034>> Is there a second to table this? >> I'll make a second to table it. I I was kind of thinking the the difference between the elementary and the high school. I think high school students can pretty much do the learning on their own. The elementary might be a little different. So that that was in my head of of processing, you know, how does that work for them? Um when my kids were growing up, they were at grandma and grandpa's and that would not have been something that would work very well. So now kids are in daycare centers that may not work very well. So that that may be something and I know we can't do one thing for one group and one for the other. So we have to figure out what works for
035everybody. >> I just wonder I mean this is just like me thinking and this could be so obsolete. I don't know. But like for the elementary having them sign on and how you said like some are at daycare and some go different places. I mean, could we do or is it so obsolete like do like a a weather packet and instead of having like the kindergarten and first and second graders taking home take home iPads or like oh the snow hit us out of nowhere and then they don't have them like at the beginning of each semester like send home a packet and that's what kindergarten, first and second grade do instead of like having to um have the stress of logging on and stuff. Some people they're home with their kids, they can log
036on and it's great. Um, and some kids can do it themselves and it's great. But, you know, there's a lot that can't do it. You know, they just they can't. Their parents aren't able to. You know, many different reasons. So, I just thought, you know, why can't we just kind of go simple with that? And I mean, my kids are old and and I can look back and missing a day here of not seeing your teacher on, you know, ace or synchronous learning isn't going to affect them when they're adults and they're grown. I mean, missing three or four snow days and it on worst case blizzard scenario, missing three or four days of school and not having a tablet that you're doing something isn't in the long run going to hurt them. >> So,
037so you so we cannot do that and have it legally count. So, it's in Indiana code >> that um at least 50% of their instructional day. So for example um for elementary it's 5 hours. So at least two and a half hours of their instructional day have to be synchronous live instruction. >> But what about that's the difference between the two >> when we have the asynchronous. So we're only allowed three asynchronous a year. >> Okay. >> So we can do that we can do that three times. >> Okay. But anyway, >> so those snow days when it's like out of nowhere and it's it has to be seen for this like that has to happen. >> Yes. >> Now you know who's in the audience? Mrs. Oler could log in and she's providing live
038instruction. She may have not have anybody join, but it's still we're still offering that live instruction. So maybe that's where it kind of comes from like because you made a comment like saying you don't have to be there >> because I mean I don't know where that came from but maybe >> that's just for clarity. No no no that that's that's that's what we're that's what I'm hearing from some parents that the value of e-learning has left their home because they have received that there is no real requirement to show up. So I just don't even let my kids do it. I don't even have my kid do it. And it's not parents who don't have internet capabilities. They're just not trying. And that means a kid misses out on what is valuable face-to-face time
039through through a device with their teacher because their parents don't try. >> Yeah. So if there's kids who their parents can't or there's a reason, it is okay that they don't, you know, >> five days to make up, right? Correct me if I'm wrong. five days to to complete the work that is assigned in an asynchronous day >> because there are students that do not have internet and so right you know that was predated that was you know back in co like you can't penalize students that that don't have internet and so then you have to allow the five days um for the assignments. So, um, we had a meeting this afternoon, um, with the association and talked about this. You know, we're we're prepared to, um, you know, look at some of those some
040of the things that, you know, we can't change because they're in Indiana code and it's, you know, state guidelines. Um, but there are things that, um, that we can work on to, um, revamp our communication. I think one of the things I looked at today um we really haven't um the district hasn't conducted a survey on who has internet and who doesn't really since co and so um I think that's something that we need to look at again um especially as we um kind of reemphasize the expectations with parents like you know you know this is important >> and we have um I'm sorry. Um the data that you had shared with us about the actual participation um I just saw that as being very incomplete. Like I didn't think it was very good data
041at all for us to to be able to make some of these decisions on. Um so I'd love for us to see can we get a real good picture on the next synchronous learning day of who's showing up participation >> are actually showing up at each grade level in each classroom. And how many teachers is that that's a bit because I know in our asynchronous we use training opportunities um for teachers and so there's one teacher who's showing up and we have three students there. Um, I think I think it was the unplanned synchronous learning days that had better attendance where we saw 20 or 25 students showing up in a and then our planned synchronous learning days that had singledigit numbers in the attendance and and I honestly don't believe that those are accurate
042numbers. Hope that we have more people showing up online for class. >> I think you're looking at it backwards. So the numbers were the students that were counted absent. So when you see when you see the elementary and it says 0000 that means >> all the students on those three days at the elementary >> log either lo well logged in and or turned in their assignment 5 days later. >> Okay. So it's it doesn't necessarily mean logged in but that they had completed the work for an asynchronous >> much. So, what they're what they're talking about is I pulled attendance for the e-learning days to show that and then we looked at like the day before and the day after an e-learning day and our attendance was better on the e-learning days than it was
043the in-person days, but you guys know that five days, >> right? You guys have time to get them to get their assignments in. unlike the day before where there was 32 that were absent and the day after there was 22 that was absent >> but on the virtual full day it was four that was absent. So it's those numbers are what's interesting too just seeing some of this data. I think that's what we're looking for is real data to understand what's working and what's not. Um going along with you know what what Miss Cla said I know our kids are good. I know all these parents out here all your kids are good. My biggest concern are the kids that don't have us. Those are the ones that I want in the buildings. That way
044they get you more. Yes, it's just three days, but that's three days more. Three day more is you get to touch those students lives. That's the kind of side that I was looking at it from. Not that you guys were doing it wrong or your learning is bad or anything like that. It's just all of our students, the ones that struggle, need you guys more personally than they do through a computer screen. I mean, I think all of us can agree that kids have too much computer time now, too much screen time. So, the more we can actually touch their lives, I think it's it means a lot. So, think that's where we were all coming from originally on these days. Plus, kind of aligning with the rest of the county, too. So, it's just
045consistent. >> Yeah, I agree with that. I think that um like the second semester there's like a long span of you know break like January or February so there's a little a day here a day there and I think um some of the teachers that I spoke with of course they love the children and want and we want the best for the children but sometimes that makes for a long winter January and February when you don't get those like one day you know kind of like the spring break one that's the Friday I I don't have such a problem with that, but I do get the um the Martin Luther King and the President's Day. I understand that one. You know that. >> So, we have a motion to table it by Mr. Van, seconded
046by Miss Bram. >> So, if we table it, what what are we doing? What are we >> We go back to having a discussion and try to figure out how to move forward >> like change the day like change it totally or just wait longer to see if we're going to stick with taking those three days. >> We'll start collaborating and see with administrators and staff how we can improve it. If there's a way we can improve e-learning when so we don't have to go this route. So, I think it's just a matter of everybody collaborating, going to Miss O'Brien, doing some surveys, maybe having some conversations and some ideas of how else we get more students on here. And I think we also need data to show us how many students are actually logging
047on virtual virtual learning. >> I just I just know extending not not um approving a calendar is kind of a pain for >> our calendar. Well, it's approved, but it could at any moment be changed if we, you know, if we're we're tableabling it, that means that we bring it back. And so then people are like, "Oh, well, are we are we are we going to change it or we're not going to change it?" So it doesn't still feel like you're in limbo, >> right? Right. >> Well, I feel like we are kind of still in limbo because I feel like we all are, but we're also talking about a year away. Yeah. This is second semester of next year, right? 27. But what I wouldn't want to happen for for our staff and for
048our families is to come back to this decision like in December or January where people have made plans and then we're we're changing. So um so maybe it would be a long table. I we we never entered into this to to say, "Hey, we we just feel like this needs to be done a certain way." We entered into this with the heart of let's do what's best for our students and what's best for our whole school corporation. So, um I just think more research before a decision is made is the best call. Um we have an approved calendar and we could table this for as long as we want to table it. I mean it >> I understand that but it's limbo. It's it's in limbo. >> Yeah. But there's an approved calendar. So if
049there's planning that needs to be done then and planning has to be done then you move forward with it and then we have to weigh the decision of whether or not the planning that's been done is worth us making a change to the calendar or not or passing it off to another year. I don't think our heart at all is to ever disrupt the flow of what's what's happening. So we use Jen to inform us where are we on this calendar before we say hey let's change this. No, I understand that. And and I've been in a district that um extended approving a calendar time after time after time after time and it's not good. >> Yeah. >> I mean, I'm not saying any of our opinions are bad or whatever, but I've been in
050a district that has done that and the teachers, the staff, they don't like it. They're they're just like, "Make a decision already." >> You know, kind of thing. >> Yeah. I don't think we want to drag this on, >> right? But I think we want to not make a decision right now for the information that we actually have. At least that that's my question. Believe it or not, not everybody watches this live on TV or you know we send out the minutes and I think maybe I think what he's saying is just the wording of it maybe and how that will come across when you when you're reading the minutes and you're not here in person. Is that part of your concern that it feels like it's >> mean crazy to me? >> Well, I
051just >> and I know >> Yeah. I mean, you were part you were part of that district, too, when the board kept extending extending and I didn't like it. I was the secretary and I didn't like it. It was just like, come on, you know? So, I don't want the teachers to feel like we're just gonna um put them in for too long. So, thanks. >> All right. So, any more discussion? Okay. So motion made by Mr. Van Dy, second by Miss Bartum. All in favor >> I to table >> to table. Okay. So we all three table 5. >> All right. Um next new business is Chromebook the Chromebook proposal. All right. Um we've had lots of emails, lots of correspondence and talk about um iPads I um shared the survey results. Um students
052it was very close just a little over 50% um staff prefer iPads over Chromebooks. Um that was that was pretty consistent um across the surveys and the conversations. um you know there's concern I mean from both sides and you know students need to learn to type um we've shared um the change in some of the assessments and the requirements um and then um especially like in math classes and art classes that use um the writing tools for the iPads um that um you know that's what they're used to that's what they like, that's what works. Um, but then there's also the concerns about um just being the the security of iPads um and um you know um and we've talked about um House Bill 159 um and just our ability to be able to um
053provide those parental controls. So right now with the iPads um you know we have filtering systems obviously on them but it doesn't um prevent a student from taking it home and logging in with a personal account and that's what we can't monitor. And is that something that's against this bill that they're passing that >> it's an ongoing concern just in like our day-to-day operations. Um, and the administrators could probably speak to that more when they um get parent complaints or have discipline issues on um some of the things that that we've encountered um that where where Chromebooks are a little more secure. It just happened we started this conversation prior to um the House bill bill coming through which would put us in a situation where by January of 2027 we would need to be
054in compliance. So, and I haven't heard today because it's gone twice and it went to the House committee and I thought it was 8:30 this morning they were supposed to meet but I haven't I've been watching for updates but I haven't seen anything. Well, I've heard a lot about how how they use the iPads and um that they like the iPads, but if this is a barrier, is there a choice? >> Um, if we're not going to be in compliance, >> right? >> We have to be in compliance, right? >> I can't imagine though Apple not making something that would put a school district in compliance. I mean, if this really this Senate bill really does go through, I mean, Apple, there's no way Apple's going to be like, "Ah, we we're not going to
055do it." And so, I would I would have to believe that there will be ways if we I mean, you know, if we save the iPad, I would have to believe there would be a way. I I would I would be careful with that because um Apple's not making sales off of this. We're buying four year four generation old Apple products. So like on and Apple has really really strict guidelines especially concerning privacy on devices that they lock the government out of and they have no problem with it because their sales are fine. Um if schools were in the position to be buying brand new iPads every single year then maybe Apple would care. But they're not seeing that hit their hit their line right now um for for most school system. >> Um I
056I don't know anything about an iPad details or whatever, but I know there is a way to that a parent can go in and set a code on it and set a parental >> they can on their own device. They can't do it on a school device, >> right? Like I have that for my my daughter has a phone that she can't you would take. Why does she have an iPhone? iPad >> or iPad. We can because it's ours on our schools. We can't set that. >> I don't control. >> Now, that's part of what we've had parents do that >> and you guys can't block them like that. >> I mean, I can, but I got to put a password and everything. I don't understand why, but we've had parents that have gone in
057and put passwords on and locked their own kids out of their own academics and we can't get into it and I can't get a password too unless they give us >> and sometimes that puts the device out of commission because Apple's not going to go in and say, "Well, we'll get you that password or reset it up because of their very strict privacy settings. If you set that password on your account and you lose it, well, sorry, that account's just dead." I also I also saw some comments um asking if the teachers could still use the iPads. >> Is that something that if you went to the Chromebooks that they could keep the iPads for use in the classroom? >> Yeah, they have MacBooks right now. So, I think our original conversation is eventually we
058would like to to quit paying Apple and have one platform, but the MacBooks were very expensive. they're new. I we're not in a financial position to be able to replace those right now. Um and so for the time being, we we still have to work with Apple. So for the student device, it's more about the security. Yeah. >> Um but we can keep teacher iPads for now and MacBooks for now. who we talked about in the last meeting the possibility of running two platforms and and pretty sure our IT people said if we have to we we will we've done that um and I want to equip teachers with what because there are this is this is the debate around iPads versus Chrome iPads give you so much more creative uh opportunities and and uh
059there are very fewer limitations in in that but then there are I see in the high school end where I mean used this story several times where a student graduates high school from Nor Eastern and then says, "I don't know how to use a laptop to write a college paper." That's ridiculous. Um, so I think there's something we need to meet there. I'm very much in favor of because I see the benefit of iPads at the lower to mid elementary level because of the style of learning that's taking place right there and then the advantages to Chromes at the at the higher uh high school level because of the level of writing that's taking place at at that level. Um this is the this is the debate that everybody has to deal with when they
060make these decisions. It's not a It's not apples to apples. It's apples to oranges. And which ones do you want to use? >> Um, >> what what grade does iPads start going home with students? >> Kinderg >> I mean on a daily basis. >> But remember, we have to have a device that we can send home on an e-learning day. >> I was just curious what what the grade was when they take them home every day. Like when they leave school, they go home with them. Sixth grade. >> Sixth grade. So last week I when Brandon was talking to us about it, I agreed with that part about my student when he left. He was like, "Oh, now I've got to learn a laptop." So that was my initial, you know, thought also. And and
061still kind of is. Um now they have like the the keyboards for them. So, I know because I've talked to some of the teachers um the high school teachers and and they can type on those keyboards just like they're typing on keyboard. >> Yeah. So, >> I purchased my kids one when she was in school. >> So, there So, there's a way. It's not the same. I did it. It's not the same, but there is like a keyboard that's available now that wasn't, you know, when we first >> Isn't that going to be a state requirement, too, that there's a keyboard? >> Was it that >> on some assessments? Yes. But that's that's also then an expense we I don't think we've calculated because that's part of it is in addition to the already more
062expensive iPad which we've been paying at this time. We're not talking about just supplying computer rooms with keyboards that students can use when they come into the computer class. That's supplying a student with a keyboard to take home with them every substantially more expensive. Uh, and we've already purchased, my understanding, because they were done before my time on the board, was that those were purchased off a grant that got us into the iPad rotation. And we really need to look at the sustainability of continual iPad purchase for the corporation long term because just because we got it from funds that we don't have to get us started doesn't mean that we have funds that have that always be the standard. >> So if we if we select the Chromebooks there's also another thing that we'll
063have to pay. So, who pays for the insurance for the iPads? Now, >> the the corporation. >> The corporation does. Um, because I know on like next steps it says selection of insurance model, district paid versus parent paid. >> And so, possibly that's going to be, you know, a big expense for us. >> On the on the Chromebooks, >> it's attached. >> That's where there there's two attachments. The other attachment is the quote for the insurance. It's $20 a student. >> So, it looks like we're splitting. The district will pay some and the parents will pay some. >> No. >> Oh. Okay. >> Um Okay. So, I after speaking with everyone, um I spoke to Mr. Mark were today and and I was reminded of what a Chromebook does, especially for the high school students
064where if they're on their Chromebook and they're typing in, you know, some words or whatever that flags like Mr. Mark or superintendent or whatever. And I do think that's very important. I think that's a big deal. Um, >> still talking to everybody, even the high school, it was majority iPads. if if we're going to ask the teachers, if we're going to send out a survey and ask them, >> the majority from K through 12, majority was telling me I >> um but what I I don't want to say yes K through 12. Um because I do think my opinion 100% like K1 and two should stick with iPads, which was one of our options >> um last last month. And so my opinion is K one and two at least K1 and two stick with
065iPads and then I would even like want to say middle school down but for sure K12 stick with iPads >> and then we'll we'll have to check to see where we are because if with again House Bill 159 then we would not be in compliance and so then we would be back at the table. So, so that's another thing like if if I was like aware that because when when we were being talked to even just last month when Brandon was telling us we had three options we could pick from like if if it comes down to that we don't have an option. You're saying we don't have an option >> right and this is a short legislative session and so this is stuff that's happened like oh they it it went this day it
066changed and then >> they you know you know, they've met two or three times since we've met. And the thing is from reading it, it doesn't seem like it's even that big of a deal except we can't like parents can't lock them down, which I didn't know, you know, than parents because it looks like the bill is just saying the parents need to be able to lock them down >> is all, you know, I mean, there's probably a little bit more to it, but Right. >> Yeah. That seems like what the big deal is, >> right? >> But as parents need to be able to lock down a device that we send home that we control. So then my question with Kim's comment on the K1 K through two, at what time do we have
067to purchase new iPads where we're at now? >> So the ones that we have currently now, when do they have to be replaced? Um, we're probably maybe another year. They're already We bought an older generation iPad then, so they're already So that's why they don't even take the the compatible chargers. I think we talked about that last month, too. They said that we were getting to the end of that cycle, we had to do something. Anyway, >> how do you feel about two devices in building and what are you hearing from students and teachers and and >> am I allowed to ask a question at this point or is it inappropriate? I thought >> I thought I would sign up for publicity. >> That's what Julie wanted to ask. >> Julie asked you both. >>
068I think consistency. I think it's better to have the same device. So, I would if we're going to do two platforms and we find that iPads are better for the littles, then it would be easier to do it the same. Um, there has to be a transition year. So, I don't know who that falls on and I hate to push that off onto the middle school or maybe we introduce keyboards, I don't know, in fifth grade or something or through our computer lab classroom time if that were to be the case. Um, and I would rather they not have a device and have books instead. What a horrible idea. >> That we would write with paper. And >> I do like that. >> I do think and I do I don't I know for my
069own personal experience with my kids, devices didn't come home every day until third grade. So I do think that there's a a expectation that little littles don't need to be bringing that home. That responsibility of it is hard enough up through fifth grade um of getting it back and forth. But >> do they use them on a daily like in the classroom K through two? I mean >> not at the beginning. I think that we slowly introduce kindergarten. We have to use them in K for assessment but then once we get past that using them daily are they in their rooms too. Yeah. Um, what about teachers and kids having separate platforms? >> Um, I definitely see I've read some correspondence, too. I definitely see the benefit of I'm also just always I'm I'm I've
070always been on Apple. It's been long. So, that'll be a that'll be a change the change. Um, I see the questions that come across are can I like screenplay? I think that's a big part of it. Can I screenplay like I'm doing now? Um, so the kids can see what I'm seeing, but not only that, can I write on my because right now we can write on our iPad and as we're writing on it, it shows up on the screen. So when they're annotating or taking notes and I know in the upper grades, um, that happens quite a bit. And then in some of the lower grades, too. So that's helpful. So I I know that is a question that's come up in our building, um, is if we held on to one iPad per
071teacher, they could still do that. Um, kids aren't really, well, sometimes, but I think teachers having an iPad, if they're going to be holding on to their MacBook, it they're kind of married, so they could stay together, I think, potentially. >> And the state law was uh really only is designated for devices that are going home with kids. So we can run two platforms and not have the same security needs for what we have for teachers as I would trust our teachers to get into some of the veins that >> except for the new learning days and you have to send them home, right? >> No, he's talking about if we just if we still had some which we have I mean we have a set of brand new iPads at at the preschool. Um
072and like I said the teachers have MacBooks so we'll still be running two platforms. >> Yeah. And um uh there's no like the programming compatibility to have a teacher. I mean we're doing e-learning via Zoom. Zoom is it's a web- based platform. So that doesn't matter whether there are there other programming programs that teachers are using that if we were to switch to students on one platform and teachers on another that would not would not work well together. If I I know one of the big things is that everybody's trying to move >> especially education platforms to web- based programming so there are no problems from crossing you know platforms. >> So you're saying like if our kids had Chromebooks but our teachers had Yeah. Is there any >> I would assume there'd be something
073that would be complicated about that. I don't know enough about it. schools at night canvas you still run the same thing you want to change or an iPad >> web it's web based you can run either way um I think you'll probably be fine in most of them there might be a few programs here and there that you'll struggle with especially if they're more like a tablet driven program versus a desktop that'll be your that'll be your biggest probably conflict so >> we do have the the new preschool school curriculum. Um that's one thing that Mrs. Sahari is working on right now is that um it won't work with Apple products. So um >> well the preschool curriculum won't will >> but it's the Lena Grow that's just five weeks. >> Yeah. >> I'm not
074that >> Yeah, she spoke that you can tell >> the the Lena Grow that program that we're doing where the we measure the talk between the students. Oh yeah, >> that's the one that's not compatible with Apple. >> Um, but that's just a fiveweek program. So, we're we're working with David and that program also says that they'll give us a sip. We purchase >> a laptop, you know, a Windows laptop to to be able to run that program. So, but our new curriculum is it's it's good. >> So, I don't know. I don't want to I don't know how this will work out. The only thing I wouldn't want to do is that we start off with one thing and then the bill goes through and then come January, do we have the money? Can
075I don't want to do a swap in the middle of the year. I don't want that. I think that that would be really really hard. Um, and it's probably if it's going to go through, it's going to be around all those lovely summer winter months of what e-learning would be. So, I definitely that isn't, you know, on my mind. Um, I don't want to change in the middle of the year. I think that the littles are I think our end. They see tablets in their home more than they see something like a laptop. But I but I understand the need for them to be exposed to it. But when they get older, I just don't know where that happens. I like your idea of saying maybe in fifth grade you start introducing them to keyboard
076before they go to >> yeah I don't think they need a laptop tablet use is not something that you have to train in a kid you don't you don't have to do that because even if even if the home is not for the child to have a tablet or device mom and dad have a device and kids have been playing on Yes, >> tablet training is not something I'm so concerned with. >> Computer training is um because maybe 10 15 years down the road everything will be tablet driven but tablets will have to come a long way to meet where computers are right now. Uh and I don't think for what we're talking about right now uh not training kids in computer use is the wisest. Um, so are we discuss >> and Mrs. Stevens
077and I have have worked in both realms where where um we've wor had iPads where we've made the transition and we've been in buildings where kindergarteners had had. So, >> I know in our um I was reminded um that in we we also have the um advantage in the building with um computer class that every kid goes to every week that starting in third grade they are exposed to laptops um and typing and they are doing some of that. So, um it's not like it's not happening at all. >> Yeah. Yeah. I want to acknowledge that. Yeah. I I know that we are doing something on some level to help kids understand typing. But when >> I mean I remember my typing class when I would learn home row and just sit there frustrated but
078then I I'd have to go home and if I was on the computer I actually got to practice that >> and when we're not sending keyboards home with kids on tablets that they're not practicing. >> Yeah. So that I see my daughter actually complain about this whole conversation because she says, "Every time I type on a keyboard, I have to do this and look down at it." And I go, "Well, because this is a problem you're this is something you have to learn and practice and grow out of." Um, and and I don't want her going to college like this because that's pretty hard to write a research paper doing. >> Um, >> third grade is usually when state testing starts, right? second. >> Um >> I I don't know that I really want to
079accept this proposal that we have in front of us as it is only because it outlines some things that I don't think that I'm ready to um make the decision on like uh staff device unification within a one to threeyear timeline. Uh, I don't know if we're at a point where we have to make that decision yet. Um, if we have to, I hate to say this, we have to table this down to reward the proposal, have it reflect to then approve the proposal >> or you can make a motion to reflect whatever it is that you want to exempt from it. Yeah. >> Um is discussion to a point that if a motion is made, we can say it's discussed and we can um forward. But once we make a motion, we're not supposed
080to uh have discussion until that motion once it's right now. The motion is for discussion. Let's just I don't want to make sure discussion to that thing. >> He doesn't want to make a motion if somebody has something else to say. Oh, thank you. >> I I still um don't like it as >> the >> help me to understand what you don't like so that if I make a motion, >> I done so understanding you. I'm still of of the thought that um the elementary should have iPads and I just feel like and it's not the admin doing this, it's the Senate, I guess. I just feel like they're saying this is what you guys have to do. Like we don't have an option is what it's sounding like. So at this point I say
081my opinion is I still think the um elementary should is what I don't like about this. What does that do to us if it passes and and how quickly is this moving through? It sounds like it's moving through pretty quickly. Well, and that, >> you know, I hear Tyranny say what that what will that do in the building if we have to have a a device transition because we're not compliant because of >> um >> Yeah. >> Are are any of you um do any of you kind of see what I mean about the elementary or with that? I do. I just look at the other side of it is the legislation. Is it is it going to And and that's I feel like I feel like they're pushing us and telling us what we
082have to do with that. Not you guys. >> Yes. I know what they what they'll somebody will come out and create. >> No, that's why why it wasn't even like it was just a conversation. >> Um and you know it puts a little more sense of urgency in it. Um, you know, timelinewise, you know, we're already kind of cutting it close if we were to make this switch for the fall. >> Um, because it does have to be bid. Um, we'd have to we have to go through that whole process. Um, and then it's the turnaround time on even ordering and then in order to set them up and have the fall. I mean, I don't know 100% that Apple wouldn't come out with something. I mean, we don't know that for 100%. >> But
083if they did this year, we wouldn't buy those tablets. If they came out and made a new device that would be more compliant and will, if they put out an update, will our four generation old tablets be able to download that update because it may not be able to run that that uh operating system? Um, I would want to table it for the reason and I would come back in two weeks. I mean, we don't have to wait a whole another month for a meeting, but I would come back in two weeks and so it's not like we've had so much discussion and we feel like the Senate bill is like coming at us like telling us that right now like I would just hate to vote right now. Let's vote in two weeks and
084let's take a pause and and maybe I don't know. I don't know. Just take a pause. That's kind of I don't I don't want to vote yes on this one. >> I agree. >> Okay. I make a motion to table the Chromebook discussion. a second. >> And I was just gonna say and I don't mind to like come back in two weeks. Like we don't have to wait until March for >> and I think if we're going to do that, we need to set something in now and what we're what we are wanting to see in two weeks. We can't just table and not have a plan for two weeks. We just can't say two weeks later. We need to know if we're doing >> we can ask this proposal. >> And what what are
085those proposals? I mean, what are the things that you're wanting to see in the next proposal? I think that's going to differ a little bit because um I think the reason we're tableabling is for hopes that maybe the notice might come up on Jen's computer in the next couple minutes until that they've made a decision. Um uh but I think the reality I I I would like to explore the uh possibility of keeping the devices in the hands of the teachers that the teachers want and use and need uh to be most effective in the classroom and to put the devices in the hands of the kids that meet the standard of the state that are secure that we can control. uh so that we are well aware of what security measures and what access
086that we are actually giving and sending home to kids. Um so I would I would lean towards one device and hearing our administrator's comments of not wanting to have a change or anything like that. >> Yeah. And if we do two more weeks of due diligence and and and it's not like we've just come down tonight and we're making the decision. >> I think just slow it down a little bit >> and do what they said. >> Well, I didn't make a motion. That's all. >> Okay. All right. Motion made by Miss Claypool to table the calendar or not calendar. Sorry, wrong one. Chromebook proposal, seconded by Miss Smith. All in favor? I >> 5 Z. >> All right, great conversation. Also, kudos to our IT department for continuing to give us all this information.
087So, it's a lot. Um, next up is policy review and update. We have many. Um, are there any discussions on any of them? Do we feel we need a second reading or how do you guys go about moving forward with all of these? >> Well, six of them are seconded. It's a second reading from last. >> Correct. You can do three. Can you do three? >> Okay. So, how do we feel? Do we want So, I want >> I think what she's asking is do you group these together or do you say >> you want to approve the second reading and then are you approving >> approving the two others on the first reading or do you want to move those to second reading? So, do we want to approve all of them together or
088do we want to separate them out? >> So, are we all good with our second reading? >> Okay. So, I make a motion to approve 5600, 5517, 5605, 5610, 5611, and 5771 um to continue past second reading and approval. >> I second. >> Okay. So motion made by Miss Claypool to approve 5600 student discipline 5517 for anti-harassment 5605 for suspension expulsion students with disabilities 5610 suspension expulsion of students 5611 for due process rights and 5711 for search and seizure. All >> in favor second reading all those are passed 5. The next two are first readings. They are the food service program 8500 and accounting system for capital asset 7455. Did you guys need a second read? Do you like a second reading or how do you guys feel? >> Well, I just push for clarity
089on 7455. This an all new policy because I didn't see any any highlighted edits to really indicate what changes were unless the entire policy is just a new policy is written. No, the only change is um the amount has changed. It used to be that um the capitalized items um for the value it was 5,000 and the change has moved it to 10. Not our change, that's just the change. So that has to do more with like when we do what when we do inventory and what we have to um claim they've just raised that value is 10,000 instead of five. That's the only change. >> Uh if we're discussion on these two I I wouldn't feel comfortable with a vote on that. So I'll make a motion to just approve the policy 8500. >>
090I'll second motion made by Mr. Van Dy, seconded by Miss Bartum to approve 8500 food service program and 7455 accounting system for capital assets. All in favor zero. Okay, next up is unfinished business. I have nothing written there, so we're good. Um, next up is board comments. Any comments? >> I appreciate all the contributions to the discussion from via email and all of that because that gave us a lot more insight into what you see and what you do and and how it all works. >> Um, love the look of the new website. I got on there today to pull some stuff up. So, if you haven't seen it, it looks really good. It's really nice. All right, employee comments. >> I would like to thank you guys for listening to us. That's not been
091something as past practice that we were able to reach out to you with our concerns or just our comments or opinions. And it is important and it and it builds that safety that we feel like, you know, we're heard and you're heard. We can work together to to build something that works for all of us. And I think that um that was really in our building that's kind of like it's we are loving that we can reach out to you and feel like no, you may not agree with us, but that's okay. We don't always have to agree with each other, but you know, you're hearing us and we're hearing you and we can maybe reaching >> and I'd say thank you to these brave souls for being here tonight because not I mean we
092keep trying to reinforce I mean we started the year that way um when I send out the emails I say you know please reach out to me reach out to the board um you know we still have some trust building that um you know that we're working through that um people feel like maybe that they'll be targeted or that they'll get in trouble for um speaking up and and um so >> I had a couple calls that said um that Jennifer told us to reach out to board members if we wanted to. >> Yes. >> So that's very nice. >> Any other employee comments? >> I would like to say that I literally thought Mr. And I was looking at you. He was looking at you. >> I didn't want to tell you. >> I
093was not trying to >> Hey, you asked if you could speak up. >> That's where that Don't sit here. >> Look at me a lot.